Module Descriptors
COACHING AND MENTORING
XXXX78583
Key Facts
Faculty of Business, Education and Law
Level 7
15 credits
Contact
Leader: Kimberley Mountford
Hours of Study
Scheduled Learning and Teaching Activities: 15
Independent Study Hours: 135
Total Learning Hours: 150
Assessment
- COURSEWORK -ESSAY weighted at 30%
- LEARNING DIARY weighted at 70%
Module Details
Module Indicative Content
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.
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.
Module Additional Assessment Details
A PORTFOLIO weighted at 100%.
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 (70%)
- 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. (30%)
Participants are required to successfully pass (min grade point 7) both parts of the assessment in order to pass the module.
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 (70%)
- 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. (30%)
Participants are required to successfully pass (min grade point 7) both parts of the assessment in order to pass the module.
Module Texts
Key reader:
Parsloe, Eric., and Wray, M., (2000) Coaching and Mentoring: Practical Methods to Improve Learning. London: 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
Downey, M. (2003). Effective Coaching: Lessons from the Coach's Coach. Thomson Texere
Johnson, W.B. and Ridley, C.R. (2008). The Elements of Mentoring. Basingstoke: Palgrave MacMillan.
Landsberg, M., (2003). The Tao of Coaching. Profile Books Limited
Moon, J. A. (1999). Reflection in Learning and Professional Development. London: Kogan Page.
Parsloe, E. and Leedham, M. (2009). Coaching and mentoring: practical conversations to improve learning. London: Kogan Page.
Starr, J. (2008). 2nd Ed. The Coaching Manual. Harlow: Pearson Education Limited.
Whitmore, J. (2002). Coaching for performance: Growing People, Performance and purpose, (3rd ed). London: Nicholas Brealey
A 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:
Grant, A.M. (2010). It Takes Time: A Stages of Change Perspective on the Adoption of Workplace Coaching Skills. Journal of Change Management, 10:1, 61-77
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.
Parsloe, Eric., and Wray, M., (2000) Coaching and Mentoring: Practical Methods to Improve Learning. London: 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
Downey, M. (2003). Effective Coaching: Lessons from the Coach's Coach. Thomson Texere
Johnson, W.B. and Ridley, C.R. (2008). The Elements of Mentoring. Basingstoke: Palgrave MacMillan.
Landsberg, M., (2003). The Tao of Coaching. Profile Books Limited
Moon, J. A. (1999). Reflection in Learning and Professional Development. London: Kogan Page.
Parsloe, E. and Leedham, M. (2009). Coaching and mentoring: practical conversations to improve learning. London: Kogan Page.
Starr, J. (2008). 2nd Ed. The Coaching Manual. Harlow: Pearson Education Limited.
Whitmore, J. (2002). Coaching for performance: Growing People, Performance and purpose, (3rd ed). London: Nicholas Brealey
A 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:
Grant, A.M. (2010). It Takes Time: A Stages of Change Perspective on the Adoption of Workplace Coaching Skills. Journal of Change Management, 10:1, 61-77
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.
Module Resources
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
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
Module Learning Strategies
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. Participants will be encouraged to contribute to online discussion threads to support critical debate of current theory. The sessions will include a variety of learning and teaching strategies. Participants will be expected to consolidate and build upon their learning through significant use of texts, journals and professional publications.
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.
In addition there will be a requirement to engage in independent study in order to develop knowledge and understanding from the taught sessions. Independent learning should include the analysis of learning and the relevance to own role, contributions to discussions boards to appraise key concepts in leadership and management and analysis of relevant literature.
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.
In addition there will be a requirement to engage in independent study in order to develop knowledge and understanding from the taught sessions. Independent learning should include the analysis of learning and the relevance to own role, contributions to discussions boards to appraise key concepts in leadership and management and analysis of relevant literature.