Undergraduate Diploma in Coaching

2018-2019

Course code: 1819CPBC02

COURSE GUIDE

University of Cambridge Institute of Continuing Education, Madingley Hall, Cambridge, CB23 8AQ
Tel 01223 746222 www.ice.cam.ac.uk
Welcome to the Undergraduate Diploma in Coaching, a University of Cambridge award offered
by the Institute of Continuing Education (ICE). The Diploma is taught and awarded at FHEQ level 5
(i.e. second-year undergraduate level) and attracts 60 credits. The award is completed in one
academic year. For further information about academic credit please see our website:
http://www.ice.cam.ac.uk/studying-with-us/information-for-students/qualifications-that-we-offer.

The course offers three termly units and a syllabus and reading and resource list for each of these
units are included in this course guide.

Building upon the approach developed for the Certificate in Coaching, the Diploma provides a clear
progression route designed to deepen and enrich students’ knowledge about and understanding of
coaching. It blends academic knowledge with experiential learning from coaching practice. The
programme aims to:

1. provide students with significant knowledge, competencies, tools and critical skills to coach
others in their chosen sphere of activity;
2. ensure students deepen their knowledge, skills and competence in a range of coaching
techniques, and are able to critically select and use appropriate techniques and approaches
in different situations;
3. enable students to integrate conceptual and theoretical knowledge of coaching with
practical application to the workplace and/or their chosen sphere of activity;
4. support and challenge students to develop reflective knowledge, skills and practice that will
enhance their ability to develop their coaching practice;
5. enable students to develop a clear understanding of the emergent professional role of
coaching and how it is influenced by training and therapeutic interventions;
6. enable students to review coaching as an approach that can be used to promote or
respond to change, both internally (intra-personal) and externally (whether inter-personal
and/or environmentally-influenced);
7. facilitate the growing self-awareness of students in order that they can become more
effective coaches, learning to work competently or professionally and safely with the
psychological and emotional dimensions of coaching;
8. ensure students are thoroughly grounded and responsible in their approach to coaching,
working to appropriate ethical standards and committed to supervision and CPD.

Transferable skills for further study and employability

1. The capacity for independent thought and judgement

2. The development of independent learning, study and time management skills
3. The deployment of skills in critical reasoning
4. The development of competence in using IT to support one’s work
5. The ability to work with others, productively and equitably
6. The qualities necessary for employment requiring the exercise of some personal
responsibility and the demonstration of high levels of motivation and personal commitment
through part-time study

Study hours

The award of academic credit is a means of quantifying and recognising learning and within the
UK, one credit notionally represents 10 hours of learning 1. Each of the units in this course attracts
20 credits so students should expect to need to study for approximately 200 hours in total to
complete each unit successfully. However, it is recognised that students study at different paces
and use a variety of approaches, so this is a recommendation, rather than a hard-and-fast
calculation.

1 ‘Academic credit in higher education in England – an introduction’ . The Quality Assurance Agency for Higher Education, 2009

1
Teaching staff

Course Director: Dorothy Foote: Dorothy is an experienced academic, human resources

practitioner, certified coach and consultant and currently combines her Institute teaching with
delivery of tailored talent development solutions to a range of business clients. Her specific
interests and expertise lie in coaching, mentoring and action learning and she uses these to
support clients in addressing issues of management development, employee engagement and
conflict resolution. She works with clients across the public and private sectors. Before entering
academia, Dorothy worked as an HR Manager in the public and private sectors including BAA,
Grant Thornton Chartered Accountants and the NHS.

Tutor: Sally Bernham: Sally is an experienced, professionally qualified executive coach, coach
supervisor, coach trainer and leadership development consultant with a diverse client base. With
former senior leadership roles, she understands the complexity of organisational success. Sally’s
coaching style is collaborative, designed to build a relationship of both support and challenge.
Drawing on positive psychology, Sally creates a climate in which clear goals are identified, working
to optimise the client’s motivation, sense of focus and self-belief to achieve their goals. With a
results focused approach, Sally encourages clients to take stock, take control and take action to
develop their careers and enhance performance.

Administrative staff

Academic Programme Manager: Victoria Steenkamp, Institute of Continuing Education,

University of Cambridge, Madingley Hall, Madingley, Cambridge, CB23 8AQ, 01223 760861,
vg239@ice.cam.ac.uk

Programme Administrator: Claudia Asimionoaei , Institute of Continuing Education, University of

Cambridge, Madingley Hall, Madingley, Cambridge, CB23 8AQ, 01223 746236,
ug-awards@ice.cam.ac.uk

Venue

Madingley Hall is the University of Cambridge’s campus dedicated to continuing education for
adults. The magnificent Hall was built in the sixteenth century and acquired by the University in
1948. The Hall has been used by the Institute of Continuing Education as a venue since 1975.

You will be taught in one of 14 classrooms at Madingley Hall and, occasionally, at other venues.
Classrooms are arranged and equipped to encourage effective small group learning and peer
interaction. Technology-enhanced learning, including lecture capture where appropriate, is used in
many classes and wi-fi is available throughout the site. We also provide a range of social learning
spaces which you can make use of before, or after, your class. Seven acres of superb gardens and
grounds designed by Capability Brown provide space to think, reflect and relax. We offer a range
of catering including formal dining, sandwiches and snacks, and a full-service bar. If you are
travelling a long distance you may wish to book accommodation in one of the Hall's 62 en suite
bedrooms.

The Hall is situated three miles west of Cambridge with easy access from the M11 and the A14.
There is ample free on-site car parking. Central London and Stansted Airport can be reached in
under an hour by train from Cambridge railway station. Taxis from the railway station to Madingley
Hall typically take around 20-25 minutes. Full directions are given on our website at:
www.ice.cam.ac.uk/about-us/how-find-us

2
Contact details of ICE

Institute of Continuing Education

University of Cambridge
Madingley Hall, Madingley
Cambridge, CB23 8AQ
T: 01223 746222
www.ice.cam.ac.uk
ug-awards@ice.cam.ac.uk

Please also refer to the ‘information for students’ section on ICE’s website http://www.ice.cam.ac.uk/studying-with-
us/information-for-students and the relevant Student Handbook for award-bearing courses for further information and
guidance relating to all aspects of the course including study skills, assignments, assessment and moderation. The
Course Information and Help and Guidance section of the ICE VLE will also contain valuable information specific to your
course.

Information correct as at 08/03/2018

3
 Syllabus

Unit 1: Psychological approaches to coaching

Start date 23 October 2018 End date 8 January 2019

9.00am to 5.00pm Tuesday –

Workshop dates 23 – 26 October 2018 Time
Thursday
9.00am to 4.00pm Friday
Venue Madingley Hall, Madingley Cambridge CB23 8AQ

Tutor Dorothy Foote No of meetings / 4 days

Sally Bernham classes

Aims
This unit has the following interconnected aims:

1. to raise students’ awareness and understanding of different psychological approaches influencing

coaching including gestalt, psychodynamic, cognitive, behavioural, transactional analysis and
emotional intelligence;
2. to assess and evaluate these approaches in the coaching context;
3. to develop knowledge and understanding of significant psychological concepts including transference,
working within boundaries and a safe environment.

Content
This unit builds upon the learning undertaken by students in the Certificate in Coaching. It develops
understanding of core coaching methodologies and invites students to consider these within differing
psychologically-based approaches. A range of theories and models such as Gallwey’s Inner Game approach
and Gestalt, introduced within the Certificate are contrasted with other approaches including, for example,
psychological approaches that generate insights and those that focus on behaviour.

The foundations for the Diploma are established early in the unit, with students describing a ‘safe’
environment for learning on the course, which is developed using relevant codes of practice. As the unit
progresses, students are invited to consider their motivations and attend to their cognitive and emotional
responses throughout. Emotional Intelligence and the idea of emotionally intelligent coaching are also
introduced.

The course continues with the consideration of a safe environment by comparing and contrasting coaching
and therapeutic approaches. Boundary management is also explored.

Models from the psychodynamic approach provide a basis for exploration of transference and counter-
transference, and how these apply to - and can be used by the coach within - the coaching relationship.

Presentation of the unit

This unit will be delivered through four workshop days comprising 31 hours of teaching and learning, followed
by a period of online study through the ICE VLE. Teaching and learning for the unit are delivered through a
combination of formal presentations by the tutor, a range of interactive and participatory methods of teaching
and learning and through reading and tasks to be undertaken individually by students outside the unit
sessions. These methods of teaching and learning may include small and whole group practice sessions and
exercises, case studies, structured seminar discussions, readings set through the VLE and oral
presentations.

Students are expected to participate actively in both face-to-face sessions at the workshops and to fully
engage in learning opportunities available on the VLE.
4
Course Structure
After the workshop has finished, learning continues on the VLE. Relevant reading is uploaded to the VLE,
with emphasis on assignment requirements. Students take part in discussion forums and are encouraged to
use these to share learning and discuss ideas. This helps students to develop assignment-writing skills.

Workshop Topic Indicative content

Day one Introduction to Introduction to coaching and comparisons
Coaching and with therapy, establishing a theoretical
Psychological basis for coaching and consideration of
approaches working in a safe environment from a
coaching perspective.
Day two Emotional Introduction to Gestalt and exploring the
responses emotional foundations of effective
coaching.
Day three Psychodynamics Consideration of a range of
and emotionally psychodynamic influences in coaching.
intelligent coaching Critical review and practice of models, e.g.
EI coaching
Day four Coaching Practice Coach practice using relevant models
followed by self-assessment and action
planning. Structured tutor feedback on
coaching practice.

Learning outcomes
As a result of the unit, within the constraints of the time available, students should be able to:

• demonstrate a clear understanding of a psychologically informed approach that cites appropriate

academic sources, demonstrates the student’s ability to analyse and interpret this learning, and
describes its application through experiential practice;
• analyse and review significant psychological factors within coaching including client blockage and the
facilitation of mobility, transference and counter-transference, and the importance of creating a safe,
holding environment for the client;
• appropriately apply, interpret and evaluate relevant models and theories of coaching.

5
Student assessment

Assignment 1: Creating and maintaining the conditions for psychologically informed, safe coaching

Students are required to write an assignment of 3,500-4,000 words that covers the following:

• analyse and evaluate the application of a psychologically informed concept, model or theory within
the coaching context;
• evaluate the importance of the coach maintaining a safe environment for the client which compares
and contrasts the relationship with counselling and/or therapeutic interventions;
• critically review personal coaching development areas at the start of the Diploma.
Not included in the word count:
• provide evidence of 10 hours of coaching beyond the course (contributing to a total of 40 hours, 10 of
which can be from in-class coaching).
•
Complete the above in a clearly articulated, critically analytical manner that demonstrates conceptual
understanding and includes appropriate references.

Closing date for submission of assignment: Tuesday 8 January 2019 by 12.00 (noon) GMT *
*Greenwich Mean Time.

Reading and resource list

Books

Bates, B. 2015 The Little Book of Big Coaching Models. Harlow: Pearson
Berne, E. 2001 Transactional Analysis in Psychotherapy: The London: Souvenir
Classic Handbook to its Principles. Press Limited.

Bluckert , P. 2006 Psychological dimensions of executive Maidenhead: McGraw

coaching. Hill.
Bresser, F. & Wilson, C. 2006 “What is coaching?” Ch.1 In J. Passmore, ed. London: Kogan.
Excellence in coaching: the industry guide.
Casement, P. 1985 On Learning from the Patient. East Sussex:
Routledge.
Clarkson, P. 2004 Gestalt counselling in action. 3rd Ed. London: Sage.
Cox, E., Bachkirova, T. & 2014 The complete handbook of coaching. London: Sage.
Clutterbuck, D. eds.
De Haan, E. 2008 Relational coaching: journeys towards Chichester: John
mastering one-to-one learning. Wiley.
De Haan, E. & Burger, Y. 2014 Coaching with Colleagues. 2nd Ed. London:
Palgrave MacMillan
Downey, M. 2003 Effective coaching. 3rd edition London: Texere.

Cont…

6
Gallwey, T. 2000 The inner game of work: overcoming mental obstacles London: Orion
for maximum performance. Business
Goleman, D. 1995 Emotional Intelligence: Why It can Matter More Than IQ. New York:
Bantam Book.

Goleman, D. 2002 The new leaders: transforming the art of leadership into London: Little,
the science of results. Brown.
Hay, J. 1996 Transactional analysis for trainers: your guide to potent Watford:
& competent applications of TA in organisations. Sherwood.
Hay, J. 2007 Reflective practice and supervision for coaches. Maidenhead:
Open University
Press.
Joseph, S. 2010 “The person-centred approach to coaching.” Ch.4. in E. London: Sage.
Cox, T. Bachkirova and D. Clutterbuck, eds. The
complete handbook of coaching.
Joyce. P. & Sills. 2001 Skills in gestalt counselling & psychotherapy London: Sage
C. Publications.
Kets de Vries, M. 2014 Mindful leadership coaching: journeys into the interior. Basingstoke:
Palgrave
Macmillan.
Kets de Vries, M. & 2007 “The clinical paradigm: a primer for personal change.” New York:
Korotov, K. Ch.1. in M. Kets de Vries, K. Korotov and E. Florent- Palgrave
Treacy, eds. Coach and couch: the psychology of Macmillan.
making better leaders.
Kimsey-House, H., 2011 Co Active Coaching 3rd ed, London:
Kimsey-House, K., Nicholas
Sandahl, P. & Brealey
Whitworth, L. Publishing
Leary-Joyce 2014 The Fertile Void: Gestalt Coaching at Work St Albans:
AoEC Press
Lee, G. 2010 “The psychodynamic approach to coaching.” Ch.1.in E. London: Sage
Cox, T. Bachkirova & D. Clutterbuck, eds. 2010. The Publications.
complete handbook of coaching.

Mayer, J. & 1997 “What is Emotional Intelligence? In Salovey, P. & New York:
Salovey, P. Sluyter, D. J. (Eds) Emotional Development and Harper Collins.
Emotional Intelligence: Educational Implications.” by
Peter Salovey and David Sluyter. 1997 Chapter 1, pp 3
- 34

Neale, S., Spencer 2009 Emotional Intelligence Coaching. London: Kogan

– Arnell, L. & Page Limited.
Wilson, L.

Cont…

7
 Palmer, S., & 2007 Handbook of coaching psychology: a guide for Hove:
Whybrow, A., eds. practitioners. Routledge.
Parsloe, E. & 2000 Coaching and mentoring: practical methods to London:
Wray, M. improve learning. Kogan Page.
Passmore, J. Ed (2014 Mastery in Coaching London:
Kogan Page
Peltier, B. 2001 The psychology of executive coaching: theory and Basingstoke:
application. Taylor &
Francis
Group.
Pooley, J. 2006 “Layers of meaning: a coaching journey.” Ch.5 in H. London:
Brunning (ed). Executive coaching: systems- Kogan Page.
psychodynamic perspective.
Roberts, V.Z., & 2006 “What is the difference and what makes the London:
Jarrett, M. difference? A comparative study of psychodynamic Karnac.
and non-psychodynamic approaches to executive
coaching” Ch.1. in H. Brunning (ed) Executive
Coaching: Systems Dynamic Perspective.
Roberts, V. Z., & 2007 “Psychodynamic and systems-psychodynamic Hove:
Brunning, H. coaching.” Ch.14. in S Palmer & A Whybrow (eds) Routledge.
Handbook of Coaching Psychology: A Guide for
Practitioners.
Sandler, C. 2011 Executive coaching: a psychodynamic approach. Maidenhead:
McGraw Hill.
Stein, S. & Book, 2000 The EQ edge: emotional intelligence and your New York:
H. success. Stoddart.
Tolhurst, J. 2010 The essential guide to coaching and mentoring. 2nd ed.
Harlow:
Longman.
Whitmore, J. 2011 Coaching for performance: growing human 4th ed.
potential and purpose. London:
Nicholas
Brealey
Publishing.
Western, S. 2012 Coaching and mentoring: a critical text. London:
Sage.

Online sources
Association 2014 Coaching Available at: Accessed
for Coaching defined. www.associationforcoaching.com/pages/about/coaching- online 15
defined September,
2015
Counselling 2014 Types of Available at: Accessed
directory therapy. http://www.counselling-directory.org.uk/counselling.html online 6
September
2015

8
 Unit 2: Personal and professional development

Start date 5 February 2019 End date 23 April 2019

9.00am - 5.00pm Tuesday -

Workshop dates 12 - 15 February 2019 Time
Thursday
9.00am – 4.00pm Friday
Venue Madingley Hall, Madingley Cambridge CB23 8AQ

Tutor Dorothy Foote No of meetings / 4 days

Sally Bernham classes

Aims
This unit has the following interconnected aims:
1. to explore the concept of coaching ‘presence’;
2. to define and distinguish between the experiencing self and the observing self;
3. to consider Rogers’ core conditions and evaluate their relevance for coaching;
4. to evaluate the application of psychological approaches and theoretical models within coaching;
5. to critically review the students’ personal coaching development journey.

Content
The focus of this unit is the role of the coach and how he/she can bring him/herself fully to the coaching
relationship. It examines and reviews Rogers’ core conditions for the therapist and assesses their
relevance and application in the coaching context. It invites students to reflect upon their personal
presence and how they engage with clients, exploring both proactive and reactive perspectives. It also
explores the importance of working in the ‘here and now’.

There is considerable emphasis on coaching practice, together with the evaluation of coaching theories
and models within the context of practical experience. The unit invites students to describe aspects of
their presence which they consider to be well developed, and to compare and contrast these with under-
developed aspects of presence.

Presentation of the unit

This unit will be delivered through four workshop days comprising 31 hours of teaching and learning,
followed by a period of online study through the ICE VLE. Teaching and learning for the unit are
delivered through a combination of formal presentations by the tutor, a range of interactive and
participatory methods of teaching and learning and through reading and tasks to be undertaken
individually by students outside the unit sessions. These methods of teaching and learning may include
small and whole group practice sessions and exercises, case studies, structured seminar discussions,
readings set through the VLE and oral presentations.

Students are expected to participate actively in both face-to-face sessions at the workshops and to fully
engage in learning opportunities available on the VLE.

9
Course Structure
After the workshop has finished, learning continues on the VLE. Relevant reading is uploaded to the
VLE, with emphasis on assignment requirements. Students take part in discussion forums and are
encouraged to use these to share learning and discuss ideas. This helps students to develop
assignment-writing skills.

Workshop Topic Indicative content

Day one Awareness and Exploring self awareness and what we
presence mean by presence in coaching. How can
we strengthen our presence as coaches?
Day two Coaching Contexts Developing our personal choices and
and Applications coaching style preferences.
Exploration and consideration of different
coaching niches.
Day three Psychological Exploring different views of person
theories and models centred coaching, e.g. Ellis’s Rational-
that inform and emotive behavioural, Rogers’ person
underpin coaching. centred therapeutic approach and
contemporary thinking and research.
Day four Coaching Practice Coach practice using relevant models
followed by a learning review. Structured
tutor feedback on coaching practice.

Learning outcomes
As a result of the unit, within the constraints of the time available, students should be able to:

• demonstrate understanding of relevant coaching models and theories and evaluate their
application within coaching;
• critically review the coach’s role and evaluate its significance for the co-created reality within the
coaching relationship;
• develop the capability to work with clients in a manner that is simultaneously engaged and
detached;
• deepen critical understanding of the psychological approaches within coaching;
• interpret personal coaching experiences within the context of theoretical understanding.

Student assessment

Assignment 2: The use of self to facilitate the coaching process

Students are required to write an assignment of 3,500-4,000 words that covers the following:

• critically review and evaluate, from the coach’s perspective, the concepts of congruence and
personal presence that help to create and maintain a safe and effective coaching environment;
• provide a reflective and critical analysis of personal coaching abilities, focusing upon personal
presence and psychological mindedness. This should relate personal coaching experiences with
appropriate coaching knowledge, theories and methodologies;
Not included in the word count:
• provide evidence of 15 hours of coaching beyond the course (contributing to a total of 40 hours,
10 of which can be from in-class coaching).

Complete the above in a clearly articulated, critically analytical manner that demonstrates conceptual
understanding and includes appropriate references.

Closing date for the submission of assignments: Tuesday 23 April 2019 by 12.00 (noon) BST*
*British Summer Time.
10
Reading and resource list

Books

Bluckert, P. 2006 Psychological dimensions of executive Maidenhead: OU Press.

coaching.
Bluckert, P. 2010 “The gestalt approach to coaching” in E. London: Sage.
Cox, T. Bachkirova & D. Clutterbuck, eds.
(2010) The complete handbook of
coaching.
Brunning, H. ed. 2006 Executive coaching: systems- London: Karnac.
psychodynamic perspective.
Cottrell, S. 2011 Critical thinking skills. 2nd edition Basingstoke: Palgrave
Macmillan.
Cox, E., 2014 The complete handbook of coaching. 2nd London: Sage Publications.
Bachkirova, T. & ed.
Clutterbuck, D.
eds.
Cuddy, A. 2016 Presence London: Orion.
Downey, M. 2003 Effective coaching. London: Texere.
Ellis, A. 2004 Rational emotive behavior therapy: it New York: Prometheus
works for me – it can work for you. Books.
Ellis, A. & 1997 A guide to rational living. Chatsworth: Albert Ellis
Harper, R. Institute.
Gallwey, T. 2000 The Inner Game of Work: Overcoming London: Orion Business.
mental obstacles for maximum
performance.
Hay, J. 2007 Reflective practice and supervision for Berkshire: Open University
coaches. Press.
Hollander, J. 2012 Provocative Coaching Carmarthen: Crown House
Publishing
Joyce. P. & 2001 Skills in gestalt counselling & London: Sage Publications.
Sills. C. psychotherapy.
Kets de Vries, 2014 Mindful Leadership Coaching: Journeys London: Palgrave
M. Into the Interior MacMillan
Kets de Vries, 2007 Coach and couch: the psychology of New York: Palgrave.
M., Korotov, K. making better leaders.
& Florent-
Treacy, E.
Kilburg, R. R. 2000 Executive coaching: developing Washington: American
managerial wisdom in a world of chaos. Psychological Association.
Kline, N. 1999 Time to think: listening to ignite the London: Wardlock.
human mind.
Korotov, K., 2012 Tricky coaching: difficult cases in Basingstoke: Palgrave
Florent-Treacy, leadership coaching. Macmillan.
E., Kets de
Vries, M. &
Bernhardt, A.
eds.
Lee, G. 2003 Leadership coaching: from personal London: CIPD.
insight to organisational performance.
Martin, C. 2001 The Life Coaching Handbook Carmarthen: Crown House

11
 Publishing
Neale, S., 2011 Emotional intelligence coaching: London: Kogan Page.
Spencer-Arnell, improving performance for leaders,
S. & Wilson, L. coaches and the individual.
Nelson, K. 2010 Your total coach: 50 ideas for inspiring Oxford: Infinite Ideas Ltd.
personal and professional growth.
O’Neill, M.B. 2011 Executive coaching with backbone and San Francisco: Jossey-
heart: a systems approach to engaging Bass.
leaders with their challenges. 2nd ed.
O’Neill, M.B. 2007 Executive coaching with backbone and San Francisco: Jossey-
heart: a systems approach to engaging Bass.
leaders with their challenges.
Palmer, S. & 2014 Handbook of coaching psychology: a Hove: Routledge.
Whybrow, A. guide for practitioners.
eds.
Parsloe, E. & 2009 Coaching and mentoring: practical London: Kogan Page.
Wray, M. methods to improve learning. 2nd ed
Peltier, B. 2009 The psychology of executive coaching: New York: Brunner-
theory and application. 2nd ed. Routledge.
Rogers, C. 1967 On Becoming a Person: A therapist’s Constable: London.
view of psychotherapy.
Rogers, J. 2008 Coaching skills: a handbook. 2nd ed. Maidenhead: Open
University Press.
Sandler, C. 2011 Executive coaching: a psychodynamic Maidenhead: McGraw Hill.
approach.
Skiffington, S. & 2003 Behavioural coaching: how to build North Ryde: McGraw Hill.
Zeus, P. sustainable personal and organisational
strength.
Skiffington, S., & 2000 The complete guide to coaching at work. North Ryde: McGraw Hill.
Zeus. P.
Starr, J. 2016 The coaching manual: the definitive guide Harlow: Pearson Education
to the process, principles and skills of Limited.
personal coaching. 4th ed.
Western, S. 2012 Coaching and mentoring: a critical text. London: Sage.
Williams, H., 2010 “Cognitive behavioural coaching.” in E. London: Sage Publications
Edgerton N. & Cox, T. Bachkirova and D. Clutterbuck, Ltd.
Palmer, S eds. The complete handbook of
coaching.

Journal articles
Author Year of Title of article Name of Volume no. and page
publication journal numbers.
De Haan, E. 2008 ‘I doubt therefore I Consulting 60 (1): 91-105.
coach: critical Psychology
moments in coaching Journal:
practice.’ Practice and
Research
Jarosz, H. 2016 What is Life Coaching? International 14 (1): 34 - 56
An Integrative Review Journal of
of the Evidence Based Evidence Based
Literature Coaching

12
Online sources
Rogers, 1957 The Available at: Accessed
C. necessary http://shoreline.edu/dchris/psych236/Documents/Rogers.pdf online 3
and February
sufficient 2016
conditions
of
therapeutic
personality
change.

13
 Unit 3: Coaching and change

Start date 21 May 2019 End date 31 July 2019

9.00am – 5.00pm
Workshop dates 28 - 31 May 2019 Time
Tuesday - Thursday
9.00am – 4.00pm Friday
Venue Madingley Hall, Madingley Cambridge CB23 8AQ

Tutor Dorothy Foote No of meetings / 4 days

Sally Bernham classes

Aims
This unit has the following interconnected aims:

1. to explore change theories and methodologies and evaluate their application within coaching;
2. to understand the concept of resistance and how the coach can work with it;
3. to consider drivers and resistors of change and their influence on behaviours;
4. to explore the role of coaching before, during and after change;
5. to consider personal cognitive and emotional responses to change.

Content
The focus of this unit is the change process within coaching. Students are invited to reflect upon their personal
experiences of and reactions to change. This is considered within the contexts of both externally imposed and
internally driven change.

Different change models and methodologies are explored focusing upon cognitive and emotional responses.
Particular emphasis is placed upon Beisser, Kubler-Ross and Prochaska.

Resistance to change is examined and students are invited to reflect upon their internal patterns of resistance
and are encouraged to work with others’ resistance.

Students are particularly encouraged to reflect upon their personal experiences of change (and what they notice
in clients) and consider this against change theories, models and methodologies.

Extensive use of coach practice sessions is deployed to allow students to reflect upon personal change and to
generate high quality feedback. The importance of supervision will be explored as a fundamental underpinning
for reflective practice and coach development.

Presentation of the unit

This unit will be delivered through four workshop days comprising 31 hours of teaching and learning, followed by
a period of online study through the ICE VLE. Teaching and learning for the unit are delivered through a
combination of formal presentations by the tutor, a range of interactive and participatory methods of teaching and
learning and through reading and tasks to be undertaken individually by students outside the unit sessions.
These methods of teaching and learning may include small and whole group practice sessions and exercises,
case studies, structured seminar discussions, readings set through the VLE and oral presentations.

Students are expected to participate actively in both face-to-face sessions at the workshops and to fully engage
in learning opportunities available on the VLE.

14
Course Structure
After the workshop has finished, learning continues on the VLE. Relevant reading is uploaded to the VLE, with
emphasis on assignment requirements. Students take part in discussion forums and are encouraged to use
these to share learning and discuss ideas. This helps students to develop assignment-writing skills.

Workshop Topic Indicative content

Day one Introduction to Change; What is change and how does it impact on
personal experiences us and our clients? How do we experience
and approaches change personally and exploration of
different theories, models and
methodologies that inform and shape the
coaching context.
Day two Working with Change How can we coach in a changing
environment? Reactions to change and
application of frameworks and models that
can inform coaching practice, e.g. Gestalt
and working with resistance; how can we
apply coaching models such as GROW in
changing situations?
Day three Reflective Practice and Exploration of the concept of reflective
Personal Skills practice in coaching and the different
Development strategies that underpin it, e.g. supervision
– one to one, peer; inner supervisor
development. Critique of contemporary
views and research, e.g. Clutterbuck and
Megginson’s Coach Maturity model.
Day four Coaching Practice Coach practice using relevant models
followed by a learning review. Structured
tutor feedback on coaching practice.

Learning outcomes
As a result of the unit, within the constraints of the time available, students should be able to:

• demonstrate knowledge of change theories and assess their application within the coaching process;
• assess and evaluate the coaching role at different stages of the change process;
• critically review the intra-personal impact of change, both psychologically and emotionally, and analyse
the coach’s role within these dimensions;
• analyse the concept of resistance to change and its implications for coaching;
• critically evaluate the personal journey travelled during the programme.

Student assessment

Assignment 3: The role of coaching during change

Students are required to write an assignment of 3,500-4,000 words that covers the following:

• assess and evaluate the cognitive and emotional consequences of externally driven change;
• critically review the role of the coach during change;
• evaluate personal coaching competence, based upon the 40 hours of coaching and learning beyond the
course (10 submitted in Unit 1 and 15 in each Units 2 and 3).

Not included in the word count:

• provide evidence of 15 hours of coaching beyond the course (contributing to a total of 40 hours, 10 of
which can be from in-class coaching).

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Complete the above in a clearly articulated, critically analytical manner that demonstrates conceptual
understanding and includes appropriate references.

Closing date for the submission of assignments: Wednesday 31 July 2019 by 12.00 (noon) BST

Reading and resource list

Books
Bachkirova, T. & 2007 “A Cognitive Developmental London: Routledge.
Cox, E. Approach for Coach Development”
pp, 325 – 350 in S. Palmer & A.
Whybrow (Eds) Handbook of
coaching Psychology: A guide for
practitioners.
Blakey, J. & Day, 2014 Challenging Coaching. Nicholas Brealey: London
I.
Bluckert, P. 2006 Psychological dimensions of Maidenhead: McGraw Hill.
executive coaching.
Bresser, F. & 2006 “What is coaching?” Ch.1 in J. London: Kogan.
Wilson, C. Passmore (ed). Excellence in
coaching: the industry guide.
Bridges, W. 2009 Managing transitions: making the London: Nicholas Brealey.
most of change. 3rd ed.
Cameron, E. & 2012 Making sense of change Kogan Page: London.
Green, M. management. 3rd ed.
Clarkson, P. 2004 Gestalt counselling in action. 3rd ed. London: Sage.
Cox, E., 2010 The complete handbook of London: Sage Publications.
Bachkirova. T. & coaching.
Clutterbuck, D.
eds.
de Haan, E. 2008 Relational coaching: journeys Chichester: John Wiley.
towards mastering one-to-one
learning.
Downey, M. 2003 Effective coaching. London: Texere.
Gallwey, T. 2000 The inner game of work: overcoming London: Orion Business.
mental obstacles for maximum
performance.
Hawkins, P. 2012 Creating a Coaching Culture. Maidenhead: McGraw Hill
Hawkins, P. () 2017 Leadership Team Coaching. Maidenhead: McGraw Hill
Hawkins, P. & 2012 Supervision in the Helping McGraw Hill: Maidenhead.
Shohet, R. Professions. 4th ed.
Jones, G. & 2015 50 Top Tools for Coaching. London: Kogan Page
Gorell, R.
Leary-Joyce, J. 2014 The Fertile Void: Gestalt coaching at AoEC Press: London
work.
Leary-Joyce, J. 2009 The psychology of success: secrets Harlow: Prentice Hall Life.
of serial achievement.
Parsloe, E. & 2000 Coaching and mentoring: practical London: Kogan Page.
Wray, M. methods to improve learning.
Prochaska, J., 2006 Changing for good. New York: William Morrow.
Norcross, J. &
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Diclemente, N.
Skiffington, S. 2003 Behavioural coaching: how to build North Ryde: McGraw Hill
and Zeus, P. sustainable personal and
organisational strength
Tolhurst, J. 2010 The essential guide to coaching and Harlow: Longman.
mentoring. 2nd ed.
Whitmore, J. 2011 Coaching for performance: the new London: Nicholas Brealey
edition of the practical guide. 4th Ed. Publishing.

Online sources
Association Coaching Available at: Accessed
for Supervision Association for Coaching online 8
Coaching Guide June
2016
Association 2014 Coaching Available at: Accessed
for defined. http://www.associationforcoaching.com/pages/about/coaching- online 19
Coaching defined April
2016
Beisser, A. 1970 The Available at: Accessed
paradoxical http://www.gestalt.org/arnie.htm online 30
theory of April
change. 2016
Clutterbuck, 2012 Coach Available at: Accessed
D. and Maturity: https://www.davidclutterbuckpartnership.com/wp- online 8
Megginson, An content/uploads/Coach-maturity.pdf June
D. emerging 2016
concept,
International Coach https://www.coachfederation.org.uk/professional- Accessed
Coaching Supervision development/coach-supervision/ online 8
Federation June
2016

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 TIMETABLE
Michaelmas Term 2018
Unit 1: Psychological approaches to coaching

Unit start date 16 October 2018

Workshop 23, 24, 25, 26 October 2018
Assignment deadline 8 January 2019
Unit end date 8 January 2019

Lent Term 2019

Unit 2: Personal and professional development

Unit start date 5 February 2019

Workshop 12, 13, 14, 15 February 2019
Assignment deadline 23 April 2019
Unit end date 23 April 2019

Easter Term 2019

Unit 3: Coaching and change

Unit start date 21 May 2019

Workshop 28, 29, 30, 31 May 2019
Assignment deadline 31 July 2019
Unit end date 31 July 2019

Whilst every effort is made to avoid changes to this programme, published details may be altered
without notice at any time. The Institute reserves the right to withdraw or amend any part of this
programme without prior notice.

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