AHMES05: Neuroscience and Psychology for Behavioural Change

Module code: AHMES05

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

Credits: 30

Level: 7

When you'll be taught: Full year

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

Pre-requisite module(s): BEFORE TAKING THIS MODULE YOU MUST TAKE AHMES02 (Compulsory)

Co-requisite module(s):

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

Module(s) excluded:

Placement information: na

Academic year: 2024/5

Available to visiting students: No

Talis reading list: No

Last updated: 19 November 2024

Overview

Module aims and purpose

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.

Module learning outcomes

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

1. Reflect on skills of using the tools and techniques informed by Neuroscience during the module;
2. Integrate information from a range of sources including their own search of the literature for both practitioner and theoretical articles of relevance to their assignments;
3. 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;
4. Reflect on their application of the coaching tools and techniques they learned to deliver effective behavioural change in their professional and academic lives. 

This module also aims to encourage the

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. Personal experience of the world from different perspectives;
5. Ability to explain the psychological underpinnings of effective coaching and behavioural change interventions.

Module 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.

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 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 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.

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.

Reassessment

Additional costs