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所在平台: Coursera |
课程主页: https://www.coursera.org/learn/leadership-coaching
课程评论：没有评论
课程名称：激励对话：教练学习、领导力与变革 概述：本课程旨在展示如何通过教练激励和启发他人进行学习、改变，成为有效的领导者等。虽然大多数教练是为了“达成合规”（按照教练者的意愿或期望进行指导），但数十年的行为和神经科学研究表明，“以同情心进行教练”（指导他人追求其梦想和愿望）更为有效。 课程大纲： - **第1周：人们如何真正帮助他人？** 探讨怎样有效的教练能够通过同情而非遵从的方式，建立深厚的关系，并激励他人实现积极的持久变化。介绍意向性变化理论（ICT）以及正负情感吸引（PEA与NEA）的概念。 - **第2周：教练的生理学与神经科学** 研究慢性压力与恢复体验之间的关系，强调副交感神经系统（PNS）和交感神经系统（SNS）的重要性，探讨情绪的传染效应和大脑工作模式的不同。 - **第3周：理想自我与人际关系的教练** 介绍理想自我的概念，强调自我动机与他人标准之间的区别。讨论同理心的两种形式以及如何在教练关系中进行真诚的倾听。 - **第4周：真实自我、平衡与学习议程** 研究在PEA与NEA之间取得最佳平衡，强调反馈的重要性，以及如何通过社交身份群体来增强情感传染，促进个人成长与学习。 - **第5周：建立教练文化** 探讨如何通过同情心的教练方式帮助组织发展和留住人才，强调同伴教练在建立企业内部社交联系中的重要性。 - **第6周：综合应用** 该周将整合前五周的学习内容，推动理论与实践结合，以实现更有效的教练效果。 本课程旨在通过科学的方法和心理模型，帮助参与者掌握教练技巧，从而在个人与职业生活中实现积极转变。
Name:Week 1: How do people really help others?
Description:The best coaches develop resonant relationships, which involve the experience of hope and compassion and the arousal of meaning. We explore how effective coaches inspire others, and use an approach based on compassion rather than compliance to promote positive, enduring change in their coachees. We then turn to Intentional Change Theory (ICT) as a model of sustained, desired change at all levels of human endeavor; detailing the five discovery phases that comprise ICT. Finally, we explore the Positive and Negative Emotional Attractors (PEA and NEA), their relationship to the Sympathetic and Parasympathetic Nervous Systems (SNS and PNS), and how arousal of either of these systems can deferentially lead to either feelings of negativity and fear, or a focus on one's strengths and the excitement of experimenting with something new.
Name:Week 2: Physiology and Neuroscience of Coaching
Description:Chronic stress without regular and period experiences of renewal is non-sustainable for performance. We further examine the physiology of the PNS and SNS; including the relationship between stress and the activation of the SNS, and renewal and the activation of the PNS, including implications for hormonal and cardio-vascular activity in the body. We then turn to our neuroscience-based study of coaching; outlining the contagious effect of emotions, and the relationship between the brain's independent and suppresive Task Positive Network (TPN) and Default Mode Network, and how each relates to problem solving/analytical tasks and social tasks/openness to people and experiences. We end this week by outlining the ethical dimensions of coaching: the essentials of trust and environmental safety, awareness of boundaries, and ensuring that the coaching process flows from the coachee themselves.
Name:Week 3: Coaching for the Ideal Self and Relationships
Description:The ideal self is centered on autonomous motivation: what a person wants to do, and results in sustained, desired change. Conversely, the ought self is based on controlled motivation: what a person feels they must do based on the standards of others. The ideal self comprises hope, core identity, and an image of a desired future, and is fueled by optimism and self-efficacy. We then turn to the two forms of empathy: empathy with the head (a form of conceptual understanding and cognitive processing which implicates both the TPN and DMN) and empathy with the heart (genuine emphatic concern, which engages the DMN alone); with our focus on the need to develop emotional self-awareness in order to serve others, while appropriately balancing both forms of empathy as the coaching situation demands. Lastly, we explore the notion of genuine listening in a coaching relationship (as opposed to mere 'hearing' the other person speak), and outline a case for "listening beyond the words": giving our full attention to the other person to establish what lies beyond the words, and what meaning we can derive from what that other person is saying.
Name:Week 4: Coaching for the Real Self, Balance and Learning Agenda
Description:There is an optimal balance between time spent in the PEA and time spent in the NEA. Too much time in the PEA may result in over-optimism or complacency; with too much time in the NEA resulting in diminishment or depression. Given that negative emotional experiences tend to be stronger and more palpable, the ratio between time spent in the two emotional states should be skewed toward the PEA - at around 3-6:1. Establishing the real self involves mindful awareness, which itself demands soliciting accurate feedback from others; so as to establish a personal balance sheet cataloguing the strengths one can leverage within themselves and the shortcomings they may seek to address. Next, we explore the nature and role of social identity groups: how they support and enhance emotional contagion, and may facilitate the development of a larger or noble purpose in one's Ideal Self. Lastly, we detail planning and experimentation with new behaviors to promote and sustain new learning and growth on the part of coachees.
Name:Week 5: Establishing a Culture of Coaching
Description:Coaching can be leveraged to help organizations develop and retain their best talent. We outline the positive workplace results that arise in organizations which employ coaching with compassion approaches to coaching, and not traditional coaching for compliance. Moreover, peer coaching promotes an intimate involvement among members of an organization; strengthening social bonds outside the organization and professional bonds within it, and promoting a genuine culture of coaching. It also provides a cost-effective, long-term and sustainable alternative to conventional coaching modalities.
Name:Week 6: Put It All Together
Description:
Coaching can inspire and motivate people to learn, change, and be effective leaders, among other roles in life. Although most attempts are “coaching for compliance” (coaching someone to your wishes or expectations), decades of behavioral and neuroscience research show us that “coaching with compassion” (coaching someone to their dreams and desires) is more effective.
