Centre Assessment Guidance for Level 7 Leadership Coaching and ...

Centre Assessment GuidanceforLevel 7 Leadership Coaching and Mentoring

Leadership Coaching and Mentoring Centre Assessment GuidanceContentsPageIntroduction 3About these qualificationsTitles and qualifications reference numbers 3Accreditation dates 3Qualifications summary 3Progressions 3Credit values and rules of combination for the qualifications 4Relationship to the National Occupational Standards for Management and Leadership 5Assessment and Verification 6What is expected of the learner? 6External Assessment 7Recognition of Prior Learning and achievement 8Support for Centres 8Units 8Unit 7002 Strategic performance management 9Unit 7010 Organisational change 10Unit 7015 Coaching and mentoring within organisational culture 11Unit 7016 Coaching and mentoring policies 12Unit 7017 Organisational coaching and mentoring 13Unit 7018 Strategic impact of coaching and mentoring 14Unit 7019 Coaching and mentoring and organisational direction 15Unit 7020 Leadership coaching and mentoring skills 16Unit 6001 Managing organisational culture 17Unit 6004 Leading equality and diversity 1827/04/2010 2

Leadership Coaching and Mentoring Centre Assessment GuidanceIntroductionThis document aims to support CMI Centres in the delivery, assessment and verification of the Level 7Qualifications in Leadership Coaching and Mentoring. It should be used in conjunction with the CMI Centre Codeof Practice.About these qualificationsTitles and qualifications reference numbersThe titles given below are the titles as they will appear on the qualification when awarded to the learner. Thequalification reference number is the number allocated to the qualification by the Regulator at the time ofaccreditation, which confirms that this is a fundable qualification on the QCF. The CMI code is the code whichshould be used when registering learners with CMI. Each unit also has a unique QCA unit number – this appearswith the content of each unit at the end of this document.CMICodeTitleQualificationreferencenumber7A2 CMI Level 7 Award in Leadership Coaching and Mentoring (QCF) 500/7334/57C2 CMI Level 7 Certificate in Leadership Coaching and Mentoring (QCF) 500/7335/77D2 CMI Level 7 Diploma in Leadership Coaching and Mentoring (QCF) 500/7336/9Accreditation datesThese qualifications are accredited from 1 September 2009, which is their operational start date in Centres. Theaccreditation ends on 31 December 2013, and the final date for certification is 31 December 2016.Qualifications summaryThese qualifications are designed for managers and leaders who have the authority and responsibility fordeveloping and implementing a coaching and mentoring strategy across the organisation. The qualificationsrequire managers and leaders to build on their strategic management and leadership skills and to focus on therequirements of embedding the organisation’s strategy.Although the qualifications can be offered to learners from age 18, in practice the majority of learners at this levelwould be expected to be over 19. CMI not specify entry requirements for these qualifications, but Centres arerequired to ensure that learners admitted to the programme have sufficient capability at the right level toundertake the learning and assessment.The qualification is offered in the medium of the English Language. The qualification can be offered by Centresin languages other than English – Centres wishing to do this should refer to the relevant section of the CMICentre Code of Practice for guidance.ProgressionsThe qualifications provide opportunities for progression to other qualifications at the same or higher levels, whichcould also be work-based or more academically structured. The qualifications also support learners in meetingthe requirements for work and/or employment within all areas of management and leadership at this level.27/04/2010 3

Leadership Coaching and Mentoring Centre Assessment GuidanceCredit values and rules of combination for the qualificationsA credit value specifies the number of credits that will be awarded to a learner who has achieved the learningoutcomes of the unit. The credit value of the unit will remain constant in all contexts, regardless of theassessment method used or the qualification(s) to which it contributes. Learners will only be awarded credits forthe successful completion of whole units. (One credit is awarded for those learning outcomes achievable in 10hours of learning time).Learning time is a notional measure of the amount of time a typical learner might be expected to take tocomplete all of the learning relevant to achievement of the learning outcomes in a given unit. Learning timeincludes activities such as directed study, assessment, tutorials, mentoring and individual private study.Guided learning hours, however, are intended to relate only to facilitated learning and associated assessments –individual private study is not included – and give guidance to delivery Centres on the amount of resourceneeded to deliver the programme and support learners. The units, guided learning hours and rules ofcombination for these qualifications are given in the tables 1 and 2.Table 1 – Units and rules of combination for Level 7 Award and CertificateUnits Credits GLHUnit 7015 Coaching and mentoring within organisational culture 7 30Unit 7016 Coaching and mentoring policies 6 25Unit 7017 Organisational coaching and mentoring 6 25Unit 7018 Strategic impact of coaching and mentoring 6 30Unit 7019 Coaching and mentoring and organisational direction 7 30Unit 7020 Leadership coaching and mentoring skills 7 30Award – Learners need to complete any combination of units to a minimum of 6 credits to achieve thequalification. Range of guided learning hours: 25 - 30Certificate - Learners need to complete any combination of units to a minimum of 13 credits to achieve thequalification. Range of guided learning hours: 55 - 6027/04/2010 4

Leadership Coaching and Mentoring Centre Assessment GuidanceTable 2 – Units and rules of combination for Level 7 DiplomaUnits Credits GLHGroup AUnit 7015 Coaching and mentoring within organisational culture 7 30Unit 7016 Coaching and mentoring policies 6 25Unit 7017 Organisational coaching and mentoring 6 25Unit 7018 Strategic impact of coaching and mentoring 6 30Unit 7002 Strategic performance management 7 25Unit 7020 Leadership coaching and mentoring skills 7 30Group BUnit 7019 Coaching and mentoring and organisational direction 7 30Unit 7010 Organisational change 7 25Unit 6001 Managing organisational culture 7 30Unit 6004 Leading equality and diversity 7 30Diploma - Learners need to complete all core units (Group A) and two optional units (Group B) to a total of atleast 53 credits to achieve the qualification. Range of guided learning hours: 220 - 220Relationship to National Occupational Standards for Management and LeadershipThe relationship of each unit to the Management and Leadership NOS is shown in table 3:Table 3 – Relationship to Management and Leadership NOSUnitsNOS UnitsUnit 7015 Coaching and mentoring within organisational culture A3, B2, B3, C3, C4, C5, D4, D7Unit 7016 Coaching and mentoring policies B3, B4, B7, B9, C3, C6,, D2, D7Unit 7017 Organisational coaching and mentoring B3, B4, B7, B9, C4, C5, C6, D2, D7Unit 7018 Strategic impact of coaching and mentoring B4, B8, B10, C3, D4, D7Unit 7019 Coaching and mentoring and organisational direction B2, B9, B10, C4, C5, D7Unit 7002 Strategic performance management D2, D4, F3, F12Unit 7010 Organisational change A3, B2, B8, E4, E5, E7, F9, F12Unit 7020 Leadership coaching and mentoring skills B5, B6, B7, D7Unit 6001 Managing organisational culture B9, C4Unit 6004 Leading equality and diversity B11, B1227/04/2010 5

Leadership Coaching and Mentoring Centre Assessment GuidanceAssessment and verificationThe main objective of the assessment of these qualifications will be to meet the assessment criteria detailedwithin each unit.The primary interface with the learner is the Assessor whose job it is to assess the evidence presented by thelearner. The Assessor should provide an audit trail showing how the judgement of the learner’s overallachievement has been arrived at.The Centre’s assessment plan, to be agreed with the external verifier, should include a matrix for eachqualification showing how each unit is to be assessed against the relevant criteria and which specific piece orpieces of work will be identified in relation to each unit. It should also show how assessment is scheduled intothe delivery programme.In designing the individual tasks and activities, centres must ensure that:• the selected assessment task/activity is relevant to the content of the unit• there are clear instructions given to learners as to what is expected• learners are clearly told how long the assessment will take (if it is a timed activity), and what reference orother material they may use (if any) to complete it• the language used in the assessment is free from any bias• the language and technical terms used are at the appropriate level for the learnersIn addition to the specific assessment criteria in each unit, the learner’s work must be:• accurate, current and authentic• relevant in depth and breadthand must also show the learner’s:• clear grasp of concepts• ability to link theory to practice, and• ability to communicate clearly in the relevant discipline at the expected level for the qualificationThere is no grading for CMI qualifications, and external verification of learners’ work only confirms that therequired criteria for achievement have been met. Centres are, however, free to apply their own grade scales, butit must be understood that these are completely separate from the CMI qualification.What is expected of the learner?It is important to ensure consistency of assessment, and that demands made on learners are comparable withinand between centres. A number of assessment methods can be used. Centres are encouraged to use a rangeof methods to ensure that all the learning outcomes and assessment criteria are met, and to enhance learners’development.27/04/2010 6

Leadership Coaching and Mentoring Centre Assessment GuidanceAssessment methods can include:• case studies• role play• time constrained tests• examinations• assignments• reports• integrated work activities• viva voce• projects• presentationsIn some instances, as well as written work, use can be made of technology. It is important, however, to ensuresufficient traceability for assessment and verification.The written word, however generated and recorded, is still expected to form the majority of assessable workproduced by learners at Level 7. The amount and volume of work for each unit at this level should be broadlycomparable to a word count of 3000 - 3500 words.Centres and learners are encouraged to use methods of presenting data, analysis and information other thanstraightforward narrative text. In the appropriate contexts, tables, graphs, pie charts, diagrams and illustrationsare just as demanding on the learner.External AssessmentThere is no regulatory requirement for external assessment. However, CMI offers an additional service ofexternal assessment to centres, who wish to use CMI devised assignments as part of their programme. Furtherinformation on this service and the units for which it is available appears on the websitewww.managers.org.uk/qualifications/hub/centre resources27/04/2010 7

Leadership Coaching and Mentoring Centre Assessment GuidanceRecognition of Prior Learning and AchievementThe Qualifications and Credit framework is based on the principle of credit accumulation and transfer. Withinthis suite of qualifications, learners have the opportunity to build their achievements from a single unit into a fullDiploma. CMI will publish on its website which units and qualifications from other Awarding Bodies can berecognised for credit transfer and exemption. Credit transfer in the QCF will be based on confirmation ofachievement of QCF numbered units.There will of course still be instances where learners will wish to claim recognition of prior learning which hasnot been formally assessed and accredited. In those instances, Centres are free, after discussion andagreement with their External Verifier, to allow these learners direct access to the relevant assessment for theunit, without unnecessary repetition of learning. Details of the process for recording such RPL (Recognition ofPrior Learning) are included in the CMI Centre Code of Practice.Support for CentresStaff at Approved Centres are offered group membership of CMI, enabling them to access all the support andinformation available to their learners. More information about what is available is detailed in the CMI CentreCode of Practice, and via the website www.managers.org.uk/qualificationsUnitsThe content of the units for the Level 7 suite of qualifications follow.Accessing the units via the CMI website will enable Centres also to access support and reading material fromthe Study Resource Centre.27/04/2010 8

Leadership Coaching and Mentoring Centre Assessment GuidanceTitle:Unit aim:Strategic performance managementThis unit is about ensuring that the performance of the team contributes tomeeting strategic objectives.Level: 7 Unit Number: 7002 QCA UnitNumberF/501/5018Credit value: 7 Guided LearningHours25Learning outcomesThe learner will:1. Be able to set performancetargets of teams to meet strategicobjectivesAssessment criteriaThe learner can:1.1 Assess the links between team performance and strategicobjectives1.2 Evaluate tools and techniques available to set teamperformance targets1.3 Assess the value of team performance tools to measurefuture team performance2. Be able to agree teamperformance targets to contributeto meeting strategic objectives2.1 Analyse how to determine required performance targetswithin teams against current performance2.2 Discuss the need to encourage individual commitment toteam performance in achievement of organisational objectives2.3 Relate the application of delegation, mentoring and coachingto the achievement of the organisational objectives2.4 Evaluate a team performance plan to meet organisationalobjectives3. Be able to monitor actions andactivities defined to improve teamperformance3.1 Assess the process for monitoring team performance andinitiate changes where necessary3.2 Evaluate team performance against agreed objectives of theplan3.3 Evaluate the impact of the team performance in contributingto meeting strategic objectives4. Be able to apply influencing andpersuading skills, to the dynamicsand politics of personal interactions4.1 Determine influencing and persuading methodologies to gainthe commitment of individuals to a course of action4.2 Discuss the impact of individual dynamics, interests andorganisational politics on securing the commitment of individualsto a course of action27/04/2010 9

Leadership Coaching and Mentoring Centre Assessment GuidanceTitle:Unit aim:Organisational changeThis unit is about identifying and developing change strategies to meetorganisational objectives.Level: 7 Unit Number: 7010 QCA UnitNumberH/501/5027Credit value: 7 Guided LearningHours25Learning outcomesThe learner will:1. Understand how to applysolutions to organisational changeAssessment criteriaThe learner can:1.1 Identify a range of organisational change, models orframeworks1.2 Apply a range of creative problem solving techniques toaddress change challenges1.3 Identify and justify change solutions that link toorganisational strategic plans2. Understand how to develop achange strategy usingimplementation models2.1 Evaluate a range of change implementation models2.2 Identify the criteria to select a change implementation modelthat supports organisational change3. Be able to analyse anorganisational response to change3.1 Demonstrate the use of analytical tools to monitor theprogress and the effect of change3.2 Assess monitoring and measurement techniques to changewithin an organisation3.3 Analyse strategies to minimise adverse effects of change4. Understand how to evaluate theimpact of change strategies4.1 Identify the processes to review the impact of the change4.2 Analyse the results of the impact review4.3 Present the findings of the change analysis27/04/2010 10

Leadership Coaching and Mentoring Centre Assessment GuidanceTitle:Unit aim:Coaching and mentoring within organisational cultureThis unit is about linking coaching and mentoring to strategic performanceobjectives, the impact of culture on coaching and mentoring and the impact ofcoaching and mentoring on culture.Level: 7 Unit Number: 7015 QCA UnitNumberT/600/3507Credit value: 7 Guided LearningHours30Learning outcomesThe learner will:1. Be able to understand the linksbetween strategic performanceand coaching and mentoringAssessment criteriaThe learner can:1.1 Evaluate the links between individual, team anddepartmental performance objectives and organisationalstrategic performance objectives1.2 Demonstrate the relationship between individual, team anddepartmental performance development and coaching andmentoring1.3 Develop a case that coaching and mentoring can benefitorganisational strategic performance objectives throughindividual, team and departmental performance development1.4 Conduct a cost/benefit analysis of a coaching and mentoringprocess to support achievement of organisational strategicperformance objectives2. Be able to understand theimpact of organisational culture oncoaching and mentoring2.1 Determine how organisational culture can impact oncoaching and mentoring2.2 Evaluate the current cultural influences that may inhibitcoaching and mentoring2.3 Evaluate the current cultural influences that may supportcoaching and mentoring3. Be able to understand howcoaching and mentoring canimpact organisational culture3.1 Discuss the use of coaching and mentoring to contributetowards performance management3.2 Determine the need for board level endorsement of coachingand mentoring3.3 Determine how coaching and mentoring can support a rangeof development issues3.4 Evaluate the effect of coaching and mentoring onorganisational culture27/04/2010 11

Leadership Coaching and Mentoring Centre Assessment GuidanceTitle:Unit aim:Coaching and mentoring policiesThis unit is about constructing a coaching and mentoring policy and gainingpolicy acceptance throughout the organisation.Level: 7 Unit Number: 7016 QCA UnitNumberF/600/3509Credit value: 6 Guided LearningHours25Learning outcomesThe learner will:1. Be able to constructorganisational coaching andmentoring policiesAssessment criteriaThe learner can:1.1 Demonstrate that coaching and mentoring is a businessdriver linking individual and strategic performance1.2 Devise a methodology to identify individual operationalresponsibilities to lead on coaching and mentoring1.3 Evaluate how managers can be measured on the effects oftheir coaching and mentoring1.4 Develop ethical guidelines to be used in all coaching andmentoring activities1.5 Construct a policy that offers coaching and mentoring for allstaff during their employment life cycle2. Be able to understand theacceptance of coaching andmentoring policies in theorganisation2.1 Demonstrate how coaching and mentoring is used tocontribute to the performance of all in the organisation2.2 Determine the support, internal and external, available forcoaching and mentoring activities2.3 Determine how coaches and mentors can be recognised fortheir contribution to the performance of others27/04/2010 12

Leadership Coaching and Mentoring Centre Assessment GuidanceTitle:Unit aim:Organisational coaching and mentoringThis unit is about initiating organisational coaching and mentoring, dealing withchanges, and the provision of on-going high level support.Level: 7 Unit Number: 7017 QCA UnitNumberT/600/3510Credit value: 6 Guided LearningHours25Learning outcomesThe learner will:1. Be able to understand theissues involved during the adoptionof organisational coaching andmentoringAssessment criteriaThe learner can:1.1 Evaluate obstacles to coaching and mentoring from theoperational managers’ perspective1.2 Devise strategies to overcome or minimise the operationalmanagers’ issues1.3 Analyse those operational areas requiring additional supportduring adoption of coaching and mentoring2. Be able to understand changesoccurring through the coachingand mentoring process2.1 Devise a strategy to monitor and review the impact ofcoaching and mentoring across the organisation2.2 Develop a methodology for operational managers whounder-perform in coaching and mentoring2.3 Develop a methodology for operational managers who overperformin coaching and mentoring3. Be able to understand the needfor continual high level support forcoaching and mentoring3.1 Determine a method to identify and recognise coaching andmentoring successes3.2 Evaluate a strategy in response to a less than positivecoaching and mentoring experience3.3 Discuss methods for the strategic managers to demonstrateovert support for the coaching and mentoring process27/04/2010 13

Leadership Coaching and Mentoring Centre Assessment GuidanceTitle:Unit aim:Strategic impact of coaching and mentoringThis unit is about evaluating individual, team and departmental development fromcoaching and mentoring, and its impact on strategic performance objectives.Level: 7 Unit Number: 7018 QCA UnitNumberJ/600/3513Credit value: 6 Guided LearningHours30Learning outcomesThe learner will:1. Be able to understand individual,team and departmentaldevelopment from the coachingand mentoring processAssessment criteriaThe learner can:1.1 Analyse changes to culture within the organisation1.2 Determine how coaching and mentoring is used to manageindividuals, teams and departments1.3 Evaluate how coaching and mentoring is used to shareknowledge between individuals, teams and departments2. Be able to understand the effectof coaching and mentoring onstrategic performance objectives2.1 Discuss measures to identify the impact of coaching andmentoring on strategic performance objectives2.2 Evaluate the costs of the coaching and mentoring processagainst the benefits obtained2.3 Devise a method to share the evaluation of the coaching andmentoring across the organisation27/04/2010 14

Leadership Coaching and Mentoring Centre Assessment GuidanceTitle:Unit aim:Coaching and mentoring and organisational directionThis unit is about embedding coaching and mentoring in the organisation,through individual development aligned to evolving organisational objectives anddirection.Level: 7 Unit Number: 7019 QCA UnitNumberR/600/3515Credit value: 7 Guided LearningHours30Learning outcomesThe learner will:1. Be able to develop coaching andmentoring for individuals andorganisationsAssessment criteriaThe learner can:1.1 Develop autonomous coaching and mentoring networkswithin the organisation1.2 Implement the organisational coaching and mentoring policy1.3 Identify external coaches and mentors that can supportinternal coaches and mentors1.4 Evaluate accreditation and Continuing ProfessionalDevelopment opportunities for coaches and mentors2. Be able to understand howcoaching and mentoring cansupport evolving organisationalobjectives2.1 Analyse organisational opportunities that can be exploitedthrough coaching and mentoring2.2 Devise a knowledge sharing network to operate upwards,downwards and between peers2.3 Develop a culture that encourages staff to seek coachingand mentoring from customers, suppliers and externalbenchmarks2.4 Identify and promote the core business drivers andachievements to justify the coaching and mentoring investment27/04/2010 15

Leadership Coaching and Mentoring Centre Assessment GuidanceTitle:Unit aim:Leadership coaching and mentoring skillsThis unit is about developing skills and practices that support coaching andmentoring activities across the organisation.Level: 7 Unit Number: 7020 QCA UnitNumberY/600/3516Credit value: 7 Guided LearningHours30Learning outcomesThe learner will:1. Understand how coaching andmentoring programmes supportbusiness objectivesAssessment criteriaThe learner can:1.1 Evaluate the benefits of coaching and mentoring to anorganisation1.2 Assess how coaching and mentoring programmes supportbusiness objectives1.3 Develop guidelines and protocols for programmes based onaccepted coaching and mentoring theory and practice1.4 Develop a coherent, congruent statement of ethics forcoaching and mentoring programmes and activities across theorganisation2. Be able to plan theimplementation of coaching andmentoring to achieveorganisational objectives2.1 Discuss the organisational and resource implications ofcoaching and mentoring2.2 Explain how to overcome organisational and individualresistance to the implementation of coaching and mentoring2.3 Evaluate the impact to an organisation of establishingcoaching and mentoring culture2.4 Devise an implementation plan to install coaching andmentoring programmes within an organisation3. Be able to develop skills as aleader in coaching and mentoring3.1 Assess current skills of communication and peopledevelopment to support personal practice of coaching andmentoring3.2 Identify development opportunities to meet personal skillsneeds and to develop own practice3.3 Evaluate skills and practices and produce a personaldevelopment plan in relation to coaching and mentoring skills27/04/2010 16

Leadership Coaching and Mentoring Centre Assessment GuidanceTitle:Unit aim:Managing organisational cultureThis unit is about organisational culture, its impact on strategy, performance and thedevelopment of appropriate cultures; it also addresses national cultural difference.Level: 6 Unit Number: 6001 QCA UnitNumberH/502/2172Credit value: 7 Guided LearningHours30Learning outcomesThe learner will:Assessment criteriaThe learner can:1. Be able to understand howorganisational culture can impacton organisational behaviour1.1 Analyse the concept of culture to organisations1.2 Compare the traits of power culture, role culture, task culture andperson culture1.3 Evaluate internal and external factors that could influenceorganisational culture, including national cultures2. Be able to understand therelationship betweenorganisational culture, strategy andperformance2.1 Identify values and cultures that encourage behaviours consistentwith organisational strategy2.2 Evaluate personal managerial behaviours that reinforceorganisational values and cultures2.3 Communicate organisational values to the organisation thatmotivate the organisation to apply these values3. Be able to understand the skillsof cultural development3.1 Discuss the tools available to an organisation to identify anddevelop its culture3.2 Devise methods of dealing with messages and behaviours whichare in conflict with organisational values3.3 Determine legitimate strategies and tactics to influence people insupport of organisational values3.4 Evaluate how national differences and cultures can impact ontransferability of organisational structures, systems and processes27/04/2010 17

Leadership Coaching and Mentoring Centre Assessment GuidanceTitle:Leading equality and diversityUnit aim:This unit is about organisational commitment to equality and diversity, and itsapplication and support throughout the organisation.Level: 6 Unit Number: 6004 QCA UnitNumberT/502/2175Credit value: 7 Guided LearningHours30Learning outcomesThe learner will:Assessment criteriaThe learner can:1. Be able to understand thecommitment to equality ofopportunity and diversity1.1 Evaluate the organisation’s commitment to equality of opportunityand diversity1.2 Discuss how behaviour, actions and words, of all members of theorganisation, support the commitment to equality of opportunity anddiversity1.3 Identify organisational and personal responsibilities and liabilitiesunder equality legislation and/or codes of practice2. Be able to understand theapplication of equality ofopportunity and diversity2.1 Describe the organisation’s equality and diversity policies andhow these are communicated within the organisation2.2 Assess the application of the organisation’s commitment toequality of opportunity and diversity2.3 Review the diversity of the workforce against the local and/ornational population and identify areas for review3. Be able to understand the needsof others in relation to equality ofopportunity and diversity3.1 Explain the requirement to understand individuals’ needs, feelingsand motivations, and to take an interest in their concerns3.2 Evaluate the impact of showing respect to others, recognisingtheir value and upholding their rights3.3 Describe the need for integrity, fairness and consistency indealings with individuals3.4 Outline a process for dealing with others whose behaviours,words or actions do not support a commitment to equality ofopportunity or diversity27/04/2010 18