Introductory description

This module provides an introduction to the theory and practise of coaching and mentoring. It features the academic study of coaching and mentoring, including definitions, theoretical approaches, contemporary issues and application areas. In addition, fundamental skills of coaching and mentoring will be developed through a mixture of role-play activities with fellow students and the analysis of recordings of coaching and mentoring sessions.

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

The course is intended to develop students in a number of related ways:
Introducing students to a range of relevant concepts and theories;
Thinking about students' own personal and professional development;
Thinking about how students can support others in their coaching and mentoring.

The module sessions cover the following topics:
Core coaching and mentoring skills: listening, questioning and feeding back;
The role of coaching and mentoring in adult learning;
Historical and contemporary examination of the role, function and application of coaching and mentoring;
The emerging coaching and mentoring 'profession';
Creating and managing a learning alliance between coach/mentor and coachee/mentee;
Ethical and organisational issues in coaching and mentoring;
Approaches to coaching and mentoring;
Applications of coaching and mentoring in a range of professional contexts;
Developing as a reflective practitioner;
Developing the qualities of a confident and resilient learner;
Developing an individual approach to coaching and mentoring.

Learning outcomes

By the end of the module, students should be able to:

• Articulate a historical and contemporary perspective on the professionalisation of coaching and mentoring
• Demonstrate a critical understanding of a range of theories and practices relevant to coaching and mentoring interactions
• Demonstrate a critical understanding of a range of practical and ethical issues related to coaching and mentoring
• Present an account of how key concepts in coaching can be used in a range of personal and professional contexts

Indicative reading list

Blakey, J., Day, I. (2012) Challenging coaching, London: Nicholas Brealey Pub
Cox, E., Bachkirova, T., Clutterbuck, D. (2010) The complete handbook of coaching. Los Angeles, CA: SAGE
Downey, M. (2003) Effective Coaching. London: Texere
Haan, E. D. (2008) Relational coaching, Chichester: John Wiley.
Hardingham, A. (2004), The Coach’s Coach. London: Chartered Institute of Personnel and Development
Palmer, S., Whybrow, A. (2007) Handbook of coaching psychology, London: Routledge.
Passmore, J. (2010) Excellence in coaching, London: Kogan Page
Rogers, J. (2008) Coaching Skills: A Handbook. Maidenhead: McGraw Hill
Thomson, B. (2012). Non-Directive Coaching: Attitudes, Approaches and Applications. Northwich: Critical Publishing.
Thomson, B. (2014). First Steps in Coaching. London: Sage.
Thomson, B. (2014). Understanding Yourself and Others. London: Sheldon .
Van Nieuwerburgh, C. (2014). An Introduction to Coaching Skills. London: Sage.
Western, S. (2012) Coaching and mentoring, London: SAGE
Wildflower, L. (2013) The hidden history of coaching, Maidenhead: Open University Press.
Wildflower, L., Brennan, D. (2011) The handbook of knowledge-based coaching, San Francisco, CA: Jossey Bass

View reading list on Talis Aspire

Subject specific skills

Articulate a historical and contemporary perspective on coaching and mentoring;
Demonstrate a critical understanding of a range of theories and practices relevant to coaching and mentoring;
Demonstrate a critical understanding of a range of practical and ethical issues related to coaching and mentoring;
Present an account of how key concepts in coaching and mentoring can be used in a range of personal and professional contexts;
Demonstrate a creative and reflective approach to their ongoing development;
Demonstrate a sound understanding and application of coaching and mentoring skills.

Transferable skills

Articulate arguments orally and through well-argued writing, supported by wide reading and research;
Make productive links between theoretical ideas and practical applications;
Reflect on their own and others’ creative and analytical processes;
Communicate with their peers and with academics;
Work collaboratively with peers;
Use research tools and resources and reference material correctly;
Manage time to meet a series of deadlines as an individual and group member;
Demonstrate collaborative skills of listening, giving and receiving feedback, and achieving resolution.