Evidence of a minimum of 5 hours workplace coaching and/or mentoring practice must be supplied.

A reflective log/diary which includes clear links between the practice gained above and concepts and theories delivered in workshops, and is underpinned by a critical analysis of contemporary literature, 2500 words, weighted at 100% of total marks. (Learning Outcomes 1-4).

Indicative content is expected to be diverse in nature, reflecting the issues that are current and/or of direct concern to the students at the time. For the core content of this module typical areas might be selected from the aspects listed below but other aspects may be added/subtracted as considered appropriate:

The differences between coaching, mentoring and counselling
The benefits of coaching in the workplace
Coaching and mentoring models
Skills for coaching
Transactional Analysis
Barriers to coaching and mentoring
Stakeholders in coaching
The essential elements of a coaching contract
When to coach
Managing and supervising coaching activities
Monitoring performance
Coaching ethics
Contract closure - where next?

Participants will be expected to critically evaluate the above aspects, informed by independent reading and research.

1. DEMONSTRATE A CRITICAL AWARENESS OF RESEARCH AND PRACTICE WHICH IMPACTS ON COACHING AND MENTORING IN THE WORKPLACE.
Knowledge & Understanding

2. CRITICALLY EXAMINE OWN PERFORMANCE AS A WORKPLACE COACH AND/OR MENTOR.
Learning
Reflection

3. CRITICALLY EXAMINE THE BARRIERS AND/OR BLOCKAGES TO COACHING/MENTORING IN OWN WORKPLACE SITUATION AND PROPOSE A PERSONAL STRATEGY TO MODERATE THEM.
Analysis
Problem Solving

4. DEMONSTRATE THE ABILITY TO STRUCTURE A COACHING AND/OR MENTORING CONTRACT RELATIONSHIP.
Application

The learning strategy for the module requires students to commit 150 learning hours (including assessment). Of this there will be 21 hours of tutor support, (incorporating lectures, workshops and joint supervisory tutorials) and 129 self-directed study. These sessions will focus on the investigation process and the key aspects relating to the coursework assignment and the production of a project report. The focus of the module is the application of new knowledge and skills in relation to the student's workplace. Learning support material will be provided for the module.

Key to this module is the inclusion of a minimum of 5 hours coaching/mentoring practice in the workplace, which will provide the basis of developing the knowledge and skills required and a 'platform' for the assessment.

Staffordshire University electronic resources and off-campus library facilities.

Brockbank, A. and McGill (2006), Facilitating Reflective Learning Through Mentoring and Coaching. London: Kogan Page.
Clutterbuch & Megginson, (2005), Making Coaching Work: Creating a Coaching Culture. London: CIPD.
Downey, M, (2003), Effective Coaching, Mason, OH Thomson.
Hawkins, P. and Smith, N. (2006), Coaching, Mentoring and Organisational Consultancy. Maidenhead: OU Press.
Moon, J.A., (1999), Reflection in Learning and Professional Development. London: Kogan Page.
Whitmore, J. (2002), Coaching for Performance (3rd Edition). London: Nicholas Brealey Publishing.
Participants will also be encouraged to refer to texts from a selection of the following Journals:

- People Management (CIPD)
- Personnel Today
- Leadership & Organisational Development
- Training for Quality
- Management Learning
- Human Resource Development International
- Development & Learning in Organisations
- Industrial & Commercial Training