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Assignment task 1: Establish the organisational context, strategy, culture and processes for coaching or mentoring at a senior level

AC 1.1 Define and differentiate between the different focus, roles, processes and environments for the two different disciplines of coaching and mentoring 

Coaching:

• Focus: goal attainment, performance enhancement, and skill building.
• Role: A facilitator—the coach helps a coachee discover his or her own solutions and how to set appropriate goals.
• Process: structured, with defined outcomes, regular sessions, and measurable results.
• Environment: Generally formal and regulated, with more focus on professional practice.

Mentorship:

• Focus: On personal and professional development, growth, and general development.
• Role: The mentor is an experienced advisor, providing advice, sharing knowledge, and supporting the mentee’s personal growth.
• Process: Not as structured as coaching, long-term relationships are formed more with the focus being on personal growth rather than specific performance.
• Environment: More informal and long-term, often built around a relationship of trust and mutual respect.

AC 1.2  Critically review the organisational context, strategy, characteristics, culture and conditions for effective coaching or mentoring 

• Organisational Context: Understanding how the organisational structure, leadership styles, and employee needs shape coaching and mentoring programs.
• Strategy: Coaching and mentoring in relation to the broader organisational goals. Examples may include leadership development or talent management.
• Characteristics: Identifying which characteristics of effective coaching or mentoring programs are present, such as clear objectives, commitment from both parties and follow-through.
• Culture: How much does the organisational culture support or hinder coaching and mentoring, such as having openness to feedback and supportive hierarchical structures.
• Conditions for Effectiveness: Required conditions for success, such as resource availability, executive support, and employee buy-in.

AC 1.3  Evaluate alternative organisational strategies other than coaching or mentoring 

Training and Development: Formal educational programs, workshops, and seminars for building specific skills.

Team Building: cross-functional teams, peer learning, and experience-building exercises for better results.

Job Rotation: Employees are given different jobs to broaden their skill set and provide new experience.

Succession planning: identifying and developing future leaders through a formal process of career development.

AC 1.4  Determine the factors which impact on how coaching or mentoring are integrated at a senior, strategic and organisational level 

Senior Leadership Support: Commitment and permission by senior leaders to promote coaching and mentoring as part of organisational development.

Resources: availability of time, money, and qualified coaches or mentors to ensure programs are a success.

Alignment with Organisational Goals: Ensure that the coaching and mentoring programs are in alignment with strategic objectives, such as talent management or leadership development.

Employee Readiness: The readiness and ability of employees at higher levels to receive coaching or mentoring.

Assignment task 2: Comparing and contrasting different approaches to coaching or mentoring

AC 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 

Executive Coaching:

• Designed to support the personal growth of top executives, with their objectives aligned with those of the organisation as a whole.
• Critic: Very often, work is done at high stakes, necessitating professional coaches highly 

aware of leadership dynamics.

Leadership Coaching:

• Designed to build competencies in line with leadership skills, such as decision-making, team management, and effective communication.
• Critic: Sometimes lacks clear identification with organisational objectives and is most centred on individual characteristic improvement.

Professional Coaching:

• Tuned to augment skills and competencies in a particular professional environment.
• Criticism: This could be too narrow on technical skills with more focus and emphasis on general leadership competencies.

Business Coaching: 

• It focuses on business strategy, market understanding, and organisation improvement.
• Criticism: Overlooks personal development of the individual for the sake of business performance.

Assignment task 3:Reviewing the conditions, skills and practices for effective and ethical coaching and mentoring

AC 3.1  Critically review the skills and behaviours required for ethical practice in coaching or mentoring at a senior and strategic level 

Skills for ethical practice:

• The ability to listen, emotional intelligence, empathy, and trust building.
• Ability to ask powerful questions to help the coachee/mentee reflect on their actions and choices.

Behaviours for Ethical Practice:

• Confidentiality, respect for borders, and maintaining an objective position while supporting the individual’s growth.
• Avoiding conflicts of interest and maintaining fairness, especially upholding the autonomy of the individual.

AC 3.2  Justify the importance and role of codes of practice, contracting and supervision at this level of coaching or mentoring practice 

• Codes of Practice: Determine moral limits, keeping the relationship professional, transparent, and credible.
• Contracting: Ensures clarity around expectations, goals, and responsibilities between coach/mentor and coachee/mentee.
• Supervision: Ensures coaches have a reflective space for that they can discuss challenging issues, keep within ethical standards, and get directions on complex cases.

Assignment task 4: Evaluate the contribution of coaching and mentoring for individuals and organisations

AC 4.1  Critically assess the contribution of coaching or mentoring to improve both individual and organisational strategic performance 

Individual Performance: Coaching and mentoring equip individuals with the knowledge, skills, and competencies required to successfully and effectively perform their jobs, which leads to job satisfaction and better performance in the organisation.

Organisational Performance: Coaching and mentoring programs contribute to the development of leadership pipelines, employee engagement, and alignment of individual goals with organisational strategy.

AC 4.2 Evaluate the application of coaching or mentoring within a specific organisation or business environment 

• Case Study Review: Investigate a particular organisation where coaching or mentoring is being used, providing details on the structure and design of the program, the problems faced, and the results on individual and organisational performance.

Evaluation Criteria: Effectiveness of the coaching or mentoring program, participant feedback, employee engagement and retention rate, and alignment with organisational objectives.