Unit 700 Understanding the Principles and Practice of Effective Coaching and Mentoring at an Executive or Senior Level Assignment Brief 2026

Unit 8589-700 Assignment Brief

Learning Outcomes and Assignment Criteria

1. Know how to effectively contextualise coaching or mentoring practice at an executive or senior level

Assessment criteria

The learner can:

1.1 Critically compare the strategic purposes of coaching and[1] mentoring at an executive or senior level

1.2 Critically review the organisational:

• context
• strategy
• culture
• conditions

required for effective coaching or mentoring at an executive or senior level

1.3 Critically evaluate alternative learning & development (L&D) methods to coaching and mentoring at an executive or senior level

1.4 Determine the relevant factors which can impact on how coaching or mentoring are integrated effectively at an executive or senior level

Depth

1.1 Rationale for using coaching or mentoring at an executive or senior level. Strategic purpose for using coaching or mentoring at an executive or senior level. Comparison between the strategic purpose of coaching to the strategic purpose of mentoring at an executive or senior level.

1.2 Organisational context (e.g., public sector, SME, voluntary, etc.), strategy (e.g., financial objectives, learning and development objectives, etc.), culture (e.g., tangibles, organisational structure, etc.) and conditions (e.g., organisational climate for change, etc.).

1.3 Different methods to learning and development (L&D) for individuals at an executive or senior level (e.g., training programmes, on-line, on the job, job shadowing, conferences, workshops, etc.). Alternative development methods and their value for executive or senior level staff.

1.4 Organisational policies, procedures which support coaching or mentoring. Commitment to coaching or mentoring from senior management and strategies in place to overcome barriers to coaching and mentoring, choice of coaches (internal or external), change management strategy and champions for coaching and mentoring. Potential barriers to effective coaching or mentoring and strategies to overcome them.

Assessment guidance

The learner must:

1.1 Include a critical comparison of the strategic purpose of coaching to the strategic purpose of mentoring and the rationale for using coaching or mentoring at an executive or senior level.

1.2 Provide a critical review of the organisational context, strategy, culture and conditions required for effective coaching or mentoring at an executive or senior level.

1.3 Critically evaluate at least three alternative learning and development (L&D) methods to coaching and mentoring (e.g., workshops, on-the-job, on-line learning, work shadowing, etc.) Reference key sources for each suggested alternative learning and development method.

1.4 Determine at least four relevant factors which can impact on the effective integration of coaching or mentoring at an executive or senior level.  Factors may include organisational policies and procedures, change management strategies, selection of coaches, etc.

2. Understand the principles and practices required for effective coaching or mentoring at an executive or senior level

Assessment criteria

The learner can:

2.1 Critically analyse the knowledge, skills, behaviours and practices necessary for effective coaching or mentoring at an executive or senior level

2.2 Critically review an effective coaching or mentoring model which can be followed at an executive or senior level

2.3 Justify the importance of reflective learning for own professional practice

2.4 Evaluate the theoretical and practical elements of ethical practice

2.5 Critically review the key elements of supervision and the rationale for its use in coaching or mentoring

Depth

2.1 Theoretical sources are introduced which refer to relevant knowledge, skills, behaviours and practices adopted in coaching or mentoring at an executive or senior level.

2.2 Relevant model suitable for effective coaching or mentoring at an executive or senior level (e.g., CLEAR, GROW, OSCAR, TGROW, etc.).

2.3 Reflection as a practice to support experiential learning and continuous improvement in coaching or mentoring practice. Model of reflective learning (e.g., Kolb, Schön, etc.).

2.4 Relevant model (e.g., business ethics model) of ethical behaviour, including appropriate codes of practice (e.g., ethical framework of a membership body).

2.5 Theory or model associated with the key elements of supervision (e.g., Seven Eyed model).

Assessment Guidance

The learner must:

2.1 Provide a critical analysis of each of the four areas of knowledge, skills, behaviours and practices necessary for effective coaching or mentoring with reference to theory and practice. At least one academic reference must be used for each of the four areas.

2.2 Critically review a model (e.g., CLEAR, GROW, OSCAR, TGROW, etc.) of coaching or mentoring that can be followed at an executive or senior level.  The review must include the effectiveness of the model from at least three different perspectives.

2.3 Justify the importance of reflective practice to understand own coaching or mentoring performance to make improvements in own practice at an executive or senior level.

2.4 Evaluate the theoretical and practical elements (e.g., non-judgmental behaviour) of ethical practice, referencing a relevant model of ethical behaviour and an appropriate code of practice.

2.5 Critically review two or more of the key elements of coaching or mentoring supervision and the rationale for its use.  This review must include a relevant theory or model (e.g., Full Spectrum Model, Seven Eyed Model, etc.).

3. Understand methods for evaluating coaching or mentoring at an executive or senior level

Assessment Criteria

The learner can:

3.1 Critically review methods for evaluating the impact of coaching or mentoring on the individual at an executive or senior level

3.2 Critically review methods for evaluating the impact of coaching or mentoring on the organisation and other stakeholders at an executive or senior level

Depth

3.1 Methods for evaluating the effect of coaching or mentoring on the individual (e.g., Kirkpatrick’s Model, 180° feedback, 360° feedback, self-assessment, etc.).

3.2  Methods for evaluating the impact (e.g., financial returns, Business Scorecard, employee satisfaction, engagement, achievement & retention levels, etc.) that coaching or mentoring may have on the organisation and different stakeholders (e.g., line manager, colleagues, sponsor, KPI’s etc.) and stakeholder needs (KPI’s, people management, engagement, retention, talent management, etc.).

Assessment Guidance

The learner must:

3.1 Undertake a critical review of at least two different methods of evaluating the impact of coaching or mentoring on individuals. This must include an appropriate model such as Kirkpatrick’s Evaluation Model as well as self-assessment and feedback from individuals.

3.2 Undertake a critical review of at least one method for evaluating the impact of coaching or mentoring on the organisation (e.g., employee performance against organisational goals, etc.) and at least one different method for evaluating the impact of coaching and mentoring on other stakeholders (e.g., KPI’s, people management, engagement, retention, talent management, etc.).

Assessment Requirements

This unit will be internally assessed through an assignment brief which is marked and subject to internal and external quality assurance. The assignment brief is provided separately in the appendices.

To pass this unit the evidence that the learner presents for assessment must demonstrate that they have met the required standard specified in the learning outcomes and assessment criteria. The unit will be assessed as pass/referral.

Answer

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