In relation to work contexts given by the trainer and fed by the situations proposed by the students:
Analysing the organisational and management dynamics specific to the situation on the basis of the tools seen in the course.
Adapt/adopt appropriate tools for supporting individuals and teams on the basis of the reflective references shared during the course.
° Integrate coaching processes into managerial dynamics
° Adopt a position of authority while adopting an appropriate coaching posture
Target skills :
Analysing different situations at micro, meso and macro levels of personal or professional development and drawing out the implications in terms of support.
Develop different forms of support for individuals, professionals, projects and organisations based on a critical analysis of contexts.
Designing and regulating innovative coaching approaches, in line with the situations encountered, relevant to the organisational contexts and the issues developed.
Objectives:
The objectives of this teaching unit are twofold. The aim is to provide students with benchmarks for analysing the contexts and issues associated with their environment, so that they are then able to use the support tools proposed to implement transformation, development and professionalisation processes based on these analyses.
Theoretical presentations and work in sub-groups based on case studies provided by trainers and students.
Olivier Callebaut :
→ Self-management of a team - Characteristics of opal organisations (liberated companies) and their impact on the way we think about management.
Concrete practices of self-governance and horizontal leadership: decision-making, chairing meetings and conflict management.
The limits of self-governance and options for transition to a greater distribution of power.
° Silvio Cesaraccio:
→ Institutional governance and institutional identity - The worker is an actor in his organisation, development of a management strategy for his organisation - Presentation, development and appropriation of the 3 pillars of the organisation namely missions, values and vision in relation to the construction of the worker's organisational identity.
How to develop an effective and efficient structure? Presentation and illustration of the different elements and factors that make this possible, as well as the different phases in the development of a team.
The organisation chart as a tool for representing my organisation? Presentation of the tool, discussions and illustrations.
Illustrations and case studies (discussions on situations experienced by students).
→ Supporting people new to the organisation - What tools should be put in place to support new employees? - Presentation of the policy on well-being at work that the employer must implement when welcoming and supporting new employees.
Presentation and development of the following tools: tutoring and the induction brochure.
Illustrations and case studies (discussions on situations experienced by students).
Caroline Debaille :
→ Networking - its concept, its emergence and its reasons for being, a method of social coordination and a network operating strategy tool; when the network gives precedence to fieldwork in a "remote" health context: what support and specific points of attention should be implemented?
→ Cross-functional management through project management - Steering a team and a project, complexity and management strategy, planning with the milestone plan, analysing risks, strategy and issues, evaluating the project in terms of content and process.
° Harmony Glinne:
→ Partnerships between professionals and non-professionals - reciprocal learning dynamics.
The student chooses at least 2 tools used during the seminars and transposes them into a professional situation that he/she has experienced and approaches, in his/her evaluation, in a meta way. This professional situation 'revisited' on the basis of concepts covered in the course and experienced with these two tools at least, will be presented in a written essay.
This work reflects the situation, the analysis he/she has made of it and provides a meta view of the relevance of the tool chosen in this specific situation.
- The work can be done ALONE or IN TWINS (no group larger than 2 people).
- If the work is done alone: production of 5 to 6 pages with development of 1 to 2 concepts-notions-tools
- If the work is done in pairs: production of 6 to 8 pages with development of 2 to 3 concepts - notions - tools.
- These concepts-notions-tools must be clearly expressed. The setting up of the professional situation is also essential.
- Assessment of the work by the coordinating pair.
Assessment criteria :
Clarity of the presentation of the situation: 40
Relevance of the analysis: 30
Relevance of the meta perspective: 30%.
Powerpoint presentation or video clips for each teaching module and bibliography
| Training | Study programme | Block | Credits | Mandatory |
|---|---|---|---|---|
| Specialised Master in Supporting Professionals in Education, Management, Social Work and Healthcare | Standard | 0 | 3 | |
| Specialised Master in Supporting Professionals in Education, Management, Social Work and Healthcare | Standard | 1 | 3 |