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{Assignment Notes}
ILM Level 7 Certificate in
Executive Coaching and Mentoring
Assignment 8581-700:
Understanding the context of coaching and mentoring in a strategic
business environment
{Note: everything between these brackets is there to guide you through the
completion of the assignment only.}
{Pass Mark is a minimum of 50% for each section}
Suggested word count 4000-5000 words
{To maximise your marks, please ensure you use ‘references’ whenever
appropriate to show the source of any theory or models you have used. Please use
Harvard Referencing which looks like the words in brackets in the following
sentence - The OSCAR Model (Gilbert and Whittleworth, 2009) is a good model to
help solve everyday workplace problems. You should also list all your references at
the end of the assignment}
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1. Know how to recognise and establish the organisational context,
strategy, culture and processes for coaching or mentoring at a senior and
strategic level
1.1. Define and differentiate between the different focus, roles, processes and
environment for the two different disciplines of coaching and mentoring.
{maximum 12 Marks}
{There are several different elements to this criterion. Participants should review the four areas
and make some comparisons between them. Specific focus should be given to:
Different focus between coaching and mentoring
Difference in roles between coaching and mentoring
Different processes between coaching and mentoring
Different environment between coaching and mentoring
Discuss what the theory says and reflect on whether you agree or disagree with the theory. Give
reasons and specific examples from your own workplace and coaching/mentoring experience.}
1.2. Critically review the organisational context, strategy, characteristics, culture and
conditions for effective coaching or mentoring. {max 8 Marks}
{Identify and critically review the organisational context, strategy, characteristics, culture and
conditions for effective executive coaching and mentoring. One way of showing a critical review is
to carryout research then compare and contrast theories / models.
For example:
Roberts and Jarrett (2006) set out a helpful set of characteristics or what they call “elements of
good practice” for executive coaching. These include:
genuine commitment to the client and their success: the coach must place the coachee at the
centre of the work and all their efforts must be in service of the coachee and the achievement
of their desired outcomes.
clear contracting so coach, client and organisation have clarity around shared
expectations and objectives: contracting is an essential element of coaching. Clear goals,
outcomes, timeframes and review processes should be explicit up front, with all parties signed
up to any agreement.
commitment to confidentiality: without absolute confidentiality there can be no meaningful
coaching relationship.
honesty - no secret agendas between coach and organisation: any 3-way contract between
coach, coachee and organisation (or sponsor) has to be open yet the coachee’s issues must
remain confidential. Any mechanisms for reporting back to the sponsor by the coach must be
agreed in advance and done with the input and explicit agreement of the coachee.
This viewpoint is also supported by Mary Beth O’Neill’s (2008) 3 Key Factors Methodology which
suggests that the three necessary conditions for a successful coaching contract are:
Willingness of the client to see themselves honestly.
To own their part in the patterns they play.
Be receptive to immediate feedback.
Then bring the theory to life with your own examples and explain whether you agree or disagree
with the theories outlined.
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Good points of reference are Developing a Coaching Culture by Peter Hawkins, Making Coaching
Work by David Clutterbuck and David Megginson, The Manager as Coach: The New Way to Get
Results by Jenny Rogers, Andrew Gilbert and Karen Whittleworth.
Compare and contrast the different theories and bring to life with examples of what works, and
what doesn’t, in practice within your own, or your client’s, organisation.}
1.3. Evaluate alternative organisational strategies other than coaching or mentoring.
{max 8 Marks}
{What you basically need to do here is evaluate coaching against other development interventions,
in-house and external training, secondments, e-learning, action learning etc
As this is an evaluation more than just an overview, a description or an explanation of the
differences must be made. To evaluate you need to judge or calculate the quality, importance, and
amount of value of something. You should try to keep this in mind as you are writing your
assignment and wherever possible you should try and quantify the differences may be in terms of
cost, quality, time… etc. You should follow your evaluation with a conclusion about how coaching
compares with and/or supports other strategies}
1.4. Determine the factors which impact on how coaching or mentoring are integrated
at a senior, strategic and organisational level. {max 8 Marks}
(Here you need to talk about the importance of having a clearly defined coaching strategy
that is supported at the top, is aligned with key performance indicators and clearly spells
out the business benefits for the organisation in developing a coaching culture and using
executive coaching and mentoring to develop it’s current and future leaders.)
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2. Know how to compare and contrast a number of contextual applications
in coaching or mentoring in organisations and business environments
2.1. Define and critique the distinctions between various methods of coaching or
mentoring including (as a minimum) executive, leadership, professional and business
coaching or mentoring. {max 16 Marks}
{Talk here about different types of coaching and mentoring: critique each approach,
ensuring that you explain their strengths and weaknesses.
You need to provide us with clear definitions of the various methods or coaching and
mentoring together with a critique i.e. the differences, and the pros V cons.
In this section you need to show us that you know how to compare and contrast the
contextual applications, giving specific examples of what you’ve applied in your own
practice and organisation with the reasoning behind to bring this section to life)
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3. Know how to review the necessary conditions, skills and practices for
effective and ethical coaching or mentoring at a senior and strategic level
3.1. Critically review the skills and behaviours required for ethical practice in coaching
or mentoring at a senior and strategic level. {max 16 Marks}
{For this section you will need to research and review different views around the topic and
make a personal judgement based on your review, the discussions on the workshop, and
your experience. Explain what you consider to be the most important skills and behaviours
and most importantly explain why.
Explain if you agree or disagree with the authors suggestions and why you have taken the
viewpoint you have.
Good reference books and sites are Mary Beth O’Neil’s Executive Coaching with Backbone
and Heart, Peter Hawkins Developing a Coaching Culture. Julie Starr’s Coaching Manual and
the EMCC and Coaching Association’s website}
3.2. Justify the importance and role of codes of practice, contracting and supervision at
this level of coaching or mentoring practice. {max 16 Marks}
{Here you will need to justify why the role of Codes of Practice, Contracting and
Supervision are important at this senior level of coaching and mentoring.
To justify please provide good reasons why you think these three things are important.
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4. Know how to evaluate the contribution of coaching and mentoring
relating both to the individual client and to organisational performance
4.1. Critically assess the contribution of coaching or mentoring to improve both
individual and organisational strategic performance. {max 8 Marks}
{To critically assess you can review the contribution coaching or mentoring has made in
your organisation to improve both individual and organisational strategic performance.
As this is a critical review you will need to support this with evidence e.g. has coaching
made a stronger contribution compared to other OD methods used in the organisation?
If so explain how it has made a stronger contribution in comparison to other methods.
Provide quantitative and qualitative data where possible.
A critical review can also be undertaken through research by comparing the contribution of
coaching and mentoring to improve individual and organisational strategic performance
against other methods and making a judgement.
You should support this with sourced examples to support your judgement. To demonstrate
criticality please consider different views on this subject}
4.2. Evaluate the application of coaching or mentoring within a specific organisation or
business environment. {max 8 Marks}
{This section focuses on evaluation (making a judgement) e.g. how successful was the
coaching and mentoring? Did it deliver the required outcomes? Based on the results of the
coaching and mentoring would you recommend coaching and mentoring?
An actual evaluation is required here so techniques for evaluating are important and
application should be demonstrated.
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References
{List all the references you have used in your assignment using Harvard Referencing. For
example:
Covey. Stephen R. (1989) The 7 Habits of Highly Effective People. Simon & Schuster UK Lt
Bibliography
{List all the books and articles you have read as part of your assignment compilation. For
example:
Covey. Stephen R. (1989) The 7 Habits of Highly Effective People. Simon & Schuster UK
Ltd.}
Rogers, J; Gilbert A, Whittleworth K (2012) The Manager as Coach: The New Way to Get
Results. McGraw Hill University Press.