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2011/2012 BA-HAP_VMCO Mentoring and coaching in an organizational context
| English Title | |
| Mentoring and coaching in an organizational context |
Course Information | |
| Language | English |
| Point | 7,5 ECTS (225 SAT) |
| Type | Elective |
| Level | Bachelor |
| Duration | One Semester |
| Course Period |
Spring
Changes in course schedule may occur |
| Time Table | Please see course schedule at e-Campus |
| Max. participants | 50 |
| Study Board |
Study Board for BSc/MSc in Business Administration and Psychology |
| Course Coordinator | |
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| Secretary Ane Lindgren Hassing - alh.ioa@cbs.dk | |
| Main Category of the Course | |
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| Last updated on 29 maj 2012 | |
| Learning Objectives | |||||||||||||||||
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The course’s development of personal competences: Interpersonal, reflective and communicative competencies. Objectives: After following the course, students are expected to be able to:
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| Prerequisite | |||||||||||||||||
| No specific requirement – however a basic knowledge of learning theories is recommended. | |||||||||||||||||
| Examination | |||||||||||||||||
| Oral exam based on synopsis | |||||||||||||||||
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| Examination | |||||||||||||||||
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Oral, individual exam on the basis of a synopsis 3 pages long in groups of 3-6 students. All exam aids allowed. Assessment – 12-scale based on oral presentation and argumentation for the synopsis. | |||||||||||||||||
| Course Content | |||||||||||||||||
The market for development through individual, helping conversations has developed immensely over the last 10 years. Coaching and mentoring are the two approaches that have received most attention. Coaching has developed into a multitude of different approaches and methods – and mentoring today is offered by most, large organisations e.g. for talent development and integration of new employees. During this course we will seek to define the fundamental concepts in coaching and mentoring as well as explore different theoretical and practical approaches used in an organizational context. We will look at a number of different cases to identify the challenges and dilemmas in design and implementation – as well as look at the assumptions and understanding of coaching and mentoring underlying these programs. We will look at results from research to gain new perspectives on what works and to reflect on how organizations can better implement coaching and mentoring programs that benefit both the participants and the organization. In this way we will create new understanding of the individual learning process of the mentor and the mentee, the coach and the coachee, and how the individual learning processes can contribute to the organization learning process and the achievement of organizational and strategic goals. | |||||||||||||||||
| Teaching Methods | |||||||||||||||||
| The teaching will be a mixture of lectures, discussions and exercises to ensure a good and varied learning process for the individual students and for the class – thus giving the students time to reflect and explore both theory and practice in mentoring and coaching. | |||||||||||||||||
| Literature | |||||||||||||||||
Main book for the course: Robert Garvey, Paul Stokes and David Megginson: ”Coaching and Mentoring – Theory and Practice”
We will use selected chapters and cases from the following books: Kathy E. Kram: “Mentoring at Work – Developmental Relationships in Organizational Life” - selected chapters Ho Law, Sara Ireland and Zulfi Hussain: ”The Psychology of Coaching, Mentoring and Learning”, John Wiley & Sons, 2007 - selected chapters David Megginson, David Clutterbuck, Bob Garvey, Paul Stokes & Ruth Garrett-Harries: “Mentoring in Action”, Kogan Page 2006 – selected chapters & mentoring cases David Clutterbuckand David Megginson: “Making coaching work – creating a coaching culture”, cipd 2005 – selected chapters & coaching cases | |||||||||||||||||