Introductory description

This module provides you with a comprehensive view of the key skills and theoretical knowledge required to manage the coaching process, facilitate progress for the coachee, and to congruently address issues that are counter to the achievement of the coachee’s (and sponsor’s) objectives.
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 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.

The stages of coaching, including a refresh on contracting and developing a learning-alliance.
Managing progress of the coachee and coaching process, while creating autonomy and sustainable development for the coachee.
Goal setting, the nature of goals, SMART, incremental, emergent, BHAG (courageous goals), and the link to personal preference.
Theories of motivation.
Positive psychology, strengths focused development, and personal growth.
Theories and models of change, recognising and overcoming barriers to change, such as fear of change, fear of failure, fear of success, self-limiting beliefs, impostor syndrome, etc.
Encouraging experimentation and self-discovery.
Models, tools, and techniques for planning, goal setting and designing actions, to achieve desired outcomes, so that the coach can explore and develop their own toolkit.
Accountability, who is accountable, holding the coachee accountable, balancing support and challenge, authenticity and congruence and the Zone of Uncomfortable Debate.
Using feedback and challenge to increase awareness within the coachee.
Bringing about insight, learning and shifts in thinking and behaviour.
Working with the coachee to build strategies to meet their desired outcomes.
Maintaining an outcome focus.
Being aware of the possibility of collusion and implications.
Responding in the moment while maintaining focus and managing ambiguity.
How to regularly return and check in with the coachee that the coaching is serving the coachee’s (and/or sponsors’) higher purpose, and make adaptations as needed.
Tools and techniques to support the coaching process, and coaching without tools.
Establishing self-awareness.
Managing blockages, ‘being stuck’, and lack of progress, exploring what is working and what is getting in the way of progress.
Context of coaching and systems thinking.
Evaluating the effectiveness of coaching and how to gather information on the effectiveness of coaching practice from coachee and sponsors.
Using feedback and evaluation information as the basis for self-awareness and development.
Managing the ending of the coaching relationship, integrating new ways of being and the on-going independent self-directed learning for the coachee, being aware of dependency.
Letting go of the coach’s need to ‘know the answer’ or ‘find a solution’.
Creating space for the coachee to have equal or more communication time than the coach.
Impact of personal bias, stereotypes, prejudice and experience on unconditional positive regard and a relationship of equals.
The importance and impact of language; using appropriate language to which the coachee can relate.
Provide an understanding of how this module links with the other course modules.

Learning outcomes

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

• Critically evaluate the theoretical principles and professional practice relating to the stages of a coaching relationship.
• Critically evaluate the theory and practice of motivation, change, goals and actions, in which the coachee is the agent of change, and to appraise your personal strengths and areas for development.
• Critically analyse the theories and approaches that underpin your coaching practice.
• Create a comprehensive and critical knowledge of the theories and practice of evaluating the effectiveness of the coaching process and to be able to critically evaluate the most effective process in a given context.

Indicative reading list

View reading list on Talis Aspire

Subject specific skills

Demonstrate systematic understanding and critical analysis of how to manage the coaching process to conclusion, which can be applied in practice and is adaptable to the context and sensitive to the coachee’s needs.
To critically evaluate current theories, issues and research in relation to coaching and to be able to critically apply these in practice.
To take a self-reflective role in working to develop self-awareness and to critically examine personal and professional experience, evaluate strengths and development needs.

• Develop, articulate and justify the coach’s unique coaching approach.
• Integrate the detailed theoretical knowledge and practical skills from the other modules and create an approach to manage the coaching process from start to finish, while being flexible and responsive to the needs of the coachee and dealing with ambiguity.
  Identify and deal with the common pitfalls within a coaching relationship.
  Be self-aware of own preferences and the potential implications for the coaching process.
  Systematically apply the knowledge to enhance coaching practice.

Transferable skills

Exercise initiative and personal responsibility.
Critical evaluation of complex theoretical concepts, and the ability to translate these into practice.
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 and the ability to deal with complex issues both systematically and creatively.
Able to self-reflection and to enhance self-awareness in complex and unpredictable situations.
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.