Required texts

While there are no required texts for this Unit, the following are highly recommended resources for coaching and mentoring. The texts listed below, especially The Complete Handbook of Coaching, will be regularly referenced in classes and will be a valuable support in the completion of assessment tasks. 

Cox, E. Bachkirova, T., & Clutterbuck, D. Eds (2014). The Complete Handbook of Coaching  2^nd Edition, Los Angeles, Sage.

Garvey, B. (2014). Mentoring in a Coaching World, in Cox, E. Bachkirova, T., & Clutterbuck, D. Eds. The Complete Handbook of Coaching  2^nd Edition, Los Angeles, Sage.

Grant, A.M. (2017). The third ‘generation' of workplace coaching: Creating a culture of quality conversations. Coaching: An International Journal of Theory, Research and Practice, 10(1), 37-53.

West, A. (2016). A Framework for Conceptualizing Models of Mentoring in Educational Settings. International Journal of Leadership and Change 4(1).

Zachary, L (2011). The Mentor's Guide, San Francisco, Jossey-Bass.

Zachary, L. (2009). The Mentee's Guide, San Francisco, Jossey-Bass.

Other readings and resources will be supplied on the Canvas site.

Submission of assessment items

Extensions & Late submissions

Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the unit convener.

All assessment items required to be submitted online must be submitted via the appropriate Canvas drop box. It is the student's responsibility to upload the correct and corresponding draft or assessment item to the right submission section.Assignments must be submitted in a format accessible to the assessor(s), as stated on the relevant canvas site. If the unit convener and/or tutor are unable to access a submission, or if no submission has been made by the due date and time, a standard late penalty of 10% of the total marks possible for the task may be applied per day, for three days, after which the submission will receive a score of ‘0' in keeping with ºÚÁϳԹÏÍø's Assessment Policy.

Special assessment requirements

Normally an aggregate mark of 50% is required to pass the unit

Provision of valid documentation

Please note that the University takes student conduct very seriously. All documentation provided to University staff must be valid and the provision of fraudulent documentation carries with it potentially serious consequences, including suspension and/or exclusion from the University. Note that all allegations of student misconduct will be referred to the Associate Dean for Education (ADE) as a prescribed authority for investigation.

Students must apply academic integrity in their learning and research activities at ºÚÁϳԹÏÍø. This includes submitting authentic and original work for assessments and properly acknowledging any sources used.

Academic integrity involves the ethical, honest and responsible use, creation and sharing of information. It is critical to the quality of higher education. Our academic integrity values are honesty, trust, fairness, respect, responsibility and courage.

ºÚÁϳԹÏÍø students have to complete the annually to learn about academic integrity and to understand the consequences of academic integrity breaches (or academic misconduct).

ºÚÁϳԹÏÍø uses various strategies and systems, including detection software, to identify potential breaches of academic integrity. Suspected breaches may be investigated, and action can be taken when misconduct is found to have occurred.

Information is provided in the Academic Integrity Policy, Academic Integrity Procedure, and University of Canberra (Student Conduct) Rules 2023. For further advice, visit Study Skills.

Learner engagement

Indicative hours:

Class and related workshop activities: 24 hours

Private study/research:76 hours

Assessment tasks: 50 hours

Participation requirements

Your participation in both class and online activities will enhance your understanding of the unit content and therefore the quality of your assessment responses. Lack of participation may result in your inability to satisfactorily pass assessment items.

Required IT skills

Artificial intelligence services must not to be used for assessment or assessment preparation by students unless explicitly allowed in the assessment instructions for an assessment task published with the assessment task and/or in the unit outline. 

Students will need to access and be able to use the Canvas learning management system. 

Work placement, internships or practicums

None

Additional information

The unit recognises that coaching and mentoring are applied fields of practice that have intellectual roots in a range of disciplines. Coaching and mentoring are human development processes that involves structured, focused interaction and the use of appropriate strategies, tools and techniques to promote desirable and sustainable change for the benefit of the coachee and/or mentee and potentially for other stakeholders. The basic principles of three theories of adult learning are referenced to reinforce and underpin both the theory and practical elements of coaching and mentoring. The three theories identified are: andragogy, the theory of adult learning introduced by Malcolm Knowles in the 1970s; experiential learning as propounded by David Kolb (1984); and the transformative learning theory of Jack Mezirow (1990).

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