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ILM L4 Leadership and Management

Student Module Guide

Training and Coaching

2017-18
Contents
Module Aims and Objectives........................................................................................................................... 2
Tutor Contact and Information ....................................................................................................................... 3
Module Delivery Details .................................................................................................................................. 4
Reading List .................................................................................................................................................... 5
Assignment ..................................................................................................................................................... 6
Module and Assessment Guidance ............................................................................................................... 10
Assessment Regulations................................................................................................................................ 12
Module Evaluation ........................................................................................................................................ 13

Training and Coaching Student Module Guide 1


Module Aims and Objectives

Module Aims

At the end of this module you will be able to develop knowledge and understanding of training and
coaching as required by a practising or potential first line manager. Your assessment will be broken
down into tasks that you need to complete and submit. You must complete all tasks in order to pass
the assessment.

Module Objectives

Learning outcomes (the learner will) Assessment criteria (the learner can)

1.1 Explain how to identify the training needs for


individuals in the workplace

1. Understand how to provide 1.2 Describe training techniques appropriate to


training appropriate to the the workplace
workplace
1.3 Explain how knowledge of different learning
styles can assist when training individuals in
the workplace

1.4 Describe a method of evaluating the


effectiveness of training

1.5 Describe how to maintain training records in


the workplace

2.1 Explain how to identify the coaching needs


for individuals in the workplace
2. Understand how to coach an
individual in an organisation 2.2 Explain how to plan the coaching for an
individual in the workplace

2.3 Explain the importance of feedback in


coaching

2.4 Describe a method of evaluating the


effectiveness of coaching in the workplace

Training and Coaching Student Module Guide 2


Tutor Contact and Information

We offer four levels of support for each module you study:

 Course Site Content


 Live Chat, Webinars and Forums
 Emailing your Curriculum Leader
 Specialist Tutor Support

Information around this process can be found in your programme guide and on the course site. If the
team members below cannot be contacted, you can email sos@ncgdirect.co.uk and another team
member will pick up your enquiry.

Module Information

Module Credits: 2 Credits

Level of Module: Level 4

Version of Module: 1.0 (Apr 17)

Curriculum Leader Information

 Curriculum Leader: Richard Turner

 Email: richard.turner@ncl-coll.ac.uk

 Tel: 0191 2004702

Specialist Module Tutor

 Module Tutor: Paul Noble

 Email: Available when assigned

 Tel: Available when assigned

Training and Coaching Student Module Guide 3


Module Delivery Details

In an online format the sessions below can be worked through at your own pace. Although you could study one session per week, it would be a good idea to
try and study several at a time to leave yourself enough time at the end of the module. The module will have the following live support available:

 Live chat – Each week at either 1:00pm and 2:00pm or 7:30pm and 8:30pm. These will alternate each week.
 Webinar – There will be two webinars held during this module; one in week four and one in week eight and will last an hour (dates will be provided
on your Moodle site via the announcements page)
 Forums – You will be able to post questions on the discussion forums where a member of the team will respond

Content Support Available


1  Identifying when training is an appropriate method to address a development need Live Chat
 Training techniques appropriate to the workplace situation Discussion Forums
 Range of learning styles and their implications for training design Webinar
FAQ’s
 Relevant feedback techniques
Tutorials if required
 Methods to evaluate effectiveness of training
 Appropriate recording systems
 Supervised practice or simulation to develop the ability to apply knowledge and skills

2  Identifying when coaching is an appropriate method to address a development need


 Coaching techniques as appropriate to the workplace situation
 Role of feedback in coaching
 Methods to evaluate effectiveness of coaching
 Supervised practice or simulation to develop the ability to apply knowledge and skills

Training and Coaching Student Module Guide 4


Reading List

There is no official reading list for this module. We do suggest you use the online library and look for
books, articles and journals around the content listed above. Further generic research around the
field of leadership and management would also benefit you.

We do suggest you look to bring in models, concepts, theories and academic discussion into your
assessments as they evidence that you have conducted research around the module and assessment
and applied this to your assessment. Remember that you should be looking at apply these models to
your workplace at every opportunity.

Wakelet

Wakelet allows anyone to assemble collections of links, videos and images on any topic they like.
When researching and bringing in academic sources it would be a good idea to create your own
“Wake” This allows you to drag and drop links to research, studies, texts, articles and videos into your
wake. Wakelet will then save and organise all your research in one place. This should help you when
composing your references and bibliography.

To access Wakelet and to set up your account please click on the link below:

Wakelet

Training and Coaching Student Module Guide 5


Assignment

Your Assessment
Please note you will have to complete all tasks found in this module. The assessment tasks are found
below. Tasks will be set up on Moodle after each online topic and you should look to complete each
assignment task and submit a word document with your answers in.

Window to Submit Between Monday 25th – Friday 29th June 2018


Assessment: (no later than 5pm Friday)
How to Submit: Turnitin via your Moodle site
When I Will Receive My Marks Friday 27th July 2018

Overview

The purpose of this assessment is to develop knowledge and understanding of coaching and training
in the workplace. In completing the tasks below you will need to be clear about the differences
between training and coaching and when it is appropriate to use them. You will need to demonstrate
your understanding of the basic principles of each and how they can be applied in the workplace.

Task 1 - Understand how to provide training appropriate to the workplac e (52 marks)

 Part A - Explain how to identify the training needs for individuals in the workplace (16 marks)
 Part B - Describe training techniques appropriate to the workplace (12 marks)
 Part C - Explain how knowledge of different learning styles can assist when training individuals
in the workplace (12 marks)
 Part D - Describe a method of evaluating the effectiveness of training (8 marks)
 Part E - Describe how to maintain training records in the workplace (4 marks)

Task 2 - Understand how to coach an individual in the organisation (48 marks)

 Part A - Explain how to identify the coaching needs for individuals in the workplace (16 marks)
 Part B - Explain how to plan the coaching for an individual in the workplace (16 marks)
 Part C - Explain the importance of feedback in coaching (8 marks)
 Part D - Describe a method of evaluating the effectiveness of coaching in the workplace (8
marks)

Training and Coaching Student Module Guide 6


Learning Outcome / Section 1: Understand how to provide training appropriate to the workplace

Sufficiency Descriptors
Assessment Criteria (AC) [Typical standard that , if replicated across the whole submission, would produce a referral, borderline pass or good pass Assessor feedback on AC
result]
Referral [ca. 4/16] Pass [8/16] Good Pass [ca. 12/16]
AC 1.1  No explanation given of how  How to identify two training  How to identify a range of
Explain how to identify training needs for individuals in needs for individuals in the different training needs for
the training needs for the workplace are identified workplace is correctly and individuals in the workplace is
individuals in the  Or description is minimal or appropriately explained correctly and appropriately
incorrect or explains how to although the explanation may explained / 16
workplace be limited Pass or Referral
identify just one training need (min. of 8)
Referral [ca. 3/12] Pass [6/12] Good Pass [ca. 9/12] Assessor feedback on AC
 Less than two training  Two training techniques  Several training techniques
techniques appropriate to the appropriate to the workplace appropriate to the workplace
AC 1.2 workplace are described. are correctly and are thoroughly and clearly
Describe training  Two training techniques are appropriately described described in detail which may
merely stated, as opposed to although the description may include, but not be limited to:
techniques appropriate be limited coaching, simulation, e-
described or, if described, are
to the workplace incorrect or minimal or do not learning / 12
relate to the workplace Pass or Referral
(min. of 6)
Referral [ca. 3/12] Pass [6/12] Good Pass [ca. 9/12] Assessor feedback on AC
AC 1.3
 No explanation given of how  A correct and appropriate  A clear, thorough and detailed
Explain how knowledge
knowledge of different learning explanation is given of how explanation is given of how
of different learning styles can assist when training knowledge of different knowledge of different
styles can assist when  A non-specific explanation of learning styles can assist learning styles can assist
training individuals in the different learning styles is given when training, although the when training. Examples may
workplace but it is not related to how explanation may be limited be given of relevant models
knowledge of this can assist such as Honey & Mumford or
when training VAC or similar. Examples of
 A mere outline, as opposed to how these can assist may be
an explanation, is given of how given to enhance the
different learning styles can explanation
assist when training or, if
explained, it is minimal or
incorrect / 12 Pass or Referral
(min. of 6)
Referral [ca. 2/8] Pass [4/8] Good Pass [ca. 6/8] Assessor feedback on AC
 No method of evaluating the  A method of evaluating the  A clear, thorough and detailed
AC 1.4 effectiveness of training is effectiveness of training is explanation is given of a
Describe a method of described correctly and appropriately method of evaluating the
evaluating the  A method of evaluating the described although the effectiveness of training, along
effectiveness of training effectiveness of training is description may be limited with examples from own /8 Pass or Referral
Training and Coaching Student Module Guide 7
merely stated, as opposed to workplace to enhance the (min. of 4)
described, or, if described, it is explanation
incorrect or minimal
Referral [ca. 1/4] Pass [2/4] Good Pass [ca. 3/4] Assessor feedback on AC
AC 1.5
 A way of maintaining training  A correct and appropriate  A thorough and detailed
Describe how to maintain records is merely stated, as Description is given of at description is given of several
training records in the opposed to described, or, if least one method to maintain approaches to maintaining
workplace described, is minimal or training records although the training records, including
 incorrect description may be limited both physical and electronic
 Training records are discussed methods, perhaps enhanced
in general but nothing is given with an outline of own
on how to maintain them company documentation
/4
(min. of 2) Pass or Referral
Section comments (optional): Verification comments (optional):

Learning Outcome / Section 2: Understand how to coach an individual in an organisation

Sufficiency Descriptors
Assessment Criteria (AC) [Typical standard that , if replicated across the whole submission, would produce a referral, borderline pass or good pass Assessor feedback on AC
result]
Referral [ca. 4/16] Pass [8/16] Good Pass [ca. 12/16]
 The coaching of individuals in  An explanation is given of how  A clear, thorough and detailed
AC 2.1 the workplace is discussed in to identify the coaching needs explanation is given of how to
Explain how to identify general but not how to identify for individuals in the workplace identify the coaching needs for
coaching needs although the explanation may individuals in the workplace.
the coaching needs for  how to identify the coaching be limited Examples from own workplace
individuals in the needs for individuals in the may be given to enhance the
workplace workplace is merely stated, as explanation, recognised
 opposed to explained, or, if models such as GROW may
explained is incorrect or be included / 16
Pass or Referral
minimal (min. of 8)

Referral [ca. 4/16] Pass [8/16] Good Pass [ca. 12/16] Assessor feedback on AC
AC 2.2  How to plan the coaching for  A correct and appropriate  A clear, thorough and detailed
Explain how to plan the an individual in the workplace explanation is given of how to explanation is given of how to
coaching for an is merely stated, as opposed plan the coaching for an plan the coaching for an
individual in the to explained, or if explained, is individual in the workplace individual in the workplace and
workplace incorrect or minimal although the explanation may may include an example of an
be limited individual’s coaching plan
/ 16
(min. of 8) Pass or Referral

Training and Coaching Student Module Guide 8


Referral [ca. 2/8] Pass [4/8] Good Pass [ca. 6/8] Assessor feedback on AC
AC 2.3  Feedback in general is  A correct and appropriate  A clear, thorough and detailed
Explain the importance discussed but not its explanation of the importance explanation of the importance
of feedback in coaching importance and/or it is not of feedback in coaching is of feedback is given, perhaps
related to feedback in given although the explanation with examples of the
coaching may be limited usefulness of feedback
 The importance of feedback in
coaching is merely stated, as
opposed to explained or, if /8
explained, is incorrect or Pass or Referral
(min. of 4)
minimal

Referral [ca. 2/8] Pass [4/8] Good Pass [ca. 6/8] Assessor feedback on AC
AC 2.4  A method of evaluating the  One correct and appropriate  A clear, thorough and detailed
Describe a method of effectiveness of coaching in method of evaluating the description is given of One
evaluating the the workplace is merely effectiveness of coaching in methods of evaluating the
effectiveness of stated, as opposed to the workplace is described effectiveness of coaching in
coaching in the described, or, if described, is although the description may the workplace
minimal, inappropriate or be limited /8
workplace incorrect Pass or Referral
(min. of 4)
Section comments (optional): Verification comments (optional):

/ 100
TOTAL MARKS
Assessor’s Decision Quality Assurance Use
Signature of Assessor: Signature of QA:
Outcome (delete as applicable): PASS / Outcome (delete as applicable): PASS /
REFERRAL Date: REFERRAL Date of QA check:

You should refer to this sheet throughout your assessment to provide you guidance for each task and part of the assessment. Your final marks
will be generated from how well you answer the assignment tasks.

Training and Coaching Student Module Guide 9


Module and Assessment Guidance

Module Guidance

To give yourself the best opportunity to complete your assessment and submit on time we
suggest you focus on the following:

Work Utilise the


Research Submit your
through the live chat,
and assignment
course site webinars
Referencing via Turnitin
materials and forums

Work through the course site materials for the module including workbooks, videos, podcasts
and further reading. If you need support, then remember we host a live chat each week and
webinars each month. You also have access to discussion forums to post any questions
regarding the module. Research and referencing is key so make sure you include plenty of
sources and to Harvard Reference them correctly (see course site for guides and videos).
Finally ensure you submit your assessment on time via Turnitin.

Assessment Guidance

Download and attach the submission cover sheet to your assessment

Include a title page with your Student Name, ID, Module Name and Course
Title

Use 1.15-line spacing and 12pt Calibri/Times New Roman typeface.

Provide a full reference and bibliography pages and use the Harvard
Referencing System

Present your work using a good standard of English throughout

Training and Coaching Student Module Guide 10


Structure of Assessment

You will be awarded marks for how the assignment is formatted so it is important to pay
attention to what the assignment is asking you to do. Below we have provided a format for
you to help structure your assessment:

For all ILM assessments these headings and subheadings are provided for you in the
assessment task. Below is an example of a heading and subheading

Submitting my assessment

For every module you study, there is an assessment window in which you will need to:

 Submit any written components of your assessment via Moodle

For ILM assessments your work will be broken down into tasks which need to be completed
and submitted after each topic. So for example you would complete topic 1 – Diagnosing
Problems and then once you have worked through the online content you then work on
completing the assessment task for that section. Once you feel ready to submit this section
then either upload your document or enter your answer into the system and click submit.
More information can be found on your course site under FAQ’s.

Please refer to the date above for your assessment window. You must submit no later than
5pm on the last day of the window. Failure to do so will be classed as non-submission of your
assignments and you could lose marks or even receive a zero grade.

If you require an extension you need to contact your Curriculum Leader who will provide you
with an extension request form. This will need to be completed in full along with supporting
evidence.

Assessment Feedback

You will receive written feedback for your assessment reflecting the contextualised marking
schemes set out in this guide. You should expect to receive your feedback by no later than
the date stipulated in your assessment section. There will also be more generalised feedback
for the group via podcast which will be made available on the course site

Training and Coaching Student Module Guide 11


Assessment Regulations

Assessments Extensions

If you feel you are going to be unable to meet an assessment deadline you need to complete
an extension request form and send this to your Curriculum Leader. You must provide as
much evidence as possible to support your claim, such as a statement from your employer
or medical evidence. If accepted, you will be given up to 5 days after the original assessment
date to submit your work. This process can be used throughout the academic year, as
circumstances require.

The College regards any attempt by a student to gain an unfair advantage in assessment as a
serious academic offence that undermines the academic standards of the College. If
suspected of plagiarism, you will be required to attend either an informal or formal meeting
and if subsequently found guilty, you will receive a penalty, the most serious of which can be
exclusion from the College. Make sure you know how to correctly acknowledge other people’s
work or opinions.

Training and Coaching Student Module Guide 12


Module Evaluation

The college relies on student feedback as a key method of assuring and enhancing the quality
of your learning and teaching experiences. Your feedback is very important to us and we will
invite you to give constructive feedback on the module (this may be formal or informal) at
various points.

This module did not run last year, but your comments during surveys this year will help
develop the course for future students.

Training and Coaching Student Module Guide 13