Level 5 Certificate in Coaching
and Mentoring
Day 5

Aims for day
• Review learning logs from day 4
• Group feedback on coaching practice
• The business case for a coaching and
mentoring programme
• Evaluating your coaching/mentoring
programme
• To review PDP
• To discuss assignment requirements
• To undertake coaching practice

Tutorial review
• Group review of coaching/mentoring
experience since last meeting

Assignment 1
• AC 1.3 Present the case for using coaching or
mentoring to benefit individuals and
organisational performance
• AC 4.2 Analyse how the benefits of coaching
or mentoring should be evaluated
• 4.1 Critically review the elements required for
effective and integrated coaching and
mentoring

The case for using coaching or
mentoring to benefit individuals
and organisational performance

Why have a coaching / mentoring
programme?
• Done properly it is focused systematic and structured
• Is tailored for individual (person centred)
• In-house programme cost effective development (resource =
time)
• Can have quick results
• Can motivate and engage employees
• Help new employees to integrate into culture of organisation
• Can improve communication and interpersonal skills
• Can resolve conflict
• Continuous development for both coach/coachee or
mentor/mentee

Evidence
• 75% of organisations offer coaching and
mentoring most intend to grow this over next
2 years
• Coaching found to be 3rd most effective L&D
practice (after on the job training & in-house
development programmes
– CIPD 2015 L&D survey

Evidence
• Recipients more aware of motivations,
improved personal effectiveness, more
effective on specific projects, greater
confidence in role
• Increased job satisfaction, engagement & well-
being at work and sustained over time
• IES study 2010-12 of 100 clients in 15 organisations

Evidence
• Three-quarters (77%) of the 30 respondents
indicated that coaching had significant or very
significant impact on at least one of nine
business measures
• Increased individual work output
• Increased department productivity
• Increased employee satisfaction
• Increased customer satisfaction
– Anderson, MetrixGlobal

Evaluating the programme

The Kirkpatrick evaluation model

Putting together an evaluation
framework
• Clarify why the evaluation is being conducted. Are you seeking to prove
something, improve something, or learn something?
• Be realistic about constraints. Clarify your budget, resources available and any time
constraints, and consider these in relation to your purpose.
• Define success criteria before choosing measures.
• Be selective in your evaluation measures. Collect data to show whether success
criteria have been achieved. Consider looking for benefits well after the coaching
has ended.
• Consider the perspectives of different audiences for the evaluation and how you
will access a range of viewpoints.
• Make sure in advance that your coaches are willing to use your evaluation tools
when operating in your organisation.
• Minimise resistance to the evaluation by letting participants and managers know
before the coaching starts what evaluation measures will be used and how they
will be expected to contribute.

What can you measure?
• Feedback from participants and coaches
• Appraisal system
• Employee attitude survey
• Exit interviews
• Assessment against initial objectives set
• KPIs
• 360 feedback
• Employee turnover
• Reflective journals

An Effective and integrated
coaching / mentoring programme
• Develop a coaching culture by linking
programme to strategy, policies, procedures
and having senior management support
• Must include contracting, supervision and
evaluation
• Activity: critically review from the perspective
of your organisation

Assignments

Assignments
• Assignment 1: Understanding the skills, principles
and practice of effective management coaching and
mentoring
• Assignment 2: Undertaking management coaching or
mentoring in the workplace
• Assignment 3: Reviewing own ability as a
management coach or mentor

Assignment submission
• Assignment 1 (principles) Monday 5
December
• Assignment 2 and 3 (undertaking and
reflecting) due Friday 6 January
• Use assignment templates on Its learning
• Submit through Its learning

Assignment
• Discussion
• Updating your learning log and PDP

Coaching / mentoring Practice

Coaching practice
• Work in 3s – coach/mentor, client, observer
• Switch roles
• Keep notes – this is evidence for your
assignments

Programme review