| Coaching in Organisati |
| Coaching Portfolio Workbook |
| Programme start date: September 2019
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Version 2019/03
Assignment 2 :
Part One :- Recording your coaching practice
This section should summarise all coaching undertaken and evidence a minimum of six hours coaching practice and is worth 40% of CIO module mark .
A failure to provide sufficient evidence of your coaching practice will mean you will not be awarded the ILM award in coaching in the workplace
You must provide evidence of coaching one or more individuals in the workplace for a period of 6 hours total.
The following documentation is required as evidence of engagement with each coaching client:
A coaching contract – 1 per coachee
Coaching notes – 1 for every session undertaken
Feedback from coachee – 1 for every session undertaken
Reflection on coaching – 1 for every session undertaken
| Internal Coachee Reference | Date | Coaching
Hours |
External Coachee Reference | Date | Coaching
Hours |
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Contracting guidelines
What should you contract about?
The contract should cover: –
- The Process or Mechanics of the interview
- The Content or Scope of your service
- The Ethical Boundaries
| 1 Process | 2 Content or Scope | 3 Ethical Boundaries |
| Timing
· How long will the interaction take? · How many times can the client return for further advice? · When and how can they make follow up? · Where will it take place?
Cost · Is advice free? · If not, how much? · Is there any subsidy?
Written records · If you take notes, what are they used for? · Will the client receive any written information? |
Roles &
Responsibilities · What can you help with? · What can you not help with · Can you refer on to others within or outside your organisation? If so, what can they offer? · What is the client expected to do?
Structure · What will be discussed during the interaction, and in what order? · How will you work with the client (e.g. in groups, one-to-one, is the client expected to listen, to speak, to produce written work)? |
Impartiality
· Is your information comprehensive, or is it limited, or is it limited to one provider or one type of provider? · Is your advice completely client-centred and independent, or do you have loyalty to an organisation or a policy?
Confidentiality · Who else, apart from you and the client, will be told about what is discussed? · How is the client’s personal information protected from being seen by others? · When will any records be destroyed? |
Cooper, J. and Reynolds, A. (2008) The One To One Toolkit. Peterborough: Career Train Publish
| Data Protection Guidelines
As you may collect sensitive and personal information from your coachees, which will be shared with UWE and ILM assessors, all information must be anonymised and any indicators that could identify the coachee, e.g. name, place of work etc must be removed when submitting your course work, including any personal information given on coaching logs and the coaching contract Guidelines read and understood Yes/No Please ask your tutor if you have any questions |
Independent Coaching Sessions
Coaching Contracts
This section should include a copy of your coaching contract for EACH person you coach.
Both parties agree to :
Be honest and committed to the contracted activity
Keep all appointments and ensure prompt rescheduling when cancellation is unavoidable
Maintain confidentiality regarding discussions
To be open to receiving and giving feedback
To review the coaching contract after 3 sessions
| Coachee number: | |
| Coaching diagnostics details – | |
| Purpose of coaching: What are the anticipated benefits of coaching for this coachee?
Agree appropriate work-based topics, goals and outcomes relevant to the context of the individual being coached
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| Coachees learning style:- Include details of your coachees learning style here and outline how you might use this knowledge to help plan your coaching sessions.
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| Coachee’s SWOT analysis | |
| Strengths | Weaknesses /Areas for development |
| Opportunities | Threats /Barriers |
| Outline the coaching style you intend to adopt ( traditional, transactional, transformational/ levels of challenge ) | |
| Structure of sessions: Think about what coaching model you will use, timing etc. | |
| Boundaries: : Think about what should and shouldn’t be included in your coaching session | |
| Confidentiality agreement:
Your personal details will be anonymised when this form is submitted as part of the coach’s coursework assessment. Data protection statement read and agreed (yes/no)
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| Referral: Should you feel the coachee’s requirements fall outside your competence or comfort zone who could you signposted them to? | |
| Where you will meet for the coaching? Include details of why you feel this venue is suitable.
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| Session number 1 | Coachee number: Date |
| Preparation for coaching (could include reading, review of progress, preparation of coaching resources, space etc. )
Coachee’s goals for today’s meeting
Areas covered in coaching conversation Reality – current situation Options generated to achieve goal Chosen option and target date Willingness of coachee to complete action Feedback given to coachee on verbal and non verbal behaviour, themes emerging, progress etc.
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| Agreed action points | |
| Date and venue of next coaching session | |
| Feedback from the coachee on the coaching session
In your opinion what went well in this coaching session? In your opinion what went not so well? How could it have been improved? How far did the session go towards meeting your agreed goals? What made the biggest impact on you?
Reflection on coaching How well did you use questioning in the session? Please give examples How well did you use listening in the session? Please give examples What was the impact of the feedback given to the coachee in this session? How could you improve your coaching for the next session? ( include your response in your personal development plan)
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Feedback from your coachee on your coaching practice – please ask them to complete this after your coaching session
| Key coach attributes | Poor | Good | ||||||||
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| Builds rapport | ||||||||||
| Is non-judgemental | ||||||||||
| Shows listening skills | ||||||||||
| Uses questioning skills to help me self-reflect | ||||||||||
| Has a structured approach to sessions | ||||||||||
| Is friendly | ||||||||||
| Helps me set my goals | ||||||||||
| Shows empathy | ||||||||||
| Shows respect | ||||||||||
| Is supportive | ||||||||||
| Maintains confidentiality | ||||||||||
| Has patience | ||||||||||
| Gives feedback when appropriate | ||||||||||
| Accepts feedback | ||||||||||
| Helps me achieve my goals | ||||||||||
| Please describe your overall experience of coaching with your coach and to what extent you have achieved your goals | ||||||||||
| If you have given any low scores, please suggest how your coach could improve? |
| Session number 2 | Coachee number: Date |
| Preparation for coaching (could include reading, review of progress, preparation of coaching resources, space etc. )
Coachee’s goals for today’s meeting
Areas covered in coaching conversation Reality – current situation Options generated to achieve goal Chosen option and target date Willingness of coachee to complete action Feedback given to coachee on verbal and non verbal behaviour, themes emerging, progress etc.
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| Agreed action points
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| Date and venue of next coaching session | |
| Feedback from the coachee on the coaching session
In your opinion what went well in this coaching session? In your opinion what went not so well? How could it have been improved? How far did the session go towards meeting your agreed goals? What made the biggest impact on you?
Reflection on coaching How well did you use questioning in the session? Please give examples How well did you use listening in the session? Please give examples What was the impact of the feedback given to the coachee in this session? How could you improve your coaching for the next session? ( include your response in your personal development plan)
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Feedback from your coachee on your coaching practice – please ask them to complete this after your coaching session
| Key coach attributes | Poor | Good | ||||||||
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| Builds rapport | ||||||||||
| Is non-judgemental | ||||||||||
| Shows listening skills | ||||||||||
| Uses questioning skills to help me self-reflect | ||||||||||
| Has a structured approach to sessions | ||||||||||
| Is friendly | ||||||||||
| Helps me set my goals | ||||||||||
| Shows empathy | ||||||||||
| Shows respect | ||||||||||
| Is supportive | ||||||||||
| Maintains confidentiality | ||||||||||
| Has patience | ||||||||||
| Gives feedback when appropriate | ||||||||||
| Accepts feedback | ||||||||||
| Helps me achieve my goals | ||||||||||
| Please describe your overall experience of coaching with your coach and to what extent you have achieved your goals | ||||||||||
| If you have given any low scores, please suggest how your coach could improve? |
| Session number 3 | Coachee number: Date |
| Preparation for coaching (could include reading, review of progress, preparation of coaching resources, space etc. )
Coachee’s goals for today’s meeting
Areas covered in coaching conversation Reality – current situation Options generated to achieve goal Chosen option and target date Willingness of coachee to complete action
Feedback given to coachee on verbal and non verbal behaviour, themes emerging, progress etc. |
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| Agreed action points | |
| Date and venue of next coaching session | |
| Feedback from the coachee on the coaching session
In your opinion what went well in this coaching session? In your opinion what went not so well? How could it have been improved? How far did the session go towards meeting your agreed goals? What made the biggest impact on you?
Reflection on coaching How well did you use questioning in the session? Please give examples How well did you use listening in the session? Please give examples What was the impact of the feedback given to the coachee in this session? How could you improve your coaching for the next session? ( include your response in your personal development plan)
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Feedback from your coachee on your coaching practice – please ask them to complete this after your coaching session
| Key coach attributes | Poor | Good | ||||||||
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| Builds rapport | ||||||||||
| Is non-judgemental | ||||||||||
| Shows listening skills | ||||||||||
| Uses questioning skills to help me self-reflect | ||||||||||
| Has a structured approach to sessions | ||||||||||
| Is friendly | ||||||||||
| Helps me set my goals | ||||||||||
| Shows empathy | ||||||||||
| Shows respect | ||||||||||
| Is supportive | ||||||||||
| Maintains confidentiality | ||||||||||
| Has patience | ||||||||||
| Gives feedback when appropriate | ||||||||||
| Accepts feedback | ||||||||||
| Helps me achieve my goals | ||||||||||
| Please describe your overall experience of coaching with your coach and to what extent you have achieved your goals | ||||||||||
| If you have given any low scores, please suggest how your coach could improve? |
| Session number 4 | Coachee number: Date |
| Preparation for coaching (could include reading, review of progress, preparation of coaching resources, space etc. )
Coachee’s goals for today’s meeting
Areas covered in coaching conversation Reality – current situation Options generated to achieve goal Chosen option and target date Willingness of coachee to complete action Feedback given to coachee on verbal and non verbal behaviour, themes emerging, progress etc.
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| Agreed action points
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| Date and venue of next coaching session | |
| Feedback from the coachee on the coaching session
In your opinion what went well in this coaching session? In your opinion what went not so well? How could it have been improved? How far did the session go towards meeting your agreed goals? What made the biggest impact on you?
Reflection on coaching How well did you use questioning in the session? Please give examples How well did you use listening in the session? Please give examples What was the impact of the feedback given to the coachee in this session? How could you improve your coaching for the next session? ( include your response in your personal development plan)
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Feedback from your coachee on your coaching practice – please ask them to complete this after your coaching session
| Key coach attributes | Poor | Good | ||||||||
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| Builds rapport | ||||||||||
| Is non-judgemental | ||||||||||
| Shows listening skills | ||||||||||
| Uses questioning skills to help me self-reflect | ||||||||||
| Has a structured approach to sessions | ||||||||||
| Is friendly | ||||||||||
| Helps me set my goals | ||||||||||
| Shows empathy | ||||||||||
| Shows respect | ||||||||||
| Is supportive | ||||||||||
| Maintains confidentiality | ||||||||||
| Has patience | ||||||||||
| Gives feedback when appropriate | ||||||||||
| Accepts feedback | ||||||||||
| Helps me achieve my goals | ||||||||||
| Please describe your overall experience of coaching with your coach and to what extent you have achieved your goals | ||||||||||
| If you have given any low scores, please suggest how your coach could improve? |
Assignment 2 : Reflection on coaching practice
This section will help you to identify themes and areas of interest to use when writing your essay.
Your essay is worth 30% your Coaching in Organisations module mark.
A failure to provide sufficient evidence of reflective practice will mean you will not be awarded the ILM award in coaching in the workplace
Section 1: Developing your coaching practice :
As part of your development as a coach you are expected to provide evidence of an analysis of your coaching skills, identification of your development requirements and the steps you will take to develop your coaching practice and evidence of how you update and evaluate your progress throughout the module
How do I know what I need to develop?
We have provided some ideas to get you started but you may also use feedback from your coachees and learning identified through lectures and in seminars.
Questioning and listening assessment (Bennet & Bush, 2014, page 33)
Read each question carefully and circle the number that best describes your actual not ideal behaviour.
This questionnaire will help you to identify areas you already are strong in and areas you can focus on developing during the module.
| Almost never | Rarely | Sometimes | Frequently | Nearly always | |
| I ask questions in order to draw out someone and more clearly understand their perspectives and desires | 1 | 2 | 3 | 4 | 5 |
| I spend more time listening to get clarity about the “ whole situation” than sharing my point of view or experiences | 1 | 2 | 3 | 4 | 5 |
| I help other people move forward with their desired changes | 1 | 2 | 3 | 4 | 5 |
| I encourage others to try new behaviours and approaches | 1 | 2 | 3 | 4 | 5 |
| I encourage people to see different perspectives | 1 | 2 | 3 | 4 | 5 |
| I assist people in seeing different perspectives | 1 | 2 | 3 | 4 | 5 |
| I give honest, clear feedback about individual behaviours in a caring manner | 1 | 2 | 3 | 4 | 5 |
| I focus on the desired outcomes of others than the specific details of the problem | 1 | 2 | 3 | 4 | 5 |
| I help people see the benefits of collaborating/partnering with others to achieve their outcomes | 1 | 2 | 3 | 4 | 5 |
| I share observed behaviours with others in a timely manner. | 1 | 2 | 3 | 4 | 5 |
| I am ok with not knowing the answers | 1 | 2 | 3 | 4 | 5 |
| I honour the confidentiality of others | 1 | 2 | 3 | 4 | 5 |
| Subtotal (total each column) | |||||
| Total |
Total scores:
50-60 Continue to build on strengths
36-49 Focus development
12-35 Develop capabilities
What areas have you identified which would help you to develop your coaching practice?
1.
2.
Include both these areas in your development plan and identify the actions you will take to improve your practice.
COACHING SWOT ANALYSIS – this can be used to help you understand your strengths and weaknesses as a coach. Use your reflections to inform your personal development plan.
Some new coaches find it of value to review their skills using a series of prompts. We have included some questions below to help facilitate this process.
Include any new ideas in your development plan and identify what actions you will take to improve your practice
| SWOT Analysis | Use the questions below to help you to identify how you will develop your coaching further |
| Strengths
What coaching behaviours have I used in UWE and/or work? What skills and experience do I bring to coaching? What am I doing outside of UWE that I could usefully use in my coaching?
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Weaknesses
What gaps have I identified in my coaching knowledge or skill base? What aspects of coaching do I feel insecure about? Why is this? What aspects of coaching do I avoid and why is this? What do I see others doing in coaching that I would like to be able to do? |
| Opportunities – How might I develop my coaching?
What opportunities do I have to develop my coaching skills or knowledge further? Where and how will I practice the coaching skills I have already developed? Where could I get feedback on my coaching? How could I stretch myself just outside of my comfort zone to become a better coach?
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Threats
What might get in the way of my achieving my learning objectives? What could I do to alleviate this? Where are my pinch points? The coaching challenges which are difficult to think about or try because I am worried or embarrassed to practice? |
Personal Development Plan
(Evidence of ongoing engagement in the development of your coaching practice)
Please ensure you have completed each section of the plan. Include timescales and measures of success.
| Area of development
Include examples of knowledge, skills and behaviour |
What will I do to develop in this area? | How I will review/evaluate my progress in this area? |
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2. |
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| 4.
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| Insert more rows as required. E.g. learning from your SWOT, analysis, what you have learnt from feedback from your coachee or reflection on your practice, specific areas which capture your interest etc. |
Page down for details of the reflective essay.
Section 2: Reflection on your coaching practice
This section requires you to complete a 2000 word essay reflecting on your coaching practice and should be informed by relevant theory. You must include reference to your questioning and listening skills, the tools and techniques used to support your coaching and your use of feedback.
You may use pictures, mind-maps , reflective templates, your coaching notes and feedback from your coachee to inform your input.
Your essay MUST include reference to the following areas of your coaching practice
- The coaching tools and techniques you used
When answering this section think about how you and your coachee responded to the use of different coaching tools and techniques, what worked well or not so well , what themes emerged in your coaching, how did the tools impact on your role as coach etc.
- Questioning and listening within a coaching context
When answering this think about different question techniques, levels of listening, your use of body language , levels of listening and the development of your listening skills, who held the power during your coaching sessions etc.
- Your ability as a coach to develop and improve others performance
When answering this think about what this means in relation to your competency as a coach, what you do well and less well and what you might wish to improve on going forward.
- The effectiveness of the feedback you gave to the coachee on performance
Think here about what feedback you gave on verbal and non –verbal behaviours, motivation expressed or exhibited; emerging themes, progress on goals, workplace performance etc. Think about when you directed or chose not to direct the coaching conversation, what impact did this have on the outcome?
ILM Pass/Fail
Assessment Criterion for Coaching in Organisations
Assignment Portfolio evidencing 6 hours coaching practice
| Mark | Assessment criterion |
| 70-100 | An excellent portfolio of coaching practice, showing engagement with and development of your coaching practice using a wide range of tools and techniques.
Consistent demonstration of the development of your coaching skills including your use of questioning and listening. Documentation is clear and completed in full and demonstrates a detailed audit trail. Feedback from your coachee and individual reflection has been used consistently to inform your development as a coach. |
| 60- 69 | A very good portfolio evidencing your coaching practice, showing engagement with and development of your coaching practice using a range of tools and techniques.
Evidence of ongoing development of your coaching skills including questioning and listening. The majority of documentation is completed in full and in the main demonstrates a clear audit trail. Feedback from your coachee and individual reflection has been used on ongoing basis to inform your development as a coach. |
| 50-59 | A good portfolio showing sufficient evidence of your coaching practice, using some tools and techniques.
Some evidence of the development of your coaching skills including questioning and listening. Documentation is adequate but may contain some errors or gaps. Feedback from your coachee and individual reflection has been used to inform your development as a coach. |
| 40-49 | An adequate portfolio showing some evidence of coaching practice with adequate engagement with coaching tools and techniques. Adequate evidence of the development of your coaching skills including questioning and listening.
Documentation exists but is not sufficient for audit purposes and may contain some errors or gaps. Feedback from your coachee and individual reflection been used to some extent to inform your development as a coach. |
| 37- 39
ILM Fail |
A limited portfolio showing limited evidence of coaching practice. Limited engagement with coaching tools and techniques.
Limited evidence of your development of your coaching skills including questioning and listening. Documentation is not sufficient for audit purposes and contains multiple errors or gaps Limited evidence of your use of feedback and individual reflection to inform your development as a coach.
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| 21-36
ILM Fail |
A poor portfolio showing very limited evidence of coaching practice.
Very limited engagement with coaching tools and technique. Very limited evidence of development of your coaching skills including questioning and listening. Very limited evidence of your use of feedback and individual reflection to inform your development as a coach.
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| 0-20
ILM Fail |
There is no evidence of coaching practice.
No engagement with coaching tools and techniques. No evidence of the development of your coaching skills including questioning and listening No evidence of your use of feedback and reflection to inform your development as a coach. |
ILM Pass/Fail
Evidence of 6 hours coaching practice ILM Pass/Fail
Feedback:
Assessment Criterion for Coaching in Organisations
Assignment Portfolio: Reflective Essay (2,000 words) and Personal Development Plan
| Mark | Assessment criterion |
| 70-100 | Consistently deep and critical reflection using sophisticated reasoning and a wide range of literature to inform your understanding of your coaching practice
Excellent evidence of self- awareness in your reflections on your coaching practice. Evidence of excellent engagement in planning for and development of your coaching practice |
| 60- 69 | Good examples of deep and critical reflection. Reasoning is sound and a good range of literature is used to inform your understanding of your coaching practice.
Good evidence of self-awareness in your reflections on your coaching practice Evidence of very good engagement in planning for and development of your coaching practice |
| 50-59 | Some examples of critical reflection although this may lack depth.
Reasoning is generally sound and an adequate range of literature has been used to inform your understanding of your coaching practice. Sufficient evidence of self -awareness in your reflections on your coaching practice Evidence of good engagement in planning for and development of your coaching practice |
| 40-49 | Some examples of reflection but may be superficial. May show gaps in your understanding of coaching practice.
Some evidence of self- awareness in relation to your coaching practice. Some engagement with relevant coaching literature to help inform your understanding of your coaching practice. Evidence of some planning for and development of your coaching practice |
| 37- 39
ILM Fail |
Few examples of critical reflection with only superficial understanding of coaching demonstrated.
Limited self- awareness when reflecting on your coaching practice. Limited engagement in relevant coaching literature to help inform your understanding of your coaching practice. Limited evidence of planning for and development of your coaching practice |
| 21-36
ILM Fail |
Very limited evidence of critical reflection
Very limited evidence of self-awareness when reflecting on your coaching practice Very limited evidence of your use of relevant coaching literature to inform your reflections Very limited evidence of planning for and development of your coaching practice. |
| 0-20
ILM Fail |
There is no evidence of critical reflection, no evidence of self- awareness when reflecting on your coaching practice. No evidence of your use of relevant coaching literature to inform your reflections
No evidence of planning for and development of your coaching practice
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ILM Pass/Fail
Feedback:
Resources to support the development of your coaching skills
http://www.youtube.com/watch?v=UY75MQte4RU – short clip on how coaching works
http://www.youtube.com/watch?v=nFx6yKZrzco – a private consultancy advertising clip but provides a succinct explanation of what coaching is and what it involves
http://www.youtube.com/watch?v=WrR_EgmUc3Q – how not to coach
http://www.youtube.com/watch?v=xNLRo3jWPcg – covers GROW model and excellent for questioning skills
http://www.youtube.com/watch?v=0Mi9_XEXQqc – good for writing and agreeing SMART goals
http://www.youtube.com/watch?v=0Mi9_XEXQqc – good for listening skills
http://www.youtube.com/watch?v=7PFX23Ynkfs – goes into depth on listening skills
Resources hint, refer to these for reflection:
and these for characteristics of effective coaches
https://www.dawsonera.com/readonline/9780203859902/startPage/20
https://www.dawsonera.com/readonline/9780335235537/startPage/12
