Outcome 2
2.1 - Critically explore the knowledge, skills, and behaviour of an effective coach or mentor

Eight Coaching/Mentoring Competence Categories

1. Understanding Self

Demonstrate awareness of own values, beliefs and behaviours, recognises how these affect their practice and uses this self-awareness to manage their effectiveness in meeting the client’s, and where relevant, the sponsor’s objectives

2. Commitment to Self-Development

Explore and improve the standard of their practice and maintain the reputation of the profession

3. Managing the Contract

Establish and maintains the expectations and boundaries of the coaching/mentoring contract with the client and, where appropriate, with sponsors.

4. Building the Relationship

Skillfully builds and maintains an effective relationship with the client, and where appropriate, with the sponsor.

5. Enabling Insight and Learning

Work with the client and sponsor to bring about insight and learning

6. Outcome and Action Orientation

Demonstrate approach, and use the skills, in supporting the client to make desired changes

7. Use of Models and Techniques

Apply models and tools, techniques and ideas beyond the core communication skills in order to bring about insight and learning

8. Evaluation

Gather information on the effectiveness of their practice and contributes to establishing a culture of evaluation of outcomes



Skills required to support a coachee or mentee: 




  • ways to put the coachee/mentee at ease including considerations of: 

    • physical environment, 

    • communication,

    • active listening; 

  • how to help establish priorities; 

  • enabling selection of effective options to meet goals; 

  • exploring with coachee/mentee any difficulties in achieving the action plan; reaching agreement for implementation to commence; 

  • systems for recording summaries, 

  • agreements and interactions; 

  • enabling coachee/mentee to reflect on chosen options; 

  • providing support for the coachee/mentee in implementing the action plan if appropriate;

  • encouraging reflection on options and goals



The  skills  of  an  effective  coach/mentor    


A  good  coach/mentor  needs  to  be  a  skilled  one-to-one  facilitator,  with  the  ability  to  manage  the  process  and  provide  a  set  of  frameworks  that  will  enable  the  individual  to reach a clear plan of action.  























The framework above shows the different styles  of intervention we make with other people. The pure coaching skills are at the right  side of the continuum, allowing the individual to take control of the dialogue  and come up with his/her own way forward. Most of us have years of practice of  telling others what to do; we need far more practice in asking people what they  think they could do. 


What makes a good coach/mentor? 

In addition, there are several things that differentiate excellent coaches from  average coaches.  Excellent coaches/mentors can be recognised for their ABC skills: 

1. Approachable 

2. Build rapport 

3. Challenge 


1. Approachable – Great coaches/mentors have an uncanny ability to make people feel comfortable talking to them. They are genuinely interested in other people’s  views and are able to switch off the ‘judgement button’ when working with  an individual. They make time for people and recognise when people want to  talk something through. Good coaching/mentoring can take either two minutes or two  hours. Effective coaches/mentors can tell what is needed and make the appropriate  time for it. 


2. Build rapport – Excellent coaches/mentors listen carefully for what is said and also for  what is not said. They pick up on the unspoken word as much as the verbal  dialogue, reading cues in body language and eye contact. They use authentic  mirroring techniques. They build rapport by active listening and they are  not afraid of silence, recognising the value of reflection and thinking time.  Most  importantly,  they  work  at  the  pace  of  the  individual,  matching  the  individual’s  own  speed  of  thought,  reflection  and  decision-making.   


3.  Challenge  for  results  –  Coaches/mentors  challenge  people  to  think  out  of  the  box  and  jump  out  of  their  comfort  zones.  They  may do  this  by  asking  deep,  thought- provoking  questions  that  address  the  real  issues  and  barriers,  which  get  in  the  way  of  people  making  a  change  in  their  behaviour, or by offering other expreineces that may shift the thinking (mentors).   ‘Challenging’  does  not  mean  ‘aggressive’  or  ‘abrasive’.  Challenging  questions  are  direct  questions  that  do  not  skirt  around  the  issue.  Good  coaches/mentors  spend  time  looking  at  the  barriers  that  people  will  face  when  trying  to  make  changes  and  help  the  individual  realise  the  obstacles,  in  order  to  find  ways  to  overcome  them.


Coaches/mentors  deliver  results. 

As coaches this  does  not  mean  that  they  have  to  find  the  answers  themselves.  They  deliver  results  by  clarifying  the  end  goal  that  a  person  is  working  towards  and  helping  the  individual  to  develop  a  clear  action  plan  that  will  enable  him/her  to  reach  that  goal. 

As mentors this may be through advice, sugestions and experience.

Both build  in  review  sessions,  if  needed,  to  check  progress  and  work  with  the  individual  to  remove  any  blockers  or  obstacles.  Coaches/mentors  want  to  see  a  change  in  behaviour,  not  just  have  a  cosy  chat  that  makes  someone  feel  better  in  the  short  term  but  does  not  result  in  improved  performance. 


1.1 - Context, definition and difference 

1.2 - Barriers to using coaching 

1.3 - The case for coaching 

2.1  - Knowledge, skills and behaviour

2.2 - Effective communication 

2.3 - Responsibilities to manage relationships

3.1 - Review a model or process 

3.2 - Rationale for contracting 

3.3 - Exploring expectations and boundaries 

3.4 - Rationale for supervision 

4.1 - Review elements required for integrated coaching


4.2 - Analyse how benefits evaluated