8581-703 Reflecting on Your Own Ability to Perform Effectively as a Coach or Mentor Practising at a Senior Level

8581-703 Reflecting on Your Own Ability to Perform Effectively as a Coach or Mentor at a Senior Level is intended for senior managers or HR/OD professionals who want to develop their expertise and credibility in the fields of coaching and mentoring, or who want to establish coaching or mentoring at an organisational level. It is also intended for professional coaches and mentors who want to supplement and validate their experience with a nationally recognised qualification.

The unit ‘Reviewing own ability as an executive coach or mentor’ will provide learners with the tools and techniques to evaluate and improve their own practice, as well as an understanding of how the client’s organisational culture and structure affect coaching and mentoring relationships.

Learning outcomes

The learner will:

• Understand how to assess one’s own abilities to function effectively as a senior/strategic level coach or mentor.
• Recognize how the client’s characteristics and organisational context influence the coaching or mentoring relationship.
• Possess the ability to use reflective learning to establish yourself as an effective coach or mentor.

Assessment criteria

The learner can:

• Examine your communication skills, emotional intelligence, and ability to build effective relationships in a diverse social and cultural environment. Examine your own ethical and moral values, beliefs, attitudes, and personal integrity to see how they may influence the coaching or mentoring relationship.
• Examine your own competence critically to support the development, growth, and improved performance of others.
• Analyze how the client’s role, position, organisational context, and cultural characteristics influence the coaching or mentoring relationship in practice.
• Analyze how clients’ personalities, characters, value systems, knowledge, skills, and experience influence the coaching or mentoring relationship.
• Create a personal profile that demonstrates your coaching or mentoring approach, practice, and the context in which you operate, as well as your contract/code of practice and any other supporting documentation.

Unit purpose and aim(s)

To enable learners to critically evaluate their ability to function effectively as a senior-level coach and mentor.

Benefits for individuals

• Know how to review and build the context, strategy, culture, and processes for coaching and mentoring at a senior and strategic level
• Understand and analyse different coaching and mentoring models and their impact
• Evaluate your own communication skills, emotional intelligence, interpersonal skills, and values to determine your competence as a coach or mentor.
• Plan, deliver, and evaluate coaching and mentoring contact with senior and strategic clients.

Benefits for employers

• Implement coaching in complex working environments or at a senior and strategic level in the organisation;
• Ensure that the organization’s coaches and mentors have the necessary skills, knowledge, and ethical understanding;
• Benchmark an organization’s approach against best industry practices; and
• Create a coaching or mentoring culture in which senior managers and leaders demonstrate their commitment to supporting their own and others’ development and progression.

Course Content

• Theories of communication (discourse analysis theories, overview of socio-linguistics)
• Communication abilities, both verbal and nonverbal (questioning, listening, analysis of non-verbal communication, reflection and summarising skills)
• The impact of emotional intelligence theory on coaching and mentoring relationships
• Empathy is a concept and method – empathising with others, skills, and techniques
• Ethics and ethical standards in general, business ethics, and potential conflicts between economic and ethical expectations
• Change management theories
• Methods for analysing potential ethical conflicts and decision-making criteria
• Individual ethics, values, and attitudes about cultural diversity
• Techniques for identifying one’s own personal beliefs and values, as well as their origin and impact on attitudes and behaviours
• Methods for assessing one’s own ethical standards, values, and attitudes
• Techniques for compiling a personal inventory of knowledge, skills, values, and attitudes, as well as analysing personal strengths and weaknesses
• Personal psycho-social characteristics (cognitive processes, thinking styles, self-awareness, attitudes, values, and behaviours) – identifying, analysing, and adapting to others (e.g., Myers Briggs, 16 PF, Honey and Mumford).
• Understanding the fundamentals of personality theory, including type and trait
• Perceptions and reality in problem-solving and decision making – cognitive and emotional influences
• The nature and role of self-contracting and self-management
• Techniques for safely and appropriately challenging the assumptions and perceptions of others, as well as encouraging focus and avoiding distraction

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