The following is a list of books that you may find useful to help you to gain a broad perspective of views, styles and approaches:
READING LIST
The following is a list of books that you may find useful to help you to gain a broad perspective of views, styles and approaches:
Coaching Skills in the workplace by Jackie Arnold
Concepts for Coaching by Peter Hill (ILM 2004)
The Mentoring Manual by Julie Star (2014)
Effective Coaching by Myles Downey (Texere Publishing (2001)
Coaching and Mentoring: Practical Methods to Improve Learningby Eric Parsloe, Monika Wray (Kogan Page: 2000)
Real Coaching and Feedback: How to Help People Improve Their PerformancebyJ.K. Smart (Prentice Hall: 2002)
Coaching for PerformancebySir John Whitmore (Nicholas Brealey: 1992)
The Workbook of Coaching: A Comprehensive Resource Guide to Effective Coaching with Individuals and OrganizationsbyFrederic M. Hudson (Jossey Bass Wiley: 1999)
The Coaching Manual: The Definitive Guide to the Process, Principles and Skills of Personal Coaching by Julie Starr (Prentice Hall: 2002)
Time to Thinkby Nancy Kline (Cassell Illustrated: 1998)
Co-active Coaching: New Skills for Coaching People Toward Success in Work and Life byJohn Whitmore (Foreword), Laura Whitworth, Henry Kimsey-House, Phil Sandahl (Davies-Black Publishing: 1998)
Coaching For Performance: Growing People, Performance and Purposeby John Whitmore (Nicholas Brealey: 2002)
Coaching: Evoking Excellence in OthersbyJames Flaherty (Butterworth-Heinemann: 1998)
Changing Belief Systems with NLPbyRobert Dilts (Meta Publications: 1990)
Introducing NLP Neuro-Linguistic ProgrammingbyJohn O'Connor, John Seymour (HarperCollins: 1993)
Changing Belief Systems with NLPbyRobert Dilts (Meta Publications: 1990)
Magic of NLP Demystified: A Pragmatic Guide to Communication and ChangebyByron Lewis, Frank Pucelik (Metamorphous Press: 1985)
Games People Play: The Psychology of Human RelationshipsbyEric Berne (Penguin Books: 1968)
People Skillsby Robert Bolton(Simon & Schuster Inc: 1986)
Techniques for Coaching and Mentoring by David Megginson and David Clutterbuck (Butterworth-Heinemann 2009)
Further Techniques for Coaching and Mentoring David Megginson and David Clutterbuck (Butterworth-Heinemann 2009)
Brilliant Coaching by Julie Starr (Pearson Education Limited 2008)
Mentor Courses: A Resource Book for Trainer-Trainers (Cambridge Teacher Training and Development)byAngi Malderez and Caroline Bodsczky (Cambridge University Press: 1999)
SWOT ANALYSIS UNIT 303
This will address aspects of unit 303 AC1.1 and AC 1.2 and feed into the development plan required for AC2.2
Your strengths as a coach Areas for your development as a coach
Opportunities for you as a coach
Threats or barriers to you as a coach
Unit 302 Outcomes of a Supervision Session AC 3.4 Summarise the outcomes of on-going supervision for a minimum of 2 sessions of effective coaching to improve practice
Name of Supervisor ___________________________
Summarise below the outcomes of a supervision session with your tutor
What will you do now to improve your coaching practice?
Units 303 Continuous Professional Development (CPD) Plan The completion of this Continuous Professional Development (CPD) Plan can be used as evidence for unit 303 (Reflecting on Coaching Skills within an Organisational Context)
Unit 303 AC 2.1 Produce a relevant development plan covering a minimum of 6 months, including timescales and measures of success
Detail below how you plan to develop yourself over the next six months
Area for Development How will I do it? What support will I need, including resources When will I do it? What will success look like?
Unit 303 Reflective Journal This completed matrix must be included in your reflective journal.
Within this unit cross reference to the evidence used in unit 302 and also cross reference to your EMCC self assessment, SWOT, CPD plan,
Name of learner___________________________
Signature______________________________Date completed_________________
Unit 303
Reflecting on Coaching Skills within an Organisational Context Reflective Journal Reference Number
Section One
AC 1.1
Examine the effectiveness of their own coaching practice based on evidence, including records, supervision and feedback e.g Summarise how effective your coaching practice is and demonstrate this by cross reference to evidence Evidence within unit 302 such as coaching diary, reflection logs, feedback from coachee and tutors feedback, outcomes of supervision should be referred to
AC 1.2
Identify own strengths and areas for improvement of their own knowledge, skills and behaviour, including communication and interpersonal skills e.g discuss what you are naturally good at and what areas you need to work on EMCC self assessment and SWOT
Cross to evidence in coaching logs and material in unit 302
Section Two
AC 2.1
Review own coaching ability to identify future development opportunities, including the use of questioning, listening and communication strategies Be specific here refer to coaching logs and EMCC self assessment to demonstrate your abilities to date and state how you will use this going forward Coaching logs, reflection logs, feedback, EMCC self assessment
Outcome of supervision sessions
AC 2.2
Produce a relevant development plan covering a minimum of 6 months, including timescales and measures of success Based upon your reflections, feedback, outcome of supervision sessions, your EMCC self assessment, SWOT produce a plan CPD plan
Please reference all books and journals and provide links to websites [and date accessed] used in this unit, if applicable
Unit 302 Portfolio of EvidenceThis completed matrix must be included in your portfolio of evidence.
Within this unit cross reference to your: coaching logs, coaching diary(s), coaching contracts, summary of coaching hours, reflection log, feedback, outcomes of supervision sessions and Tutor feedback form
Name of learner ___________________________
Signature ______________________________Date completed _________________
Unit 302
Undertaking an Extended Period of Coaching within an Organisational Context Summary Narrative Key template evidence
Section One
AC 1.1
Produce a plan for effective coaching to take place for 12 hours I did a total of 12 hours with 2 clients, as shown in the evidence listed Summary of coaching hours, coaching diary(s)
Coaching log
AC 1.2
Agree appropriate topics, goals and/or outcomes relevant to the context of individual(s) being coached Coaching logs
AC 1.3
Agree an appropriate and confidential contract with individual(s) and other stakeholders Coaching contracts and coaching diary(s)
Section Two
AC 2.1
Use diagnostic or assessment tools to effectively coach within an organisational context Coaching logs
AC 2.2
Use a recognised model of coaching during the coaching process which supports the individual(s) to achieve their goals Coaching logs
AC 2.3
Demonstrate the knowledge, skills and behaviours of an effective and ethical coach, including communication techniques of questioning and listening Coaching logs and reflection logs
AC 2.4
Record an auditable coaching process from initial contact to completion Coaching contract, coaching diary, coaching log, reflection log, feedback form
Section Three
AC 3.1
Reflect on each session and identify key learning to support continuous professional development Reflection logs
AC 3.2
Gather on-going feedback on effectiveness of their coaching for each session and show evidence of this Feedback forms
AC 3.3
Review and evidence own ability to use effective communication skills, including questioning, listening and giving feedback in order to facilitate coaching practice Feedback forms
Tutor feedback form
EMCC self assessment
AC 3.4
Summarise the outcomes of on-going supervision for a minimum of 2 sessions of effective coaching to improve practice Outcomes of supervision session
Please reference all books and journals and provide links to websites [and date accessed] used in this unit, if applicable
TEMPLATE FOR UNIT 301
TYPES OF EVIDENCE AND WORD COUNT
A written report is the main way to complete the tasks outlined in unit 300 and 301. The suggested word count for each of these units is 2,500 - 3,500 words, not including appendices.
You should complete all the following tasks in the order listed below. Each of the descriptions and explanations given should be detailed, correct and appropriate to your context.
ASSIGNMENT TASKS
You are about to become an internal coach in an organisational setting or start working as an external coach within one or more organisations.
You have been asked to provide detailed information to clarify what coaching is, its purpose and potential along with information about the coaching role, requirements, processes, tools, techniques, recording systems and standards for best practice. This will provide an opportunity for you to show your knowledge and understanding gained from your learning programme, own experience, study and research.
Provide an answer for ALL the following tasks. Use the TEMPLATE and answer each Assessment Criteria (AC) in order as they appear.
Unit 301
Title Understanding good practice in Mentoring within an Organisational context
Aim This unit aims to provide the learner with an understanding of the practice required for effective mentoring within an organisational context
Learning Outcome (LO 1) Understand effective mentoring within an organisational context
In this section, you are showing your comprehensive understanding of the concept of mentoring and what it is to be a mentor. You should introduce the rationale for mentoring to your organisation by:
AC 1.1 - Describe the purpose of effective mentoring within an organisational context
AC 1.2 - Explain the roles and responsibilities of an effective mentor
AC 1.3 - Identify the skills, knowledge and behaviours required of an effective mentor
AC 1.4 -Identify how to overcome potential barriers to mentoring
Learning Outcome (LO2) Understand the importance of effective and ethical contracting in mentoring
In this task, you are showing that you understand how to start and develop effective mentoring relationships with individuals and stakeholders as appropriate to your context. You will need to provide details of how and why contracting could take place as well as showing a general good knowledge of what is meant by safe and ethical practices in mentoring by:
AC 2.1 - Identify methods to initiate a productive working relationship with an individual
AC 2.2 - Explain the rationale for and process of contracting in mentoring
AC 2.3 - Describe what represents safe and ethical practice in mentoring
Learning Outcome (LO3) Understand the process of effective mentoring within their own workplace
In this task, you are showing that you understand how effective mentoring can be delivered by using models, tools and techniques to illustrate the various stages in the mentoring process by:
AC 3.1 - Explain how to manage a mentoring process using a recognised mentoring model
AC 3.2 - Describe a range of mentoring tools or techniques that can be used to identify preferences and agree goals or outcomes to facilitate the mentoring process
AC 3.3 - Explain methods for monitoring and reviewing progress towards goals
Learning Outcome (LO4) - Understand the role of recording, reflection and supervision in mentoring within their own practice or other contexts
In this task, you should show your understanding of the role that record keeping plays during the mentoring process referencing any legal considerations. You should interpret the term reflective practice and set it within a mentoring context. You will need to make the case for mentoring supervision and explore ways in which a mentor can monitor their own progress by:
AC 4.1 - Explain the purpose of mentoring records for mentor and mentee
AC 4.2 - Justify the importance of reflective practice and supervision within a mentoring context
TEMPLATE FOR UNIT 300
TYPES OF EVIDENCE AND WORD COUNT
A written report is the main way to complete the tasks outlined in unit 300 and 301. The suggested word count for each of these units is 2,500 - 3,500 words, not including appendices.
You should complete all the following tasks in the order listed below. Each of the descriptions and explanations given should be detailed, correct and appropriate to your context.
ASSIGNMENT TASKS
You are about to become an internal coach in an organisational setting or start working as an external coach within one or more organisations.
You have been asked to provide detailed information to clarify what coaching is, its purpose and potential along with information about the coaching role, requirements, processes, tools, techniques, recording systems and standards for best practice. This will provide an opportunity for you to show your knowledge and understanding gained from your learning programme, own experience, study and research.
Provide an answer for ALL the following tasks. Use the TEMPLATE and answer each Assessment Criteria (AC) in order as they appear.
Unit 300
Title Understanding good practice in Coaching within an Organisational context
Aim This unit aims to provide the learner with an understanding of the practice required for effective coaching within an organisational context.
Learning Outcome (LO1) - Understand effective coaching within an organisational context
In this section, you are showing your comprehensive understanding of the concept of coaching and what it is to be a coach. You should introduce the rationale for coaching to your organisation by:
AC 1.1 - Describe the purpose of effective coaching within an organisational context.
AC 1.2 - Explain the role and responsibilities of an effective coach.
AC 1.3 - Identify the skills, knowledge and behaviours required of an effective coach.
AC 1.4 - Identify how to overcome potential barriers to coaching.
Learning Outcome (LO2) - Understand the importance of effective and ethical contracting in coaching.
In this section, you are showing that you understand how to start and develop effective coaching relationships with individuals and stakeholders as appropriate to your context. You will need to provide details of how and why contracting could take place as well as showing a general good knowledge of what is meant by safe and ethical practices in coaching by:
AC 2.1 - Identify methods to initiate a productive working relationship with an individual.
AC 2.2 - Explain the rationale for and process of contracting in coaching.
AC 2.3 - Describe what represents safe and ethical practice in coaching.
Learning Outcome (LO3) - Understand the process of effective coaching within their own workplace
In this section, you are showing that you understand how effective coaching can be delivered by using models, tools and techniques to illustrate the various stages in the coaching process by:
AC 3.1 - Explain how to manage a coaching process using a recognised coaching model.
AC 3.2 - Describe a range of coaching tools or techniques that can be used to identify preferences and agree goals or outcomes to facilitate the coaching process.
AC 3.3 - Explain methods for monitoring and reviewing progress towards goals.
Learning Outcome (LO4) - Understand the role of recording, reflection and supervision in coaching within their own practice or other contexts.
In this section, you should show your understanding of the role that record keeping plays during the coaching process referencing any legal considerations. You should interpret the term reflective practice and set it within a coaching context. You will need to make the case for coaching supervision and explore ways in which
a coach can monitor their own progress by:
AC 4.1 - Explain the purpose of coaching records for coach and coachee.AC 4.2 - Justify the importance of reflective practice and supervision within a coaching context.
