ILM Coaching Level 3

Learn the key skills you need to take Coaching into the workplace
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  • Lectures 21
  • Contents Video: 2.5 hours
    Other: 2 hours
  • Skill Level Beginner Level
  • Languages English
  • Includes Lifetime access
    30 day money back guarantee!
    Available on iOS and Android
    Certificate of Completion
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About This Course

Published 10/2015 English

Course Description

This Coaching course is designed for people in their first management roles, including team leaders and first-line managers. They are both ideal for individuals seeking to develop the tools, knowledge and confidence to coach people as part of their normal working role.

Also for Life Coaches who wish to add Business Coaching.

Results for you

• Know what it takes to be an effective coach in your workplace

• Understand how coaching works – learn a coaching model and tools and techniques to support it

• Put your new skills into practice in your job – carry out supervised coaching sessions

• Analyse, assess and plan to improve your own coaching ability

Impact for your employer

• Implement coaching to improve performance in your organisation

• Ensure the managers you develop as coaches are properly equipped with

the skills, knowledge and ethical understanding they need to be

effective

• Measurable impact from supervised coaching sessions carried out as part of this qualification

What are the requirements?

  • Basic coaching skills

What am I going to get from this course?

  • Coach in the workplace
  • Behaviours required by a workplace coach
  • Skills, abilities and characteristics of an effective workplace coach
  • The coaching relationship, how it gives power to a coach, and the responsibilities associated with the role
  • Importance of equality working in a diverse workforce, nature of values and attitudes and potential for abuse (e.g. power) in the coaching process
  • Contracting – purpose and content
  • Nature, purpose and importance of coaching records (diagnostic outcomes, development goals, coaching plans, coaching sessions, progress reviews, etc)
  • Assessment techniques and purpose (formative, summative, competence, knowledge, etc)
  • Assessment tools for understanding and exploring preferences in the workplace e.g. learning styles, VAK. Belbin, situational leadership, interpersonal skills inventory, competency frameworks, conflict resolution etc
  • Concept of learning styles and a practical model for coaches to use
  • Nature and purpose of, and best practice in agreeing, goals and learning outcomes

What is the target audience?

  • If you only want to offere life coaching and not coporate coaching

What you get with this course?

Not for you? No problem.
30 day money back guarantee.

Forever yours.
Lifetime access.

Learn on the go.
Desktop, iOS and Android.

Get rewarded.
Certificate of completion.

Curriculum

Section 1: Corporate Coaching Introduction
Overview
Preview
01:40
Introduction
Preview
09:32
06:38

Mmentoring is the passing of knowledge and a directional approach, coaching is the facilitation of learning and in doing so non-directional. Organisations now realise that they can improve both the performance and motivation of their people through coaching. In Julie Starr’s book she states “increasingly a coaching style of management is preferred to the command and control traditional approach”.

03:36

Coaching for Improved performance

Be supportive. State in clear language your understanding of the worker’s situation. Include the nature of the problem, your current understanding of the worker’s feelings about the problem, your objectives, and your desire to support the worker as he or she resolves the problem. Make it clear that this is a problem-solving process, not a disciplinary process. Being supportive does not require accepting the worker’s explanation of the problem or explanations of why it cannot be solved.

Develop an understanding of what is happening. Use active listening to make sure you understand the problem from the worker’s perspective. You may need to ask clarifying questions to understand the cause of behaviours, reactions, or emotions. At the same time, help the workers understand how their contributions to the problem affect the child, family, agency, etc.

Help the worker evaluate how her current performance and behaviour are affecting her goals. This helps develop the worker’s interest in change. For example, a worker may be neglecting documentation in favour of “giving more direct time to clients through personal contacts.” The worker’s goals are focused on the client. However, the worker also needs to understand the benefits of paperwork to clients, as well as the consequences of incomplete paperwork. In the worker’s absence, a decision may need to be made based solely or primarily on information available in the family's record. If records are incomplete, a decision may be made that may be contrary to the best interest of a child or parent.

06:53

Create a clear, specific, and feasible plan for change. Once the underlying needs are determined, engage the worker in developing goals and future actions. This step involves developing a contract between yourself and the worker that defines clearly what you each want and are willing to offer. Like plans for parents and children, performance improvement plans must have concrete steps and behaviourally defined goals.

Follow up. Second only to inaccurate assessment of the performance problem, failure to follow up is the most frequent reason difficulties in performance persist. To get the worker to enhance his or her performance you must also change some part of your current behaviour. Although most supervisors intend to follow-up, many become busy with other priorities. Some avoid follow-up because they do not want to confront the lack of improvement. If improvement is evident, some may assume that no follow-up is needed because the problem apparently is solved. Following up conveys to the unit that the supervisor cares about results.

Provide feedback. Sustaining changes in performance requires supervisory encouragement and positive feedback. Therefore, provide both evaluative and developmental feedback on an ongoing basis to sustain the improvements in the worker’s performance.

Section 2: understanding Personality Within Coaching
11:21

Personality types, behavioural styles theories, personality and testing systems - for self-awareness, self-development, motivation, management, and recruitment

Motivation, management, communications, relationships - focused on yourself or others - are a lot more effective when you understand yourself, and the people you seek to motivate or manage or develop or help.

Understanding personality is also the key to unlocking elusive human qualities, for example leadership, motivation, and empathy, whether your purpose is self-development, helping others, or any other field relating to people and how we behave.

11:16

The Data Protection Act 1998 has been garnering much attention in recent times. It is referenced regularly in the media when companies accidentally lose confidential data or information security is topic of the day. But what is the Data Protection Act exactly and why does it exist?

What is the Data Protection Act?

The Data Protection Act 1998, in its current form, was implemented in March 2000 to give individuals a right of access to ‘personal data’. This personal data qualifies as any information held by a company that relates to an individual. Personal data is often collected when an individual completes the purchase of a good or service from a company. It can consist of contact, bank or any other necessary details needed to facilitate an exchange.

However, much of the data that is collected is sensitive and if it were to fall into the wrong hands could result in fraudulent activities against the individual. This is regarded to be a direct breach of civil liberties.

With so much personal data held by an increasing number of organisations, there needs to be some benchmark for companies to follow if they are to ensure that data is handled fairly. The Data Protection Act acts as a foundation for providing that benchmark.

Section 3: Communication
04:30

Chances are that those who influence us most are powerful listeners. Whether instinctively or thourgh practice, they have developed the skill of empathy.

This core skill in coaching is one of the strongest coaching tools you will develop.

04:30

Carrying out a systematic approach to coaching needs follow what is often called the coaching cycle.

Identify the coaching need

Design and Plan Coaching sessions

Conduct the Coaching

Assess

02:31

According to various researchers there are six levels of cognitive complexity: knowledge, comprehension, application, analysis, synthesis, evaluation.

06:30

Bloom's taxonomy is considered to be a foundational and essential element within the education community. A mythology has grown around the taxonomy, possibly due to many people learning about the taxonomy through second hand information. Bloom himself considered the Handbook "one of the most widely cited yet least read books in American education".

Section 4: Coaching Skills
12:13

Creating the right skill set to grow as coach within the corporate world.

03:30
The important part of your personal development plan is the personal bit. Every plan is unique to each person. However, you need to start somewhere, so here are a few guidelines to help you begin your own Personal Development Plan
11:16

Perceptiveness, Intuition And Hunches

From a technical point of view, whenever we call someone ‘perceptive’ or ‘intuitive’, we are referring to his or her ability to read another person’s non-verbal cues and to compare these cues with verbal signals. In other words, when we say that we have a ‘hunch’ or ‘gut feeling’ that someone has told us a lie, we really mean that their body language and their spoken words do not agree. This is also what speakers call audience awareness, or relating to a group. For example, if the audiences were sitting back in their seats with chins down and arms crossed on their chest, a ‘perceptive’ speaker would get a hunch or feeling that his delivery was not going across. He would become aware that he needed to take a different approach to gain audience involvement. Likewise, a speaker who was not ‘perceptive’ would blunder on regardless.

16:59

When we communicate it's not just about language. Understanding the body language helps the coach to understand what the coachee is going though.

10:25

Exploring the key models used with coporate and buseinss coaching.

11:33

Have you ever tried to learn something fairly simple, yet failed to grasp the key ideas? Or tried to teach people and found that some were overwhelmed or confused by something quite basic?

If so, you may have experienced a clash of learning styles: your learning preferences and those of your instructor or audience may not have been aligned. When this occurs, not only is it frustrating for everyone, the communication process breaks down and learning fails.

Once you know your own natural learning preference, you can work on expanding the way you learn, so that you can learn in other ways, not just in your preferred style.

This will affect the way you coach.

51 pages

Copy of the manual used on the live training Part 1

31 pages

Copy of the manual used on the live training Part 2

Section 5: Bonus Section
35 pages

Copy of the power point slides

Optional Exam
6 pages

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Instructor Biography

Mr John Cassidy-Rice, NLP & Coach Master Trainer

International master trainer and author has been in the field of NLP & Coaching for the last 20 years. Won CIPD Innovation in training for his work with the luxury car maker Jaguar Land Rover.

Also partner with Wizard of Ads a marketing company

Institute of Leadership and Management approved center. We offer a range a custom and accredited training around the world

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