Selective, contemporary and traditional approaches to coaching and mentoring will be explored with a particular focus on the application and practical usage of coaching and mentoring in the workplace and the potential impact on the individual's institution. Particular attention will be given to the development of practical skills, structuring conversations, use of tools and techniques, the ethics underpinning practice, development of reflection on practice and strategies for implementation of coaching/mentoring practices in the workplace.

Participants will be encouraged to critically evaluate models, tools, and techniques informed by independent reading and research. Furthermore they will consider the value of coaching and mentoring as a development initiative.

A minimum of 6 hours workplace coaching and/or mentoring practice, and a portfolio consisting of;

- 1500 word reflective coaching and/or mentoring diary, which includes clear links between theory and practice and is underpinned by a critical analysis of contemporary literature
- 1000 word summary on the impact of coaching and/or mentoring in the workplace and an assessment of the opportunities coaching and/or mentoring provides for development.


Participants are required to successfully pass (min grade point 7) both parts of the assessment in order to pass the module.

Participants will attend 15 hours of face-to-face sessions, delivered either via 2 x 6 hour sessions and 1 x 3 hour session or 6x2 hour plus 1 x 3 hour sessions, to include an assignment workshop. A variety of teaching methods will be used (examples: observed mini coaching sessions, interactive exercises, group discussion, skills based practice with reflection and feedback). In addition there will be a requirement to engage in independent study in order to consolidate and build upon the learning from the taught sessions. The independent study may take the form of reading from contemporary journals and articles, or engaging in discussion informed by reading and research.


A range of activities will be differentiated by level to ensure academic challenge. Tutors will monitor performance within tasks to ensure that task objectives are met and outcomes are consistent with the level of study.

Key reader:
- Parsloe, Eric., and Wray, M., (2000) Coaching and Mentoring: Practical Methods to Improve Learning, Kogan Page;

Recommended Reading
- Clutterbuck, D., (2006), Everyone Needs a Mentor: Fostering Talent in the Organisation, (4th ed), London: Chartered Institute of Personnel and Development;
- Starr, J., (2003) The Coaching Manual, London: Prentice Hall;
- Downey, M., (2003), Effective Coaching: Lessons from the Coach's Coach, Thomson Texere;
- Whitmore, J., (2002) Coaching for performance: Growing People, Performance and purpose, (3rd ed), London: Nicholas Brealey;
- Landsberg, M., (2003), The Tao of Coaching, Profile Books Limited;
- Moon, J. A., (1999), Reflection in Learning and Professional Development, Kogan Page.


As selection of contemporary texts from the following journals and publications:




People Management

Development & Learning in Organisations

Leadership & Organisational Development

Journal of Educational Administration

Training for Quality

Industrial & Commercial Training

Management Learning

Human Resource Development International


Example journal articles:


Gray, G.E. (2006). Executive Coaching: Towards a Dynamic Alliance of Psychotherapy and Transformative Learning Processes. Management Learning, 37 (4), p.475-497.

Hamlin, R.G., Ellinger, A.D. & Beattie, R.S. (2008). The emergent `coaching industry': as wake-up call for HRD professionals. Human Resource Development International, 11 (3), p.287-305.

University libraries

Internet access enabling exploration of relevant websites

Blackboard access to learning resources and discussion boards

PebblePAD to reflect on individual implications of learning

Chartered Institute of Management www.cim.co.uk