MQM1FIC3: Foundations in Coaching, Henley Professional Certificate in Executive Coaching

Module code: MQM1FIC3

Module provider: Leadership, Organisations and Behaviour; Henley Business School

Credits: 30

Level: Postgraduate Masters Stage 1

When you'll be taught: Full year

Module convenor: Mrs Verity Hannell, email: v.l.hannell@henley.ac.uk

Additional teaching staff 1: Mrs Viki Rice, email: victoria.rice@henley.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: No placement specified

Academic year: 2024/5

Available to visiting students:

Talis reading list: Yes

Last updated: 28 May 2024

Overview

Module aims and purpose

This module is designed to develop coaching skills in students. It aims to increase students’ level of self-awareness, providing a focus for students on developing their ‘way of being’ as a coach. The module blends theoretical underpinnings with coaching practice supported by professional coaching competency frameworks. Taught by academics and practitioners in the field of coaching, it aims to develop students’ behavioural flexibility to increase the effectiveness and appropriateness of coaching interventions and to increase student awareness of the ethical and practical issues in relation to coaching. The course is highly experiential with a strong emphasis on reflection to increase the level of self-awareness and inter-personal sensitivity in participants.

The module exists as the Henley Professional Certificate in Executive Coaching, which provides the first module of the Masters in Coaching for Behaviour Change degree. It is based around a series of three workshop inputs, over approximately three months. A further six 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 with varying levels of prior experience of coaching.

Module learning outcomes

By the end of the module, it is expected that the student will be able to:

1. Understand and be able to demonstrate a range of core coaching competencies, through observed practice 

2. Understand, and be able to demonstrate working within, an ethical framework as a coach 

3. Understand and be able to demonstrate the use of a range of coaching tools, such as behavioural, systemic and person-centred approaches, through observed practice. 

4. Demonstrate self-awareness by writing reflectively on own strengths and development areas as a coach, consolidating own learning so far and planning for future development. 

Module content

• Introduction to the programme 

• Introduction to coaching 

• The role of the coach 

• Coach competencies 

• How to manage our own responses 

• Introduction to coaching framework 

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

• Developing interpersonal sensitivity and self-awareness 

• 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 

• Coaching Supervision

• Coaching Practice and Feedback 

• Identifying Next Steps and Future Development Plans

Structure

Teaching and learning methods

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

Teaching includes input from tutors with facilitated discussion, demonstrations of coaching techniques followed by practice in small groups, with tutor and peer feedback on strengths and development opportunities. Plenary discussion and table discussions are encouraged. In-person teaching is supplemented by self-directed study using the resources available on the learning platform that includes further recorded videos, recommended reading and asynchronous materials. Reflective practice is encouraged throughout with smaller learning groups where coaching supervision is introduced, practiced and recommended for on-going development. 

The programme is delivered in both in-person and online formats, in three workshops, followed by online post-workshop mentoring and supervision sessions. 

Inter-Workshop coaching practice sessions with peers and others take place. 

Following the workshops, teaching continues on the development of coaching skills with on-line coach mentoring sessions in groups and individually preparing students for their final recorded coaching assignment. 
 
A personal learning log is kept throughout the programme.

The contact hours are shown for one semester in the table below for illustrative purposes only. The actual timing will vary depending on your cohort start date.

Study hours

At least 60 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

This module is marked on a pass/fail basis. Students must pass each item of assessment to pass the module.

Summative assessment

Penalties for late submission of summative assessment

This module is subject to the Penalties for late submission for Postgraduate Flexible programmes policy, which can be found at:

https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmissionpgflexible.pdf

The Module Convenor will apply the following penalties to work submitted late:

• where the piece of work is submitted up to one calendar month after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark; 
• where the piece of work is submitted more than one calendar month after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

In the workshops students are provided with feedback from tutors and peers. Following the workshops, teaching continues on the development of coaching skills with on-line coach mentoring sessions in groups and individually, providing feedback to prepare students for their final recorded coaching assignment.

Reassessment

Additional costs