Aim: To provide managers with an increased awareness of coaching and how it can be used in the workplace to support the development of staff.

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
Building rapport
The difference between perception and reality
Communications models (including VAK and filters)
Non-verbal communication
Listening skills
Creative thinking in coaching
Problem solving skills
Action learning
Tools and techniques in coaching
Introduction to NLP techniques
Skills, beliefs and behaviours in coaching
Barriers and blockages in coaching
The coaching relationship
The essential elements of a coaching contract
When to coach
Coaching ethics
Reflecting on and monitoring own performance

The learning strategy for the module requires students to commit 150 learning hours (including assessment). Of this there will be 18 hours of tutor support, (incorporating lectures, workshops and joint supervisory tutorials) and 132 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 6 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.

Blanchard, K (and Shula, D. (2004) the little book of coaching Harper Collins, London
Brockbank, A. and McGill (2006), Facilitating Reflective Learning Through Mentoring and Coaching. London: Kogan Page.
Chapman M (2001) Emotional Intelligence Pocket Book. Management Pocketbooks Ltd. Alresford, UK.
Clutterbuck D, Megginson D. (2005). Making Coaching Work: Creating a coaching culture. IPD London.
Collins, J (2004) Good to Great. Random House, London
Gallway, T ((1999) the Inner Game of Work: Overcoming mental obstacles for maximum performance Texere paperback series. UK.
Goleman D. (2005) Emotional Intelligence Random House, New York.
Lane, D., Fillery-Travis, A (2006). The Case for Coaching: Making evidence-based decisions on coaching CIPD, London.
Lee, G. (2006). Leadership Coaching: From personal insight to organisational performance. CIPD, London.
Moon, J.A., (1999), Reflection in Learning and Professional Development. London: Kogan Page.
O'Connor, J ((2001) NLP Workbook, Harper Collins, London
Passmore, J. (2006) Excellence in Coaching, Kogan Page, London
Starr, J. (2008) Brilliant Coaching: How to be a Brilliant Coach in Your Workplace. Harlow: Pearson.
Trompenaars F, Williams P (2003) Business across cultures. Capstone. UK

Participants will also be encouraged to refer to texts from a selection of the following Journals and websites:
- People Management (CIPD) (via Emerald/Athens login)
- Personnel Today
- Leadership & Organisational Development
- Training for Quality
- Management Learning
- Human Resource Development International
- Development & Learning in Organisations
- Industrial & Commercial Training
- CIPD website

Staffordshire University electronic resources and off-campus library facilities.

Evidence of a minimum of 6 hours workplace coaching practice must be supplied.

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