Module Descriptors
PEOPLE AND PROCESSES
ORGB40239
Key Facts
School of Justice, Security and Sustainability
Level 4
15 credits
Contact
Leader: Ian Jackson
Email: I.Jackson@staffs.ac.uk
Hours of Study
Scheduled Learning and Teaching Activities: 10
Independent Study Hours: 140
Total Learning Hours: 150
Assessment
- REFLECTIVE LOG weighted at 100%
Module Details
Module Learning Strategies
The learning strategy for this module requires students to commit 150 learning hours (including assessment). This will include 10 hours of class support and 140 hours of independent and self directed study.
There will be an initial class session to introduce the key aspects of the module content, including a summary of the blended learning material, the type of formative feedback available both through Blackboard and the Module Tutor. The nature of the summative assessment will also be examined. There will be additional tutorial support available, for students to address queries regarding the module content and to clarify any issues arising from the coursework assignment.
Students are expected to regularly engage with the blended learning material on Blackboard. This will include reading the material, undertaking additional research and formative exercises to reinforce the learning. Students will have additional support from the Module Tutor via email and phone.
There will be an initial class session to introduce the key aspects of the module content, including a summary of the blended learning material, the type of formative feedback available both through Blackboard and the Module Tutor. The nature of the summative assessment will also be examined. There will be additional tutorial support available, for students to address queries regarding the module content and to clarify any issues arising from the coursework assignment.
Students are expected to regularly engage with the blended learning material on Blackboard. This will include reading the material, undertaking additional research and formative exercises to reinforce the learning. Students will have additional support from the Module Tutor via email and phone.
Module Resources
www.coachingnetwork.org.uk
www.cipd.co.uk/subjects/perfmangmt
www.businesslink.gov.uk
www.cipd.co.uk/subjects/perfmangmt
www.businesslink.gov.uk
Module Additional Assessment Details
Reflective Journal (100%) to contain evidence that Learning Outcomes 1 to 3 have been met (equivalent to 1500 words)
Module Texts
Downey, M. (2003) Effective Coaching Lessons from the Coaches' Coach. 2nd Ed. Texere Publishing, US
Williams, K. (2006) Introducing Management: a Development Guide. Oxford: Butterworth Heinmann
Scott-Lennon, F. (1997) The Appraisals Pocketbook. Management Pocketbooks
Williams, K. (2006) Introducing Management: a Development Guide. Oxford: Butterworth Heinmann
Scott-Lennon, F. (1997) The Appraisals Pocketbook. Management Pocketbooks
Module Indicative Content
Coaching & mentoring
- Difference between coaching and mentoring
- Ensuring best approach (including coaching or mentoring) to addressing a development need
- The mentoring cycle
- Overcoming barriers to learning
- Techniques for providing support and feedback
- Learning styles and their implications for supporting the individual
- Methods to evaluate effectiveness of support
Performance Management
- Setting priorities and SMART objectives
- Setting and measuring performance standards
- Action planning techniques
- Importance of monitoring and revising plans
Appraisal
- Hard and soft appraisal
- Roles and responsibilities
- Use of recording systems (including an Action Plan), and confidentiality
- Analysis of the performance/behaviour gap between an individual and their job to determine their development needs
- Learning Styles
- Rules of constructive feedback
- Range of training/ development processes
- Difference between coaching and mentoring
- Ensuring best approach (including coaching or mentoring) to addressing a development need
- The mentoring cycle
- Overcoming barriers to learning
- Techniques for providing support and feedback
- Learning styles and their implications for supporting the individual
- Methods to evaluate effectiveness of support
Performance Management
- Setting priorities and SMART objectives
- Setting and measuring performance standards
- Action planning techniques
- Importance of monitoring and revising plans
Appraisal
- Hard and soft appraisal
- Roles and responsibilities
- Use of recording systems (including an Action Plan), and confidentiality
- Analysis of the performance/behaviour gap between an individual and their job to determine their development needs
- Learning Styles
- Rules of constructive feedback
- Range of training/ development processes