The implementation of coaching and mentoring in organisations as strategies and approaches to professional and personal management development has grown tremendously. Coaching and mentoring processes have become more common in professional practice and they have been subject to academics. However, professional research and writing have suggested that many issues, problems, and effective practices need to be taken into account when using these processes and methods.
The research and writing point to unanswered questions about the current practice of coaching and mentoring and this module promotes an evidence-based approach. This will enable the development of intellectual, social, and professional skills that are necessary to design, apply, and practice coaching and mentoring programmes and services in the working environment. The application of these programmes will support performance and personal development in organisations.
The unit also encourages questioning of simplistic and prescriptive accounts of mentoring and coaching to develop critical awareness and understanding of the potential and limitations of mentoring and coaching models, frameworks and related theories.
The module explores the implications for professional practice and requires learners to reflect critically on the theory and practices from an ethical and professional viewpoint. It also provides opportunities for applied learning and continuous professional improvement.
This module is suitable for students who:
On completion of this unit, the learners should have learnt to be able to:
The assessment of this module is done in many different ways. At least 50% of the learning outcomes are done through summative assessment. The remaining learning outcomes are assessed through learning, teaching and formative assessment activities like the ones below;
Apart from these methods of assessment, the competency-based assessments may be used in centres approved for this assessment approach as well as have occupationally competent assessors. Also, the approved CIPD centres may devise their way of assessing their students but must be approved before use.