Research informs us that formal learning events are only part of an effective L&D strategy. Of equal importance are more informal learning opportunities, in the workplace, often supported through a coaching or mentoring relationship. This unit enables L&D professionals to develop the knowledge and skills required to be able to provide basic coaching and mentoring support themselves, as well as being able to support line-managers in coaching and mentoring team members. The unit begins with an introduction to the nature, purpose and practice of both coaching and mentoring, including the potential benefits to be gained by both parties. It continues with a practical exploration of some models and techniques and requires learners to demonstrate these within a coaching or mentoring conversation. Finally learners will consider how, and the extent to which, coaching and mentoring activity should be recorded and effective formats for doing this.
|Learning outcomes||Assessment criteria|
|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.|
|3. Understand how to ensure the ownership and success of leadership and management development programmes.||3.1 Identify indicators of success for leadership and management development programmes.|
3.2 Justify methods to ensure the success of leadership and management development programmes.
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.
You must submit your presentation and notes signed by the facilitator as evidence of completing this activity.
Requirement Comment (what and how) Effective Not Effective 1. Effective use of a coaching model (please state which model was used) 2. Effective use of at least 2 coaching techniques (please state which techniques were used) Summary Feedback
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.
Key Learning Summary and Development Plan (AC 3.1 BEP)
As you progress through the qualification, you should identify potential improvements and further development needs and action to meet them.
You will be required to reflect on any learning from your assessment and wider study of the unit, your work on your assignment (including attendance at the workshop), and the progress of your development plan objectives. You should then allocate appropriate time to complete the Key Learning Summary reflection.
You should also identify any learning points for the future and add to your Development Plan accordingly and also give small updates on any on-going objectives in the right-hand column, (using a different font colour or other visual indicator that links with your KLS colour).
You should submit your Key Learning Summary and Development Plan as a separate document on Moodle with your submitted assessment by the assessment deadline date.
Activity 3.1 (BEP) will not be signed off as completed until the end of your programme of study, however your assessor and trainer will give you feedback throughout for you to make changes if necessary.
Throughout the assessment, you should refer to best practice and relevant legislation where appropriate, and include reference to appropriate literature sources to demonstrate your wider reading. Demonstrating evidence of wider reading through appropriate referencing will improve your answer and increase the likelihood of your work achieving a ‘Pass’.