ILM Programme Induction for Level 5 Certificate in Coaching and Mentoring
Induction Outline
Outlining the qualification and the related learner support available
The aim of the ILM Level 5 Certificate in Effective Coaching and Mentoring
Expectations of, and benefits to, the individual and where relevant, their employer
Format of the programme – content, hours, attendance, delivery methods, etc
The assessment requirements, including assessment criteria
Roles and responsibilities of Centre staff, learners and ILM
Learning and study skills, including reference to use of library, internet and any open or online learning to be used
Information on tutorial support, advice and guidance, equal opportunities, appeals procedures, authenticity and plagiarism
Student Membership of the Institute of Leadership of Management and benefits
Institute of Leadership & Management, is a UK-based provider of leadership, management, and coaching qualifications and training and is part of the City & Guilds group
Provides Qualifications, ILM offers qualifications at various levels, including Levels 2–7, which are structured as short Awards, mid-range Certificates, and comprehensive Diplomas
Develops Skills, Their focus is on developing skills in leadership, management, and coaching to help individuals and organizations achieve growth and success
Promotes Best Practices: Through qualifications and resources, ILM promotes effective management processes and best practices in the workplace.
https://www.i-l-m.com/
Coaching and Mentoring ethos
Coaching and mentoring qualifications that help shape the careers of talented individuals, designed to develop the behaviours, strategies, and techniques to effectively Managers with coaching and mentoring responsibilities that create an excellent foundation for a career in development or as an independent coach and mentor. Learners will carry out supervised coaching and mentoring sessions and review and plan professional development
Encourage new perspectives and provide innovative solutions
Improve management performance
Support conflict resolution
Improve communication and interpersonal skills
Increase confidence and motivation https://www.i-l-m.com/learning-and-development/coaching-and-mentoring-qualifications
Level 5 Certificate in Effective Coaching and Mentoring
This qualification is for managers and those with significant responsibility for effective coaching and mentoring as part of their daily role within an organisational context. Also ideal for individuals who wish to move into a development role or start a career as a coach or mentor
Benefits for individuals
Be able to assess your own skills, knowledge and behaviours as a coach and mentor
Know how to manage the coaching or mentoring process within an organisational context
Deepen your understanding of how the organisational context can affect coaching or mentoring
Plan, deliver and review your coaching and mentoring
Plan your future development in coaching or mentoring
Level: The level of the unit indicates the level of complexity, autonomy and/or range of achievement expressed within the unit
Learning Outcomes: Each unit is divided into learning outcomes. Learning outcomes describe what a learner should know, understand and/ be able to do at the end of a programme
Assessment Criteria: Each learning outcome is articulated by its assessment criteria, which are descriptions of what the learner is expected to do to demonstrate that that learning outcome has been achieved. Every assessment criterion contains a verb that states specifically what the learner must do to satisfy the assessment criterion and links to the complexity and autonomy of the qualification level. For example, if the criterion required a learner to ‘describe’ something it would be insufficient to merely ‘identify’ it. Assessment criteria are a regulated component of units and, as such, they must be used exactly as written by ILM. They MUST NOT be altered, nor can any assessment criteria be omitted
Depth: The depth or indicative content of the unit (see Appendix 1) identifies the range of topics, theories and models that ILM believes should be covered by a learner journey and lesson plan to enable the learner to achieve the unit. Indicative content can be useful for an assessor when judging the relevance, appropriateness, or correctness ofa learner’s piece of work
Level 5 Certificate in Effective Coaching and Mentoring
*Age restrictions
ILM cannot accept any registrations for learners under 18 as these qualifications are not approved for under 18s.
Summary of assessment methods
Qualification contain both knowledge-based and skills-based units, which are assessed internally and subject to internal and external quality assurance
Unit 8588-500, Understanding the Skills, Principles and Practice of Effective Coaching and Mentoring within an Organisational Context: Assignment – Externally set by ILM
Unit 8588-501, Undertaking Effective Coaching or Mentoring within an Organisational Context: Portfolio – Externally set by ILM
Unit 8588-503, Reviewing Own Ability as a Coach or Mentor within an Organisational Context: Reflective Journal - Externally set by ILM
To achieve a pass for either qualification, the learner must pass three mandatory units. Unit specific assessment guidance is included within each unit.
Unit 500 Understanding the Skills, Principles and Practice of Effective Coaching and Mentoring within an Organisational Context
Credit Value – 6 GLH – 20
Unit Aim: This unit aims to provide learners with an understanding of the skills, principles and practice required for effective coaching or mentoring within an organisational context
Learning outcome (LO 1)
The learner will:
1 Understand the purpose of coaching and mentoring within an organisational context
Learning outcome (LO 2)
The learner will:
2 Understand the knowledge, skills and behaviours required to be an effective coach or mentor
Learning outcome (LO 3)
The learner will:
3 Understand the importance of effective contracting and management of the coaching or mentoring process
Unit 501 Undertaking Effective Coaching or Mentoring within an Organisational Context
Credit Value – 6 GLH – 20
Unit Aim: This unit aims for the learner to undertake a minimum of 18 hours of effective coaching or mentoring within an organisational context plus a minimum of a 1-hour meeting with their supervisor. The learner will be able to identify areas for improvement through feedback and ongoing review
Learning outcome (LO 1)
The learner will:
1 Be able to plan and prepare effective coaching or mentoring within an organisational context
Learning outcome (LO 2)
The learner will:
2 Be able to undertake and record at least 18 hours of effective coaching or mentoring with a minimum of 2 and a maximum of 3 individuals
Learning outcome (LO 3)
The learner will:
3 Be able to demonstrate and evidence ongoing reflection and review of own coaching or mentoring practice
Unit 503 Reviewing Own Ability as a Coach or Mentor within an Organisational Context
Credit Value – 5 GLH – 10
Unit Aim: This unit aims for the learner to holistically review on their ability to perform effectively as a coach or mentor within an organisational context
Learning outcome (LO 1)
The learner will:
1 Be able to holistically review their ability to perform effectively as a coach or mentor within an organisational context
Learning outcome (LO 2)
The learner will:
2 Be able to develop a plan for their future professional development in coaching or mentoring
Unit 500 - Assignment Brief ‘example’
Assignment tasks (example)
You have been asked to present a report on the business rationale for Coaching and Mentoring, within either your organisation or one that you are proposing to work in, to the Senior Management Team (SMT). This report will help the SMT to further develop their understanding of the role of Coaching and Mentoring and its benefits to individuals, teams and the organisation as a whole.
There are some potential factors which would reduce the chance of success and the SMT has requested you to set out strategies for addressing how these potential factors can be addressed so that a successful programme can be achieved.
A written report is the main way to complete the task. If an alternative assessment method is used (e.g., a presentation, professional discussion, etc.), approval must be gained in advance from the Centres Quality Team.
The suggested word count for this unit is 4,000 to 5,500 words, not including appendices.
Portfolio assessments
The qualification requires it, learners to hold the evidence of how they meet assessment requirements in a folder, file or electronic portfolio which is referred to as a ‘portfolio of evidence’
The portfolio is supported by an assessment record identifying the learning outcomes and assessment criteria that have been met. This should further include recording of coverage of supporting assessment criteria ‘scope’ or ‘range’ where this is specified. Evidence produced by candidates must be valid, sufficient, reliable, authentic and current and relate directly to specific assessment criteria
Learners can also use the same evidence to confirm their knowledge, skills and understanding across different assessment criteria and/ or across different units or components, often referred to as ‘holistic’ assessing.
Please refer to relevant qualification and/ or assessment documentation for acceptable types of evidence
These may include, but are not limited to:
• observation notes/ feedback
• witness statements
• reflective accounts
• professional discussion
• learner responses to questions (oral or written)
As you begin your vocational programme, it’s important to understand the support systems and expectations in place to help you succeed.
The key principle VARCs is used to assess the quality and trustworthiness of the evidence you submit during your vocational part of your standard.
- Validity, evidence clearly shows that you have the knowledge, skills, and competence required for a specific unit or task. It must match the criteria you are being assessed against.
- Authenticity, means it was created or performed by you, not copied or completed by someone else
- Reliability, evidence is consistent and can be trusted to give an accurate picture of your ability
- Currency, evidence shows that you have the required skills and knowledge now, not just in the past
- Sufficiency, evidence must fully meet the requirements of the unit, not just part of it
BPN are committed to providing a learning environment that promotes equality, diversity, and inclusion. Every student has the right to be treated fairly, with respect and without discrimination regardless of race, gender, age, disability, religion, sexual orientation, or background.
Before, during, and after your programme, you will have access to impartial advice and guidance. This may include support in choosing the right modules, planning your career pathway, or exploring further education opportunities.
Throughout your course, you will have access to tutorial support. This includes regular one-to-one with your tutor to discuss your progress, set goals, address any learning concerns, and support your personal and professional development. Your tutor is your first point of contact for academic and pastoral support.
If you disagree with an assessment decision or feel you have been treated unfairly in any part of your learning journey, you have the right to appeal. Our appeals procedure is designed to ensure transparency and fairness. Full details of how to appeal, including timeframes and steps to follow, will be provided in your student handbook or via our web-site.
Artificial Intelligence (AI) guidance from the Joint Council for Qualifications (JCQ)
ChatGPT and other forms of AI could be used by learners. To support centres, the JCQ (of which City & Guilds is a member) has shared guidance to help avoid misuse.
While the potential for learner AI misuse is new, most of the ways to prevent or mitigate the risks of misuse are not.
BPN already have established measures in place to ensure that learners are aware of the importance of submitting their own independent work for assessment and for identifying potential malpractice.
• Explain the importance of learners submitting their own independent work
• Ensure that assessors are familiar with AI tools and their risks
• Ensure that learners acknowledge the use of AI when used
• Explain that misuse of AI tools is malpractice
Centre quality assurance roles and responsibilities
Head of Centre: The Head of Centre is the person responsible for the overall management of the centre, including the maintenance of standards and ability to meet our quality assurance requirements
Internal Quality Assurer (IQA): IQAs monitor the work of all assessors involved with a particular qualification to ensure they are applying the standards consistently throughout assessment activities. They ensure the consistency of the assessment decisions/judgements that have been made and ensure that these are valid
Tutor / Assessor: Are responsible for delivering qualification assessments and making valid, consistent assessment judgements. They ensure that assessments are administered in line with our published requirements and assessment documentation. Responsible for the delivery of knowledge and the tutorial support of learners
Affiliateship of the City and Guilds of London Institute
On successful completion of the qualifications, you will be awarded the prestigious designation of Affiliateship of the City and Guilds of London Institute and will be able to use the post-nominals
AfCGI after their names. Learners will receive a digital certificate confirming their designation.
