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| Category | Assignment | Subject | Management |
|---|---|---|---|
| University | Chartered Management Institute (CMI) | Module Title | CMI Unit: 531 – Principles of Professional Coaching |
When completing this workbook, you must:
You should refer to the ioda AI Policy. Particular note should be made of Section 2 which refers to the appropriate use of AI by students and learners. You must submit work that is in your own words to demonstrate your personal knowledge, skills and understanding of the topic and its relevance to your workplace.
The ioda Service Level Agreement, details the response time that you will receive from the ioda team in terms of turnaround of marked assignments.
This workbook relates the Chartered Management Institute (CMI) Level 5 - Unit 531 “Principles of Professional Coaching”
1.To enable you to demonstrate your knowledge, skills and understanding of the subject matter pertaining to this CMI accredited module.
2.To enable the assessor and the Awarding Body (CMI) to measure your knowledge, skills and understanding against the Learning Outcomes and Assessment Criteria shown below.
3.To provide you with an opportunity to explore the subject matter pertaining to this module within the context of your workplace and where appropriate, to bring about developmental change.
Coaching is a transformative learning process which can enable individuals to achieve their full potential. This unit introduces the principles of professional coaching, including the similarities and differences with other methods of support and the rationale for its delivery. There is a focus on the roles and responsibilities within the coaching relationship, organisational, legal and ethical frameworks and quality assurance.
On successful completion of the unit, the Professional Coach will be equipped with an understanding of the processes for contracting, delivering, and managing coaching.
The term ‘coachee’ is used within the qualification to refer to a person receiving coaching. Coaching Providers and Professional Bodies may use different terminology such as ‘client’.
The phrase ‘coaching assignment’ is used to refer to a series of coaching sessions delivered to the coachee.
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CMI Unit 531 – Principles of Professional Coaching |
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Learning Outcome 1 |
Assessment Criteria |
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Understand the principles of professional coaching
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1.1 Discuss the benefits of professional coaching 1.2 Evaluate professional coaching with other methods that support the development of individuals 1.3 Analyse the roles and responsibilities for delivering and managing professional coaching 1.4 Evaluate the ethical and legal frameworks which inform professional coaching |
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Indicative Content |
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1.1 Professional coaching: Definitions and descriptions of professional coaching (e.g. Clutterbuck (2020), Hawkins (2021), Rogers (2012), Starr (2021), Wilson (2020)). 1.1 Benefits of professional coaching: ● Benefits to coachee: Development of knowledge, skills, behaviours. Personal growth. One to one support (informal or formal coaching). ● Benefits to teams or groups through coaching: Development of capability to achieve shared goals/aspirations. Team cohesion (Britton, 2014; Clutterbuck, 2020; Hawkins, 2021). ● Benefits to the organisation: Supports organisational strategy, culture and values. Development of leadership capability, talent development, cultural change. Development of capability to achieve shared goals/aspirations. Development of good/best practice. Delivery of Value (e.g. Return on Investment (Philips & Philipps, 2005, 2007) Return on Expectation (Kirkpatrick and Kirkpatrick, 2010) - These can be found within the Module 2 folder on SharePoint) ● Versatility: One to one coaching, group coaching, team coaching. Face to face, virtual or hybrid coaching. 1.2 Methods to support the development of individuals (similarities and differences): Mentoring, training, counselling, performance management and consulting. 1.3 Roles and responsibilities (including inter-relationships between roles/potential conflicts of interest): ● Professional Coach: Coaching is the professional’s primary occupation (employed or contracted). Specialism (e.g. Business Coach. Career Coach. Performance/Skills Coach. Executive Coach. Wellbeing Coach. Work Coach). ● Internal coach: Delivers coaching in addition to their primary role. May not manage or lead others. They may be part of an internal coaching group or pool of coaches. ● Leader as Coach: Delivers coaching as part of their leadership role. Applies coaching skills in their leadership approach. ● Coachee: Client. Person receiving coaching. Self-referral (self-funded) or sponsored (funded by organisation/sponsor). ● Sponsor/Stakeholder: Finances/resources and/or supports coaching and coachee. ● Coach Supervisor: Qualified in coach supervision. Responsible for quality, development, resourcing. Methods of supervision used (e.g. individual, group and/or peer supervision). 1.4 Ethical frameworks: Codes of ethics (including codes of conduct/competences/values) approved by professional bodies (e.g. EMCC UK, ICF UK, AC). Ethical decision-making models (e.g. APPEAR (Passmore and Turner, 2018) PLUS (Ethics Resource Centre)). Confidentiality within the coaching relationship (e.g. Boundaries of role. Limitations of confidentiality. Disclosure. Management of digital and written coaching records). Role of coaching contracts. Organisational and legal frameworks: Data Protection Act/GDPR UK (2018). Equality Act (2010). Prevent Strategy (2015). Safeguarding. Organisational policies and procedures. Organisational values. Good practice requirement for Professional Coaches to have insurance for the work they conduct (e.g. Professional indemnity insurance). |
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Learning Outcome 2 |
Assessment Criteria |
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Understand the process for contracting and delivering professional coaching |
2.1 Evaluate the role and purpose of contracting in professional coaching 2.2 Discuss the process for delivering professional coaching |
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Indicative Content |
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2.1 The role and purpose of contracting (Hay, 2008. Pratt, 2021): ● Procedural/Administrative: Logistics, record keeping, engagement with sponsor (reporting requirements), legal frameworks, contract conclusion. ● Professional/Roles and responsibilities: Style of coaching, preferences of coachee, coaching goals, codes of ethics, confidentiality, boundaries, competences and values, organisational context. ● Psychological: Relationship between coachee and coach, expectations, exit strategy. Coaching contract: Formal, informal, written, verbal. Types of contracting (e.g. One to One, One to Team/Group. Multi stakeholder contracting (coach, coachee/s, sponsor etc). Contracting at different stages of coaching (e.g. overall coaching agreement, session contract, closure contract). Contracting models (e.g. ABC of contracting, PROMISES, STOKERS and DOUSE (Foy, 2020)). 2.2 Process (stages) for delivering professional coaching: ● First conversation (e.g. introductory meeting/chemistry/alchemy meeting). ● Identification of coachee needs (e.g. coaching needs analysis. Use of techniques to identify coachee/s outcomes). ● Collaborative agreement of coaching outcomes (Defined or emerging). Prioritise outcomes according to coaching need. ● Contractual agreement (frequency, timing, records, review, confidentiality and limitations of confidentiality). ● Engagement of stakeholder/sponsor. ● Planning and preparation for coaching (e.g. Strategy for coaching - coaching approach, models, tools and techniques). ● Delivery of coaching assignment (Progress review. Value of coaching for coachee and stakeholders). Evaluation of coaching assignment (e.g. Starr, 2021. Hawkins and Turner, 2021). Outcomes (closure/re-contracting). Exit from coaching. |
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Struggling with your CMI Unit: 531 – Principles of Professional Coaching Assignment?
Request to Buy AnswerWrite a written account or briefing paper for individuals entering the profession entitled:
‘‘The principles of professional coaching’’
The written account or briefing paper must be presented in FOUR (4) sections. It must include well chosen examples, and reference to theory/published authors.
1a. Benefits of professional coaching (AC1.1)
You are required to discuss the benefits of professional coaching in relation to the coachee, teams or groups, and the organisation.
1b. An evaluation of professional coaching with other methods that support the development of individuals (AC1.2)
You are required to evaluate professional coaching with a minimum of TWO (2) other methods in order to support the development of individuals.
1c. The roles and responsibilities for delivering and managing professional coaching (AC1.3)
You are required to analyse the key roles and responsibilities for delivering and managing professional coaching.
1d. The ethical and legal frameworks which inform professional coaching (AC1.4)
You are required to evaluate the ethical and legal frameworks which inform professional coaching. Your response should include reference to a minimum of TWO (2) specific legal and organisational frameworks and a minimum of ONE (1) ethical framework that is approved by professional bodies (total of THREE (3) frameworks).
Guideline word count: Approx. 2500 words
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Guidance for completion of Task 1 |
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● In preparation to complete the task, please reflect on the benefits of coaching for all stakeholders. Consider how it differs from or complements other methods of support (for example training or mentoring). Consider the roles and responsibilities of stakeholders throughout the coaching process and the ethical and legal frameworks which inform how coaching is delivered. ● The written account or briefing paper must focus on the principles of professional coaching. ● The written account or briefing paper should include well chosen examples to demonstrate the application of knowledge. ● The written account or briefing paper must be underpinned with relevant theoretical concepts/reference to published authors. ● Subheadings should be used when presenting the written work. Please refer to the indicative content for the assessment criteria (AC) outlined in the unit specification. |
Professional Coaches are required to have contracts in place when undertaking professional coaching and understand the end-to-end delivery process.
The aim of Task 2 is for the Professional Coach to evidence their understanding of the processes for contracting and delivering professional coaching
Write a written account or report entitled:
‘The process for contracting and delivering professional coaching’
The written account or report must be presented in TWO (2) sections. It must include well chosen examples, and reference to theory/published authors.
2a. The role and purpose of contracting in professional coaching (AC2.1)
You are required to evaluate the role and purpose of contracting in professional coaching. Your written account or report must include:
2b. The process for delivering professional coaching (AC2.2)
You are required to discuss the end-to-end process for delivering professional coaching, from the first conversation through to the evaluation and exit from professional coaching.
Guideline word count: Approx. 1500 words
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Guidance for completion of Task 2 |
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● In preparation to complete the written account or report, please take time to reflect on the role and use of contracts and how these impact on the coaching relationship. Consider the process used to deliver coaching. Consider how the process is applied to different types of coachees. ● The written account or report must focus on contracting and the process for delivering professional coaching. ● The written account or report should include well chosen examples to demonstrate the application of knowledge. ● The written account or report must be underpinned with relevant theoretical concepts/reference to published authors. ● Subheadings should be used when presenting the written work. Please refer to the indicative content for the assessment criteria (AC) outlined in the unit specification. |
It is important that as a Learner you sign and date a written declaration to confirm the work that has been handed in for assessment is your own and any researched work is correctly referenced. This is aimed at avoiding plagiarism and allowing you to only achieve recognition for your own work.
ioda as a CMI Approved Centre has a maladministration/malpractice policy in place to inform Learners of Approved Centre expectations.
The written declaration is below:
‘’I confirm that the work within the completed assignment is all my own work and does not include any work completed by anyone other than myself unless referenced. I have completed the assignment in accordance with CMI instructions and within the time limits set by my CMI Approved Centre. By signing my name below, I am agreeing that I have read and understood the Learner Statement of Authenticity:
Signature:
Date:
ioda will retain these records for 6 years at which point they will be destroyed to meet the requirements set out in the General Data Protection Regulations (2018). This statement will be added to the assignment workbook and will be handed in at the same time as assessments being submitted for marking. This procedure will be completed for each piece of accredited work submitted by you.
ioda have a complaints and appeals process that can be made available to all students on request. If, having followed that process, you are still unhappy, you will be directed to the awarding organisation's own appeal and complaints procedure.
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