Web viewILM VRQs are derived from the QCF Level Descriptors and are designed to develop learners knowledge, understanding and skills which are then assessed

Technical specifications for

ILM Level 7

Qualifications in Executive Coaching and Mentoring (8581)Version: 161214

© The Institute of Leadership and Management (ILM) 2014

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Table of Contents

Qualification Purpose and Aim 3

Progression Routes 4

Qualification Specific Occupational Competency Requirements 5

Qualification Structures and Details 8

Overview of Units 9

Alternative Assessment Methods 10

Note: This a qualification specific document and should always be read in conjunction with the Supporting Notes for ILM VRQs document available at www.i-l-m.com or from ILM Customer Services ([email protected]) and the ILM Customer Handbook.

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Qualification Purpose and Aim

Who are these qualifications for?

The Level 7 Certificate and Diploma in Executive Coaching and Mentoring are designed for senior managers or HR/OD professionals who want to develop their expertise and credibility in the fields of coaching and mentoring or to establish coaching or mentoring at an organisational level. It’s also for professional coaches and mentors seeking to enhance and accredit their experience with a nationally recognised qualification.

Benefits for individuals

• Know how to review and build the context, strategy, culture and processes for coaching and mentoring at a senior and strategic level

• Understand and analyse different coaching and mentoring models and their impact• Learn how to evaluate the effectiveness of coaching and mentoring in an organisation• Critically review own communication skills, emotional intelligence, interpersonal skills and values, to

assess competence as a coach or mentor• Plan, deliver and review coaching and mentoring contact with clients at a senior and strategic level.

Benefits for employers

• Implement coaching in complex working environments or at a senior and strategic level in the organisation

• Ensure the organisation’s coaches and mentors are properly equipped with the skills, knowledge and ethical understanding they need

• Benchmark an organisation’s approach against best industry practises• Create a coaching or mentoring culture in which senior managers and leaders demonstrate their

commitment to supporting their own and others’ development and performance improvement.

There are three mandatory units in each qualification. The first unit, ‘Understanding the context of coaching and mentoring in a strategic business environment’ aims to enable learners to critically review the role and contribution of coaching and mentoring at a senior level. The unit, ‘Reviewing own ability as a management coach or mentor’ will give learners the tools and techniques to review and improve their own practise, and understand how the client’s organisation culture and structure affects the coaching and mentoring relationships.

For the Certificate, a learner is required to demonstrate his or her ability to plan, deliver and review at least 20 hours of coaching and mentoring in their workplace. For the Diploma, this unit is extended to 100 hours of coaching and mentoring, and there is an added focus on assessing their work against best practice standards and benchmarks.

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Progression Routes

These qualifications will provide progression opportunities to a range of qualifications such as:

Level 7 Certificate in Executive Coaching and Mentoring

ILM Level 7 Diploma in Executive Coaching and Mentoring ILM Level 7 Qualifications in Coaching Supervision (under

development) Other Level 7 qualifications in Leadership and Management

Level 7 Diploma in Executive Coaching and Mentoring

ILM Level 7 Qualifications in Coaching Supervision (under development)

Other Level 7 qualifications in Leadership and Management

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Qualification Specific Occupational Competency Requirements

ILM VRQs are derived from the QCF Level Descriptors and are designed to develop learners knowledge, understanding and skills which are then assessed through a range of work related assessments. Centre tutors, assessors and internal verifiers are therefore required as a team to have a combination of appropriate competences in learning, assessment and internal quality assurance methodologies together with knowledge and experience of leadership and team skills within operational environments and sectors relevant to their learners.

ILM qualifications in coaching and/or mentoring are specifically designed to focus on using coaching and/or mentoring to develop management and leadership capability in organisations. This requires tutors, assessors and internal verifiers to demonstrate both occupational competence in Coaching and/or Mentoring at the appropriate level and also occupational competence in management and leadership at the appropriate level. At level 7 centre staff are required to have knowledge, understanding and skills in both coaching and mentoring but it is recognised that evidence provided to support occupational competence will vary depending on whether centre staff have specialised in coaching or mentoring. Evidence will also be required for occupational competency in coaching supervision relevant to the qualification being offered by the centre. The occupational requirements checklist cannot therefore be prescriptive and the evidence indicators are offered as guidance.

In conjunction with the specific occupational competency requirements listed below for the Level 7 Executive Coaching and Mentoring qualifications, Centres should also refer to the generic occupational competency listed in the Supporting Notes for ILM VRQs document which is downloadable from the ILM website www.i-l-m.com/centres

Specific Occupational Competency Requirements for the Level 7 Qualifications in Executive Coaching and Mentoring

Tutors Occupational Competence Requirements Evidence Indicators

Relevant and sufficient occupational competence in Coaching and/or Mentoring.

Be able to demonstrate relevant and sufficient Coaching and/or Mentoring experience within an organisational context over the last five years at a strategic level and equivalent to a Level 7.

A thorough knowledge and understanding of the subject areas of the Level 7 Executive Coaching and Mentoring qualification(s).

Have a relevant and sufficient qualification in the subject areas of Level 7 Executive Coaching and Mentoring qualification units that must be equal to Level 7 or higher.

Continuing Professional Development in Coaching and/or Mentoring.

Show sufficient evidence of participation in Continuing Professional Development (CPD) in relation to Coaching and/or Mentoring over the past five years.

Desirable but not essential to have membership of a relevant professional Coaching and/or Mentoring institute or association for e.g. Association for Coaching (AC) or European Mentoring & Coaching Council (EMCC) or International Coach Federation (ICF) or equivalent at an

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appropriate level for a Level 7 tutor.or

Conferences attended (institution, topic and dates).or

Participation in research projects (institution, topic and dates).

Relevant and sufficient occupational experience in Leadership or Management to understand the job roles and organisational context within which learners are operating.

Relevant and sufficient Leadership or Management experience at a strategic level to understand the job roles and organisational context within which Level 7 learners are operating.

Continuing Professional Development in Strategic Leadership or Management.

Have a relevant and sufficient qualification in Strategic Leadership or Management at Level 7 or higher.

Participation in CPD in relation to Leadership or Management relevant to Level 7 learners.or

Desirable but not essential to have membership of a relevant professional institute or association at an appropriate level.

Knowledge, understanding and application of a range of teaching and learning methodologies relevant to the Level 7 qualification(s) in Executive Coaching and Mentoring.

Hold a valid and recognised teaching/training qualification. Show evidence of current (within the last three years)

experience of delivering training appropriate and relevant to the Level 7 qualification(s) in Executive Coaching and Mentoring.

Knowledge of the ILM Level 7 qualification(s) in Executive Coaching and Mentoring - structure, learning and assessment processes.

Previous experience of delivery of ILM VRQ qualification(s). or

Knowledge of the QCF Credit Framework and level descriptors. or

Planned CPD by centre.Continuing Professional Development in training and learning.

Show sufficient evidence of participation in CPD in relation to training and learning over the past three years relevant to the Level 7 qualification(s) in Executive Coaching and Mentoring.

Internal Verifiers and/or Centre Assessors Occupational Competence Requirements Evidence Indicators

Relevant and sufficient occupational competence in Coaching and/or Mentoring.

Be able to demonstrate relevant and sufficient Coaching and/or Mentoring experience within an organisational context over the last five years at a strategic level and equivalent to a Level 7.

A thorough knowledge and understanding of the subject areas of the Level 7 Executive Coaching and Mentoring qualification(s).

Have a relevant and sufficient qualification in the subject areas of Level 7 Executive Coaching and Mentoring qualification units that must be equal to Level 7 or higher.

Continuing Professional Development in Coaching and/or Mentoring.

Show sufficient evidence of participation in Continuing Professional Development (CPD) in relation to Coaching and/or Mentoring over the past five years.

Desirable but not essential to have membership of a relevant professional Coaching and/or Mentoring institute or association for e.g. Association for Coaching (AC) or

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European Mentoring & Coaching Council (EMCC) or International Coach Federation (ICF) or equivalent at an appropriate level for a Level 7 tutor.or

Conferences attended (institution, topic and dates).or

Participation in research projects (institution, topic and dates).

Relevant and sufficient occupational experience in Leadership or Management to understand the job roles and organisational context within which learners are operating.

Relevant and sufficient Leadership or Management experience at a strategic level to understand the job roles and organisational context within which Level 7 learners are operating.

Continuing Professional Development in Strategic Leadership or Management.

Have a relevant and sufficient qualification in Strategic Leadership or Management at Level 7 or higher.

Participation in CPD in relation to Leadership or Management relevant to Level 7 learners.or

Desirable but not essential to have membership of a relevant professional institute or association at an appropriate level.

Knowledge, understanding and application of a range of assessment and/ or internal quality assurance methodologies relevant to the Level 7 Executive Coaching and Mentoring qualification(s).

Have a relevant qualification in assessment and/or internal quality assurance (e.g. TAQA or equivalent). OR

Demonstrate clear and sufficient evidence of current (within the last three years) experience of assessment and/or internal quality assurance appropriate to the Level 7 Coaching and Mentoring qualification(s).

Knowledge of the ILM Level 7 qualification(s) in Executive Coaching and Mentoring - structure, learning and assessment processes.

Previous experience of delivery of ILM VRQ qualification(s). or

Knowledge of the QCF Credit Framework and level descriptors. or

Planned CPD by centre.Continuing Professional Development in assessment and/or internal quality assurance.

Show sufficient evidence of participation in CPD in relation to assessment and/or internal quality assurance over the past three years relevant to the Level 7 qualification(s) in Executive Coaching and Mentoring.

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Qualification Structures and Details

ILM Level 7 Certificate in Executive Coaching and MentoringQualification Accreditation No: 600/5780/4Planned Operational Start Date: 01/09/2012Registration End Date: 31/12/2017Certification End Date: 31/12/2020Credit Value: 15Induction: At least 1 hourTutorial Support: Minimum 2 hoursGuided Learning Hours (GLH): The overall guided learning hours for the programme

depends on the specific units selected, combined with the additional induction and tutorial support cited above.

Duration: To be completed in 3 yearsRules of Combination: Learners are required to gain 15 credits to achieve this

qualification from units 700, 701 and 703 in group 1.

Refer to the overview of units table.Assessments: Criterion assessment applies to all units within this

qualification (i.e. the learner must adequately evidence each assessment criterion). For further details see the ILM recommended Mark-Sheet for each unit.

ILM Level 7 Diploma in Executive Coaching and MentoringQualification Accreditation No: 600/5779/8Planned Operational Start Date: 01/09/2012Registration End Date: 31/12/2017Certification End Date: 31/12/2020Credit Value: 40Induction: At least 1 hourTutorial Support: Minimum 2 hoursGuided Learning Hours (GLH): The overall guided learning hours for the programme

depends on the specific units selected, combined with the additional induction and tutorial support cited above.

Duration: To be completed in 3 yearsRules of Combination: Learners are required to gain 40 credits to achieve this

qualification from units 700, 702 and 703 in group 1.

Refer to the overview of units table.Assessments: Criterion assessment applies to all units within this

qualification (i.e. the learner must adequately evidence each assessment criterion). For further details see the ILM recommended Mark-Sheet for each unit.

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Overview of Units

Group 1

Unit Code Unit Title Level CV* GLH**

8581-700Understanding the Context of Coaching and Mentoring in a Strategic Business Environment

7 5 14

8581-701 Undertaking Coaching or Mentoring at a Senior and Strategic Level 7 5 12

8581-702Undertaking an Extended Period of Supervised Coaching or Mentoring at a Senior or Strategic Level

7 30 20

8581-703Reflecting on Your Own Ability to Perform Effectively as a Coach or Mentor Practising at a Senior Level

7 5 21

*Credit Value** Guided Learning Hours

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Flexible Assessment – Alternative Ways of Assessing

ILM provides ready-made assessment instruments/vehicles (e.g. assignment tasks) for every unit. These are not mandatory. Using ILM’s flexible assessment approach, centres can develop their own assessment instruments. Please note this does not include changing the criteria, just the method by which they are assessed.

There is a range of alternative methods (please refer to the ‘ILM Guide to assessing’, currently sections 6 and 7). It might be as minor as adjusting the ILM assignment task to contextualise it to a specific employer/situation. More significantly, a centre might use assessed presentations or professional discussions in order to reduce the writing requirement. However, before using a centre-developed assessment instrument, you first need approval from your ILM Quality & Compliance Manager.

Centres are also encouraged to combine the assessment of two or more units into an integrated assignment. This reduces the number of assessments and, with astute choice of units, integration can also reduce the amount of assessment. Any integrated assignment can also be assessed using an alternative method as above.

This of course has implications for the marks. When different sized units are integrated, especially from different levels, calculating marks for each assessment criterion is less than straightforward. Some Centres avoid this by using the separate ILM mark sheets. However this misses some of the benefits. Another option is to not use numerical marks at all and combine the mark sheets and simply mark each criterion as pass/refer.

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Title: Understanding the context of coaching and mentoring in a strategic business environment

Level: 7

Credit value: 5

Unit guided learning hours:

14

Learning outcomes (the learner will) Assessment criteria (the learner can)

1 Know how to recognise and establish the organisational context, strategy, culture and processes for coaching or mentoring at a senior and strategic level

1.1

1.2

1.3

1.4

Define and differentiate between the different focus, roles, processes and environment for the two different disciplines of coaching and mentoringCritically review the organisational context, strategy, characteristics, culture and conditions for effective coaching or mentoringEvaluate alternative organisational strategies other than coaching or mentoringDetermine the factors which impact on how coaching or mentoring are integrated at a senior, strategic and organisational level

2 Know how to compare and contrast a number of contextual applications in coaching or mentoring in organisations and business environments

2.1 Define and critique the distinctions between various methods of coaching or mentoring including (as a minimum) executive, leadership, professional and business coaching or mentoring

3 Know how to review the necessary conditions, skills and practices for effective and ethical coaching or mentoring at a senior and strategic level

3.1

3.2

Critically review the skills and behaviours required for ethical practice in coaching or mentoring at a senior and strategic levelJustify the importance and role of codes of practice, contracting and supervision at this level of coaching or mentoring practice

4 Know how to evaluate the contribution of coaching and mentoring relating both to the individual client and to organisational performance

4.1

4.2

Critically assess the contribution of coaching or mentoring to improve both individual and organisational strategic performanceEvaluate the application of coaching or mentoring within a specific organisation or business environment

Additional information about the unit

Unit purpose and aim(s) To enable learners to critically review the role and

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contribution of coaching and mentoring at a senior level to individuals and organisations.

Unit review date 31/03/2017

Details of the relationship between the unit and relevant national occupational standards or professional standards or curricula (if appropriate)

Links to Coaching & Mentoring 2012 NOS: LSI CM01, LSI CM02, LSI CM03, LSI CM04, LSI CM08, LSI CM10

Assessment requirements or guidance specified by a sector or regulatory body (if appropriate)

Support for the unit from a sector skills council or other appropriate body (if required)

Learning and Skills Improvement Service (LSIS)

Equivalencies agreed for the unit (if required)

D7.01 – Critically reviewing the role of the leadership mentor or executive coach in developing leadership performance

Location of the unit within the subject/sector classification system

15.3 - Business Management

Name of the organisation submitting the unit

Institute of Leadership & Management

Availability for use Restricted to City & Guilds

Additional Guidance about the Unit

Indicative Content:

1 Organisational context and environment (vision, mission, strategy, culture, structure, business environment, business operating models)

Organisational policies, procedures which support coaching or mentoring interventions Definitions of coaching (including process, application and context) Definitions of mentoring (including process, application and context) Techniques to differentiate at diagnostic and contracting stage between coaching and

mentoring Different perspectives on coaching and mentoring – distinguishing between coaching and

mentoring and between individual and business development Codes of practice and ethical frameworks for coaching or mentoring in practice Signposting and safeguarding Organisational contracting (2 way and 3 way contracts) Organisational analysis tools and organisational development strategies Organisational goals and performance management strategies, indicators and measures The nature and purpose of coaching or mentoring

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Theories of leadership, and characteristics of effective leaders Impact of effective leadership and management practice on organisational performance Alternative strategies for leadership development, their characteristics, strengths and

weaknesses

2 Different methods and models of coaching and mentoring (executive, leadership, business, professional, transactional, transformational etc) and the differences and distinctions between each approach

Understanding the complexities and importance of differentiating definitions such as business coaching and business mentoring, or leadership coaching / leadership mentoring when practicing as a coach or mentor

The coaches’ responsibility for managing the context of coaching and the focus / definitions. Characteristics of the coaching and mentoring relationship (judgemental/non-judgemental,

commitment, integrity, confidentiality, etc)

3 Skills, behaviours, knowledge and attitude of effective coaches or mentors Contracting in coaching and mentoring Supervision in coaching and mentoring Overview of therapy and counselling, comparing and identifying boundaries Models of coaching, mentoring and learning, their role and contribution to personal

development and performance improvement Models of knowledge (Leadership Styles and Theories, Performance Management tools,

Change management tools and techniques, Interpersonal skills, Coaching Process Models e.g. GROW Model, Argyris’s double loop learning, Kolb’s learning cycle, transformational learning, Johari’s window, NLP, and other psycho-social models)

Self management and developing personal emotional detachment in the mentoring and coaching relationship

Codes of practice and ethical frameworks for coaching or mentoring

4 OD and strategic and organisational objectives Research into the effectiveness of coaching and mentoring in leadership and individual and

organisational capacity Other methods of management training, leadership development, organisational

development strategies Business planning techniques Costs and benefits of coaching – financial and personal/social/emotional Techniques for evaluation of coaching and mentoring Return on investment tools Complexities of assessment of return on investment of coaching and mentoring

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Assignment Task for Unit: Understanding the context of coaching and mentoring in a strategic business environmentCentre Number: Centre Name:

Learner Registration No: Learner Name:

TASK

This assignment asks you to demonstrate your understanding of the context in which effective coaching or mentoring operates.

You should demonstrate understanding of the strategic and operational issues relating to coaching and mentoring for individuals and organisations.

This assessment should take the form of a research project including and critically analysing substantial academic and organisational secondary information to answer the assessment tasks examining: The context of coaching and mentoring within organisations. Different applications of coaching and mentoring. The conditions, skills and practice for coaching at a senior and strategic level. The contribution of effective coaching and mentoring on organisational performance.

The case can be either “forward looking” or “backward looking”.

Note:You should plan to spend approximately 28 hours researching your workplace context, preparing for and writing or presenting the outcomes of this assignment for assessment. The suggested word count for this assignment is between 4000 - 5000 words. However individuals have different writing styles, and there is no penalty if the word-count range is exceeded.

Check your assignment carefully prior to submission using the assessment criteria.

Please use the sub-headings shown below when structuring your Assignment Assessment Criteria

Establish the organisational context, strategy, culture and processes for coaching or mentoring at a senior level

Define and differentiate between the different focus, roles, processes and environment for the two different disciplines of coaching and mentoring (12 marks)

Critically review the organisational context, strategy, characteristics, culture and conditions for effective coaching or mentoring (8 marks)

Evaluate alternative organisational strategies other than coaching or mentoring (8 marks)

Determine the factors which impact on how coaching or mentoring are integrated at a senior, strategic and organisational level (8 marks)

Comparing and contrasting different approaches to coaching or mentoring

In this section you are expected to define and discuss the variety of different approaches to the different disciplines (coaching or mentoring) including the difficulties in defining approaches

Define and critique the distinctions between various methods of coaching or mentoring including (as a minimum) executive, leadership, professional and business coaching or mentoring (16 marks)

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and techniques and the challenges operating in practice.

N.B: For example, defining the differences between executive coaching and executive mentoring and the complexities of operating within organisations and ensuring clarity of approach with clients.

This section will also be useful when you come to build your profile (which includes explaining your own approach) as part of the unit ‘Reflecting on your own ability to perform effectively as a coach or mentor practicing at a senior level’.

Reviewing the conditions, skills and practices for effective and ethical coaching and mentoring

Critically review the skills and behaviours required for ethical practice in coaching or mentoring at a senior and strategic level (16 marks)

Justify the importance and role of codes of practice, contracting and supervision at this level of coaching or mentoring practice (16 marks)

Evaluate the contribution of coaching and mentoring for individuals and organisations

This section should summarise the previous sections to show your understanding and should also conclude how coaching or mentoring can be evaluated.

Critically assess the contribution of coaching or mentoring to improve both individual and organisational strategic performance (8 marks)

Evaluate the application of coaching or mentoring within a specific organisation or business environment (8 marks)

By submitting I confirm that this assignment is my own work

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MARK SHEET – Understanding the context of coaching and mentoring in a strategic business environmentCentre Number : Centre Name :Learner Registration No : Learner Name:INSTRUCTIONS FOR ASSESSMENT AND USE OF MARK SHEETAssessment must be conducted with reference to the assessment criteria (AC). In order to pass the unit, every AC must be met.Assessors will normally award marks for every AC and then total them into a percentage. However, for greater simplicity, there is the option to not use marks at all and merely indicate with a ‘Pass’ or ‘Referral’ in the box (below right). In order to pass the unit every AC must receive a ‘Pass.’Where marks are awarded according to the degree to which the learner’s evidence in the submission meets each AC, every AC must be met, i.e. receive at least half marks (e.g. min 10/20). Any AC awarded less than the minimum produces an automatic referral for the submission (regardless of the overall mark achieved).Sufficiency descriptors are provided as guidance. If 20 marks are available for an AC and the evidence in the submission approximates to the ‘pass’ descriptor, that indicates it should attract 10 marks out of 20, if a ‘good pass’ then ca. 15 out of 20. The descriptors are not comprehensive, and cannot be, as there are many ways in which a submission can exceed or fall short of the requirements.

1. Learner named above confirms authenticity of submission.

2. ILM uses learners’ submissions – on an anonymous basis – for assessment standardisation. By submitting, I agree that ILM may use this script on condition that all information which may identify me is removed.

However, if you are unwilling to allow ILM use your script, please refuse by ticking the box: □

Learning Outcome / Section 1: Know how to recognise and establish the organisational context, strategy, culture and processes for coaching or mentoring at a senior and strategic level

Assessment Criteria (AC)Sufficiency Descriptors

[Typical standard that , if replicated across the whole submission, would produce a referral, borderline pass or good pass result]

Assessor feedback on AC

AC 1.1Define and differentiate between the different focus, roles, processes and environment for the two different disciplines of coaching and mentoring

Referral [ca.3/12] Pass [6/12] Good Pass [ca. 9/12] The different focus, roles,

processes and environment have not been defined, or have been defined incorrectly or inappropriately; or a combination of focus or roles or processes or environment for the different disciplines has been defined, but not all four

There is no differentiation, or insufficient differentiation, between the discipline of coaching and the discipline of mentoring in focus, roles, processes and environment; or coaching and mentoring are differentiated in terms of a combination of focus or roles or processes or environment, but not all four

The different focus, roles, processes and environment been correctly and appropriately defined, although the context and boundaries of coaching and mentoring are sometimes limited and/or imprecise

There is limited but sufficient differentiation between the different focus, roles, processes and environment for the two different disciplines of coaching and mentoring, although the context and boundaries of coaching and mentoring are sometimes limited and/or imprecise

The different focus, roles, processes and environment been correctly and appropriately defined to take into account the full context and precise boundaries of both coaching and mentoring

There is comprehensive and complete differentiation between the different focus, roles, processes and environment for the two different disciplines of coaching and mentoring that takes into account the full context and precise boundaries of both coaching and mentoring

/ 12(min. of 6) Pass or Referral

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AC 1.2Critically review the organisational context, strategy, characteristics, culture and conditions for effective coaching or mentoring

Referral [ca.2/8] Pass [4/8] Good Pass [ca. 6/8] The organisational context,

strategy, characteristics, culture and conditions for effective coaching or mentoring is not critically reviewed, or the critical review is incorrect or deficient; or a combination of organisational context or strategy or characteristics or culture or conditions has been critically reviewed, but not all five

Organisational context, strategy, characteristics, culture and conditions for effective coaching or mentoring have been merely described or explained with no critical review based upon a combination of evidence and theoretical models, constructs, practices or research to make a judgement leading to recommendations

A limited but sufficient and correct critical review of the organisational context, strategy, characteristics, culture and conditions for effective coaching or mentoring is based upon a combination of evidence and theoretical models, constructs, practices or research to make a judgement leading to recommendations, although the evidence base and/or use of theory is limited but sufficient

A comprehensive and correct critical review of the organisational context, strategy, characteristics, culture and conditions for effective coaching or mentoring is based upon a combination of a wide evidence base and contemporary theoretical models, constructs, practices or research to make a detailed judgement


AC 1.3Evaluate alternative organisational strategies other than coaching or mentoring

Referral [ca.2/8] Pass [4/8] Good Pass [ca. 6/8] Alternative organisational

strategies other than coaching or mentoring are not evaluated, or the organisational strategies are incorrect or inappropriate, or alternative organisational strategies are merely described or explained with no evaluation to provide a conclusion or recommendations

A limited but sufficient range of appropriate alternative organisational strategies other than coaching or mentoring are correctly and appropriately evaluated to provide limited but sufficient conclusions or recommendations

A wide range of appropriate alternative organisational strategies other than coaching or mentoring are correctly and appropriately evaluated to provide detailed conclusions or recommendations


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AC 1.4Determine the factors which impact on how coaching or mentoring are integrated at a senior, strategic and organisational level

Referral [ca.2/8] Pass [4/8] Good Pass [ca. 6/8] The factors which impact on

how coaching or mentoring are integrated at a senior, strategic and organisational level are not determined, or are incorrect or inappropriate; or the factors are merely stated with no appropriate consideration of theoretical models, constructs, practices or research

A limited but sufficient range of factors which impact on how coaching or mentoring are integrated at a senior, strategic and organisational level are determined after due consideration of relevant and appropriate theoretical models, constructs, practices or research

A comprehensive range of factors which impact on how coaching or mentoring are integrated at a senior, strategic and organisational level are determined after rigorous consideration of relevant and appropriate theoretical models, constructs, practices or research / 8

(min. of 4) Pass or Referral

Section comments (optional): Verification comments (optional):

Learning Outcome / Section 2: Know how to compare and contrast a number of contextual applications in coaching or mentoring in organisations and business environments




AC 2.1Define and critique the distinctions between various methods of coaching or mentoring including (as a minimum) executive, leadership, professional and business coaching or mentoring

Referral [ca.4/16] Pass [8/16] Good Pass [ca. 12/16] There is no definition and

critique of the distinctions between various methods of coaching or mentoring, or the definitions and/or critique are incorrect or deficient, or the definitions and/or critique do not include executive, leadership, professional and business coaching or mentoring as a minimum

There is a definition and critique of various methods of coaching or mentoring instead of a definition and critique of the distinctions between various methods of coaching or mentoring

The distinctions between various methods of coaching or mentoring are merely described or explained with no critique provided that summarises theoretical models, constructs,

A limited but sufficient critique of clearly-defined distinctions between various methods of coaching or mentoring, including (as a minimum) executive, leadership, professional and business coaching or mentoring, is provided that summarises a limited but sufficient range of theoretical models, constructs, practices or research and provides reasons for the learner’s own views and conclusions, although the reasons to support the learner’s own views and conclusions are imprecise

A comprehensive critique of clearly-defined distinctions between various methods of coaching or mentoring, including (as a minimum) executive, leadership, professional and business coaching or mentoring, is provided that summarises a wide range of contemporary theoretical models, constructs, practices or research and provides clear and concise reasons to support the learner’s own views and conclusions

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practices or research or provides reasons for the learner’s own views and conclusions / 16



Learning Outcome / Section 3: Know how to review the necessary conditions, skills and practices for effective and ethical coaching or mentoring at a senior and strategic level




AC 3.1Critically review the skills and behaviours required for ethical practice in coaching or mentoring at a senior and strategic level

Referral [ca.4/16] Pass [8/16] Good Pass [ca. 12/16] The skills and behaviours

required for ethical practice in coaching or mentoring at a senior and strategic level are not critically reviewed, or the critical review is incorrect or deficient, or skills or behaviours are critically reviewed, but not both

Skills and behaviours required for ethical practice are merely described or explained with no critical review based upon a combination of evidence and theoretical models, constructs, practices or research to make a judgement leading to recommendations

A limited but sufficient and correct critical review of the skills and behaviours required for ethical practice in coaching or mentoring at a senior and strategic level is based upon a combination of evidence and theoretical models, constructs, practices or research to make a judgement leading to recommendations, although the evidence base and/or use of theory is limited but sufficient

A comprehensive and correct critical review of the skills and behaviours required for ethical practice in coaching or mentoring at a senior and strategic level is based upon a combination of a wide evidence base and contemporary theoretical models, constructs, practices or research to make a detailed judgement


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AC 3.2Justify the importance and role of codes of practice, contracting and supervision at this level of coaching or mentoring practice

Referral [ca.4/16] Pass [8/16] Good Pass [ca. 12/16] The importance and role of

codes of practice, contracting and supervision at this level of coaching or mentoring practice is not justified, or is incorrect, inappropriate or deficient; or the importance and role of codes of practice or contracting or supervision is justified, but not all three

Codes of practice, contracting and supervision are merely described with no argument or rationale presented to justify their importance and role

A limited but sufficient argument or rationale is presented to justify the importance and role of codes of practice, contracting and supervision at this level of coaching or mentoring practice, although the evidence base and/or use of theory is limited but sufficient

A detailed and persuasive argument or rationale using a wide evidence base and relevant contemporary theory is presented to justify the importance and role of codes of practice, contracting and supervision at this level of coaching or mentoring practice



Learning Outcome / Section 4: Know how to evaluate the contribution of coaching and mentoring relating both to the individual client and to organisational performance




AC 4.1Critically assess the contribution of coaching or mentoring to improve both individual and organisational strategic performance

Referral [ca.2/8] Pass [4/8] Good Pass [ca. 6/8] The contribution of coaching or

mentoring to improve both individual and organisational strategic performance is not critically assessed, or the critical assessment is incorrect, inappropriate or deficient; or the contribution to individual or organisational strategic performance is critically assessed, but not both

The contribution of coaching or mentoring is merely described with no critical assessment based on relevant criteria to make a judgement as to its tangible contribution

A narrow range of relevant criteria are used to undertake a limited but sufficient critical assessment and make a judgement on the tangible contribution of coaching or mentoring to improving both individual and organisational strategic performance, although the evidence base for the assessment is limited

An extensive range of relevant criteria and a wide and objective evidence base are used to undertake a detailed critical assessment and make a sound judgement on the tangible contribution of coaching or mentoring to improving both individual and organisational strategic performance


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AC 4.2Evaluate the application of coaching or mentoring within a specific organisation or business environment

Referral [ca.2/8] Pass [4/8] Good Pass [ca. 6/8] The application of coaching or

mentoring within a specific organisation or business environment is not evaluated, or the evaluation is inappropriate or deficient; or coaching or mentoring within a specific organisation or business environment is merely described or explained with no evaluation of its application to provide a solution or conclusion and/or recommendations

A limited but sufficient evaluation of the application of coaching or mentoring within a specific organisation or business environment is undertaken to provide a limited solution, conclusion and/or recommendations

A full evaluation of the application of coaching or mentoring within a specific organisation or business environment is undertaken to provide a comprehensive solution, conclusion and/or recommendations



/ 100TOTAL MARKS

Assessor’s Decision Quality Assurance Use

Outcome (delete as applicable): PASS / REFERRAL

Signature of Assessor:

Date:Outcome (delete as applicable): PASS / REFERRAL

Signature of QA:

Date of QA check:

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Title: Undertaking coaching or mentoring at a senior and strategic level

Level: 7

Credit value: 5


12


1 Know how to agree a contract to coach or mentor clients at a senior/strategic level

1.1

1.2

Establish and build effective coaching or mentoring relationships with clients at a senior/strategic levelDiscuss and evaluate clients’ development and support needs and goals and agree a contract for coaching or mentoring in the context of the individual and organisation

2 Be able to plan, deliver and review at least twenty hours of coaching or mentoring contact with clients at a senior/strategic level

2.1

2.2

2.3

Plan, prepare and maintain accurate and auditable records for twenty hours of coaching or mentoring with individual clients operating at an appropriate senior/strategic levelUndertake appropriate coaching or mentoring contact with clients for at least twenty hours exploring outcomes and optionsReview clients’ development and support needs and progress towards achieving their goals, and outcomes

3 Be able to reflect on all coaching or mentoring activity, feedback and supervision

3.1

3.2

3.3

3.4

Participate actively in peer coaching or mentoring and other personal and professional coaching or mentoring networksParticipate actively in supervision in order to seek feedback and advice on your own performance as a coach or a mentorCollect client feedback in order to develop your own performance as a coach or a mentorCritically reflect on the feedback and activities completed in order to identify own strengths and development needs and plan to take action to improve own executive, leadership, professional and business coaching or mentoring practice


Unit purpose and aim(s) To enable learners to demonstrate their ability to undertake a coaching or mentoring programme of

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activity at the appropriate level.



Links to Coaching & Mentoring 2012 NOS: LSI CM01, LSI CM02, LSI CM03, LSI CM04, LSI CM05, LSI CM06, LSI CM07, LSI CM08, LSI CM09, LSI CM10


Hours of contracted and recorded coaching activities for the coaching qualifications would normally consist of one to one contact (usually face to face) with an individual but can also consist of some other different method and media such as telephone and other electronic media (skype, webinar). However, discretion should be used about the percentages of different evidence to ensure activity is of appropriate depth, level and contact.

The assessment requires that the consequences of different types of coaching methods should be addressed.




D7.03 – Undertaking leadership mentoring or executive coaching







Indicative Content:

1 Techniques for initiating effective coaching and mentoring relationships Contracting with individuals and organisations Duty of care an responsibilities as an organisational coach Different stakeholders of coaching and mentoring Behaviours to encourage openness, honesty, and trust and their significance in coaching and

mentoring Techniques for assessing the development and support needs of clients

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Learning and development outcomes – behavioural, cognitive and emotional Assessment and use of knowledge of learning styles and personality A variety of theories of leadership development A variety of theories of change management including models of organisational and

individual change and the potential challenges likely to be faced by leaders in organisations Negotiate leadership mentoring or executive coaching relationships, identify needs and goals

and agree contract

2 Planning principles and practices for effective and challenging coaching and mentoring sessions

Characteristics of effective coaching and mentoring sessions Use of appropriate levels of coaching or mentoring tools and techniques and diagnostics

such as MBTI, psychometrics, emotional intelligence etc Psychological dimensions when coaching or mentoring individuals Practice and principles of leadership theory (authentic leadership, emotional intelligence,

leadership models and theories, situational leadership, servant leadership, cultural aspects relating to leadership, politics and power in leadership, transactional and transformational leadership etc)

Criteria for coherent and logical order for developing effective leadership performance Strategies for effective leadership, business, professional and executive coaching and

mentoring Concepts of creativity and innovation, cognitive and behavioural strategies for developing

creativity and innovation and encourage divergent thinking Strategies and practices to enable closure in relationships Recording and monitoring leadership mentoring or executive coaching activities Action planning and review

3 Nature and purpose of co-coaching, and peer mentoring and coaching Value of networks, analysis of personal and professional networks and development of

networking skills Action learning techniques Group activities (co-coaching in pairs, triads, quads and group supervision) The benefits of peer coaching and mentoring Managing self and time to build and sustain networks Nature and purpose of supervisors in coaching Models of supervision Expectations and outcomes from supervision Skills of giving and receiving constructive criticism on self Nature and value of feedback in developing the reflective practitioner (e.g. Schon, Argyris) Design and structural characteristics of personal development plans for developing and

enhancing own knowledge and skills

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Assignment Task for Unit: Undertaking coaching or mentoring at a senior and strategic levelCentre Number: Centre Name:


TASK

Prepare for and undertake 20 hours coaching or mentoring senior clients and reflect on your performance.

Note:You should have one-to-one discussions with your coaching supervisor to assist in your performance reflection. You should also collect feedback from those observing your coaching or mentoring sessions. This could include feedback from your supervisor or peers.

You should plan to spend approximately 36 hours researching your workplace context, preparing for and writing or presenting the outcomes of this assignment for assessment. The suggested word count for this assignment is between 3000 - 4000 words. However individuals have different writing styles, and there is no penalty if the word-count range is exceeded.



Contracting with senior clients

You should provide evidence of building relationships with clients including the planning, session preparation, goal/objective setting and contracting.

Establish and build effective coaching or mentoring relationships with clients at a senior/strategic level (8 marks)

Discuss and evaluate clients’ development and support needs and goals and agree a contract for coaching or mentoring in the context of the individual and organisation (8 marks)

Planning and undertaking mentoring or coaching sessions

The central part of your reflective review and coaching diary should include auditable records of how you: Undertook individual sessions lasting at

least 20 hours in total, and How you reviewed clients’ development and

support needs and progress towards achieving their goals.

This section should not simply record events, but should demonstrate your ability to reflect on and critically review your actions, so that you use all these formative experiences as opportunities to learn and develop as a coach or mentor.

Plan, prepare and maintain accurate and auditable records for twenty hours of coaching or mentoring with individual clients operating at an appropriate senior/strategic level (16 marks)

Undertake appropriate coaching or mentoring contact with clients for at least twenty hours exploring outcomes and options (20 marks)

Review clients’ development and support needs and progress towards achieving their goals, and outcomes (8 marks)

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Feedback, supervision and reflections on your performance as a coach or mentor

This final section is an opportunity for feedback, summative reflection and critical review of your performance as a coach and mentor.

You should evidence your ability to effectively use supervision, peer mentoring, your personal and professional networks, client and tutor feedback, and your own reflection to assess your strengths and weaknesses.

Having identified these strengths and weaknesses, you should use this insight to plan what you will do to build further on the areas in which you are strong and, in particular, take action on those areas in which you need to improve.

N.B. You should be looking to plan for the next 12 months or alternatively formulating a short/mid/long term development plan in terms of personal, professional and career development.

Participate actively in peer coaching or mentoring and other personal and professional coaching or mentoring networks (8 marks)

Participate actively in supervision in order to seek feedback and advice on your own performance as a coach or a mentor (8 marks)

Collect client feedback in order to develop your own performance as a coach or a mentor (8 marks)

Critically reflect on the feedback and activities completed in order to identify own strengths and development needs and plan to take action to improve own executive, leadership, professional and business coaching or mentoring practice (16 marks)


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MARK SHEET – Undertaking coaching or mentoring at a senior and strategic level Centre Number : Centre Name :Learner Registration No : Learner Name:INSTRUCTIONS FOR ASSESSMENT AND USE OF MARK SHEETAssessment must be conducted with reference to the assessment criteria (AC). In order to pass the unit, every AC must be met.Assessors will normally award marks for every AC and then total them into a percentage. However, for greater simplicity, there is the option to not use marks at all and merely indicate with a ‘Pass’ or ‘Referral’ in the box (below right). In order to pass the unit every AC must receive a ‘Pass.’Where marks are awarded according to the degree to which the learner’s evidence in the submission meets each AC, every AC must be met, i.e. receive at least half marks (e.g. min 10/20). Any AC awarded less than the minimum produces an automatic referral for the submission (regardless of the overall mark achieved).Sufficiency descriptors are provided as guidance. If 20 marks are available for an AC and the evidence in the submission approximates to the ‘pass’ descriptor, that indicates it should attract 10 marks out of 20, if a ‘good pass’ then ca. 15 out of 20. The descriptors are not comprehensive, and cannot be, as there are many ways in which a submission can exceed or fall short of the requirements.




Learning Outcome / Section 1: Know how to agree a contract to coach or mentor clients at a senior/strategic level




AC 1.1Establish and build effective coaching or mentoring relationships with clients at a senior/strategic level

Referral [ca.2/8] Pass [4/8] Good Pass [ca. 6/8] No evidence is provided, or

insufficient evidence is provided, that effective coaching or mentoring relationships have been established and built with two or more clients at a senior/strategic level, or the evidence indicates that the coaching relationships are ineffective or inappropriate, or the clients are not working at a senior/strategic level

Limited but sufficient and appropriate evidence is provided that effective and appropriate coaching or mentoring relationships have been established and built with two or more clients at a senior/strategic level, although the criteria used for ‘effective’ are imprecise

Comprehensive appropriate evidence is provided that precisely defined, effective and appropriate coaching or mentoring relationships have been established and built with two or more clients at a senior/strategic level


AC 1.2Discuss and evaluate clients’ development and support needs and goals and agree a contract for coaching or mentoring in the context of the individual and

Referral [ca.2/8] Pass [4/8] Good Pass [ca. 6/8] No evidence, or insufficient

evidence, is provided that clients’ development and support needs and goals have been discussed and evaluated, or the evaluations are inappropriate or deficient, or development and support needs

Limited but sufficient and appropriate evidence is provided that two or more clients’ development and support needs and goals have been discussed and evaluated to provide recommendations, although the evidence base for

Comprehensive evidence is provided that two or more clients’ development and support needs and goals have been discussed and evaluated in detail using a wide evidence base to provide detailed recommendations

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organisation and goals are merely stated or described with no process of evaluation to provide recommendations

There is no evidence that a contract for coaching or mentoring is agreed for each client, or the contract is incorrect, inappropriate or deficient, or the contract is not in the context of the individual and organisation

the evaluation is limited A limited but sufficient and

appropriate contract for coaching or mentoring in the context of the individual and organisation that meets the minimum requirements for a contract at this level is agreed for each client

A comprehensive appropriate contract for coaching or mentoring in the context of the individual and organisation that meets all eventualities at this level is agreed for each client



Learning Outcome / Section 2: Be able to plan, deliver and review at least twenty hours of coaching or mentoring contact with clients at a senior/strategic level




AC 2.1Plan, prepare and maintain accurate and auditable records for twenty hours of coaching or mentoring with individual clients operating at an appropriate senior/strategic level

Referral [ca.4/16] Pass [8/16] Good Pass [ca. 12/16] There is no evidence, or

insufficient evidence, that twenty hours of coaching or mentoring with individual clients operating at an appropriate senior / strategic level is planned and prepared, or the planning and preparation is incorrect, inappropriate or deficient

There is no evidence, or insufficient evidence, that records have been maintained for each client; or records are inaccurate, inappropriate or deficient, or the records do not evidence twenty hours of coaching or mentoring, or the records do not provide a satisfactory and sufficient audit trail

There is limited but sufficient evidence that twenty hours of coaching or mentoring with individual clients operating at an appropriate senior / strategic level is planned and prepared correctly and appropriately, although aspects of the planning and/or preparation require some additional work for full implementation

There is limited but sufficient evidence that records have been maintained correctly and appropriately to provide a satisfactory and sufficient audit trail for each client to evidence twenty hours of coaching or mentoring

There is comprehensive evidence that twenty hours of coaching or mentoring with individual clients operating at an appropriate senior / strategic level is fully planned and prepared correctly and appropriately to cover the full extent of the coaching or mentoring contact with no additional work required for full implementation

Comprehensive evidence is provided that records have been maintained correctly and appropriately to provide a full and complete audit trail for each client to evidence twenty hours of coaching or mentoring


AC 2.2Referral [ca.5/20] Pass [10/20] Good Pass [ca. 15/20]

There is no evidence, or There is limited but sufficient Comprehensive, detailed and

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Undertake appropriate coaching or mentoring contact with clients for at least twenty hours exploring outcomes and options

insufficient evidence, that coaching or mentoring contact has been undertaken appropriately for at least twenty hours, or evidence provided indicates inappropriate or deficient coaching contact

There is no evidence, or insufficient evidence, that outcomes and options have been explored, or the exploration of outcomes and options is inappropriate

evidence that coaching or mentoring contact has been undertaken appropriately for at least twenty hours and that outcomes and options have been appropriately explored, although the evidence for the contact and the exploration of outcomes and options lacks detail and/or is imprecise

precise evidence is provided that coaching or mentoring contact has been undertaken appropriately for at least twenty hours and that outcomes and options have been fully and appropriately explored


AC 2.3Review clients’ development and support needs and progress towards achieving their goals and outcomes

Referral [ca.2/8] Pass [4/8] Good Pass [ca. 6/8] The development of clients’

support needs and progress towards achieving their goals and outcomes has not been reviewed, or the review is incorrect, inappropriate or deficient, or the development of clients’ support needs is merely stated or described with no review based upon a combination of evidence and theoretical models to make a judgement leading to recommendations

A limited but sufficient review of the development of clients’ support needs and progress towards achieving their goals and outcomes has been correctly and appropriately undertaken using a combination of evidence and contemporary theoretical model(s) to make a judgement leading to recommendations, although the evidence base for the review is limited and/or the application of theory is imprecise

A full and complete review of the development of clients’ support needs and progress towards achieving their goals and outcomes has been correctly and appropriately undertaken using a combination of a wide evidence base and a clear use of contemporary theoretical model(s) to make a judgement leading to recommendations


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Learning Outcome / Section 3: Be able to reflect on all coaching or mentoring activity, feedback and supervision




AC 3.1Participate actively in peer coaching or mentoring and other personal and professional coaching or mentoring networks


evidence, is provided of participating actively in peer coaching / mentoring and other personal and professional coaching or mentoring networks, or evidence indicates passive participation only, or participation is inappropriate

Limited but sufficient evidence is provided of participating actively and appropriately in a narrow range of relevant peer coaching / mentoring and other personal and professional coaching or mentoring networks

Comprehensive evidence is provided of a high level of active and appropriate participation in a wide range of relevant peer coaching / mentoring and other personal and professional coaching or mentoring networks


AC 3.2Participate actively in supervision in order to seek feedback and advice on your own performance as a coach or a mentor


evidence, is provided of participating actively in supervision in order to seek feedback and advice on your own performance as a coach or a mentor, or evidence indicates passive participation only, or participation is inappropriate

Limited but sufficient evidence is provided of participating actively and appropriately in supervision in order to seek feedback and advice on your own performance as a coach or a mentor, although the level of participation is limited in comparison to the scope of the coaching or mentoring activity

Comprehensive evidence is provided of a high level of active and appropriate participation in supervision in order to seek feedback and advice on your own performance as a coach or a mentor over the full scope of the coaching or mentoring activity / 8


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AC 3.3Collect client feedback in order to develop your own performance as a coach or a mentor

Referral [ca.2/8] Pass [4/8] Good Pass [ca. 6/8] Client feedback has not been

collected in order to develop your own performance as a coach or a mentor, or feedback is insufficient, inappropriate or deficient, or client feedback is not corroborated by those observing your coaching or mentoring sessions (this could include feedback from your supervisor or peers)

Limited but sufficient and appropriate client feedback has been collected in order to develop your own performance as a coach or a mentor, although the feedback is limited in comparison to the scope of the coaching or mentoring activity and/or corroboration by those observing your coaching or mentoring sessions (this could include feedback from your supervisor or peers) is limited

Comprehensive and appropriate client feedback over the full scope of the coaching or mentoring activity has been collected in order to develop your own performance as a coach or a mentor, and client feedback is corroborated by detailed feedback from those observing your coaching or mentoring sessions (this could include feedback from your supervisor or peers) / 8


AC 3.4Critically reflect on the feedback and activities completed in order to identify own strengths and development needs and plan to take action to improve own executive, leadership, professional and business coaching or mentoring practice

Referral [ca. 4/16] Pass [8/16] Good Pass [ca. 12/16] There is no critical reflection on

the feedback and activities completed in order to identify own strengths and development needs, or the critical reflection is inappropriate or deficient, or the critical reflection encompasses feedback or activities but not both, or feedback and activities are described or explained with no critical reflection to engage in a process of learning using an appropriate theoretical model to identify own strengths and development needs

Action to improve own executive, leadership, professional and business coaching or mentoring practice is not planned, or the planning is inappropriate or deficient, or is not based on critical reflection

A limited but sufficient and appropriate critical reflection is undertaken on the feedback and activities completed in order to identify own strengths and development needs, although the process or model of learning is imprecise and/or the critical reflection is limited in comparison to the scope of the coaching or mentoring activity

Action to improve own executive, leadership, professional and business coaching or mentoring practice based on the critical reflection is appropriately and correctly planned, although the personal development planning lacks detail and requires additional work for full implementation for the next twelve months or for the short, medium, long term

A detailed and appropriate critical reflection is undertaken on the feedback and activities completed over the full scope of the coaching or mentoring activity and applies a clear and precise process or model of learning in order to identify own strengths and development needs

Action to improve own executive, leadership, professional and business coaching or mentoring practice based on the critical reflection is appropriately and correctly and fully planned and requires no additional work for full implementation for the next twelve months or for the short, medium, long term


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/ 100TOTAL MARKS





Signature of QA:

Date of QA check:

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Title: Reflecting on your own ability to perform effectively as a coach or mentor practicing at a senior level

Level: 7

Credit value: 5


21


1 Know how to review own abilities to perform effectively as an effective coach or mentor at a senior/strategic level

1.1

1.2

1.3

Critically review your communication skills, emotional intelligence and ability to build effective relationships in a diverse social and cultural environmentCritically review own ethical and moral values, beliefs, attitudes and personal integrity and assess the impact they may have on influencing the coaching or mentoring relationshipCritically review your own competence to support the growth of capability, development and improved performance in others

2 Understand how the client’s personal characteristics and organisational context affects coaching or mentoring relationship

2.1

2.2

Critically analyse how client’s role, position, organisational context, and cultural attributes affects the coaching or mentoring relationship in practiceCritically analyse clients’ personalities, characters, value systems, knowledge, skills and experience affect the coaching or mentoring relationship

3 Be able to use reflective learning to position yourself as an effective coach or mentor

3.1 Develop a personal profile which illustrates your coaching or mentoring approach, practice and the context within which you are operating and include your contract/code of practice and any other supporting paperwork


Unit purpose and aim(s) To enable learners to critically review their ability to perform effectively as a coach and mentor operating at a senior level.


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Links to Coaching & Mentoring 2012 NOS: LSI CM01, LSI CM02, LSI CM03, LSI CM04, LSI CM05, LSI CM08, LSI CM09, LSI CM10





D7.02 – Critically reviewing own ability to perform effectively as a leadership mentor or executive coach







Indicative Content:

1 Communication theories (discourse analysis theories, overview of socio-linguistics) Verbal and non-verbal communication skills (questioning, listening, analysis of non-verbal

communication, reflection and summarising skills) Emotional intelligence theory and the impact on coaching and mentoring relationships Empathy as a concept and method – developing empathy with others, skills and techniques General concept of ethics and ethical standards, business ethics and potential conflicts

between economic and ethical expectations Theories of change management Methods to analyse potential ethical conflicts and criteria for decision-making Cultural diversity and individual ethics, values and attitudes Techniques for identifying own personal beliefs and values, their source and effect on

attitudes and behaviours Methods to analyse own ethical standards, values and attitudes Techniques for undertaking a personal inventory of knowledge and skills, values and

attitudes, and for analysing personal strengths and weaknesses Personal psycho-social characteristics (cognitive processes, thinking styles, self-awareness,

attitudes, values and behaviours) – identifying (e.g. Myers Briggs, 16 PF, Honey and Mumford), analysing and adapting to others

Basic understanding of personality theory including type and trait Perceptions and reality in problem identification and decision making – cognitive and

emotional factors shaping perception Nature and role of the self-contract and self management

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Techniques for safely and appropriately challenging others’ assumptions and perceptions and for encouraging focus and avoiding distraction

2 Organisational culture, context and operating environment (and the potential influence on the coaching or mentoring relationship)

Effects of clients personality, role, character, value systems, knowledge, skills, experience, role and organisational context affect on their performance

Techniques for creating and closing effective mentoring and coaching relationships Influencing skills Nature and purpose of the mentoring/coaching contract

3 Personal coaching and mentoring profiles – content and use Strategies and practices for building effective relationships Reflection and social interaction as strategies for self-knowledge and improvement concepts

of the reflective practitioner, theory and models of reflective practice Codes of practice Contracting Use and completion of personal reflection log

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Assignment Task for Unit: Reflecting on your own ability to perform effectively as a coach or mentor practicing at a senior levelCentre Number: Centre Name:


TASK

This takes the form of a reflective review requiring you to complete in-depth and evidenced reflection and assessment of yourself in relation to the requirements and challenges of the coaching and mentoring role.

Note:You should have one-to-one discussions with your coaching supervisor to assist in your performance reflection. You should also collect feedback from those observing your coaching or mentoring sessions. This could include feedback from your supervisor or peers.

You should plan to spend approximately 28 hours researching your workplace context, preparing for and writing or presenting the outcomes of this assignment for assessment. The suggested word count for this assignment is 2000 words. However individuals have different writing styles, and there is no penalty if the word-count range is exceeded.



Reflective statement and self assessment

You should start by considering your own communication, emotional intelligence, ethical and moral values, beliefs, attitudes and personal integrity and critically review how these are likely to affect how well you perform as a leadership mentor or executive coach.

You should then use this self-evaluation to explain how you can use these personal qualities and abilities through coaching and mentoring in practice to support improved performance in others.

Evidence of diagnostic tools, feedback, 360 questionnaires completed as well as SWOT analysis are often useful to evidence self assessment.

Critically review your communication skills, emotional intelligence and ability to build effective relationships in a diverse social and cultural environment (16 marks)

Critically review own ethical and moral values, beliefs, attitudes and personal integrity and assess the impact they may have on influencing the coaching or mentoring relationship (16 marks)

Critically review your own competence to support the growth of capability, development and improved performance in others (16 marks)

Reflection of management on the coaching and mentoring relationship

This section should discuss the complexities and challenges of managing the coaching and relationship.

You should include reference to clients, stakeholders, and organisations.

Critically analyse how client’s role, position, organisational context, and cultural attributes affects the coaching or mentoring relationship in practice (12 marks)

Critically analyse clients’ personalities, characters, value systems, knowledge, skills and experience affect the coaching or mentoring relationship (12 marks)

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Personal ProfileCoaching and mentoring centres around clarity of expectations, contracting and your own ability to manage the coaching and mentoring process.

You should develop a clear and evidenced personal profile to explain your coaching and mentoring approach, skills and abilities and also introduce the key documentations you use to support this approach.

Develop a personal profile which illustrates your coaching or mentoring approach, practice and the context within which you are operating and include your contract/code of practice and any other supporting paperwork (28 marks)


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MARK SHEET – Reflecting on your own ability to perform effectively as a coach or mentor practicing at a senior levelCentre Number : Centre Name :Learner Registration No : Learner Name:INSTRUCTIONS FOR ASSESSMENT AND USE OF MARK SHEETAssessment must be conducted with reference to the assessment criteria (AC). In order to pass the unit, every AC must be met.Assessors will normally award marks for every AC and then total them into a percentage. However, for greater simplicity, there is the option to not use marks at all and merely indicate with a ‘Pass’ or ‘Referral’ in the box (below right). In order to pass the unit every AC must receive a ‘Pass.’Where marks are awarded according to the degree to which the learner’s evidence in the submission meets each AC, every AC must be met, i.e. receive at least half marks (e.g. min 10/20). Any AC awarded less than the minimum produces an automatic referral for the submission (regardless of the overall mark achieved).Sufficiency descriptors are provided as guidance. If 20 marks are available for an AC and the evidence in the submission approximates to the ‘pass’ descriptor, that indicates it should attract 10 marks out of 20, if a ‘good pass’ then ca. 15 out of 20. The descriptors are not comprehensive, and cannot be, as there are many ways in which a submission can exceed or fall short of the requirements.




Learning Outcome / Section 1: Know how to review own abilities to perform effectively as an effective coach or mentor at a senior/strategic level




Referral [ca.4/16] Pass [8/16] Good Pass [ca. 12/16] There is no critical review of

your communication skills, emotional intelligence and ability to build effective relationships in a diverse social and cultural environment; or communication skills or emotional intelligence or ability to build effective relationships have been critically reviewed but not all three, or the critical review does not address a diverse social and cultural environment

Communication skills, emotional intelligence and ability to build effective relationships in a diverse social and cultural environment are merely described or explained with

A limited but sufficient and correct critical review of your communication skills, emotional intelligence and ability to build effective relationships in a diverse social and cultural environment is based upon a combination of evidence and theoretical models, constructs, practices or research to make a judgement leading to recommendations, although the evidence base and/or use of theory is limited but sufficient

A comprehensive and correct critical review of your communication skills, emotional intelligence and ability to build effective relationships in a diverse social and cultural environment is based upon a combination of a wide evidence base and contemporary theoretical models, constructs, practices or research to make a detailed judgement

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AC 1.1Critically review your communication skills, emotional intelligence

no critical review based upon a combination of evidence and theoretical models, constructs, practices or research to make a judgement leading to recommendations / 16


AC 1.2Critically review own ethical and moral values, beliefs, attitudes and personal integrity and assess the impact they may have on influencing the coaching or mentoring relationship

Referral [ca.4/16] Pass [8/16] Good Pass [ca. 12/16] There is no critical review of

own ethical and moral values, beliefs, attitudes and personal integrity and/or assessment of the impact they may have on influencing the coaching/mentoring relationship, or the critical review and/or assessment is inappropriate or deficient

Own ethical and moral values, beliefs, attitudes and personal integrity are merely described or explained with no critical review based upon a combination of evidence and theoretical models, constructs, practices or research to make an assessment of the impact they may have on influencing the coaching/mentoring relationship

A limited but sufficient and correct critical review of own ethical and moral values, beliefs, attitudes and personal integrity is based upon a combination of evidence and theoretical models, constructs, practices or research to make an assessment of the impact they may have on influencing the coaching/mentoring relationship, although the evidence base and/or use of theory or relevant criteria is limited but sufficient

A comprehensive and correct critical review of own ethical and moral values, beliefs, attitudes and personal integrity is based upon a combination of a wide evidence base and contemporary theoretical models, constructs, practices or research to make a detailed assessment of the impact they may have on influencing the coaching/mentoring relationship using relevant and robust criteria


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AC 1.3Critically review your own competence to support the growth of capability, development and improved performance in others

Referral [ca.4/16] Pass [8/16] Good Pass [ca. 12/16] Own competence to support

the growth of capability, development and improved performance in others is not critically reviewed, or the critical review is inappropriate or deficient, or own competence is merely described or explained with no critical review based upon a combination of evidence and theoretical models, constructs, practices or research to make a judgement leading to recommendations

A limited but sufficient and correct critical review of own competence to support the growth of capability, development and improved performance in others is based upon a combination of evidence and theoretical models, constructs, practices or research to make a judgement leading to recommendations, although the evidence base and/or use of theory is limited but sufficient

A comprehensive and correct critical review of own competence to support the growth of capability, development and improved performance in others is based upon a combination of a wide evidence base and contemporary theoretical models, constructs, practices or research to make a detailed judgement



Learning Outcome / Section 2: Understand how the client’s personal characteristics and organisational context affects coaching or mentoring relationship




AC 2.1Critically analyse how client’s role, position, organisational context, and cultural attributes affects the coaching or mentoring relationship in practice

Referral [ca.3/12] Pass [6/12] Good Pass [ca. 9/12] There is no critical analysis

of how client’s role, position, organisational context, and cultural attributes affects the coaching or mentoring relationship in practice, or the critical analysis is inappropriate or deficient, or role or position or organisational context or cultural attributes is critically analysed but not all four

How client’s role, position, organisational context, and cultural attributes affect the coaching or mentoring relationship in practice is merely described or

A limited but sufficient critical analysis using a combination of theory, practice or experience to reach an informed judgement on the significance or impact of how client’s role, position, organisational context, and cultural attributes each affect the coaching or mentoring relationship in practice, although the evidence base for the critical analysis is limited but sufficient and/or the causal relationships are imprecise

An appropriate and detailed critical analysis using a combination of theory, practice or experience and a wide evidence base to reach an informed and rigorous judgement with clearly-defined causal relationships on the significance or impact of how client’s role, position, organisational context, and cultural attributes each affect the coaching or mentoring relationship in practice

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explained with no critical analysis using a combination of theory, practice or experience to reach an informed judgement on the significance or impact of each


AC 2.2Critically analyse how clients’ personalities, characters, value systems, knowledge, skills and experience affect the coaching or mentoring relationship

Referral [ca.3/12] Pass [6/12] Good Pass [ca. 9/12] There is no critical analysis

of how clients’ personalities, characters, value systems, knowledge, skills and experience affect the coaching or mentoring relationship, or the critical analysis is inappropriate or deficient, or personalities or characters or value systems or knowledge or skills or experience is critically analysed but not all six

How clients’ personalities, characters, value systems, knowledge, skills and experience affect the coaching or mentoring relationship is merely described or explained with no critical analysis using a combination of theory, practice or experience to reach an informed judgement on the significance or impact of each

A limited but sufficient critical analysis using a combination of theory, practice or experience to reach an informed judgement on the significance or impact of how clients’ personalities, characters, value systems, knowledge, skills and experience each affect the coaching or mentoring relationship, although the evidence base for the critical analysis is limited but sufficient and/or the causal relationships are imprecise

An appropriate and detailed critical analysis using a combination of theory, practice or experience and a wide evidence base to reach an informed judgement with clearly-defined causal relationships on the significance or impact of how clients’ personalities, characters, value systems, knowledge, skills and experience each affect the coaching or mentoring relationship


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Learning Outcome / Section 3: Be able to use reflective learning to position yourself as an effective coach or mentor




AC 3.1Develop a personal profile which illustrates your coaching or mentoring approach, practice and the context within which you are operating and include your contract/code of practice and any other supporting paperwork

Referral [ca.7/28] Pass [14/28] Good Pass [ca. 21/28] A personal profile has not

been developed, or the personal profile is incorrect, inappropriate or deficient, or the personal profile does not sufficiently illustrate your coaching or mentoring approach, practice and the context within which you are operating

The personal profile does not include your contract/code of practice and any other supporting paperwork, or the personal profile is not evidenced, or is insufficiently evidenced, by key documentation used to support your coaching or mentoring approach

A limited but sufficient and correct personal profile is developed which includes your contract and code of practice, although the evidence provided by the supporting paperwork and other key documentation to illustrate your coaching or mentoring approach, practice and the context within which you are operating is limited and/or the connections between the evidence and the coaching or mentoring approach are imprecise

A detailed and correct personal profile is developed which includes your contract and code of practice together with comprehensive evidence provided by supporting paperwork and other key documentation that clearly and precisely illustrates your coaching or mentoring approach, practice and the context within which you are operating



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