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ILM Level 5 Certificate in Coaching and Mentoring

Candidate Induction Pack

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ILM Level 5 Candidate Induction Pack © Worth Consulting Ltd Page - 2 -

Level 5 Certificate in Coaching and Mentoring The ILM Level 5 Certificate in Coaching and Mentoring programme aims to provide practicing managers with the knowledge, skills and confidence to perform effectively as coaches and mentors as part of their normal work role. This programme is ideal for managers or HR specialists who are in a position (and have the commitment) to develop a coaching culture throughout their organisation. To achieve the Level 5 qualification you are required to undertake 12 hours of planned coaching at management level. Our programme includes 5 x ½ hour practice sessions and we suggest you ‘buddy up’ with another participant to continue an ongoing coaching relationship that will contribute to the 12 required coaching hours. The Level 5 Certificate in Coaching and Mentoring is made up of three units that enable participants to understand, develop and demonstrate knowledge and skills in workplace coaching and mentoring: • In the first unit participants explore the characteristics of effective coaches and

mentors and put together a business case for using coaching and mentoring within their own organisation.

• In the second unit participants review their own ability as a management coach

or mentor, exploring their ethical and moral views as well as communication skills.

• In the final unit participants are expected to plan and deliver a short coaching or

mentoring programme in line with their organisational, divisional or team goals. Programme Outline: Our flexible, blended learning approach allows participants to study at a pace that suits them and fits around their commitments. The programme comprises of: • 5 days of experiential learning. • 5 x co-supervised coaching sessions. • Detailed training manual. • Unlimited, lifelong access to the Worthlearning Academy. The Academy contains a

complete coaching and mentoring training programme in video eLearning format. The Academy is also a collaborative learning forum designed to support ongoing learning outside of the classroom.

• Unlimited access to on-line assignment help videos to assist participants to successfully complete their assignments.

• Access to on-going webinars to embed the learning. • On-line assessment, support and feedback.


Programme Overview Day One: • ILM Induction and overview of programme • Introduction to coaching and mentoring. • Coaching models, definitions, theory and application. • Ensuring good practice in coaching and mentoring • Role and characteristics of the coach/mentor. • Coaching/mentoring models and techniques. • Formal versus informal coaching. • Coaching/mentoring approaches, tools and techniques to maximise development and performance. • Co-supervised coaching sessions: Coaching, being coached and providing feedback. Day Two: • Review of learning. • Applying the key communication, interpersonal and influencing skills to maximise the coaching/mentoring sessions and relationship. • Building rapport and effective coaching relationships. • Planning a coaching/mentoring programme and contracting with the client. • Organising, planning and recording the coaching/mentoring session. • Establishing the review process and closing the contract. • Review of assignment requirements and putting together a development plan. • Co-supervised coaching sessions: Coaching, being coached and providing feedback. Day Three: • Review of learning and interim coaching practice. • Sharing of best practice stories, successes and barriers faced. • Using a coaching style of management, increasing ownership and accountability. • Using coaching to enhance performance and raise awareness. • Using coaching/mentoring to develop potential and performance. • Using coaching to help move people through change. • Creating a coaching culture – benefits, costs, and strategy. • Benefits of coaching and mentoring for individuals, managers and the organisation. • Potential individual, operation and organisational barriers and strategies to minimise or overcome them. • Heron’s Interventions. • Matching your style to the needs of the client. • Co-supervised coaching sessions: Coaching, being coached and providing feedback.


Day Four: • Review of learning and coaching practice. • The role of transactional analysis in coaching. • Becoming an effective, ethical and emotionally intelligent coach/mentor. • Coaching/mentoring ethics and good coaching practice. • Assessing own strengths and weaknesses as a management coach/mentor • Putting together the business case for coaching and mentoring. • Contracting with stakeholders. • Ensuring coaching/mentoring is effective and integrated. • Evaluating the impact and effectiveness of coaching and mentoring in the workplace. • Measuring return on investment • Co-supervised coaching sessions: Coaching, being coached and providing feedback. Day Five: • Review of learning, coaching feedback and interim coaching sessions. • Maximising the coaching and mentoring relationship. • Using assessment and diagnostic tools to maximise the coaching relationship. • Role of Supervision. • Networking and continuous professional development for future success. • Reflect on own performance to date and develop an action plan to improve own

coaching practice. • Co-supervised coaching sessions: Coaching, being coached and providing

feedback. • Review of assignment requirements and action planning to successfully achieve

the qualification.


Recommend Reading: • The Coaching Manual by Julie Starr. • The Manager as Coach: The New Way to Get Results by Jenny Rogers, Andrew

Gilbert and Karen Whittleworth. • The OSCAR Coaching Model: Simplifying Workplace Coaching by Andrew Gilbert and Karen Whittleworth. • Making Coaching Work by David Clutterbuck and David Megginson. • Transactional Analysis for Trainers by Julie Hay. • Coaching for Performance by Sir John Whitmore. • NLP at Work by Sue Knight. • Emotional Intelligence in Action. Training and Coaching Activities for Leaders and Managers by Marcia Hughes, L Bonita Patterson and James Bradford Terrell. • Effective Coaching: Lessons from the Coach’s Coach by Myles Downey. • Executive Coaching with Backbone and Heart by Mary Beth O’Neill. • Coaching at Work by Perry Zeus & Suzanne Skiffington. • Coaching, Mentoring and Organisational Consultancy by Peter Hawkins and Nick Smith. • Excellence in Coaching: The Industry Guide 2nd Edition. Edited by Jonathan Passmore. • Developing a Coaching Culture by Peter Hawkins.


Agenda - Day 1 9.00 to 10.00 Introductions/Welcome/ILM Induction 10.00 to 10.10 Break 10.10 to 11.30 Understanding the skills, principles and practice of effective management coaching and mentoring:

• Coaching and mentoring definitions and philosophies. • The purpose of workplace coaching and mentoring. • Role, responsibilities and characteristics of the workplace

coach/mentor. • Why coaching/mentoring works.

11.30 to 11.40 Break 11.40 to 12.40 Coaching Models and Techniques

• The GROW model. • The OSCAR Coaching Model. • Effective Coaching Questions. • Coaching demonstration and debrief.

12.40 to 1.30 Lunch 1.30 to 3.00 Co-supervised Coaching Practice and Debrief

• Coaching, being coached, observing and giving feedback. • Peer feedback and self-reflection

3.00 to 3.10 Break 3.10 to 4.45 Using coaching to maximise professional development and enhance performance.

• The coaching spectrum. • Formal coaching versus informal coaching. • When coaching isn’t the answer. • Using the Performance Wheel to clarify and agree

development goals and outcomes. • Monitoring progress towards the agreed goals.

4.45 to 5.00 Review of Day One and Close


Day 2 9.00 to 9.15 Review of Day One 9.15 to 10.45 Building Effective Coaching Relationships

• Principles, beliefs & qualities of an effective coach • Asking effective questions • Becoming a better listener • Giving and receiving feedback • It’s not what you say – it’s how you say it. • Building rapport. • Why coaches/mentors need effective communication skills.

10.45 to 11.00 Break 11.00 to 12.30 Contracting with the Client and the Organisation

• Developing a coaching plan. • Contracting with the coachee. • Contracting with stakeholders. • Monitoring, assessing and recording progress. • Managing the relationship (including values and power). • Remaining ethical and non-judgemental.

12.30 to 1.15 Lunch 1.15 to 3.00 Co-supervised Coaching Practice and Debrief

• Coaching, being coached, observing and giving feedback. 3.00 to 3.15 Break 3.15 to 4.45 Understanding the ILM Assessment Process

• Review of assignment requirements. • Assignment task/Group work. • Action planning.

4.45 to 5.00 Workshop Review and Close


Day 3 9.00 to 9.30 Expectations/Review of learning & coaching

• Group discussion 9.30 to 10.45 Using a coaching style of management

• Difference between coaching an aware and unaware coachee.

• Understand how coaching fits with other management and leadership styles.

• Using coaching to raise awareness and help others perform to their full potential.

• Using coaching to challenge under-performance and inappropriate behaviours.

10.45 to 11.00 Break 11.00 to 12.30 Developing a Coaching and Continuous Improvement Culture

• Use coaching to help people move through change. • Use coaching to enable continuous improvement. • Stages involved in developing a coaching culture. • Benefits of using formal and informal coaching for

individuals, the team and the organisation. • Potential personal, operational and organisational barriers to

using coaching and strategies to overcome them. 12.30 to 1.15 Lunch 1.15 to 3.00 Coaching Practice and Debrief

• Coaching, being coached and observing. • Peer feedback and self-reflection.

3.00 to 3.15 Break 3.00 to 4.30 Maximising the Coaching/Mentoring Relationship

• Matching your coaching/mentoring to the needs of the client. • Herons interventions. • Personal SWOT analysis and personal development plan.

4.30 to 5.00 Review and Close • Assignment requirements. • Where to from here? Next steps.


Day 4 9.00 to 9.30 Expectations/Review of learning and interim coaching sessions.

• Group discussion. • Review of assignment work.

9.30 to 10.45 Using Transactional Analysis to Enhance the Coaching Process

• The role of transactional analysis. • Understanding life positions. • Case study.

10.45 to 11.00 Break 11.00 to 12.30 Becoming an effective, ethical and emotionally intelligent coach

• Emotional intelligence – an overview. • Using coaching to enhance emotional intelligence. • Ensuring your coaching remains authentic and ethical. • Review of strengths and development areas.

12.30 to 1.15 Lunch 1.15 to 3.00 Co-supervised Coaching Practical

• Coaching, being coached, observing and giving feedback. • Peer feedback and self reflection

3.00 to 3.15 Break 3.15 to 4.45 Putting Together the Case for Coaching/Mentoring

• Benefits for the individual and the organisation. • Potential barriers and how to overcome them. • Managing the coaching relationship. • Clarifying boundaries and expectations with all stakeholders. • Ensuring the coaching is effective and integrated. • Evaluating the effectiveness and benefits of the

coaching/mentoring programme. 4.45 to 5.00 Review and Close

• Assignment requirements. • Preparation for next workshop. • Where to from here?


Day 5 9.00 to 9.30 Expectations/Review of learning and interim coaching sessions.

• Group discussion. • Review of assignment work.

9.30 to 10.45 Using Tools and Diagnostics to Support Effective Coaching and Enhance own Coaching Performance

• Using learning styles effectively with your clients. • Using the performance wheel and 360 degree feedback. • Using diagnostic tools to help increase your own and the

client’s awareness and insights. 10.45 to 11.00 Break 11.00 to 12.30 Maximising the Coaching/Mentoring Relationship cont’d

• Using diagnostic tools to help increase your own and the client’s awareness and insights.

• Case study/practical sessions. 12.30 to 1.15 Lunch 1.15 to 3.00 Co-supervised Coaching Practical

• Coaching, being coached, observing and giving feedback. • Peer feedback and self-reflection.

3.00 to 3.15 Break 3.15 to 4.30 The role of Supervision and Networking

• Review SWOT analysis and personal development plan. • The role of on-going supervision. • Different types of supervision. • Networking and CPD. • Development plans for future development. • Review of assignment requirements and action planning for

assignment success. 4.30 to 5.00 Workshop/Programme Review and Close


Notes:


Coaching and Mentoring Skills for Managers Online Resources Part 1: Fundamentals of coaching Part 2: Using coaching to maximise performance Part 3: Embedding coaching in the organisation

Coaching and Mentoring Skills for Managers:

Part 1: Fundamentals of coaching

Introduction to Part 1: Fundamentals of coaching. 1. Definitions of coaching and mentoring. 2. Management coaching. 3. Psychology of coaching. 4. Breaking negative belief cycles. 5. Increasing awareness and responsibility. 6. Core skills of coaching. 7. The OSCAR Coaching Model. 8. OSCAR demonstration. 9. Everyday coaching for busy managers. Summary of Part 1: Fundamentals of coaching.


Coaching and Mentoring Skills for Managers:

Part 2: Using coaching to maximise performance

Introduction to Part 2: Using coaching to maximise performance. 1. Motivating people to perform. 2. Coaching for performance. 3. Using the performance wheel. 4. Coaching versus other styles of management. 5. Effective questions to maximise performance. 6. Listening and Feedback. 7. Building relationships and rapport. 8. Raising awareness of under-performance. 9. Raising awareness demonstration (using OSCAR). 10. Using the performance wheel to address under-performance. Summary of Part 2: Using coaching to maximise performance.


Coaching and Mentoring Skills for Managers: Part 3: Embedding coaching in the organisation

Introduction to Part 3: Embedding coaching in the organisation. 1. Running effective meetings. 2. Coaching and mentoring for continuous improvement. 3. Coaching and mentoring people through change. 4. Coaching and mentoring to reduce stress and promote well-being. 5. Coaching and mentoring to enhance emotional intelligence. 6. The role of Transactional Analysis in coaching and mentoring. 7. Using Transactional Analysis in coaching and mentoring. 8. Developing a coaching and mentoring culture - the benefits, the

challenges and measuring return on investment. 9. The steps needed to develop a coaching and mentoring culture. 10. Coaching contracts and stakeholder engagement. 11. Different types of coaching interventions. 12. The role of diagnostics. 13. Coaching competencies, ethics, supervision and CPD. Summary of Part 3: Embedding coaching in the organisation.


Introduction to ILM

Institute of Leadership & Management

The Institute of Leadership and Management (ILM) is dedicated to advancing the capability of managers and leaders worldwide through the provision of expert qualifications and tailored learning resources (www.i-l-m.com), and by developing and supporting a global leadership and management community. As the UK’s largest awarding body for leadership and management qualifications, ILM recognises and celebrates individual learning and organisational commitment to training. Expert Qualifications Provider: ILM is the UK market leader in the development, assessment and administration of leadership and management qualifications. From its founding in 1956 as the Institute of Supervisory Management to today, well over half a million managers have enhanced their careers through an ILM qualification. ILM is a not-for-profit organisation with the flexibility and capacity to continually innovate its qualifications and membership services to meet changing demands in the workplace. Trusted partner: ILM works in partnership with over 2,000 employers, colleges, universities and training providers, operating in 34 countries, to deliver qualifications to a global audience. As part of the City & Guilds Group (which registers 1.8 million learners annually), ILM has earned a global reputation for excellence, and is trusted by individuals and organisations to take their learning and development to a new level. Professional Institute: ILM is a professional body with a rapidly growing membership of 20,000 successful and ambitious management professionals. With ILM membership, leaders and managers receive specialist support, training, news and advice tailored to meet their individual needs.


Summary of ILM qualification benefits

For employers: • Provides external recognition of quality and commitment to developing

employees. • Brings independent and internationally recognised forms of best practice to

learning and development teams. • Maximises the transfer of learning into the workplace through the emphasis on

work-based assessment. • Meets business needs through maximum flexibility. For learners: • Provides international recognition for learning. • Can be a source of increased motivation. • Offers a trusted route to gaining further qualifications. • Provides transferable recognition for training undertaken. • All registered candidates automatically become full members of the ILM for 6

months and can enjoy the entire range of member benefits accessible through the ILM website. At the end of the 6 months you have the option to continue with your membership or allow your membership to lapse.

Successful completion of a Level 3 (or above) qualification provides eligibility for Associate Membership (AMInstLM) of the Institute of Leadership & Management. Resources: • Leadership library – ILM’s extensive library to browse and order on-line. • e-journals and e-books – unlimited access 24/7 • Website – exclusive access to the members-only area of the ILM website.


Code of Practice

How We Work Together This code of practice does not seek to replace existing codes of practice or policies in respect of training, equal opportunities or anti oppressive practice. The trainers undertake to: • Facilitate learning. • Develop an environment of trust and confidence by providing a range of learning

opportunities and methods. • Promote equal opportunity and the development of anti discriminatory practice. • Ensure behaviour within the event enables a safe and positive learning

environment to be maintained for the benefit of all. • Be flexible and responsive within the aims and objectives of the course while

keeping to times for starting and finishing. We expect participants to: • Participate and apply the material to their own setting and situation. • Recognise we all have different learning styles and abilities and enable all to learn

to the best of their abilities. • Treat all with respect and maintain a professional standard of behaviour. • Give feedback in a constructive and positive manner. • Keep to times set. • Inform the training unit of any circumstances or special needs that may prevent

full access to the training. We all have responsibility to: • Contribute towards a safe learning environment. • Challenge abusive or offensive language or behaviour. • Understand how our own behaviour affects others. • Enable all to benefit to the best of their potential.

Complaints and Appeals Procedure

Candidate and assessor should always attempt to talk through problems regarding assessment themselves. Sometimes the involvement of the client mentor, or line manager, may help. If the difficulty cannot be resolved at this stage, the internal verifier who would normally be responsible for the portfolio should be contacted. This may be verbally or in writing. The difficulty may be resolved here or taken to the centre/assessor standardisation meeting. Should the difficulty still not be resolved the external verifier for ILM should be contacted. The next stage of the process, appeals panel, should only be activated when previous steps have been exhausted. All involved are asked to ensure that issues are resolved as close to the source as possible.


Using the Worth Academy Each candidate will be registered with the Worth Academy and receive a notification email with login details. The password will be randomly generated – you can change this as you wish. This is a high security site and no one will ever be able to see your password (including us). All Assignment Templates are downloadable from the Academy. All Assignment Support Videos are accessible via the Academy. All draft and completed Assignments are to be uploaded via the Academy for Assessment. Access to the Academy is via the URL: academy.worthlearning.co.uk/login. We encourage you to contribute to the group discussions and wider community on a regular basis. Your tutor/assessor will monitor the Academy and respond to your questions. If you have any questions, please email: [email protected] - or go to: academy.worthlearning.co.uk/discussions to ask a question.

Assessment notes for candidates

• Structure your work by using the attached templates. • You are required to pass each assessment criteria to achieve your qualification. • Study the assessment criteria shown for each unit carefully and check to see that

your work “measures up” before you submit. • Whilst you will not be penalised for weak spelling and grammar, you should

remember that this might affect the meaning of your document. It is therefore expected that appropriate attention be given to such matters

• All material will be kept confidential and secure as far as is reasonably possible. • Ask your tutor if you are not sure about the submission dates. • Ensure that you do your own work and do not plagiarise (copy) work from others

and make sure all materials are correctly referenced using the Harvard Referencing system (see templates for details). If you are not sure what is meant by plagiarism speak to your tutor who will clarify, or may provide you with some notes produced by ILM in the Centre Manual.


Academy Tutorial

Logging in to the Academy


1. To log into the Academy use the ‘Login’ link in the top right of the page. Alternatively you can go to: https://academy.worthlearning.co.uk/login

2. If you have forgotten your password, click the ‘Lost your password?’ link where you are able to submit your username or email address. From here the system will send you an email allowing you to create a new password so you can gain access again.

3. Any other problems with gaining access to the Academy, please email [email protected].

Taking a course

1. You have to be logged into the Academy and enrolled onto a course to be able to take an online course. The courses that you are enrolled on can be found on your profile, under ‘My Courses’. This is also where you are redirected to when you log into the Academy as a student.


2. To begin the course, click ‘Start a course’ - or to continue a course you have already started click ‘Continue course’.

3. This will take you either to where you left off in the course, or to the ‘Start

course’ screen.

Finding your Induction Pack

1. To locate the ‘Induction Pack’ for your course you need to be logged into the Academy.

2. Once logged in, navigate over to your course and your induction pack will be the first unit in the course.

3. If you want to go back to your induction pack once you are mid-way through

the course you can always navigate back to it by using the course navigation menu on the right hand side of the page.


How to ask and answer a question

1. You can ask questions in two places, from inside taking the course itself or

from within the course homepage. 2. To ask a question from the course homepage, click on ‘Questions’ in the

navigation bar on the left hand side.

3. From here you can search previously asked questions and vote on their

usefulness. To ask your own question click ‘Ask a question’.

4. To ask a question from within side a course, head towards the bottom of a

unit (underneath the videos and workbooks). Then click on ‘Ask a question’, which will open up a form that allows you to ask your question.


5. To answer a question, click on the title of the question you are interested in within the question list. This will open up the question page where you are able to see other people's answers and submit your own.

6. To submit your question fill in the ‘Answer this question’ field and click the

‘Add Answer’ button.


How to find your assignment templates

1. To download your assignment templates you must be logged into the Academy.

2. Once logged in, go into your course and navigate to the ‘Assignment Templates’ section in the course navigation menu on the right.

3. From there you can download all the assignment templates for your course by

clicking the ‘download’ button.

How to upload your assignment

1. To upload your assignment you must be logged into the Academy.

2. Then navigate over to your course, and towards the very bottom of the course

navigation menu you will find ‘Upload your completed assignment’.


3. This will bring up the assignment upload form where you can attach your

assignment. Once all fields have been filled in, hit the submit button and your form will be sent to one of our assessors.


{Assignment Template}

Name: Date:


Assignment 8580-500:

Understanding the skills, principles and practice of effective management coaching and mentoring

{Note: You can delete everything between these brackets {…} they are there for a guide to completion of the assignment.} {Word Count 4,500 words} {Your assignment is split into Assessment Criteria. The Pass Mark is a minimum of 50% for each Assessment Criteria} To maximise your marks, please ensure you use ‘references’ whenever appropriate to show the source of any theory or models you have used. Please use Harvard Referencing. For example, if referencing the OSCAR Model: The OSCAR Model (Gilbert and Whittleworth, 2009). You should list all your references at the end of the assignment where indicated. We would encourage you to extensively use search engines to explore the wealth of research available online to extend your learning and add richness to your assignment work. Tip: A well-constructed appendix really helps in the assessment of your work, and minimises duplication in your answers. NOTE: This assignment should be submitted as a single Word document using this Assignment Template. Any document you upload replaces any previous uploaded document. Please ensure you present your work in a way that the assessor can easily identify and mark your work.


1. Understand the purpose of coaching and mentoring within an organisational context 1.1. Define what coaching and mentoring is within the context of an organisation and explain the similarities and differences between coaching and mentoring. {8 Marks} 1.2. Identify potential individual, operational and organisational barriers to using coaching or mentoring and develop appropriate strategies for minimising or overcoming these. {8 Marks} 1.3. Present the case for using coaching or mentoring to benefit individuals and organisation performance. {8 Marks}


2. Understand the skills, behaviours, attitudes, beliefs and values of an effective coach or mentor 2.1. Critically explore the knowledge, skills, and behaviour of an effective coach or mentor. {8 Marks} 2.2. Analyse why coaches or mentors require effective communication skills. {8 Marks} 2.3. Review the responsibilities of the coach or mentor to manage relationships (including values and power) and remain ethical and non-judgemental. {8 Marks}


3. Understand the role of contracting and the process to effectively coach or mentor 3.1. Review a model or process that should be followed when formally coaching or mentoring. {8 Marks} 3.2. Analyse the rationale for and the characteristics of effective contracting within coaching or mentoring. {8 Marks} 3.3. Explain the necessity of exploring the expectations and boundaries of a coaching or mentoring programme with all stakeholders. {8 Marks} 3.4. Justify the rationale for supervision of coaches and mentors in practice. {8 Marks}


4. Understand the principles of effective coaching or mentoring in practice and how to evaluate benefits 4.1. Critically review the elements required for effective and integrated coaching or mentoring. {8 Marks} 4.2. Analyse how the benefits of coaching or mentoring should be evaluated. {12 Marks}


References {List all the references you have used in your assignment using Harvard Referencing. For example: Covey. Stephen R. (1989) The 7 Habits of Highly Effective People. Simon & Schuster UK Ltd.}



Name: Date:


Assignment 8580-501: Undertaking management coaching or mentoring in the

workplace



1. Be able to plan and prepare for management coaching or mentoring programme based on identified developmental needs and goals 1.1. Explain the rationale for coaching or mentoring for one or more clients and formally agree a contract with one or more clients. {Here you need to explain why coaching or mentoring is the right option for your client. Complete a Coaching Contract for each of your clients and attach as an appendix} {8 Marks} 1.2. Identify individual developmental needs and agree goals, in line with organisational, divisional and/or team goals. {Here you need to list your clients developmental needs and align them to organisational or team goals. Attach a completed Coaching Preparation document for each client as an appendix} {8 Marks} 1.3. Plan and prepare a short coaching or mentoring programme with one or more clients to complete a minimum of twelve hours of formal coaching activity. {Here you attach the Coaching Plan completed and agreed with each of your clients as an appendix} {4 Marks}


2. Be able to undertake and record at least twelve hours of formal coaching or mentoring activity with one or more clients 2.1. Complete a minimum of twelve hours of coaching or mentoring activity with one or more clients. {Here you attach the Coaching Notes that you have typed up on completion of each coaching session and a Summary of Coaching Hours undertaken as an appendix} {16 Marks} 2.2. Critically review your use of a range of diagnostic coaching and mentoring tools and techniques. {Here you need to provide a critical review of the tools and diagnostics used with your coachees i.e. what tools worked well, what tools didn’t work so well and your conclusions as to the reasons why} {12 Marks} 2.3. Assess your ability to build relationships and use effective communication techniques of questioning, listening and giving feedback. {Here you discuss the techniques you have learned e.g. Transactional Analysis, NLP, Emotional Intelligence and Herons Interventions and assess how effectively you have used them} {12 Marks} 2.4. Maintain appropriate overview records of goals, discussion and outcomes including progress towards goals. {Here you reference the appendices you have created (Preparation Document, Coaching Plan, Coaching Notes, Summary of Coaching Hours) and provide a summary of the progress each client has made towards their goals} {12 marks}


3. Be able to reflect and review own management coaching or mentoring practice 3.1. Collect feedback on own coaching or mentoring practice on the effectiveness of coaching or mentoring interventions in enabling the achievement of agreed goals and show evidence of this within the coaching / mentoring diary. {Ask each client to complete a Coachee/Mentee Evaluation form on the completion of the coaching programme. You will also collect Tutor/Colleague Feedback on the training programme – attach these as appendices} {8 Marks} 3.2. Review coaching or mentoring activity and holistically explore this for patterns and personal learning and areas for improvement. {Here you summarise the coaching and mentoring activity undertaken. Identify and explore your personal patterns and learning and discuss areas for improvement} {12 marks} 3.3. Reflect on own coaching or mentoring practice. {After each coaching session complete a Coach Reflections form - attach these as appendices. Also reference the Tutor/Colleague Feedback that you have included in the appendices} {8 marks}


Templates for Undertaking and Recording 12 hours of formal coaching and mentoring

To enable you to undertake and record 12 hours of formal coaching, we advise you to use the following templates and follow the process you have practiced in the co-supervised coaching sessions: The formal coaching process is: 1. Agree a Coaching Contract. 2. Coachee completes a Coaching Preparation document. 3. Agree a Coaching Plan with each coachee (minimum of 3 coachees). 4. Undertake the coaching sessions using Coaching Notes. 5. Update the Summary of Coaching Hours (12 hours minimum). 6. Complete Coach Reflections forms after each coaching session. 7. Complete a Coachee/Mentee Evaluation form at the end of the coaching programme. 8. Complete a Tutor/Colleague Feedback form after co-supervised sessions.


Example Coaching Contract

It is both coach and coachees responsibility to work through this contract together in the introductory session, to ensure mutual understanding of the basis of the

coaching relationship, roles and responsibilities. What you can expect from the coaching process: In a coaching relationship, the coachee’s agenda is at the centre of the relationship and will be worked on jointly by both coach and coachee. As coach I do not have the answers to your issues, but I am committed to working with you to explore them and help you identify how to move forward. I will at all times do my best to help you achieve all you want for yourself but there are no guaranteed results; you get out what you put in. At all times, I will treat you with respect and treat all you tell me in confidence. There may be occasions when something you share with me needs to be shared more widely, but we will discuss this first so that you are comfortable, and wherever possible, you will take the lead in sharing the information with others. I may be asked to feed back generic information regarding issues such as learning needs, how public services are faring generally or other points that can help inform further programmes; I will not however feed any such information back if I cannot completely guarantee confidentiality. As a workplace coach, I may work with a variety of people who may, or may not be known to you. I will let you know if there is likely to be a conflict of interest. Where we work together with this knowledge of others, the focus of our work will be on your situation and your responsibilities. I will not therefore refer to situations or any knowledge I have about these individuals, gained from my interactions with them. Your commitment to the coaching process: I agree that the prime purpose of this coaching contract is to support, maintain and enhance my personal development and performance over an agreed period of time. As the coachee, I will ensure that, to the best of my ability, I have met the agreed objectives and action plan set out at the end of each session. I understand that taking part in this coaching contract places responsibilities on me. I agree to prepare for each session, to be punctual and to actively participate. I agree to carry out any follow-up actions that I choose to commit to within the coaching sessions as per agreed timescales. I understand that all that is discussed between us will be treated in absolute confidence, unless we agree that information can be shared with another party. I agree to complete all evaluation forms during and following the final session.


I will ensure that the session is not interrupted, in order to give full attention to the interaction. How the process will work: We have both agreed the parameters of this relationship and discussed their practical implications for us. We have agreed to meet every …. weeks for ….. sessions. We have agreed that 1 to 2 hours is a suitable length of time for our sessions. We will time these sessions to coincide with specific stages of work or situation, so that constructive feedback can be provided and objectives reviewed. It is the joint responsibility of both the coach and the coachee to agree the scheduling of these sessions. Our first coaching session will be on: Date: ………………………………Time: ……………………………………….. Venue: ……………………………………………………………………………….. If for any reason a session is cancelled, we will meet again at the next mutually convenient date. The person who has cancelled the session has the responsibility to re-arrange the session. (Each coach will have their own cancellation policy, considering how many sessions can be cancelled before they review the situation with their coachee and consider ending the relationship). Any changes in circumstance will necessitate the discussion and agreement of a new coaching contract. Either party can request a termination of the agreement if there is a breakdown in the coaching relationship, inadequate commitment to the process or lack of progress being made. I have read, and agree, this coaching contract. Signed: Coachee: ………………………………………… Date: ……………. Coach: …………………………………………… Date: …………………

Note this relates to assessment criteria 8580-501 1.1


Example Coaching Preparation Documentation

(to be completed by your selected coachee)

Name of Coachee: Date:

To be completed by the Coachee prior to the Coaching Programme and brought to the session for discussion. Identify Individual Developmental Needs: What do you want to achieve as a result of the coaching sessions? (Please spend some time prior to the session(s) thinking about your goals and/or issues you wish to be coached on. These can be general i.e. improved confidence, become more assertive, build better relationship with XYZ colleague, manager etc, or more specific and related to a specific issue impacting on your life and/or work performance). How will achieving these goals help your team and organisation? (How are your personal development needs aligned with your team and organisational and goals?)



Example Coaching Plan

Name of Coachee: Goals and/or Developmental Needs identified: Number of Sessions Required: Dates of Sessions: Duration of Sessions: Diagnostics and techniques to be considered:



Coaching Notes To be used by the coach during the coaching session

Coachee name: Date: Outcome: (What do you want to achieve) Situation: (What is the current situation?) Choices and Consequences: (What options can you choose from? What are the likely consequences of each choice? What are the best options to choose?) Actions: (Based on your choices, what actions are you going to take, when, and on a scale of 1 to 10 how committed are you to taking them?) Review: (What date will we review your progress and what steps are you going to take to review your progress?)



Summary of Coaching Hours (minimum 12 hours)

Coachee Session Date Hours

Total Hours



Coach Reflections To be completed after each coaching session by yourself

Name of Coachee: Date: Overview of models and diagnostics used: Effectiveness of coaching approach: (i.e. relationship with coachee, use of questioning, listening and feedback techniques) What I did well: What I could improve upon: End of session feedback from coachee:

Note this relates to assessment criteria 8580-501 3.3 and 8580-503 1.1


Coachee/Mentee Evaluation

Name of coachee: Date: How have the sessions moved you forward (please specify any actual outcomes achieved)? What have been your key insights as a result of the sessions? As feedback to your coach/mentor – What have been the most useful aspects of the sessions? As feedback to your coach/mentor - How could these sessions be improved?



Tutor/Colleague Feedback and Reflections

Feedback form to be completed by the tutor and/or observer of the

co-supervised coaching sessions during the training programme

Name of observer: Date: Name of person being observed: Overview of models and diagnostics used: What did well: What could improve upon: Additional comments:



Personal Development Plan

Identify your personal development needs and put together a plan for your future development for a minimum of the next twelve months:

Personal development goals Actions to ensure that I achieve my development goals

When By




Name: Date:


Assignment 8580-503:

Reviewing own ability as a management coach or mentor



1. Be able to assess your own skills, behaviours and knowledge as a coach or mentor 1.1. Conduct an evidenced assessment analysis of your own ability as a coach and/or mentor relating to knowledge, skills and behaviours. {Referencing the Coach Reflections forms in the appendices assess and analyse own ability as a coach and/or mentor} {16 Marks} 1.2. Using this analysis critically review your strengths and weaknesses in relation to your skills, behaviours and knowledge as a coach or mentor. {Here you list and critically review your strengths and weaknesses in the areas of Skills, Knowledge and Behaviours} {16 marks}


2. Be able to critically review and reflect on the effectiveness of your own practice as a coach or mentor 2.1. Critically review the coaching activity undertaken looking at the process, patterns and outcomes. {Here you critically review the models you have used and the processes you have followed and the outcomes achieved. Summarise the conclusions you have reached as to the effectiveness of the coaching and mentoring undertaken} {12 Marks} 2.2. Critically evaluate your own skills as a coach or mentor focusing particularly on your self-awareness, approach, communication skills, and relationship management. {Here you list and critically review your strengths and weaknesses in the areas of Awareness, Approach, Communication Skills and Relationship Management and make recommendations for improvement} {12 marks} 2.3. Discuss how you ensure your coaching or mentoring is ethical and non judgemental. {Here you summarise your ethical approach to coaching and mentoring and discuss how you retain a non-judgemental mindset} {8 Marks} 2.4. Provide evidence of reflecting on actual coaching or mentoring activity by using examples and evidence. {Here you reference your Coach Reflections in the appendices} {12 Marks}


3. Be able to demonstrate how you have developed and how you plan to develop in the future as a coach or mentor 3.1. Explain and reflect on the effectiveness of tutorial supervision. {Here you reference the Tutor/Colleague Feedback in the appendices. Discuss how effective the tutorial supervision was for you and how it could be improved} {8 Marks} 3.2. Provide evidence of how you have recorded and logged your own progress and development as a coach or mentor. {Here you reference the appendices you have created (Tutor/Colleague Feedback, Coachee/Mentee Evaluation and Coach Reflections) and provide a summary of your progress as a coach or mentor} {8 Marks} 3.3. Provide a linked and relevant plan for your future development for a minimum of the next twelve months. {Complete a Personal Development Plan - attach as an appendix} {8 Marks}


ILM Assignment Submission Guidelines LEVEL 5 COACHING & MENTORING

Timeline Action

After Day 2 (Module 1)

Download the Assignment templates Additional reading on coaching and mentoring Review the recorded assignment videos Contract with your coachees Conduct and write up at least one coaching session and your self reflection notes.


Submit a draft of 8580-500 for review by assessor by the start of the next module NOTE: Use file name format as follows: First Name Surname DRAFT 8580-500 E.g. Andrew Gilbert DRAFT 8580-500 Conduct and write/type up your coaching sessions and personal reflections.


Submit 8580-500 for assessment NOTE: Use file name format as follows: First Name Surname COMPLETE 8580-500 E.g. Andrew Gilbert COMPLETE 8580-500 Conduct a write/type up your coaching sessions and personal reflections.

One month after completion of the programme

Submit a draft of 8580-501 for review by assessor NOTE: Use file name format as follows: First Name Surname DRAFT 8580-501 E.g. Andrew Gilbert DRAFT 8580-501 Conduct and write/type up your coaching sessions and personal reflections to take you up to the 12 hours coaching needed for your final 501 submission.

Three months after completion of the programme

Submit 8580-501 for review by assessor NOTE: Use file name format as follows: First Name Surname COMPLETE 8580-501 E.g. Andrew Gilbert COMPLETE 8580-501

Four months after completion of the programme

Submit a draft of 8580-503 for review by assessor NOTE: Use file name format as follows: First Name Surname DRAFT 8580-503 E.g. Andrew Gilbert DRAFT 8580-503

Six months after completion of the programme

Submit 8580-503 for assessment NOTE: Use file name format as follows: First Name Surname COMPLETE 8580-503 E.g. Andrew Gilbert COMPLETE 8580-503

ILM Level 5 Certificate in Coaching and Mentoring › wp-content › uploads › 2015 › 09 › ILM-L... · 2016-03-02 · The ILM Level 5 Certificate in Coaching and Mentoring programme

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