Course Title: Coaching and Mentoring Practices

Part A: Course Overview

Course Title: Coaching and Mentoring Practices

Credit Points: 12


Course Code

Campus

Career

School

Learning Mode

Teaching Period(s)

CUED1209

Bundoora Campus

Postgraduate

360H Education

Distance / Correspondence

Sem 1 2013,
Sem 2 2013

CUED1209

Bundoora Campus

Postgraduate

360H Education

Internet

Sem 1 2012,
Sem 2 2012,
Sem 1 2014,
Sem 2 2014,
Sem 1 2015,
Sem 2 2015,
Sem 2 2016

Course Coordinator: Michael Hastings

Course Coordinator Phone: +61 3 9925 7847

Course Coordinator Email: michael.hastings@rmit.edu.au


Pre-requisite Courses and Assumed Knowledge and Capabilities

None


Course Description

This course looks at recent developments, current practices and ethical considerations in mentoring and coaching. Exploring recently developed coaching models, the course enables participants to develop generic coaching skills and the ability to effectively integrate coaching and mentoring in the career development process.

This course includes a work integrated learning experience in which your knowledge and skills will be applied and assessed in a real or simulated workplace context and where feedback from industry and/or community is integral to your experience.       


Objectives/Learning Outcomes/Capability Development

The capabilities participants can expect to develop, include:

 Recognising ethical considerations in mentoring and coaching and operating accordingly
 Define coaching and mentoring relationships and understanding constructs such as empathy, guidance etc
 Understand a variety of mentoring approaches and practices
 Developing generic coaching skills
 Understanding coaching theory
 Identifying and promoting effective self-management skills for career transition
 Identifying and assisting with conscious goal setting and decision making
 Identifying and promoting career constructs such as lifelong learning, professional development, work/life balance, employability and transferable skills
 Articulating ethical practice in organisations and service delivery, including developments relating to coaching industry regulation, standards and code of conduct


The capabilities participants can expect to develop, include:

 Recognising ethical considerations in mentoring and coaching and operating accordingly
 Define coaching and mentoring relationships and understanding constructs such as empathy, guidance etc
 Understand a variety of mentoring approaches and practices
 Developing generic coaching skills
 Understanding coaching theory
 Identifying and promoting effective self-management skills for career transition
 Identifying and assisting with conscious goal setting and decision making
 Identifying and promoting career constructs such as lifelong learning, professional development, work/life balance, employability and transferable skills
 Articulating ethical practice in organisations and service delivery, including developments relating to coaching industry regulation, standards and code of conduct


Overview of Learning Activities

The course study guide contains a number of different tasks that students complete as part of their learning in the course. For example, activities and self-tests are short exercises that are designed to check students understanding of the material that has been presented. Some activities also form the basis of written assignments.


Overview of Learning Resources

Student study packs in CD format include (a) an introductory guide, which provides an overview of the course and contains information on assessment and general course administration, (b) a study guide, which contains the course content, and (c) a resource book, which contains a range of support material for the study guide. Students are also encouraged to communicate with each other via online discussion board. Print-based study packs will be provided in exceptional circumstances.


Overview of Assessment

There are four assignments associated with this course, which in total are equivalent to a 4,000-5,000 word essay. Assignment due dates are negotiated by students (i.e., within guidelines) based on their course commencement date.