Aims

The aim of this practice-based module is to enable learners to develop and enhance, to an
advanced level, their knowledge, understanding and practice of organisational coaching and
mentoring. The module will provide learners with the opportunity to advance and integrate their
personal practice approach and values with contemporary coaching and mentoring theory. By the
end of the module, learners will have:

- Reviewed and reframed their position and values in relation to organisational coaching and
mentoring practice
- Critically analysed and integrated contemporary coaching theory for organisational coaching
and mentoring
- Enhanced ethical awareness in relation to responsible practice

Outline Of Syllabus

The syllabus will include topics such as:
- Positioning coaching and mentoring as a discipline
- Overview of the development of coaching and mentoring as a professional practice and
contributing schools of thought.
- Contemporary discourses in coaching and mentoring
- Case studies of empirical coaching research
- Personal reflection on self as a practitioner to develop own coaching and mentoring approach
- Introduction to coaching and mentoring ethics

Teaching Rationale And Relationship

The teaching methods recognise the importance of students learning about context, content and processes for their own individual and organisational development of advanced professional practice. Students will learn about organisational contexts for coaching and mentoring practice through case studies, professional and academic literature, and review coaching and mentoring codes of ethics and appropriate professional boundaries in the context of the module. Skills development for professional coaching and mentoring practice will take place between the cohort of students on the module with guidance and regular close oversight and review from module tutors

The teaching and learning methods support achievement of the module’s learning outcomes. The processes of
teaching and learning include but are not limited to the following: Face-to-face and online opportunities to acquire knowledge and understanding of theory in practice are provided through attending lectures, listening to and watching podcasts and/or videos, reading and research, and reflective learning. Learning through dialogue,
discussion and collaboration, in face-to-face teaching, enables students to articulate, respond to and provide
feedback on theory, knowledge and practice application, and to question and challenge their practices. Collaborative social learning in the classroom and in independent skills practice is a hallmark of the module and will involve peer learning, co-production of knowledge and ideas about practice, and feedback.

Reflection on practice, through completion of a reflective journal, supports the learner to evaluate their
understanding of the relevant subject knowledge, and to question and challenge their practices, through applying
and integrating theory in practice.

Students are expected to enhance their face-to-face and online learning by independent reading and enquiry, for
which they are given guidance on relevant materials.

Assessment Rationale And Relationship

Formative Feedback

Formative feedback is provided throughout the module by encouraging learners to respond to questions and engage
in reflection, dialogue, debate and discussion on campus. Collaborative learning in the classroom is a hallmark of the module and involves co-production of knowledge and ideas about practice, and feedback.

Summative Feedback

The module assessment enables learners to achieve the learning outcomes and to consolidate their learning by
articulating their conceptual understanding and how it is used in practice. It comprises:

A reflective analysis, of 3,000 words, of the learner's coaching and/or mentoring approach using coaching and
mentoring theory which represents the learner's position in relation to the field and ethical practice.

Summative feedback on the assessment will include ‘feed forward’, enabling learners to improve future academic and/or practice action.