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
ILM Level 3 (8585) Unit 300 Understanding Good Practice In Coaching Within An Organisational Context Assessment Brief Module Title Unit 300 Understanding Good Practice In Coaching Within An Organisational Context ILM Level 3 Unit 300 – Assessment Brief Assessment Instructions General Guidance This is a formal assessment for which the quality and accuracy of your work will be assessed. It is therefore important that you carry your work out to the highest standard you can. You should show how well you know and understand the subject and how you are able to use your knowledge and skills to complete the tasks below.
Tasks Context You may want to relate your answers to an organisation that you work in. If you are not currently working within an organisation, then you may complete the tasks in relation to an organisation with which you are familiar. This could include experience of working in a voluntary capacity.
Conditions Of Assessment You must carry out the tasks by yourself. You may research and collect the information you want to use under unsupervised conditions.
Authenticity Of Work The work submitted should be your own work. You must acknowledge any work that is not your own using a recognised referencing notation and present direct quotes from other sources in quotation marks.
You must make a formal declaration of authenticity (ie. that the work is your own). This is a prerequisite for an assessment to take place because no investigation for plagiarism can be carried out without this confirmation.
Types Of Evidence And Word Count A written report is the main way to complete the task. If an alternative assessment method is used (e.g., a presentation, professional discussion, etc.), approval must be gained in advance. Your training provider will need to contact the Quality Team to discuss this.
The suggested word count for this unit is 2,500 – 3,500 words, not including appendices.
You should complete all of 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 of the following tasks:
Task 1 In this task, 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:
1.1 Describing the purpose of effective coaching within the organisation.
1.2 Explaining both the roles and responsibilities of an effective coach within the organisation, setting out clearly what is expected of a coach at each stage of the coaching relationship from initiation to completion.
1.3 Setting out the key knowledge and skills and behaviours that coaches will need to carry out the role effectively.
1.4 Identifying two or more potential barriers to coaching which may be encountered by the coach, the individual(s) being coached and the organisation. You should suggest ways to overcome or minimise the identified barriers within your work setting.
Task 2 In this task, 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:
2.1 Identifying how coaches will commence coaching with an individual from the initial contact and how they will build good relationships in their coaching by building rapport and establishing trust.
2.2 Explaining why effective contracting should take place between coach and the individual and where appropriate stakeholders, including the process of establishing the contract as well as the content and nature of the contract.
2.3 Providing reassurances to the organisation by describing how coaching will be carried out in a safe and ethical environment.
Task 3 In this task, 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:
3.1 Explaining how to manage a coaching process and proposing a recognised model that is most appropriate to the organisation and the individuals being coached.
3.2 Describing three or more tools and techniques that you propose using to identify individual goals and how they take into account individual preferences and needs. The tools or techniques should be appropriate to the organisation and the individual(s) being coaching.
3.3 Explaining how you propose to monitor and review individual progress towards goals, including a minimum of two methods.
Task 4 In this task, 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:
4.1 Explaining why coaches are required to document and maintain coach and coachee records paying close attention to ensuring best practice is adopted.
4.2 Justifying why reflective practice and supervision are important within a coaching context, including what may happen if the coach does not reflect or undergo supervision.
Unit 300 Assessment Criteria Assessment Criteria (AC) Sufficiency descriptors (Typical standards that, if replicated across the whole submission, would produce a referral or borderline pass)
Assessor feedback on AC Pass / Referral (delete as applicable) Referral Pass Learning Outcome 1 Understand effective coaching within an organisational context AC 1.1 Describe the purpose of effective coaching within an organisational context
· The purpose of effective coaching has not been described or is incomplete, incorrect or inappropriate · The description is not set within an organisational context
· A sufficient, appropriate and correct description is provided of the purpose of effective coaching and is placed within an organisational context Pass / Referral AC 1.2 Explain the role and responsibilities of an effective coach
· The roles and responsibilities of the coach have not been explained or are inaccurate or are not specific to coaching · Only the role or only the responsibilities of an effective coach have been explained
· A sufficient, appropriate and correct explanation has been provided for both the roles and responsibilities of an effective coach Pass / Referral AC 1.3 Identify the skills, knowledge and behaviours required of an effective coach
· Skills, knowledge or behaviours have not been identified or are incomplete incorrect or inappropriate to role of the coach · All three areas have not been identified
· A sufficient, appropriate and correct identification of skills and knowledge and behaviours (all three areas) are appropriate to the role of an effective coach Pass / Referral AC 1.4
Identify how to overcome potential barriers to coaching
· Potential barriers are not identified, or the barriers identified are incorrect or inappropriate to coaching · Only one potential barrier has been identified
· Ways to overcome the identified potential barriers are not apparent
· A sufficient, appropriate and correct identification of two or more potential barriers to coaching is given · Ways to overcome the identified two or more potential barriers are provided
Pass / Referral Learning Outcome 1 comments (optional): QA comments (optional): Assessment Criteria (AC) Sufficiency descriptors (Typical standards that, if replicated across the whole submission, would produce a referral or borderline pass)
Assessor feedback on AC Pass / Referral (delete as applicable) Referral Pass Learning Outcome 2 Understand the importance of effective and ethical contracting in coaching AC 2.1 Identify methods to initiate a productive working relationship with an individual
· Methods to initiate productive working relationship are not identified · Methods identified are imprecise or inappropriate to initiating coaching
· Only one method of initiating the productive working relationship with an individual is identified
· At least two methods of initiating a productive working relationship with an individual are identified Pass / Referral AC 2.2 Explain the rationale for and process of contracting in coaching
· Has not explained rationale and/or the process for contracting · The explanation given is incomplete or inaccurate
· A sufficient, appropriate and correct explanation of the rationale for and process of contracting in coaching is provided Pass / Referral AC 2.3 Describe what represents safe and ethical practice in coaching
· Safe and ethical practice has not been described or description is imprecise or does not directly address safe and ethical practice · A sufficient, appropriate and correct description of recognisable practice for safe and ethical coaching is provided Pass / Referral Learning Outcome 2 comments (optional): QA comments (optional): Assessment Criteria (AC) Sufficiency descriptors (Typical standards that, if replicated across the whole submission, would produce a referral or borderline pass)
Assessor feedback on AC Pass / Referral (delete as applicable) Referral Pass Learning Outcome 3 Understand the process of effective coaching within their own workplace AC 3.1
Explain how to manage a coaching process using a recognised coaching model
· Has not explained how to manage the coaching process · The explanation of the coaching process is imprecise or does not follow recognised model
· A sufficient, appropriate and correct explanation of how to manage a coaching process using a recognised coaching model is provided Pass / Referral AC 3.2 Describe a range of coaching tools and techniques that can be used to identify preferences and agree goals or outcomes to facilitate the coaching process
· A description of tools and techniques is not provided or is inaccurate or inappropriate to coaching · How the tools and techniques described can be used to identify preferences and agree goals or outcomes to facilitate the coaching process is unclear or incorrect
· A description of fewer than three coaching tools and techniques is given
· A sufficient, appropriate and correct description of three or more tools or techniques used to identify preferences and agree goals or outcomes, appropriate to coaching · How the tools and techniques described can be used to identify preferences and agree goals or outcomes to facilitate the coaching process is clear and correct
Pass / Referral AC 3.3 Explain methods for monitoring and reviewing progress towards goals
· Only one method for monitoring and reviewing progress towards goals is explained · Two or more methods are stated or described without explanation of how they support progress towards goals
· A sufficient, appropriate and correct explanation of two or more methods for both monitoring and reviewing is provided and are specific to progress towards goals
