Unit 701 Undertaking Coaching or Mentoring at an Executive or Senior Level Assignment Brief 2026

Unit 8589-701 Assignment Brief

Learning Outcomes and Assignment Criteria

LO1 – Be able to agree and establish a contract to coach or mentor individuals at an executive or senior level

Assessment Criteria

The learner can:

1.1 Agree and establish a coaching or mentoring contract that meets individual and stakeholder requirements at an executive or senior level

1.2 Establish and build effective coaching or mentoring relationships with individuals at an executive or senior level

Depth

1.1 Practical application of the contracting process (e.g., individual, peer and group). Mutually agreeable contract that details commitment and expectations of all stakeholders (e.g., other individuals within the organisation) and intended outcomes. Needs and goals of individuals set within their own organisational context. Process and tools for goal identification and setting (e.g., learning styles, SWOT, 180° feedback, competency measures, etc.).

1.2 The nature of coaching or mentoring relationships at an executive or senior level. Importance of coach’s credibility, trust, confidentiality, duty of care and boundaries. Commitment and expectations of all stakeholders and intended outcomes.

Assessment guidance

The learner must:

1.1 Provide evidence of how a mutually agreeable coaching or mentoring contract has been agreed and established which meets individual and stakeholder requirements at an executive or senior level. Provide evidence about how this has been captured and how needs and goals of individuals have been agreed and set within their own organisational context by exploring where the client is now and where they want to be in relation to their goals.  This can be supported through use of tools and processes (e.g., learning styles, SWOT, 180° feedback, competency measures, etc.).

1.2 Discuss and provide evidence of building relationships with a minimum of 2 or maximum of 3 clients at an executive or senior level.  Ensure that the nature and purpose of the coaching or mentoring programmes are discussed along with how sessions have been initiated and planned.  Consider the importance of the learner’s credibility as a coach, trust, confidentiality, duty of care and boundaries.

LO2 – Be able to plan, deliver and review 20 hours of coaching or mentoring at an executive or senior level with a minimum of 2 and a maximum of 3 individuals.

Assessment criteria

The learner can:

2.1 Plan 20 hours of effective coaching or mentoring at an executive or senior level

2.2 Undertake 20 hours of effective, individual coaching or mentoring at an executive or senior level

2.3 Summarise the outcomes of on-going individual or group supervision for a minimum of 4 hours in total

2.4 Maintain appropriate auditable records of planning, coaching or mentoring, supervision and observation activities

2.5 Critically reflect on the effectiveness of the coaching or mentoring undertaken after each session, including feedback from supervisor and client, in order to identify areas for improvement in own coaching or mentoring

Depth

2.1 Planning principles and practices for effective and challenging coaching or mentoring sessions (e.g., clear timescales and outcomes, liaison with stakeholders, consideration of organisational context, available resources, arrangement for monitoring and evaluation, etc.).

• The types of relationships, reflecting on initiation, ongoing relationships and closure.
• Dealing with contractual challenges and troubleshooting (e.g., client non-attendance, lack of client commitment.
• Theories and models of coaching or mentoring (e.g., diagnostics tools, relevant models of leadership and management, etc.)
• Prepare documentation for coaching or mentoring practice.

2.2 A minimum of 20 hours need to be held on sessions in total.

Effective sessions should include:

• Psychological dimensions when coaching or mentoring individuals.
• Characteristics of effective coaching or mentoring sessions.
• Use of appropriate levels of coaching or mentoring tools and techniques and diagnostics (e.g., MBTI, psychometrics, emotional intelligence, leadership and management models, etc.).
• Recording and monitoring coaching or mentoring activities.

2.3  Summary records completed by the coach or mentor, which may be supplemented by the supervisor’s records.

• Supervision can be either with an individual or as part of a group.
• Benefits of individual and group supervision.
• The benefits of peer coaching or mentoring.
• Rationale and process for setting up and managing peer coaching or mentoring arrangements.

2.4  Maintenance of records to show planning, coaching or mentoring, supervision and feedback. These should be documents or videos/audios that are completed for each client, showing the coaching or mentoring journey from the outset to the final outcomes. Codes of practice guidelines, GDPR, etc.

2.5  Identification of strengths, areas for improvement and patterns of behaviour as a coach or mentor.

• Application of coaching or mentoring processes.
• Reflection on coaching or mentoring methods used.
• Techniques for seeking, accepting and analysing feedback from others.
• Competency assessment and competency frameworks (e.g., EMCC, AC, IIC, etc.).
• Continuous professional development (CPD) and manage own continuous improvement and personal development.
• Use of reflective logs, video diaries, audio diaries etc. and ongoing continuous development plans.
• Models of reflective learning are introduced.
• Different perspectives on coaching or mentoring.
• Nature and value of feedback in developing the reflective practitioner (e.g., Schön, Argyris, etc.).

Assessment guidance

The learner must:

2.1 Provide evidence that demonstrates how planning for 20 hours of effective coaching or mentoring at an executive or senior level has taken place for a minimum of 2 and maximum of 3 clients. Show how the coaching or mentoring relationship with individuals and key stakeholders was initiated. Explain the steps carried out to contract and set goals with each client, as well as which evaluation tools would be used.

In exceptional circumstances and where all other options have been exhausted, a coach or mentor may be permitted to work with a fourth individual in order to complete the required number of hours. The centre should keep a record of the reasons that the Learning Outcome of maximum 3 individuals has not been met and the options that have been considered before resorting to this solution.

Exceptional circumstances may include:

• Client wishes to end the relationship.
• Long term ill health of the client or someone they care for.
• The coach terminates the contract as the terms have been breached
• Coaching is no longer appropriate (to prevent a breach of the Global Code).
• Client leaves the organisation.

Other options to consider might be:

• Using another existing client as the 3rd.
• Starting afresh with a new 3rd client.
• Hold a review with the other 2 clients and see if they would like further coaching.

These lists are not exhaustive. If you would like to discuss options prior to making a decision, please contact your EQA.

2.2 Provide evidence of undertaking and recording effective coaching or mentoring at an executive or senior level. This should include key characteristics of effective coaching or mentoring sessions such as date and duration, aim or topic of the session and how it links to goals in the contract. Also include appropriate coaching or mentoring tools and techniques and diagnostics used (e.g., MBTI, psychometrics, emotional intelligence, models of leadership and management, etc.) List key points agreed options and outcomes and maintenance of accurate records for 20 hours of coaching or mentoring.

2.3 Participate actively in supervision or group supervision and summarise the outcomes for a minimum of 4 hours in total. This is in order to seek feedback and advice on own performance as a coach or mentor.

2.4 Records should be maintained of planning, coaching or mentoring activity (e.g., a diary covering each session showing key points and each client’s progress), supervision record (e.g., a summary of outcomes of supervision), feedback from client and stakeholders and a reflective log.

2.5 Maintain a reflective log that is completed after each session based on own knowledge of coaching or mentoring and relevant competency frameworks, which takes into consideration the feedback from the client and any observation or feedback from own supervisor. The critical reflection should include own skills, knowledge and behaviours and each client’s progress against goals in order that own areas for improvement can be captured and actioned for the next session.

Assessment Requirements

This unit will be internally assessed through a 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.
• Organisational context including own goals.
• Contracting process, including stakeholders and the use of authentic evidence.
• Agreeing learning goals for a maximum of 3 clients and 18 hours of coaching or
• Using a range of diagnostic tools in coaching or mentoring sessions.
• Using a range of coaching or mentoring tools and an analysis of their value.
• Use of L&M models that assist the client’s understanding and knowledge.
• Using types of questioning and listening skills, non-verbal behaviours.
• Ethical framework and considerations for being non-judgemental.
• Record keeping for all activity and maintenance of confidentiality.
• Feedback evidence from coaching or mentoring clients and evaluation of findings.
• Supervision evidence and records of sessions.
• Ongoing reflection and review of coaching or mentoring activity summarising the current status.
• New learning and areas for improvement.
• Planning with measurable outcomes.

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 / mentoring 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.