About this unit
This Unit is a significant step when it comes to accomplishing the requirements for the Institute of Leadership and Management (ILM) degree. This unit is designed to enable learners to understand the role and contribution of coaching and mentoring to individuals and organisations and make a business case for using management coaching and mentoring in their organisations. The unit also emphasizes on the models of coaching and mentoring that can contribute to performance improvement (examples of these models includes: Performance coaching/life coaching, GROW Model, Argyris’s double loop learning, Kolb’s learning cycle, Gardner’s Multiple Intelligences, Myers-Briggs, hemispherical dominance, transformational learning, Johari’s window, NLP, and other psycho-social models). This unit encompasses rigorous coursework that deepens knowledge of the concepts of power and authority and power dynamics especially power relationship between self and client.
What You Will Learn
With emphasis focused on understand the role and contribution of coaching and mentoring to individuals and organisations and make a business case for using management coaching and mentoring in their organisations. This course equips the learner with the ability to review alternative strategies for developing and supporting employees, including different training strategies through the use of overview knowledge of therapy and counselling as well as differentiating between them and coaching and mentoring and objectively identifying the boundaries. The course provides in-depth learning in areas such as relationship characteristics and contrasts between coaching and mentoring, in addition to distinguishing the appropriate physical environments for mentoring and coaching, specifically the need for confidentiality. Thus, resulting to an improved improved performance and productivity, goal attainment and facilitates smoother transitions for new or recently promoted employees as well as support gains in employee engagement and high returns on investment. In addition, students will gain an understanding of the alternative strategies for developing and supporting employees, including different training strategies (long and short courses, in-house and external, distance/flexible/e-learning, etc. Learners will also look at the models of coaching and mentoring that can contribute to performance improvement (examples of these models includes: Performance coaching/life coaching, GROW Model, Argyris’s double loop learning, Kolb’s learning cycle, Gardner’s Multiple Intelligences, Myers-Briggs, hemispherical dominance, transformational learning, Johari’s window, NLP, and other psycho-social models). This will in-turn improve their effectiveness with these models of coaching and mentoring and help them see why strategically combining these resources is crucial to the success of any firm.
This Unit is Suitable for Persons Who
This unit is geared for both newly promoted senior managers and middle managers looking to advance their careers. It is also suitable for students working toward senior management positions who are aim to develop their capacity for critical analysis and self-reflection. It is useful for l earners who wish to advance from Level 5 to Level 7 who can do so with the help of this stepping stone because credits can be transferred. For the ILM Level 7 Certificate or Diploma in Executive Management, for instance, students can transfer 12 credits, while for the ILM Level 7 Certificate or Diploma in Strategic Leadership, students can transfer 6 credits. It’s perfect for anyone hoping to get insight into what it takes to be a senior management, as well as for those who want to take an objective look at how they’ve performed thus far. In addition to helping employees, this is useful for companies that wish to prepare their top executives for future roles and give aspiring top-level managers a means of self-evaluation.
Upon completing this unit, learners should be able to fulfil the following four primary learning outcomes. These outcomes are further classified into a variety of sub-categories. The learning outcomes will enable them to:
- Understanding and being able to explain the characteristics of effective coaches and mentors, and coaching and mentoring programmes (Learning outcome 1).
- Present a business case for using coaching or mentoring in own organisation (Learning outcome 2)
What are the Entry Requirements?
This certification is available at three different levels: an introductory Award, an intermediate Certificate, and an advanced Diploma. This credential is broken down into smaller pieces called “units,” and each unit is meant to impart a specific body of information or expertise. Students advance in knowledge and competence as they progress through ILM’s six levels. Before being accepted to level 6, the student should have a substantial number of credits across multiple types of level 5 certifications. To qualify for an award, a candidate, for instance, must take 6 of the 12 required credits, as well as participate in at least 1 hour of orientation and 3 hours of tutorial support. A minimum of 13 credits, including an introductory session and tutorials totalling at least 3 contact hours, must be completed in order to receive a certificate. As a last step toward graduation, students need to earn 37 credits, sit through a two-hour orientation, and complete seven hours of tutoring. Credits earned at Level 5 can be carried over to Level 6. However, these eligibility standards are set by legal frameworks. They roughly correspond to managerial levels. They also serve to draw attention to the difficulty of a certification process. Because of this, although while the majority of ILM credentials are vocational in nature and the levels correspond to certain educational instruction, you may need to either skip a level or start at a lower level than you are currently at if you wish to advance in your academic career. One could have a bachelor’s degree in economics, but no experience managing a project or leading a team, necessitating a lower-level vocational certificate even though level 6 is equivalent to the third year of an undergraduate degree.
How We Can Help
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Our principal purpose is to give a channel that assists in the academic advancement of learners. Therefore, you can rest assured that your study will be meticulously documented, as we only employ individuals with extensive ILM curriculum experience. Our experts will use their extensive experience and thorough understanding of the subject matter to craft a piece of work that more than lives up to the criteria and requirements of any ILM examination, no matter how difficult. You’ll find this helpful when attempting to create truly original works. For obvious reasons, students often have limited financial means. This is why we provide a variety of payment options to suit a wide range of budgets. We have designed our fees for ILM assignment help to be relatively reasonable since we want our services to be available to students of all financial status. If in any case our esteemed client is displeased with the final work, our ILM assignment help experts will revise it for free. We also provide proofreading and editing services and would gladly double-check your assignments for you. If you have any questions, please contact us by phone or email. Our support staff is available at all hours of the day and night to help you with your management and leadership tasks/assignments.
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.
Bachkirova, T., Jackson, P., & Clutterbuck, D. (2021). Coaching and Mentoring Supervision: Theory and Practice, 2e. McGraw-Hill Education (UK).
DaviD, S. (2016). Beyond goals: Effective strategies for coaching and mentoring. Routledge.
Garvey, R., Strokes, P., & Megginson, D. (2010). Coaching and mentoring: Theory and practice.
Luo, C. C., Wang, Y. C., & Tai, Y. F. (2019). Effective training methods for fostering exceptional service employees. Journal of Hospitality and Tourism Insights, 2(4), 469-488.
Mathews, P. (2006). The role of mentoring in promoting organizational competitiveness. Competitiveness Review: An International Business Journal.
McCarthy, G. (2014). Coaching and mentoring for business. Sage.
Misiukonis, T. (2011). The conclusions middle managers draw from their beliefs about organisational coaching and their coaching practices. International Journal of Evidence Based Coaching & Mentoring.
Passmore, J., & Fillery-Travis, A. (2011). A critical review of executive coaching research: a decade of progress and what’s to come. Coaching: An International Journal of Theory, Research and Practice, 4(2), 70-88.
Redshaw, B. (2000). Do we really understand coaching? How can we make it work better?. Industrial and Commercial training.
Singh, V., Bains, D., & Vinnicombe, S. (2002). Informal mentoring as an organisational resource. Long range planning, 35(4), 389-405.