ILM 8625-339/340 Understanding Good Practice in Workplace Coaching and Mentoring Level 4 Assignment Example
Learning Outcome / Section 1: Understand the Context for Effective Workplace Coaching and Mentoring
AC 1.1 (339 1.1) Describe and Define the Purpose of Workplace Coaching
Sufficiency Descriptors:
- Referral [ca.2/8]: The purpose of workplace coaching is not defined, or is defined incorrectly. The purpose of workplace coaching is listed rather than described, or is described incorrectly.
- Pass [4/8]: The purpose of workplace coaching is defined correctly and appropriately, although the context is limited. The principal features of workplace coaching are correctly described, although the context is limited.
- Good Pass [ca. 6/8]: There is a full definition that states precisely the meaning of workplace coaching. The principal features of workplace coaching are fully and correctly described and the context is detailed and appropriate.
Assessor Feedback: [Insert feedback here]
Marks: / 8 (min. of 4)
Pass or Referral: [Select one]
AC 1.2 (340 1.1) Describe and Define the Purpose of Workplace Mentoring
Sufficiency Descriptors:
- Referral [ca.2/8]: The purpose of workplace mentoring has not been described and defined, or the description and/or definition is incorrect, or the purpose of workplace has been described or defined, but not both. The purpose of workplace mentoring has been merely stated with no account of its principal features or context to describe its purpose.
- Pass [4/8]: The purpose of workplace mentoring has been correctly defined and a limited account of its principal features correctly describes the purpose of workplace mentoring, although the context is limited.
- Good Pass [ca. 6/8]: The purpose of workplace mentoring has been correctly defined and a full account of its principal features within a broad context correctly describes the purpose of workplace mentoring.
Assessor Feedback: [Insert feedback here]
Marks: / 8 (min. of 4)
Pass or Referral: [Select one]
AC 1.3 (339 1.2) Explain the Role and Responsibilities of an Effective Workplace Coach
Sufficiency Descriptors:
- Referral [ca.2/8]: The roles and responsibilities of an effective workplace coach are listed rather than explained, or are incorrect. There is only a partial (limited) explanation of the roles and responsibilities of an effective workplace coach, or it is incorrect.
- Pass [4/8]: The roles and responsibilities of an effective workplace coach are broadly and correctly described, although what is meant by ‘effective’ is imprecise.
- Good Pass [ca. 6/8]: There is an explanation of the purpose of workplace coaching at both organisational and individual levels with a clear understanding of ‘effective’ and the context is detailed. The principal features of the roles, responsibilities and characteristics of an effective coach are explained in depth.
Assessor Feedback: [Insert feedback here]
Marks: / 8 (min. of 4)
Pass or Referral: [Select one]
AC 1.4 (340 1.2) Explain the Role, Remit and Responsibilities of an Effective Workplace Mentor
Sufficiency Descriptors:
- Referral [ca.2/8]: The role, remit and responsibilities of an effective workplace mentor have not been explained, or is incorrect, inappropriate or deficient, or role or remit or responsibilities have been explained but not all three.
- Pass [4/8]: A limited but sufficient and correct explanation of the role, remit and responsibilities of an effective workplace mentor has been provided, although the context is limited and the scope of ‘effective’ is narrow.
- Good Pass [ca. 6/8]: A full and correct explanation of the role, remit and responsibilities of an effective workplace mentor has been provided within a broad context and the full scope of ‘effective’.
Assessor Feedback: [Insert feedback here]
Marks: / 8 (min. of 4)
Pass or Referral: [Select one]
AC 1.5 (339 1.3) Describe the Behaviours and Characteristics of an Effective Workplace Coach
Sufficiency Descriptors:
- Referral [ca. 2/6]: The behaviours and characteristics of an effective workplace coach are listed rather than described, or are incorrect. There is only a partial and insufficient description of the behaviours and characteristics of an effective workplace coach.
- Pass [3/6]: The principal features of a limited but sufficient range of behaviours of an effective workplace coach are correctly described.
- Good Pass [ca. 5/6]: There is a correct and comprehensive description of the full range of behaviours and characteristics of an effective workplace coach.
Assessor Feedback: [Insert feedback here]
Marks: / 6 (min. of 3)
Pass or Referral: [Select one]
AC 1.6 (340 1.3) Describe the Knowledge, Skills and Behaviour of an Effective Workplace Mentor
Sufficiency Descriptors:
- Referral [ca. 2/6]: The knowledge, skills and behaviour of an effective workplace mentor has not been described, or is incorrect, inappropriate or deficient, or knowledge or skills or behaviour have been described but not all three. Knowledge, skills and behaviour have been merely listed or stated with no account of their principal features that describe an effective workplace mentor.
- Pass [3/6]: A limited but sufficient and correct account is provided of the principal features of the knowledge, skills and behaviour that describe an effective workplace mentor, although the context is limited and the scope of ‘effective’ is narrow.
- Good Pass [ca. 5/6]: A full and correct account is provided of the principal features of the knowledge, skills and behaviour that describe an effective workplace mentor within a broad context and the full scope of ‘effective’.
Assessor Feedback: [Insert feedback here]
Marks: / 6 (min. of 3)
Pass or Referral: [Select one]
AC 1.7 (339 1.4) Explain How Coaches Should Contract and Manage Confidentiality to Coach Ethically
Sufficiency Descriptors:
- Referral [ca. 2/6]: There is an insufficient explanation, or no explanation, of how confidentiality should be contracted in the coaching contract. There is insufficient or no explanation of the importance of managing confidentiality during the coaching process in order to coach ethically.
- Pass [3/6]: There is a limited but sufficient and correct explanation of how confidentiality should be contracted in the coaching contract in order to coach ethically, although what is meant by ethical is imprecise. There is a limited but sufficient and correct explanation of the importance of managing confidentiality during the coaching process in order to coach ethically.
- Good Pass [ca. 5/6]: Explanation is given of what is meant by ethical coaching. There is a full and clear explanation of how to contract and manage confidentiality in coaching contracts that includes organisational as well as individual considerations. Impact of legislation on coaching confidentiality is explained.
Assessor Feedback: [Insert feedback here]
Marks: / 6 (min. of 3)
Pass or Referral: [Select one]
AC 1.8 (340 1.4) Explain What a Workplace Mentoring Contract Should Include to Ensure a Quality, Ethical Mentoring Relationship
Sufficiency Descriptors:
- Referral [ca. 2/6]: A workplace mentoring contract is not explained, or the explanation is incorrect, inappropriate or deficient, or the contents of a workplace mentoring contract are merely listed or described with no explanation of the practices associated with a workplace mentoring contract to explain how it ensures a quality, ethical mentoring relationship.
- Pass [3/6]: A limited but sufficient and correct explanation of how the contents and practices associated with a workplace mentoring contract ensure a quality, ethical mentoring relationship, although the context is limited and the scope of ‘quality and ethical’ is narrow.
- Good Pass [ca. 5/6]: A full and correct explanation of how the contents and practices associated with a workplace mentoring contract ensure a quality, ethical mentoring relationship within a broad context and the full scope of ‘quality and ethical’.
Assessor Feedback: [Insert feedback here]
Marks: / 6 (min. of 3)
Pass or Referral: [Select one]
Learning Outcome / Section 2: Understand the Process and Content of Effective Workplace Coaching
AC 2.1 (339 2.1) Explain How to Manage a Coaching Process Agreeing Goals and Following a Simple Coaching Model
Sufficiency Descriptors:
- Referral [ca. 2/6]: The nature of a coaching process is not explained, or is incorrect or inappropriate. The importance of agreeing appropriate goals within the coaching process is not explained, or is incorrect or inappropriate. There is an insufficient explanation or no explanation of a simple coaching model, or the model is incorrect or inappropriate.
- Pass [3/6]: The nature of a coaching process is explained correctly and appropriately following a simple coaching model, although the context is limited. There is a correct but limited explanation of how to manage a coaching process to agree goals following a simple coaching model.
- Good Pass [ca. 5/6]: There is a comprehensive and correct explanation of a simple coaching model. There is a comprehensive explanation of a range of different correct and appropriate methods of managing the coaching process to agree goals.
Assessor Feedback: [Insert feedback here]
Marks: / 6 (min. of 3)
Pass or Referral: [Select one]
AC 2.2 (339 2.2) Explain the Range of Tools and Techniques (Including Diagnostic Tools and Those Exploring Learning Preferences) That Can Be Used to Support Effective Coaching
Sufficiency Descriptors:
- Referral [ca. 2/6]: A range of appropriate assessment tools and techniques are listed rather than explained, or are incorrect. There is insufficient explanation, or no explanation, of how appropriate diagnostic tools and techniques can be used to support effective coaching, or the explanation is incorrect. There is insufficient explanation, or no explanation, of what learning preferences are. There is insufficient explanation, or no explanation, of how exploring learning preferences can support effective coaching.
- Pass [3/6]: There is a correct but limited explanation of how a narrow range of appropriate assessment tools and techniques can be used to support coaching. It is correctly explained how diagnostic tools and techniques can be used appropriately to support effective coaching, although the context is limited. There is a limited explanation of what learning preferences are. There is a limited explanation of how exploring learning preferences can support effective coaching. A limited explanation is given of how appropriate assessment tools can be used to identify preferences in the workplace to support coaching. There is a limited explanation of how an understanding of those preferences can be used to support coaching in the workplace.
- Good Pass [ca. 5/6]: There is a full and correct explanation of a wide range of tools and techniques that can be used to support coaching. There is a comprehensive explanation of how appropriate diagnostic tools can be used to support effective coaching. There is a comprehensive discussion of what is meant by learning preferences. There is a comprehensive explanation of how the exploration of learning preferences can be used to support effective coaching.
Assessor Feedback: [Insert feedback here]
Marks: / 6 (min. of 3)
Pass or Referral: [Select one]
AC 2.3 (339 2.3) Explain Why It Is Important to Maintain Basic Records of Coaching Activity and What These Should Contain
Sufficiency Descriptors:
- Referral [ca. 2/8]: There is insufficient explanation, or no explanation, of the importance of maintaining basic records of coaching activity. There is insufficient explanation, or no explanation, of what the content of the records should include.
- Pass [4/8]: There is sufficient explanation of the importance of maintaining basic records of coaching activity. There is sufficient explanation of what the content of the records should contain.
- Good Pass [ca. 6/8]: There is a full and correct explanation of the importance of maintaining basic records of coaching activity. There is a full and correct explanation of what the content of the records should contain.
Assessor Feedback: [Insert feedback here]
Marks: / 8 (min. of 4)
Pass or Referral: [Select one]
AC 2.4 (339 2.4) Recognise Any Potential Barriers to Coaching in the Workplace and Explain Suitable Strategies to Overcome These Barriers
Sufficiency Descriptors:
- Referral [ca. 2/6]: Potential barriers to coaching in the workplace are not recognised, or are incorrect or inappropriate. There is insufficient explanation, or no explanation, of any suitable strategies to overcome these barriers.
- Pass [3/6]: A limited but sufficient range of correct possible potential barriers to coaching in the workplace are recognised. There is a correct but limited explanation of a range of suitable strategies to overcome these potential barriers.
- Good Pass [ca. 5/6]: A comprehensive range of correct and possible potential barriers to coaching in the workplace are recognised. There is a comprehensive explanation of a range of suitable strategies at both organisational and individual level to overcome these barriers.
Assessor Feedback: [Insert feedback here]
Marks: / 6 (min. of 3)
Pass or Referral: [Select one]
Learning Outcome / Section 3: Understand the Process for Effective Workplace Mentoring
AC 3.1 (340 2.1) – Explain How a Model of Mentoring Can Be Used to Manage a Workplace Mentoring Relationship
Sufficiency Descriptors:
- Referral [ca. 2/6]: How a model of mentoring can be used to manage a workplace mentoring relationship is not explained, or the explanation is incorrect, inappropriate or deficient, or the model is incorrect or inappropriate. A model of mentoring is merely stated with no explanation of its principal features that can be used to manage a workplace mentoring relationship.
- Pass [3/6]: A limited but sufficient and correct account is provided of the principal features of a correct and appropriate model of mentoring that correctly explains how that model can be used to manage a workplace mentoring relationship, although the context is limited.
- Good Pass [ca. 5/6]: A full and correct account is provided of the principal features of a correct and appropriate model of mentoring that correctly explains how that model can be used to manage a workplace mentoring relationship within a broad context.
Assessor Feedback: [Insert feedback here]
Marks: / 6 (min. of 3)
Pass or Referral: [Select one]
AC 3.2 (340 2.2) Explain the Range of Tools and Techniques (Including Diagnostic Tools and Those Exploring Learning Preferences) That Can Be Used to Support Effective Workplace Mentoring
Sufficiency Descriptors:
- Referral [ca. 2/6]: The range of tools and techniques that can be used to support effective workplace mentoring is not explained, or the explanation is incorrect, inappropriate or deficient, or the range does not include diagnostic tools and those exploring learning preferences. The range of tools and techniques is merely listed or described with no explanation of how they work to support effective workplace mentoring.
- Pass [3/6]: A limited but sufficient and correct explanation is provided of how the range of tools and techniques, including diagnostic tools and those exploring learning preferences, can be used to support effective workplace mentoring, although the range of tools is narrow, and the context is limited.
- Good Pass [ca. 5/6]: A full and correct explanation is provided of how the complete range of tools and techniques, including diagnostic tools and those exploring learning preferences, can be used to support effective workplace mentoring.
Assessor Feedback: [Insert feedback here]
Marks: / 6 (min. of 3)
Pass or Referral: [Select one]
AC 3.3 (340 2.3) Explain Why It Is Important to Maintain Basic Records of Workplace Mentoring and What These Should Contain
Sufficiency Descriptors:
- Referral [ca. 2/8]: Why it is important to maintain basic records of workplace mentoring is not explained, or the explanation is incorrect, inappropriate or deficient, or what basic records should contain is not addressed. What basic records should contain is merely listed with no explanation of the practices of maintaining basic records to explain why it is important to maintain basic records of workplace mentoring.
- Pass [4/8]: A limited but sufficient and correct account of the practices of maintaining basic records and the contents of basic records provides a correct explanation of why it is important to maintain basic records of workplace mentoring, although the context is limited.
- Good Pass [ca. 6/8]: A full and correct account of the practices of maintaining basic records and the contents of basic records provides a correct explanation within a broad context of why it is important to maintain basic records of workplace mentoring.
Assessor Feedback: [Insert feedback here]
Marks: / 8 (min. of 4)
Pass or Referral: [Select one]
AC 3.4 (340 2.4) Identify Any Potential Barriers to Workplace Mentoring and Explain Suitable Strategies to Overcome These Barriers
Sufficiency Descriptors:
- Referral [ca. 2/6]: The potential barriers to workplace mentoring are not identified, or are incorrect or inappropriate. Strategies to overcome potential barriers are not explained, or are incorrect, unsuitable or deficient. Strategies for overcoming barriers are merely listed or described with no explanation as to how the way they work makes them suitable.
- Pass [3/6]: Any potential barriers to workplace mentoring are appropriate and are correctly identified, although why they are potential barriers is imprecise. Limited but sufficient and correct explanations are provided as to how strategies to any potential barriers to workplace mentoring will operate, although the context(s) are limited.
- Good Pass [ca. 5/6]: Any potential barriers to workplace mentoring are appropriate and are correctly identified and it is clear why they are potential barriers. Full and correct explanations are provided as to how strategies to overcome any potential barriers to workplace mentoring will operate.
Assessor Feedback: [Insert feedback here]
Marks: / 6 (min. of 3)
Pass or Referral: [Select one]
Total Marks – 100
Answer
