APPLICATION GUIDES
Northern Ireland Coaching and Mentoring Guidance September 2009
NORTHERN IRELAND
Northern Ireland Coaching and Mentoring Guidance
Contents 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
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Northern Ireland Coaching and Mentoring Guidance
Introduction Coaching and mentoring for employers in the lifelong learning sector is gaining greater importance, not just in Northern Ireland and the UK, but right across Europe. This year at the European Mentoring and Coaching Council’s 16th Annual Conference on Coaching and Mentoring the extensive and celebrated speakers, facilitators and workshop demonstrators from across the world gathered together to show what significant growth and demand we have across all of our organisations for this expertise and development. Within Northern Ireland, we celebrate the success of one of our most esteemed learners, Trevor Woods, a joinery apprentice from County Fermanagh, who brought home a coveted bronze medal from the WorldSkills competition in Calgary. We also celebrate the success of his tutor and his college, the South West College, who assisted this qualified apprentice in beating some of the best young skilled people in the world to win the medal at the biggest skills based competition in the world. He competed as part of the 26 strong UK WorldSkills team which won, in total, nine medals.
Lifelong Learning UK has been funded by the Department for Employment and Learning to work with employers, particularly within further education and work based learning, to establish Northern Ireland Coaches of Excellence in 2010. As part of this project Lifelong Learning UK has completed this guide on coaching and mentoring with signposts to relevant qualifications and guides. It also details research, guidance and documents all relevant to coaching and mentoring to assist our Northern Ireland employers in establishing Coaches of Excellence.
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Northern Ireland Coaching and Mentoring Guidance
1. Executive summary
4
1.1
Lifelong Learning UK has been commissioned by the Department for Employment and Learning in Northern Ireland to establish Coaches of Excellence within the lifelong learning sector, but in particular, further education colleges and work based learning employers. As part of this project, Lifelong Learning UK has completed this guidance on coaching and mentoring to help assist with this process, and to gain knowledge and understanding of qualifications, training and good practice that already exists throughout Northern Ireland and the UK in relation to the embedding and successful provision of coaching and mentoring.
1.2
The project was undertaken due to research findings from the Lifelong Learning UK Stage 5 Agreed Collaborative Plan, completed in May 2008, which recognised that ‘continuing professional development across the constituencies represented by Lifelong Learning UK is vital’. In addition to this, there is evidence to suggest a skills gap in relation to coaching and mentoring exists within employers in the lifelong learning sector.
1.3
The research also recognised that there are examples of good practice within the sector however 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 coaching and mentoring standards. Lifelong Learning UK in Northern Ireland is now working with further 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 personal planning and professional development framework (CPD Engage), to drive and record staff training and quality improvement, underpinned by National Occupational Standards. Gaps were identified in coaching and mentoring. For employers who identified training gaps through the use of CPD Engage, phase two of this pilot project includes funding provision to complete this training.
1.6
Extensive research carried out by Lifelong Learning UK has revealed a whole host of training and development opportunities for coaching and mentoring. Some qualifications in coaching and mentoring are already on the Qualifications and Credit Framework and many development opportunities are available through organisations such as the Chartered Institute of Personnel and Development.
1.7
Within Northern Ireland, access to these qualifications is somewhat difficult as many are based in England and would require extensive support and funding to complete. However, detailed in the good practice within this report there may be scope to consider the development of a coaching and mentoring qualification to be developed by and for Northern Ireland employers to further assist and develop NI Coaches of Excellence. The University of Ulster has some provision for coaching and mentoring qualifications and this may be explored further as part of this project.
1.8
There is further potential for Lifelong Learning UK, in conjunction with the sector, to develop the benefits of coaching and mentoring with existing and future qualifications frameworks, particularly with a European focus. This would meet Lifelong Learning UK’s wider strategy within Northern Ireland to develop the action plan and meet the priority skills 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 coaching and mentoring meetings, take place across Northern Ireland to assist in the establishment of NI Coaches of Excellence, also that in preparation for WorldSkills, two events are held for Northern Ireland employers to develop their skills, knowledge and expertise in preparation for such competitions, with agendas to be decided by employers and facilitated by Lifelong Learning UK.
1.10 An end of project report will be completed to detail the way forward for the NI Coaches of Excellence. This will also need to look at the long term options for Lifelong Learning UK to build on what has been achieved both in terms of delivery and sector engagement by the project.
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2. Background
6
2.1
Research in Northern Ireland has indicated a need for employees in the Lifelong Learning sector, particularly in further education colleges, to consider the role of coaching and mentoring. As we all prepare for WorldSkills 2011, Lifelong Learning UK is working with further 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 lifelong learning sector. It is responsible for the professional development of over one million people working in further education, community learning and development, higher education, work based 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 occupational competence for those employers whose primary purpose is the delivery and support of learning. Therefore its role is pivotal to enabling the skills supply system to increase in quality and capacity to meet skills challenges across the UK.
2.4
This project meets the needs and priorities of Lifelong Learning UK Northern Ireland as evidenced in the Lifelong Learning UK Stage 5 Agreed Collaborative Action Plan. Lifelong Learning UK identifies an aspiration that the lifelong learning workforce in all four nations, and across all constituencies, has access to an integrated continuing professional development framework.
2.5
The Lifelong Learning UK Stage 5 Agreed Collaborative Plan recommends that continuing professional development across the constituencies represented by Lifelong Learning UK is vital. One of the collaborative solutions in the action plan is to ‘develop an integrated continuing professional development framework and model for the lifelong learning sector where appropriate’. This plan recognises that there are examples of good practice within the sector, 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 and Learning’s Skills Strategy for Northern Ireland: Success Through Skills (2004) stressed the necessity to increase skills levels and improve participation in training and education across all sectors. This also lines up with the recommendations from the Department for Employment and Learning’s strategy report ‘Leading ...to Success: Management and Leadership Development Strategy and Implementation Plan’ (June 2007) which includes a theme specifically centred on improving skills levels of managers across the voluntary and community sector, public sector (including further education) and the civil service.
Northern Ireland Coaching and Mentoring Guidance
3. Coaching for excellence The following section summarises the findings of the Lifelong Learning UK Coaching for Excellence project, completed in October 2007, which outlined potential ways forward to support the WorldSkills agenda through the use of coaching and mentoring standards. In this section the term training manager or ‘coach’ often refers also to the role of the teacher, tutor or trainer, as it is sometimes the case that the role of coach is carried out as part of the wider teaching remit. This terminology relates only to this section of research as the current Lifelong Learning UK project focuses on developing NI Coaches of Excellence within further education colleges and work based learning organisations. 3.1
In October 2011 the biannual WorldSkills competition will be held in London. Hundreds of highly skilled young people (aged 18-22) from across the world will come together for four days of intense skills competition. The UK Skills has set itself high targets for this event determined to come fifth overall and win 15 medals. This would be a substantial improvement on our success to date. To achieve this there needs to be a step change in the number and quality 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 or coaches who prepare young people for competition. As evidence from the sports world shows, 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 provide comprehensive training so that our young people enter the world stage with the best possible preparation. Below this level there is no formal coaching infrastructure. There are no guidelines, courses or continuing professional development to equip teachers, tutors and trainers with the requisite coaching skills set.
3.3
In 2007, through a mix of primary and secondary research, Lifelong Learning UK looked at the skills set needed by coaches in order to train competition entrants effectively, and what excellence looks like. The project, which was sponsored by UK Skills and supported by the Skills for Business Network, now (UKCES) and the Alliance of Sector Skills Councils, was led 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 are currently seen as being world class coaches and looked at a range of courses and units available relating to skill competitor preparations.
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Northern Ireland Coaching and Mentoring Guidance
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 an excellent 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 examples are given later in the report.
3.7
The Coaching for Excellence project was led by Lifelong Learning UK with the support of SummitSkills 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 (hereafter referred to as ‘coaches’) of former and current competitors in vocational skills competitions and 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 learners participating in regional, national and WorldSkills competitions is considered excellent and thus standards rise and the proportion of competitors gaining favourable places in international skills competitions is improved.
3.8
The project was primarily based on research into the current qualifications, skills and personal 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 skills competitions were also contacted in order to gain an idea of skill sets at this level of coaching, as it is recognised that the route to success in WorldSkills often begins with the training received for competitions at a UK level.
3.9
The research brief included contacting coaches in countries with a successful track record in WorldSkills competitions, to investigate whether there are any effective training programmes for coaches that could inform this work.
3.10 The specific skills and training needs of coaches have been identified, along with any other areas of support that they feel would improve their ability to carry out the role.
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Northern Ireland Coaching and Mentoring Guidance
3.11 The scope of the work included a report, recommendations and an action plan that met the following 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 in English, although some French and German versions have been sent out to international contacts. It is recognised that it was very difficult to contact international coaches for their input into the project and as such, a broad comparison between training and preparation of UK 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 skills competitions. Over its 50 year history, WorldSkills has come to symbolise the pinnacle of excellence in vocational training. The UK track record in these international competitions is 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 the UK government sees this as an opportunity to reposition and raise the profile of vocational skills. Part of this includes plans to expand Skills Competitions within the UK, making them part of the normal activity undertaken by many vocational learners. In 2011, UK Skills wishes to enter more categories and have a larger proportion of winners. To achieve this step change, UK Skills is working with partners to expand current competitions and develop new ones at a local, regional and national level. These new competitions could be focused on WorldSkills events not currently entered by the UK, or new ones designed for a wider range of learners (not just the young elite). 3.15 The majority of entrants into skills competitions are further education college students from establishments where particular coaches show an interest in the competitions, recognising their impact on the quality of the learning experience for highly skilled learners. Coaching of competitors is also undertaken within organisations that support the training of learners in vocational 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 practical knowledge will be brought to bear in preparing learners for skills competitions. Skills competitions typically have regional and then national heats and a shortlist of successful candidates 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 months before WorldSkills where the entrants are chosen. They have a further period of competition preparation with their training manager, including training courses provided by UK Skills. The training manager will hone the skills found within the competitions, whilst the UK Skills programmes include team building and general competition preparation.
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Northern Ireland Coaching and Mentoring Guidance
3.16 If the UK is to achieve its objective of widening skills competitions both in terms of quantity and quality, there needs to be a similar growth in the number of coaches who can provide excellent support to learners entering competitions. The structure of support available to coaches, and their access to training, will impact on the quality of the work of the training managers. For many coaches this will be a new skill set. 3.17 The project aimed to identify best practice in training skills competitors through determining the key factors that affect coaching performance. 3.18 A questionnaire was designed to ascertain the qualifications, skill sets and attributes of coaches of skills competition entrants. This was sent to 36 WorldSkills training managers and four assistant training managers that were responsible for training, or assisting in the training of UK competitors taking part in WorldSkills 2005 and 2007. In addition, the project team contacted a further 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 currently available to coaches, along with the specific coaching training that UK Skills and Brathay, an existing private training provider, provide for training managers in the two year preparation period for WorldSkills. Further consideration was given to training exercises such as ‘Assessing your coaching capability’ from the Chartered Institute of Personnel and Development, which provides a checklist of areas which successful coaches should consider in their role. Through this work it has been recognised that training and development within the coaching role typically falls into 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 the availability of training units and courses against the training/support needs as identified through the results of the Coaching for Excellence questionnaire.
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Northern Ireland Coaching and Mentoring Guidance
3.20 It has been recognised that Brathay are currently working with UK Skills and Cumbria University to propose a modular MA course in Performance Excellence. This course is likely to address many of the key areas outlined on the previous page, but as it is in the early stages of development, it has not been included in the matrix. Consideration of this course in relation to the 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 of this 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 their trainee’s previous competition achievements, with eleven coaches mentioning this as an indicator. Table 6.4(a): Skills determined as successful for coaching WorldSkills 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 their experience of the competition environment and knowledge of how to prepare a trainee formed a significant part of their success: “Success over a number of years with WorldSkills (and) effort in preparation – skill scanning/auditing to 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’. Explains the benefits of developing higher order skills in career progression opportunities.”
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Northern Ireland Coaching and Mentoring Guidance
3.23 The skills mentioned here were found to fall into a ‘competitive skills’ category. Through analysis of the coaches’ success criteria in this section of the questionnaire, the specific skills identified as crucial to the coaching role were categorised as shown below. It is recognised that some 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; selfawareness; 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 WorldSkills coaches and those coaching at national and regional level. The sample of responses here were fairly small because 12 WorldSkills coaches chose not to answer this question.
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Northern Ireland Coaching and Mentoring Guidance
3.25 Four WorldSkills coaches and four national/regional coaches provided responses here. They felt they needed further training in the following areas: Table 6.1(a) Training needs of coaches WorldSkills coaches
National/regional coaches
1. How to instil self-belief, competitive ability and confidence.
1. Technical skills
2. Improvement on current skills and industrially specific training
2. Motivational skills
3. Personal stress management and time management
3. Ability to see potential and help develop it
4. Guidance on encouraging total commitment from competitors
4. Teaching and coaching style for competition
3.26 In addition to the specific skills requirements noted by coaches, additional information was gained through the questionnaire which pointed to further support needs. It was recognised by those that contributed additional information that their ability to perform effectively in the role of coach would be enhanced through these support needs being met. Table 6.1(b) Support needs of coaches WorldSkills coaches 1. A greater network of support/training for each competitor
National/regional coaches 1. All of the national/regional coaches identified 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/industrial knowledge in order to carry out this role successfully. The coaching/mentoring units that are currently in existence support the development of some of these skills. However, there was acknowledgement by the majority of coaches that they needed to support their trainees in developing a competitive attitude in order for them to perform effectively within skills competitions. This echoes the findings of the Learning and Skills Development Agency paper ‘From Competence to Excellence: developing excellence in vocational skills’, in which it was recognised that ‘the real difference lay in the personal skills used in competition by students’ (LSDA, 2003).
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Northern Ireland Coaching and Mentoring Guidance
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 and mentoring, as the existing qualifications referred to above are being reviewed they may also change in scope. An update will be available in the near future.
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Northern Ireland Coaching and Mentoring Guidance
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 on Level from the Chartered Institute of Personnel & Development. Other qualifications and training opportunities Further 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
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Northern Ireland Coaching and Mentoring Guidance
6. Chartered Institute of Personnel and Development Further to the training and qualifications offered through the Chartered Institute of Personnel Development, other resources are available, including the following:
Coaching toolkit The coaching toolkit is divided into a series of units which take you through the whole process of setting up a coaching programme in your organisation, from the initial process of winning buy-in to the final review and evaluation of the benefits gained.
Coaching in organisations report This report summarises the initial findings of Chartered Institute of Personnel and Development (CIPD) research into coaching provision in UK organisations undertaken in collaboration with the Ashridge 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 internal coaching offers • some early conclusions about good practice.
Coaching books/DVDs Coaching at the sharp end: The role of line managers in coaching at work Explores coaching as a style of management and how it contributes to the effectiveness of line managers 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 the set of goals, roles and relationships, processes, development activities and evaluation approaches that make 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
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7. European Mentoring and Coaching Council code of ethics This section contains the code of ethics from the European Mentoring and Coaching Council (EMCC). Introduction The EMCC has been established to promote best practice and ensure that the highest possible standards are maintained in the coach/mentoring relationship, so that the coach/mentoring environment provides the greatest opportunity for learning and development. Purpose This ethical code sets out what the clients and sponsors can expect from the coach/mentor in either a coach/mentoring, training or supervisory relationship and should form the starting point for any contract agreed. All members of the EMCC accept the principles and aims of the EMCC. The EMCC recognises that members may not always maintain these ethical principles and has therefore agreed a process by which breaches of the code by a member can be reported and investigated. This is referred to later in this document. A copy of this ethical code should be given by all EMCC members to their clients at the contracting phase. Terminology The term ‘coach/mentoring’ is used to describe all types of coaching or mentoring that may be taking place, both in the work environment and outside. The EMCC recognises that there will be many types of coach/mentoring taking place and these will need to be defined when more detailed standards are produced. The term ‘client’ denotes anyone using the services of a coach/mentor. We believe the term ‘client’ is interchangeable with any other term that the parties to the coach/mentoring relationship might be more 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’, the individual 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/mentor is overseen and advice/guidance sought. The terminology is the same, but the process may differ in significant ways from that undertaken in other professions, such as psychotherapy and counselling. The code The coach/mentor must acknowledge the dignity of all humanity. They must conduct themselves in a way which respects diversity and promotes equal opportunities. It is the primary responsibility of the coach/mentor to provide the best possible service to the client 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 personal responsibility.
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The European Mentoring and Coaching Council (EMCC) ethical code covers the following: • Competence • Context • Boundary management • Integrity • Professionalism
Competence The 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 of ethics and any standards that may subsequently be produced
c.
Develop and then enhance their level of competence by participating in relevant training and appropriate continuing professional development activities
d.
Maintain a relationship with a suitably-qualified supervisor, who will regularly assess their competence and support their development. The supervisor will be bound by the requirements of confidentiality referred to in this code. What constitutes a ‘suitably-qualified’ supervisor is defined in the EMCC’s standards document.
Context The coach/mentor will: a.
Understand and ensure that the coach/mentoring relationship reflects the context within which the coach/mentoring is taking place
b.
Ensure that the expectations of the client and the sponsor are understood, and that they themselves understand how those expectations are to be met
c.
Seek to create an environment in which client, coach/mentor and sponsor are focused on and have the opportunity for learning.
Boundary management The coach/mentor will:
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a.
At all times operate within the limits of their own competence, recognise where that competence has the potential to be exceeded and where necessary refer the client either to a more experienced coach/mentor, or support the client in seeking the help of another professional, 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 nature to arise through the coach/mentoring relationship and deal with them quickly and effectively to ensure there is no detriment to the client or sponsor.
Northern Ireland Coaching and Mentoring Guidance
Integrity The coach/mentor will: a.
Maintain throughout the level of confidentiality which is appropriate and is agreed at the start of the relationship
b.
Disclose information only where explicitly agreed with the client and sponsor (where one exists), unless the coach/mentor believes that there is convincing evidence of serious danger to the client or others if the information is withheld
c.
Act within applicable law and not encourage, assist or collude with others engaged in conduct which is dishonest, unlawful, unprofessional or discriminatory.
Professionalism The coach/mentor will: a.
Respond to the client’s learning and development needs as defined by the agenda brought to the coach/mentoring relationship.
b.
Not exploit the client in any manner, including, but not limited to, financial, sexual or those matters within the professional relationship. The coach/mentor will ensure that the duration of the coach/mentoring contract is only as long as is necessary for the client/sponsor
c.
Understand that professional responsibilities continue beyond the termination of any coach/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 and other 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 and accurately explained to potential clients and that no false or misleading claims are made or implied in any published material.
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Northern Ireland Coaching and Mentoring Guidance
Breaches of the code European Mentoring and Coaching Council (EMCC) members must at all times represent coaching and 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 breach of 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. Complaints will be dealt with according to the EMCC’s ‘Complaints and Disciplinary Procedure’. EMCC members will 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 4QF or e-mail: info@emccouncil.org 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 acting in an unethical manner and, failing resolution, will report that colleague to the EMCC.
8. Subject learning coaches A programme designed to transform teaching, training and learning in selected subjects by developing and supporting subject learning coaches, and by providing subject specific learning materials: http://www.subjectlearningcoach.net/
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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 employers in the lifelong learning sector in Northern Ireland to help support and develop the NI Coaches of Excellence.
9.2
Evidence does suggest that given the extent of information available on coaching and mentoring in Northern Ireland and across the UK, further consideration must be given to developing advice and guidance on how to use the resources available more effectively to assist our coaches, 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 may be needed to progress the ideal of NI Coaches of Excellence, and this will be discussed further as we complete the induction and coaching and mentoring clinics planned until the end of March 2010.
9.4
Currently Lifelong Learning UK is managing a coaching and mentoring skills assessment, which will be available soon and may determine the future function of the role and scope of National Occupational Standards in relation to coaching to mentoring.
9.5
Lifelong Learning UK has previously completed a scoping study on the range of coaching and mentoring activities in the lifelong learning sector in England that are aimed at the professional development of the managers and staff, primarily those in teaching roles. We may be able to further utilise this work in the development of the work required for Northern Ireland to establish NI Coaches of Excellence.
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10. Recommendations 10.1 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 our emerging NI Coaches of Excellence. 10.2 The information contained in this guidance is to form a platform for discussion with employers in the lifelong learning sector, in particular within further education colleges and work based learning establishments. We hope to develop, in partnership with employers support and guidance 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 the future for all our learners. 10.3 It is recommended that some future discussion and consideration is given to the development of coaching and mentoring qualifications which would sit as stand alone modules for continuing professional development on the Qualifications and Credit Framework.
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Northern Ireland Coaching and Mentoring Guidance
Appendix 1 Contacts directory
The Association for Coaching A leading independent, non profit-making professional body aimed at promoting best practice and raising 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 institute has 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 coaching and mentoring through discussion with the institute.
International Coaching Council An internationally recognised coach training accreditation body and a global workplace coaching industry group.
International Coach Federation An international professional association for personal and business coaches, the federation has over 800 members in the UK.
International Mentoring Association Originally established in the USA in 1987, the association is now a ‘a worldwide network of dynamic individuals 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 practice in mentoring and coaching across Europe. The council registers five types of member; individual, organisational, provider, academic and association.
The Mentoring and Befriending Foundation Provides 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 sector and across government.
Scottish Mentoring Network A best practice sharing organisation, one of the principal aims of the Scottish Mentoring Network is to ensure the continuing development and quality of provision of mentoring in Scotland. Membership of the Scottish Mentoring Network is aimed primarily at networks, organisations and groups rather than individuals.
Worldwide Association of Business Coaches A professional body dedicated exclusively to business coaching, its mission is to develop, advance and promote the emerging profession of business coaching, worldwide.
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NORTHERN IRELAND
Lifelong Learning UK
Email: northernireland@lluk.org Information and Advice Service: 020 7936 5798
www.lluk.org Ref: S&Q/NI/09 2009/01
RW10/09/3676
BELFAST 2nd Floor, Midtown Centre, 25 Talbot Street, Cathedral Quarter, Belfast, BT1 2LD Tel: 02890 823 630