MQM1FIC4: Foundations in Coaching, PCEC

Module code: MQM1FIC4

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

Credits: 30

Level: 7

When you'll be taught: Full year

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

Pre-requisite module(s):

Co-requisite module(s):

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

Module(s) excluded:

Placement information: na

Academic year: 2024/5

Available to visiting students: No

Talis reading list: Yes

Last updated: 19 November 2024

Overview

Module aims and purpose

Aims:
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.

Summary module description:
The purpose of this module is to provide students with a foundational understanding of the practice of coaching and an introduction to psychological models and competency frameworks. 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

Assessable learning outcomes:
• Understand and be able to demonstrate a range of core coaching competencies, through observed practice

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

• 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

• 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

The participant will receive formative feedback from tutors, mentors and peers on these outcomes throughout the programme. Students receive written feedback of observations by tutors on their coaching practice. Post workshop feedback on their coaching skills is provided by coach mentors, to support their assessed coaching practice and written submissions.

Additional outcomes:
• Improved confidence in coaching abilities

• Understanding of own personal coaching style

• Understanding the importance and use of Coaching Supervision

Module content

Self-Belief as a Coach

• 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

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

Integration and Observation

• 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

Study hours

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

For cohorts submitting currently to January 2025: 50% must be achieved in both assignments to achieve a pass.
For cohorts submitting from September 2024 onwards each assignment is assessed as a PASS or a FAIL; to pass the module a PASS score is required in both assessments.

Summative assessment

Penalties for late submission of summative assessment

This module is subject to 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:

Assessments marked Pass/Fail

• where the piece of work is submitted within one calendar month of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than one calendar month after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded

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.

Supervision and mentoring sessions, feedback from peers, tutors and learning advisors

Reassessment

Additional costs