Module Code: H9PDCM
Long Title Coaching and Mentoring for Learning and Personal Development
Title Coaching and Mentoring for Learning and Personal Development
Module Level: LEVEL 9
EQF Level: 7
EHEA Level: Second Cycle
Credits: 5
Module Coordinator: Orla O'Sullivan
Module Author: Stephanie Roe
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 skills, principles and value of coaching in the workplace to create a learning environment.
LO2 Evaluate the efficacy of a range of coaching tools, techniques and approaches that could be used in the students own learning and teaching environment.
LO3 Critique the range of mentoring models at play in the modern workplace and evaluate their effectiveness in terms of learning.
LO4 Critically identify and reflect on their own strengths and weaknesses as learning professionals in the workplace by completing an emotional intelligence psychometric test.
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
Skills and value of Coaching
The origins of coaching and its expansion from the world of sport into the workplace; coaching as self-directed learning; Timothy Gellways theory of how we learn and perform; Skills of the coach and their application in practice. How coaching differs from counselling and mentoring.
Coaching Principles, tools and techniques
Develop experiential awareness of the principles of coaching, the techniques and the tools of the practice; The questioning frameworks; Summarising, reframing, listening; The Wheel of Life; GROW and other coaching models and their effectiveness. Coaching as a profession with professional ethics.
Goal-setting and motivation
Understanding motivation in individual learners; How to translate motivations into goals and the value of goal-setting in different learning contexts. Strategies to promote motivation to enhance learning and development.
Mentoring
The origins of mentoring and how it is used in the modern workplace to promote learning; The range of mentoring models, reverse mentoring, group mentoring; Understanding the essential ingredients of a mentoring relationship; Establishing a mentoring relationship, setting boundaries and expectations.
Emotional Intelligence
Understanding emotional intelligence, the role of emotional intelligence plays in our personal lives and in the workplace. Increasing the awareness of the students own emotional intelligence and identifying strengths and weaknesses, and how to enhance emotional intelligence; Linking emotional intelligence to learning.
Assessment Breakdown%
Coursework100.00%

Assessments

Part Time

Coursework
Assessment Type: Assignment % of total: 50
Assessment Date: n/a Outcome addressed: 1,2
Non-Marked: No
Assessment Description:
Students will provide a 1500 reflective piece on a 15min video recording of them coaching a classmate and receiving feedback from their peers.
Assessment Type: Assignment % of total: 50
Assessment Date: n/a Outcome addressed: 3,4
Non-Marked: No
Assessment Description:
Students will complete an online EQ assessment test and provide a 1500 reflection on their learning from the assessment.
No End of Module Assessment
No Workplace Assessment
Reassessment Requirement
Repeat failed items
The student must repeat any item failed
Reassessment Description
Students must pass all components of assessment on the module; a component fail leads to a component repeat.

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 Workshop 24 Per Semester 2.00
Independent Learning Independent Learning 101 Per Semester 8.42
Total Weekly Contact Hours 2.00
 

Module Resources

Recommended Book Resources
  • Moon, J.A. (2013), Reflection in Learning and Professional Development: Theory and Practice, Routledge, p.240, [ISBN: 9781136763632].
Supplementary Book Resources
  • Archer, A. & McMahon, G. (2010), 101 Coaching Strategies and Techniques, Routledge, London, [ISBN: 9780415473347].
  • Clutterbuck, D.& Megginson, D. (2009), Further Techniques for Coaching and Mentoring, Butterworth-Heinemann, UK, [ISBN: 1-978-1-85617-4992].
  • Covey, S.R. (1999), The 7 Habits of Highly Effective People, Simon & Schuster, London, [ISBN: 9780684858395].
  • Cox, E. (2012), Coaching Understood: a Pragmatic Enquiry into the Coaching Process, SAGE, London, p.192, [ISBN: 9780857028266].
  • David Clutterbuck. Everyone Needs a Mentor, 5th ed. [ISBN: 9781843983668].
  • Egan, A. (2019), Confidence in Critical Thinking, Developing Learners in Higher Education, 1st ed. Routledge, Oxon, [ISBN: 9781138060333].
  • Gallwey, T. W. (2002), The Inner Game of Work: overcoming mental obstacles for maximum performance, 1st ed. Thomson Texere, New York, [ISBN: 978-1-58799-047].
  • Goleman, D. (2006), Emotional Intelligence, Bantam, New York, p.358, [ISBN: 9780553804911].
  • Landsberg, M. (2015), The Tao of Coaching: boost your effectiveness at work by inspiring and developing those around you, Profile Books Ltd, London, [ISBN: 9781781253328].
  • J. Y. F. Lau. (2011), An Introduction to Critical Thinking and Creativity, John Wiley & Sons, Hoboken, p.272, [ISBN: 9780470195093].
  • Levinson, D.J. (1978), The Seasons of a Man's Life, Ballantine, New York, p.363, [ISBN: 9780345339010].
  • Megginson, D. (2006), Mentoring in Action: a practical guide, 2nd ed. Kogan Page, London, p.267, [ISBN: 9780749444969].
  • Sharan B. Merriam,M. Carolyn Clark,Clark MC. (1991), Lifelines: patterns of work, love, and learning in adulthood, Jossey-Bass, Oxford, p.258, [ISBN: 9781555423643].
  • Parsloe, E. (1999), The Manager as Coach and Mentor, 2nd ed. Institute of Personnel and Development, London, p.96, [ISBN: 9780852928035].
  • Passmore, J. (2006), Excellence in Coaching: The Industry Guide, Kogan Page, London, p.222, [ISBN: 9780749446376].
  • Donald A. Schon. (2008), The Reflective Practitioner: How Professionals Think in Action, Hachette UK, p.352, [ISBN: 9780786725366].
  • Starr, J. (2016), The Coaching Manual: The definitive guide to the process, principles and skills of personal coaching, 4th ed. Pearson Education Limited, UK, p.368, [ISBN: 978-1-292-08497-8].
  • Stein, S.J. (Author) & Book, H.E. (Contributor). (2013), The EQ Edge – Emotional Intelligence and Your Success, 3rd ed. ossey-Bass, Oxford, [ISBN: 978-0470681619].
  • Stout-Rostron, S. (2014), Business Coaching International: Transforming Individuals and Organizations, 2nd ed. Karnac Books, UK.
  • Whitmore J. (2002), Coaching for Performance: Growing People, Performance and Purpose, 3rd ed. Nicholas Brealey Publishing, UK, p.180, [ISBN: 1-85788-303-9].
Supplementary Article/Paper Resources
This module does not have any other resources
Discussion Note: