ILM L 7 Unit 700 Understanding the Principles and Practice of Effective Coaching and Mentoring at an Executive or Senior Level Assignment 1 Report Questions

Learning outcome (LO 1)

The learner will:

1 Know how to effectively contextualise coaching or mentoring practice at an executive or senior level

Assessment criteria

The learner can:

1.1 Critically compare the strategic purposes of coaching and mentoring at an executive or senior level

1.2 Critically review the organisational:

• context
• strategy
• culture
• conditions

required for effective coaching or mentoring at an executive or senior level

1.3 Critically evaluate alternative learning & development (L&D) methods to coaching and mentoring at an executive or senior level

1.4 Determine the relevant factors which can impact on how coaching or mentoring are integrated effectively at an executive or senior level

Depth

1.1 Rationale for using coaching or mentoring at an executive or senior level.
Strategic purpose for using coaching or mentoring at an executive or senior level.
Comparison between the strategic purpose of coaching to the strategic purpose of mentoring at an executive or senior level.

1.2 Organisational context (e.g., public sector, SME, voluntary, etc.), strategy (e.g., financial objectives, learning and development objectives, etc.), culture (e.g., tangibles, organisational structure, etc.) and conditions (e.g., organisational climate for change, etc.).

1.3 Different methods to learning and development (L&D) for individuals at an executive or senior level (e.g., training programmes, on-line, on the job, job shadowing, conferences, workshops, etc.).

Alternative development methods and their value for executive or senior level staff.

1.4 Organisational policies, procedures which support coaching or mentoring.
Commitment to coaching or mentoring from senior management and strategies in place to overcome barriers to coaching and mentoring, choice of coaches (internal or external), change management strategy and champions for coaching and mentoring.

Potential barriers to effective coaching or mentoring and strategies to overcome them.

Assessment guidance

The learner must:

1.1 Include a critical comparison of the strategic purpose of coaching to the strategic purpose of mentoring and the rationale for using coaching or mentoring at an executive or senior level.

1.2 Provide a critical review of the organisational context, strategy, culture and conditions required for effective coaching or mentoring at an executive or senior level.

1.3 Critically evaluate at least three alternative learning and development (L&D) methods to coaching and mentoring (e.g., workshops, on-the-job, on-line learning, work shadowing, etc.) Reference key sources for each suggested alternative learning and development method.

1.4 Determine at least four relevant factors which can impact on the effective integration of coaching or mentoring at an executive or senior level.  Factors may include organisational policies and procedures, change management strategies, selection of coaches, etc.

Learning outcome (LO 2)

The learner will:

2 Understand the principles and practices required for effective coaching or mentoring at an executive or senior level

Assessment criteria

The learner can:

2.1 Critically analyse the knowledge, skills, behaviours and practices necessary for effective coaching or mentoring at an executive or senior level

2.2 Critically review an effective coaching or mentoring model which can be followed at an executive or senior level

2.3 Justify the importance of reflective learning for own professional practice

2.4 Evaluate the theoretical and practical elements of ethical practice

2.5 Critically review the key elements of supervision and the rationale for its use in coaching or mentoring

Depth

2.1 Theoretical sources are introduced which refer to relevant knowledge, skills, behaviours and practices adopted in coaching or mentoring at an executive or senior level.

2.2 Relevant model suitable for effective coaching or mentoring at an executive or senior level (e.g., CLEAR, GROW, OSCAR, TGROW, etc.).

2.3 Reflection as a practice to support experiential learning and continuous improvement in coaching or mentoring practice.

Model of reflective learning (e.g., Kolb, Schön, etc.).

2.4 Relevant model (e.g., business ethics model) of ethical behaviour, including appropriate codes of practice (e.g., ethical framework of a membership body).

2.5 Theory or model associated with the key elements of supervision (e.g., Seven Eyed model).

Assessment guidance

The learner must:

2.1 Provide a critical analysis of each of the four areas of knowledge, skills, behaviours and practices necessary for effective coaching or mentoring with reference to theory and practice. At least one academic reference must be used for each of the four areas.

2.2 Critically review a model (e.g., CLEAR, GROW, OSCAR, TGROW, etc.) of coaching or mentoring that can be followed at an executive or senior level.  The review must include the effectiveness of the model from at least three different perspectives.

2.3 Justify the importance of reflective practice to understand own coaching or mentoring performance to make improvements in own practice at an executive or senior level.

2.4 Evaluate the theoretical and practical elements (e.g., non-judgmental behaviour) of ethical practice, referencing a relevant model of ethical behaviour and an appropriate code of practice.

2.5 Critically review two or more of the key elements of coaching or mentoring supervision and the rationale for its use.  This review must include a relevant theory or model (e.g., Full Spectrum Model, Seven Eyed Model, etc.).

Learning outcome (LO 3)

The learner will:

3 Understand methods for evaluating coaching or mentoring at an executive or senior level

Assessment criteria

The learner can:

3.1 Critically review methods for evaluating the impact of coaching or mentoring on the individual at an executive or senior level

3.2 Critically review methods for evaluating the impact of coaching or mentoring on the organisation and other stakeholders at an executive or senior level

Depth

3.1 Methods for evaluating the effect of coaching or mentoring on the individual (e.g., Kirkpatrick’s Model, 180° feedback, 360° feedback, self-assessment, etc.).

3.2 Methods for evaluating the impact (e.g., financial returns, Business Scorecard, employee satisfaction, engagement, achievement & retention levels, etc.) that coaching or mentoring may have on the organisation and different stakeholders (e.g., line manager, colleagues, sponsor, KPI’s etc.) and stakeholder needs (KPI’s, people management, engagement, retention, talent management, etc.).

Assessment guidance

The learner must:

3.1 Undertake a critical review of at least two different methods of evaluating the impact of coaching or mentoring on individuals. This must include an appropriate model such as Kirkpatrick’s Evaluation Model as well as self-assessment and feedback from individuals.

3.2 Undertake a critical review of at least one method for evaluating the impact of coaching or mentoring on the organisation (e.g., employee performance against organisational goals, etc.) and at least one different method for evaluating the impact of coaching and mentoring on other stakeholders (e.g., KPI’s, people management, engagement, retention, talent management, etc.).

Assessment requirements

This unit will be internally assessed through an assignment brief which is marked and subject to internal and external quality assurance.

To pass this unit the evidence that the learner presents for assessment must demonstrate that they have met the required standard specified in the learning outcomes and assessment criteria. The unit will be assessed as pass/referral.

Unit 700 – Assignment Brief

Assessment instructions

General guidance

This is a formal assessment for which the quality and accuracy of your work will be assessed. It is therefore important that you carry your work out to the highest standard you can. You should show how well you know and understand the subject and how you are able to use your knowledge and skills to complete the tasks below.

Tasks context

You may want to relate your answers to an organisation that you work in. This could include experience of working in a voluntary capacity. Alternatively, if you are not currently working within an organisation, or proposing to work in a freelance capacity, then you may complete the tasks in relation to an organisation with which you are familiar.

Conditions of assessment

You must carry out the tasks by yourself. You may research and collect the information you want to use under unsupervised conditions.

Authenticity of work

The work submitted should be your own work. You must acknowledge any work that is not your own using a recognised referencing notation and present direct quotes from other sources in quotation marks.

You must make a formal declaration of authenticity (i.e., that the work is your own). This is a prerequisite for an assessment to take place because no investigation for plagiarism can be carried out without this confirmation.

Types of evidence and word count

A written report is the main way to complete the task.

The suggested word count for this unit is 5,000 – 7,000 words (limit 7700 words), not including appendices.

You should complete all of the following tasks in the order listed below. Each of the descriptions and explanations given should be detailed, correct and appropriate to coaching or mentoring at an executive or senior level.

Assignment tasks

You have been asked to present a strategic report on the business rationale for introducing coaching or mentoring – within either your organisation or one that you are due to work in – to the Senior Management Team (SMT).  This report will help the SMT to further develop their understanding of coaching or mentoring and its benefits to individuals, teams and the organisation as a whole.  The SMT has asked you to focus on introducing coaching or mentoring at an executive and senior level.

Provide an answer for ALL of the following tasks:

Strategic Report

You have been asked you to include the following in your report:

1.1 A critical comparison of the strategic purpose of coaching at an executive or senior level to the strategic purpose of mentoring at an executive or senior level.

1.2 A critical review of the organisational context, strategy, culture and conditions required for effective coaching or mentoring at an executive or senior level.

1.3 Critically evaluate at least three alternative learning and development (L&D) methods to coaching and mentoring at an executive or senior level.  Reference key sources for each suggested alternative L&D method.

1.4 Determine at least four relevant factors which can impact on how coaching or mentoring are integrated effectively within an organisation at an executive or senior level.

Summary Handbook Information

You have been asked to contribute to a coaching and mentoring handbook which will be act as a guide to ensure the professional practice of coaches and mentors working at an executive or senior level.

The handbook will also ensure that all coaches and mentors understand their personal and professional responsibilities so they can be effective in their role.

You have been asked to:

2.1 Critically analyse the knowledge and skills and behaviours and practices necessary for effective coaching or mentoring at an executive or senior level.  At least one reference must be used for each of the four areas.

2.2 Critically review an effective coaching or mentoring model which can be followed at an executive or senior level.  The review must include the effectiveness of the model from at least three different perspectives.

2.3 Provide a justification for the importance of reflective learning for making improvements in own professional practice.

2.4 Evaluate the theoretical and practical elements of ethical practice, including a relevant model of ethical behaviour and an appropriate code of practice.

2.5 Critically review two or more of the key elements of coaching and mentoring supervision and the rationale for its use at an executive or senior level, include a relevant supervision theory or model as part of the review.

Evaluating Coaching or Mentoring at an Executive or Senior level

The SMT has asked you to communicate the successful adoption of coaching or mentoring at an executive or senior level.

3.1 Critically review at least two methods for evaluating the impact of coaching or mentoring.

3.2 Critically review at least one method for evaluating the impact of coaching or mentoring on the organisation and at least one different method for evaluating other stakeholders at an executive or senior level