MQM1CMSL-Coaching and Mentoring Skills for Leaders

Module Provider: Leadership, Organisations and Behaviour
Number of credits: 20 [10 ECTS credits]
Level:NA
Terms in which taught:
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2019/0

Module Convenor: Dr Caroline Rook

Email: c.rook@reading.ac.uk

Type of module:

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 







  • 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 skilfully 







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




  • 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 in and understanding of their own personal coaching style 




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




Outline content:

module 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 boundary management 







  • Understanding of self and the impact on coaching 




Global context:

N/A 


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 feedback 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 Environment 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. 


Contact hours:
  Autumn Spring Summer
Lectures 18
Guided independent study:      
    Wider reading (independent) 20
    Wider reading (directed) 20
    Advance preparation for classes 40
    Completion of formative assessment tasks 52
    Essay preparation 30
    Reflection 20
       
Total hours by term 200 0 0
       
Total hours for module 200

Summative Assessment Methods:
Method Percentage
Written assignment including essay 100

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:

Written assignment: 



Word count: 5000 words 



Submission date: at the end of the module 



Throughout the module, programme members will keep a learning log of their coaching and mentoring experiences and reflections. They will also write up two formative reflective pieces about their inter-module coaching experiences, and will gather feedback from observed coaching activities during the second workshop. These elements will form a portfolio of developmental activity which may be referred to in their final assessment which comprises: A written assignment of 5000 words, based on the experience of the coaching and mentoring practice and personal development during the overall period of the module. This should reflect on the activities which took place both in ‘live’ practice 



and at the workshops, the learning gained from it, the programme member’s learning reflections, and be underpinned with reference and critical analysis of the relevant literature. 



 



The written assignment is the only piece of work assessed in this module. It is expected that the programme member will reference the other elements of their development portfolio, such as learning logs and reflective documents, and include them as required in the appendix of the assignment. These additional elements of the portfolio will be included in the same electronic submission as the assignment. 



 



Assessment submission is according to the assessment schedule for the student’s cohort. 


Formative assessment methods:

Penalties for late submission:

As university post-experience postgraduate programmes.


Assessment requirements for a pass:

50%


Reassessment arrangements:

One re-submission allowed, capped at 50%.


Additional Costs (specified where applicable):

N/A


Last updated: 4 June 2019

THE INFORMATION CONTAINED IN THIS MODULE DESCRIPTION DOES NOT FORM ANY PART OF A STUDENT'S CONTRACT.

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