A Reflective Journal (2000 words) (100%) (Learning Outcomes 1 - 3)

The journal should include; reflection on experiences of coaching and/or mentoring; reflection on experiences of being coached and/or mentored; consideration of the implications of learning preferences on the coaching/mentoring process; demonstration of effective diagnosis of developmental needs; evaluation of the benefits of coaching/mentoring to: coachees/mentees, coaches/mentors & organisations/businesses

Clutterbuck, D. (2004) Everyone Needs a Mentor: Fostering Talent in Your Organisation (4th Ed.) Chartered Institute of Personnel and Development: London.

Clutterbuck, D. & Megginson, D. (2005) Making Coaching Work Creating a Coaching Culture, Chartered Institute of Personnel and Development: London.

Jarvis, J., Lane, D. A., Fillery-Travis, A. (2006) The Case for Coaching Making evidence-based decisions on coaching Chartered Institute of Personnel and Development: London.

Clutterbuck D & Megginson, D. (2005) Techniques for Coaching and Mentoring Butterworth-Heinemann: Oxford.

Staffordshire University electronic resources and off-campus library facilities

The Chartered Institute for Personnel and Development (CIPD): http://www.cipd.co.uk
Clutterbuck Associates: http://www.clutterbuckassociates.co.uk/
European Mentoring and Coaching Council: http://www.emccouncil.org

This module examines key components of effective coaching and mentoring in the context of operating a small business:

¿ The difference between coaching and mentoring
¿ Diagnosing developmental needs and ensuring best approach (including coaching or mentoring)
¿ Mentoring and coaching methodologies/processes
¿ Informal or formal mentoring and coaching policies within the business
¿ Overcoming possible challenges to development
¿ Confidentiality and verbal contractual agreement
¿ Techniques for providing support and feedback
¿ Learning styles and their implications for supporting the development process
¿ Evaluating individual and business benefits

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 encouraged to integrate their work based experiences with new knowledge and skills developed in the classroom as the module progresses.