NBS8965 : Developing Professional Coaching and Mentoring Practice (Inactive)
- Inactive for Year: 2024/25
- Module Leader(s): Dr Amy Stabler
- Lecturer: Mrs Ruth Leggett
- Owning School: Newcastle University Business School
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 2 Credit Value: | 20 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
Aims
This practice-based module aims to enable learners to develop and enhance, to an advanced level, their knowledge, understanding and practice of Developing Professional Coaching and Mentoring. The module will provide learners with the opportunity to enhance knowledge and skills for ethical practice in dyadic coaching and mentoring relationships. Learners build upon their learning and practice development through reflective learning activities and documentation, and through formative and summative assessment. By the end of the module, learners will have developed:
• understanding of coaching and mentoring practice as relational, reciprocal and reflexive
• understanding of the coachee's perspective and developmental challenges appreciating a wide
variety of social, economic, political, religious, ethical and cultural perspectives
• advanced competency for ethical management of the dyadic coaching relationship
Outline Of Syllabus
The syllabus will include topics such as:
• Theory and research into the role of the coaching relationship in dyadic coaching and mentoring
• Deepening understanding of coachee's perspective and developmental challenges
• Boundaries, contracting, self-management and managing vulnerability in others in dyadic
coaching and mentoring
• Supervision and principles of ethical decision making in coaching and mentoring
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Structured Guided Learning | Lecture materials | 4 | 1:00 | 4:00 | N/A |
| Guided Independent Study | Assessment preparation and completion | 60 | 1:00 | 60:00 | N/A |
| Scheduled Learning And Teaching Activities | Lecture | 4 | 3:00 | 12:00 | PiP - 4 x 1 day study blocks across the programme which can be easily pivoted online if required |
| Structured Guided Learning | Structured research and reading activities | 12 | 1:00 | 12:00 | Online learning activities designed to support scheduled face-to-face learning |
| Guided Independent Study | Skills practice | 12 | 1:00 | 12:00 | Application of learning into the workplace |
| Guided Independent Study | Reflective learning activity | 20 | 1:00 | 20:00 | N/A |
| Guided Independent Study | Independent study | 24 | 1:00 | 24:00 | N/A |
| Scheduled Learning And Teaching Activities | Scheduled on-line contact time | 6 | 1:00 | 6:00 | N/A |
| Guided Independent Study | Online Discussion | 4 | 1:00 | 4:00 | Online discussion activities designed to prepare for scheduled face-to-face learning |
| Guided Independent Study | Distance Learning Advance Preparation | 46 | 1:00 | 46:00 | To prepare for synchronous sessions and broaden and deepen knowledge for practice application |
| Total | 200:00 |
Teaching Rationale And Relationship
The teaching methods recognise the importance of learners learning about context, content and processes for their own individual and organisational development of advanced professional practice.
The teaching and learning methods support achievement of the module’s learning outcomes. The processes of teaching and learning, within this blended learning module, 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 work-based and reflective learning. Learning through dialogue, discussion and collaboration, in face-to-face teaching and online, enables students to articulate, respond to and provide feedback on theory, knowledge and practice application, and to question and challenge their work-based practices. Collaborative social learning, online and in the classroom, is a hallmark of the module and will involve peer learning, co-production of knowledge and ideas about practice, and feedback.
As a post-experience programme, contextualising theory in practice requires not only academic input but also practitioners’ knowledge and expertise and, therefore, some lectures or workshops will be taught by adjunct staff. 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 work-based 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 Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Case study | 2 | M | 100 | 3, 000 word Case Study of coaching and mentoring practice |
Formative Assessments
Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.
| Description | Semester | When Set | Comment |
|---|---|---|---|
| Reflective log | 2 | M | Preparation for summative assessment |
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 in online and face-to-face contexts. Collaborative learning, online and 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 and comprises:
Presentation of a case study, of 3,000 words, from the learner’s practice demonstrating relational, reciprocal and reflexive coaching and/or mentoring practice underpinned by relevant theory.
Summative feedback on the assessment will include ‘feed forward’, enabling learners to improve future academic
and/or practice action..
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- NBS8965's Timetable