Announcements

 

Academy Documents

Kindly access the Students' Policies & Forms by clicking on the button below. The following documents, among others, can be found there: Student Handbook, Student Code of Conduct, Students' Privacy Notice, Deferral, Suspension, and Cancellation Policy, Assignment Extension Policy, Re-Sit Policy, Complaints Procedure Policy, Equality Policy, and Student Disciplinary Policy.

Students' Policies & Forms

 

Sessions' Venue

All sessions will be held at:

21 Academy, 21 Business Centre, No. 20., Triq in-Nutar Debono, Naxxar NXR 2525

 

Lecture Schedule & Notes

Lecture notes will be available during the week following the respective lecture. Schedule dates are indicative and may change. All changes, if any, may be communicated via email, SMS or telephone calls.

LectureDateTimePresentationNotes (If Any)
Lecture 0122 September 202509:00 to 13:00hrsPresentation 01
Lecture 0222 September 202509:00 to 13:00hrsPresentation 02
Lecture 0329 September 202509:00 to 13:00hrsPresentation 03
Lecture 0429 September 202513:00 to 17:00hrsPresentation 04
Lecture 058 October 202509:00 to 13:00hrsPresentation 05
Lecture 068 October 202513:00 to 17:00hrsPresentation 06
Lecture 0713 October 202509:00 to 13:00hrsPresentation 07
Lecture 0813 October 202513:00 to 17:00hrsPresentation 08
Lecture 0917 October 202509:00 to 13:00hrsPresentation 09
Lecture 1017 October 202513:00 to 17:00hrsPresentation 10
Lecture 1120 October 202509:00 to 13:00hrsPresentation 11
Lecture 1220 October 202513:00 to 17:00hrsPresentation 12
Lecture 1327 October 202509:00 to 13:00hrsPresentation 13
Lecture 1427 October 202513:00 to 17:00hrsPresentation 14
Lecture 1531 October 202509:00 to 13:00hrsPresentation 15
Lecture 1631 October 202513:00 to 17:00hrsPresentation 16

 

Lecturers 

Mr Paul Gauci

 

Lecture Summaries & Suggested Reading

Lecture 1 - Coaching and Mentoring: A Stretegic Perspective

Following this session students will be able to:

  • Appreciate the differences between coaching and mentoring.
  • Recognise that coaching is one of the most important human resource management tasks.
  • Critically analyse the context of coaching and mentoring from a strategic and organisational perspective.

Core Reading List

  • Whitmore, J., 2020. Coaching for Performance: The Principles and Practice of Coaching and Leadership. 5th ed. London: John Mary Press.

Supplementary Reading List

  • Stella Kanatouri (2020) The Digital Coach: Oxfordshire (UK) Routledge
  • Carol Wilsonm (2020) Performance Coaching, 3rd Edition. London Kogan Page.
  • Huang, S., 2019. The Impact of Coaching Leadership on In-Role Performance of
  • Employees—Based on the Perspective of Social Information Processing Theory.
  • Open Journal of Social Sciences, 07(12), pp.223-237.
  • Le Comte, L. and McClelland, B. (2017), "An evaluation of a leadership development coaching and mentoring programme", Leadership in Health Services, Vol. 30 No. 3, pp. 309-329.
  • Sipe, L. and Testa, M., 2020. A Dynamic Model of Mentoring for Hospitality
  • Leadership Development. Open Journal of Leadership, 09(01), pp.11-33.

Online Resources

 

 

Lecture 2 - Coaching and Mentoring Models]

Following this session students will be able to:

  • Critically analyse different coaching and mentoring models such as GROW and IDARE and their impact on employee performance, productivity, and motivation.

Core Reading List

  • Whitmore, J., 2020. Coaching for Performance: The Principles and Practice of Coaching and Leadership. 5th ed. London: John Mary Press.

Supplementary Reading List

  • Stella Kanatouri (2020) The Digital Coach: Oxfordshire (UK) Routledge
  • Carol Wilsonm (2020) Performance Coaching, 3rd Edition. London Kogan Page.
  • Huang, S., 2019. The Impact of Coaching Leadership on In-Role Performance of
  • Employees—Based on the Perspective of Social Information Processing Theory.
  • Open Journal of Social Sciences, 07(12), pp.223-237.
  • Le Comte, L. and McClelland, B. (2017), "An evaluation of a leadership development coaching and mentoring programme", Leadership in Health Services, Vol. 30 No. 3, pp. 309-329.
  • Sipe, L. and Testa, M., 2020. A Dynamic Model of Mentoring for Hospitality
  • Leadership Development. Open Journal of Leadership, 09(01), pp.11-33.

Online Resources

 

Lecture 3 - Coaching and Mentoring: Critical Understanding-1

Following this session students will be able to:

  • Demonstrate a critical understanding of the knowledge, skills, principles, behaviours, and good practices of effective coaching and mentoring within an organisational context on a one-to-one basis and group based. (Part A)

Core Reading List

  • Whitmore, J., 2020. Coaching for Performance: The Principles and Practice of Coaching and Leadership. 5th ed. London: John Mary Press.

Supplementary Reading List

  • Stella Kanatouri (2020) The Digital Coach: Oxfordshire (UK) Routledge
  • Carol Wilsonm (2020) Performance Coaching, 3rd Edition. London Kogan Page.
  • Huang, S., 2019. The Impact of Coaching Leadership on In-Role Performance of
  • Employees—Based on the Perspective of Social Information Processing Theory.
  • Open Journal of Social Sciences, 07(12), pp.223-237.
  • Le Comte, L. and McClelland, B. (2017), "An evaluation of a leadership development coaching and mentoring programme", Leadership in Health Services, Vol. 30 No. 3, pp. 309-329.
  • Sipe, L. and Testa, M., 2020. A Dynamic Model of Mentoring for Hospitality
  • Leadership Development. Open Journal of Leadership, 09(01), pp.11-33.

Online Resources

 

Lecture 4 - Coaching and Mentoring: Critical Understanding-2

Following this session students will be able to:

  • Demonstrate a critical understanding of the knowledge, skills, principles, behaviours, and good practices of effective coaching and mentoring within an organisational context on a one-to-one basis and group based. (Part A)

Core Reading List

  • Whitmore, J., 2020. Coaching for Performance: The Principles and Practice of Coaching and Leadership. 5th ed. London: John Mary Press.

Supplementary Reading List

  • Stella Kanatouri (2020) The Digital Coach: Oxfordshire (UK) Routledge
  • Carol Wilsonm (2020) Performance Coaching, 3rd Edition. London Kogan Page.
  • Huang, S., 2019. The Impact of Coaching Leadership on In-Role Performance of
  • Employees—Based on the Perspective of Social Information Processing Theory.
  • Open Journal of Social Sciences, 07(12), pp.223-237.
  • Le Comte, L. and McClelland, B. (2017), "An evaluation of a leadership development coaching and mentoring programme", Leadership in Health Services, Vol. 30 No. 3, pp. 309-329.
  • Sipe, L. and Testa, M., 2020. A Dynamic Model of Mentoring for Hospitality
  • Leadership Development. Open Journal of Leadership, 09(01), pp.11-33.

Online Resources

 

Lecture 5 - Coaching and Mentoring Planning

Following this session students will be able to:

  • Critically develop coaching and mentoring plans, programmes, processes, and strategies.

Core Reading List

  • Whitmore, J., 2020. Coaching for Performance: The Principles and Practice of Coaching and Leadership. 5th ed. London: John Mary Press.

Supplementary Reading List

  • Stella Kanatouri (2020) The Digital Coach: Oxfordshire (UK) Routledge
  • Carol Wilsonm (2020) Performance Coaching, 3rd Edition. London Kogan Page.
  • Huang, S., 2019. The Impact of Coaching Leadership on In-Role Performance of
  • Employees—Based on the Perspective of Social Information Processing Theory.
  • Open Journal of Social Sciences, 07(12), pp.223-237.
  • Le Comte, L. and McClelland, B. (2017), "An evaluation of a leadership development coaching and mentoring programme", Leadership in Health Services, Vol. 30 No. 3, pp. 309-329.
  • Sipe, L. and Testa, M., 2020. A Dynamic Model of Mentoring for Hospitality
  • Leadership Development. Open Journal of Leadership, 09(01), pp.11-33.

Online Resources

 

Lecture 6 - Coaching and Mentoring: Organisational Context

Following this session students will be able to:

  • Conduct effective and comprehensive coaching and mentoring within an organisational context.
  • Enable a coaching and mentoring culture in the organisation

Core Reading List

  • Whitmore, J., 2020. Coaching for Performance: The Principles and Practice of Coaching and Leadership. 5th ed. London: John Mary Press.

Supplementary Reading List

  • Stella Kanatouri (2020) The Digital Coach: Oxfordshire (UK) Routledge
  • Carol Wilsonm (2020) Performance Coaching, 3rd Edition. London Kogan Page.
  • Huang, S., 2019. The Impact of Coaching Leadership on In-Role Performance of
  • Employees—Based on the Perspective of Social Information Processing Theory.
  • Open Journal of Social Sciences, 07(12), pp.223-237.
  • Le Comte, L. and McClelland, B. (2017), "An evaluation of a leadership development coaching and mentoring programme", Leadership in Health Services, Vol. 30 No. 3, pp. 309-329.
  • Sipe, L. and Testa, M., 2020. A Dynamic Model of Mentoring for Hospitality
  • Leadership Development. Open Journal of Leadership, 09(01), pp.11-33.

Online Resources

 

Lecture 7 - Coaching and Mentoring: Communication Skills

Following this session, students will be able to:

  • Use multidisciplinary approaches of communication within a coaching or mentoring context.
  • Utilise assertive communication skills as a coaching tool.

Core Reading List

  • Whitmore, J., 2020. Coaching for Performance: The Principles and Practice of Coaching and Leadership. 5th ed. London: John Mary Press.

Supplementary Reading List

  • Stella Kanatouri (2020) The Digital Coach: Oxfordshire (UK) Routledge
  • Carol Wilsonm (2020) Performance Coaching, 3rd Edition. London Kogan Page.
  • Huang, S., 2019. The Impact of Coaching Leadership on In-Role Performance of
  • Employees—Based on the Perspective of Social Information Processing Theory.
  • Open Journal of Social Sciences, 07(12), pp.223-237.
  • Le Comte, L. and McClelland, B. (2017), "An evaluation of a leadership development coaching and mentoring programme", Leadership in Health Services, Vol. 30 No. 3, pp. 309-329.
  • Sipe, L. and Testa, M., 2020. A Dynamic Model of Mentoring for Hospitality
  • Leadership Development. Open Journal of Leadership, 09(01), pp.11-33.

Online Resources

 

Lecture 8 - Leading People – Learning Styles and Overcoming Barriers

Following this session students will be able:

  • Develop specialised knowledge about barriers to coaching or mentoring
  • Overcome coachee’s resistance to change
  • Understand how people learn and their learning styles.

Core Reading List

  • Whitmore, J., 2020. Coaching for Performance: The Principles and Practice of Coaching and Leadership. 5th ed. London: John Mary Press.

Supplementary Reading List

  • Stella Kanatouri (2020) The Digital Coach: Oxfordshire (UK) Routledge
  • Carol Wilsonm (2020) Performance Coaching, 3rd Edition. London Kogan Page.
  • Huang, S., 2019. The Impact of Coaching Leadership on In-Role Performance of
  • Employees—Based on the Perspective of Social Information Processing Theory.
  • Open Journal of Social Sciences, 07(12), pp.223-237.
  • Le Comte, L. and McClelland, B. (2017), "An evaluation of a leadership development coaching and mentoring programme", Leadership in Health Services, Vol. 30 No. 3, pp. 309-329.
  • Sipe, L. and Testa, M., 2020. A Dynamic Model of Mentoring for Hospitality
  • Leadership Development. Open Journal of Leadership, 09(01), pp.11-33.

Online Resources

 

Lecture 9 - Leading People – Evaluation of Coaching and Mentoring

Following this session students will be able to

  • Critically evaluate the effectiveness of coaching and mentoring in an organisation.
  • Develop skills in evaluating the impact of coaching and mentoring initiatives on individual performance.

Core Reading List

  • Whitmore, J., 2020. Coaching for Performance: The Principles and Practice of Coaching and Leadership. 5th ed. London: John Mary Press.

Supplementary Reading List

  • Stella Kanatouri (2020) The Digital Coach: Oxfordshire (UK) Routledge
  • Carol Wilsonm (2020) Performance Coaching, 3rd Edition. London Kogan Page.
  • Huang, S., 2019. The Impact of Coaching Leadership on In-Role Performance of
  • Employees—Based on the Perspective of Social Information Processing Theory.
  • Open Journal of Social Sciences, 07(12), pp.223-237.
  • Le Comte, L. and McClelland, B. (2017), "An evaluation of a leadership development coaching and mentoring programme", Leadership in Health Services, Vol. 30 No. 3, pp. 309-329.
  • Sipe, L. and Testa, M., 2020. A Dynamic Model of Mentoring for Hospitality
  • Leadership Development. Open Journal of Leadership, 09(01), pp.11-33.

Online Resources

 

 

Lecture 10 - Coaching and Mentoring: Developing People

Following this session students will be able to

  • Develop people in the use of comprehensive mentoring and coaching techniques and practices.
  • Utilise personal development planning as a tool for coaching and mentoring.

Core Reading List

  • Whitmore, J., 2020. Coaching for Performance: The Principles and Practice of Coaching and Leadership. 5th ed. London: John Mary Press.

Supplementary Reading List

  • Stella Kanatouri (2020) The Digital Coach: Oxfordshire (UK) Routledge
  • Carol Wilsonm (2020) Performance Coaching, 3rd Edition. London Kogan Page.
  • Huang, S., 2019. The Impact of Coaching Leadership on In-Role Performance of
  • Employees—Based on the Perspective of Social Information Processing Theory.
  • Open Journal of Social Sciences, 07(12), pp.223-237.
  • Le Comte, L. and McClelland, B. (2017), "An evaluation of a leadership development coaching and mentoring programme", Leadership in Health Services, Vol. 30 No. 3, pp. 309-329.
  • Sipe, L. and Testa, M., 2020. A Dynamic Model of Mentoring for Hospitality
  • Leadership Development. Open Journal of Leadership, 09(01), pp.11-33.

Online Resources

 

Lecture 11 – Coaching and Mentoring: Distinct Levels

Following this session students will be able:

  • Adopt critical skills in coaching and mentoring of employees at distinct levels of responsibility and performance.
  • Enhance the ability to tailor coaching and mentoring approaches to diverse professional roles, cultural backgrounds, and organisational structures.

Core Reading List

  • Whitmore, J., 2020. Coaching for Performance: The Principles and Practice of Coaching and Leadership. 5th ed. London: John Mary Press.

Supplementary Reading List

  • Stella Kanatouri (2020) The Digital Coach: Oxfordshire (UK) Routledge
  • Carol Wilsonm (2020) Performance Coaching, 3rd Edition. London Kogan Page.
  • Huang, S., 2019. The Impact of Coaching Leadership on In-Role Performance of
  • Employees—Based on the Perspective of Social Information Processing Theory.
  • Open Journal of Social Sciences, 07(12), pp.223-237.
  • Le Comte, L. and McClelland, B. (2017), "An evaluation of a leadership development coaching and mentoring programme", Leadership in Health Services, Vol. 30 No. 3, pp. 309-329.
  • Sipe, L. and Testa, M., 2020. A Dynamic Model of Mentoring for Hospitality
  • Leadership Development. Open Journal of Leadership, 09(01), pp.11-33.

Online Resources

 

Lecture 12 - Coaching and Mentoring – Process in Context

Following this session students will be able:

  • Critically develop a coaching or mentoring process within an organisational context.
  • Apply evidence-based frameworks and ethical principles in the design and implementation of coaching or mentoring processes tailored to organisational goals.

Core Reading List

  • Whitmore, J., 2020. Coaching for Performance: The Principles and Practice of Coaching and Leadership. 5th ed. London: John Mary Press.

Supplementary Reading List

  • Stella Kanatouri (2020) The Digital Coach: Oxfordshire (UK) Routledge
  • Carol Wilsonm (2020) Performance Coaching, 3rd Edition. London Kogan Page.
  • Huang, S., 2019. The Impact of Coaching Leadership on In-Role Performance of
  • Employees—Based on the Perspective of Social Information Processing Theory.
  • Open Journal of Social Sciences, 07(12), pp.223-237.
  • Le Comte, L. and McClelland, B. (2017), "An evaluation of a leadership development coaching and mentoring programme", Leadership in Health Services, Vol. 30 No. 3, pp. 309-329.
  • Sipe, L. and Testa, M., 2020. A Dynamic Model of Mentoring for Hospitality
  • Leadership Development. Open Journal of Leadership, 09(01), pp.11-33.

Online Resources

 

Lecture 13 - A Model for Coaching and Mentoring

Following this session students will be able to

  • Develop a comprehensive coaching or mentoring model within an organisational context.
  • Design and evaluate a holistic coaching or mentoring model that integrates organisational values, stakeholder needs and practices to drive professional growth and strategic outcomes.

Core Reading List

  • Whitmore, J., 2020. Coaching for Performance: The Principles and Practice of Coaching and Leadership. 5th ed. London: John Mary Press.

Supplementary Reading List

  • Stella Kanatouri (2020) The Digital Coach: Oxfordshire (UK) Routledge
  • Carol Wilsonm (2020) Performance Coaching, 3rd Edition. London Kogan Page.
  • Huang, S., 2019. The Impact of Coaching Leadership on In-Role Performance of
  • Employees—Based on the Perspective of Social Information Processing Theory.
  • Open Journal of Social Sciences, 07(12), pp.223-237.
  • Le Comte, L. and McClelland, B. (2017), "An evaluation of a leadership development coaching and mentoring programme", Leadership in Health Services, Vol. 30 No. 3, pp. 309-329.
  • Sipe, L. and Testa, M., 2020. A Dynamic Model of Mentoring for Hospitality
  • Leadership Development. Open Journal of Leadership, 09(01), pp.11-33.

Online Resources

 

Lecture 14 - Group Coaching

Following this session students will be able to:

  • Develop a comprehensive process with respect to group coaching systems.
  • Foster meaningful peer-to-peer learning and collaboration within group coaching.

Core Reading List

  • Whitmore, J., 2020. Coaching for Performance: The Principles and Practice of Coaching and Leadership. 5th ed. London: John Mary Press.

Supplementary Reading List

  • Stella Kanatouri (2020) The Digital Coach: Oxfordshire (UK) Routledge
  • Carol Wilsonm (2020) Performance Coaching, 3rd Edition. London Kogan Page.
  • Huang, S., 2019. The Impact of Coaching Leadership on In-Role Performance of
  • Employees—Based on the Perspective of Social Information Processing Theory.
  • Open Journal of Social Sciences, 07(12), pp.223-237.
  • Le Comte, L. and McClelland, B. (2017), "An evaluation of a leadership development coaching and mentoring programme", Leadership in Health Services, Vol. 30 No. 3, pp. 309-329.
  • Sipe, L. and Testa, M., 2020. A Dynamic Model of Mentoring for Hospitality
  • Leadership Development. Open Journal of Leadership, 09(01), pp.11-33.

Online Resources

 

Lecture 15 - Supervised Practical Coaching- 1

Following this session students will be able to

  • Assess and strengthen interpersonal techniques by engaging in supervised practical coaching sessions. (Part A)

Core Reading List

  • Whitmore, J., 2020. Coaching for Performance: The Principles and Practice of Coaching and Leadership. 5th ed. London: John Mary Press.

Supplementary Reading List

  • Stella Kanatouri (2020) The Digital Coach: Oxfordshire (UK) Routledge
  • Carol Wilsonm (2020) Performance Coaching, 3rd Edition. London Kogan Page.
  • Huang, S., 2019. The Impact of Coaching Leadership on In-Role Performance of
  • Employees—Based on the Perspective of Social Information Processing Theory.
  • Open Journal of Social Sciences, 07(12), pp.223-237.
  • Le Comte, L. and McClelland, B. (2017), "An evaluation of a leadership development coaching and mentoring programme", Leadership in Health Services, Vol. 30 No. 3, pp. 309-329.
  • Sipe, L. and Testa, M., 2020. A Dynamic Model of Mentoring for Hospitality
  • Leadership Development. Open Journal of Leadership, 09(01), pp.11-33.

Online Resources

 

 

Lecture 16 - Supervised Practical Coaching- 2

Following this session students will be able to

  • Assess and strengthen interpersonal techniques by engaging in supervised practical coaching sessions. (Part B)

Core Reading List

  • Whitmore, J., 2020. Coaching for Performance: The Principles and Practice of Coaching and Leadership. 5th ed. London: John Mary Press.

Supplementary Reading List

  • Stella Kanatouri (2020) The Digital Coach: Oxfordshire (UK) Routledge
  • Carol Wilsonm (2020) Performance Coaching, 3rd Edition. London Kogan Page.
  • Huang, S., 2019. The Impact of Coaching Leadership on In-Role Performance of
  • Employees—Based on the Perspective of Social Information Processing Theory.
  • Open Journal of Social Sciences, 07(12), pp.223-237.
  • Le Comte, L. and McClelland, B. (2017), "An evaluation of a leadership development coaching and mentoring programme", Leadership in Health Services, Vol. 30 No. 3, pp. 309-329.
  • Sipe, L. and Testa, M., 2020. A Dynamic Model of Mentoring for Hospitality
  • Leadership Development. Open Journal of Leadership, 09(01), pp.11-33.

Online Resources

 

 

Methods of Assessment

Supervised practical coaching sessions: (60% of final grade)
Reflective Report: (40% of final grade)

 

Supervised Practical Coaching Sessions

The Coaching and Mentoring Assessment is a structured practical evaluation worth 60%, designed to measure the interpersonal skills of HRM students in a realistic coaching scenario. Acting as an HR business partner, the student (coach) engages in a 15–20 minute role-play with another student portraying a dip in performance. The session focuses on establishing rapport, exploring challenges, and co-creating improvement plans. An assessor observes and provides feedback, evaluating the student’s performance across core interpersonal techniques, including active listening, empathy, constructive guidance, and ethical conduct.

To support student preparation, four detailed role-play scenarios will be uploaded by the assessor to the Resource Centre at least two weeks prior. During the assessment, each student rotates as both coach and employee, allowing peer-to-peer interaction and contextual learning. Following the role-play, a debrief is facilitated by the assessor to reinforce insights and offer formative feedback. The process ensures that students not only understand coaching dynamics but can effectively apply these skills within organisational settings.

The sessions will be held as part of sessions 15 and 16.

Download More Information

Reflective Report Submission Form

We are also providing the 21 Academy's Supervised Practical Coaching Rubric for your reference. This rubric is a performance-based assessment tool that assessors will use for grading, and it will help you understand what is expected from yuo during the sessions and how you will be assessed.

Supervised Practicial Coaching Rubric

 

Reflective Report

As part of the Coaching and Mentoring Assessment, you are required to submit a reflective report following your supervised coaching role-play. This reflective exercise is designed to encourage you to critically evaluate your performance as a Coach, your application of interpersonal techniques, and your overall learning experience. Your responses should demonstrate self-awareness, the ability to identify strengths and development needs, and an understanding of how the assessment links to professional HR practice.

The reflective report will be guided by the questions below. Each answer should be approximately 150 words, written in clear academic English, and supported by critical reflection rather than description alone. Each question carries a maximum of 20 points, contributing to the overall grade for this component of assessment.

Your Reflective Report should be submitted in the template made available below on Turnitin by not later than Thursday, 13 November 2025, at 23:59 hrs. Note that the submitted reflective report will be scanned for plagiarism.

Download Reflective Report Template

 

Submitting Reflective Reports - Turnitin

Once the four detailed role-play scenarios are made available, you will receive an email from Turnitin, likely on the same day, confirming your enrolment in a "class" where you can upload your reflective report.

Please ensure that your reflective report is submitted no later than 23:59 on the date indicated in the reflective report section above.

At 21 Academy, you have the option to submit multiple drafts before the final submission deadline. The version uploaded at the deadline will be treated as your final submission for assessment. Please note that Turnitin evaluates the same submission twice within a 24-hour period, so any additional submissions during this time will not be reviewed until the 24-hour period has passed. Ensure that your final submission does not exceed 5% similarity. These should be your own reflections and thus you should not be quoting any sources.

Follow this very short video to understand how to submit your reflective report through Turnitin

Submitting a Paper

To understand the similarity report generated by Turnitin follow this 1-minute video

Understanding the Similarity Report