Diploma Qualification In Coaching And . - Personal Summits
Richard BisikerModelling Excellence!Executive Coaching & QualificationsDiploma QualificationInCoaching and MentoringLevel 5Provides the knowledge, skills and confidenceto perform effectively as coaches or mentors.Institute of Leadership & ManagementQualificationLevel 5 DiplomaGetting Your Key PeopleTo The Top Of Their Ability,Performance & ProductivityRegistered Addr: WatersideHouse16 Teveray Drive, PenkridgeStaffordshire ST19 5SW01785 711 102501 International House223 Regent StreetLondon W1B 2QD0207 993 mCompany Reg. No. 4707267Inst. Of Leadership& Management
Diploma in Coaching & MentoringThe most important skill in your key mangers isbeing able to coach the best out of their team The programme is tailored to meet your individual requirements, and is supported byExecutive Coaching to ensure learning is transferred into high performance.Who Is It For: This qualification aims to provide anyone with responsibility for supporting staff with theknowledge, skills and confidence to perform effectively as coaches or mentors as part of their normal workrole.Benefits: It is designed to develop your capability as a coach or mentor to influence, develop and guidethose around you. Using the tools learnt and practiced on the course you will achieve engagement of staff,ownership and insight into personal development and transformational change of those that you coach ormentorThe Programme (4 days): Three days of tutorial support (one month apart) with a blend of guidedlearning, coaching practice and a final portfolio submission. Candidates are introduced to a range ofcoaching tools and techniques as well as assessments to encourage reflective practice. Skills andknowledge learned in the tutorials are further developed with actual coaching in the workplace. Woven intothis is a work-based assignment, structured around designing and building a workplace coaching andmentoring programme.The 3 mandatory units are: Understanding the Skills, Principles and Practice of Effective Management Coaching and MentoringUndertaking Coaching or Mentoring in the WorkplaceReviewing Own Ability as a Management Coach or Mentor*Participants are expected to take around 100 hours of planned and monitored CoachingDiploma In Coaching & Mentoring
Assessment: ILM has an excellent track record of robust qualifications. Their assessment methodologyis diligent and thorough. This level 5 qualification has three assessment methodologies all of which must becompleted to the standards and satisfaction of the ILM Assessor and External Verifier. Work based Assignment A Coaching Diary with records of coaching sessions and reflections A Personal Development Plan and Reflective LogAcademic SupervisionThere are 3 telephone supervision sessions attached to the programme. These are designed to support theguided learning that the participants receive on the tutorials and to support the completion of the assessedelements.Overview of UnitsGroup 1Unit Code8580-5008580-5018580-5028580-503Unit TitleUnderstanding the Skills, Principles and Practice of EffectiveManagement Coaching and MentoringUndertaking Management Coaching or Mentoring in the WorkplaceUndertaking an Extended Period of Management Coaching orMentoring in the WorkplaceReviewing Own Ability as a Management Coach or Mentor*Credit Value** Guided Learning HoursDiploma In Coaching & MentoringLevelCV*GLH**5518551252920537
Title: 1Understanding the skills, principles and practice of effectivemanagement coaching and mentoringUnit guided learninghours:18Learning outcomes (the learner will)Assessment criteria (the learner can)11.1Understand the purpose of coachingand mentoring within an organisationalcontext1.21.32Understand the skills, behaviours,attitudes, beliefs and values of aneffective coach or mentor2.12.22.33Understand the role of contracting andthe process to effectively coach ormentor3.13.23.33.44Understand the principles of effectivecoaching or mentoring in practice andhow to evaluate benefitsDiploma In Coaching & Mentoring4.14.2Define what coaching and mentoring is within thecontext of an organisation and explain thesimilarities and differences between coachingand mentoringIdentify potential individual, operational andorganisational barriers to using coaching ormentoring and develop appropriate strategies forminimising or overcoming thesePresent the case for using coaching or mentoringto benefit individuals and organisationperformanceCritically explore the knowledge, skills, andbehaviour of an effective coach or mentorAnalyse why coaches or mentors requireeffective communication skillsReview the responsibilities of the coach ormentor to manage relationships (including valuesand power) and remain ethical and nonjudgementalReview a model or process which should befollowed when formally coaching or mentoringAnalyse the rationale for and the characteristicsof effective contracting within coaching ormentoringExplain the necessity of exploring theexpectations and boundaries of a coaching ormentoring programme with all stakeholdersJustify the rationale for supervision of coachesand mentors in practiceCritically review the elements required foreffective and integrated coaching or mentoringAnalyse how the benefits of coaching ormentoring should be evaluated
Title: 1Understanding the skills, principles and practice of effectivemanagement coaching and mentoringAdditional Guidance about the UnitIndicative Content:1 2 Definitions of coaching and mentoringDifferences and overlaps of coaching, mentoring, counselling and trainingOverview of therapy and counselling, differentiating between them and coaching andmentoring and identifying the boundariesOrganisational context – vision, mission, size, structure and readiness for coaching andmentoringIndividual and organisational benefits of coaching and mentoringCosts and benefits of coaching and mentoring – financial and personal/social/emotionalAlternative strategies for developing and supporting employees, including different trainingstrategies (long and short courses, in-house and external, distance/flexible/e-learning, etc)Range of formal and informal learning opportunities, their costs and benefits and utility indeveloping particular knowledge and skillsCorporate objectives and the contribution of coaching and mentoring to their achievementOrganisational, operational and individual barriers (time, resources, attitudes, values,ownership, etc) and strategies for overcoming these barriersTechniques for programme monitoring, review and evaluationDifferent perspectives on mentoring and coachingContracting, agreeing the coaching process and frameworkOrganisational context of coaching (senior manager buy in, other related policies andprocedures)Different models of learning style and preferenceThe knowledge, skills and behaviours of an effective coach and mentorModels of coaching and mentoring able to contribute to performance improvement (examplesof models that may be used include: performance coaching/life coaching, GROW Model,Argyris’s double loop learning, Kolb’s learning cycle, Gardner's Multiple Intelligences, MyersBriggs, hemispherical dominance, transformational learning, Johari’s window, NLP, and otherpsycho-social models)Range of learning and counselling services availableLegal aspects of coaching and mentoring (health & safety, equal opportunities, disability, etc)and ethical issues (abuse of power and authority, personal intimacy and sexual harassment)The role of supervision in coaching and mentoringConcepts of power and authority (personal/positional, zero-sum, etc), and power dynamics(especially power relationship between self and client)Cultural issues working with a diverse workforce (gender stereotyping, race, religion andsexuality, etc)Personal beliefs and values, their source and effect on attitudes and behavioursBehavioural traits, their drivers and effect on others (e.g. nature/nurture debate onsex/gender, and differences in cognition and behaviour)Communication theories (e.g. discourse analysis theories, overview of socio-linguistics)Relationship characteristics and contrasts between coaching and mentoring(judgemental/non-judgemental, transactional analysis, etc)Distinguishing the appropriate physical environments for mentoring and coaching, especiallythe need for confidentialityDiploma In Coaching & Mentoring
Title: 13 4 Understanding the skills, principles and practice of effectivemanagement coaching and mentoringProcesses and models for effectively coaching (GROW, ARROW, OSKAR, OSCAR, SkilledHelper etc)Questioning processes and techniques (solution focused, clean etc)Contracting arrangements (stakeholder involvement, 2 way and 3 way contracting)Explaining the purpose, principles, ethics, practice of coaching or mentoring to gainstakeholder understandingDifferent contracts for coaching or mentoring (and different focus of relationship explored atcontracting stage)Goal setting when contractingGround rules for engagement and feedbackContracting timescales and scheduling coaching or mentoring activitySupervision – principles and practiceLinks to contractingCodes of practice (used when contracting to support)Organisational structure, culture and the role coaching or mentoring has supportingperformanceValues, ethics and principles underpinning coaching and mentoringCulture and environments appropriate to embedding coaching or mentoring withinorganisationsSupport for coaching or mentoring internally (policies, procedures, strategies and senior levelsupport)Barriers to coaching and mentoring within organisations (individual, team, operational,organisational)Determining and agreeing strategic objectives relating to coaching and mentoringStandards and indication of competence applicable to coaches or mentorsStandards, indicators and success measures (return on investment and evaluationtechniques) to monitor and evaluate the impact of coaching and mentoring in an organisationDiploma In Coaching & Mentoring
Title: 2Undertaking management coaching or mentoring in theworkplaceUnit guided learninghours:12Learning outcomes (the learner will)Assessment criteria (the learner can)11.1Be able to plan and prepare formanagement coaching or mentoringprogrammes based on identifieddevelopmental needs and goals1.21.32Be able to undertake and record atleast twelve hours of formal coachingor mentoring activity with one or moreclients2.12.22.32.43Be able to reflect and review ownmanagement coaching or mentoringpractice3.13.23.3Diploma In Coaching & MentoringExplain the rationale for coaching or mentoringfor one or more clients and formally agree acontract with one or more clientsIdentify individual developmental needs andagree goals, in line with organisational,divisional and/or team goalsPlan and prepare a short coaching or mentoringprogramme with one or more clients to completea minimum of twelve hours of formal coachingactivityComplete a minimum of twelve hours ofcoaching or mentoring activity with one or moreclientsCritically review your use of a range ofdiagnostic coaching and mentoring tools andtechniquesAssess your ability to build relationships and useeffective communication techniques ofquestioning, listening and giving feedbackMaintain appropriate overview records of goals,discussion and outcomes including progresstowards goalsCollect feedback on own coaching or mentoringpractice on the effectiveness of coaching ormentoring interventions in enabling theachievement of agreed goals and showevidence of this within the coaching / mentoringdiaryReview coaching or mentoring activity andholistically explore this for patterns and personallearning and areas for improvementReflect on own coaching or mentoring practice(including evidence of supervision / tutorialfeedback)
Title: 2Undertaking management coaching or mentoring in theworkplaceAdditional Guidance about the UnitIndicative Content:123Techniques for goal identificationLearning and development outcomes – behavioural, cognitive and emotionalCharacteristics of effective coaching and mentoring plansCriteria for developing coherent and logical order for coaching and mentoring activityLearning and personality preferences characteristics and their assessment – range of learningand personality inventories for individuals and teams available (e.g. Honey and Mumford,Argyris’s double loop learning, Kolb’s learning cycle, Myers Briggs, 16PF, Belbin) – their use andanalysisCoaching and mentoring tools and techniquesModels of coaching and mentoring able to contribute to performance improvement (examples ofmodels that may be used include: performance coaching/life coaching, GROW Model, Gardner'sMultiple Intelligences, Myers-Briggs, hemispherical dominance, transformational learning,Johari’s window, NLP, and other psycho-social models)Recording and monitoring coaching or mentoring activitiesStrategies for coaching or mentoringPlanning principles and practices for coaching or mentoring sessionsMethodologies and criteria for analysing materials and information supporting coaching ormentoring Action planning and reviewStrategies and practices for building effective relationshipsBehaviours to encourage openness, honesty, and trust and their significance in mentoring andcoachingReflection and social interaction as strategies for self-knowledge and improvement – concepts ofthe reflective practitioner, theory and behaviourUse and completion of personal reflection logDiploma In Coaching & Mentoring
Title: 3Reviewing own ability as a management coach or mentorUnit guided learninghours:7Learning outcomes (the learner will)Assessment criteria (the learner can)11.1Be able to assess your own skills,behaviours and knowledge as a coachand mentor1.22Be able to critically review and reflecton the effectiveness of your ownpractice as a coach or mentor2.12.22.32.43Be able to demonstrate how you havedeveloped and how you plan todevelop in the future as a coach ormentor3.13.23.3Diploma In Coaching & MentoringConduct an evidenced assessment analysis ofyour own ability as a coach and/or mentorrelating to knowledge, skills and behavioursUsing this analysis critically review yourstrengths and weaknesses in relation to yourskills, behaviours and knowledge as a coach ormentorCritically review the coaching activity undertakenlooking at the process, patterns and outcomesCritically evaluate your own skills as a coach ormentor focussing particularly on your selfawareness, approach, communication skills, andrelationship managementDiscuss how you ensure your coaching ormentoring is ethical and non-judgementalProvide evidence of reflecting on actualcoaching or mentoring activity by usingexamples and evidenceExplain and reflect on the effectiveness oftutorial supervisionProvide evidence of how you have recorded andlogged your own progress and development asa coach or mentorProvide a linked and relevant plan for yourfuture development for a minimum of the nexttwelve months
Reviewing own ability as a management coach or mentorTitle: 3Additional Guidance about the UnitIndicative Content:1 Skills, abilities, knowledge of an effective coach and mentorModels of reflective practice (e.g. Kolb, critical incidents, arcs of attention)SWOT and PESTLE AnalysisSelf assessment tools and techniquesCoaching and mentoring codes of conduct (e.g. Association for Coaching, EMCC, etc)2 Non-combative challenging strategies to alter inappropriate attitudes and behaviourRecognition of client needs beyond coach’s competence (personal social or psychologicalproblems, learning difficulties or disabilities) and available support servicesNegotiation strategies and techniquesFactors determining workplace relationships – organisational, task and personal – and theirimpact on work performance and the coaching or mentoring processStrategies and techniques for addressing and improving poor personal relationships in theworkplace 3 Verbal and non-verbal communication skills (questioning, listening, analysis of non-verbalcommunication, reflection and summarising skills), in person, by telephone and by emailNature and value of networks, analysis of personal networks and development of networkingskillsManaging self and time to build and sustain networksDiploma In Coaching & Mentoring
Assignment 1 - Task for Unit:Understanding the skills, principles and practice of effective management coaching andmentoringCentre Number:Centre Name:Learner Registration No:Learner Name:TASKThis assignment requires you to demonstrate your understanding of the context in which effective coaching andmentoring operates including the individual and organisational benefits of coaching and mentoring. You should alsobe able to show your understanding of the practical requirements of coaches and mentors operating with managersand professionals within organisations.It is recommended that you include an introduction explaining the organisation (size, structure, and sector) as well asexplaining your own role in order to provide a context to this assignment. If you are not currently working within anorganisation, then you may complete this within an organisation you are familiar. This may include working in avolunteer, charitable or supporting capacity.Note:You should plan to spend approximately 24 hours researching your workplace context, preparing for and writing orpresenting the outcomes of this assignment for assessment. The suggested word count for this assignment is between2500 - 3500 words. However individuals have different writing styles, and there is no penalty if the word-countrange is exceeded.Check your assignment carefully prior to submission using the assessment criteria.Please use the sub-headings shown below whenstructuring your AssignmentThe context of coaching or mentoring practiceConsider in depth the purpose of coaching ormentoring within an organisational environmentincluding exploring the differences between thedisciplines and the benefits and contribution theymay be able to make to organisational performance.The skills, behaviours, attitudes, beliefs andvalues of the coach or mentorThe role of contracting and the process toeffectively coach and mentorDiploma In Coaching & MentoringAssessment Criteria Define what coaching and mentoring is within the contextof an organisation and explain the similarities anddifferences between coaching and mentoring (8 marks) Identify potential individual, operational andorganisational barriers to using coaching or mentoring anddevelop appropriate strategies for minimising orovercoming these (8 marks) Present the case for using coaching or mentoring to benefitindividuals and organisation performance (8 marks) Critically explore the knowledge, skills, and behaviour ofan effective coach or mentor (8 marks) Analyse why coaches or mentors require effectivecommunication skills (8 marks) Review the responsibilities of the coach or mentor tomanage relationships (including values and power) andremain ethical and non-judgemental (8 marks) Review a model or process which should be followedwhen formally coaching or mentoring (8 marks) Analyse the rationale for and the characteristics ofeffective contracting within coaching or mentoring (8marks) Explain the necessity of exploring the expectations andboundaries of a coaching or mentoring programme withall stakeholders (8 marks) Justify the rationale for supervision of coaches andmentors in practice (8 marks)
Understand the principles of effective coachingand mentoring in practice and how to evaluatebenefitsThis section should summarise the previous sectionsto show your understanding of good practice incoaching and mentoring. Critically review the elements required for effective andintegrated coaching or mentoring (8 marks) Analyse how the benefits of coaching or mentoring shouldbe evaluated (12 marks)You should also conclude how coaching ormentoring can be evaluated in order to bringquantifiable business benefits to individuals andorganisations.As part of this document you may include coachingstrategy papers or supporting documents.By submitting I confirm that this assignment is my own workDiploma In Coaching & Mentoring
Assignment 2 - Task for Unit:Undertaking an extended period of management coaching or mentoring in the workplaceCentre Number:Centre Name:Learner Registration No:Learner Name:TASKYou are required to demonstrate practical application of coaching or mentoring in practice within an organisational,managerial or professional role.You should undertake a minimum of 100 hours of formal and contracted coaching or mentoring with six or moreclients, and be able to show how you have reflected on your performance.Note:You should have extended discussions over time with your coaching supervisor (usually the tutor) to assist in yourperformance reflection. You should also collect feedback from those observing your coaching or mentoring sessions.This could include feedback from your supervisor or peers.You should plan to spend approximately 250 hours researching your workplace context, preparing for and writingor presenting the outcomes of this assignment for assessment. The suggested word count for this assignment isbetween 2500-3000 words. However individuals have different writing styles, and there is no penalty if the wordcount range is exceeded.Check your assignment carefully prior to submission using the assessment criteria.Please use the sub-headings shown below whenstructuring your AssignmentPlan and prepare for coaching or mentoringprogrammesProvide evidence of planning, contracting andagreeing coaching or mentoring programmes with aminimum of 6 clients.Undertake coaching sessionsMaintain an auditable diary of coaching records toshow that you have delivered a minimum of 100hours’ coaching and/or mentoring showing that youhave: identified individual development needs andagreed goals for the programme;planned individual sessions and organised thematerials and resources needed to supportthem;delivered and recorded the coaching;reviewed individuals’ progress;critically reflected on your own performancerelating to relationships, tools, techniques andcommunication skills.Reflections on your performance as a coach ormentorDiploma In Coaching & MentoringAssessment Criteria Explain the rationale for coaching or mentoring for aminimum of six clients and formally agree a contract witheach client (4 marks) Identify individual developmental needs and agree goals,in line with organisational, divisional and/or team goalswith each client (4 marks) Plan and prepare for a short coaching or mentoringprogramme with a minimum of six clients (4 marks) Complete a minimum of hundred hours of coaching ormentoring activity with six or more clients (16 marks) Critically evaluate your use of a range of diagnosticcoaching and mentoring tools and techniques (12 marks) Assess your ability to build relationships and use effectivecommunication techniques of questioning, listening andgiving feedback (8 marks) Maintain appropriate overview records of goals,discussions and outcomes including progress towardsgoals (8 marks) Collect feedback from coaching clients and otherstakeholders (if appropriate) on the effectiveness oncoaching interventions in enabling the achievement ofagreed goals (8 marks)
Reflect on and review your performance,informed by feedback from participants andobservers.Use supervision to develop during extendedcoaching or mentoring activityShow how you have used additional support andtutorial supervision to reflect on your practice as acoach or mentor and to evaluate the effectiveness ofthe intervention. Summarise coaching and mentoring activity andholistically explore this for patterns and personal learningand areas for improvement (8 marks) Reflect on and review own coaching or mentoring practice(including evidence of supervision / tutorial feedback) (8marks) Negotiate and agree with coaching supervisor/tutor acontract, and demanding but realistic personal learningand development goals for the hundred hours ofmanagement coaching or mentoring practice (8 marks) Reflect and summarise the coaching or mentoring activitymaking links to the different coaching or mentoringrelationships, activities and challenges (8 marks) Evaluate the impact and effectiveness of the coachingactivity or mentoring activity at an individual andorganisational level (4 marks)By submitting I confirm that this assignment is my own workDiploma In Coaching & Mentoring
Assignment 3 - Task for Unit:Reviewing own ability as a management coach or mentorCentre Number:Centre Name:Learner Registration No:Learner Name:TASKThis assessment requires you to reflect on your performance as a coach and/or mentor.Self awareness is a key characteristic of effective coaches and mentors. You are not expected to be perfect in thisrole, but to clearly demonstrate your own awareness of how well you are performing and what you need to do toimprove in the future.Note:You should plan to spend approximately 22 hours researching your workplace context, preparing for and writing orpresenting the outcomes of this assignment for assessment. The suggested word count for this assignment is between1500-2000 words. However individuals have different writing styles, and there is no penalty if the word-count rangeis exceeded.Check your assignment carefully prior to submission using the assessment criteria.Please use the sub-headings shown below whenstructuring your AssignmentAssess and reflect on own abilities asmanagement coach and/or mentorComplete and evidence summary of your ownabilities as a coach and/or mentor.You should include methods of assessment, toolsand techniques to evidence your analysis. This mayinclude: To reflect effectively you should: Conduct an evidenced assessment analysis of your ownability as a coach and/or mentor relating to knowledge,skills and behaviours (16 marks) Using this analysis critically review your strengths andweaknesses in relation to your skills, behaviours andknowledge as a coach or mentor (16 marks)Feedback on your abilities or performanceas a coach and/or mentor.Evaluations based around some of thecoaching competencies or around yourown identified strengths and weaknesses.Feedback from others (clients,stakeholders, others).Reflection on SWOT and Action Plan.Review the effectiveness of your own practice asa coach or mentor Assessment CriteriaUse the coaching diary to evaluate yourskills as a coach or mentor.Discuss communication skills, relationshipmanagement and ethical considerationswhen coaching or mentoring.Identify your weaknesses / developmentneeds using examples.Reflections on your performance as a mentor orcoachReflect on and review your performance,informed by feedback from participants andDiploma In Coaching & Mentoring Critically review the coaching activity undertaken lookingat the process, patterns and outcomes (12 marks) Critically evaluate your own skills as a coach or mentorfocussing particularly on your self-awareness, approach,communication skills, and relationship management (12marks) Discuss how you ensure your coaching or mentoring isethical and non-judgemental (8 marks) Provide evidence of reflecting on actual coaching ormentoring activity by using examples and evidence (12marks) Explain and reflect on the effectiveness of tutorialsupervision (8 marks)
observers, where available, with a particularemphasis on how well your assessment of yourstrengths and weaknesses was confirmed,what you were able to do to overcome anyweaknesses and build on your strengths andwhat future actions you can take to developyourself further as a coach or mentor. Provide evidence of how you have recorded and loggedyour own progress and development as a coach or mentor(8 marks) Provide a linked and relevant plan for your futuredevelopment for a minimum of the next twelve months (8marks)By submitting I confirm that this assignment is my own workDiploma In Coaching & Mentoring
Customer Profiling1. Understanding the 4 Quadrant Temperaments2. How to recognise them quickly on the phone3. What motivates and de-motivates themUnderstanding the 4 Quadrant Temperaments Establishing rapport means the other person will easily understand what you are trying toconvey, because they are on the same wavelength.The model looks at how each temperament constructs relationships. It shows two differentaspects. The first is represented by the writing on the graph, and shows the personality blends.This means one person having more than one dominant temperament, and what effect thatcombination has, whether your operating from both upper hemispheres, or lower, whether youare both left hemispheres, or right.The second relationship is shown by the key. The arrows show how two different people mightrelate to each other, both having different dominating temperaments, e.g.; lower left quadrantperson to an upper left quadrant person. This is shown by the key at the bottom of the pagewhich represents the arrows in the graph.It is important to recognise each dominant personality has its good points and its bad. Noticethat even though it is difficult to establish rapport with the total opposite temperament, mostsuccessful relationships are actually built upon this.Firstly any positive that you have, if taken too far becomes a negative. A Popular Sanguine has colourful conversation, but if they don't ever stop, it becomesmonopolising, interrupting, and too much exaggerating becomes lying! The Peaceful Phlegmatic, has the easy going nature, but can get so easy going that theydon't go anywhere! They don't care one way or the other, and can become very irritating whenindecisive. Powerful Choleric, is the quick firing decision maker, but too much of that and they get bossy,controlling others and manipulating your answers, that is if they give you a chance!, Perfect Melancholy, the deep thoughtful genius tra
Johari’s window, NLP, and other psycho-social models) Recording and monitoring coaching or mentoring activities Strategies for coaching or mentoring Planning principles and practices for coaching or mentoring sessions Methodologies and criteria for a
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training and can present risks to their coaching business. There are specific coaching niches such as substance abuse recovery coaching or ADHD coaching where the coach has specialized training to address the client's distress and in those circumstances, it may be appropriate for them to begin coaching at this level. 2. Resilience Coaching
Contents. Introduction 2 Part 1: Coaching - the current position 3 Part 2: Defining and demystifying coaching 11 Part 3: The key players in the coaching relationship 18 Part 4: Making the case for coaching 23 Part 5: Preparation and setting the scene 29 Part 6: Choosing the right coach 32 Part 7: Coach selection and matching 38 Part 8: Managing the onward coaching engagement 46
Coaching program flow This is a generic coaching program flow that can be tailored to organisational and individual needs. Typically coaching programs are six months (nine hours of coaching) or 12 months (15 hours of coaching). Coaching Approach Overview and outcomes In my approach, responsibilities are shared. The coachee drives responsibility
P Coaching con PNL. P Los anclajes en la sesión de coaching. P 2019 Niveles lógicos. P Creencias poderosas y limitantes. P Las posiciones perceptuales en la sesión de coaching. P Integrando las técnicas básicas de PNL en la sesión de coaching. Tema 8 14 y 15 de junio de 2019 Coaching en las organizaciones educativas y coaching de grupos y .
P Coaching con PNL. P Los anclajes en la sesión de coaching. P 16 Niveles lógicos. P Creencias poderosas y limitantes. P Las posiciones perceptuales en la sesión de coaching. P Integrando las técnicas básicas de PNL en la sesión de coaching. Tema 8 29 Y 30 DE MARZO DE 2019 Coaching en las organizaciones educativas y coaching de grupos y .
This coaching approach to people management can drive a business to new levels of productivity, delivering significant return on investment. This Professional Diploma in Executive Coaching combines the most effective coaching techniques with a thorough grounding in modern organisational realities to unlock the power a coaching culture can produce.
