Unit 1: Understanding the Skills, Principles and Practice of Effective Coaching and Mentoring within an Organisational Context
Unit 1: Understanding the Skills, Principles and Practice of Effective Coaching and Mentoring within an Organisational Context
As an introduction to the report, briefly outline the situation in which you either work or intend to work, as a Coach or Mentor.
I currently chair the ICBs Disability and Long-Term Conditions Staff Network. I have identified a significant gap in pastoral, peer, and career development support for neurodivergent individuals within the organisation.
Neurodivergent individuals often have unique strengths and challenges, which can result in difficulties navigating personal and professional relationships, career development and accessing peer support.
Coaching and mentoring will provide personalised support, tailored to their specific needs, including:
Individualised Support
Skill Development
Building Confidence
Navigating Social Situations
Career Development
Goal Setting and Planning
Emotional Support
Advocacy and Self-Advocacy
Positive Role Modelling
Holistic Development
1.1 Starting with definitions to base your evidence on for both coaching and mentoring, explain both their similarities and differences. You must provide a minimum of two similarities and two differences.
1.2 Provide an evaluation of how the organisational context affects coaching or mentoring, include at least three of these for either coaching or mentoring.
1.3 Present the business rationale for either coaching or mentoring, including at least two benefits to individuals and at least two benefits to organisations.
1.4 Make an assessment of how the impact of coaching or mentoring will be measured for both individuals and the organisation. Include at least one example of a measure for individuals and one example of a measure for the organisation.
1.5 Looking ahead, identify at least two potential individual barriers and at least two potential organisational barriers to coaching or mentoring and develop strategies to overcome or minimise each of these potential barriers.
Fit for Purpose Training Proposal
In the second section of your report, create a fit for purpose training proposal that will support individuals in their development as an effective coach or mentor. This proposal may be based on the theoretical aspects required for aspiring coaches or mentors.
2.1 Review the required knowledge and skills and behaviours for future course content, in order for each individual to become an effective coach or mentor. Provide one referenced example for each of knowledge and skills and behaviours to support the review.
2.2 Communication skills are an essential part of the coaching and mentoring role, in order for the coach or mentor to be effective, conduct an analysis of the required communication skills, including at least four skills.
2.3 The report should include a review of the responsibilities of the coach or mentor to manage effective relationships in order to inform the job and role description of the coach or mentor. The report should also include how the coach or mentor remains ethical and non-judgmental.
2.4 Select and review a coaching or mentoring model that can be followed within an organisational context.
2.5 Provide a justification for reflective practice and individual and peer and group supervision as part of the ongoing professional development requirements of the coaches or mentors to ensure competent practice.
