Module Descriptors
MENTORING AND COACHING
ORGB50165
Key Facts
School of Justice, Security and Sustainability
Level 5
15 credits
Contact
Leader: Rune By
Email: R.T.By@staffs.ac.uk
Hours of Study
Scheduled Learning and Teaching Activities: 36
Independent Study Hours: 114
Total Learning Hours: 150
Assessment
- JOURNAL weighted at 100%
Module Details
Module Texts
Clutterbuck, D. (2004) Everyone Needs a Mentor: Fostering Talent in Your Organisation Chartered Institute of Personnel and Development
Clutterbuck, D. & Megginson, D. (2005) Making Coaching Work Creating a Coaching Culture, Chartered Institute of Personnel and Development
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
Clutterbuck D & Megginson, D. (2005) Techniques for Coaching and Mentoring Butterworth-Heinemann
Clutterbuck, D. & Megginson, D. (2005) Making Coaching Work Creating a Coaching Culture, Chartered Institute of Personnel and Development
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
Clutterbuck D & Megginson, D. (2005) Techniques for Coaching and Mentoring Butterworth-Heinemann
Module Indicative Content
This module examines the key components of effective coaching and mentoring in the context of public services.
- Difference between coaching and mentoring
- Ensuring best approach (including coaching or mentoring) to addressing a development need for the individual and the business
- 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 of the coach or mentor and their implications for supporting the development process
- Difference between coaching and mentoring
- Ensuring best approach (including coaching or mentoring) to addressing a development need for the individual and the business
- 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 of the coach or mentor and their implications for supporting the development process
Module Additional Assessment Details
A Reflective Journal (2000 words) (100%) (Learning Outcomes 1 - 3 )
Select one area of interest where you have been mentored or coached. In the reflective journal there should be a self analysis of your preferred style of coaching and mentoring, discussion of the process of mentoring/coaching, and an evaluation of actions and changes and its impact on your personal performance.
Select one area of interest where you have been mentored or coached. In the reflective journal there should be a self analysis of your preferred style of coaching and mentoring, discussion of the process of mentoring/coaching, and an evaluation of actions and changes and its impact on your personal performance.
Module Resources
Staffordshire University electronic resources and off-campus library facilities
Module website
http://www.coachingnetwork.org.uk
http://www.mentorset.org.uk/index.htm
http://www.bbc.co.uk/radio4/news/inbusiness/inbusiness_20080103.shtm
Module website
http://www.coachingnetwork.org.uk
http://www.mentorset.org.uk/index.htm
http://www.bbc.co.uk/radio4/news/inbusiness/inbusiness_20080103.shtm
Module Learning Strategies
The learning strategy for this module requires students to commit 150 learning hours (including assessment). This will include 36 hours of class support and 114 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 any work based experiences with new knowledge and skills developed in the classroom as the module progresses.
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 any work based experiences with new knowledge and skills developed in the classroom as the module progresses.