The Coaching and Mentoring Roles Unit Level: Unit Credit Value: 6 GLH: 30 AIM Awards Unit Code: GB1/4/EA/020 Unique Reference T/503/5508

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1 Unit Code: GB1/4/EA/020 This unit has 5 learning outcomes. 1. Understand the role and responsibilities of the coach and the mentor 1.1. Compare the roles and responsibilities of the coach and the mentor 1.2. Discuss the differences between the roles of the coach and the mentor 1.3. Analyse the values, attitudes, beliefs and skills required in a coach and a mentor 1.4. Review the impact of legislative requirements on the coaching and mentoring process 1.5. Review the impact on the coaching and mentoring process of organisational policies and procedures Version to input 1

2 Unit Code: GB1/4/EA/ Understand techniques for a coaching and mentoring relationship 2.1. Compare techniques for coaching and mentoring that meet learner needs in your area of responsibility 2.2. Discuss ways in which techniques can be used to create an environment in which coaching and mentoring can take place 2.3. Evaluate the importance of communication techniques in the coaching and mentoring relationship 2.4. Examine the importance of confidentiality in maintaining the coaching and mentoring relationships 2.5. Evaluate resources required for coaching and mentoring roles Version to input 2

3 Unit Code: GB1/4/EA/ Understand the stages of progression through a coaching and mentoring relationship 3.1. Analyse the importance of a code of conduct and ground rules when setting boundaries for coaching and mentoring relationships 3.2. Discuss problems and solutions that may arise in coaching and mentoring in your area of responsibility 3.3. Analyse how potential barriers may be overcome through building a rapport with individuals in coaching and mentoring sessions in your area 3.4. Review strategies which can be used to clarify situations and overcome misunderstandings in order to progress the coaching and mentoring relationship 3.5. Discuss strategies for positive completion of the coaching and mentoring relationship Version to input 3

4 Unit Code: GB1/4/EA/ Be able to create an environment in which coaching and mentoring can take place 4.1. Plan activities for coaching and mentoring sessions 4.2. Demonstrate coaching and mentoring techniques in order to maintain an effective working relationship with individuals 4.3. Demonstrate communication techniques that develop the coaching and mentoring relationship 4.4. Support individuals through coaching and mentoring by providing constructive feedback 4.5. Review progress with the coachee s and mentees to clarify their own goals and facilitate their achievement Version to input 4

5 Unit Code: GB1/4/EA/ Understand how to review the learner s progress and achievements 5.1. Discuss the importance of record keeping in reviewing learner progress through coaching and mentoring 5.2. Review strategies appropriate for the coach and mentor to access the support available 5.3. Justify alternative support which can be provided to the learner when referral is appropriate 5.4. Review strategies for motivating learners to manage their expectations in order to achieve their goals 5.5. Use reflective practice and feedback from others to evaluate own role in order to identify areas for development 2012 Version to input 5

6 Unit Code: GB1/4/EA/020 Owner: Unit Grading Structure Sector Subject Areas (SSA) LSIS PASS 13.1 Teaching and Lecturing Unit Review Date 31/12/15 Availability for Use Restricted organisations Assessment Guidance mandatory Equivalences Shared N/A N/A N/A Version to input 6

7 Unit Code: GB1/4/EA/020 ASSESSMENT INFORMATION Specific Requirements for Assessment and delivery of this unit. ASSESSMENT AND DELIVERY INFORMATION Centre devised assessment tasks should be approved by the internal or external verifier for the course before delivery takes place in order to ensure the assessment is fit for purpose and meets the standards required. Assessment requirements/recommendations Assessment, is there a prescribed or recommended assessment? Does the evidence have to show vocational competence? Does it have to be assessed on more than one occasion? Are there specific standards that need to be met e.g. National Occupational Standards? Unit Summary This unit concerns the coaching and mentoring roles and responsibilities and explores how coaches and mentors can identify needs, establish and maintain effective relationships and review progress. Indicative Content Delivery Requirements/Recommendations Role and skills: e.g. listener, motivator, guide; prompting/questioning, non-judgemental, supportive, fostering independence Resources and materials: e.g. worksheets, textbooks, journals, practical exercises, internet; financial support, equipment, people IAG, counsellors, learning support etc. Identification of learning needs and learning preferences of the learner, VARK; barriers to learning and how to overcome them. Models of setting learning objectives: e.g. methods and role of goal and target setting (SMART & GROW) Communication: verbal and physical; clarity of information, expression of ides etc, questioning techniques; effective feedback: timing, mode etc Version to input 7

8 Unit Code: GB1/4/EA/020 Monitor progress: e.g. methods of reviewing learner s progress, action planning, means of recording progress Reflection and evaluation of own performance: use of feedback to evaluate own performance, action planning to develop further skills Recommended Reading Derrick J and Dicks J (2005) Teaching Practice and Mentoring London, NIACE Kay D and Hinds R (2002) A Practical Guide to Mentoring Oxford How to books Oxford Neenan M and Dryden W (2002) Life Coaching, a Cognitive-Behavioural Approach London Taylor and Francis Parsloe E and Wray M (2003) Coaching and Mentoring - Practical Methods to Improve Learning, London, Kogan Page Starr J (2003) The Coaching Manual Harlow Prentice Hall Business Stober D & Grant A (eds.) (2006) Evidence based coaching handbook: putting best practice to work for your clients London John Wiley & Sons Version to input 8