About This Unit
This Unit is an important step toward meeting the criteria for the Institute of Leadership and Management certificate (ILM). This unit aims to provide the learner with a comprehensive assessment of their capacity to function successfully as a coach or mentor within an organisational context. The unit has a five-credit value and calls for 10 hours of guided learning hours. This includes assistance for tutorials, orientation, and unit delivery. A combination of online resources, workshops, telephone coaching and in-person tutorials, and make up the guided learning hours of the qualification, which is tailored to each learner’s unique needs. This unit requires students to examine and reflect on their coaching or mentoring abilities and allows them to use information from either unit 501 or 502 as a foundation for their growth prospects as a coach. The learner’s outputs from their work, their assessor’s direct observation of their performance, and the results of oral or written questioning are all examples of evidence for this unit that is likely to be obtained from naturally occurring events within an organisational context.
What You Will Learn
Upon completion of this unit, the learner will be able to assess the advantages gained from the coaching or mentoring they undertook during this course. The learner will accomplish this by using tools and approaches to assess the advantages of coaching or mentoring, such as KPIs, Kirkpatrick, etc., and comparing results to their own ambitions and goals. The learner will be able to assess on their overall progress as a coach or mentor, including communication techniques such as questioning, listening, and providing feedback, by the end of the unit. As a result, the learner will be able in a position to reflect on their own learning and growth as a coach or mentor, with an emphasis on their own self-awareness, communication skills including listening, questioning, and providing feedback, non-judgmental attitude, ethical behaviour, and relationship management, . The learner will also carry out a thorough evaluation of their own effectiveness as a coach or mentor based on empirical data. As a result, the learner will be able to conduct an extensive, evidence-based assessment that is informed by feedback and self-reflection and that focuses on the skills, knowledge, and behaviours, of an effective coach or mentor. The student will need to conduct an in-depth SWOT analysis for their role as a coach or mentor. By doing this, they will be able to create a detailed personal development plan that spans at least a year, describe how it will promote their own professional development in coaching or mentoring, and assess and evaluate their own Continuing Professional Development (CPD) in connection with coaching or mentoring.
This Unit is Suitable for Persons Who
This unit is suitable for managers who have major daily responsibility for coaching and mentoring. It is also a right fit for learners who want to pursue a career in offering freelance services as coach or mentor or transition into a development post. It is also beneficial for those who desire to acquire a critical comprehension of the obligations of the professional coach and mentor as it helps them increase your knowledge of the positive effects coaching and mentoring can have on a company. It is also adequate for a coach or mentor, who seeks to evaluate their own abilities, attitudes, and expertise. The certification is also an asset in demonstrating an individual’s professional growth as a coach and mentor and also help individuals consider their future development. It can also help organizations, in planning, delivering, and evaluating their coaching and mentoring programs and the benefits it might have for the business. It can also help businesses ensure that the managers in training as mentors or coaches have the necessary knowledge, abilities, and ethical perspectives. Finally, it can be beneficial to organisations by helping them create a culture of coaching and mentoring inside their business to help managers to effectively support the growth of others and enhance their performance.
After completing this unit, learners will be able to meet the three main learning outcomes as shown below. These outcomes are further divided into a number of sub-divisions. The learning outcomes will enable them to Evaluate:
- Be able to holistically review their ability to perform effectively as a coach or mentor within an organisational context (Learning outcome 1).
- Be able to develop a plan for their future professional development in coaching or mentoring (Learning outcome 2).
What are the Entry Requirements?
Although ILM has not established an entry criteria for these awards, centres must make sure that students are capable of meeting the qualification’s assessment requirements. This unit is one of the three mandatory units for completing ILM level 5. ILM has not set an entry requirement for these qualifications, however Centres must ensure that learners are in a position to meet the assessment demands of the qualification. The entry requirements for the unit vary with most institutions although the main requirement is a payment of approximately £1900- £2400 to cover the course completion for a period of about one year although there exists other options to complete it within 2 years. This payment can be made in full although most organisation offer a payment plans and payment holidays to help learners who cannot pay the whole amount up-front make the payment in instalments. This allows learners to start training as soon the first deposit is made. The amount paid is to help cover the course for the entire period, Membership of the Association for Coaching for one year, access to learning resources, unlimited phone and email support, and peer co-coaching triads and ILM online access to a multitude of coaching tools among other resources that may vary per institution. The student is expected to then complete an enrolment form that highlights a summary of current work experience and their goals for attending the programme. This information assists most organisation in designing a programme that meets the client’s needs and aspirations for the level. The learner can complete the level as either an award, a certificate or a diploma each with allocated and varying time scale and also varying cost. The learner can then select the method they deem fit to complete the unit whether it is through attending training or through distance learning where they can receiving learning resources via webinars and websites. These options also vary depending on the institution. Since these qualifications are not authorized for learners under 18, ILM is unable to accept any registrations from those who wish to enrol. A registration for a qualification is good for three years. After then, students who have not finished should reregister in order to finish their course.
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Resources Used for the Unit
There are various publications that are provided for learners wanting to pursue this unit. The following are a few of them that are widely used by institutions all over the world.
Athanasopoulou, A., & Dopson, S. (2018). A systematic review of executive coaching outcomes: Is it the journey or the destination that matters the most? The Leadership Quarterly, 29(1), 70-88.
Bush, T., Coleman, M., Wall, D., & West-Burnham, J. (2018). Mentoring and continuing professional development. In Mentors in schools (pp. 121-143). Routledge.
Connor, M., & Pokora, J. (2017). EBOOK: Coaching and Mentoring at Work: Developing Effective Practice: Developing Effective Practice. McGraw-Hill Education (UK).
Garvey, B., Garvey, R., & Stokes, P. (2021). Coaching and mentoring: Theory and practice. Sage.
Gandhi, M., & Johnson, M. (2016). Creating more effective mentors: mentoring the mentor. AIDS and Behaviour, 20(2), 294-303.
Hastings, L. J., & Kane, C. (2018). Distinguishing mentoring, coaching, and advising for leadership development. New directions for student leadership, 2018(158), 9-22.
Lancer, N., Clutterbuck, D., & Megginson, D. (2016). Techniques for coaching and mentoring. Routledge.
Roberts, A., Storm, M., & Flynn, S. (2019). Workplace mentoring of degree apprentices: developing principles for practice. Higher Education, Skills and Work-Based Learning.
Sachdeva, A. K. (2016). Continuing professional development in the twenty-first century. Journal of Continuing Education in the Health Professions, 36, S8-S13.
Sekerin, V. D., Gaisina, L. M., Shutov, N. V., Abdrakhmanov, N. K., & Valitova, N. E. (2018). Improving the quality of competence-oriented training of personnel at industrial enterprises. Calitatea, 19(165), 68-72.
Shaheen, S., & Hameed, M. (2020). Personal Development Plan (PDP). World Family Medicine.