This subject explores the unleashing of an individual’s potential within a rich, culturally diverse environment to reach meaningful, important objectives.
Coaching across cultures (or intercultural coaching) builds upon traditional coaching by systematically integrating culture. It is essential for managers as it enables more effective work across cultures and challenges a diverse range of assumptions. It propels managers and their teams beyond previous limitations whilst offering new options in the form of alternative ways of thinking, communicating, managing time, and engaging in various activities.
|Academic unit:||Bond Business School|
|Subject title:||Coaching Across Cultures for Managers|
Delivery & attendance
|Attendance and learning activities:||Participation in all scheduled sessions is expected. Students are expected to notify the instructor of any absences with as much advance notice as possible.|
|Prescribed resources:|| |
|[email protected] & Email:||[email protected] is the online learning environment at Bond University and is used to provide access to subject materials, lecture recordings and detailed subject information regarding the subject curriculum, assessment and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.|
To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
|Restrictions: ?|| This subject is not available to|
Must be admitted into a BBT/MBA Program
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Understand how cultural differences influence on the real business world, such as thinking, communicating, managing time, and engaging in our various activities, through learning concepts and theories regarding cultural differences, coaching and leadership in a multinational environment.
- Understand how to work effectively across cultures when working with people from various organisations and backgrounds in an international sense.
|*Class Participation||A minimum of one (1) substantial comment per lecture is required and more||10%||Ongoing||1, 2.|
|*Class Participation||Class participation and ilearn participation via discussion boards||20%||Ongoing||1, 2.|
|Written Report||“Vision Global Manager”||30%||In Consultation||1, 2.|
|Written Report||“Art and coaching across culture”||40%||In Consultation||1, 2.|
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
|High Distinction||85-100||Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking.|
|Distinction||75-84||Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas.|
|Credit||65-74||Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above.|
|Pass||50-64||Usually awarded to students whose performance meets the requirements set for work provided for assessment.|
|Fail||0-49||Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines.|
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Students must check the [email protected] subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.
Policy on plagiarism
University’s Academic Integrity Policy defines plagiarism as the act of misrepresenting as one’s own original work: another’s ideas, interpretations, words, or creative works; and/or one’s own previous ideas, interpretations, words, or creative work without acknowledging that it was used previously (i.e., self-plagiarism). The University considers the act of plagiarising to be a breach of the Student Conduct Code and, therefore, subject to the Discipline Regulations which provide for a range of penalties including the reduction of marks or grades, fines and suspension from the University.
Feedback on assessment
Feedback on assessment will be provided to students within two weeks of the assessment submission due date, as per the Assessment Policy.
If you have a disability, illness, injury or health condition that impacts your capacity to complete studies, exams or assessment tasks, it is important you let us know your special requirements, early in the semester. Students will need to make an application for support and submit it with recent, comprehensive documentation at an appointment with a Disability Officer. Students with a disability are encouraged to contact the Disability Office at the earliest possible time, to meet staff and learn about the services available to meet your specific needs. Please note that late notification or failure to disclose your disability can be to your disadvantage as the University cannot guarantee support under such circumstances.
Additional subject information
As part of the requirements for Business School quality accreditation, the Bond Business School employs an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
In this introduction, we will set the stage by defining and explaining key concepts, which will constitute a foundation throughout the course:
The COF is an integrative framework designed to assess and compare cultures
How do you view your sense of power and responsibility, what can you learn from alternative perspectives?
How do you view and manage time, how can you reconcile the differences?
How do you define your identity and what are your purpose in life and cultural orientations affect your management?
Structures and arrangements within organisations to delineate psychological territory
How to communicate with people, do cultural orientations affect how you communicate? What can be learnt from alternative perspectives?
Different choices of behaviours and cultures leverage thinking styles.
Global coaching process to practically engage in global coaching
How coaching across cultures can help teams achieve sustainable high performance.
Discuss how coaching across cultures can facilitate organisational growth, transformation and integration
Coaching across cultures itself will be placed into the global context of coaching from multiple perspectives.