ILM Level 5 Unit 501 Undertaking Effective Coaching or Mentoring within an Organisational Context Assignment Example

ILM level 5 coaching and mentoring Assignment Examples 

Who are these qualifications for?

This qualification is best suited for all the leaders and managers who are provided the responsibility of handling effective coaching and mentoring as their daily work within the context of the organisation. This course is also ideal for all those individuals who are looking towards getting a job as a freelancer, mentor, or coach, or eagerly want to get into a development role.

ILM Level 5 Unit 501 Unit Aim

This unit aims to make learners go through a minimum of 18 hours of effective mentoring and coaching in the context of the organisation, and also to attend a meeting for 1 hour with their supervisors. This will make the learner identify areas that need to be improved with the help of ongoing review and feedback.

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Learning outcome (LO 1): Be able to plan and prepare effective coaching or mentoring within an organisational context

AC 1.1 Plan and prepare to deliver a coaching or mentoring programme to support a minimum of 2 and a maximum of 3 individuals over 18 hours.

Answers: 

A coaching programme was designed and made ready to assist two people in an organisational setting during a cumulative period of 18 hours, wherein each coachee will be given 9 hours of coaching. The programme was intended to facilitate personal growth, but also to help in improving organisational objectives.

Each coachee had a contracting session as the start of the planning process. This helped understand the role, purpose of coaching, roles and responsibilities, confidentiality, boundaries, structure of a session, and expectations. It was an aid in creating trust and the formation of a professional coaching relationship.

The coaching programme was designed like a chain of designed sessions that were presented within an agreed period of time. Every session was similar and included a recap of what had been done previously, the discussion of the focus at hand, questioning, and consensus of action. Sessions were predetermined in order to make it committed and continuous.

The coaching environment was well taken into account. The sessions were done privately and quietly in the organisation or via the internet, where necessary and in a confidential and less distracting environment.

In the initial sessions, goal identification and goal setting were done. Goals were set in mutual consultation with every coachee and were set in accordance with individual development needs and organisational goals. The SMART goals were set to enable the review of progress made during the programme.
 
The GROW model was chosen as the primary coaching model, which offers a transparent format for every session. Learning and accountability were facilitated through coaching tools and techniques, including active listening, open questioning, reflection, feedback and action planning.
 
The programme was to be structured as a full cycle of coaching, which included aspects of contracting, delivery, review, and evaluation to have effective and ethical coaching practice throughout the 18 hours.

AC 1.2 Identify individual developmental needs in the coaching or mentoring programme and agree overall goals before contracting.

Answer:

The individual developmental needs and general objectives of the coaching programme were established, and consensus was reached with the two individuals and the favourable organisational stakeholders before contracting. This made sure that the coaching programme was not without purpose; there were common expectations and results.

Preliminary consultation was carried out with every one of them and at certain points, with their line manager, to comprehend the specifics of the role, performance expectations and development priorities. This assisted in the alignment of the coaching objectives with the organisational goals before contracting.

Diversity of assessment and diagnostic instruments was utilised to discover the developmental needs. The participants were asked to do a SWOT analysis to explore their strengths, weaknesses, opportunities and threats within their position. Their learning styles were also compared through a learning styles assessment in order to know the way they learn best. Moreover, informal 180-degree feedback with the line managers and peers was checked in order to present a reflection of the existing performance and behaviours.

In the case of Individual 1, the development needs that were identified were:

• Enhancing confidence during communication and clear expression of ideas in meetings.
• To beat deadlines, develop better time management and prioritisation skills.

The overall goals agreed upon with Individual 1 were to enhance communication in the workplace and better management of workload, to the result of higher confidence and performance.

In the case of Individual 2, the development needs that were identified were:

• Increasing decision-making competencies in everyday working scenarios.
• Enhancing emotional sensitivity and the capacity to handle stress at work. 

The overall objectives that were agreed upon with Individual 2 were to improve their decision-making confidence and increase emotional resilience in the job.
 
The coaching programme had clear desired outcomes that were agreed on, such as better performance, greater self-awareness and permanent change in behaviour. Before contracting, these goals had to be re-established to create commitment and clarity.
 
Achievement of objectives was to be checked and assessed using periodic review of the session, action plans, end-of-programme reviews, as well as reflective discussions. This made sure that the needs in development were not outdated and that the results were measurable during the coaching programme.

AC 1.3 Agree and establish a coaching or mentoring contract which meets individual(s) and stakeholder requirements 

Answer:

A formal coaching contract was determined and negotiated with each personality and other concerned stakeholders in an organisation prior to commencement of the coaching programme. The contracting process made the process clear, committed and understood the expectations and the intended results.

The contracting process was organised and conducted with the help of individual contracting meetings with each coachee. The roles and responsibilities of the coach and the coachee were also discussed, as well as the purpose of the coaching during these meetings. Where necessary, the contribution of the line managers or organisational stakeholders was taken to make sure that there was alignment with the expectations of the workplace.

The contract had stated the scope of the coaching programme, in terms of the overall objectives, number of sessions, total coaching hours, session duration and frequency. Confidentiality was negotiated, such as the boundaries of the information disclosure to the stakeholders. This contributed to forming trust and, at the same time, satisfied organisational needs.

There were also clear expectations concerning commitment as outlined in the contract, such as attendance, session preparations, accomplishment of actions and involvement in reflective practice agreed on. The tasks of rescheduling sessions and controlling the cancellations were also stipulated.

The contract used recorded the intended results of the coaching programme, which was based on the improvement of performance, the development of the agreed skills and the fulfilment of individual goals. The strategies to audit the progress and measure the success were also covered.

The agreement was agreed between both parties and ratified by all parties in the contract, showing commitment and commitment to the contract, which made the relationship between the coach and the person and the stakeholders ethical and professional.

Learning outcome (LO 2): Be able to undertake and record at least 18 hours of effective coaching or mentoring with a minimum of 2 and a maximum of 3 individuals

AC 2.1 Complete a minimum of 18 hours of effective formal coaching or mentoring with a minimum of 2 and a maximum of 3 individuals.

Answer:

The total number of formal coaching hours was 18 hours in an organisational setting with two people, in accordance with the ILM and professional practice requirements, such as ILM, EMCC and ICF.
 
All the participants were provided with 9 hours of the coaching process, which was conducted in packages of the organized one on one sessions within a period of agreement. The sessions were all scheduled, facilitated and evaluated based on a proper coaching model, which facilitated effective and ethical coaching.
 
All coaching activity was well and accurately recorded. Such records contained the dates, time span, form of the session (face-to-face or online), session focus, mutually agreed actions and progress notes. The storage of the records was also secure to ensure confidentiality and professionalism in accordance with the recognised standards in coaching.
 
The entire coaching hours that were applied in line with each person were evidenced in a coaching log. This log showed a clear violation of the minimum requirement by the unit of 18 total hours, and delivery of coaching to no more than three individuals was performed as per the requirement of the unit.
 
Each coaching session was organised within the framework of a formal coaching contract, and reflective notes were kept on an ongoing basis to ensure the quality conduction and constant enhancement of coaching practice.
 
There were no extraordinary situations that necessitated the input of another person. The coaching programme was done satisfactorily and concluded well, using the two agreed coachees, and it met all the assessment requirements and professional practice requirements.

AC 2.2 Maintain effective records of coaching or mentoring activity to include goals, progress against goals, summary discussion and outcomes.

Answer:

A coaching diary was used to keep an effective and comprehensive record of all coaching activity during the programme. The diary was adopted throughout the sessions to document important knowledge and guide the reflective practice as a coach.
 
All the coaching diary entries contained the date of the session, time spent, and person coached, as well as the determined session goals. The development was also monitored with time, where the progress against previously agreed goals was reviewed and recorded. This made coaching goal-oriented and in line with the overall programme goals.
 
An outline of the discussion during the session was recorded, with some themes, major insights and learning points identified. Another way to demonstrate successful coaching practice was the recording of coaching techniques and questions applied, i.e., open questioning, reflective listening and application of the GROW model, in the diary.
 
At the end of every session, clear results and agreed actions were noted, as well as deadlines and responsibilities. This was also used to keep accountability and to have a point to go back to and evaluate progress at a later session.
 
Reflective comments and feedback on my coaching performance were also a part of the coaching diary. This enabled me to assess what was effective and do what I could to improve and change my coaching style where necessary. Keeping this diary facilitated the continuous professional growth and guaranteed the continuous increase of the coaching practice.
 
In general, the coaching diary was an effective and detailed documentation of the coaching practice, backed by reflections following each session, and demonstrated successful coaching against the professional practice standards.

AC 2.3 Maintain evidence of feedback from supervisor and ongoing feedback from clients.

Answer:

Feedback evidence was collected and sustained during the coaching programme by both clients and an experienced tutor/supervisor. This feedback was employed to reflect on the coaching practice and help in the continuous professional development.
 
Informal verbal feedback (Collected regularly during sessions) was used to gather client feedback, and structured feedback (Collected at key stages of the programme) was gathered. The clients were advised to give their opinions on the coaching relationship, the helpfulness of the sessions, the progress being made on the goals and the general effects of coaching. Reflective comments on what was working well, as well as room for improvement, were also captured using end-of-programme feedback forms.
 
The supervisor's feedback was received in the form of the review of coaching records, session plans and reflective notes by one of the coaches with a lot of experience. Coaching structure, use of questioning, listening skills, professionalism and ethical adherence feedback. This gave another perspective on my practice as a coach that was objective.
 
The entire feedback was documented and kept in the coaching portfolio. The most critical items in terms of client and supervisor feedback were considered based on post-session reflections on the learning lessons and applied to further coaching delivery, including adjustments of questioning methods and designing the lesson plan.
 
Evidence of feedback maintained reflective practice, assisted in recognising strengths and areas of development and delivered a consistent advancement of coaching practice in relation to professional standards.

AC 2.4 Maintain evidence of ongoing reflection on the coaching or mentoring sessions.

Answer:

The constant reflection was ensured through the usage of a reflective log following each coaching session to aid in self-knowledge, improvement, and professional development. The recorded log had recounts of the session in general, the progress of the coachee, the results of the sessions and any modifications that are necessary in subsequent sessions.

Every entry involved reflection on the communication skills, the application of coaching models, techniques and tools, as well as an evaluation of my effectiveness in questioning, listening, and the coaching relationship management. In all reflections, ethical practice and non-judgmental behaviour were taken into consideration.
 
The log included feedback from clients and supervisor observations to make improvements. An example is that the clients provided feedback on the session clarity, and the supervisor provided feedback on the questioning techniques, which were noted and contemplated upon, and the approach changed in the forthcoming sessions.
 
Reflection in action and reflection on action, which were documented in the reflective log, were also developed with peer support, tutorials, and supervision. This process allowed noticing the strengths, developmental areas, and real steps to be made to enhance further coaching sessions.
 
The process of keeping this reflective log was the guarantee to be able to continue developing professionally, to provide ethical and efficient coaching, and to prove compliance with the guidelines of professional practice.

Learning outcome (LO 3): Be able to demonstrate and evidence ongoing reflection and review of own coaching or mentoring practice

AC 3.1 Reflect on each session and identify key learning to support continuous professional development.

Answer: 
A journal was kept during the coaching programme where personal reflections were noted after every session. The recorded log provided knowledge about the effectiveness of the session, application of the coaching method, communication competence, relationship management and achievement of client goals.

Every reflection consisted of important learning aspects, including what I did well, what I need to work on, or what I will change to do in the next session. Client and tutor/supervisor feedback were used to facilitate objective reflection and develop the coaching practice.

Each reflection provided actions that would be used in continuous professional development, such as additional skills that needed development, techniques to practice, and knowledge to build. Growth in these activities was also assessed after a long period with the tutor/supervisor to make sure that learning and progress continued.

The sustained reflective log enabled me to think in a structured manner about all that coaching activity, assisted professional development, and guaranteed the ongoing improvement in accordance with recognised coaching standards.

AC 3.2 Justify the tools and techniques used during the coaching or mentoring.

Answer:

Various tools and techniques were chosen in order to facilitate the learning process and performance of every individual during the coaching programme. The two tools adopted are described below with an explanation of the ways they facilitated coaching results.

1. SWOT Analysis

• Purpose: To assist coachees in determining their Strengths, Weaknesses, Opportunities and Threats about their work role and personal development.
  
  
• Rationale for use: Offers a systematic path of investigating existing performance and possible difficulties. Promotes self-awareness and self-reflection.
  
  
• How it supported coaching: In the case of Individual 1, the SWOT analysis revealed aspects that could be improved in terms of time management and communication to set specific and attainable development goals.

In the case of Individual 2, it pointed to positive aspects in making decisions and opportunities to improve emotional resilience, which form the focus of the coaching process.

2. Learning Styles Questionnaire.

• Purpose: To determine the way the different coachees learn best (e.g., visual, auditory, kinesthetic). 
• Rationale for use: Facilitates the ability to customise the coaching sessions according to the learning style that the individual prefers.
• Enhances conversational and memory learning: How it supported coaching: Approved coaching strategies to be modified: Individual 1 was responsive to visual aids such as diagrams and mind maps, and Individual 2 liked to be discussed and engaged in reflective activities.

Increased effectiveness of sessions through content and techniques that were aligned to the learning preferences of the coachee.

3. Open Questioning and GROW Model (Technique)

• Purpose: Open questioning stimulates self-introspection and openness of possibilities. The GROW model offers a systematic goal-setting and action planning model.
• Rationale for use: Helps coachees to find their own solutions, which makes them feel more of ownership and motivation.
• Can keep within time and format during meetings.
• How it supported coaching: Assisted the two to lay down objectives, search challenges and arrive at workable decisions.
• Empowered quantifiable development based on agreed objectives, and provided a reflective post-session discussion.

The assessment tools (SWOT, learning styles) were balanced with coaching techniques (open questioning, GROW model), which offered a structured and individualised approach. These tools promoted goal identification, tracking of progress and skill improvement, which guaranteed successful coaching results for the two people.

AC 3.3 Use ongoing feedback on the effectiveness of own coaching or mentoring for each session and show evidence of this, including a minimum of 1 hour of supervision feedback.

Answer:

During the coaching programme, feedback was continuously obtained from the clients and a supervisor to assess the efficacy of my coaching and mentoring practice. Such feedback is what went into continuous improvement and made sure that the sessions helped the coachees towards their objectives.

1. Purpose of Feedback

It was assessed by getting feedback on:

• Communication- understanding, active listening and communication skills.
• Establishing trust, openness and a safe environment.
• Questioning strategies - application of open and reflective questions to investigate matters.
• Application of coaching models/processes- successful application of the GROW model.
• Promoting openness and honesty - showing ethical, non-judgmental and supportive behaviour.

This feedback was based on effectiveness, the extent to which these skills contributed to the client achieving their goals and not a list of attributes.

2. The Origin and the Means of Feedback

Feedback was gathered from:

• Clients - verbally in sessions and through written feedback at critical stages.
• Supervisor/Tutor - by 1hr formal supervision, looking at session plans, coaching logs and reflective notes.
• Stakeholders- where suitable, informal feedback by line managers on observable progress.

Discussion, email and completed feedback templates were some of the methods used to collect feedback.
 
3. Evidence and Reflection

• Clients: It was observed that there were positive increases in understanding, confidence, and clarity of goals. Considering them, Individual 1 mentioned that structured questioning helped to prioritise the things, whereas Individual 2 enjoyed the reflective discussion to examine the options.
• Supervisor: Effective use of the GROW model, good listening skills, and management of professional relationships were verified during the supervision. Issues that needed to be developed, like different methods of questioning, were recorded and implemented later on in the sessions.

The coaching diary and reflective log captured all the feedback used to make future adjustments to the sessions, enhance communication, and increase the effectiveness of the coaching.

The continuous feedbacks by clients and my supervisor made my coaching style effective, adaptive, and responsive to the needs of my coachee. This feedback was incorporated to promote ongoing professional growth and better results for the coachees.

AC 3.4 Assess and evidence own ability to use effective communication techniques, including questioning, listening and giving feedback, to facilitate coaching or mentoring practice.

Answer:

Constant reflection was also ensured during the coaching programme to evaluate and enhance communication skills, such as questioning, listening, and feedback. After each of the sessions, the reflections were captured in a reflective log to provide support to both reflection in action (within the session) and reflection on action (outside the session).

1. Questioning Skills

Consider the application of open, probing and solution-focused questions in every session. Determined effectiveness in aiding coachees to explore alternatives, clarify objectives and assume responsibility for actions. Adapted questioning approach depending on the reactions of the client to enhance interaction and comprehension.
 
2. Listening Skills

Considered active listening, which consists of attentiveness, summarising and paraphrasing.
The effect of listening on relationship-building and trust.
Feedback from clients and supervisor incorporated to understand times where listening may have been enhanced, such as giving more silence to think.
 
3. Giving Feedback

Reflected on the capacity to offer positive, effective and prompt feedback to aid in client development. Evaluated the ability of feedback to promote goal attainment and strengthen positive behaviours. An adaptive feedback methodology that was dependent on the client's reaction to make it supportive and encouraging.
 
4. Reflection and Support

Reflected on skills, knowledge and behaviours following each session to determine strengths and areas of improvement. Relied on peer support, supervision and tutorials to examine communication techniques and improve coaching practice. Feedback was used to continue making the process better, and more efficient and professional interactions between coaches were designed.

Consistent reflections on questioning, listening, and feedback also manifested a continuous desire to continue developing professionally. The use of reflection and feedback related to the clients, peers, and supervisors made sure that the methods of communication were effective, ethical, and contributed to successful coaching results.