About This Unit
This Unit is a significant step in completing the requirements necessary to receive a diploma from the Institute of Leadership and Management (ILM).It aims at providing the learners with an effective coaching or mentoring within an organisational context. This course aims at providing the learners with awareness on effective coaching or mentoring within an organisational context.There are five credit values and 18 hours of general education required. This covers unit delivery, orientation, and tutorial support. The certification is designed to match the individual needs of the learner, and the guided learning hours consist of a mixture of workshops, online resources, in-person tutorials, and telephone coaching.
What You Will Learn
Upon the completion of this course, the student will understand the goals of coaching and mentoring within the context of an organization. The learner will be able to define the context of coaching and mentoring within an organization by highlighting their similarities and distinctions by the end of the unit. This will allow the learner to present a business case for using coaching or mentoring to assist individuals and organizations. The course provides in-depth learning in effective coaching or mentoring as well as contrasts between coaching and mentoring In addition to distinguishing the appropriate physical environments for mentoring and coaching, specifically the need for confidentiality. The learner will also understand the importance of effective contracting and management of the coaching or mentoring process. Additionally, students will have the chance to exhibit and provide evidence of on-going reflection and review of their own coaching or mentoring practice. 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. 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, which will boost their efficacy with these coaching and mentoring approaches and help them understand why strategically combining these resources is critical to the success of any organization.
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 good fit for students who desire to work as a freelance coach or mentor or transition into a development position. It is also excellent for people who want to have a critical understanding of the responsibilities of a professional coach and mentor because it increases your knowledge of the good effects coaching and mentoring can have on an organization. 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 helps 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 benefit organizations by assisting them in developing a culture of coaching and mentoring throughout their organization, allowing managers to successfully support the growth of others and improve their performance.
Learners will be able to meet the three key learning outcomes listed below upon completing this unit. These outcomes are further subdivided into a variety of categories. The learning outcomes will enable them to:
- Be able to plan and prepare effective coaching or mentoring within an organisational context (Learning outcome 1).
- Be able to undertake and record at least 18 hours of effective coaching or mentoring with a minimum of 2 and a maximum of 3 individuals (Learning outcome 2).
- Be able to demonstrate and evidence ongoing reflection and review of own coaching or mentoring practice (Learning outcome 3).
What are the Entry Requirements?
This unit is one of the three mandatory units for completing ILM level 5. The entry requirements for the unit vary with most institutions although the main requirement is a payment of approximately £ 1900 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.
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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.
Bagdadli, S., & Gianecchini, M. (2019). Organizational career management practices and objective career success: A systematic review and framework. Human Resource Management Review, 29(3), 353-370.
Bush, T., Coleman, M., Wall, D., & West-Burnham, J. (2018). Mentoring and continuing professional development. In Mentors in schools (pp. 121-143). Routledge.
DiGirolamo, J. A., & Tkach, J. T. (2019). An exploration of managers and leaders using coaching skills. Consulting Psychology Journal: Practice and Research, 71(3), 195.
Garvey, B., Garvey, R., & Stokes, P. (2021). Coaching and mentoring: Theory and practice. Sage.
Hastings, L. J., & Kane, C. (2018). Distinguishing mentoring, coaching, and advising for leadership development. New directions for student leadership, 2018(158), 9-22.
Mullen, C. A., & Klimaitis, C. C. (2021). Defining mentoring: a literature review of issues, types, and applications. Annals of the New York Academy of Sciences, 1483(1), 19-35.
Roberts, A., Storm, M., & Flynn, S. (2019). Workplace mentoring of degree apprentices: developing principles for practice. Higher Education, Skills and Work-Based Learning.
Schermuly, C. C., & Graßmann, C. (2019). A literature review on negative effects of coaching–what we know and what we need to know. Coaching: An International Journal of Theory, Research and Practice, 12(1), 39-66.
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.
Stokes, P., Fatien Diochon, P., & Otter, K. (2021). “Two sides of the same coin?” Coaching and mentoring and the agentic role of context. Annals of the New York Academy of Sciences, 1483(1), 142-152.