8581-700 Understanding the Context of Coaching and Mentoring in a Strategic Business Environment

The course ‘Understanding the Context of Coaching and Mentoring in a Strategic Business Environment’ aims to teach students how to critically evaluate the role and contribution of coaching and mentoring at the senior level.

Learning outcomes

The learner will:

• Recognize and establish the organisational context, strategy, culture, and processes for senior and strategic coaching or mentoring.
• Be able to compare and contrast a variety of contexts for coaching or mentoring in organisations and business settings.
• Understand how to assess the conditions, skills, and practises required for effective and ethical coaching or mentoring at the senior and strategic levels.
• Understand how to assess the impact of coaching and mentoring on both the individual client and organisational performance.

Assessment criteria

The learner can:

• Define and distinguish between the two distinct disciplines of coaching and mentoring in terms of focus, roles, processes, and environment.
• Conduct a critical examination of the organisational context, strategy, characteristics, culture, and conditions for effective coaching or mentoring.
• Consider alternative organisational strategies to coaching or mentoring.
• Identify the factors that influence how coaching or mentoring is integrated at the senior, strategic, and organisational
• Define and critique the differences between various coaching or mentoring methods, including (at a minimum) executive, leadership, professional, and business coaching or mentoring.
• Critically examine the skills and behaviours required for ethical coaching or mentoring practice at the senior and strategic
• Explain the significance and role of codes of conduct, contracting, and supervision at this level of coaching or mentoring practice.
• Evaluate the application of coaching or mentoring within a specific organisation or business environment
• Critically assess the contribution of coaching or mentoring to improving both individual and organisational strategic performance

Unit purpose and aim(s)

To enable learners to critically evaluate the role and contribution of senior-level coaching and mentoring to individuals and organisations.

Indicative Content:

Chapter 1

• Context and environment in the workplace (vision, mission, strategy, culture, structure, business environment, business operating models)
• Policies and procedures within an organisation that support coaching or mentoring interventions
• Coaching definitions (including process, application and context)
• Mentoring definitions (including process, application and context)
• Techniques for distinguishing between coaching and mentoring during the diagnostic and contracting stages
• Different points of view on coaching and mentoring – distinguishing between coaching and mentoring, as well as between individual and business development
• Coaching or mentoring codes of practice and ethical frameworks in practice
• directing and protecting
• Contracting within an organisation (2-way and 3-way contracts)
• Organizational development strategies and organisational analysis tools
• Organizational objectives and performance management strategies, as well as indicators and measures
• Coaching or mentoring’s nature and purpose
• Leadership theories and characteristics of effective leaders
• The effect of effective leadership and management on organisational performance
• Alternative leadership development strategies, their characteristics, strengths, and weaknesses

Chapter 2

• Different methods and models of coaching and mentoring (executive, leadership, business, professional, transactional, transformational, and so on) and the differences and distinctions between each approach
• Understanding the complexities and importance of differentiating definitions such as business coaching and business mentoring, or leadership coaching/leadership mentoring when practising as a coach or mentor
• Coaching and mentoring relationship characteristics (judgmental/non-judgmental, commitment, integrity, confidentiality, etc.)

Chapter 3

• Effective coaches or mentors’ abilities, behaviours, knowledge, and attitude
• Coaching and mentoring contracts
• Coaching and mentoring supervision
• A comparison and identification of boundaries in therapy and counselling
• Coaching, mentoring, and learning models, as well as their roles and contributions to personal development and performance improvement
• Knowledge models (e.g., GROW Model, Argyris’s double-loop learning, Kolb’s learning cycle, transformational learning, Johari’s window, NLP, and other psycho-social models),
• Self-management and emotional detachment in the mentoring and coaching relationship
• Coaching and mentoring codes of conduct and ethical frameworks

Chapter 4

• OD and strategic and organisational goals
• Coaching and mentoring effectiveness in leadership and individual and organisational capacity
• Other methods of management training, leadership development, and organisational development strategies
• Business planning techniques
• Financial and personal/social/emotional costs and benefits of coaching
• Techniques for evaluating coaching and mentoring
• Return on investment tools
• Complexities of assessing the return on investment of coaching and mentoring

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