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Professional managers and leaders are increasingly required to use coaching to support individuals to achieve their potential and to be equipped to respond effectively to organisational requirements.
Assessment brief CMI 612 has been designed to enable learners to focus on the specific coaching skills required by leaders to empower staff members to become more resourceful to create a culture of self-empowerment within their organisations thereby reaping the resultant business and relational benefits.
| » | ASSESSMENT TASKS AND WORD COUNT |
Assessment brief CMI 612 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 | |
| 1 | Write a report entitled: ‘The benefits, types and application of coaching used by leaders’ The report must be presented in THREE (3) sections: 1a. The types and forms of coaching used to empower individuals and teams to achieve success You are required to critique the types and forms of coaching used to empower individuals and teams to achieve success. (AC1.1) 1b. The benefits of coaching for individuals, teams and organisations You are required to research a minimum of THREE (3) benefits of coaching for individuals, teams and organisations. (AC1.2) 1c. How coaching can be applied by leaders in different contexts. You are required to critically assess how coaching can be applied by leaders in different contexts. (AC1.3) | LO1 Understand the benefits, types and application of coaching used by leaders | 1.1 Critique the types and forms of coaching used to empower individuals and teams to achieve success | Approx. 1400 words |
| 1.2 Research the benefits of coaching for individuals, teams and organisations | ||||
| 1.3 Critically assess how coaching can be applied by leaders in different contexts | ||||
| 2 | Write an account entitled: ‘The skills, techniques and approaches required by leaders to coach’ | LO2 Know the skills, techniques and approaches required by leaders to coach | 2.1 Discuss how leaders can coach individuals using a structured approach | Approx. 1500 words |
| 2.2 Critically reflect on how coaching may be adapted to respond to individual need | ||||
| 2.3 Recommend strategies to overcome challenges and barriers which impact on coaching | ||||
| 3 | Write a reflective account entitled: ‘A reflection of my ability to coach individuals and identify opportunities for improvement’ | 3.0 Critically reflect on own ability to coach individuals and identify opportunities for improvement | Approx. 1100 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 6. 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.
| » | BENEFITS, TYPES AND APPLICATION OF COACHING USED BY LEADERS |
The aim of Task 1 is to enable the professional manager and leader to evidence their ability to critique: the types and forms of coaching used to empower individuals and teams to achieve success; the benefits of coaching for individuals, teams and organisations; and how coaching skills can be applied by leaders in different contexts.
| » | TASK 1 |
Completing Task 1:
You are required to write a report entitled:
‘The benefits, types and application of coaching used by leaders’
The presentation or report must be presented in THREE (3) sections:
1a. The types and forms of coaching used to empower individuals and teams to achieve success
You are required to critique the types and forms of coaching used to empower individuals and teams to achieve success. (AC1.1)
1b. The benefits of coaching for individuals, teams and organisations
You are required to research a minimum of THREE (3) benefits of coaching for individuals, teams and organisations. (AC1.2)
1c. How coaching can be applied by leaders in different contexts.
You are required to critically assess how coaching can be applied by leaders in different contexts. (AC1.3)
| Guidance for completion of Task 1 |
| The report should include subheadings. You may choose to include tables and diagrams (as appropriate) to support your discussion.Application to relevant theoretical principles should be given.The report must include well chosen examples from an organisation you know well or have researched.Please refer to the indicative content for each assessment criteria (AC) outlined in the unit specification.Please note: It is not sufficient just to describe a model or approach, critical assessment on the relevance of selected models or approaches is required. |
| » | THE SKILLS, TECHNIQUES AND APPROACHES REQUIRED BY LEADERS TO COACH |
Professional managers and leaders enhance their skills to coach individuals with success when they are able to apply well-chosen tools and techniques that are tailored to the individual and the context in which the coaching intervention occurs.
The aim of Task 2 is to enable professional managers and leaders to evidence their knowledge of how leaders can use a structured approach to coach individuals. They will reflect on the way coaching can be adapted to respond to individual needs and strategies to overcome challenges and barriers which impact on coaching. Finally, there will be opportunity for the professional manager and leader to critically reflect on their own ability to coach from which they will identify opportunities for improvement.
| » | SCENARIO |
| You manage and lead a large multi-disciplinary team of which you feel a number of its members would benefit from coaching to enable them to achieve the set goals. This will be a new initiative as previous attempts to deliver effective coaching did not succeed given a number of challenges and barriers which impacted on the success of the programme (e.g. lack of organisational support and resources, time constraints, lack of understanding and/or commitment to coaching). The individuals highlighted for the support include: A graduate entrant on an accelerated management development programme who needs to develop resilience in their role.A middle manager who has been operating in the same role at the same level for a number of years yet aspires to develop their management and leadership skills.A manager who is new to their role with a high level of technical knowledge but little experience in managing a diverse team which they are finding difficult to manage / lead within an unique and critical area of the organisations IT infrastructure. An individual from an under-represented group wishing to gain promotion in the organisation. |
| » | TASK 2 |
Base your response on one of the scenarios outlined above or draw from your own experience of delivering or receiving a coaching intervention.
You are required to write an account entitled:
‘The skills, techniques and approaches required by leaders to coach’
The account must be presented in THREE (3) sections:
i. How leaders can coach individuals using a structured approach
You are required to discuss how leaders can coach individuals using a structured approach. (AC2.1)
ii. How a coaching intervention may be adapted to respond to individual need
You are required to critically reflect on how coaching may be adapted to respond to individual need. (AC2.2)
iii. Strategies to overcome challenges and barriers which impact on coaching
You are required to recommend strategies to overcome a minimum of THREE (3) challenges and barriers which impact on coaching. (AC2.3)
| » | TASK 3 |
You are required to write a reflective account entitled:
‘A reflection of my ability to coach individuals and identify opportunities for improvement.’
To complete this task, you are required to critically reflect on own ability to coach individuals and identify opportunities for improvement. (AC2.4)
| Guidance for completion of Task 2 and 3 |
| Undertake independent research on the knowledge and skills required for managers and leaders to coach effectively in their work role. Choose the basis of your written account for Task 2 which may be based on your chosen scenario or your own experience of delivering or receiving a coaching intervention. The written account should include sub-headings. You may include tables and diagrams (as appropriate) to support your discussion.In preparation to complete Task 3, take time to reflect on the knowledge, skills and behaviours that are the hallmark of an effective coach. Consider your own coaching experience or the experience of being coached by others. Consider how you will present Task 3. This may be presented as a narrative or in tabular format or using a personal development plan.Task 3 must be underpinned with relevant theoretical principles.You must include well-chosen examples of coaching practice from an organisation you know well or have researched.Refer to the indicative content for each assessment criteria (AC) outlined in the unit specification. |
| » | ASSESSMENT GUIDANCE |
| Refer | Pass |
| The submission is incomplete Tasks are incompleteNot all assessment criteria have been metNo examples are used or the examples given do not match the requirements of the assessment criteriaEvidence is:UnclearTechnically incorrect or inaccurateBiased Unprofessional languagePoorly structured and presentedIdeas are under-developedLacks sufficient detail to show understanding of the topicThe application of different perspectives, approaches or schools of thought is unclear or inappropriateLittle or no evaluation of evidence has taken placeThe ability to make judgments and solve complex problems has not been evidencedEvidence is not directly attributable to the learnerExternal sources of information are not acknowledgedWork 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 completedAll assessment criteria have been metExamples given are well chosen and match the requirements of the assessment criteriaEvidence is:Well written and presented Contains a breadth of examplesAccurate Current (e.g. use of up to date legislation)AuthenticInclusiveCoherentCredibleTechnically correctEvidence 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 referencedEvidence is directly attributable to the learnerWork based evidence or artefacts (e.g planning documents or presentation slides) match the requirements of the assessment criteria and are current (within 5 years) |
