ILM Level 3 Unit 300 Understanding Good Practice in Coaching within an Organisational Context (Y/617/2841) Assessment Brief 2026

ILM Level 3 Award and Certificate in Effective Coaching (8585)

Unit 300 Understanding Good Practice in Coaching within an Organisational Context

Learning Outcome (LO 1)

The learner will:

1 Understand effective coaching within an organisational context

Assessment Criteria

The learner can:

1.1 Describe the purpose of effective coaching within an organisational context

1.2 Explain the role and responsibilities of an effective coach

1.3 Identify the skills, knowledge and behaviours required of an effective coach

1.4 Identify how to overcome potential barriers to coaching

Depth

1.1 Definition of coaching, its benefits and uses within an organisational context (which can encompass a range of locations and environments).

Distinguish coaching from other interventions and forms of development (e.g., training, mentoring, counselling, etc.).

1.2 Coaching role and practice (e.g., facilitating learning, development, achievement of goals/potential etc. by enabling the individual to work through their own ideas, solutions).

Coaching responsibilities (e.g., agreeing and managing contracts and arrangements, planning/using appropriate tools and techniques for diagnosis and development, creating a learner focused environment, working ethically/confidentially within boundaries, concluding relationships, recording, engaging in regular supervision).

What can be supported/developed through effective coaching (e.g., goals, learning, personal development, decision making, career development, etc.)

1.3 Coaching skills and knowledge (e.g., communication, listening, questioning, goal setting, record keeping, using coaching tools, techniques and models, ethics/codes of practice, etc.).

Appropriate coach behaviour and attitudes (e.g., non-judgmental, objective, open, honest, encouraging, aware of impact of own values and beliefs).

1.4 Barriers to coaching and strategies to overcome them (e.g., time, facilities, commitment, previous experiences, resources, including barriers for individuals and within a range of contexts, etc.).

Assessment Guidance

The learner must:

1.1 Provide a clear description of effective coaching, its benefits and uses. The learner should situate this within their own organisation or other organisational context familiar to them.

1.2 Clearly explain the role of an effective coach as distinct from other roles (e.g., mentor, trainer, supervisor, etc.) The learner should also explain the responsibilities of the coach throughout a coaching relationship and referencing any boundaries or limitations.

1.3 State and distinguish between the knowledge, skills and behaviour required to be an effective coach within their own or other organisational context. The learner may want to refer to established frameworks and/or recognised standards for coaches.

1.4  Identify two or more potential barriers to coaching relating to the coach, coachee and organisation or working context. For each potential barrier the learner should provide potential ways in which these could be overcome or minimised.

Learning Outcome (LO 2)

The learner will:

2 Understand the importance of effective and ethical contracting in coaching

Assessment Criteria

The learner can:

2.1 Identify methods to initiate a productive working relationship with an individual

2.2 Explain the rationale for and process of contracting in coaching

2.3 Describe what represents safe and ethical practice in coaching

Depth

2.1 Ability to build rapport and trust with an individual (e.g., methods to build rapport, effective questioning and listening, managing conversations and structure of initial contact or approach, coach cv/bio and evidence of coach’s capability/expertise, etc.).

2.2 Effective contracting rationale, process and characteristics (e.g., confidentiality, boundaries, record keeping, data protection/GDPR, timescales/frequency, expectations, stakeholders, organisational policies, relationship building/trust, ethical behaviour/power).

2.3 Legislation, policies/procedures in organisations, codes of practices (e.g., Equality Act, EMCC/AC codes of practice/ethics, relevant organisational policies, and procedures, etc.).

Ethical issues that could arise during the coaching process (e.g., stakeholder involvement, confidentiality, conflicts of interest, non-coaching issues, difference in values, dependency, etc.).

Appropriate and safe coaching environments/coaching media (virtual and physical), health and safety, lone working.

When coaching is not appropriate (e.g., coach or individual frame of mind, unsuitable goals/outcomes, lack of commitment of individual, issues are more suitable for counselling, etc.).

Assessment Guidance

The learner must:

2.1 Identify at least two methods to initiate and build a productive working relationship with an individual. The learner should consider establishing rapport and the building of trust.

2.2 Explain the justification of contracting in coaching and how this process supports safe and ethical coaching practice. The learner should state what a contract should contain and explain the process to achieve successful contracting with the individual and key stakeholders within an organisational context.

2.3 Describe safe and ethical practice in coaching. The learner should consider practical safety, confidentiality and potential conflicts of interests and values. The learner may wish to reference relevant coaching frameworks, codes of ethics or standards.

Learning Outcome (LO 3)

The learner will:

3  Understand the process of effective coaching within their own workplace

Assessment Criteria

The learner can:

3.1 Explain how to manage a coaching process using a recognised coaching model

3.2 Describe a range of coaching tools or techniques that can be used to identify preferences and agree goals or outcomes to facilitate the coaching process

3.3 Explain methods for monitoring and reviewing progress towards goals

Depth

3.1  Coaching models and their use (e.g., GROW/TGROW, OSCAR, ACHIEVE, etc.), ways of using models and processes effectively, strengths and limitations of each.

Coaching processes (e.g., building rapport and trust, goal setting, active listening, questioning technique, proposing, guiding, advising and giving feedback, etc.).

3.2 Coaching tools and resources including diagnostics (e.g., learning styles, assessment tools, competencies, personality profiles, self-assessment tools, visuals, role play, etc.).

Learning styles/learning theory.

Coaching processes (e.g., building rapport and trust, goal setting, active listening, questioning technique, giving feedback, etc.).

3.3 Assessment, monitoring and review methods (e.g., self-reflection, feedback from others, measuring tools for progress/competency/achievement, etc.).

Assessment Guidance

The learner must:

3.1 Explain how to use a recognised coaching model for effective coaching. The learner should identify the strengths and weaknesses of the model and clarify how it can be used to manage the coaching process, supporting with relevant examples or context.

3.2 Describe a minimum of three tools or techniques that can be used to facilitate the coaching process. The learner should include information on ways to assess the needs and preferences of individuals and approaches to agreeing goals and outcomes for coaching.

3.3 Describe two or more methods for monitoring and reviewing progress and consider their relative effectiveness in assessing progress towards and achievement of goals.

Learning Outcome (LO 4)

The learner will:

4 Understand the role of recording, reflection and supervision in coaching within their own practice or other contexts

Assessment Criteria

The learner can:

4.1 Explain the purpose of coaching records for coach and coachee

4.2 Justify the importance of reflective practice and supervision within a coaching context

Depth

4.1 Coaching records, contracts/agreements, diagnostics, plans, session records/coaching diary, coach reflection, coachee records, oral feedback from coachee and others, surveys, written questions.

Use of coaching records for monitoring progress, achievement, reflection, review, coach development and supervision.

Confidentiality, data protection/GDPR.

4.2 Definition of reflective practice (e.g., Kolb, Rolfe, Schön, etc.)

The value of reflection on current and future coaching.

Links to planning CPD.

Definition of supervision, supervision processes/sources of, expectations of coaching associations in regard to supervision.

Assessment Guidance

The learner must:

4.1  Explain the purpose and importance of coaching records. The learner should provide information on the different types of coaching records and their use and consider relevant legislation with regard to confidentiality and data management. The learner could add context with reference to their own organisations’ recording systems.

4.2  Justify the use of reflective practice and the role of supervision in coaching.  The learner may wish to reference relevant coaching frameworks, codes of ethics or standards and their own experience.

Assessment Requirements

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

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

Unit 300 – Assessment Brief

Assessment instructions

General guidance

This is a formal assessment for which the quality and accuracy of your work will be assessed. It is therefore important that you carry your work out to the highest standard you can. You should show how well you know and understand the subject and how you are able to use your knowledge and skills to complete the tasks below.

Tasks context

You may want to relate your answers to an organisation that you work in. If you are not currently working within an organisation, then you may complete the tasks in relation to an organisation with which you are familiar. This could include experience of working in a voluntary capacity.

Conditions of assessment

You must carry out the tasks by yourself. You may research and collect the information you want to use under unsupervised conditions.

Authenticity of work  

The work submitted should be your own work. You must acknowledge any work that is not your own using a recognised referencing notation and present direct quotes from other sources in quotation marks.

You must make a formal declaration of authenticity (ie. that the work is your own). This is a prerequisite for an assessment to take place because no investigation for plagiarism can be carried out without this confirmation.

Types of evidence and word count

A written report is the main way to complete the task. If an alternative assessment method is used (e.g., a presentation, professional discussion, etc.), approval must be gained in advance. Your training provider will need to contact the Quality Team to discuss this.

The suggested word count for this unit is 2,500 – 3,500 words, not including appendices.

You should complete all of the following tasks in the order listed below. Each of the descriptions and explanations given should be detailed, correct and appropriate to your context.

Assignment Tasks

You are about to become an internal coach in an organisational setting or start working as an external coach within one or more organisations.

You have been asked to provide detailed information to clarify what coaching is, its purpose and potential along with information about the coaching role, requirements, processes, tools, techniques, recording systems and standards for best practice. This will provide an opportunity for you to show your knowledge and understanding gained from your learning programme, own experience, study and research.

Provide an answer for ALL of the following tasks:

Task 1

In this task, you are showing your comprehensive understanding of the concept of coaching and what it is to be a coach. You should introduce the rationale for coaching to your organisation by:

1.1 Describing the purpose of effective coaching within the organisation.

1.2 Explaining both the roles and responsibilities of an effective coach within the organisation, setting out clearly what is expected of a coach at each stage of the coaching relationship from initiation to completion.

1.3 Setting out the key knowledge and skills and behaviours that coaches will need to carry out the role effectively.

1.4 Identifying two or more potential barriers to coaching which may be encountered by the coach, the individual(s) being coached and the organisation. You should suggest ways to overcome or minimise the identified barriers within your work setting.

Task 2

In this task, you are showing that you understand how to start and develop effective coaching relationships with individuals and stakeholders as appropriate to your context. You will need to provide details of how and why contracting could take place as well as showing a general good knowledge of what is meant by safe and ethical practices in coaching by:

2.1 Identifying how coaches will commence coaching with an individual from the initial contact and how they will build good relationships in their coaching by building rapport and establishing trust.

2.2 Explaining why effective contracting should take place between coach and the individual and where appropriate stakeholders, including the process of establishing the contract as well as the content and nature of the contract.

2.3  Providing reassurances to the organisation by describing how coaching will be carried out in a safe and ethical environment.

Task 3

In this task, you are showing that you understand how effective coaching can be delivered by using models, tools and techniques to illustrate the various stages in the coaching process by:

3.1 Explaining how to manage a coaching process and proposing a recognised model that is most appropriate to the organisation and the individuals being coached.

3.2 Describing three or more tools and techniques that you propose using to identify individual goals and how they take into account individual preferences and needs. The tools or techniques should be appropriate to the organisation and the individual(s) being coaching.

3.3 Explaining how you propose to monitor and review individual progress towards goals, including a minimum of two methods.

Task 4

In this task, you should show your understanding of the role that record keeping plays during the coaching process referencing any legal considerations. You should interpret the term ‘reflective practice’ and set it within a coaching context. You will need to make the case for coaching supervision and explore ways in which a coach can monitor their own progress by:

4.1 Explaining why coaches are required to document and maintain coach and coachee records paying close attention to ensuring best practice is adopted.

4.2 Justifying why reflective practice and supervision are important within a coaching context, including what may happen if the coach does not reflect or undergo supervision.

Unit 300 Assessment Criteria

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