Supporting Individual Learning through Coaching and Mentoring 3LCM

Supporting Individual Learning through Coaching and Mentoring 3LCM

The main focus of this unit “supporting individual learning through coaching and mentoring 3lcm” is the crucial development of students with organisational personal support and guidance. The focal purpose of this unit is to enhance the significance of coaching and guidance as important tools for making possible personal growth in the profession. By discovering different teaching models and checking the balance techniques, beginners gain a vision of how their practices can be efficiently integrated into workshop L&D initiatives. This unit covers the main concepts of active listening, goal setting, and promoting a sympathetic learning environment. It also enhances the profits of teaching and mentoring, expanding employee engagement, and enhancing career development golden opportunities.

On the other side of the unit, beginners delve into the applied application of teaching, and mentoring skills. It also includes the roles and duties of both teachers and mentors, as well as people being supportive. This unit guides how to establish teaching and mentoring relationships effectively, focus on trust building, clear setting of objectives, and communication-based on regular. Through the various exercises and the actual world scenarios, beginners practice techniques for recognizing people`s learning needs, developing personalized plans, and estimating progress. This unit also addresses latent challenges and considerations of ethics, making sure that learners handle the equipment in various conditions with sensitivity and professionalism.

To conclude, this unit investigates the effect of mentoring and coaching on organizational performance and culture. Moreover, it also discusses how a mentoring and coaching culture can be central to a more capable workforce, and motivated, productivity in driving innovation. Learners explore the ways to sustain and implement mentoring and coaching programs within organizations, including management support for security, training of mentors and coaches, and calculating the effectiveness of its initiatives. At the end of this unit, learners expect to have a wide understanding of how to handle mentoring and coaching to support people`s learning and contribute to the global achievement of their organizations.

Unit aims

Here are the crucial objectives of the unit supporting individual learning through coaching and mentoring 3lcm which are designed to make the learners well-informed about the CIPD level 3.

• To equip individuals with knowledge and skills to provide professional and personal growth through mental practice and useful coaching.
• To facilitate enhanced development and learning outcomes by applying and recognising the mentoring and coaching techniques and theories.
• To develop the core competencies of coaching that include powerhouse questioning, active listening and setting of goals for supporting the individuals efficiently.
• To encourage continuous improvement through reflective practice, make the individual enhance mentoring and coaching approaches.

Learning objectives

The learning outcomes of the unit supporting individual learning through coaching and mentoring 3lcm are demonstrated with the aim of clear recognition of the students.

LO1: Recognise the practice purpose and nature of coaching.

LO2: Recognise the practice purpose and nature of mentoring

LO3: Potential to utilise mentoring and coaching techniques and models to support the learning of individuals.

LO4: Identify the way to record the mentoring and coaching activity.

Assessment criteria

Here are the assessment criteria of the unit supporting individual learning through coaching and mentoring 3lcm with catering learning outcomes.

LO1: Recognise the practice purpose and nature of coaching.

1.1 Elaborate on the concept of coaching and the way through which it is different from mentoring and other methods of learning and development.

• (Overview of coaching
• Difference between mentoring and coaching
• Difference between other interventions
• For example counselling, training, ethical considerations and professional considerations)

1.2 Explain and identify the versatile styles and categories of coaching.

• (Versatile styles and categories of coaching
• Versatile categories such as performance coaching, executive coaching, skills coaching
• Versatile styles such as non-directive and directive)

1.3 Identify the stages in 1 to 1 process of coaching and the character of the coachee and coach.

• (Stages in the process of 121 coaching
• Models or theory of the coaching process
• Demonstration of typical stages in the process of coaching
• Definition of coaching role and coachee
• Connection to every stage in the process)

1.4 Analyse the potential benefits of coaching for coachee and coach.

• (Benefits for every party such as coach for example personal satisfaction, learning from coaching
• Benefits for the coachee for example goals, achievements, capabilities enhancement, increase in engagement and motivation)

LO2: Recognise the practice purpose and nature of mentoring

2.1 Elaborate on the mentoring concept and the relationship nature between mentee and mentor.

• (Overview of mentoring and the mentoring nature relationship
• For example, supporting personal and professional development through support
• Guidance and advice from colleagues having more experience
• Other examples are online mentoring and peer mentoring.)

2.2 Elaborate on a typical process of mentoring and the characters of the mentee and mentor.

• (The character of a mentor in Relationship Mentoring
• For example, offering specialist guidance
• Advice and support
• Versatile mentoring styles for instance nurturing, stretching, developmental, sponsoring, and non-directive approaches.)

2.3 Analyse the potential benefits of mentoring for mentee and mentor.

• (Potential advantages for every party
• Such as learning and mentoring benefits
• Benefits of personal satisfaction
• Mentee- confidence increased and self-awareness
• Potential to generate a plan of action emphasises on criteria)

LO3: Potential to utilise mentoring and coaching techniques and models to support the learning of individuals.

3.1 Elaborate on the techniques and models utilised in mentoring and coaching and the way through which they can support the learning of individuals.

• (Mentoring and coaching models and techniques
• Models including COACH, GROW
• Techniques for example physical environment preparation)

3.2 Demonstrate the applications of techniques and models within a mentoring or coaching conversation.

• (Use of efficient skills of communication such as listening actively
• Goal setting and action planning for example objectives of SMART, well-informed objective
• Useful skills of feedback
• Self-assessment and facilitating reflection)

LO4: Identify the way to record the mentoring and coaching activity.

4.1 Utilise the appropriate format to agree on actions and record outcomes resulting from mentoring or coaching conversations.

(Debates throughout the activity must be recorded to what extent and who by

Recording formats aspect for example action agreement and resulting outcomes

Mentoring and coaching activity)

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