MQM1FIC-Foundations In Coaching

Module Provider: Leadership, Organisations and Behaviour
Number of credits: 30 [15 ECTS credits]
Level:7
Terms in which taught: Autumn / Spring / Summer term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2022/3

Module Convenor: Prof Jonathan Passmore
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 6 days of workshop input, 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:

•    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 theprogramme. 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:

Workshop Content:

Part One: Self-Belief as a Coach

Introduction to the programme, and coaching. Components of Workshop One include:

• The role of the coach

• Personal values and identity – what kind of coaching fits with personal values and beliefs

• How to manage our own responses

• Introduction to the GROW model of coaching

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

• Understanding individual differences and the importance of behavioural flexibility

• Developing interpersonal sensitivity and self-awareness

• Feedback

Part Two: Tools and Techniques

• Exploring and practising a range of coaching tools and techniques. Includes and ‘external coaching client’ session, to put learning into practice and receive feedback from a coachee external to the programme.

• Understanding the psychological underpinnings of the different tools and techniques, and how to coach to change behaviour

• Introduction to systems based coaching

• Introduction and practice of undertaking Coaching Supervision

Part Three: Integration and Observation

• Input and practice of Solutions Focused coaching

• Second ‘external client’ session with feedback

• Coaching supervision

• Observed coaching session, with feedback from tutor, peer observers and coachee

• Reflection and practice time

Brief description of teaching and learning methods:

Teaching methods include working in a whole group of 16 with two tutors, and two learning groups of 8, with one tutor each. Other work takes place in pairs and trios.

Teaching includes input from tutors, demonstrations of techniques and practice in small groups. Plenary discussion and table discussions are encouraged. Feedback is given as appropriate and coaching supervision is introduced on the third day.

Two inter-workshop co aching practice sessions take place. A reflective piece of writing about each of these experiences, of 1500 words each, is submitted to the programme tutors at the following workshop and formative feedback is given on these.

After the final workshop, three additional coaching relationships with non-course participants take place, and feedback sought from the coachees.

A personal learning log is kept throughout the programme.

 

Contact hours – 300 hours over 9 month period

Note: Term taught dependant on Intake start date.