MQM1FIC2-Foundations in Coaching

Module Provider: Leadership, Organisations and Behaviour
Number of credits: 30 [15 ECTS credits]
Level:NA
Terms in which taught: Autumn / Spring term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2019/0

Email: j.passmore@henley.ac.uk

Type of module:

Summary module description:

This module exists as the Henley Professional Certificate in Coaching, validated by Reading University with 30 Masters level credits. This module provides the first module of the Masters degree, giving a Foundations of Coaching module. It is based around a series of three workshop inputs, over approximately 3 months. A further 6 months is given for practical applications work before the assessment. The programme is highly experiential, under-pinned with a strong psychological grounding. It is focused on developing effective coaching skills in individuals who already have some experience of coaching or being coached, in a business context.

Aims:

This module aims to:

• Develop the capability of individuals to act as an effective coach, whether in an informal or formal context


• Enable behavioural flexibility in individuals to increase the effectiveness and appropriateness of coaching interventions


• Increase the level of self-awareness in participants


• Increase the level of inter-personal sensitivity in participants


• Develop the awareness of the ethical and practical issues in relation to coaching

Assessable learning outcomes:

Intended learning outcomes:

• Awareness of a range of different theoretical models and schools of coaching


• The psychological aspects of coaching in relation to learning theory, personality and motivation


• Understanding differences between people in thinking preferences and interpersonal preferences, based on psychometric models


• How coaching fits in with therapy, counselling, consultancy and mentoring


• Critical analysis used to decide upon the most appropriate coaching intervention


• Synthesis of information from client in order to apply coaching techniques


• Questioning


• Listening skills


• Supporting and challenging


• Setting and upholding boundaries


• Contracting the relationship


• Time management


• Self-awareness


• Interpersonal sensitivity


• Respect for others


• Being non-judgmental


• Being non-directive

The participant will receive feedback from coachees and tutors on these outcomes throughout the programme. This will feed into their final assignments for assessment.

Additional outcomes:

• Confidence

• Understanding of own personal coaching style

• Understanding the importance and use of Coaching Supervision

Outline content:

Part One: Self-Belief as a Coach

• Introduction to the programme


• Introduction to coaching.


• The role of the coach

• Coach competences


• Personal values and identity


• How to manage our own responses


• Introduction to core model such as GROW, Ershad or similar model


• Understanding the ‘helping professions’, and the psychology of helping


• Understanding individual differences and the importance of adapting our approach to met client needs


• Developing interpersonal sensitivity and self-awareness


• Practice and Feedback

Part Two: Tools and Techniques

• Exploring and practising a range of coaching tools and techniques.


• Understanding the psychological underpinnings of the different tools and techniques


• Introduction to ethics


• Introduction and practice of undertaking Coaching Supervision


• Practice and Feedback

Part Three: Integration and Observation

• Input and practice of Solutions Focused coaching


• Second ‘external client’ session with feedback


• Coaching supervision


• Practice and Feedback.

Brief description of teaching and learning methods:

Teaching methods include working in small groups with tutor support, as well as working in pairs and triads.

Teaching includes input from tutors, demonstrations of techniques and practice in small groups. Plenary discussion and table discussions are encouraged. Feedback is given regularly and coaching supervision is introduced.

Inter-Workshop coaching practice sessions take place. 

A reflective piece of writing about each of these coaching experiences, of 1500 words each, is submitted to the programme tutors prior to the following workshop and formative feedback is given on these reflections.

After the final workshop, additional coaching relationships with non-course participants take place.

A personal learning log is kept throughout the programme.

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:

One 2000 word assignment This is submitted alongside a portfolio of supporting material, including the personal learning log, coaching log reflective assignments, coachee and tutor feedback. This material forms evidence.

One 30-minute video / audio recording demonstrating core coaching competences and process, with supporting transaction and reflection.

Formative assessment methods:

Two pieces of written format assessment, each of 1500 words, completed during the module with written feedback.

Penalties for late submission:

In line with university regulations.

Assessment requirements for a pass:

50% for the module overall

Reassessment arrangements:

1 resubmission of any element with a mark below 50%.

Additional Costs (specified where applicable):

Last updated: 2 July 2019