MQM1EM-Stage 1 Elective

Module Provider: School of Management
Number of credits: 20 [10 ECTS credits]
Level:7
Terms in which taught:
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2022/3

Module Convenor: Prof Jonathan Passmore
Email: j.passmore@henley.ac.uk

Type of module:

Summary module description:

Summary module description

The module is offered as one of the elective choices at Stage 1 or Stage 2 of the MA Leadership, a part-time programme for experienced leaders or managers with significant leadership responsibility. This module is specifically aimed at developing coaching and mentoring skills in the programme members. It is delivered by a combination of face-to-face workshops, small group and coaching supervision groups, personal reflection and self-study, over a period of several months, alongside other modules covering leadership concepts and frameworks.

Aims:

This module aims to:

? Give an understanding of the processes of coaching and mentoring, and the similarities and differences between them

? Increase the level of self-awareness, and awareness of others, amongst the programme members

? Develop the behavioural skills to carry out both processes

? Create an understanding of the appropriateness of each type of intervention for specific purposes in the organisational context

? Develop the capability to plan and manage an organisational coaching or mentoring scheme, and understand the requirements for the development and sustainability of a coaching or mentoring culture

? Understand the importance of supervision for both activities, and how to manage boundary and ethical issues

? Enable leaders to make the most of opportunities to be coached and/or mentored themselves in order to become more effective

Assessable learning outcomes:

Knowledge of a range of different theoretical models and approaches to coaching and mentoring

? Knowledge of a range of tools and techniques for effective coaching and mentoring interventions

? Ability to use the tools and techniques skillfully

? Critical analysis in order to engage others, assess the coaching or mentoring context and decide on the most appropriate interventions

? Able to use coaching and mentoring in a range of different contex ts and diversity amongst coachees and mentees

? Able to carry out effective contracting for coaching and mentoring, and benefit from supervision

The programme member will receive feedback from peers and tutors on these outcomes throughout the module. This will contribute to their assignment for assessment

Additional outcomes:

? Confidence

? Understanding of their own personal coaching style

? Understanding the importance and use of reflection in learning and leadership development

Outline content:

The programme covers the following topics:

The similarities and differences between coaching, mentoring and a range of other similar interventions

The roles of the coach, coachee, mentor, mentee and line manager

Assessing the context for coaching or mentoring

Models and schools of coaching

The coaching process

Using coaching skills in mentoring

Practical tools and techniques

Supervision and boundar y management

Understanding of self and the impact on coaching

Brief description of teaching and learning methods:

Brief description of teaching and learning methods:

Teaching methods include working in a whole group of up to 50 with one or two tutors, and in smaller groups and coaching supervision groups of up to 8 programme members. Other learning activities take place in pairs and individual reflection.

Teaching includes input from tutors, demonstrations of techniques and practice in small groups. Plenary discussion and table discussions are encouraged. Formative and summative f eedback is given as appropriate.

Programme members are expected to draw on their practical coaching and mentoring experiences in their own or other organisations to practice and consolidate their learning through planned facilitation development targets. After the final workshop in this module, the programme members prepare their learning journey summaries, complete additional coaching or mentoring practice and write their assignments. They have access to the Virtual Learning Environ ment throughout the programme, until the end of their registration period.

Programme members are encouraged to keep a personal learning log, paper or electronic, during both this module and the complete programme.

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:

Formative assessment methods:

Penalties for late submission:

The below information applies to students on taught programmes except those on Postgraduate Flexible programmes. Penalties for late submission, and the associated procedures, which apply to Postgraduate Flexible programmes are specified in the policy £Penalties for late submission for Postgraduate Flexible programmes£, which can be found here: