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CMI 532: The ability to deliver high quality coaching is central to the role of the Professional Coach regardless of whether they coach within their own organisation: The Role of the Professional Coach, Assignment, CU, UK
| University | Conventry University (CU) |
| Subject | CMI 532: The Role of the Professional Coach |
INTRODUCING ASSESSMENT BRIEF CMI 532-
The ability to deliver high quality coaching is central to the role of the Professional Coach regardless of whether they coach within their own organisation or as an external contractor. Assessment brief CMI 532 has been designed for the Professional Coach to focus on the knowledge, skills, and behaviours required to coach individuals in a manner that engages the coachee, builds trust and supports them to progress towards their goals.
It enables the Professional Coach to explore strategies for managing stakeholder relationships, communicating with impact, problem solving and decision making. It concludes by considering how the Professional Coach can be supported to improve the effectiveness of their practice.
Task 1:
You are required to write a written account entitled:
‘The knowledge, skills and behaviours for delivering professional coaching’
The written account must be presented in TWO (2) sections. It must include well chosen examples and reference to theory/published authors.
1a. The knowledge, skills, and behaviours for delivering effective professional coaching (AC1.1)
You are required to analyse the knowledge, skills, and behaviours for delivering effective professional coaching. The analysis should include reference to a minimum of TWO (2) knowledge areas, TWO (2) skills and TWO (2) behaviours for delivering professional coaching.
Reference must also be made to the professional body competency framework (e.g. APECS: Association for Professional Executive Coaching and Supervision. AOCS: Association for Coaching. EMCC (UK): European Mentoring and Coaching Council. AC: Association for Coaching. ICF (UK): International Coach Federation).
1b. The communication techniques for developing relationships in professional coaching (AC1.2)
You are required to evaluate a minimum of THREE (3) communication techniques for developing relationships in professional coaching.
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Task 2:
You are required to write a report or proposal document entitled:
‘Managing the Coaching Relationship’
The report or proposal document must be presented in THREE (3) sections. It should include well chosen examples and reference to theory/published authors.
2a. Approaches for developing and maintaining relationships with coachees (AC2.1)
You are required to assess a minimum of THREE (3) approaches for developing and maintaining relationships with coachees
2b. Approaches for managing stakeholder relationships (AC2.2)
You are required to evaluate a minimum of THREE (3) approaches for managing stakeholder relationships
2c. Strategies to respond to challenges that impact on coaching relationships (AC2.3)
You are required to recommend strategies responding to each of the following THREE (3) challenges and the impact these have on the coaching relationships:
- Challenges in coach and coachee relationship
- Challenges in the stakeholder relationship
- Challenges in the organisational and/or operational relationship
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Task 3:
You are required to write a written account or briefing paper entitled:
‘Support for Professional Coaches in their coaching role’.
The written account or briefing paper must be presented in THREE (3) sections. It should include well chosen examples.
3a. The reasons for maintaining a record of continual professional development (CPD) (AC3.1)
You are required to justify the reasons for maintaining a record of continual professional development (CPD)
3b. The role of reflective practice in professional coaching (AC3.2)
You are required to analyse the role of reflective practice in professional coaching
3c. The role and purpose of coach supervision for Professional Coaches (AC3.3)
You are required to evaluate the role and purpose of coach supervision for professional coaches. The report must refer to a minimum of TWO (2) types of supervision.
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