NBS8966 : Coaching and Mentoring in Complex Systems (Inactive)
- Inactive for Year: 2024/25
- Module Leader(s): Dr Joanne James
- Lecturer: Dr Amy Stabler
- 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
The aim of this practice-based module is to enable learners to develop and enhance, to an advanced level, their knowledge, understanding and practice of Coaching and Mentoring in Complex Systems. The module will provide learners with the opportunity to enhance their skills of gaining broader awareness of coaching and mentoring in different contexts and their impact on self and others. By the end of the module, learners will have:
• Enhanced knowledge of coaching and mentoring practice in complex work systems
• Recognised the interplay between themselves, their coaching practice and its context
• Mastered skills to make sense of complex coaching contexts
Outline Of Syllabus
The syllabus will include topics such as:
• Concepts and frameworks pertaining to organisational contexts
• Identifying power relationships in different coaching and mentoring contexts and their impact on coach/mentor and client(s) using situational and stakeholder analysis
• Contracting and boundaries in relation to complex systems
• Guest speakers provide varying organisational perspectives and cases from diverse contexts
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Guided Independent Study | Assessment preparation and completion | 1 | 60:00 | 60:00 | Self directed assessment preparation time |
| Scheduled Learning And Teaching Activities | Lecture | 4 | 3:00 | 12:00 | Lectures (and workshops) PIP |
| Guided Independent Study | Directed research and reading | 8 | 5:45 | 46:00 | Online directed activities including reading, research, application and prep for synchronous session |
| Guided Independent Study | Skills practice | 8 | 1:30 | 12:00 | Designed to allow learners to apply knowledge back in the workplace |
| Structured Guided Learning | Structured research and reading activities | 8 | 2:00 | 16:00 | Online learning activities designed to support scheduled face-to-face learning |
| Guided Independent Study | Reflective learning activity | 8 | 2:30 | 20:00 | Reflection on practice and development of practice portfolio |
| Guided Independent Study | Independent study | 1 | 24:00 | 24:00 | Flexible study time |
| 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 | Asynchronous discussions to support learning between synchronous sessions |
| 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 |
|---|---|---|---|---|
| Essay | 2 | M | 100 | 3, 000 words Critical Analysis |
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. The assessment has 1 component:
1. A critical analysis, of 3,000 words, drawing on appropriate theories and frameworks that explain their sensemaking and implications for practice
A reflective learning Portfolio is central to completion of the summative assessment, and is an appropriate assessment method for all learners, enabling them to consolidate what they have learned by reflecting on and articulating their personal and/or organisation practice and how it relates to their current conceptual understanding.
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/
- NBS8966's Timetable