Organizational coaching methodology and tools - BMEGT52STK5006-00

The aim of the course is to master the advanced application of the GROW model in an organizational and le-adership coaching context. Participants will learn how to integrate complex objectives, take organizational dynamics and stakeholder interests into account, creatively explore alternatives, and support change management. During the course, students will develop a reflective, ethical, and responsible coaching role and will be able to independently facilitate organizational GROW processes. Participants learn methods for identifying coaching needs and acquire the tools and skills necessary for planning coaching interventions, concluding contracts, implementing coaching, and evaluating the effectiveness of completed coaching.

1. The student has in-depth knowledge of the application of the GROW model in an organizational context and the integration of complex objectives and organizational priorities.
2. Understands organizational dynamics, stakeholder interests, cultural factors, and the psychological aspects of change management.
3. Understands the methodological tools for creatively exploring different options and alternatives, as well as the risks and impacts of decisions.

1. Is able to apply the GROW model in complex organizational and leadership situations, from goal setting to action plan development.
2. Can facilitate team and leadership coaching processes, and manage lack of motivation, resistance, and conflicts.
3. Can apply advanced questioning techniques, brainstorming, scenario planning, and accountability mechanisms in practice.

1. Is open and sensitive to organizational complexity and the needs of different actors.
2. Reflective about their own coaching style, continuously developing their methodological awareness.
3. Approaches organizational coaching situations in an ethical manner, respecting the competence limits of participants.

1. Able to independently plan and lead complex GROW processes in organizational and leadership situations.
2. Takes responsibility for the impact of coaching interventions on the functioning of the team and the organization.
3. Consciously identifies and manages their own competence limits and, if necessary, refers the client to an appropriate specialist.

Lectures, individual (e-learning) task on the moodle interface, questionnaires, use of IT tools and techniques, class work in pairs and groups.

• Kötelező irodalom: Kiadott órai anyagok.
• Ajánlott irodalom:
• Athanasopoulou, A., Dopson, S.: Developing Leaders by Executive Coaching: Practice and Evidence. Ox-ford University Press, 2015.
• Bacon, T. B., Spear, K. I.: Adaptive Coaching. The Art and Practice of a Client-Centered Approach to Per-formance Improvement. Davis – Black Publishing, 2003.
• Bates, B. (2015) The Little Book of Big Coaching Models. Pearson.
• Bluckert, P.: Psychological Dimensions of Executive Coaching. McGraw-Hill – Open University Press, 2006.
• Bossons, P., Kourdi, J. & Sartain, D. (2012). Coaching essentials: Practical, proven techniques for world- class executive coaching. London: Bloomsbury.
• Cox, E, Bachkirova, T. & Clutterbuck, D.: The Complete Handbook of Coaching. Sage – Footprint, 2010.
• Cope, M.: A coaching módszertana. Manager Könyvkiadó, 2007.
• Downey, M.: Effective Coaching: Lesson’s from the Coach’s Coach (2nd Edition). Thomson, 2003.
• Fairley, S. G., Stout, C. E.: Getting Started in Personal and Executive Coaching. Wiley, 2004.
• Goldsmith, M., Lyons, L., & Freas, A. (eds.): Coaching for leadership: How the world's greatest coaches help leaders learn. Jossey-Bass - Pfeiffer. 2000.
• Hicks, R. F.: The Process of Highly Effective Coaching: An Evidence-Based Framework. Routledge, 2017.
• Jones, G., Gorell, R.: 50 Top Tools for Coaching: A Complete Tool Kit for Developing and Empowering People. Kogan Page, 2009.
• Kantor, D., Reading the Room, Jossey Bass, USA, 2012
• Katzenbach, J. R., & Smith, D. K., The Wisdom of Teams: Creating the High Performance Organisation, USA, 1993.
• Lee, G.: Leadership Coaching – from personal insight to organisational performance. CIPD, 2003.
• Ludeman, K., Erlandson, E.: Coaching the alpha male. Harvard Business Review, 82(5), 58-67. 2004.
• MacKie, D.: Strength-based leadership coaching in organizations: an evidence-based guide to positive le-adership development. Kogan Page, 2016.
• Maxwell, A. (2009). The co-created boundary: Negotiating the limits of coaching. International Journal of Evidence Based Coaching and Mentoring, SpecIssue 3, 82–94.
• McMahon, G., Archer, A.: 101 Coaching Strategies and Techniques. Routledge, 2010.
• O’Neill, M. B.: Coaching – A vezetői szerep és feladat tudatosítása. HVG Kiadó, 2008.
• Ozenc, K., & Hagan, M., Rituals for Work - 50 Ways to Create Engagement, Shared Purpose and Culture that Can Adapt to Change, Wiley, USA, 2019.
• Passmore, J., Underhill, B., Goldsmith, M. (2019) Mastering Executive Coaching. Routledge.
• Passmore, J.: Leadership coaching – Working with leaders to develop elite performance. Kogan Page, 2010.
• Passmore, J.: Psychometrics in Coaching. Kogan Page, 2008.
• Sperry, L.: Executive Coaching. Brunner – Routledge. 2004.
• Stober, D. R., Grant, A. M (eds.): Evidence Based Coaching Handbook. Wiley, 2006.

A 2.2. pontban megfogalmazott tanulási eredmények értékelése e-learning házi feladatok és összegző tanulmányi teljesítményértékelés alapján történik.

A. Szorgalmi időszakban végzett teljesítményértékelések részletes leírása: A. Részteljesítmény-értékelés (aktív részvétel): a tantárgy tudás, képesség, attitűd, valamint önállóság és felelősség típusú kompetenciaelemeinek egyszerűsített értékelési módja, melynek megjelenési formája a felkészült megjelenés és tevékeny részvétel az interaktív előadások és a kiscsoportos gyakorlatok folyamatában. B. Részteljesítmény-értékelés (házi feladat): online feladat, amelynek során a hallgató önállóan végez a megadott témában a tárgyhoz kapcsolódó kutatómunkát. C. Elméleti összefoglaló dolgozat (házidolgozat): melynek megjelenési formája az egyénileg készített házi feladat, a házi feladat tartalmát, követelményeit, beadási határidejét értékelési módját a tárgyfelelős határozza meg.

• aktív részvétel : 50
• online feladat : 25
• házidolgozat: 25
• Összesen: 100

1. Az e-learning házi feladatok a leadási határidő után az előre megadott pótlási határidőkig díjmentesen pótolhatók. 2. Az összegző tanulmányi teljesítményértékelés a pótlási időszakban – első alkalommal – díjmentesen pótolható vagy javítható.

Consulted with the Faculty Student Representative Committee, approved by the Vice Dean for Education, valid from: 13.10.2025.

The aim of the course is to deepen participants' knowledge of organizational coaching methods and enable them to intervene effectively in complex organizational situations. Students will learn how coaching can be integrated into leadership and team development processes, as well as change management support. The training emphasizes the development of a reflective, ethical, and responsible coaching role in an organizational context.