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

The learning strategy for this module requires students to commit 150 learning hours (including assessment). This will include 24 hours of class support and 126 hours of independent and self directed study.

The class sessions will include formal lectures, case study analysis and group discussions based on student experiences in the subject area. Students will be encourage to integrate their work based experience with new knowledge and skills developed in the classroom as the module progresses

www.coachingnetwork.org.uk
www.cipd.co.uk/subjects/perfmangmt
www.businesslink.gov.uk

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

Reflective Journal (100%) to contain evidence that Learning Outcomes 1 to 3 have been met (equivalent to 1500 words)