Tutor lead learning support by recommended texts and articles. Student-centred learning will include case studies supported by background reading. Small group activity through which to practise application and develop wider discussion of issues and draw on student experience. Independent consolidation of understanding. Students will be expected to obtain supplementary information from a range of paper and electronic sources and key readings will be provided.

This module may be offered in block delivery, with concentrated learning sessions facilitated by an appropriate tutor. The use of action learning sets will be a major tool in enhancing the experience. Outside of this, time material will be available on the VLE (Blackboard) to support these contact sessions and to encourage deeper learning. Where appropriate, workplace mentors will support and encourage their learners with access to relevant company information and people.

1. Definitions and meanings attached to coaching and to mentoring; purposes and limitations of coaching and of mentoring; distinctions, connections and relationships of the two concepts; types and contexts of coaching, e.g. personal, performance and executive coaching; types and contexts of mentoring, e.g. career, professional, peer and personal mentoring; developments in coaching and mentoring frameworks, both historical and recent; current models and frameworks of coaching and mentoring and critiques of each.
2. Fundamentals of the coaching and mentoring processes; psychological theories of personal and organisation growth and change; theories of individual learning and emotional intelligence and critiques of these; theories of personal and interpersonal communication and relationships and critiques of these.
3. Individual and organisational factors influencing application of coaching and mentoring strategies and programmes ; principles of formal and informal strategies and programmes of coaching and mentoring; resource implications of formal and informal programmes; criteria for selecting models and frameworks as design features of coaching and mentoring programmes.
4. Personal and professional skills and competences to deliver and provide effective coaching and mentoring; approaches to monitoring and assessing personal effectiveness as a coach and mentor; approaches to and methods of evaluating professional practice as a coach and mentor; being flexible and creative to respond to varying and changing contexts; assessing and diagnosing client contexts; selecting and applying models and frameworks of practice as a coach and mentor.
5. Definitions and understandings of ethics including philosophical bases; the similarities and differences of notions of equality and diversity; notions of professionalism and professional practice; implications for and applications in professional practice associated with coaching and mentoring; rationales for and processes of CPD; a range of CPD methods.

Library - on line journals CIPD
Blackboard VLE

Other journals
International Journal of Mentoring and Coaching
Human Resource Development International
Journal of European Industrial Training
International Journal of Training and Development
Human Resource Development Quarterly.

Useful websites
www.emccouncil.org
www.cipd.co.uk
www.ufhrd.co.uk
www.ahrd.org

Bluckert, P. (2006) Psychological Dimensions to Executive Coaching, Open University Press
Brunning, H. (2006) Executive Coaching: Systems Psychodynamic Perspective, Karnac Books
Clutterbuck, D. (2004) Everyone needs a mentor. 4th ed. CIPD.

CIPD Research Reports on Coaching; e.g. Developing coaching capability (2008) and Coaching at the sharp end (2009)
Hawkins, P., and Smith, N. (2007) Coaching, Mentoring and Organizational Consultancy: Supervision and Development, Open University Press.

100% course work split into two elements.

1. 50% 2000 word Literature Review, assessing Learning Outcomes 1,2 & 3
2. 50% 1000 word Reflective Statement, assessing Learning Outcomes 4 & 5