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(Assignment Template) : ILM Level 5 Certificate in Coaching and Mentoring
(Assignment Template) : ILM Level 5 Certificate in Coaching and Mentoring
(Assignment Template) : ILM Level 5 Certificate in Coaching and Mentoring
Name:
Date:
Assignment 8580-500:
Understanding the skills, principles and practice of
effective management coaching and mentoring
{Note: You need to delete everything between these brackets
{} they are there to guide you through the completion of the
assignment only. The Assessor notes in red include up-to-date
guidance from the person marking your assignment take
notice!}
{Minimum Word Count - 4,500 words. Note: The word count provided
is intended as a guide to what is required to achieve a good pass.
Individuals have different writing styles, and there is no penalty if the word
count is exceeded. There is no penalty if the word count is not met as
long as the assessment criteria is adequately covered.}
{Pass Mark is a minimum of 50% for each section}
{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 which looks like the words in brackets in
the following sentence - The OSCAR Model (Gilbert and Whittleworth,
2009) is a good model to help solve everyday workplace problems. You
should also list all your references at the end of the assignment}
{NOTE:
This assignment should be submitted as a single Word document
using this Assignment Template. Any document you upload
replaces any previous uploaded document.}
Personal issues can be discussed more productively unlike in coaching where the
emphasis is on performance at work.
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lack of time
lack of management support
existing culture
resistance by team members
lack of awareness of team members
lack of confidence by yourself
lack of privacy, confidentiality, easy to slip back into old ways etc
your own style, e.g. activist versus reflector, visual versus kinesthetic etc
geography teams in different places
Give specific examples of barriers you face and how you will overcome them.
Refer to the theory and how it applies in your own workplace.}
Assessor comments remember you need to discuss individual/organisational and
operational barriers and clear strategies for overcoming these to pass this sectio n.
they become, the more willing they are to unlock and develop their own potential.
Coaching and mentoring as a strategy has a great deal of potential to impact significantly
on development of specific leadership skills, and areas of emotional intelligence.
Coaching also enables the building of healthy working relationships and supports the
delivery of objectives on a strategic and operational level.
Performance management process its ongoing, use tools to assist e.g. OSCAR.
A coaching culture promotes:
Open communication.
It builds trust and respect.
It improves working relationships by showing how everyone can bring something to
the party.
Link the discussion to your own organisation, and the benefits it will gain from a coaching
culture.}
Assessor notes you need to include the benefits for both individuals and the
organisation, and then discuss the connection between individual and organisational
performance.
According to Zeus and Skiffington (2008) the following are the Personal Qualities of a
successful coach:
A capacity of self awareness
A capacity to inspire others
A capacity to build relationships
A capacity to be flexible
A capacity to communicate
A capacity to be forward looking
A capacity to manage professional boundaries
I do agree that an effective coach builds strong relationships, through respect, honesty
and openness and always looks to push individuals out of their comfort zones. In order to
maximize an individuals potential in terms of performance, it has been my experience
that individuals need to take time to feel comfortable with the thought of breaking out of
a comfort zone. That is why it is important to develop trust and support with each
coachee over a period of time.
On the one hand I completely agree with the various qualities and skills that have been
detailed. All of which I will try to embed into my own coaching abilities, and those who
will be trained to use coaching in the workplace. On the other hand, I do not completely
agree with the term capacity. This is because it is not specific enough. It is not possible to
say whether one person has the capacity and one person does not. However, what it does
suggest is that if you have the capacity in these areas you can coach successfully - which
I believe to be true. However, this then suggests that only certain people have these
types of capacities and I dont think that is correct.
Julie Star (2008) coaches operate from the following principles and beliefs:
I feel that the above account represents the core principles and beliefs of a coach. They
relate to the approach presented so far in this assignment. However, I also believe that
although the above are meant to be principles and beliefs which help guide the coach to
achieve an effective outcome they are somewhat idealistic, which to a degree are what
principles are designed to be.
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Questioning
Actively listening and reflecting back levels 5 and 6 listening
Giving feedback (Johari's window, clean feedback). Talk about how using clean
feedback helps identify meaning
Talk about observing the body language, mirror and matching to really understand
what the other person is thinking (NLP/Knight). What does their behaviour tell you
about them.
Talk about Transactional analysis, (listening to the tone, observing the body language
enables you to determine whether the person is in the Parent, Adult or Child ego state
and how you move forward). Explain how these roles can get mixed up. Important for
the coach to remain the adult, but also recognise the patterns that lead the coachee
back to Adult. Give feedback of what their style is having on the relationship.
Analyse the role of transactional analysis and emotional intelligence self awareness,
empathy etc
(Goleman). Exploring EI makes us happier, to be able to motivate ourselves, manage
stress in our activities and resolve conflict. It gives us the skills to encourage, comfort,
discipline and confront different kinds of people appropriately in different situations. It
determines how effectively we express our emotions, and how well we listen to people
and how well we are heard.
Think about different communication/learning styles, talk about why it is important for
the coach/mentor to adapt their style to meet the needs of their client and how effective
communication skills helps them to do that. Use diagnostic tools to raise awareness.
Refer to the theory throughout and give specific examples how you use these skills in
your own coaching practice.}
Assessor notes: you need to discuss a range of effective communication skills (see above
for examples) and the reasons for these practices that explains why they are required by
coaches or mentors.
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expectations/boundaries etc.
e.g Values - The value systems adopted by every coach or mentor is what underpins what
is right and wrong. The code of ethics set out by the European Mentoring and Coaching
Council states that; the coach/mentor will acknowledge the dignity of all humanity. They
will conduct themselves in a way which respects diversity and promotes equal
opportunities. This is a core part of the code of ethics, which the coach must abide by.
The coach will also have a number of additional values that they personally value and
abide by and at times the coach may need to clarify and challenge the values held by the
coachee as these values may be part of the problem or at the root cause of the problem.
Of course the coach must first build a strong relationship with the coachee to be able to
deal with these possible issues and the impact that they may be having on their
performance or behaviour with other individuals.
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OSCAR
GROW
VROOMs theory of pleasure and pain to motivate others
Performance Wheel
Review the theory behind the model or process, explain the model and how it works and if
appropriate any shortcomings in using the model or process. Give specific examples of
how youve used the process or model in practice and how it has (or hasnt) helped your
coaching practice.}
Assessor notes remember to discuss the principal features when describing your chosen
model.
safe and confidential conditions for coaching and agree the boundaries/expectations. Talk
about the conditions needed in the organisation to maximise coaching effectiveness
(support, senior managers as role models, culture of organisation etc). Explain that the
buy-in and understanding of key stakeholders is vital. If different stakeholders have
conflicting expectations that will impact of the effectiveness of the coaching and
mentoring.
Explain the importance of three way contracts (see page 68 in the workplace)}
Assessor notes: talk also about the how you ensure that you agree expectations and
boundaries with stakeholder, and then expand to discuss why it is necessary to explore
expectations and boundaries with all stakeholders,, what is the impact of not doing this.
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important and either agree or disagree and give your reasons why).
Points to cover include:
Example: Zeus and Skiffington (2008) believe that the capacity to manage professional
boundaries is a key element of successful coaching. For me personally, the ability to
clarify and agree the boundaries and expectations with key stakeholders was vital to the
success of the coaching programme etc}
Assessor notes this section is a real hot spot, with a number of candidates
missing the criticality . You need to explore the elements required for effective
coaching (see examples above). You need to include theory, practice, or experience to
evaluate and make a judgement.
Here is an example to support the comments above - you need to critically review some
theories, and then discuss whether you agree with the findings or not. You can include
some personal examples to support your comments and increase the criticality:
Skills and behaviours:
Coaches operate from principles of success, according to Julie Star (2008) the effective
coach:
In my experience I would agree with the above. During my coaching sessions I have
focused on building a strong relationship with each coachee as it is important that they
feel relaxed and comfortable to open up and trust me with information that they disclose.
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I try to mirror body language and words used by each individual, to create a relaxed
environment.
I strongly agree that 2 key skills required of an effective coach are to listen and question
effectively.
Contracting with all Stakeholders
According to Peter Hill (2004) it is important that a three-way contract is used between
the coach, the coachee and their manager.
He states that many coaches only contract with the coachee, but effective coaches would
clarify the expectations of coachee and the manager. This ensures that all information is
shared with both, objectives and boundaries are clarified and how progress will be
monitored is discussed with both parties at the onset of coaching.
In my experience it does make the coaching programme much clearer from the onset if a
three-way contract is used. All parties are clear about the purpose of the coaching
support, and expectations and boundaries can be set, to avoid confusion later.
We need a description of how evaluation coaching can lead to a conclusion about its impact or
recommendations for improvement/change
{Talk about how youd evaluate the effectiveness of the coaching or mentoring. Talk
about ROI and what evaluation criteria youd use. Explain how you might use the
performance wheel to measure progress.
ROI what will you measure? Reduced absenteeism, stress, morale. How can you relate
this to the bottom line? Focus on the benefits. Think about the qualitative/quantitative
evidence you could obtain to help measure the value and impact of the coaching or
mentoring programme.
Business benefits what do you hope to achieve increase in morale, greater retention,
better output, and more skilled employees. What will success look like in this area?
Impact on the individuals increase in confidence, better decision making, increased
awareness, improved meetings.
Impact on the team increased achievement, improved morale, more effective team
working, better relationships, improved meetings.
Organisational benefits fewer grievances, reduced absenteeism, increased retention,
increased productivity.
Evaluation Techniques could include:
Cost Benefit ratio business result e.g. meetings used to be 3 hours, now 1 hour. Look
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at money saved by calculating the salaries in the room and the 2 hour saving.
Staff Surveys
Performance reviews
360 feedback
Again, talk about the theory and bring it to life with your own examples.
Performance Wheel page 45 to 50.
ROI and evaluation pages 67 to 71.}
Assessor notes: here talk about how theory/process/ models (see above) should be used
to evaluate the benefits of coaching, and provide a solution/conclusion/recommendation.
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.}
Bibliography
{List all the books and articles you have read as part of your assignment
compilation. For example:
Covey. Stephen R. (1989) The 7 Habits of Highly Effective People. Simon &
Schuster UK Ltd.}
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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:
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