ILM Level 3 Unit 301 Undertaking Coaching within an Organisational Context (D/617/2842) Assessment Brief 2026

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

Unit 301 Undertaking Coaching within an Organisational Context Assessment Brief 

Learning Outcome (LO 1)

The learner will:

1 Be able to plan and organise a minimum of 6 hours of effective coaching with a maximum of two individuals

Assessment Criteria

The learner can:

1.1 Produce a plan for effective coaching to take place for 6 hours

1.2 Agree appropriate topics, goals and/or outcomes relevant to the context of individual(s) being coached

1.3 Agree an appropriate and confidential contract with individual(s) and other stakeholders

Depth

1.1 Coach/individual planning and preparation for best outcomes (e.g., mental, physical, resources/tools, time, space, etc.).

Coaching environment (e.g., safety, suitability, etc.).

1.2 Relevant areas for coaching as an intervention (e.g., work related goals, learning goals, career aspirations and development, business development, personal development, etc.).

1.3 Types of contract, content of contract (e.g., timescales, expectations, boundaries, etc.).

Contracting process, aligning with organisational policies and/or ethical codes of practice.

Coaching contexts (e.g., virtual, face-to-face, etc.).

Assessment Guidance

The learner must:

1.1 Provide evidence that they have planned for 6 hours of coaching and show how the planning included agreeing the location or approach for coaching, the timing and duration of sessions, considered the goals and outcomes of the coachee and any resources.

1.2 Clearly state the goals and/or outcomes agreed with the individual(s) being coached and how these are relevant to their context.  It must be shown how these were agreed and what processes were followed.

1.3 Provide evidence of an appropriate contract or agreement with individuals (coachees) and any other relevant stakeholders (e.g., their manager or other relevant individuals). They should show that confidentiality has been highlighted and any other aspects of ethical coaching. The full scope of coaching arrangements should be considered.

Learning Outcome (LO 2)

The learner will:

2 Be able to undertake and record a minimum of 6 hours of effective coaching with a maximum of two individuals

Assessment Criteria

The learner can:

2.1 Use diagnostic or assessment tools to effectively coach within an organisational context

2.2 Use a recognised model of coaching during the coaching process which supports the individual to achieve their goals

2.3 Demonstrate the knowledge, skills and behaviours of an effective and ethical coach, including communication techniques of questioning and listening

2.4 Record an auditable coaching process from initial contact to completion

Depth

2.1 Diagnostic or assessment tools, learning styles, SWOT, 360 feedback, etc.

2.2 Coaching models (e.g., GROW/TGROW, OSCAR, ACHIEVE, etc.), ways of using models and processes effectively.

Tools and techniques that enable and empower individual(s) to achieve goals (e.g., use of a coaching model, goal setting activities, visual aids, role play, challenging beliefs, solution focused thinking, etc.).

2.3 Knowledge – for example of a coaching model, and tools and techniques, etc.

Skills – effective communication (e.g., listening, questioning), reflection, using coaching models, etc.

Behaviours – for example fairness, objective, creative, intuitive, calm, empathetic, showing characteristics of integrity, honesty and professionalism, adhering to ethical codes/organisational policies, taking ethical issues to tutorials/supervision, being non-judgmental, etc.

2.4 Record keeping, relevant information (e.g., individual’s progress towards goals, etc.), collecting feedback from individuals, coaching record systems.

Feedback collection processes (e.g., oral, written, questionnaires, individual(s), stakeholder, etc.).

Clear and legible records.

Assessment Guidance

The learner must:

2.1 Provide a minimum of two examples of how diagnostic or assessment tools were used to identify individual needs and show how the tools used are linked to the coaching goals and the agreed outcomes.

2.2 Clearly show they have followed a recognised model to coach individuals and how using this model has supported individuals to achieve their goals.

2.3 Demonstrate that within the coaching process they have used the knowledge, skills and behaviours required of an effective coach. The learner must describe how the communication techniques of questioning and listening were used and show how these contributed to effective coaching. Observations of the learner’s coaching by a supervisor/tutor and any feedback received by the learner may be used as evidence.

2.4 Provide evidence of how they have monitored and maintained records of coaching over the 6 hours coaching from initial contact with coaches through to conclusion.

Learning Outcome (LO 3)

The learner will:

3 Be able to gather evidence of ongoing review of their own coaching practice

Assessment Criteria

The learner can:

3.1 Reflect on each session and identify key learning to support continuous professional development

3.2 Gather ongoing feedback on effectiveness of their coaching for each session and show evidence of this

3.3 Review and evidence own ability to use effective communication skills, including questioning, listening and giving feedback in order to facilitate coaching practice

3.4 Summarise the outcomes of ongoing supervision for a minimum of 1 session of effective coaching to improve practice

Depth

3.1 Reflective practice in coaching. Use of reflective log to reflect to capture learning points and plan for improvement.

3.2 How to analyse feedback for useful information on effectiveness, patterns, process and for planning improvement/future development of coaching.

3.3 Communication skills and techniques (e.g., non-verbal, use of silence, types of questioning, listening, use of feedback, etc.).

3.4 Feedback from supervisor on coaching process, knowledge, skills and techniques.  Use of feedback to improve effective coaching.

Assessment Guidance

The learner must:

3.1 Provide evidence of having undertaken reflection as part of their coaching and highlight the key learning points they have taken from this practice to support their improvement and development as a coach.

3.2 Collect and include ongoing feedback received from individuals, supervisors or other stakeholders about the effectiveness of their coaching across the sessions. Show how the feedback for use in reviewing progress, improvement and development has been considered.

3.3 Show they have reviewed their communication skills, including questioning, listening and providing feedback, in coaching and demonstrate how this has facilitated effective coaching with individuals.

3.4 Provide a summary of supervision sessions over a minimum of 1 session showing the outcomes of these and how this informs their future coaching practice.

Assessment Requirements

This unit will be internally assessed through an ILM set portfolio of evidence which is marked by the centre and is subject to internal and external quality assurance.

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.

Learners will agree with their assessor appropriate evidence which reflects their role and responsibility. Learners can use one piece of evidence to prove their skills across different assessment criteria and/or across different units. It is not necessary for learners to have each assessment criterion assessed with a separate piece of evidence.

Evidence for this unit is likely to come from naturally occurring activities within an organisational setting and may include (but is not restricted to):

• Products from the learner’s work.
• Direct observation of the learner’s performance by their assessor.
• Outcomes from oral or written questioning.
• Personal statements and/or reflective accounts.
• Professional discussion record.
• Authentic statements/witness testimony.

Learners must carry the tasks out individually. Learners may carry out research and collect the information they want to use under unsupervised conditions.

Note: Please ensure confidentiality of the coaching is maintained and care taken to remove anything which may identify an individual. They may be referred to as ‘Client 1’, for example, for assessment purposes.

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