Application Guide - Northern Ireland Coaching and Mentoring Guidance

APPLICATION GUIDES

NORTHERN IRELAND

Northern Ireland Coaching andMentoring GuidanceSeptember 2009

2

Contents

Northern Ireland Coaching and Mentoring Guidance

1. Executive summary 4

2. Background 6

3. Coaching for excellence 7

4. Current qualifications in coaching and mentoring 14

5. Existing training and development opportunities 15

6. Chartered Institute of Personnel and Development 16

7. European Mentoring and Coaching Council code of ethics 17

8. Subject learning coaches 20

9. Conclusions 21

10. Recommendations 22

Appendices

1. Contacts directory

Coaching and mentoring for employers in the lifelong learningsector is gaining greater importance, not just in NorthernIreland and the UK, but right across Europe.

Introduction

This year at the European Mentoring andCoaching Council’s 16th Annual Conference onCoaching and Mentoring the extensive andcelebrated speakers, facilitators and workshopdemonstrators from across the world gatheredtogether to show what significant growth anddemand we have across all of our organisationsfor this expertise and development.

Within Northern Ireland, we celebrate thesuccess of one of our most esteemed learners,Trevor Woods, a joinery apprentice from CountyFermanagh, who brought home a covetedbronze medal from the WorldSkills competitionin Calgary. We also celebrate the success of histutor and his college, the South West College,who assisted this qualified apprentice in beatingsome of the best young skilled people in theworld to win the medal at the biggest skillsbased competition in the world. He competed aspart of the 26 strong UK WorldSkills team whichwon, in total, nine medals.

Lifelong Learning UK has been funded by theDepartment for Employment and Learning towork with employers, particularly withinfurther education and work based learning, to establish Northern Ireland Coaches ofExcellence in 2010. As part of this projectLifelong Learning UK has completed this guideon coaching and mentoring with signposts torelevant qualifications and guides. It also detailsresearch, guidance and documents all relevantto coaching and mentoring to assist ourNorthern Ireland employers in establishingCoaches of Excellence.

3


4

1. Executive summary


1.1 Lifelong Learning UK has been commissioned by the Department for Employment andLearning in Northern Ireland to establish Coaches of Excellence within the lifelong learningsector, but in particular, further education colleges and work based learning employers. As partof this project, Lifelong Learning UK has completed this guidance on coaching and mentoring tohelp assist with this process, and to gain knowledge and understanding of qualifications, trainingand good practice that already exists throughout Northern Ireland and the UK in relation to theembedding and successful provision of coaching and mentoring.

1.2 The project was undertaken due to research findings from the Lifelong Learning UK Stage 5Agreed Collaborative Plan, completed in May 2008, which recognised that ‘continuingprofessional development across the constituencies represented by Lifelong Learning UK isvital’. In addition to this, there is evidence to suggest a skills gap in relation to coaching andmentoring exists within employers in the lifelong learning sector.

1.3 The research also recognised that there are examples of good practice within the sectorhowever it recommends the need for ‘a more consistent and collaborative approach’.

1.4 The Lifelong Learning UK Coaching for Excellence project, completed in October 2007,outlined potential ways forward to support the WorldSkills agenda through the use of coachingand mentoring standards. Lifelong Learning UK in Northern Ireland is now working withfurther education colleges to establish Coaches of Excellence.

1.5 In 2008-2009 Lifelong Learning UK completed phase one of a pilot project for an online personalplanning and professional development framework (CPD Engage), to drive and record staff trainingand quality improvement, underpinned by National Occupational Standards. Gaps wereidentified in coaching and mentoring. For employers who identified training gaps through theuse of CPD Engage, phase two of this pilot project includes funding provision to completethis training.

1.6 Extensive research carried out by Lifelong Learning UK has revealed a whole host of trainingand development opportunities for coaching and mentoring. Some qualifications in coachingand mentoring are already on the Qualifications and Credit Framework and many developmentopportunities are available through organisations such as the Chartered Institute of Personneland Development.

1.7 Within Northern Ireland, access to these qualifications is somewhat difficult as many are basedin England and would require extensive support and funding to complete. However, detailed inthe good practice within this report there may be scope to consider the development of acoaching and mentoring qualification to be developed by and for Northern Ireland employersto further assist and develop NI Coaches of Excellence. The University of Ulster has someprovision for coaching and mentoring qualifications and this may be explored further as part ofthis project.

5

1.8 There is further potential for Lifelong Learning UK, in conjunction with the sector, todevelop the benefits of coaching and mentoring with existing and future qualificationsframeworks, particularly with a European focus. This would meet Lifelong Learning UK’swider strategy within Northern Ireland to develop the action plan and meet the priorityskills needs of the sector workforce, both now and in the future.

1.9 It is therefore recommended that induction and training sessions, in the format of coachingand mentoring meetings, take place across Northern Ireland to assist in the establishment ofNI Coaches of Excellence, also that in preparation for WorldSkills, two events are held forNorthern Ireland employers to develop their skills, knowledge and expertise in preparationfor such competitions, with agendas to be decided by employers and facilitated by LifelongLearning UK.

1.10 An end of project report will be completed to detail the way forward for the NI Coaches ofExcellence. This will also need to look at the long term options for Lifelong Learning UK to buildon what has been achieved both in terms of delivery and sector engagement by the project.

6

2.1 Research in Northern Ireland has indicated a need for employees in the Lifelong Learningsector, particularly in further education colleges, to consider the role of coaching andmentoring. As we all prepare for WorldSkills 2011, Lifelong Learning UK is working withfurther education colleges to identify Coaches of Excellence to help address this agenda.

2.2 Lifelong Learning UK is the independent employer-led Sector Skills Council for the lifelonglearning sector. It is responsible for the professional development of over one million peopleworking in further education, community learning and development, higher education, workbased learning, libraries, archives and information services and careers guidance across the UK.

2.3 Lifelong Learning UK is licensed by the UK government to set standards for occupationalcompetence for those employers whose primary purpose is the delivery and support oflearning. Therefore its role is pivotal to enabling the skills supply system to increase in qualityand capacity to meet skills challenges across the UK.

2.4 This project meets the needs and priorities of Lifelong Learning UK Northern Ireland asevidenced in the Lifelong Learning UK Stage 5 Agreed Collaborative Action Plan. LifelongLearning UK identifies an aspiration that the lifelong learning workforce in all four nations,and across all constituencies, has access to an integrated continuing professionaldevelopment framework.

2.5 The Lifelong Learning UK Stage 5 Agreed Collaborative Plan recommends that continuingprofessional development across the constituencies represented by Lifelong Learning UK isvital. One of the collaborative solutions in the action plan is to ‘develop an integratedcontinuing professional development framework and model for the lifelong learning sectorwhere appropriate’. This plan recognises that there are examples of good practice within thesector, however it recommends the need for a more consistent and collaborative approach –which is a key driver for this project to explore. The Department for Employment andLearning’s Skills Strategy for Northern Ireland: Success Through Skills (2004) stressed thenecessity to increase skills levels and improve participation in training and education across allsectors. This also lines up with the recommendations from the Department for Employmentand Learning’s strategy report ‘Leading ...to Success: Management and LeadershipDevelopment Strategy and Implementation Plan’ (June 2007) which includes a themespecifically centred on improving skills levels of managers across the voluntary andcommunity sector, public sector (including further education) and the civil service.


2. Background

7


The following section summarises the findings of the Lifelong Learning UK Coaching for Excellenceproject, completed in October 2007, which outlined potential ways forward to support the WorldSkillsagenda through the use of coaching and mentoring standards. In this section the term training manageror ‘coach’ often refers also to the role of the teacher, tutor or trainer, as it is sometimes the case thatthe role of coach is carried out as part of the wider teaching remit. This terminology relates only to thissection of research as the current Lifelong Learning UK project focuses on developing NI Coaches ofExcellence within further education colleges and work based learning organisations.

3.1 In October 2011 the biannual WorldSkills competition will be held in London. Hundreds ofhighly skilled young people (aged 18-22) from across the world will come together for fourdays of intense skills competition. The UK Skills has set itself high targets for this eventdetermined to come fifth overall and win 15 medals. This would be a substantial improvementon our success to date. To achieve this there needs to be a step change in the number andquality of UK based skills competitions. The base must be widened and strengthened.

3.2 One critical element for success is the skills of the teachers, trainers, tutors, lecturers orcoaches who prepare young people for competition. As evidence from the sports worldshows, quality coaching is the key to success. In the UK we have excellent skills coaches(training managers) at the top of the pyramid. This is because UK Skills providecomprehensive training so that our young people enter the world stage with the bestpossible preparation. Below this level there is no formal coaching infrastructure. There areno guidelines, courses or continuing professional development to equip teachers, tutors andtrainers with the requisite coaching skills set.

3.3 In 2007, through a mix of primary and secondary research, Lifelong Learning UK looked atthe skills set needed by coaches in order to train competition entrants effectively, and whatexcellence looks like. The project, which was sponsored by UK Skills and supported by theSkills for Business Network, now (UKCES) and the Alliance of Sector Skills Councils, wasled by a steering group made up of representatives from stakeholder organisations and ex-WorldSkills training managers. The research targeted those people in the UK who arecurrently seen as being world class coaches and looked at a range of courses and unitsavailable relating to skill competitor preparations.

3. Coaching for excellence

3.4 The report identifies six areas of development in the skill set required for excellent coaches:

1. Knowledge and understanding of their role as a coach

2. Relationship building between coach and trainee

3. Consideration of different learning styles and needs

4. Resourcing the needs of the trainee

5. Setting clear objectives

6. Challenging assumptions and mental/pedagogical models

These are applicable across the whole of the UK and a range of training situations.

3.5 A framework has been developed for identifying three essential areas that are critical for anexcellent coach:

1. Individual development

2. Employer support

3. Infrastructure support

3.6 These are based upon examples of best practice in skills competition preparation and examplesare given later in the report.

3.7 The Coaching for Excellence project was led by Lifelong Learning UK with the support ofSummitSkills and UK Skills which ran March 2007 – October 2007. The overall aim of the project was to determine the skill sets of teachers, tutors and trainers (hereafterreferred to as ‘coaches’) of former and current competitors in vocational skills competitionsand propose recommendations for how to build upon and improve these skills in advance of WorldSkills 2011. This will ensure that the standard of coaching received by learnersparticipating in regional, national and WorldSkills competitions is considered excellent andthus standards rise and the proportion of competitors gaining favourable places ininternational skills competitions is improved.

3.8 The project was primarily based on research into the current qualifications, skills andpersonal attributes that UK coaches of WorldSkills competitors feel they bring to their role.A small proportion of coaches who trained competitors for regional and national skillscompetitions were also contacted in order to gain an idea of skill sets at this level ofcoaching, as it is recognised that the route to success in WorldSkills often begins with thetraining received for competitions at a UK level.

3.9 The research brief included contacting coaches in countries with a successful track record inWorldSkills competitions, to investigate whether there are any effective training programmesfor coaches that could inform this work.

3.10 The specific skills and training needs of coaches have been identified, along with any otherareas of support that they feel would improve their ability to carry out the role.

8


9

3.11 The scope of the work included a report, recommendations and an action plan that met thefollowing objectives:

• To identify the main skills needed to perform the role of coach

• To identify common skills needs/support requirements of coaches

• To identify models of effective support and propose a best practice framework for coaches

• To recommend potential partners needed to take this work forward

3.12 The project did not develop resources or materials to support the best practice framework.The research undertaken has been mainly desk and telephone based, using resources inEnglish, although some French and German versions have been sent out to internationalcontacts. It is recognised that it was very difficult to contact international coaches for theirinput into the project and as such, a broad comparison between training and preparation ofUK coaches and those in other countries is not available.

3.13 WorldSkills is a competition that brings together highly skilled young people (aged 18-22)from across the world to compete in a series of around 40 different vocational skillscompetitions. Over its 50 year history, WorldSkills has come to symbolise the pinnacle ofexcellence in vocational training. The UK track record in these international competitionsis fair; typically we enter about one third of the possible skill areas and achieve an average

place of tenth within each competition.

3.14 In 2006, the UK was successful in its bid to host WorldSkills 2011 and it is recognised that theUK government sees this as an opportunity to reposition and raise the profile of vocationalskills. Part of this includes plans to expand Skills Competitions within the UK, making thempart of the normal activity undertaken by many vocational learners. In 2011, UK Skills wishesto enter more categories and have a larger proportion of winners. To achieve this stepchange, UK Skills is working with partners to expand current competitions and develop newones at a local, regional and national level. These new competitions could be focused onWorldSkills events not currently entered by the UK, or new ones designed for a wider rangeof learners (not just the young elite).

3.15 The majority of entrants into skills competitions are further education college students fromestablishments where particular coaches show an interest in the competitions, recognisingtheir impact on the quality of the learning experience for highly skilled learners. Coaching ofcompetitors is also undertaken within organisations that support the training of learners invocational skills areas. It is recognised that the majority of coaches will have a qualification in the skill they are coaching and experience of working within industry. This practicalknowledge will be brought to bear in preparing learners for skills competitions. Skillscompetitions typically have regional and then national heats and a shortlist of successfulcandidates is drawn up for WorldSkills. These learners are allocated a ‘training manager’who will ensure they are competition ready. A final competition is held about eight monthsbefore WorldSkills where the entrants are chosen. They have a further period ofcompetition preparation with their training manager, including training courses provided byUK Skills. The training manager will hone the skills found within the competitions, whilst theUK Skills programmes include team building and general competition preparation.


10


3.16 If the UK is to achieve its objective of widening skills competitions both in terms of quantity andquality, there needs to be a similar growth in the number of coaches who can provide excellentsupport to learners entering competitions. The structure of support available to coaches, andtheir access to training, will impact on the quality of the work of the training managers. Formany coaches this will be a new skill set.

3.17 The project aimed to identify best practice in training skills competitors through determiningthe key factors that affect coaching performance.

3.18 A questionnaire was designed to ascertain the qualifications, skill sets and attributes of coachesof skills competition entrants. This was sent to 36 WorldSkills training managers and fourassistant training managers that were responsible for training, or assisting in the training of UKcompetitors taking part in WorldSkills 2005 and 2007. In addition, the project team contacted afurther 23 coaches that were training competitors at regional and national competition level.

3.19 Secondary research was undertaken into the coaching and mentoring standards units currentlyavailable to coaches, along with the specific coaching training that UK Skills and Brathay, anexisting private training provider, provide for training managers in the two year preparationperiod for WorldSkills.

Further consideration was given to training exercises such as ‘Assessing your coachingcapability’ from the Chartered Institute of Personnel and Development, which provides achecklist of areas which successful coaches should consider in their role. Through this workit has been recognised that training and development within the coaching role typically fallsinto six keys areas:

1. The role of coach/mentor

2. Building a relationship between coach and trainee

3. Consideration of different learning styles and needs

4. Resource needs of the coach and trainee

5. Setting objectives and reviewing progress

6. Developing a competitive attitude

Producing a matrix of the training available in these areas has allowed for consideration of theavailability of training units and courses against the training/support needs as identified throughthe results of the Coaching for Excellence questionnaire.

11


3.20 It has been recognised that Brathay are currently working with UK Skills and CumbriaUniversity to propose a modular MA course in Performance Excellence. This course is likely toaddress many of the key areas outlined on the previous page, but as it is in the early stages ofdevelopment, it has not been included in the matrix. Consideration of this course in relation tothe remit of this project is included in the conclusions and recommendations section.

3.21 All but one respondent stated that they felt successful in their role as a coach. Determinants ofthis success typically fell into the following categories:

• Teaching/training experience – length of service, qualifications they have taught

• Technical/industrial expertise

• Success in previous skills competitions

• Communication and interpersonal skills

• Selection and feedback from UK Skills (for WorldSkills training managers)

Table 6.4(a) details the number of WorldSkills coaches that provided answers that were determined to fall into each category. These highlight that the majority of coaches defined success through theirtrainee’s previous competition achievements, with eleven coaches mentioning this as an indicator.

Table 6.4(a): Skills determined as successful for coachingWorldSkills coaches National/regional coaches

Teaching/training experience 2 –

Technical/industrial experience 3 –

Success in previous competitions 7 4

Communication and interpersonal skills 2 1

Selection and feedback from UK Skills 3 –

3.22 In addition to the categories detailed, two WorldSkills coaches commented that theirexperience of the competition environment and knowledge of how to prepare a traineeformed a significant part of their success:

“Success over a number of years with WorldSkills (and) effort in preparation – skill scanning/auditingto find strengths and weaknesses, development of achievable training plans that link to milestones.Clearly defined targets.”

“Ability to raise learner’s expectation and build confidence that they could be ‘World Class’. Explainsthe benefits of developing higher order skills in career progression opportunities.”

12


3.23 The skills mentioned here were found to fall into a ‘competitive skills’ category. Throughanalysis of the coaches’ success criteria in this section of the questionnaire, the specific skillsidentified as crucial to the coaching role were categorised as shown below. It is recognised thatsome of these skills may cross over between different categories.

Organisational skills: time management; attention to detail; flexibility; availability

Interpersonal skills: honesty; communication skills; patience; good listening skills; self-awareness; an awareness of any additional support needs of competitors

Professional skills: networking; industrial knowledge and experience; commitment

Competitive skills: knowledge and awareness of standards; determination; motivation;competitive nature; perfectionist nature; desire to succeed

3.24 Skills requirements almost all fell within the competitive skills category for both WorldSkillscoaches and those coaching at national and regional level. The sample of responses here werefairly small because 12 WorldSkills coaches chose not to answer this question.

13


3.25 Four WorldSkills coaches and four national/regional coaches provided responses here. They feltthey needed further training in the following areas:

Table 6.1(a) Training needs of coachesWorldSkills coaches National/regional coaches

1. How to instil self-belief, competitive 1. Technical skillsability and confidence.

2. Improvement on current skills and 2. Motivational skillsindustrially specific training

3. Personal stress management and 3. Ability to see potential and help develop ittime management

4. Guidance on encouraging total 4. Teaching and coaching style for competitioncommitment from competitors

3.26 In addition to the specific skills requirements noted by coaches, additional information wasgained through the questionnaire which pointed to further support needs. It was recognised bythose that contributed additional information that their ability to perform effectively in the roleof coach would be enhanced through these support needs being met.

Table 6.1(b) Support needs of coachesWorldSkills coaches National/regional coaches

1. A greater network of support/training 1. All of the national/regional coaches identified for each competitor that they need more time to spend on coaching

competitors

2. Improved financial support to meet resource requirements of the role

3. A greater lead time for selection of WorldSkills competitors

4. Improved links between vocational skills competitions and employment opportunities

5. Greater knowledge of competition standards

3.27 The research showed that coaches draw upon interpersonal skills in addition to technical/industrialknowledge in order to carry out this role successfully. The coaching/mentoring units that arecurrently in existence support the development of some of these skills. However, there wasacknowledgement by the majority of coaches that they needed to support their trainees indeveloping a competitive attitude in order for them to perform effectively within skillscompetitions. This echoes the findings of the Learning and Skills Development Agency paper ‘FromCompetence to Excellence: developing excellence in vocational skills’, in which it was recognisedthat ‘the real difference lay in the personal skills used in competition by students’ (LSDA, 2003).

14

4. Current qualifications in coaching and mentoring


Search from the Lifelong Learning UK standards and qualifications database.

Title Framework Level (NI/Eng/Wales)

BTEC Certificate in Introduction to Life Coaching Skills NQF 2

BTEC Certificate in Life Coaching Skills and Practice NQF 3

Certificate in Coaching Learners in the Workplace NQF 3

Certificate in Education Coaching NQF 3

Diploma in Leadership Mentoring and Executive Coaching NQF 5

Advanced Award in Mentoring in Context NQF 3

Certificate in Community Education Mentoring NQF 2

Certificate in Work Based Support and Mentoring NQF 2

Community Mentoring Fundamentals NQF 3

Intermediate Certificate in Peer Mentoring NQF 2

Note: Lifelong Learning UK is in the process of establishing several new qualifications in coaching andmentoring, as the existing qualifications referred to above are being reviewed they may also change inscope. An update will be available in the near future.

15

5. Existing training and development opportunities


Sample of a private training provision available through the Chartered Institute of Personnel and Development.

Title Level

Certificate in Coaching and Mentoring 5*

Advanced Certificate in Coaching and Mentoring 7*

An Introduction to Coaching 1

Evaluation of Coaching 1

Career Coaching 1

Coaching Teams 2

Coaching using Neuro-linguistic Programming (NLP) 2

Developing Skills in NLP 1

Making Sense of Coaching 1

Mentoring in the Workplace 1

The Psychology of Coaching – harnessing psychological theories 3

*Qualifications not officially mapped to the National Qualifications Framework but guidance issued onLevel from the Chartered Institute of Personnel & Development.

Other qualifications and training opportunitiesFurther sample routes for further provision of private training.

Organisation Title

Brathay Professional Facilitator Programme

Brathay Coaching Manager

Brathay Advanced Coaching Skills

University of Cumbria Post Graduate Certificate Coaching and Management Learning

University of Cumbria Post Graduate Diploma Coaching and Management Learning

University of Cumbria MA Coaching and Management Learning

LSN Coaching and Mentoring Programme

16

6. Chartered Institute of Personnel and Development


Further to the training and qualifications offered through the Chartered Institute of PersonnelDevelopment, other resources are available, including the following:

Coaching toolkitThe coaching toolkit is divided into a series of units which take you through the whole process ofsetting up a coaching programme in your organisation, from the initial process of winning buy-in to thefinal review and evaluation of the benefits gained.

Coaching in organisations reportThis report summarises the initial findings of Chartered Institute of Personnel and Development(CIPD) research into coaching provision in UK organisations undertaken in collaboration with theAshridge Centre for Coaching. The research was concluded in Spring 2008 with the publication of the final research report.

This initial report includes:

• the background to the research

• the initial findings

• case studies highlighting how two organisations – M&G and Orange – structure their internalcoaching offers

• some early conclusions about good practice.

Coaching books/DVDsCoaching at the sharp end: The role of line managers in coaching at workExplores coaching as a style of management and how it contributes to the effectiveness of linemanagers and to good people management practice.

Coaching skills for line managers Training DVD showing typical sequence of coaching and introducing skills at sequential levels of difficulty.

Developing coaching capability in organisations Reports on research into the development of coaching capability within organisations. It explores theset of goals, roles and relationships, processes, development activities and evaluation approaches thatmake up the coaching system.

To download resources and an order form please follow the link below:http://www.cipd.co.uk/subjects/lrnanddev/coachmntor/_cchngorgs.htm?IsSrchRes=1

17

7. European Mentoring andCoaching Council code of ethics


This section contains the code of ethics from the European Mentoring and Coaching Council (EMCC).

IntroductionThe EMCC has been established to promote best practice and ensure that the highest possiblestandards are maintained in the coach/mentoring relationship, so that the coach/mentoringenvironment provides the greatest opportunity for learning and development.

PurposeThis ethical code sets out what the clients and sponsors can expect from the coach/mentor ineither a coach/mentoring, training or supervisory relationship and should form the starting pointfor any contract agreed.

All members of the EMCC accept the principles and aims of the EMCC. The EMCC recognisesthat members may not always maintain these ethical principles and has therefore agreed a processby which breaches of the code by a member can be reported and investigated. This is referred tolater in this document.

A copy of this ethical code should be given by all EMCC members to their clients at thecontracting phase.

TerminologyThe term ‘coach/mentoring’ is used to describe all types of coaching or mentoring that may be takingplace, both in the work environment and outside. The EMCC recognises that there will be manytypes of coach/mentoring taking place and these will need to be defined when more detailedstandards are produced.

The term ‘client’ denotes anyone using the services of a coach/mentor. We believe the term ‘client’ isinterchangeable with any other term that the parties to the coach/mentoring relationship might bemore comfortable with, such as ‘colleague’, ‘learner’, ‘partner’, ‘coachee’ or ‘mentee’.

It is recognised that there are circumstances where the coach/mentor may have two ‘clients’, theindividual being coached and the organisation who may have commissioned the coach/mentoring.In this code we have used the term ‘sponsor’ to differentiate the latter.

The terms ‘supervision’ and ‘supervisor’ describe the process by which the work of the coach/mentoris overseen and advice/guidance sought. The terminology is the same, but the process may differ insignificant ways from that undertaken in other professions, such as psychotherapy and counselling.

The codeThe coach/mentor must acknowledge the dignity of all humanity. They must conduct themselves ina way which respects diversity and promotes equal opportunities.

It is the primary responsibility of the coach/mentor to provide the best possible service to theclient and to act in such a way as to cause no harm to any client or sponsor.

The coach/mentor is committed to functioning from a position of dignity, autonomy and personalresponsibility.

18


The European Mentoring and Coaching Council (EMCC) ethical code covers the following:

• Competence

• Context

• Boundary management

• Integrity

• Professionalism

CompetenceThe coach/mentor will:

a. Ensure that their level of experience and knowledge is sufficient to meet the needs of the client

b. Ensure that their capability is sufficient to enable them to operate according to this code ofethics and any standards that may subsequently be produced

c. Develop and then enhance their level of competence by participating in relevant training andappropriate continuing professional development activities

d. Maintain a relationship with a suitably-qualified supervisor, who will regularly assess theircompetence and support their development. The supervisor will be bound by the requirementsof confidentiality referred to in this code. What constitutes a ‘suitably-qualified’ supervisor isdefined in the EMCC’s standards document.

ContextThe coach/mentor will:

a. Understand and ensure that the coach/mentoring relationship reflects the context within whichthe coach/mentoring is taking place

b. Ensure that the expectations of the client and the sponsor are understood, and that theythemselves understand how those expectations are to be met

c. Seek to create an environment in which client, coach/mentor and sponsor are focused on andhave the opportunity for learning.

Boundary managementThe coach/mentor will:

a. At all times operate within the limits of their own competence, recognise where thatcompetence has the potential to be exceeded and where necessary refer the client eitherto a more experienced coach/mentor, or support the client in seeking the help of anotherprofessional, such as a counsellor, psychotherapist or business/financial advisor

b. Be aware of the potential for conflicts of interest of either a commercial or emotional natureto arise through the coach/mentoring relationship and deal with them quickly and effectivelyto ensure there is no detriment to the client or sponsor.

19


IntegrityThe coach/mentor will:

a. Maintain throughout the level of confidentiality which is appropriate and is agreed at the start ofthe relationship

b. Disclose information only where explicitly agreed with the client and sponsor (where oneexists), unless the coach/mentor believes that there is convincing evidence of serious danger tothe client or others if the information is withheld

c. Act within applicable law and not encourage, assist or collude with others engaged in conductwhich is dishonest, unlawful, unprofessional or discriminatory.

ProfessionalismThe coach/mentor will:

a. Respond to the client’s learning and development needs as defined by the agenda brought tothe coach/mentoring relationship.

b. Not exploit the client in any manner, including, but not limited to, financial, sexual or thosematters within the professional relationship. The coach/mentor will ensure that the duration ofthe coach/mentoring contract is only as long as is necessary for the client/sponsor

c. Understand that professional responsibilities continue beyond the termination of anycoach/mentoring relationship. These include the following:

• Maintenance of agreed confidentiality of all information relating to clients and sponsors

• Avoidance of any exploitation of the former relationship

• Provision of any follow-up which has been agreed to

• Safe and secure maintenance of all related records and data

d. Demonstrate respect for the variety of different approaches to coaching and mentoring andother individuals in the profession

e. Never represent the work and views of others as their own

f. Ensure that any claim of professional competence, qualifications or accreditation is clearly andaccurately explained to potential clients and that no false or misleading claims are made orimplied in any published material.

20


Breaches of the codeEuropean Mentoring and Coaching Council (EMCC) members must at all times represent coachingand mentoring in a way which reflects positively on the profession.

Where a client or sponsor believes that a member of the EMCC has acted in a way which is in breachof this ethical code, they should first raise the matter and seek resolution with the member concerned.Either party can ask the EMCC to assist in the process of achieving resolution.

If the client or sponsor remains unsatisfied they are entitled to make a formal complaint. Complaintswill be dealt with according to the EMCC’s ‘Complaints and Disciplinary Procedure’. EMCC memberswill provide a copy of this document upon request. A copy can be obtained by writing to:

European Mentoring & Coaching Council,Sherwood House,7 Oxhey Road,Watford,Hertfordshire, WD19 4QFor e-mail: [email protected]

In the event that a complaint should be made against an EMCC member, that member must co-operate in resolving such a complaint.

EMCC members will confront a colleague when they have reasonable cause to believe they are actingin an unethical manner and, failing resolution, will report that colleague to the EMCC.

8. Subject learning coachesA programme designed to transform teaching, training and learning in selected subjects by developingand supporting subject learning coaches, and by providing subject specific learning materials:

http://www.subjectlearningcoach.net/

21

9. Conclusions


Following this extensive research the following key conclusions can be drawn:

9.1 There is evidence to suggest a need for developing further qualifications designed by employersin the lifelong learning sector in Northern Ireland to help support and develop the NI Coachesof Excellence.

9.2 Evidence does suggest that given the extent of information available on coaching and mentoringin Northern Ireland and across the UK, further consideration must be given to developingadvice and guidance on how to use the resources available more effectively to assist ourcoaches, and to ensure that our learners are given an enhanced learning environment.

9.3 There is evidence to suggest certainly in the earlier research that capacity and resources maybe needed to progress the ideal of NI Coaches of Excellence, and this will be discussed furtheras we complete the induction and coaching and mentoring clinics planned until the end ofMarch 2010.

9.4 Currently Lifelong Learning UK is managing a coaching and mentoring skills assessment, whichwill be available soon and may determine the future function of the role and scope of NationalOccupational Standards in relation to coaching to mentoring.

9.5 Lifelong Learning UK has previously completed a scoping study on the range of coaching andmentoring activities in the lifelong learning sector in England that are aimed at the professionaldevelopment of the managers and staff, primarily those in teaching roles. We may be able tofurther utilise this work in the development of the work required for Northern Ireland toestablish NI Coaches of Excellence.

22

10. Recommendations10.1 It is recommended that the guidance produced as part of this research is only a starting point

for the development and embedding professional standards into the qualifications for ouremerging NI Coaches of Excellence.

10.2 The information contained in this guidance is to form a platform for discussion with employersin the lifelong learning sector, in particular within further education colleges and work basedlearning establishments. We hope to develop, in partnership with employers support andguidance for how we can excel in delivering coaching and mentoring not only to our tutors,teachers and lecturers but also to pass on valuable experience and capacity for success in thefuture for all our learners.

10.3 It is recommended that some future discussion and consideration is given to the developmentof coaching and mentoring qualifications which would sit as stand alone modules for continuingprofessional development on the Qualifications and Credit Framework.

23

Appendix 1Contacts directory


The Association for CoachingA leading independent, non profit-making professional body aimed at promoting best practice andraising the awareness and standards of coaching, while providing support for its members:http://www.associationforcoaching.com/memb/memb.htm

The Association for Coaching registers three types of member; individual, organisational and corporate.

The Chartered Institute of Professional Development The professional body for those involved in the management and development of people, the institutehas a current membership of some 133,000. Whilst not all of these members will fit the description of‘coach and mentor’, it should be possible to gain an estimate of the proportion involved in coachingand mentoring through discussion with the institute.

International Coaching Council An internationally recognised coach training accreditation body and a global workplace coachingindustry group.

International Coach Federation An international professional association for personal and business coaches, the federation has over800 members in the UK.

International Mentoring Association Originally established in the USA in 1987, the association is now a ‘a worldwide network of dynamicindividuals who have established successful mentoring programs’.

European Mentoring and Coaching Council A pan-European council that exists to promote good practice and the expectation of good practicein mentoring and coaching across Europe. The council registers five types of member; individual,organisational, provider, academic and association.

The Mentoring and Befriending FoundationProvides guidance and support to organisations and practitioners involved in mentoring and befriending.As the national strategic body, the federation also works to influence policy and practice in the sectorand across government.

Scottish Mentoring NetworkA best practice sharing organisation, one of the principal aims of the Scottish Mentoring Network isto ensure the continuing development and quality of provision of mentoring in Scotland. Membershipof the Scottish Mentoring Network is aimed primarily at networks, organisations and groups ratherthan individuals.

Worldwide Association of Business Coaches A professional body dedicated exclusively to business coaching, its mission is to develop, advance andpromote the emerging profession of business coaching, worldwide.

NORTHERN IRELAND

Lifelong Learning UK

BELFAST2nd Floor, Midtown Centre, 25 Talbot Street, Cathedral Quarter,Belfast, BT1 2LDTel: 02890 823 630

Email: [email protected] and Advice Service: 020 7936 5798

www.lluk.org RW10

/09/

3676

renataf

Text Box

Ref: S&Q/NI/09 2009/01

Application Guide - Northern Ireland Coaching and Mentoring Guidance

Documents

Transcript of Application Guide - Northern Ireland Coaching and Mentoring Guidance