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Module

NBS8965 : Developing Professional Coaching and Mentoring Practice

  • Offered for Year: 2021/22
  • Module Leader(s): Dr Amy Stabler
  • Lecturer: Mrs Ruth Leggett, Dr Joanne James
  • Owning School: Newcastle University Business School
  • Teaching Location: Newcastle City Campus
Semesters
Semester 2 Credit Value: 20
ECTS Credits: 10.0

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
Scheduled Learning And Teaching ActivitiesLecture43:0012:00PiP - 4 x 1 day study blocks across the programme which can be easily pivoted online if required
Structured Guided LearningLecture materials41:004:00N/A
Guided Independent StudyAssessment preparation and completion601:0060:00N/A
Structured Guided LearningStructured research and reading activities121:0012:00Online learning activities designed to support scheduled face-to-face learning
Guided Independent StudySkills practice121:0012:00Application of learning into the workplace
Guided Independent StudyReflective learning activity201:0020:00N/A
Guided Independent StudyIndependent study241:0024:00N/A
Scheduled Learning And Teaching ActivitiesScheduled on-line contact time32:006:00N/A
Guided Independent StudyOnline Discussion41:004:00Online discussion activities designed to prepare for scheduled face-to-face learning
Guided Independent StudyDistance Learning Advance Preparation461:0046:00To prepare for synchronous sessions and broaden and deepen knowledge for practice application
Total200:00
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 study2M1003, 000 word Case Study of coaching and mentoring practice
Formative Assessments
Description Semester When Set Comment
Reflective log2MPreparation 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