8580-500 Understanding the Skills, Principles and Practice of Effective Management Coaching and Mentoring

8580-500 Understanding the Effective Management Skills, Principles, and Practice Coaching and mentoring are intended to improve your ability as a coach or mentor to influence, develop, and guide those around you. You will achieve staff engagement, ownership, and insight into personal development and transformational change by using the tools learned and practised in the course.

Learning outcomes

The learner will:

• Understanding the Skills, Principles and Practices of Effective Coaching or Mentoring in an Organisational Context
• Understand the Knowledge Skills and Behaviours required to be an effective Coach or Mentor
• Understand the Importance of effective contracting and management of the coaching or mentoring process

Assessment criteria

The learner can:

• Define coaching and mentoring in the context of an organisation, and explain the similarities and differences between the two.
• Identify potential individual, operational, and organisational barriers to using coaching or mentoring and devise appropriate strategies for reducing or eliminating them.
• Make a case for using coaching or mentoring to improve individual and organisational performance.
• Examine the knowledge, skills, and behaviour of an effective coach or mentor critically.
• Examine why effective communication skills are required for coaches or mentors.
• Examine the coach’s or mentor’s responsibilities for managing relationships (including values and power) while remaining ethical and nonjudgmental.
• Examine a model or process that should be used when formally coaching or mentoring others.
• Examine the reasons for and characteristics of effective contracting in coaching.
• Explain to all stakeholders the importance of discussing the expectations and boundaries of a coaching or mentoring programme.
• Justify the need for coach and mentor supervision in practice.
• Examine the components required for effective and integrated coaching or mentoring.
• Consider how the benefits of coaching or mentoring should be assessed.

Unit purpose and aim(s)

To provide learners with an understanding of the role and contribution of coaching and mentoring to individuals and organisations, as well as to make a case for using management coaching and mentoring in their organisations.

Who are these qualifications for?

The Certificate and Diploma in Coaching and Mentoring are ideal qualifications for managers who are responsible for coaching and mentoring daily. They are also intended to help learners who want to advance to a development role or begin a career as a freelance coach and mentor.

Benefits for individuals

• Gain a thorough understanding of the workplace coach’s and mentor’s roles and responsibilities.
• Expand your knowledge of how coaching and mentoring can benefit an organisation.
• As a coach and mentor, you should be able to assess your abilities, behaviours, and knowledge.
• Provide evidence of your growth as a coach and mentor as a result of the qualification.
• Plan your future growth.
• In your organisation, plan, deliver, and evaluate coaching and mentoring.

Benefits for employers

• Ensure that the managers you develop as coaches or mentors have the necessary skills, knowledge, and ethical understanding.
• Create a coaching and mentoring culture in your organisation so that managers can provide effective support for others’ development and performance.

Course Content

Chapter one

• Coaching and mentoring definitions
• Coaching, mentoring, counselling, and training have differences and overlaps.
• Overview of therapy and counselling, distinguishing them from coaching and mentoring, and defining the boundaries
• Organizational context – vision, mission, size, structure, and coaching and mentoring readiness
• Coaching and mentoring have both individual and organisational benefits.
• Coaching and mentoring costs and benefits – financial and personal/social/emotional
• Alternative strategies for employee development and support, including various training strategies (long and short courses, in-house and external, distance/flexible/e-learning, and so on).
• The variety of formal and informal learning opportunities available, their costs and benefits, and their utility in developing specific knowledge and skills
• Corporate goals and the role of coaching and mentoring in achieving them
• Barriers at the organisational, operational, and individual levels (time, resources, attitudes, values, ownership, and so on) and strategies for overcoming them
• Techniques for monitoring, reviewing, and evaluating programmes

Chapter two

• Different points of view on mentoring and coaching
• Contracting, as well as agreement on the coaching process and framework
• Coaching’s organisational context (senior manager buy in, other related policies and procedures)
• Different learning style and preference models
• An effective coach and mentor’s knowledge, skills, and behaviours
• Performance coaching/life coaching, GROW Model, Argyris’s double loop learning, Kolb’s learning cycle, Gardner’s Multiple Intelligences, Myers-Briggs, hemispherical dominance, transformational learning, Johari’s window, NLP, and other psycho-social models are examples of coaching and mentoring models that can contribute to performance improvement.
• A variety of learning and counselling services are available.
• Legal aspects of coaching and mentoring (health and safety, equal opportunities, disability, and so on) as well as ethical concerns (abuse of power and authority, personal intimacy and sexual harassment)
• Supervision’s Role in Coaching and Mentoring
• Power and authority concepts (personal/positional, zero-sum, etc.), as well as power dynamics (especially power relationship between self and client)
• Working with a diverse workforce raises cultural issues (gender stereotyping, race, religion and sexuality, etc)
• Personal beliefs and values, their origins, and their impact on attitudes and behaviours
• Behavioural traits, their drivers, and their impact on others (for example, the nature/nurture debate on sex/gender, as well as differences in cognition and behaviour)
• Theories of communication (e.g. discourse analysis theories, overview of socio-linguistics)
• Coaching and mentoring relationship characteristics and differences (judgemental/non-judgemental, transactional analysis, etc.)
• Identifying the appropriate physical environments for mentoring and coaching, particularly with regard to confidentiality

Chapter Three

• Models and processes for effective coaching (GROW, ARROW, OSKAR, OSCAR, Skilled Helper etc)
• Processes and techniques are being questioned (solution focused, clean etc)
• Contractual agreements (stakeholder involvement, 2 way and 3 way contracting)
• To gain stakeholder understanding, explain the purpose, principles, ethics, and practise of coaching or mentoring.
• Contracts for coaching or mentoring vary (and different focus of relationship explored at contracting stage)
• Setting objectives when contracting
• Ground rules for participation and feedback
• establishing timetables and scheduling coaching or mentoring activities
• Principles and Practice of Supervision
• Contracting-related links
• Codes of Conduct (used when contracting to support)

Chapter Four

• Performance is aided by organisational structure, culture, and the role of coaching or mentoring.
• Coaching and mentoring values, ethics, and principles
• Organizational culture and environments conducive to coaching or mentoring
• Internal coaching or mentoring assistance (policies, procedures, strategies and senior level support)
• Organizational barriers to coaching and mentoring (individual, team, operational, organisational)
• Developing and agreeing on strategic goals for coaching and mentoring
• Standards and indicators of competence for coaches or mentors
• To monitor and evaluate the impact of coaching and mentoring in an organisation, standards, indicators, and success measures (return on investment and evaluation techniques) are used.

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