Using a range of well chosen examples, write an account which examines THREE (3) similarities and THREE (3) differences between coaching and mentoring
UNIT CMI 507
Assessment Brief: Principles of Delivering Coaching and Mentoring
| » | key information for LEARNERs |
Overview of assessment tasks
Each task in this assessment brief has been developed to enable you to evidence achievement of the learning outcomes and assessment criteria for CMI 507: Principles of Delivering Coaching and Mentoring. Each of the assessment criteria must gain a pass outcome for you to successfully achieve the unit.
Preparation for the assessment
- Before you begin the assessment brief please read the CMI 507 unit specification thoroughly as only the content related to the achievement of the assessment criteria will be assessed.
- Research the topics being assessed. Suggested reading/web resources are provided on the CMI 507 unit specification. Your tutor may signpost you to relevant resources. Additionally, you may access excellent online resources at ManagementDirect https://mde.managers.org.uk.
- If you are enrolled on the Trailblazer Apprenticeship programme you are encouraged to review the Apprenticeship Standard for Operations/Departmental Manager.
Completing the assessment brief
- The assessment brief contains a series of tasks which are clearly referenced to the relevant assessment criteria and indicative content.
- Refer to the Assessment Guidance Table at the end of the assessment brief which outlines the requirements for a Pass or Refer.
- Evidence must be provided in the evidence booklet. Additional work based evidence such as plans or documentation (which has been referred to within the main text) should be included at the end of the booklet marked ‘Work Based Evidence’. Appendices are not a requirement of this assessment brief. If appendices are included these will not be marked or moderated by the CMI.
- Work based evidence must be accompanied by a supporting statement in the learner evidence box, to explain the link to the assessment criteria. Work based evidence (where required by the task) must not exceed SIX (6) pages. Files embedded in the booklet must not exceed 10MB.
- The evidence booklet must be completed in a professional manner (e.g. applying business conventions for writing formal reports) and by using Microsoft Word, Rich Text Format or another compatible software programme and not in a PDF format.
- An appropriate referencing system (such as Harvard Referencing) must be used to ensure the original source(s) of quotations or models can be verified.
- Finally, you must sign the Learner Authenticity statement (an electronic signature is accepted).
Learner support
For information regarding policies and procedures for assessment (e.g. special assessment arrangements, learner support, appeals, complaints, certification, confidentiality, plagiarism) you should contact your tutor or Centre manager and refer to the CMI Level 5 in Management and Leadership syllabus.
| » | Introducing assessment Brief CMI 507 |
Coaching and mentoring are proven techniques used to enhance the skills, knowledge, talents and potential of individuals as part of an organisational learning and development strategy.
Assessment brief CMI 507 has been designed to enable learners to understand the principles and practices of delivering coaching and mentoring and the impact these techniques can have in the development of a
high performance culture.
| » | assessment tasks and WORD COUNT |
Assessment brief CMI 507 features the following assessment tasks. Further detail is provided against each assessment task within the brief.
| Assessment Task | Learning outcomes covered by assessment method | Assessment criteria | Guideline word count | |
| 1a | Write an account which examines similarities and differences between coaching and mentoring | LO1 Understand the role and purpose of coaching and mentoring within an organisation | 1.1 Examine the similarities and differences between coaching and mentoring | Approx. 500 words |
| 1b | Write a briefing paper entitled:
The purpose of coaching and mentoring for individuals, teams and organisations |
1.2 Evaluate the purpose of coaching and mentoring for individuals, teams and the organisation | Approx. 400 words | |
| 2a | Write an account which examines the use of coaching and mentoring models in the workplace | LO2 Understand the use of models and processes used in workplace coaching and mentoring | 2.1 Examine models used for coaching and mentoring individuals and teams in the workplace | Approx. 350 words |
| 2b | Create a plan to deliver mentoring to an individual in response to an identified business need | 2.2 Develop a plan to deliver mentoring to an individual in response to an identified business need | Approx. 500 words
If presenting Work Based Evidence it must not exceed SIX (6) A4 pages |
|
| 2c | Write an account which recommends a coaching process to support an individual’s development needs in the workplace | 2.3 Recommend a coaching process to support an individual’s development needs in the workplace | Approx. 500 words | |
| 3a | Write an account which analyses the skills and competencies of an effective coach and mentor | LO3 Know how to manage the delivery of effective coaching and mentoring | 3.1 Analyse the skills and competencies of an effective coach and mentor | Approx. 350 words |
| 3b | Write an account which assesses approaches for responding to challenges faced in the delivery of coaching and mentoring | 3.2 Assess approaches for responding to challenges faced in the delivery of coaching and mentoring | Approx. 500 words | |
| 3c | Write an account which discusses strategies used to evaluate the impact of coaching and mentoring on individuals and the organisation | 3.3 Discuss strategies to evaluate the impact of coaching and mentoring on individuals and the organisation | Approx. 500 words | |
| 3d | Write an account which assesses approaches to ensure that coaching and mentoring programmes continue to deliver results | 3.4 Assess approaches to ensure that coaching and mentoring programmes continue to deliver results | Approx. 400 words | |
Guideline word count
The written word, however generated and recorded, is still expected to form the majority of assessable work produced by Learners at Level 5. The amount and volume of work for this unit should be broadly comparable to a word count of 3500-4000 words within a margin of +/-10%. The excessive use of word count is not grounds for referral, however the CMI reserve the right to return work to the Centre for editing and resubmission by the Learner.
The following are excluded from inclusion in word count, if used and not required by the assessment brief an introduction to a job role, organisation or department, index or contents pages, headings and sub headings, diagrams, charts and graphs, reference list or bibliography, reflective statement drawn from undertaking the assignment and how this has impacted on the learner’s work.
Please see the CMI Assessment Guidance Policy for further guidance.
| » | the role and purpose of coaching and mentoring within an organisation |
It is important for a manager to understand the similarities and differences between coaching and mentoring and their purpose for individuals, teams and the organisation.
| » | Task 1a |
Using a range of well chosen examples, you are required to write an account which examines THREE (3) similarities and THREE (3) differences between coaching and mentoring (AC1.1).
| Guidance for completion of Task 1a |
| · The account should include sub headings. You may choose to include tables and diagrams (as appropriate).
· You may include good practice examples from organisations you know well or have researched. · Your discussion should be underpinned with relevant theoretical principles. · Please refer to the indicative content for each of the assessment criteria (AC) outlined in the unit specification. |
| » | Task 1b |
Using a range of well chosen examples, you are required to write a briefing paper entitled: ‘The purpose of coaching and mentoring for individuals, teams and organisations’ (AC1.2).
The briefing paper will be used by other managers in the organisations.
| Guidance for completion of Task 1b |
| · The briefing paper should include sub headings. You may choose to include tables and diagrams (as appropriate).
· You may include good practice examples from organisations you know well or have researched. · NB: You must ensure you consider individuals, teams and organisations in your discussion for this task. · Your discussion should be underpinned with relevant theoretical principles. · Please refer to the indicative content for each of the assessment criteria (AC) outlined in the unit specification. |
| » | THE USE OF MODELs AND PROCESSES TO SUPPORT THE USE OF COACHING AND MENTORING IN THE WORKPLACE |
To be an effective coach and mentor, it is important for a manager to understand the models used for coaching and mentoring in the workplace, identity a process for coaching individuals and be able to develop a plan to support mentoring.
| » | Task 2a |
You are required to write an account which uses well-chosen examples to examine the use of coaching and mentoring models in the workplace (AC2.1).
| Guidance for completion of Task 2a |
| · The account should include sub headings. You may choose to include tables and diagrams (as appropriate).
· Your discussion should be underpinned with relevant theoretical principles. · Please refer to the indicative content for each of the assessment criteria (AC) outlined in the unit specification. |
| » | scenario |
| You are a manager of a department in a large organisation. You have been approached to mentor a new manager from another department who has recently been promoted into the position. As part of their development as a new manager, they need to develop skills and expertise in two areas:
· supporting their new team to meet demanding targets · working collaboratively with a range of internal and external stakeholders to engage them in a new initiative |
| » | Task 2b |
You are required to develop a plan to deliver mentoring to an individual in response to an identified business need (AC2.2).
There are TWO (2) options for answering this task. You only need to select ONE (1) option.
Option 1: Present a copy of a plan you have already created for delivering mentoring to an individual in the workplace.
- Include the document(s) in the Work Based Evidence section of the evidence booklet.
OR
- Provide your documentation as separate document(s) outside of this assessment booklet.
NB: Where separate documents are provided they must not exceed 10MB in size and must be saved as PDF documents.
Option 2: Create a plan to mentor the individual discussed in the scenario above. The plan should be completed using the CMI template.
| Guidance for completion of Task 2b |
| · This may be based on the scenario given above or on your own experience of mentoring an individual in the workplace.
· The plan may be presented in a format of your choice or using the CMI template provided. · If required, the CMI template can be adapted or extended. · Please refer to the indicative content for each of the assessment criteria (AC) outlined in the unit specification. |
| OPTION 1: WORK BASED EVIDENCE
IF YOU CHOOSE THIS OPTION COPY AND PASTE THIS EVIDENCE TABLE INTO THE EVIDENCE BOOKLET. DO NOT PRESENT ANY EVIDENCE IN THE ASSIGNMENT BRIEF.
|
| Description of work based evidence: Please briefly describe the type of work based evidence that is being presented to meet the requirements of this task. |
|
| Summary: Please provide a brief summary statement of how this work based evidence meets the requirements of this task. |
| Please indicate how you have presented evidence for this task (please tick box): | Document uploaded to Work Based Evidence section of assessment booklet. | |
| Documents are provided separately to this assessment booklet. Document name(s):
__________________________________________________________ |
| OPTION 2: COMPLETE THE TEMPLATE
IF YOU CHOOSE THIS OPTION COPY AND PASTE THIS EVIDENCE TABLE INTO THE EVIDENCE BOOKLET. DO NOT PRESENT ANY EVIDENCE IN THE ASSIGNMENT BRIEF.
|
| Mentoring Plan Template |
| Mentee name: | Mentor name: |
| Meeting date: | Session no: |
| Goal(s) for the session:
|
| Actions completed from last session: | |
| 1. | |
| 2. | |
| 3. | |
| 4. | |
| Insights/breakthroughs gained: | |
| 1. | |
| 2. | |
| 3. | |
| 4. | |
| Actions to be taken by next session: | |
| 1. | |
| 2. | |
| 3. | |
| 4. | |
| Date of next meeting: |
| Mentee signature: | Date: | ||
| Mentor signature: | Date: |
| » | Task 2c |
Using examples, write an account which recommends a coaching process to support an individual’s development needs in the workplace (AC2.3).
The good practice guide will be used by managers in your organisation.
| Guidance for completion of Task 2c |
| · The account should include sub headings. You may choose to include tables and diagrams (as appropriate).
· You may base the account on your own experience of using coaching to support an individual’s needs in the workplace or use well chosen examples from an organisation you know well or have researched. · Your discussion should be underpinned with relevant theoretical principles. · Please refer to the indicative content for each of the assessment criteria (AC) outlined in the unit specification. |
| » | managing the delivery of effective coaching and mentoring |
It is important for a manager to recognise the skills and competencies of an effective coach and mentor and the approaches that could be used to respond to challenges faced when delivering coaching and mentoring. It is good practice to ensure that programmes continue to deliver results.
| » | Task 3a |
Write an account which analyses the skills and competencies of an effective coach and mentor (AC3.1).
| Guidance for completion of Task 3a |
| · The account should include sub headings. You may choose to include tables and diagrams (as appropriate).
· You may base the account on your own experience of coaching and mentoring to support individuals in the workplace or use good practice examples from an organisation you know well or have researched. · Your discussion should be underpinned with relevant theoretical principles. · Please refer to the indicative content for each of the assessment criteria (AC) outlined in the unit specification. |
| » | Task 3b |
From the list below, select TWO (2) challenges and write an account which assesses approaches which could be used to respond to these when delivering coaching and mentoring (AC3.2).
| Ineffective match (mentor to mentee/coach to coachee) | Workload pressures | Breach of confidentiality |
| Commitment to the process | Role conflict | Conflict of interest |
| Lack of openness and honesty | Misuse of approach (tell not support) | Relationship breakdown |
| Organisational barriers | Expectation of outcome |
| Guidance for completion of Task 3b |
| · The account should include sub headings. You may choose to include tables and diagrams (as appropriate).
· Your discussion should be underpinned with relevant theoretical principles. · You are encouraged to use good practice examples from an organisation you know well or have researched. · Refer to the indicative content for each of the assessment criteria (AC) outlined in the unit specification. |
| » | Task 3c |
From the list below, select ONE (1) individual and ONE (1) organisational strategy and write an account to discuss how each strategy can be used to evaluate the impact of coaching and mentoring (AC3.3).
| INDIVIDUAL | ORGANISATIONAL |
| Personal reflection | Balanced Scorecard (Kaplan and Norton, date) |
| Appraisal of performance against targets | Return on investment (ROI) |
| Observed behavioural changes | Succession planning |
| Colleague and customer feedback | Four Levels of Training Evaluation (Kirkpatrick, 2006) |
| Career progression | RAM Model of Coaching Evaluation (McGurk, 2011) |
| Guidance for completion of Task 3c |
| · The account should include sub headings. You may choose to include tables and diagrams (as appropriate).
· You need to choose one individual and one organisational strategy. · Your discussion should be underpinned with relevant theoretical principles. · You are encouraged to use good practice examples from an organisation you know well or have researched. · Refer to the indicative content for each of the assessment criteria (AC) outlined in the unit specification. |
| » | Task 3d |
Using examples, write an account which assesses approaches to ensure that coaching and mentoring programmes continue to deliver results (AC3.4).
| Guidance for completion of Task 2c |
| · The account should include sub headings. You may choose to include tables and diagrams (as appropriate).
· You may base the account on your own experience of coaching and mentoring in the workplace or use good practice examples from an organisation you know well or have researched. · Your discussion should be underpinned with relevant theoretical principles. · Please refer to the indicative content for each of the assessment criteria (AC) outlined in the unit specification. |
| » | ASSESSMENT GUIDANCE |
| Refer | Pass |
| · The submission is incomplete
· Tasks are incomplete · Not all assessment criteria have been met · No examples are used or the examples given do not match the requirements of the assessment criteria · Evidence is · Unclear · Technically incorrect or inaccurate · Biased · Unprofessional language · Poorly structured and presented · Ideas are under-developed · Lacks sufficient detail to show understanding of the topic · The application of different perspectives, approaches or schools of thought is unclear or inappropriate · Little or no evaluation of evidence has taken place · The ability to make judgments and solve complex problems has not been evidenced · Evidence is not directly attributable to the learner · External sources of information are not acknowledged · Work based evidence or artefacts (e.g. planning documents or presentation slides) do not meet the requirements of the assessment criteria and are not current (within 5 years) |
· All tasks have been completed
· All assessment criteria have been met · Examples given are well chosen and match the requirements of the assessment criteria · Evidence is · Well written and presented · Contains a breadth of examples · Accurate · Current (e.g. use of up to date legislation) · Authentic · Inclusive · Coherent · Credible · Technically correct · Evidence shows understanding and application of different perspectives, approaches or schools of thought and the reasoning behind them. · Evidence shows the learners ability to evaluate evidence and solve problems to achieve set outcomes. · Evidence used from external sources has been correctly referenced · Evidence is directly attributable to the learner · Work based evidence or artefacts (e.g. planning documents or presentation slides) match the requirements of the assessment criteria and are current (within 5 years) |
