Module Details
| Module Code: |
MGMT9026 |
| Title: |
Coaching and Mentoring
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Long Title:
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Coaching and Mentoring
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| NFQ Level: |
Expert |
| Valid From: |
Semester 1 - 2016/17 ( September 2016 ) |
| Field of Study: |
3450 - Business & Management
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| Module Description: |
Interest in and the use of coaching and mentoring in organisations, and as methods of personal, professional and management development, have grown significantly. Both processes are more popular and prevalent in professional practice and have been subject to much academic and professional research and writing which suggest many issues and problems, as well as features of effective practice, that need to be taken into account when using the processes and methods. The research and writing also signals many unanswered questions about current practice and this module promotes an evidence-based approach to enable the development of intellectual, social and professional skills necessary to design, apply and practise coaching and mentoring programmes and services in work organisations and their application in supporting personal and performance development.
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| Learning Outcomes |
| On successful completion of this module the learner will be able to: |
| # |
Learning Outcome Description |
| LO1 |
Critically assess a range of models and frameworks of coaching and of mentoring. |
| LO2 |
Apply an informed and critical understanding of psychological theories and concepts informing the design and use of coaching and of mentoring. |
| LO3 |
Design organisation- based coaching strategies and mentoring strategies and programmes, taking account of a range of contextual factors. |
| LO4 |
Provide skilled, professional and effective coaching and mentoring services to individuals in a range of organisational, professional and personal contexts. |
| LO5 |
Act ethically and professionally with regard to equality of opportunity and diversity in coaching and mentoring practice and to continuous personal and professional development. |
| Dependencies |
Module Recommendations
This is prior learning (or a practical skill) that is strongly recommended before enrolment in this module. You may enrol in this module if you have not acquired the recommended learning but you will have considerable difficulty in passing (i.e. achieving the learning outcomes of) the module. While the prior learning is expressed as named MTU module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
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Incompatible Modules
These are modules which have learning outcomes that are too similar to the learning outcomes of this module. You may not earn additional credit for the same learning and therefore you may not enrol in this module if you have successfully completed any modules in the incompatible list.
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| No incompatible modules listed |
Co-requisite Modules
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| No Co-requisite modules listed |
Requirements
This is prior learning (or a practical skill) that is mandatory before enrolment in this module is allowed. You may not enrol on this module if you have not acquired the learning specified in this section.
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| No requirements listed |
| Indicative Content |
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A range of models and frameworks of coaching and of mentoring.
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, for example personal, performance and executive coaching; types and contexts of mentoring, for example 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.
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Psychological theories and concepts
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.
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Organisation-based coaching strategies and mentoring strategies
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.
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Professional and effective coaching and mentoring services.
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.
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Ethics and continuous personal and professional development in coaching and mentoring practice.
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 continuing professional development (CPD); a range of CPD methods.
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Module Content & Assessment
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| Assessment Breakdown | % |
|---|
| Coursework | 100.00% |
Assessments
| No End of Module Formal Examination |
| Reassessment Requirement |
Coursework Only
This module is reassessed solely on the basis of re-submitted coursework. There is no repeat written examination.
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The University reserves the right to alter the nature and timings of assessment
Module Workload
| Workload: Full Time |
| Workload Type |
Contact Type |
Workload Description |
Frequency |
Average Weekly Learner Workload |
Hours |
| Lecture |
Contact |
No Description |
Every Week |
3.00 |
3 |
| Lecturer Supervised Learning (Non-contact) |
Non Contact |
No Description |
Every Week |
4.00 |
4 |
| Total Hours |
7.00 |
| Total Weekly Learner Workload |
7.00 |
| Total Weekly Contact Hours |
3.00 |
| Workload: Part Time |
| Workload Type |
Contact Type |
Workload Description |
Frequency |
Average Weekly Learner Workload |
Hours |
| Lecture |
Contact |
Coaching skills |
Every Week |
2.00 |
2 |
| Independent & Directed Learning (Non-contact) |
Non Contact |
Self-study |
Every Week |
5.00 |
5 |
| Total Hours |
7.00 |
| Total Weekly Learner Workload |
7.00 |
| Total Weekly Contact Hours |
2.00 |
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Module Resources
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| Recommended Book Resources |
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Hawkins, P. and Smith, N.. (2013), Coaching, Mentoring and Organizational Consultancy: Supervision, Skills and Development, 2nd Ed. Open University Press, Maidenhead.
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Anderson, Valerie; Rayner, Charlotte; Schyns, Birgit. (2009), Coaching at the Sharp End: The Role of Line Managers in Coaching at Work, CIPD, [ISBN: 9781843982388].
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David Clutterbuck,. (2004), Everyone Needs a Mentor, 4th. all, CIPD, London, p.208, [ISBN: 1843980541].
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David Clutterbuck, David Megginson,. (2005), Making Coaching Work, 1st. all, CIPD, London, p.192, [ISBN: 9781843980742].
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Peter Bluckert. (2006), Psychological dimensions to executive coaching, Open University Press, [ISBN: 100335220616].
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David Clutterbuck, David Megginson. (2005), Making Coaching Work, 1st. all, Chartered Institute of Personnel & Development, p.192, [ISBN: 9781843980742].
| | Supplementary Book Resources |
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Graham Lee. (2003), Leadership coaching, 1st. all, Chartered Institute of Personnel and Development, London, p.184, [ISBN: 9780852929964].
| | This module does not have any article/paper resources |
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| Other Resources |
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Website, CIPD,
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Website, European Mentoring and Coaching Council,
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Magazine, Academy of Executive Coaching. Coaching at Work,
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