MQM1NLP-NLP Practitioner

Module Provider: Leadership, Organisations and Behaviour
Number of credits: 30 [15 ECTS credits]
Terms in which taught: Spring term module
Non-modular pre-requisites:
Modules excluded:
Module version for: 2016/7

Module Convenor: Dr Patricia Bossons


Summary module description:
This is the second of two modules making up the Post-Graduate Certificate level of the Masters in Coaching and Behavioural Change. It comprises 10 days of workshop delivery, together with inter-workshop practice, reading and reflection.
This module is designed to offer an experiential and practical training in core technologies of Coaching and Behavioural Change. This draws upon many of the schools of psychology, and coaching techniques already covered by students in the first module of the Post-Graduate Certificate, the Foundations of Coaching – Henley Certificate in Coaching. The tools and techniques covered in the module will mainly be presented and practiced in a coaching style, thus giving students an intense coaching practice opportunity.

The NLP module is designed to allow external student participation, from corporate clients and individuals who wish to undertake an NLP training, without the academic accreditation. Henley students will thus have access to a good variety of new people with whom to work, instead of relying only on their colleagues on the Henley programme for practice. This will also bring a fresh mix of participants into the programme, which is hugely beneficial to the MSc students for practice purposes.

• To gain practical experience and understanding of a wide range of tools and techniques which deliver effective behavioural change – based on the principle of modelling what works, and understanding why it does
• To enable students to learn from their own practical experience and reflection
• To expose students to a wide range people with whom to work, thus increasing their experience and flexibility both as coaches and coachees
• To understand what NLP is and how it can be used at an individual and organisational level

Assessable learning outcomes:
• 5000 word reflective piece
• Observed skills in using the tools and techniques during the workshops
• Ability to integrate learning from this module with learning from the Certificate in Coaching, module one and demonstrate this in the reflective piece

Additional outcomes:
• Increased awareness and confidence in working with a wide range of individuals
• Increased flexibility and resources to respond to presenting issues from coachees
• An understanding of how people develop patterns of behaviour, and how these can be changed
• Personal experience of the world from different perspectives

Outline content:
Workshop one:
• Introduction to NLP, as a study of the structure of subjective experience
• Understanding and practicing building rapport, outcome orientation, sensory acuity and behavioural flexibility
• Exploration of the presuppositions of NLP:
representational systems
association and dissociation
the coaching dimension
Henley supervision sessions

Workshop two:
• States
• Anchors
• Resources
• Submodalities
• Organisational applications
• Henley supervision sessions

Workshop three:
• Modelling
• Language, visualisation and trance
• Deep structure and surface structure
• Metaphors
• Storytelling
• Timeline work

Brief description of teaching and learning methods:
- Ten days of workshops
- NLP expert tutors and support team
- Plenary presentations, demonstrations and practice sessions
- Inter-module activities and excercises

Contact hours:
  Autumn Spring Summer
Practicals classes and workshops 80
Guided independent study 220
Total hours by term 300.00
Total hours for module 300.00

Summative Assessment Methods:
Method Percentage
Written assignment including essay 100

Other information on summative assessment:

NLP is described as 'the study of the structure of subjective experience', and has broken down the structure of many originally therapeutic interventions, making them widely available for use. The techniques NLP chose to model were often used exclusively within a therapeutic setting, where the history, permission and willingness to engage at a deep level had already been obtained from the client. Discuss the implications this might have within the coaching setting, and what steps a coach or coachee might take to judge the suitability of techniques for non-therapeutic situations by people working as coaches, not therapists.

Formative assessment methods:

Penalties for late submission:

No penalties are applied for late submission; however, it is expected that all assessments for Stage 1 must be completed prior to commencing to Stage 2.
Penalties for late submission on this module are in accordance with the University policy. Please refer to page 5 of the Postgraduate Guide to Assessment for further information:

Length of examination:

Requirements for a pass:

Reassessment arrangements:
1 resubmission, in line with overall programme regulations

Additional Costs (specified where applicable):

Last updated: 31 March 2017

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