Introductory description

This module provides you with comprehensive knowledge of the foundation skills and theoretical perspectives required for coaching in a range of contexts. The module is designed to develop systematic theoretical knowledge, skills in practice and self-awareness, focusing on three fundamental coaching elements: Active listening, Powerful Questioning and Direct Communication. The module will also focus on how listening, questioning and direct communication are fundamental to developing the working and learning alliance, and consider the integrated nature of coaching. This module takes an andragogical approach, with individual learning at the centre. The module will involve blended learning consisting of intensive all-day workshops plus virtual learning environment including online private module learning material accompanied by webinar and/or tutorial.

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.

Introduction to the course, emphasising the integrated nature of coaching and that each is of equal importance.
Adult learning theories and the relation to coach development and coaching practice.
Listening, questioning and direct commutation as way to develop a working alliance and learning alliance.
Person-centred approach, developing and demonstrating empathy, unconditional positive regard, and congruence through active listening, powerful questioning and direct communication.
Listening without an agenda, distinguishing between the words, tone of voice and body language.
Listening holistically to what is being said, and what is not being said, developing and testing hypothesis of the coachee’s assumptions, self-image, limiting beliefs and models of their world.
Levels of listening to understand the coachee’s thoughts, feelings, intuition and to understand the essence of the coachee’s communication.
Cumulative listening from session to session and throughout each individual session.
Helping the coachee gain clarity and perspective rather than engaging in their story.
The essence of powerful questions and theoretical models which support coaching practice.
Asking questions to reveal the information needed for maximum benefit to the coaching relationship and the coachee.
Asking questions based on curiosity, which are clear, open and direct and lead to new insight to move the coachee forward.
The ‘why’ question.
Asking questions that support and also challenge the coachee’s world view, to help the coachee evaluate assumptions and potential limiting self-beliefs, so requiring the coachee to think more deeply, and to focus on the future.
Asking questions which challenge the coachee and may make either the coach or the coachee, or both, feel uncomfortable.
Providing feedback to enhance learning.
Using the coachee’s own language and metaphors as the basis for questions.
The nature of ‘effective’ and ‘less effective’ questions.
John Heron’s six interventions.
Coaching models including clean language, GROW, and Solutions Focused OSKAR.
Letting go of the coach’s need to ‘know the answer’ or ‘find a solution’.
The importance and impact of language, so the coach uses appropriate language and works with the coachee’s metaphors to create connection and ownership.
Creating space for the coachee to have equal or more communication time than the coach.
Congruence and how the coach easily and freely shares what is so for the coach, providing direct communication and feedback without attachment.
Impact of bias and collusion on listening, questioning and direct communication.
Detail of how this module links with other course modules

Learning outcomes

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

• Demonstrate mastery of knowledge, skills and understanding of coaching theory of active listening, powerful questioning and direct communication and creatively apply these in practice.
• Comprehensive understanding of adult learning and how the working and learning alliance impacts on coaching.
• Critically evaluate personal strengths and areas for development, in relation to the theory and practice of active listening, powerful questioning and direct communication.
• Demonstrate advanced awareness of use of language and the impact on the coachee, and critically evaluate own practice, being aware of personal bias.

Indicative reading list

Core reading:
Bachkirova, T., Spence G. and Drake D. (2016) (eds) The SAGE handbook of coaching.
Cox, E., Bachkirova, T. and Clutterbuck, D. (2018) (eds) The Complete Handbook of Coaching. London: Sage Publications.
Palmer, S. and Whybrow, A. (eds) (2007) Handbook of Coaching Psychology. London: Routledge.
Passmore, J. (ed) (2006), Excellence in Coaching, London: Kogan Page.
Passmore, J. (ed) (2021), The Coaches' Handbook
Western, S. (2012) Coaching and Mentoring: A Critical Text. SAGE Publications Ltd.
Whitmore, J. (2017) Chapter 6 'The Sequence of Questioning' in Coaching for Performance: The Principles and Practice of Coaching and Leadership (25th Anniversary edition). London: Nicholas Brealey Publishers

Further reading
Kline, N. (1999) Time to Think: Listening to Ignite the Human Mind. London: Ward Lock.
Lakoff, G. and Johnson, M. (1980) Metaphors We Live By. Chicago: University of Chicago Press.
Lawley, J. and Tompkins, P. (2000) Metaphors in Mind. London: The Developing Company Press.
Passmore, J., Fillery-Travis, A. (2011). A critical review of executive coaching research: a decade of progress and what’s to come. Coaching: An International Journal of Theory, Research and Practice Vol. 4, No. 2: 70-88.
Rogers, C. (1961) On Becoming a Person. Boston: Houghton Mifflin.
Whitmore, J. (2009), Coaching for Performance: Growing People, Performance and Purpose (4th ed), London: Nicholas Brealey Publishing.
Heron, J. (2012) Helping the Client A Creative Practical Guide. London: Sage.

Subject specific skills

• Demonstrate mastery of knowledge, skills and understanding of coaching theory of active listening, powerful questioning and direct communication and creatively apply these in practice.
• Comprehensive understanding of adult learning and how the working and learning alliance impacts on coaching.
• Comprehensive knowledge of the theory and practice of active listening, powerful questioning and direct communication, and critically evaluate personal strengths and areas for development.
• Demonstrate advanced awareness language and the impact on the coachee, critically evaluate own practice, being aware of personal bias.

Transferable skills

Exercise initiative and personal responsibility.

• Demonstrate a critical evaluation of complex theoretical concepts, and the ability to translate these into practice.
• Demonstrate sound judgement, decision-making and initiative in complex and unpredictable situations.
• Independent learning ability required for continuing professional development.
• Demonstrate originality in the application of knowledge.
• Ability to deal with complex issues both systematically and creatively.
• Demonstrate the ability for self-reflection and to enhance self-awareness in complex and unpredictable situations.
• Independent learning and the ability to work in a way which ensures continuing professional development.
• Critically to engage in the development of professional activities.
  Carefully and thoroughly present material in clear written form by identifying, analysing and applying key texts and practices using appropriate and adequate structure, spelling, grammar, syntax, length and referencing.