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Durham University

Postgraduate Module Handbook 2021/2022

Archive Module Description

This page is for the academic year 2021-22. The current handbook year is 2022-23
No such Code for pgprog: N2K107
No such Code for pgprog: N2K112
No such Code for pgprog: N2K114

Department: Management and Marketing

BUSI43130: COACHING AND MENTORING

Type Tied Level 4 Credits 30 Availability Not available in 2021/22
Tied to N2K107
Tied to N2K112
Tied to N2K114

Prerequisites

  • None.

Corequisites

  • None.

Excluded Combination of Modules

  • None.

Aims

  • To provide students with a critical appreciation of the difference between, and inter-relatedness of, executive coaching and mentoring in their organisation.

Content

  • The content of the module is set within a specialist organisational environment perspective and includes:
  • Definitions, differences and similarities between coaching, mentoring, counselling and leadership
  • Models (including GROW, STEPPA, KOLB, Johari Window) and perspectives on learning, coaching and mentoring
  • NLP presuppositions, models and application of tools
  • Development, management and closure of the coaching and/or mentoring relationship
  • Coaching and mentoring contracts and codes of practice
  • Strategies and interventions
  • Relationship building
  • Peer mentoring, co-supervision and supportive networks as a means of developing coaching skills.

Learning Outcomes

Subject-specific Knowledge:
  • By the end of the module, students should:
  • Have a critical understanding and appreciation of the value of leadership mentoring and executive coaching in developing leadership performance;
  • Have a critical understanding and appreciation of the essential conditions required for leadership mentoring and executive coaching to develop effective leadership practice;
Subject-specific Skills:
  • By the end of the module, students should:
  • Be able to critically evaluate their own abilities to effectively fulfil the role of leadership mentor or executive coach;
  • Be able to identify how the personal characteristics and organisational environment of the coachee affects the performance of the leadership mentor or executive coach;
  • Have acquired the specialised skills, knowledge and understanding to agree a contract for the planning and delivery of a leadership mentoring or executive coaching programme;
  • Be able to use specialised techniques of self-reflection and peer mentoring to enhance their own personal development as an effective leadership mentor or executive coach.
Key Skills:
  • Be able to operate effectively in a variety of team roles and take leadership roles where appropriate.
  • Be able to operate effectively in a variety of team roles and take leadership roles where appropriate;
Key Skills:
  • Be self-directed and able to act autonomously in planning and implementing projects at professional levels.
  • Be self-directed and able to act autonomously in planning and implementing projects at professional levels.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

  • Lectures and tutorials, supported by guided reading, will be used to introduce and explore the key concepts and theories. Group exercises and group discussions will help students develop their own synthesised models of coaching and mentoring. The assignments will then help them to adapt and apply these to the specific needs of their own organisation. Learning and teaching will be enhanced by the delivery of a post-workshop mentoring programme for an identified senior manager.
  • The summative assessment comprises firstly a traditional work-based assignment to allow students to reflect on the relevance of the subject to their organisation as a whole. The second piece of assessment is a coaching diary and this will require the student to plan real coaching sessions selecting appropriate models from the academic and practitioners’ literature. After completion of the coaching and mentoring programme students will be required to reflect on the experience, their initial plan and the usefulness of the academic and practitioners’ literature.

Teaching Methods and Learning Hours

Activity Number Frequency Duration Total/Hours
Lectures n/a Over 2 x 2-day teaching blocks 8 hours 36
Tutorials and work-based reviews 2 Approx 4 weeks apart 5 hours 10
Work-based coaching and mentoring to a mentee n/a various various 50
Mentor meetings 2 As needed 5 10
Preparation & Reading 194
Total 300

Summative Assessment

Component: Written assignment Component Weighting: 50%
Element Length / duration Element Weighting Resit Opportunity
Work-based assignment 3,000 words maximum 100%
Component: Coaching Diary Component Weighting: 50%
Element Length / duration Element Weighting Resit Opportunity
Coaching diary 3,000 words maximum 100%

Formative Assessment:

Project plan of 1,000 words identifying the topic, academic and organisational relevance of the summative assessment to be undertaken.


Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University