Candidate Induction Pack - Worthlearning€¦ · The ILM Level 7 Certificate in Executive Coaching...

Institute of Leadership & Management

Level 7 Certificate in Executive Coaching and Mentoring

Candidate Induction Pack

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ILM Level 7 Candidate Induction Pack © Worth Consulting Ltd Page - 2 -

Level 7 Certificate in Executive Coaching and Mentoring

The ILM Level 7 Certificate in Executive Coaching and Mentoring programme aims to equip practising senior leaders and managers or those working in a training and development role with the knowledge, skills and confidence to perform effectively as coaches and mentors as part of their normal leadership and management role. This programme is ideal for senior managers or HR specialists who are in a position (and have the commitment) to coach at a senior level and to develop a coaching culture throughout their organisation. To achieve the Level 7 qualification you are required to undertake 20 hours of planned coaching at senior management level. Our programme includes 6 x ½ hour practice sessions and we suggest you ‘buddy up’ with another participant to continue an ongoing coaching relationship that will contribute to the 20 required coaching hours. The Certificate in Executive Coaching and Mentoring is made up of three units that enable participants to understand, develop and demonstrate knowledge and skills in executive coaching and mentoring. • In the first unit participants explore the context of coaching and mentoring in a

strategic business environment and critically review the skills and behaviours required for ethical practice in coaching or mentoring at a senior and strategic level.

• In the second unit participants review their own ability to perform effectively as an executive coach or mentor at a senior level, critically reviewing their communication skills, emotional intelligence and ability to build relationships in diverse environments and developing a personal profile that illustrates their coaching approach.

• In the final unit participants are expected to plan, prepare and maintain accurate and auditable records for twenty hours of coaching or mentoring with individual clients operating at an appropriate senior/strategic level.

Programme Outline: Our flexible, blended learning approach allows participants to study at a pace that suits them and fits around their commitments. The programme comprises of: • 6 days of experiential learning. • 6 x co-supervised coaching sessions. • Detailed training manual. • Unlimited, lifelong access to the Worthlearning Academy. The Academy contains a

complete coaching and mentoring training programme in video eLearning format. The Academy is also a collaborative learning forum designed to support ongoing learning outside of the classroom.

• Unlimited access to on-line assignment help videos to assist participants to successfully complete their assignments.

• Access to on-going webinars to embed the learning. • On-line assessment, support and feedback.


Programme Overview Day One: • Induction and overview of programme • Introduction to coaching and mentoring. • Coaching models, definitions, theory and application. • Ensuring good practice in coaching and mentoring • Role and characteristics of the coach/mentor. • Coaching/mentoring models and techniques. • Formal versus informal coaching. • Coaching/mentoring approaches, tools and techniques to maximise development and performance. • Co-supervised coaching sessions: Coaching, being coached and providing feedback. Day Two: • Review of learning. • Applying the key communication, interpersonal and influencing skills to maximise the coaching/mentoring sessions and relationship. • Building rapport and effective coaching relationships. • Planning a coaching/mentoring programme and contracting with the client. • Organising, planning and recording the coaching/mentoring session. • Establishing the review process and closing the contract. • Review of assignment requirements and putting together a development plan. • Co-supervised coaching sessions: Coaching, being coached and providing feedback. Day Three: • Review of learning and interim coaching practice. • Sharing of best practice stories, successes and barriers faced. • Using a coaching style of management, increasing ownership and accountability. • Using coaching to enhance performance and raise awareness. • Using coaching/mentoring to develop potential and performance. • Using coaching to help move people through change. • Creating a coaching culture – benefits, costs, and strategy. • Benefits of coaching and mentoring for individuals, managers and the organisation. • Potential individual, operation and organisational barriers and strategies to minimise or overcome them. • Heron’s Interventions. • Matching your style to the needs of the client. • Developing your personal profile to position yourself as an effective executive

coach or mentor. • Co-supervised coaching sessions: Coaching, being coached and providing feedback.


Day Four: • Review of learning and coaching practice. • The role of transactional analysis in coaching. • Becoming an effective, ethical and emotionally intelligent coach/mentor. • Coaching/mentoring ethics and good coaching practice. • Assessing own strengths and weaknesses as a management coach/mentor • Putting together the business case for coaching and mentoring. • Contracting with stakeholders. • Ensuring coaching/mentoring is effective and integrated. • Evaluating the impact and effectiveness of coaching and mentoring in the

workplace. • Measuring return on investment • Co-supervised coaching sessions: Coaching, being coached and providing

feedback. Day Five: • Review of learning and interim coaching sessions. • Understanding the psychological approaches to coaching. • Using a systems approach to coaching. • Using sculpting to maximise coaching impact. • Maximising the coaching and mentoring relationship. • Using on-going supervision to maximise your coaching practice. • Using the three key factors methodology. • Measuring the return on investment. • Enhancing your personal profile to position yourself as an effective executive

coach or mentor. • Co-supervised coaching session: Coaching, being coached and providing

feedback. Day Six: • Review of learning, coaching feedback and interim coaching sessions. • Maximising the coaching and mentoring relationship. • Using assessment and diagnostic tools to maximise the coaching relationship. • Role of Supervision. • Networking and continuous professional development for future success. • Reflect on own performance to date and develop an action plan to improve own

coaching practice. • Co-supervised coaching sessions: Coaching, being coached and providing

feedback. • Review of assignment requirements and action planning to successfully achieve

the qualification.


Recommend Reading: • The OSCAR Coaching Model: Simplifying Workplace Coaching by Andrew Gilbert

and Karen Whittleworth. • The Manager as Coach: The New Way to Get Results by Jenny Rogers, Andrew

Gilbert and Karen Whittleworth. • Executive Coaching with Backbone and Heart by Mary Beth O’Neill. • Coaching at Work by Perry Zeus & Suzanne Skiffington. • Coaching, Mentoring and Organisational Consultancy by Peter Hawkins and Nick

Smith. • Excellence in Coaching: The Industry Guide 2nd Edition. Edited by Jonathan

Passmore. • Developing a Coaching Culture by Peter Hawkins. • Making Coaching Work by David Clutterbuck and David Megginson. • Transactional Analysis for Trainers by Julie Hay. • NLP at Work by Sue Knight. • Emotional Intelligence in Action. Training and Coaching Activities for Leaders and

Managers by Marcia Hughes, L Bonita Patterson and James Bradford Terrell. • Everyone Needs a Mentor by David Clutterbuck. • Effective Coaching: Lessons from the Coach’s Coach by Myles Downey. • The Coaching Manual by Julie Starr. • Coaching for Performance by Sir John Whitmore.


Agenda - Day 1 9.00 to 10.00 Introductions/Welcome/Induction 10.00 to 10.10 Break 10.10 to 11.30 Understanding the skills, principles and practice of effective management coaching and mentoring:

• Coaching and mentoring definitions and philosophies. • The purpose of workplace coaching and mentoring. • Role, responsibilities and characteristics of the workplace

coach/mentor. • Why coaching/mentoring works.

11.30 to 11.40 Break 11.40 to 12.40 Coaching Models and Techniques

• The GROW model. • The OSCAR Coaching Model. • Effective Coaching Questions. • Coaching demonstration and debrief.

12.40 to 1.30 Lunch 1.30 to 3.00 Co-supervised Coaching Practice and Debrief

• Coaching, being coached, observing and giving feedback. • Peer feedback and self-reflection

3.00 to 3.10 Break 3.10 to 4.45 Using coaching to maximise professional development and enhance performance.

• The coaching spectrum. • Formal coaching versus informal coaching. • When coaching isn’t the answer. • Using the Performance Wheel to clarify and agree

development goals and outcomes. • Monitoring progress towards the agreed goals.

4.45 to 5.00 Review of Day One and Close


Day 2 9.00 to 9.15 Review of Day One 9.15 to 10.45 Building Effective Coaching Relationships

• Principles, beliefs & qualities of an effective coach • Asking effective questions • Becoming a better listener • Giving and receiving feedback • It’s not what you say – it’s how you say it. • Building rapport. • Why coaches/mentors need effective communication skills.

10.45 to 11.00 Break 11.00 to 12.30 Contracting with the Client and the Organisation

• Developing a coaching plan. • Contracting with the coachee. • Contracting with stakeholders. • Monitoring, assessing and recording progress. • Managing the relationship (including values and power). • Remaining ethical and non-judgemental.


• Coaching, being coached, observing and giving feedback. 3.00 to 3.15 Break 3.15 to 4.45 Understanding the Assessment Process

• Review of assignment requirements. • Assignment task/Group work. • Action planning.

4.45 to 5.00 Workshop Review and Close


Day 3 9.00 to 9.30 Expectations/Review of learning & coaching

• Group discussion 9.30 to 10.45 Using a coaching style of management

• Difference between coaching an aware and unaware coachee.

• Understand how coaching fits with other management and leadership styles.

• Using coaching to raise awareness and help others perform to their full potential.

• Using coaching to challenge under-performance and inappropriate behaviours.

10.45 to 11.00 Break 11.00 to 12.30 Developing a Coaching and Continuous Improvement Culture

• Use coaching to help people move through change. • Use coaching to enable continuous improvement. • Stages involved in developing a coaching culture. • Benefits of using formal and informal coaching for

individuals, the team and the organisation. • Potential personal, operational and organisational barriers to

using coaching and strategies to overcome them. 12.30 to 1.15 Lunch 1.15 to 3.00 Coaching Practice and Debrief

• Coaching, being coached and observing. • Peer feedback and self-reflection.

3.00 to 3.15 Break 3.00 to 4.30 Maximising the Coaching/Mentoring Relationship

• Matching your coaching/mentoring to the needs of the client. • Herons interventions. • Personal SWOT analysis and personal development plan. • Developing a personal profile that illustrates your coaching

and mentoring approach.

4.30 to 5.00 Review and Close • Assignment requirements. • Where to from here? Next steps.


Day 4 9.00 to 9.30 Expectations/Review of learning and interim coaching sessions.

• Group discussion. • Review of assignment work.

9.30 to 10.45 Using Transactional Analysis to Enhance the Coaching Process

• The role of transactional analysis. • Understanding life positions. • Case study.

10.45 to 11.00 Break 11.00 to 12.30 Becoming an effective, ethical and emotionally intelligent coach

• Emotional intelligence – an overview. • Using coaching to enhance emotional intelligence. • Ensuring your coaching remains authentic and ethical. • Review of strengths and development areas.

12.30 to 1.15 Lunch 1.15 to 3.00 Co-supervised Coaching Practical

• Coaching, being coached, observing and giving feedback. • Peer feedback and self reflection

3.00 to 3.15 Break 3.15 to 4.45 Putting Together the Case for Coaching/Mentoring

• Benefits for the individual and the organisation. • Potential barriers and how to overcome them. • Managing the coaching relationship. • Clarifying boundaries and expectations with all stakeholders. • Ensuring the coaching is effective and integrated. • Evaluating the effectiveness and benefits of the

coaching/mentoring programme. 4.45 to 5.00 Review and Close

• Assignment requirements. • Preparation for next workshop. • Where to from here?


Day 5

9.00 to 9.15 Review of learning to date 9.15 to 10.45 Different Methods of Coaching or Mentoring

• Executive coaching versus business coaching. • Transformational coaching. • Selecting the appropriate approach. • The role of team coaching and action learning. • Using supervision to develop coaching skills.

10.45 to 11.00 Break 11.00 to 12.30 Psychological Approaches to Coaching:

• Understanding psychological approaches to coaching. • Using a Systems Approach. • Sculpting.


• Coaching, being coached, observing and giving feedback. • Peer feedback and self-reflection. • Completing the paperwork.

3.15 to 3.30 Break 3.30 to 4.45 Maximising your Coaching Results

• Using the three key factors methodology. • Measure the return on investment. • Enhancing your personal profile to position yourself as an

effective executive coach or mentor. 4.45 to 5.00 Review and Close

• Assignment requirements. • Preparation for next workshop. • Where to from here?


Day 6 9.00 to 9.30 Expectations/Review of learning and interim coaching sessions.

• Group discussion. • Review of assignment work.

9.30 to 10.45 Using Tools and Diagnostics to Support Effective Coaching and Enhance own Coaching Performance

• Using learning styles effectively with your clients. • Using the performance wheel and 360 degree feedback. • Using diagnostic tools to help increase your own and the

client’s awareness and insights. 10.45 to 11.00 Break 11.00 to 12.30 Maximising the Coaching/Mentoring Relationship cont’d

• Using diagnostic tools to help increase your own and the client’s awareness and insights.

• Case study/practical sessions. 12.30 to 1.15 Lunch 1.15 to 3.00 Co-supervised Coaching Practical

• Coaching, being coached, observing and giving feedback. • Peer feedback and self-reflection.

3.00 to 3.15 Break 3.15 to 4.30 The role of Supervision and Networking

• Review SWOT analysis and personal development plan. • The role of on-going supervision. • Different types of supervision. • Networking and CPD. • Development plans for future development. • Review of assignment requirements and action planning for

assignment success. 4.30 to 5.00 Workshop/Programme Review and Close


Coaching and Mentoring Skills for Managers Online Resources Part 1: Fundamentals of coaching Part 2: Using coaching to maximise performance Part 3: Embedding coaching in the organisation

Coaching and Mentoring Skills for Managers:

Part 1: Fundamentals of coaching

Introduction to Part 1: Fundamentals of coaching. 1. Definitions of coaching and mentoring. 2. Management coaching. 3. Psychology of coaching. 4. Breaking negative belief cycles. 5. Increasing awareness and responsibility. 6. Core skills of coaching. 7. The OSCAR Coaching Model. 8. OSCAR demonstration. 9. Everyday coaching for busy managers. Summary of Part 1: Fundamentals of coaching.


Coaching and Mentoring Skills for Managers:

Part 2: Using coaching to maximise performance

Introduction to Part 2: Using coaching to maximise performance. 1. Motivating people to perform. 2. Coaching for performance. 3. Using the performance wheel. 4. Coaching versus other styles of management. 5. Effective questions to maximise performance. 6. Listening and Feedback. 7. Building relationships and rapport. 8. Raising awareness of under-performance. 9. Raising awareness demonstration (using OSCAR). 10. Using the performance wheel to address under-performance. Summary of Part 2: Using coaching to maximise performance.


Coaching and Mentoring Skills for Managers: Part 3: Embedding coaching in the organisation

Introduction to Part 3: Embedding coaching in the organisation. 1. Running effective meetings. 2. Coaching and mentoring for continuous improvement. 3. Coaching and mentoring people through change. 4. Coaching and mentoring to reduce stress and promote well-being. 5. Coaching and mentoring to enhance emotional intelligence. 6. The role of Transactional Analysis in coaching and mentoring. 7. Using Transactional Analysis in coaching and mentoring. 8. Developing a coaching and mentoring culture - the benefits, the

challenges and measuring return on investment. 9. The steps needed to develop a coaching and mentoring culture. 10. Coaching contracts and stakeholder engagement. 11. Different types of coaching interventions. 12. The role of diagnostics. 13. Coaching competencies, ethics, supervision and CPD. Summary of Part 3: Embedding coaching in the organisation.


Introduction to ILM

Institute of Leadership & Management

The Institute of Leadership and Management (ILM) is dedicated to advancing the capability of managers and leaders worldwide through the provision of expert qualifications and tailored learning resources (www.i-l-m.com), and by developing and supporting a global leadership and management community. As the UK’s largest awarding body for leadership and management qualifications, ILM recognises and celebrates individual learning and organisational commitment to training. Expert Qualifications Provider: ILM is the UK market leader in the development, assessment and administration of leadership and management qualifications. From its founding in 1956 as the Institute of Supervisory Management to today, well over half a million managers have enhanced their careers through an ILM qualification. ILM is a not-for-profit organisation with the flexibility and capacity to continually innovate its qualifications and membership services to meet changing demands in the workplace. Trusted partner: ILM works in partnership with over 2,000 employers, colleges, universities and training providers, operating in 34 countries, to deliver qualifications to a global audience. As part of the City & Guilds Group (which registers 1.8 million learners annually), ILM has earned a global reputation for excellence, and is trusted by individuals and organisations to take their learning and development to a new level. Professional Institute: ILM is a professional body with a rapidly growing membership of 20,000 successful and ambitious management professionals. With ILM membership, leaders and managers receive specialist support, training, news and advice tailored to meet their individual needs.


Summary of ILM qualification benefits

For employers: • Provides external recognition of quality and commitment to developing

employees. • Brings independent and internationally recognised forms of best practice to

learning and development teams. • Maximises the transfer of learning into the workplace through the emphasis on

work-based assessment. • Meets business needs through maximum flexibility. For learners: • Provides international recognition for learning. • Can be a source of increased motivation. • Offers a trusted route to gaining further qualifications. • Provides transferable recognition for training undertaken. • All registered candidates automatically become full members of the ILM for 6

months and can enjoy the entire range of member benefits accessible through the ILM website. At the end of the 6 months you have the option to continue with your membership or allow your membership to lapse.

Successful completion of a Level 3 (or above) qualification provides eligibility for Associate Membership (AMInstLM) of the Institute of Leadership & Management. Resources: • Leadership library – ILM’s extensive library to browse and order on-line. • e-journals and e-books – unlimited access 24/7 • Website – exclusive access to the members-only area of the ILM website.


How We Work Together

This code of practice does not seek to replace existing codes of practice or policies in respect of training, equal opportunities or anti oppressive practice. The trainers undertake to: • Facilitate learning. • Develop an environment of trust and confidence by providing a range of learning

opportunities and methods. • Promote equal opportunity and the development of anti discriminatory practice. • Ensure behaviour within the event enables a safe and positive learning

environment to be maintained for the benefit of all. • Be flexible and responsive within the aims and objectives of the course while

keeping to times for starting and finishing. We expect participants to: • Participate and apply the material to their own setting and situation. • Recognise we all have different learning styles and abilities and enable all to learn

to the best of their abilities. • Treat all with respect and maintain a professional standard of behaviour. • Give feedback in a constructive and positive manner. • Keep to times set. • Inform the training unit of any circumstances or special needs that may prevent

full access to the training. We all have responsibility to: • Contribute towards a safe learning environment. • Challenge abusive or offensive language or behaviour. • Understand how our own behaviour affects others. • Enable all to benefit to the best of their potential.

Complaints and Appeals Procedure

Candidate and assessor should always attempt to talk through problems regarding assessment themselves. Sometimes the involvement of the client mentor, or line manager, may help. If the difficulty cannot be resolved at this stage, the internal verifier who would normally be responsible for the portfolio should be contacted. This may be verbally or in writing. The difficulty may be resolved here or taken to the centre/assessor standardisation meeting. Should the difficulty still not be resolved the external verifier for ILM should be contacted. The next stage of the process, appeals panel, should only be activated when previous steps have been exhausted. All involved are asked to ensure that issues are resolved as close to the source as possible.


Using the Worth Academy Each candidate will be registered with the Worth Academy and receive a notification email with login details. The password will be randomly generated – you can change this as you wish. This is a high security site and no one will ever be able to see your password (including us). All Assignment Templates are downloadable from the Academy. All Assignment Support Videos are accessible via the Academy. All draft and completed Assignments are to be uploaded via the Academy for Assessment. Access to the Academy is via the URL: academy.worthlearning.co.uk/login. We encourage you to contribute to the group discussions and wider community on a regular basis. Your tutor/assessor will monitor the Academy and respond to your questions. If you have any questions, please email: [email protected] - or go to: academy.worthlearning.co.uk/discussions to ask a question.

Assessment notes for candidates

• Structure your work by using the attached templates. • You are required to pass each assessment criteria to achieve your qualification. • Study the assessment criteria shown for each unit carefully and check to see that

your work “measures up” before you submit. • Whilst you will not be penalised for weak spelling and grammar, you should

remember that this might affect the meaning of your document. It is therefore expected that appropriate attention be given to such matters

• All material will be kept confidential and secure as far as is reasonably possible. • Ask your tutor if you are not sure about the submission dates. • Ensure that you do your own work and do not plagiarise (copy) work from others

and make sure all materials are correctly referenced using the Harvard Referencing system (see templates for details). If you are not sure what is meant by plagiarism speak to your tutor who will clarify, or may provide you with some notes produced by ILM in the Centre Manual.


Academy Tutorial

Logging in to the Academy


1. To log into the Academy use the ‘Login’ link in the top right of the page. Alternatively you can go to: https://academy.worthlearning.co.uk/login

2. If you have forgotten your password, click the ‘Lost your password?’ link where you are able to submit your username or email address. From here the system will send you an email allowing you to create a new password so you can gain access again.

3. Any other problems with gaining access to the Academy, please email [email protected].

Taking a course

1. You have to be logged into the Academy and enrolled onto a course to be able to take an online course. The courses that you are enrolled on can be found on your profile, under ‘My Courses’. This is also where you are redirected to when you log into the Academy as a student.


2. To begin the course, click ‘Start a course’ - or to continue a course you have already started click ‘Continue course’.

3. This will take you either to where you left off in the course, or to the ‘Start

course’ screen.

Finding your Induction Pack

1. To locate the ‘Induction Pack’ for your course you need to be logged into the Academy.

2. Once logged in, navigate over to your course and your induction pack will be the first unit in the course.

3. If you want to go back to your induction pack once you are mid-way through

the course you can always navigate back to it by using the course navigation menu on the right hand side of the page.


How to ask and answer a question

1. You can ask questions in two places, from inside taking the course itself or

from within the course homepage. 2. To ask a question from the course homepage, click on ‘Questions’ in the

navigation bar on the left hand side.

3. From here you can search previously asked questions and vote on their

usefulness. To ask your own question click ‘Ask a question’.

4. To ask a question from within side a course, head towards the bottom of a

unit (underneath the videos and workbooks). Then click on ‘Ask a question’, which will open up a form that allows you to ask your question.


5. To answer a question, click on the title of the question you are interested in within the question list. This will open up the question page where you are able to see other people's answers and submit your own.

6. To submit your question fill in the ‘Answer this question’ field and click the

‘Add Answer’ button.


How to find your assignment templates

1. To download your assignment templates you must be logged into the Academy.

2. Once logged in, go into your course and navigate to the ‘Assignment Templates’ section in the course navigation menu on the right.

3. From there you can download all the assignment templates for your course by

clicking the ‘download’ button.

How to upload your assignment

1. To upload your assignment you must be logged into the Academy.

2. Then navigate over to your course, and towards the very bottom of the course

navigation menu you will find ‘Upload your completed assignment’.


3. This will bring up the assignment upload form where you can attach your

assignment. Once all fields have been filled in, hit the submit button and your form will be sent to one of our assessors.


{Assignment Template}

Name: Date:

ILM Level 7 Certificate in Executive Coaching and Mentoring

Assignment 8581-700:

Understanding the context of coaching and mentoring in a

strategic business environment

{Note: You can delete everything between these brackets {…} they are there for a guide to completion of the assignment.} {Word Count 5,000 words} {Your assignment is split into Assessment Criteria. The Pass Mark is a minimum of 50% for each Assessment Criteria} To maximise your marks, please ensure you use ‘references’ whenever appropriate to show the source of any theory or models you have used. Please use Harvard Referencing. For example, if referencing the OSCAR Model: The OSCAR Model (Gilbert and Whittleworth, 2009). You should list all your references at the end of the assignment where indicated. We would encourage you to extensively use search engines to explore the wealth of research available online to extend your learning and add richness to your assignment work. Tip: A well-constructed appendix really helps in the assessment of your work, and minimises duplication in your answers. NOTE: This assignment should be submitted as a single Word document using this Assignment Template. Any document you upload replaces any previous uploaded document. Please ensure you present your work in a way that the assessor can easily identify and mark your work.


1. Know how to recognise and establish the organisational context, strategy, culture and processes for coaching or mentoring at a senior and strategic level 1.1. Define and differentiate between the different focus, roles, processes and environment for the two different disciplines of coaching and mentoring. {12 Marks} 1.2. Critically review the organisational context, strategy, characteristics, culture and conditions for effective coaching or mentoring. {8 Marks} 1.3. Evaluate alternative organisational strategies other than coaching or mentoring. {8 Marks} 1.4. Determine the factors which impact on how coaching or mentoring are integrated at a senior, strategic and organisational level. {8 Marks}


2. Know how to compare and contrast a number of contextual applications in coaching or mentoring in organisations and business environments 2.1. Define and critique the distinctions between various methods of coaching or mentoring including (as a minimum) executive, leadership, professional and business coaching or mentoring. {16 Marks}


3. Know how to review the necessary conditions, skills and practices for effective and ethical coaching or mentoring at a senior and strategic level 3.1. Critically review the skills and behaviours required for ethical practice in coaching or mentoring at a senior and strategic level. {16 Marks} 3.2. Justify the importance and role of codes of practice, contracting and supervision at this level of coaching or mentoring practice. {16 Marks}


4. Know how to evaluate the contribution of coaching and mentoring relating both to the individual client and to organisational performance 4.1. Critically assess the contribution of coaching or mentoring to improve both individual and organisational strategic performance. {8 Marks} 4.2. Evaluate the application of coaching or mentoring within a specific organisation or business environment. {8 Marks}


References {List all the references you have used in your assignment using Harvard Referencing. For example: Covey. Stephen R. (1989) The 7 Habits of Highly Effective People. Simon & Schuster UK Ltd.}

Bibliography {List all the books and articles you have read as part of your assignment compilation. For example: Covey. Stephen R. (1989) The 7 Habits of Highly Effective People. Simon & Schuster UK Ltd.}



Name: Date:

ILM Level 7 Certificate in Executive Coaching and Mentoring

Assignment 8581-701:

Undertaking coaching or mentoring at a senior and strategic level



1. Know how to agree a contract to coach or mentor clients at a senior/strategic level 1.1. Establish and build effective coaching or mentoring relationships with clients at a senior/strategic level. {Here you need to explain how appropriate coaching or mentoring relationships have been established. Complete a Coaching Contract for each of your clients and attach as an appendix} {8 Marks} 1.2. Discuss and evaluate clients’ development and support needs and goals and agree a contract for coaching or mentoring in the context of the individual and organisation. {Here you need to list your clients developmental needs and goals. Attach a completed Coaching Preparation document for each client as an appendix. Reference the Coaching Contract that you have attached in the appendix} {8 Marks}


2. Be able to plan, deliver and review at least twenty hours of coaching or mentoring contact with clients at a senior/strategic level 2.1. Plan, prepare and maintain accurate and auditable records for twenty hours of coaching or mentoring with individual clients operating at an appropriate senior/strategic level. {Here you complete a Coaching Plan for each of your clients. Reference the Coaching Preparation that you have attached as an appendix.} {16 Marks} 2.2. Undertake appropriate coaching or mentoring contact with clients for at least twenty hours exploring outcomes and options. {Attach the Coaching Notes form, that you have typed up on completion of each coaching session, as an appendix. Also attach the Summary of Coaching Hours undertaken as an appendix} {20 Marks} 2.3. Review clients’ development and support needs and progress towards achieving their goals, and outcomes. {Here you discuss your clients support needs and review their progress towards achieving their goals} {8 Marks}


3. Be able to reflect on all coaching or mentoring activity, feedback and supervision 3.1. Participate actively in peer coaching or mentoring and other personal and professional coaching or mentoring networks. {You will collect Tutor/Colleague Feedback on the training programme. Type these up in detail and attach as appendices.} {8 Marks} 3.2. Participate actively in supervision in order to seek feedback and advice on your own performance as a coach or mentor. {Refer to the Tutor/Colleague Feedback that you have attached as an appendix.} {8 marks} 3.3. Collect client feedback in order to develop your own performance as a coach or a mentor. {After completing a coaching programme get the client to complete a Coachee/Mentee Evaluation form – type these up and attach as appendices. Also reference the Tutor/Colleague Feedback that you have included in the appendices} {8 marks} 3.4. Critically reflect on the feedback and activities completed in order to identify own strengths and development needs and plan to take action to improve own executive, leadership, professional and business coaching or mentoring practice. {After each coaching session complete a Coach Reflections form - attach these as appendices. Also reference the Tutor/Colleague Feedback that you have included in the appendices. Complete a Personal Development Plan form and attach as an appendix} {16 marks}


Templates for Undertaking and Recording 20 hours of formal coaching and mentoring

To enable you to undertake and record 20 hours of formal coaching, we advise you to use the following templates and follow the process you have practiced in the co-supervised coaching sessions: The formal coaching process is: 1. Agree a Coaching Contract. 2. Coachee completes a Coaching Preparation document. 3. Agree a Coaching Plan with each coachee (minimum of 4 coachees). 4. Undertake the coaching sessions using Coaching Notes. 5. Update the Summary of Coaching Hours (20 hours minimum). 6. Complete Coach Reflections forms after each coaching session. 7. Complete a Coachee/Mentee Evaluation form at the end of the coaching programme. 8. Complete a Tutor/Colleague Feedback form after co-supervised sessions.


Example Coaching Contract

It is both coach and coachees responsibility to work through this contract together in the introductory session, to ensure mutual understanding of the basis of the

coaching relationship, roles and responsibilities. What you can expect from the coaching process: In a coaching relationship, the coachee’s agenda is at the centre of the relationship and will be worked on jointly by both coach and coachee. As coach I do not have the answers to your issues, but I am committed to working with you to explore them and help you identify how to move forward. I will at all times do my best to help you achieve all you want for yourself but there are no guaranteed results; you get out what you put in. At all times, I will treat you with respect and treat all you tell me in confidence. There may be occasions when something you share with me needs to be shared more widely, but we will discuss this first so that you are comfortable, and wherever possible, you will take the lead in sharing the information with others. I may be asked to feed back generic information regarding issues such as learning needs, how public services are faring generally or other points that can help inform further programmes; I will not however feed any such information back if I cannot completely guarantee confidentiality. As a workplace coach, I may work with a variety of people who may, or may not be known to you. I will let you know if there is likely to be a conflict of interest. Where we work together with this knowledge of others, the focus of our work will be on your situation and your responsibilities. I will not therefore refer to situations or any knowledge I have about these individuals, gained from my interactions with them. Your commitment to the coaching process: I agree that the prime purpose of this coaching contract is to support, maintain and enhance my personal development and performance over an agreed period of time. As the coachee, I will ensure that, to the best of my ability, I have met the agreed objectives and action plan set out at the end of each session. I understand that taking part in this coaching contract places responsibilities on me. I agree to prepare for each session, to be punctual and to actively participate. I agree to carry out any follow-up actions that I choose to commit to within the coaching sessions as per agreed timescales. I understand that all that is discussed between us will be treated in absolute confidence, unless we agree that information can be shared with another party. I agree to complete all evaluation forms during and following the final session.


I will ensure that the session is not interrupted, in order to give full attention to the interaction. How the process will work: We have both agreed the parameters of this relationship and discussed their practical implications for us. We have agreed to meet every …. weeks for ….. sessions. We have agreed that 1 to 2 hours is a suitable length of time for our sessions. We will time these sessions to coincide with specific stages of work or situation, so that constructive feedback can be provided and objectives reviewed. It is the joint responsibility of both the coach and the coachee to agree the scheduling of these sessions. Our first coaching session will be on: Date: ………………………………Time: ……………………………………….. Venue: ……………………………………………………………………………….. If for any reason a session is cancelled, we will meet again at the next mutually convenient date. The person who has cancelled the session has the responsibility to re-arrange the session. (Each coach will have their own cancellation policy, considering how many sessions can be cancelled before they review the situation with their coachee and consider ending the relationship). Any changes in circumstance will necessitate the discussion and agreement of a new coaching contract. Either party can request a termination of the agreement if there is a breakdown in the coaching relationship, inadequate commitment to the process or lack of progress being made. I have read, and agree, this coaching contract. Signed: Coachee: ………………………………………… Date: ……………. Coach: …………………………………………… Date: …………………

Note this relates to assessment criteria 8581-701 1.2


Example Coaching Preparation Documentation

(to be completed by your selected coachee)

Name of Coachee: Date:

To be completed by the Coachee prior to the Coaching Programme and brought to the session for discussion. Identify Individual Developmental Needs: What do you want to achieve as a result of the coaching sessions? (Please spend some time prior to the session(s) thinking about your goals and/or issues you wish to be coached on. These can be general i.e. improved confidence, become more assertive, build better relationship with XYZ colleague, manager etc, or more specific and related to a specific issue impacting on your life and/or work performance). How will achieving these goals help your team and organisation? (How are your personal development needs aligned with your team and organisational and goals?)



Example Coaching Plan

Name of Coachee: Goals and/or Developmental Needs identified: Number of Sessions Required: Dates of Sessions: Duration of Sessions: Diagnostics and techniques to be considered:



Coaching Notes To be used by the coach during the coaching session

Coachee name: Date: Outcome: (What do you want to achieve) Situation: (What is the current situation?) Choices and Consequences: (What options can you choose from? What are the likely consequences of each choice? What are the best options to choose?) Actions: (Based on your choices, what actions are you going to take, when, and on a scale of 1 to 10 how committed are you to taking them?) Review: (What date will we review your progress and what steps are you going to take to review your progress?)



Summary of Coaching Hours (minimum 20 hours)

Coachee Session Date Hours

Total Hours



Coach Reflections To be completed after each coaching session by yourself

Name of Coachee: Date: Overview of models and diagnostics used: Effectiveness of coaching approach: (i.e. relationship with coachee, use of questioning, listening and feedback techniques) What I did well: What I could improve upon: End of session feedback from coachee:

Note this relates to assessment criteria 8581-701 3.4 and 8581-703 1.1


Coachee/Mentee Evaluation

Name of coachee: Date: How have the sessions moved you forward (please specify any actual outcomes achieved)? What have been your key insights as a result of the sessions? As feedback to your coach/mentor – What have been the most useful aspects of the sessions? As feedback to your coach/mentor - How could these sessions be improved?



Tutor/Colleague Feedback and Reflections

Feedback form to be completed by the tutor and/or observer of the

co-supervised coaching sessions during the training programme

Name of observer: Date: Name of person being observed: Overview of models and diagnostics used: What did well: What could improve upon: Additional comments:



Personal Development Plan

Identify your personal development needs and put together a plan for your future development for a minimum of the next twelve months:

Personal development goals Actions to ensure that I achieve my development goals

When By







Name: Date:

ILM Level 7 Certificate in

Executive Coaching and Mentoring

Assignment 8581-703: Reflecting on your own ability to perform effectively as a coach

or mentor practicing at a senior level



1. Know how to review own abilities to perform effectively as an effective coach or mentor at a senior/strategic level 1.1. Critically review your communication skills, emotional intelligence and ability to build effective relationships in a diverse social and cultural environment. {16 Marks} 1.2. Critically review own ethical and moral values, beliefs, attitudes and personal integrity and assess the impact they may have on influencing the coaching or mentoring relationship. {16 marks} 1.3. Critically review your own competence to support the growth of capability, development and improved performance in others {16 marks}


2. Understand how the client’s personal characteristics and organisational context affects coaching or mentoring 2.1. Critically analyse how client’s role, position, organisational context, and cultural attributes affects the coaching or mentoring relationship in practice. {12 Marks} 2.2. Critically analyse how clients’ personalities, characters, value systems, knowledge, skills and experience affect the coaching or mentoring relationship. {12 Marks}


3. Be able to use reflective learning to position yourself as an effective coach or mentor 3.1. Develop a personal profile which illustrates your coaching or mentoring approach, practice and the context within which you are operating and include your contract/code of practice and any other supporting paperwork. {28 Marks}





ILM Level 7 Coaching & Mentoring Assignment Suggested Submission Guidelines

Timeline Action

After Day 2 (Module 1)

Download the Assignment templates Additional reading on coaching and mentoring Review the recorded assignment videos Contract with your coachees Conduct and write up two coaching sessions and your self reflection notes.

After Day 4 (Module 2)

Submit a draft of 8581-700 for review by assessor by the start of the next module NOTE: Use file name format as follows: First Name Surname DRAFT 8581-700 E.g. Andrew Gilbert DRAFT 8581-700 Conduct and write/type up your coaching sessions and personal reflections.

One to two months after completion of the programme

Submit 8581-700 for assessment NOTE: Use file name format as follows: First Name Surname COMPLETE 8581-700 E.g. Andrew Gilbert COMPLETE 8581-700 Conduct a write/type up your coaching sessions and personal reflections.

Two to three months after completion of the programme

Submit a draft of 8581-701 for review by assessor NOTE: Use file name format as follows: First Name Surname DRAFT 8581-701 E.g. Andrew Gilbert DRAFT 8581-701 Conduct and write/type up your coaching sessions and personal reflections to take you up to the 20 hours coaching needed for your final 701 submission.

Three to four months after completion of the programme

Submit 8581-701 for review by assessor NOTE: Use file name format as follows: First Name Surname COMPLETE 8581-701 E.g. Andrew Gilbert COMPLETE 8581-701

Five to six months after completion of the programme

Submit a draft of 8581-703 for review by assessor NOTE: Use file name format as follows: First Name Surname DRAFT 8581-703 E.g. Andrew Gilbert DRAFT 8581-703

Six to eight months after completion of the programme

Submit 8581-703 for assessment NOTE: Use file name format as follows: First Name Surname COMPLETE 8581-703 E.g. Andrew Gilbert COMPLETE 8581-703

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Candidate Induction Pack - Worthlearning€¦ · The ILM Level 7 Certificate in Executive Coaching...

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