Module ILA-4005:
Coaching and Mentoring
Module Facts
Run by School of Medical and Health Sciences
10.000 Credits or 5.000 ECTS Credits
Semester 1
Organiser: Dr Nathan Bray
Overall aims and purpose
This module provides you with an opportunity to form and develop professional relationships as a coach or mentor. You will learn about communication skills and coaching/mentoring models, and begin to integrate these skills into your practice as a coach/mentor. Your workshops and lectures will present theories and practical examples of this work, and you will then be expected to apply this knowledge in practice by working as a coach or mentor in your workplace for at least 10 hours. This important activity gives you a valuable opportunity to practice your coaching/mentoring skills and gain a deeper insight into the process from an applied perspective.
Course content
Workshops will introduce you to the main concepts in coaching and mentoring, and provide you with an opportunity to explore the topic by considering how you can support the development of others as a coach or mentor.
A lecture series will also provide insights from the helping professions. These insights will include consideration of both coaching and mentoring(e.g. models, skills, practical applications, etc). Each lecture will be accompanied by a reading list accessible through the University library.
Assessments will enable you to critically apply your understanding in an essay and a reflective journal mapping your experiences as a coach or mentor.
Assessment Criteria
excellent
A* to A- • Insightful awareness of communication and interpersonal skills for supporting others • Comprehensive knowledge of Coaching and Mentoring • Detailed understanding with no factual errors • Critical analysis showing evaluation and synthesis of ideas • Originality in approach, interpretation, and/or voice • Extensive independent research • Logically defended arguments with evidence for all claims • Highly focused and well structured • Excellent presentation with accurate and appropriate expression • Correct format in appropriate referencing style
good
B+ to B- • Some insight into communication and interpersonal skills for supporting others • Strong knowledge of Coaching and Mentoring • Clear understanding and mostly free of factual errors • Some analysis showing critical evaluation and links between ideas • Some originality in approach, interpretation, and/or voice • Some independent research • Coherent arguments with evidence for most claims • Focused and well structured • Good presentation with accurate and appropriate expression • Mostly correct format in appropriate referencing style
threshold
C+ to C- • Limited insight into communication and interpersonal skills for supporting others • Some knowledge of Coaching and Mentoring • Understanding of the main concepts, but with factual errors in non-core concepts • Limited analysis showing only obvious points of evaluation and links between ideas • Highly limited originality in approach, interpretation, and/or voice • Highly limited evidence of independent research • Arguments presented but lack coherence with evidence for only some claims • Focused but with some irrelevant material and weaknesses in structure • Acceptable presentation with appropriate expression • Attempt at correct format in appropriate referencing style
Learning outcomes
-
Critically evaluate coaching and mentoring techniques and strategies, with an applied understanding of the risks, costs, and benefits of using these helping approaches to facilitate both individual and organisational behavioural change.
-
Analyse own communication, interpersonal, resilience, and coaching/mentoring skills with honest critique and insight into the generation of reflective professional development action plans.
-
Synthesise and apply communication skills, interpersonal skills, resilience fostering skills, and coaching/mentoring models in a workplace setting to support others in leading change.
Assessment Methods
| Type | Name | Description | Weight |
|---|---|---|---|
| ESSAY | Reflective Journal | Reflective journal mapping your experiences as a coach or mentor (covering at least ten sessions) |
60.00 |
| ESSAY | Critical Analysis Essay | Essay to critically analyse different models of coaching and mentoring |
40.00 |
Teaching and Learning Strategy
| Hours | ||
|---|---|---|
| Private study | 80hrs of independent study to complete associated readings and produce assessments |
70 |
| Workshop | Two 5hr workshops (Introduction and Advanced) |
10 |
| Lecture | 10hrs of pre-recorded lectures available for on-demand access |
10 |
| Work-based learning | 10hrs of coaching or mentoring with at least one client in the organisation or workplace |
10 |
Transferable skills
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
- Mentoring - Able to support, help, guide, inspire and/or coach others
- Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
- Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
Subject specific skills
- Demonstrate an applied understanding of coaching models in work with others.
- Critically reflect on own skill development as a coach and/or mentor
Resources
Resource implications for students
None
Talis Reading list
http://readinglists.bangor.ac.uk/modules/ila-4005.htmlReading list
Lovell, B. (2019). Bringing Meaning to Coaching in Medical Education. Medical Education, 53(5) 426-27. Garvey, R., Garvey, B., Stokes, P., & Megginson, D. (2017). Coaching and mentoring: Theory and practice. Sage.