This module builds on the foundations laid by TPPD 1 for outstanding self-leadership through instructor-guided evaluative self-discoveries. Based on Boyatzis' intentional change theory and its concept of ideal future self, students will create aspirational, transformative personal goals of who they want to become to be reached by the end of the module. They plan key steps, develop self-coaching skills to successfully overcome challenges along the way, regularly reflecting, building increasing self-awareness, learning from mistakes to ultimately reach their goals on the journey of WHO they want to become. The module will develop the UL graduate attributes 'pro-active' and 'creative', while the use of innovative technology fulfils UL's strategy of offering an outstanding and distinctive learning environment for all participants. A main task of higher education is to prepare students for an uncertain future (Kreber, 2014). Building self -awareness, self-coaching and life-long learning skills can prepare students for just such an uncertain future while laying the foundation for personal or self-leadership. To that end students need to do more than increase mastery of course concepts. They need to develop as learners and people, engage in instructor guided evaluative self-discoveries to increase their self-awareness, their self-efficacy (shown to also increase academic success), their self-regulatory capabilities, their attitudes towards learning as well as consciously and continually develop transferable soft skills that reflect the type of flexible life-long learner and professional they aim to become. By gaining a better understanding of themselves students will feel more empowered and in control of their professional and personal learning journey. TPPD 2 requires and builds on the successful completion of TPPD 1 which instils initial self-awareness and foundation for further personal and professional development.

The module deploys proven successful processes adopted from co-active coaching methodology, guided by transformational teaching theory and its underlying concepts and is centred around the 5 key pillars of self-reflection, 1self-awareness (Values, beliefs, strategies, habits, strengths), self-direction, self-responsibility/regulation and self-efficacy. Participants will capture key revelations in a personal leadership compass template. The below key elements will be part the main syllabus of the TPPD 2 module. Phase 6 : Refined Goal Setting & New Action Phase 7 : Strategies for Overcoming 'Stuck Points' 1 on 1 Coaching Session (conditional on completion of requirements) Phase 8 : Creating (New) Habits for Success Phase 9 : Final Action & Impact on Others Phase 10 : Final Review & Personal Leadership Compass 2

On completion of this module students should be able to: Apply Knowledge of Intentional Change and Experiential Learning Theory to own context. Continue to demonstrate increased self-awareness about self-coaching strategies, habits, strengths, values, beliefs. Continue to demonstrate an ability to reflect deeply and draw upon nuanced lessons from a wide range of experiences. Critically evaluate own action outcomes as part of the experiential learning cycle Develop, test and evaluate effective strategies to navigate through stuck points and resolve conflicts. Continue to self-coach strategies and generate self-knowledge to achieve personal and professional development goals Synthesize learnings to create an advanced personal leadership compass to serve and develop an effective way to communicate personal strengths and positively impact others.

On completion of this module students should be able to: Analyse own strengths and strategies and areas to improve Appreciate the role of habits in shaping personal success

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The design and delivery is 100% online and follows an approach to teaching and learning grounded in interaction, dialogue and reflection. The module will be taught online. It comprises 5 phases with part released scaffolded lessons available on a weekly basis. The weekly pacing largely shapes the way participants engage with the course. Asynchronous online learning includes lessons and discussion forum interactions as well as reflection. The 1on1 coaching session will be online in an in a synchronous manner. The Transformational Personal and Professional Development 2 will be run via Moodle where grades will be logged. The ongoing program will integrate guided activities for active engagement, a digital workbook for reflection and progress tracking, a digital personal leadership compass to capture key self-awareness progress and outcomes, opportunities for social exchange with peers. Furthermore, students who have completed phase 6 and 7 requirements are eligible to benefit from the high-value 1on1 coaching session with a personal professional coach to ensure accountability, motivation, personalisation and challenge of thought patterns. The module concept is aligned with Slavic and Zimbardo's (2012) call for transformative teaching which in itself is drawing on and combining Bandura's (1986) social cognitive theory (self-efficacy), Boyatzi's (2006, 2009) intentional change theory theory (ideal future self and personal development planning) and Mezirow's (2000) transformative learning theory (changing frames of reference and habits of mind). Key elements in the realisation are a) active engagement, b) social interactions, c) guided activities for self-discovery, d) instructor/facilitator provocation, and e) personalisation.