Year
2021Credit points
10Campus offering
No unit offerings are currently available for this unit.Prerequisites
NilUnit rationale, description and aim
At a time of rapid ongoing change as a result of globalisation, internationalisation and the continuing development of information communication technologies, careers work is increasingly being conducted against a backdrop of uncertainty. This requires career development practitioners to have advanced skills so that they can provide effective coaching interventions.
This unit focuses on innovative coaching strategies for career and work education for clients and students to make successful career decisions in a changing world. A wide range of evidence-based strategies will be demonstrated and evaluated to provide careers professionals with a wide range of coaching activities designed to develop in students advanced coaching competencies. Special consideration will be given to cognitive approaches to performance, burnout and stress, coaching for uncertain times, and practical ethical frameworks for coaching interventions. Students will practice advanced coaching techniques addressing career-related client issues. Assessment will examine both theoretical and practical aspects of advanced coaching. The aim of this unit is for students to develop competence in coaching for career development.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
On successful completion of this unit, students should be able to:
LO1 - Identify and appraise a range of advanced career coaching strategies for a wide range of students and adults (GA1, GA5, GA9, GA10; APST 1.2H, 1.3H, 1.5L, 1.6H, 2.2L, 3.3L, 3.4L, 3.5H, 3.6H, 3.7L, 4.1L, 4.2H, 6.2H, 6.4H, 7.1H)
LO2 - Analyse the complex challenges and presenting issues confronting students and adults as they develop their careers (GA5, GA9, GA10; APST 1.2H, 1.3H, 1.5L, 1.6H, 2.2L, 3.3L, 3.4L, 3.5H, 3.6H, 3.7L, 4.1L, 6.2H, 6.4H, 7.1H)
LO3 - Critique and practice a range of ethical advanced coaching strategies designed to assist students and adults to address career-related issues (GA5, GA6; GA8, GA9, GA10; APST 1.2H, 1.3H, 1.5L, 1.6H, 2.2L, 3.3L, 3.4L, 3.5H, 3.6H, 3.7L, 4.1L, 6.2H, 6.4H, 7.1H)
LO4 - Apply a range of advanced coaching delivery options (GA8, GA9, GA10; APST 1.2H, 1.3H, 1.5L, 1.6H, 2.2L, 3.3L, 3.4L, 3.5H, 3.6H, 3.7L, 4.1L, 6.2H, 6.4H, 7.1H).
Graduate attributes
GA1 - demonstrate respect for the dignity of each individual and for human diversity
GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession
GA6 solve problems in a variety of settings taking local and international perspectives into account
GA8 - locate, organise, analyse, synthesise and evaluate information
GA9 - demonstrate effective communication in oral and written English language and visual media
GA10 utilise information and communication and other relevant technologies effectively.
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS
On successful completion of this unit, students should have developed understandings and practices in relation to each of the following standards:
1.2 Understand how students learn (Highly Accomplished) |
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds (Highly Accomplished) |
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities (Lead) |
1.6 Strategies to support full participation of students with disability (Highly Accomplished) |
2.2 Content selection and organisation (Lead) |
3.3 Use teaching strategies (Lead) |
3.4 Select and use resources (Lead) |
3.5 Use effective classroom communication (Highly Accomplished) |
3.6 Evaluate and improve teaching programs (Highly Accomplished) |
3.7 Engage parents/carers in the educative process (Lead) |
4.1 Support student participation (Lead) |
6.2 Engage in professional learning and improve practice (Highly Accomplished) |
6.4 Apply professional learning and improve student learning (Highly Accomplished) |
7.1 Meet professional ethics and responsibilities (Highly Accomplished). |
Content
Topics will include:
- mindfulness
- coaching for improvisation
- dealing with resistance
- conflict resolution
- motivated interviews
- identifying barriers to change (Luck’s victim, inner voice, on-boarding significant others’ messages, fearing failure, psychoanalysis of career choice and burnout and stress)
- what “brain science” does not tell us
- coaching for change and uncertainty
- coaching for change in ethical behaviour
- online coaching and service delivery
Learning and teaching strategy and rationale
This unit is offered in offered in multimode and uses an active learning approach to support students in the development of knowledge and skills related to career coaching. Students have the opportunity to attend synchronous online webinars to participate in the construction and synthesis of this knowledge and the related skills. Such an approach allows flexibility for students are largely engaged in full-time work.
Where required by cohorts, part or all of the unit could be delivered face-to-face with students engaging in lectures and workshops as well as students accessing digital resources and activities available through the LEO site.
This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the semester. To achieve a passing standard in this unit, students will find it helpful to engage in the full range of learning activities and assessments utilised in this unit, as described in the learning and teaching strategy and the assessment strategy. The learning and teaching and assessment strategies include a range of approaches to support your learning such as reading, reflection, discussion, webinars, podcasts, video, workshops, and assignments etc.
Assessment strategy and rationale
In order to successfully complete this unit, postgraduate students need to complete and submit two graded assessment tasks. The assessment strategy used allows students to demonstrate their knowledge related to advanced coaching for change.
The first task (40%) focuses on coaching strategies and the challenges posed in today’s world; the second task (60%) is a case study focused on advanced coaching strategies as they are applied to practice in the area of career development.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Attributes |
|---|---|---|---|
Assessment Task 1 Extended Writing Task focusing on career coaching strategies and the challenges posed in today’s world | 40% | LO1, LO2 | GA1, GA5, GA9, GA10 |
Assessment Task 2 Case Study focusing on advanced coaching strategies | 60% | LO3, LO4 | GA5, GA6, GA8, GA9, GA10 |
Representative texts and references
Adams, M. (2015). Coaching psychology in schools: Enhancing performance, development and wellbeing. Abingdon, UK: Routledge.
David, S., Clutterbuck, D., & Megginson, D. (Eds). (2015). Beyond goals. London: Gower/Taylor & Francis.
Kobus, M., & Di Fabio, A. M. (Eds). (2015). Exploring new horizons in career counselling: Converting challenges into opportunities. Rotterdam: Sense.
Lancer, N., Clutterbuck, D., & Megginson, D. (2016). Techniques for coaching and mentoring (2nd ed.). Abingdon, UK: Routledge
Marcus, P. (2017). The psychoanalysis of career choice, job performance and satisfaction. Abingdon, UK: Routledge.
McMahon, M., & Watson, M. (Eds). (2017). Career assessment: Qualitative approaches. Rotterdam: Sense.
Patton, W., & McMahon, M. (2014). Career development and systems theory: Connecting theory and practice (2nd ed.). Rotterdam: Sense.