MQM1FIC3-Foundations in Coaching, Henley Professional Certificate in Coaching

Module Provider: Leadership, Organisations and Behaviour
Number of credits: 30 [15 ECTS credits]
Level:7
Terms in which taught: Autumn / Spring / Summer module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2022/3

Module Convenor: Mr Aboodi Shabi
Email: a.shabi@henley.ac.uk

Type of module:

Summary module description:

This module exists as the Henley Professional Certificate in Coaching, validated by ºÚ¹Ï³ÔÁÏÍø University with 30 Masters level credits. This module provides the first module of the Masters in Coaching for Behaviour Change degree, giving a Foundations of Coaching module. It is based around a series of three workshop inputs, over approximately 3 months. A further 6 months is given for practical applications work before the assessment. The programme is highly experiential, under-pinned with a strong psychological grounding. It is focused on developing effective coaching skills in individuals who already have some experience of coaching or being coached, in a business context.

Aims:

This module aims to:



• Develop the capability of individuals to act as an effective coach, whether in an informal or formal context



• Enable behavioural flexibility in individuals to increase the effectiveness and appropriateness of coaching interventions



• Increase the level of self-awareness in participants



• Increase the level of inter-personal sensitivity in participants



• Develop the awareness of the ethical and practical issues in relation to coaching

Assessable learning outcomes:

• Awareness of a range of different theoretical models and schools of coaching



• The psychological aspects of coaching in relation to learning theory, personality and motivation



• Understanding differences between people in thinking preferences and interpersonal preferences, based on psychometric models



• How coaching fits in with therapy, counselling, consultancy and mentoring



• Critical analysis used to decide upon the most appropriate coaching intervention



• Synthesis of information from client in order to apply coaching techniques



• Questioning



• Listening skills



• Supporting and challenging



• Setting and upholding boundaries



• Contracting the relationship



• Time management



• Self-awareness



• Interpersonal sensitivity



• Respect for others



• Being non-judgmental



• Being non-directive



The participant will receive feedback from coachees and tutors on these outcomes throughout the programme. This will feed into their final assignments for assessment.

Additional outcomes:

• Confidence



• Understanding of own personal coaching style



• Understanding the importance and use of Coaching Supervision

Outline content:

Self-Belief as a Coach



• Introduction to the programme



• Introduction to coaching.



• The role of the coach



• Coach competences



• Personal values and identity



• How to manage our own responses



• Introduction to core model such as GROW, Ershad or similar model



• Understanding the ‘helping professions’, and the psychology of helping



• Understanding individual differences and the importance of adapting our approach to met client needs



• Developing interpersonal sensitivity and self-awareness



• Practice and Feedback



Tools and Techniques



• Exploring and practising a range of coaching tools and techniques.



• Understanding the psychological underpinnings of the different tools and techniques



• Introduction to ethics



• Introduction and practice of undertaking Coaching Supervision



• Practice and Feedback



Integration and Observation



• Input and practice of Solutions Focused coaching



• Second ‘external client’ session with feedback



• Coaching supervision



• Practice and Feedback.

Brief description of teaching and learning methods:

Teaching methods include working in small groups with tutor support, as well as working in pairs and triads.



Teaching includes input from tutors, demonstrations of techniques and practice in small groups. Plenary discussion and table discussions are encouraged. Feedback is given regularly and coaching supervision is introduced.



Inter-Workshop coaching practice sessions take place.



One reflective piece of writing the ex perience of coaching outside of the teaching space, of 1500 words, is submitted to the programme tutors prior to the final workshop and formative feedback is given on these reflections.



After the final workshop, additional coaching relationships with non-course participants take place.



A personal learning log is kept throughout the programme. The programme continues with online mentoring and supervision.

Contact hours:

Ìý	Autumn	Spring	Summer
Lectures	70	35
Work-based learning	50	25
Guided independent study:	Ìý	Ìý	Ìý
Ìý Ìý Wider reading (independent)	80	40
Ìý	Ìý	Ìý	Ìý
Total hours by term	200	100	0
Ìý	Ìý	Ìý	Ìý
Total hours for module	300

Summative Assessment Methods:

Method	Percentage
Written assignment including essay	50
Practical skills assessment	50

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:

One 2500 word assignment This is submitted alongside a portfolio of supporting material, including the personal learning log, coaching log and a personal statement of coaching approach, plus optional extra evidence referred to in the reflection.This material forms evidence.Ìý



One 30-minute recording demonstrating International Coaching Federation (ICF) core coaching competences and process, with supporting transaction and reflection. This recording must meet the minimum requirement for an ICF Level One credential.Ìý

Written assignment	50%
Video/Audio with Transcript	50%

Formative assessment methods:

One pieceÌýof written format assessment,of 1500 words, completed during the module with written feedback.

Ìý

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: /cqsd/-/media/project/functions/cqsd/documents/cqsd-old-site-documents/penaltiesforlatesubmissionpgflexible.pdf
The Support Centres will apply the following penalties for work submitted late:

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of five working days;
• where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/cqsd-old-site-documents/penaltiesforlatesubmission.pdf
You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Assessment requirements for a pass:

50% must be achieved in both of the assignments to achieve a pass.

Reassessment arrangements:

1 resubmission of any element with a mark below 50%.

Additional Costs (specified where applicable):

Last updated: 22 September 2022