Effective Coaching & Mentoring (ILM LEVEL 3)

This ILM level 3 accredited course is for those at all levels who want to develop their coaching and mentoring knowledge, skills and understanding in order to enhance their ability and confidence in coaching and mentoring. The qualification is ideal for both new and existing coaches and mentors.

Description

This ILM level 3 accredited course is for those at all levels who want to develop their coaching and mentoring knowledge, skills and understanding in order to enhance their ability and confidence in coaching and mentoring. The qualification is ideal for both new and existing coaches and mentors.

Benefits for individuals

  • Know what it takes to be an effective coach and mentor
  • Understand the role and responsibilities of effective coaches and mentors
  • Learn how to manage coaching and mentoring processes using recognised models
  • Put your new skills into practice by carrying out supervised coaching or mentoring sessions
  • Analyse your coaching or mentoring performance in order to improve own ability

Benefits for employers

  • Implement effective coaching and mentoring to improve organisational performance
  • Ensure the individuals developed as coaches and mentors are equipped with the skills, knowledge and understanding they require
  • Enhancing the coaching and mentoring culture in your organisation by developing highly effective coaches or mentors

 

How will this Workshop be Presented?

This workshop combines theory and practice. We use company examples to illustrate how the techniques presented have been applied in real case studies. The purpose is to use a mix of proven learning techniques to ensure maximum understanding, comprehension and retention of the information presented.

The Course Content

DAY ONE – Induction to ILM and the Certificate

  • The nature and role of coaching and mentoring (informal and formal) in the workplace
  • Behaviours required by a workplace coach
  • Behaviours required by the workplace mentor
  • Skills, abilities and characteristics of each of the approaches
  • Importance of contracting and confidentiality in each of the approaches
  • Development goals that can be met through coaching
  • The coaching & mentoring relationship, how it gives power to the coach or mentor, and the responsibilities associated with each role

 

DAY TWO – Coaching & Mentoring

  • Assessment tools for understanding and exploring preferences in the workplace e.g. learning styles, VAK. Belbin, situational leadership, interpersonal skills inventory, competency frameworks, conflict resolution etc
  • Organisational information and their relevance when coaching and mentoring – job descriptions, behaviours, competency frameworks
  • Concept of learning styles and a practical model for coaches and mentors to refer to
  • Use and interpretation of an appropriate learning needs and styles assessment tools
  • Appropriate coaching and mentoring approaches to use with different learning style preferences
  • Personal factors which can inhibit responsiveness to coaching (e.g. previous experiences, expectations, attitudes to being coached)
  • Strategies to overcome personal barriers to coaching
  • Practical barriers to coaching in the workplace (physical environment, managerial attitudes, time, work pressures, etc)
  • Strategies to overcome workplace barriers to coaching (negotiation, alternative locations, etc)

 

Day THREE – Coaching & Mentoring

  • Exploration of how the coach and mentor works within the organisational structure i.e. how the roles work with line managers and their responsibilities – differences and potential conflicts within the relationships
  • Importance of equality working in a diverse workforce, nature of values and attitudes and potential for abuse (e.g. power) in the coaching and mentoring process
  • Promote equality of opportunity and avoid abusing their relationship with others
  • Contracting – purpose and content
  • The importance of confidentiality in coaching and mentoring practice
  • The support models in coaching and mentoring (e.g. GROW, OSCAR, ARROW or similar)
  • Nature, purpose and importance of coaching records (diagnostic outcomes, development goals, coaching plans, coaching sessions, progress reviews, etc)
  • Progress monitoring methodologies and records
  • The range of stakeholders (including the mentee) who may have an interest in workplace mentoring and the role they may take
  • The knowledge, skills possessed by a quality workplace mentor
  • The behaviours exhibited by a quality workplace mentor
  • The role of professional standards in workplace mentoring
  • Importance of ethical standards in mentoring, including issues to do with diversity and equality of opportunity
  • The key content for a quality contract for workplace mentoring
  • The importance of confidentiality in workplace mentoring
  • Approaches to planning and managing quality workplace mentoring

 

DAY FOUR – Undertaking an extended period of coaching

Coaching Preparation;

  • Contracting & Diagnostic tools,
  • Coaching model selection and application,
  • Coaching log & Feedback skills.

DAY FIVE – Workshop on reviewing and reflection on coaching practice

  • Coaching reflection skills;
  • Analysis and competence assessments
  • Action planning and Personal Development Plan












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