Effective Coaching and Mentoring (ILM 3)

K1

Unit 300 Understanding Good Practice in Coaching within an Organisational Context

K2

Unit 300 - (LO1) - A 1.1 Describe the purpose of effective coaching within an organisational context

K3

Unit 300 - (LO1) - A 1.2 Explain the role and responsibilities of an effective coach

K4

Unit 300 - (LO1) - A 1.3 Identify the skills, knowledge and behaviours required of an effective coach

K5

Unit 300 - (LO1) - A 1.4 Identify how to overcome potential barriers to coaching

K6

Unit 300 - (LO2) - A 2.1 Identify methods to initiate a productive working relationship with an individual

K7

Unit 300 - (LO2) - A 2.2 Explain the rationale for and process of contracting in coaching

K8

Unit 300 - (LO2) - A 2.3 Describe what represents safe and ethical practice in coaching

K9

Unit 300 - (LO3) - A 3.1 Explain how to manage a coaching process using a recognised coaching model

K10

Unit 300 - (LO3) - A 3.2 Describe a range of coaching tools or techniques that can be used to identify preferences and agree goals or outcomes to facilitate the coaching process

K11

Unit 300 - (LO3) - A 3.3 Explain methods for monitoring and reviewing progress towards goals

K12

Unit 300 - (LO4) - A 4.1 Explain the purpose of coaching records for coach and coachee

K13

Unit 300 - (LO4) - A 4.2 4.2 Justify the importance of reflective practice and supervision within a coaching context

S1

Unit 301 Understanding Good Practice in Mentoring within an Organisational Context

S2

Unit 301 - (LO1) - A 1.1 Describe the purpose of effective mentoring within an organisational context

S3

Unit 301 - (LO1) - A 1.2 Explain the roles and responsibilities of an effective mentor

S4

Unit 301 - (LO1) - A 1.3 Identify the skills, knowledge and behaviours required of an effective mentor

S5

Unit 301 - (LO1) - A 1.4 Identify how to overcome potential barriers to mentoring

S6

Unit 301 - (LO2) - A 2.1 Identify methods to initiate a productive working relationship with an individual

S7

Unit 301 - (LO2) - A 2.2 Explain the rationale for and process of contracting in mentoring

S8

Unit 301 - (LO2) - A 2.3 Describe what represents safe and ethical practice in mentoring

S9

Unit 301 - (LO3) - A 3.1 Explain how to manage a mentoring process using a recognised mentoring model

S10

Unit 301 - (LO3) - A 3.2 Describe a range of mentoring tools or techniques that can be used to identify preferences and agree goals or outcomes to facilitate the mentoring process

S11

Unit 301 - (LO3) - A 3.3 Explain methods for monitoring and reviewing progress towards goals

S12

Unit 301 - (LO4) - A 4.1 Explain the purpose of mentoring records for mentor and mentee

S13

Unit 301 - (LO4) - A 4.2 Justify the importance of reflective practice and supervision within a mentoring context

B1

Unit 302 Undertaking an Extended Period of Coaching within an Organisational Context

B2

Unit 302 - (LO1) - A 1.1 Produce a plan for effective coaching to take place for 12 hours

B3

Unit 302 - (LO1) - A 1.2 Agree appropriate topics, goals and/or outcomes relevant to the context of individual(s) being coached

B4

Unit 302 - (LO1) - A 1.3 Agree an appropriate and confidential contract with individual(s) and other stakeholders

B13

Unit 303 Reflecting on Coaching Skills within an Organisational Context

B14

Unit 303 - (LO1) - A 1.1 Examine the effectiveness of their own coaching practice based on evidence, including records, supervision and feedback

B15

Unit 303 - (LO1) - A 1.2 Identify own strengths and areas for improvement of their own knowledge, skills and behaviour, including communication and interpersonal skills

B5

Unit 302 - (LO2) - A 2.1 Use diagnostic or assessment tools to effectively coach within an organisational context

B6

Unit 302 - (LO2) - A 2.2 Use a recognised model of coaching during the coaching process which supports the individual(s) to achieve their goals

B7

Unit 302 - (LO2) - A 2.3 Demonstrate the knowledge, skills and behaviours of an effective and ethical coach, including communication techniques of questioning and listening

B8

Unit 302 - (LO2) - A 2.4 Record an auditable coaching process from initial contact to completion

B16

Unit 303 - (LO2) - A 2.1 Review own coaching ability to identify future development opportunities, including the use of questioning, listening and communication strategies

B17

Unit 303 - (LO2) - A 2.2 Produce a relevant development plan covering a minimum of 6 months, including timescales and measures of success

B9

Unit 302 - (LO3) - A 3.1 Reflect on each session and identify key learning to support continuous professional development

B10

Unit 302 - (LO3) - A 3.2 Gather ongoing feedback on effectiveness of their coaching for each session and show evidence of this

B11

Unit 302 - (LO3) - A 3.3 Review and evidence own ability to use effective communication skills, including questioning, listening and giving feedback in order to facilitate coaching practice

B12

Unit 302 - (LO3) - A 3.4 Summarise the outcomes of ongoing supervision for a minimum of 2 sessions of effective coaching to improve practice