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Module

NBS8966 : Coaching and Mentoring in Complex Systems

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

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
Scheduled Learning And Teaching ActivitiesLecture43:0012:00Lectures (and workshops) PIP
Guided Independent StudyAssessment preparation and completion160:0060:00Self directed assessment preparation time
Guided Independent StudyDirected research and reading85:4546:00Online directed activities including reading, research, application and prep for synchronous session
Structured Guided LearningStructured research and reading activities82:0016:00Online learning activities designed to support scheduled face-to-face learning
Guided Independent StudySkills practice81:3012:00Designed to allow learners to apply knowledge back in the workplace
Scheduled Learning And Teaching ActivitiesWorkshops13:003:00Module orientation
Guided Independent StudyReflective learning activity82:3020:00Reflection on practice and development of practice portfolio
Guided Independent StudyIndependent study124:0024:00Flexible study time
Scheduled Learning And Teaching ActivitiesScheduled on-line contact time11:001:00Assessment surgery
Scheduled Learning And Teaching ActivitiesScheduled on-line contact time12:002:00Action Learning set
Guided Independent StudyOnline Discussion41:004:00Asynchronous discussions to support learning between synchronous sessions
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
Essay1M1003, 000 words Critical Analysis
Formative Assessments
Description Semester When Set Comment
Reflective log1MPreparation 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