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Mentoring and Coaching in Learning Organisations

Course overview

(Postgraduate Certificate) Postgraduate Certificate
Mentoring and Coaching in Learning Organisations
University of Essex
University of Essex
Centre for Education
Southend Campus
Postgraduate Certificate
Part-time or by credit accumulation

External Examiners provide an independent overview of our courses, offering their expertise and help towards our continual improvement of course content, teaching, learning, and assessment. External Examiners are normally academics from other higher education institutions, but may be from the industry, business or the profession as appropriate for the course. They comment on how well courses align with national standards, and on how well the teaching, learning and assessment methods allow students to develop and demonstrate the relevant knowledge and skills needed to achieve their awards. External Examiners who are responsible for awards are key members of Boards of Examiners. These boards make decisions about student progression within their course and about whether students can receive their final award.

eNROL, the module enrolment system, is now open until Monday 21 October 2019 8:59AM, for students wishing to make changes to their module options.


Core You must take this module You must pass this module. No failure can be permitted.
Core with Options You can choose which module to study
Compulsory You must take this module There may be limited opportunities to continue on the course/be eligible for the degree if you fail.
Compulsory with Options You can choose which module to study
Optional You can choose which module to study

Year 1 - 2019/20

Exit Award Status
Component Number Module Code Module Title Status Credits PG Diploma PG Certificate
01 PD807-7-FY Empathy, Understanding and People Development Core 15
02 PD808-7-FY or PD812-7-FY Core with Options 15
03 PD809-7-FY Process of Mentoring and Coaching Core 30

Exit awards

A module is given one of the following statuses: 'core' – meaning it must be taken and passed; 'compulsory' – meaning it must be taken; or 'optional' – meaning that students can choose the module from a designated list. The rules of assessment may allow for limited condonement of fails in 'compulsory' or 'optional' modules, but 'core' modules cannot be failed. The status of the module may be different in any exit awards which are available for the course. Exam Boards will consider students' eligibility for an exit award if they fail the main award or do not complete their studies.

Programme aims

To provide a learning environment of high quality that supports the development of a professional who is confident and experienced in mentoring and coaching

Learning outcomes and learning, teaching and assessment methods

On successful completion of the programme a graduate should demonstrate knowledge and skills as follows:

A: Knowledge and understanding

Learning Methods: Learning Outcomes 1 and 2 will be delivered through: Directed pre-reading and writing tasks on different aspects of enterprise; lectures; Discussions with tutors and colleagues and mentors on the values, principles and applications of mentoring and coaching practice as they apply in organisations in the public sectors.

Directed self-study, observation and reflection of own and others practice; comparative case studies in workshops and the classroom; consultation with library materials, presentations of findings related to models, strategies and good practice; examination of critical topics Informal assessment with feedback will be made by mentors, tutors and peers.

Feedback, coupled with peer group interaction should enable students to explore and augment their understanding of the topics, and develop their skills and understanding.
Assessment Methods: All Learning outcomes are formally assessed by course work assignments

B: Intellectual and cognitive skills

Learning Methods: Learning Outcomes 1-3 will be delivered through: Lectures; workshop exercises, preparation of individual and group-based non-assessed assignments, presentations of assignments to academic and practitioner panels; peer group work; final assessments.
Recommended directed reading, networking with external communities of practice, peer groups, practitioners.

Development of reflective journals from the beginning of the course.

Lectures and directed self-study for the identification of different research paradigms, techniques and methods used to inform and support practical scenarios.

Formative assessment will consist of individual assignments, group work and oral presentations.

Related feedback, coupled with peer group interaction, should enable students to explore and augment their understanding of the topics, and develop their presentation skills.
Assessment Methods: All Learning outcomes are formally assessed by course work assignments.

The presentation will conform to the University's policy on oral assessment.

C: Practical skills

Learning Methods: Learning Outcomes 1 and 2 will be delivered through: Direct reading, lectures; networking with peers; on-line discussions; formation of peer-coaching relationships linked to organisations, workshops; discussions with tutors and supervisors; projects; maintenance of reflective journals Classwork, management of self-learning, group work and interactions with experts/specialists/colleagues will provide an informal means for assessment and feedback of the practical skills acquired by the students.
Assessment Methods: All Learning Outcomes are formally assessed by course work assignments, and the presentation of individual work

D: Key skills

Learning Methods: All Learning Outcomes will be delivered through: Communication in the classroom, written assignments, group work, interactions with external and internal providers and experts, and use of information should provide for the means of supporting and assessing the range of key skills.
Assessment Methods: All Learning outcomes will be assessed by a variety of written coursework assignments and presentations of individual work.


The University makes every effort to ensure that this information on its programme specification is accurate and up-to-date. Exceptionally it can be necessary to make changes, for example to courses, facilities or fees. Examples of such reasons might include a change of law or regulatory requirements, industrial action, lack of demand, departure of key personnel, change in government policy, or withdrawal/reduction of funding. Changes to courses may for example consist of variations to the content and method of delivery of programmes, courses and other services, to discontinue programmes, courses and other services and to merge or combine programmes or courses. The University will endeavour to keep such changes to a minimum, and will also keep students informed appropriately by updating our programme specifications.

The full Procedures, Rules and Regulations of the University governing how it operates are set out in the Charter, Statutes and Ordinances and in the University Regulations, Policy and Procedures.

Should you have any questions about programme specifications, please contact Course Records, Quality and Academic Development; email: