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3LCM Assignment Example

Title of unit/sResourcing and Talent Planning
Learning outcomes
The learner will:
Assessment criteria
The learner can:
Assessment methodWritten answers and appropriate evidence of activity as specified
in the questions
1. Understand the nature, purpose and practice of coaching.1.1  Explain the concept of coaching and how it differs from mentoring and other learning and development methods.

1.2  Identify and explain different types and styles of coaching.

1.3  Analyse the stages in a one-to-one coaching process, and the roles of coach and coachee.

1.4  Identify the potential benefits of coaching for coach, and coachee.
2.  Understand the nature, purpose and practice of mentoring.


2.1  Explain the concept of mentoring and the nature of the relationship between mentor and mentee.

2.2  Describe a typical mentoring process and roles of mentor and mentee.
2.3  Identify the potential benefits of mentoring for mentor and mentee.
3.  Be able to use coaching and mentoring models and techniques to support individual learning.3.1  Explain models and techniques used in coaching and mentoring and how these can support individual learning.

3.2  Demonstrate the use of models and techniques within a coaching or mentoring conversation.
4.  Know how to record coaching and mentoring activity.4.1  Use an appropriate format to record outcomes and agreed actions resulting from a coaching or mentoring conversation.

 

Your task

 

Activity 1 (20 minute presentation)

Your organisation wants to move towards more of a ‘coaching and mentoring culture’ and has asked you to help upgrade line managers’ knowledge and skills in this area. To begin this process you have decided to hold a lunchtime briefing session for managers, in which you will give a 20 minute presentation titled ‘The Essentials of Coaching and Mentoring’.

 

For this activity, you should develop and deliver your presentation, using slides or other media, to explain the points below.

  • the concepts of coaching and mentoring and how they differ from other L&D methods
  • the potential benefits of coaching and mentoring for coach/mentor and coachee/mentee (at least two each)
  • coaching: three different types of coaching and what is meant by directive and non-directive styles of coaching
  • coaching: the stages in a one-to-one coaching process and the roles of coach and coachee
  • mentoring: the nature of the relationship between mentor and mentee, a typical mentoring process and the roles of mentor and mentee
  • two models and two techniques which can be used in coaching and mentoring and how these can support individual learning
  • how coaching and/or mentoring activities might be recorded, with a completed example

 

You must submit your presentation and notes signed by the facilitator as evidence of completing this activity.

 

Activity 2

You are asked to demonstrate a ‘live’ coaching activity, with a colleague (who will take on the role of coachee), whilst being observed by your tutor/assessor.

 

In the coaching activity, you must demonstrate the use of a coaching model and two basic coaching techniques (e.g. active listening, questioning, summarising, facilitating reflection, goal setting).

 

You must submit the coaching record, signed by the facilitator, as evidence of completing the live coaching activity.