AHME02: Neuroscience and Psychology for Behavioural Change

Module code: AHME02

Module provider: Leadership, Organisations and Behaviour; Henley Business School

Credits: 10

Level: Postgraduate Masters

When you'll be taught: Full year

Module convenor: Dr Selin Kudret, email: s.kudret@henley.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: No placement specified

Academic year: 2024/5

Available to visiting students: No

Talis reading list:

Last updated: 28 May 2024

Overview

Module aims and purpose

This module explores advanced leadership development and coaching skills alongside their underlying neuroscientific and psychological underpinning. It comprises 8 hours of online content, together with 12 hours of tutorial and discussion board, guided coaching practice, reading and reflection. 

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 studentstheopportunityto 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. 

The aims of this module are to:

• To gain practical experience and understanding ofbasic and advanced coachingtools and techniques which deliver effective behavioural change. 
• To enable students to learn from their own practical experience and reflection. 
• Toexplorepsychological tools and techniques for use at an individual and organisational level.
• To understand neuroscience and the psychology of change which informs advanced-level coaching practice.

Module learning outcomes

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

1. Increased awareness and confidence in working with a wide range of individuals.
2. Increased flexibility and resources to respond to presenting issues from coaches.
3. An understanding of how people develop patterns of behaviour, and how these can be changed.
4. Ability to explain the psychological underpinnings of effective coaching and behavioural change interventions.

Module content

• Foundationsof Coaching.
• Understanding theNeuroscienceapproach 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.
• Introductionto theTranstheoreticalModel of change.
• Understanding the development of motivational interviewing approach, as a tool for behavioural change.
• Explore its application in coaching. 

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

Structure

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 is 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 discussions both synchronous and asynchronous. 

Study hours

At least 0 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 50% to pass this module. 

Summative assessment

Penalties for late submission of summative assessment

This module is subject to the Penalties for late submission for Postgraduate Flexible programmes policy, which can be found at:

https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmissionpgflexible.pdf

The Module Convenor will apply the following penalties to work submitted late:

• where the piece of work is submitted up to one calendar month 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; 
• where the piece of work is submitted more than one calendar month after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

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.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Live online tutorial session, discussion boards, feedback from peers andtutors.

Reassessment

Additional costs