AHMES05-Neuroscience and Psychology for Behavioural Change

Module Provider: Leadership, Organisations and Behaviour
Number of credits: 30 [15 ECTS credits]
Level:7
Terms in which taught: Autumn / Spring / Summer module
Pre-requisites: AHMES02 Study Skills for Leaders
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2023/4

Module Convenor: Dr Selin Kudret
Email: s.kudret@henley.ac.uk

Type of module:

Summary module description:

Only available on the AHEP programme 

This module explores advanced leadership development and coaching skills alongside their underlying neuroscientific and psychological underpinning.  

This module is designed to offer practical training in core technologies of Coaching and Behavioural Change. The tools and techniques covered in the module will be presented and practiced in a coaching style, thus giving students the opportunities to see coaching in action and try the techniques themselves. 

This module is designed for students who wish to undertake further study in psychological theories and neuroscience that will help them to deepen their understanding and employ a broader range of tools and techniques in their coaching practice. 

Aims:

• To gain practical experience and understanding of basic and advanced coaching tools and techniques which deliver effective behavioural change. 


• To enable students to learn from their own practical experience and reflection. 


• To explore psychological tools and techniques for use at an individual and organisational level. 


• To understand neuroscience and the psychology of change which informs advanced-level coaching practices. 

Assessable learning outcomes:

By the end of the module it is expected that the student will be able to: 

• Reflect on skills of using the tools and techniques informed by Neuroscience during the module.


• Demonstrate an ability to integrate learning from this module with learning from the other leadership elements of the MSc Exec in Leadership and Strategic studies. 


• Reflect on their application of the coaching tools and techniques they learned to deliver effective behavioural change in their professional and academic lives.  

Additional outcomes:

This module also aims to encourage the 

• Increased awareness and confidence in working with a wide range of individuals.


• Increased flexibility and resources to respond to presenting issues from coaches.


• An understanding of how people develop patterns of behaviour, and how these can be changed. 


• Personal experience of the world from different perspectives.


• Ability to explain the psychological underpinnings of effective coaching and behavioural change interventions.

Outline content:

• Foundations of Coaching. 


• Understanding the Neuroscience approach to behavioural change.


• Explore the structure of the brain, common human biases, and functions which relate to coaching practice through a neuroscience approach. 


• Setting the scene for third-wave cognitive behavioural approaches and their translation to coaching. 


• Introduction to the Transtheoretical Model of change. 


• Understanding the development of the motivational interviewing approach as a tool for behavioural change. 


• Explore its application in coaching.

Global context:

The content will be in an international context to reflect the global nature of employment and deployment. 

Brief description of teaching and learning methods:

The content is delivered on-line in a guided self-study format with directions to associated content, textbooks and journal articles. The module structured around selected psychological approaches to coaching, with a series of practical activities for each topic. An on-line tutor will support students as they work through the content. The on-line tutor will ensure students cover the key topics from the syllabus with a range of support material and facilitated on-line discussion both synchrono us and asynchronous. 

 

Contact hours:

	Autumn	Spring	Summer
Lectures	20
Seminars	10
Work-based learning	20
Guided independent study:
Wider reading (independent)	50
Wider reading (directed)	100
Essay preparation	100
Total hours by term	300	0	0
Total hours for module	300

Summative Assessment Methods:

Method	Percentage
Written assignment including essay	100

Summative assessment- Examinations:

No Examination

Summative assessment- Coursework and in-class tests:

Critical reflection essay (referred as Written assignment, including essay in the table above) – 100%.

The total word count should be between 2,500-3,000 words. The students are also required to prepare a presentation consisting of a maximum of 10 slides with annotated notes that will be submitted to the student’s Chain of Command. This element is not marked but the marker will provide formative feedback on the slides.

Formative assessment methods:

Through module forums, students will receive formative assessment and development feedback.  

Assessments in AHEP are forward-looking, i.e., individualised feedback is provided for each assessment element, and the Officer students are instructed to apply the feedback they received into the next module’s assignment they are going to take.  In addition, the students are able to send their essay plans to the module convenor for formative feedback before submitting their assignments. 

Penalties for late submission:

The below information applies to students on taught programmes except those on Postgraduate Flexible programmes. Penalties for late submission, and the associated procedures, which apply to Postgraduate Flexible programmes are specified in the policy “Penalties for late submission for Postgraduate Flexible programmes”, which can be found here: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/cqsd-old-site-documents/penaltiesforlatesubmissionpgflexible.pdf
The Support Centres will apply the following penalties for work submitted late:

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of five working days;
• where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/cqsd-old-site-documents/penaltiesforlatesubmission.pdf
You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Assessment requirements for a pass:

Module pass mark of 50%

Reassessment arrangements:

Resubmission of the failed elements of the module.

Additional Costs (specified where applicable):

Last updated: 5 September 2023