Module Code: H8MPF
Long Title Motivation and Performance
Title Motivation and Performance
Module Level: LEVEL 8
EQF Level: 6
EHEA Level: First Cycle
Credits: 5
Module Coordinator: ARLENE EGAN
Module Author: ARLENE EGAN
Departments: NCI Learning & Teaching
Specifications of the qualifications and experience required of staff  
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Demonstrate a critical awareness of the link between motivation and performance for an individual, team and organisation in different learning and workplace contexts
LO2 Demonstrate a critical awareness of how to increase motivation and performance of activities in early childhood and adult learning contexts
LO3 Demonstrate a critical awareness of the connection between leadership, performance and emotional intelligence
LO4 Critically evaluate coaching models, tools and techniques that can be used to influence the motivation and performance of an individual and team.
Dependencies
Module Recommendations

This is prior learning (or a practical skill) that is required before enrolment on this module. While the prior learning is expressed as named NCI module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
No recommendations listed
Co-requisite Modules
No Co-requisite modules listed
Entry requirements  
 

Module Content & Assessment

Indicative Content
Motivation
Defining motivation Types of motivation and how it relates an individual and a team Impact of motivation How to understand what motivates others
Coaching and performance
• Defining coaching •Understanding positive psychology • How to understand performance - defining the steps and measuring the progress • How coaching operates within at an individual, team, and organisational level
Emotional intelligence
• Defining emotional intelligence • The role of emotional intelligence in professional success • The impact of coaching on emotional intelligence • The link between emotional intelligence and performance •The link between emotional intelligence and leadership
What is coaching about in relation to motivation and performance
• Distinctions between counselling, coaching, and mentoring • The spectrum of coaching skills an introduction to the models and techniques of coaching for impacting motivation and performance of the individual and the team
The coaching process from individual to team
• Definition of the coaching process • Why choose coaching for impacting performance • The value of coaching for the individual (from child to adult) (case based approach) • Why and when the coaching process does not impact motivation and performance • Strategies for team based coaching
The uses of coaching in the learning context or workplace
• Having a coaching culture • Coaching and Performance management • Planning and goal-setting • Leadership development • Effective feedback • Managing Stress and promoting well-being • Case studies
Assessment Breakdown%
End of Module Assessment100.00%

Assessments

Full Time

No Coursework
End of Module Assessment
Assessment Type: Terminal Exam % of total: 100
Assessment Date: End-of-Semester Outcome addressed: 1,2,3,4
Non-Marked: No
Assessment Description:
Students will be given a selection of case studies set in different learning contexts and they must select two to which they will provide a solution to the case.
No Workplace Assessment
Reassessment Requirement
Repeat examination
Reassessment of this module will consist of a repeat examination. It is possible that there will also be a requirement to be reassessed in a coursework element.

NCIRL reserves the right to alter the nature and timings of assessment

 

Module Workload

Module Target Workload Hours 0 Hours
Workload: Part Time
Workload Type Workload Description Hours Frequency Average Weekly Learner Workload
Lecture per week 2 Once per semester 0.17
Independent Learning Time No Description 8.5 Once per semester 0.71
Total Weekly Contact Hours 0.17
 

Module Resources

Recommended Book Resources
  • van Nieuwerburgh, C.. (2012), Coaching in Education: Getting better results for students, educators and parents, 1. Karnac Books Ltd, London, [ISBN: 9781780490793].
  • Elliot, A.J., & Dweck, C.. (2013), Handbook of Competence and Motivation, Guilford Publications, p.704, [ISBN: 9781462514724].
  • Chris Henderson. Jump!, RedDoor Press, [ISBN: 9781910453247].
  • John Whitmore. (2017), Coaching for Performance Fifth Edition, Nicholas Brealey, p.240, [ISBN: 978-1-47365-812-7].
Supplementary Book Resources
  • Law, H. (2013), The Psychology of Coaching, Mentoring and Learning, John Wiley & Sons, Oxford, [ISBN: 9781118598313].
  • Marzano, R.J. & Simms, J.A.. (2012), Coaching Classroom Instruction (Classroom Strategies), Marzano Research Library, p.256, [ISBN: 978-098335126].
  • (2014), Handbook of Coaching Psychology: A Guide for Practiioners, Routledge, London, [ISBN: 9781317822196].
  • Skiffington, S. & Zeus, P. (2009), Behavioural Coaching, McGraw Hill Professional..
Supplementary Article/Paper Resources
  • Professional Coaching Publications Inc. International Journal of Coaching in Organisations.
  • Oxford Brooks University Business School. International Journal of Evidence Based Coaching and Mentoring, [ISSN: 1741-8305].
This module does not have any other resources
Discussion Note: