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1.1 Critique the types and forms of coaching used to empower individuals and teams to achieve success

»	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 612: Coaching Skills for Leaders.  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 612 unit specifications 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 612 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 the Chartered Manager Degree Apprenticeship.

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. 
• The evidence booklet must be saved as a word document (.doc or .docx) 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 6 in Professional Management and Leadership Practice syllabus.

»	INTRODUCING ASSESSMENT BRIEF CMI 612

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 or develop a presentation entitled: ‘The benefits, types and application of coaching used by leaders’	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’		2.4 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.

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TASK 1

There are TWO (2) options for completing Task 1:

You are required to write a report or create a presentation 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. The presentation may be a series of PowerPoint slides or a poster accompanied by presentation notes which amplify the key messages given. Application to relevant theoretical principles should be given. The report or presentation 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.

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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.

 

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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)

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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 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)

Example - Plagiarised Answer

Write a report or develop a presentation entitled: ‘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

Coaching has become a critical tool in leadership, offering a structured approach to develop both individuals and teams. It enables leaders to unlock potential, enhance performance, and foster a growth-oriented culture within organisations. This report will explore the various types of coaching used by leaders, highlighting their benefits and application in empowering individuals and teams to achieve success. In addition, it will critique the effectiveness of these coaching forms in different organisational contexts.

Coaching can take on various forms, each suited to different contexts and objectives. The main types of coaching typically used by leaders include executive coaching, performance coaching, team coaching, and developmental coaching. Each form of coaching brings unique benefits and is applied in different situations to empower both individuals and teams. The effectiveness of these approaches depends on factors such as organisational culture, the goals of the coaching process, and the leadership style of the coach.

1.1.1 Executive Coaching

Executive coaching is aimed at senior leaders and executives. It focuses on enhancing leadership skills, improving decision-making, and boosting strategic thinking. This form of coaching is highly personalised, allowing executives to focus on their specific challenges, refine their leadership style, and achieve personal and professional growth.

Benefits:

• Helps leaders develop emotional intelligence and self-awareness.
• Improves leadership capabilities, which can lead to better decision-making and strategic planning.
• Provides a confidential space for leaders to address sensitive issues and challenges.

Critique:

• Executive coaching may sometimes be viewed as an exclusive, top-down approach that could create a gap between leaders and their teams if not applied inclusively.
• The effectiveness of executive coaching depends on the coach`s experience and understanding of the executive’s specific needs. If not properly matched, it may fail to address core leadership issues.

1.1.2 Performance Coaching

Performance coaching focuses on improving an individual’s current job performance. It involves setting specific, measurable, achievable, relevant, and time-bound (SMART) goals that help employees improve their skills and work output. This type of coaching is often used in operational contexts where immediate performance improvements are required.

Benefits:

• Directly contributes to enhanced job performance and productivity.
• Provides immediate feedback, which can lead to quick improvements in specific areas.
• Encourages accountability and goal setting, which boosts motivation.

Critique:

• Performance coaching may be too narrow in focus, addressing only short-term improvements rather than long-term development.