Level 3
Unit No:
Guided learning hours:
28 hours

Assessment Guidance


Unit Learning Outcomes


Understand own role and responsibilities in relation to coaching.

The coaching continuum model by Witherspoon helps to outline the different roles and assists the coachee to identify their learning needs. Short term and long-term goals should be taken account of. It is useful to consider how it may assist individuals or teams to acquire knowledge, skills or change in behaviour or attitude.

Downey’s spectrum of coaching skills model outlines the different skills involved in moving from directive to non-directive approaches.

Skills and qualities for a coaching role:

  • Questioning skills
  • Listening skills
  • Body language
  • Tone of voice

Consider the ratio of speaking and listening at each stage of the process might vary.

Research by Mehrabian which identifies the impact of communication.

The European Mentoring and Coaching Council provides useful guidance in terms of the role of the coach.

Building the relationship:

  • establish ground rules at the outset of each process and explain how you would achieve this with the coachee or mentee.
  • prepare for giving feedback to ensure that it is constructive rather than destructive
  • ensure that sensitivity and confidentiality are maintained.

Assessment Criteria

  • 1.1

    Identify the skills and qualities required for a specific coaching role.

  • 1.2
    Explain how own values, behaviours, attitudes and emotional awareness can impact on the coaching role.
  • 1.3

    Explain the importance of establishing ground rules for engagement and boundaries in a coaching relationship.

  • 1.4
    Explain the importance of acting according to ethical and professional standards in a coaching relationship.
  • 1.5

    Explain ways of building a relationship with a client in a coaching role.


Understand the use of coaching in a specific context.

Benefits of coaching:

  • to individual mentees
  • to teams
  • to organisations

Legal and organisational requirements in a specific context relating to:

  • data protection
  • privacy
  • confidentiality
  • safeguarding and disclosure

Sources of support when the boundaries of own role are met, including the need for appropriate signposting or referral systems to ensure that the coachee’s specific needs are met.

A safe and comfortable environment for the coaching session:

This environment needs to be:

  • Confidential (so that it cannot be overheard by other parties).
  • Accessible
  • Safe and supportive - the room must be of an adequate size but not too big
  • Clean and tidy with enough space to perform any activities that you may decide to incorporate into the sessions.
  • Temperature needs to be comfortable, the seating needs to be appropriate and there should be tea and coffee facilities available.

The environment should be one that promotes comfort and enables the learner to feel at ease.

Assessment Criteria

  • 2.1

    Summarise the benefits of coaching in a specific context.

  • 2.2

    Explain legal and organisational requirements in a specific context relating to:
    • data protection;
    • privacy;
    • confidentiality; and
    • safeguarding and disclosure.

  • 2.4
    Identify sources of support to deal with issues which are outside of own expertise or authority.
  • 2.5
    Explain what constitutes a safe and comfortable environment for a coaching session.


Understand how to identify client goals and outcomes.

Use of models such as GROW and ACHIEVE which can be used to establish clear goals and outcomes at the outset.

In identifying goals, it is important to ensure that they are SMART. Consider how to best determine the most appropriate goals and check that the goals are relevant to individual and team requirements.

Ensuring that clear goals and outcomes have been established, a further part of the model is to assess the individual/team’s current situation or circumstances and their current reality. Consider how to establish short and medium-term milestones to create a sense of achievement and growth.

Clutterbuck’s model which addresses goal setting as part of the opening relationship stage.

Coaching agreement - an agreement regarding how the client and the coach will work together, the things they will pursue in each session and ultimately their overall programme goal. It also ensures an effective, problem-free relationship and, in the event of a dispute, will help resolve it.

In principle, there are three aspects to any coaching contract (Berne, 1966):

Administrative – the logistics and process under which the coaching will take place as well as legal or other considerations including compliance with data protection requirements;

Professional – the objectives of the coaching programme and the roles and responsibilities of the parties; and

Psychological – what the parties expect over and above the explicit expectations set out in the written contract.

Assessment Criteria

  • 3.1

    Describe how to identify and agree outcomes and goals with clients.

  • 3.2
    Explain the role of a coaching agreement.
  • 3.3
    Explain the importance of agreeing with the client records of interaction and progress towards agreed objectives and goals.