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Prequisites
In order to attend this coaching course you must have attended our Introduction to NLP 2 day course. Click here for dates |
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 PLEASE NOTE:
Entry Requirements for ILM Level 4 Accreditation
Participants will be practicing managers. They should normally have successfully completed a program leading to the award of the ILM Level 3 Certificate or Introductory Certificate in First Line Management or an ILM Level 4 Diploma or Introductory Diploma in Management, or an equivalent qualification and have experience of working in a role at this level.
Exceptionally, candidates who have no formal qualification in management, but who have several years experience and have completed some formal training in the role, may also participate.
Candidates should normally also possess communication skills equivalent at least to Key Skill Level 3 in Communication or receive additional support to enable them to achieve this level in the course of the program.
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CONTENT OVERVIEW
DIPLOMA IN MANAGEMENT COACHING AND MENTORING
7 DAYS
DURATION
Minimum of 45 guided learning hours, excluding assessment, plus 12 hours of practical coaching activity, to be completed normally within one year, or up to a maximum of 2 years. Total notional learning time is likely to be at least 60 hours
DEVELOPING PERFORMANCE THROUGH MANAGEMENT COACHING AND MENTORING
Good practice in coaching and mentoring
Values and standards in coaching and mentoring
Building relationships and commitment
Develop questioning and listening skills
Organizational implications of coaching and mentoring
MANAGEMENT COACHING AND MENTORING PRACTICE
Agree development goals
Planning a coaching or mentoring program
Undertake coaching or mentoring and reflect on own performance |
Values and standards in coaching and mentoring |
Learning Outcomes
on completion
the candidate
should be able to:
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Indicative Content |
- Distinguish between the legal requirements and ethical implications of coaching or mentoring in a diverse workforce
- Explain and review own ethical and moral views, beliefs, attitudes and values and its effect on own behaviour
- Evaluate and show respect for others’ ethical and moral views, beliefs, attitudes and values and its impact on their behaviour in a coaching or mentoring context
- Be prepared to challenge behaviour that detracts from an appropriate coaching or mentoring relationship
- Explain the nature of power and authority in coaching and mentoring relationships and own responsibility not to abuse it
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- Legal aspects of coaching and mentoring (H&S, Equal Opportunities, Disability, etc) and ethical issues (abuse of power and authority, personal intimacy and sexual harassment)
- Concepts of power and authority (personal/positional, zero-sum, etc), and power dynamics (especially power relationship between self and client)
- Cultural issues working with a diverse workforce (gender stereotyping, race, religion and sexuality, etc)
- Personal beliefs and values, their source and effect on attitudes and behaviours
- Behavioural traits, their drivers and effect on others (eg nature/nurture debate on sex/gender, and differences in cognition and behaviour)
- Non-combative challenging strategies to alter inappropriate attitudes and behaviour
- Recognition of client needs beyond coach’s competence (personal social or psychological problems, learning difficulties or disabilities) and available support services
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Building relationships and commitment
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Learning Outcomes
on completion
the candidate
should be able to:
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Indicative Content |
- Create the necessary, safe and confidential conditions for engaging in effective coaching or mentoring
- Agree the learning/development expectations, processes and boundaries of a coaching or mentoring program with all stakeholders
- Be aware of the relationships within teams and their impact on the coaching or mentoring process
- Take action to overcome barriers to performance improvement by those being coached or mentored
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- Distinguishing the appropriate physical environments for coaching and mentoring, especially the need for confidentiality
- Learning and development outcomes – behavioural, cognitive and emotional
- Negotiation strategies and techniques
- Factors determining workplace relationships – organizational, task and personal – and their impact on work performance and the coaching or mentoring process
- Strategies and techniques for addressing and improving poor personal relationships in the workplace
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Develop questioning and listening skills
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Learning Outcomes
on completion
the candidate
should be able to:
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Indicative Content |
- Discriminate between and employ appropriate questioning skills and techniques to develop others
- Listen actively and analyse discourse to identify meaning
- Employ reflection and summa rising skills to confirm understanding
- Use appropriate body language and voice cues to convey meaning and demonstrate openness and attention to others
- Analyse others’ body language and voice cues to identify meaning and attitude
- Build and maintain networks to support own coaching and mentoring practice
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- Communication theories (eg discourse analysis theories, overview of sociolinguistics)
- Verbal and non-verbal communication skills (questioning, listening, analysis of non-verbal communication, reflection and summarizing skills), in person, by telephone and by email
- Nature and value of networks, analysis of personal networks and development of networking skills
- Managing self and time to build and sustain networks
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Organizational implications of coaching and mentoring
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Learning Outcomes
on completion
the candidate
should be able to:
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Indicative Content |
- Evaluate the costs and benefits of coaching and mentoring in relation to other learning modes
- Analyse the advantages and disadvantages of coaching and mentoring
- Present a business case for coaching or mentoring to achieve individual and team goals
- Identify organizational and operational barriers to best practice in coaching and mentoring
- Evaluate strategies for overcoming barriers to best practice in coaching and mentoring
- Review coaching or mentoring activities and identify improvements in organizational policy and procedures
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- Costs and benefits of coaching – financial and personal/social/emotional
- Range of formal and informal learning opportunities, their costs and benefits and utility in developing particular knowledge and skills
- Corporate objectives and the contribution of coaching and mentoring to their achievement
- Organizational and operational barriers (time, resources, attitudes, values, ownership, etc) and strategies for overcoming these barriers
- Range of learning and counseling services available
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MANAGEMENT COACHING AND MENTORING PRACTICE
Module Summary
This module is primarily concerned with the practice of coaching and mentoring and emphasizes skills development and practice by taking candidates through the key stages needed for effective performance as a coach or mentor, undertaking a minimum of 12 hours coaching and mentoring practice.
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Agree development goals
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Learning Outcomes
on completion
the candidate
should be able to:
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Indicative Content |
- Analyse and select those divisional and team objectives which could be supported by coaching or mentoring
- Evaluate, select and implement techniques for assessing individual development needs
- Negotiate and agree how performance can be improved through coaching or mentoring
- Identify alternative learning modes that may be needed to support coaching or mentoring to achieve development goals
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- Techniques for assessing the learning and development of a client
- Nature and purpose of objectives
- L earning styles and personality characteristics and their assessment – range of learning and personality inventories for individuals and teams available (eg Honey and Mumford, Myers Briggs, 16PF, Belbin) – their use and analysis
- Learning and development strategies appropriate to different learning and personality styles
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Planning a coaching or mentoring program |
Learning Outcomes
on completion
the candidate
should be able to:
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Indicative Content |
- Analyse individual and team learning goals to identify the range of knowledge, skills and experiences needed
- Identify the optimum order for developing individual knowledge and skills, based on the client’s preferred learning style
- Prepare plans for individual coaching or mentoring sessions, identifying the possible learning outcomes, activities, information and resources required
- Develop and prepare materials and resources for coaching or mentoring sessions
- Ensure that accurate and adequate records of individual coaching or mentoring sessions are kept and agreed with the client
- Monitor individual clients’ progress towards achieving their personal learning objectives and agree future action and review
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- Characteristics of effective learning plans
- Criteria for developing coherent and logical order for learning and development • Recording and monitoring coaching or mentoring activities
- Strategies for coaching or mentoring
- Planning principles and practices for coaching or mentoring sessions
- Methodologies and criteria for analysing materials and information supporting coaching or mentoring
- Action planning and review
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Undertake coaching or mentoring and reflect on own performance
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Learning Outcomes
on completion
the candidate
should be able to:
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Indicative Content |
- Initiate and build an effective coaching or mentoring relationship based on mutual trust
- Undertake coaching or mentoring in an open, honest and confidential way
- Reflect on own practice
- Complete a personal learning and reflection log of coaching or mentoring practice
- Identify own development needs
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- Strategies and practices for building effective relationships
- Behaviours to encourage openness, honesty, and trust and their significance in coaching and mentoring
- Reflection and social interaction as strategies for self-knowledge and improvement – concepts of the reflective practitioner, theory and behaviour
- Use and completion of personal reflection log
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