CMI Level 3 Diploma In Coaching And Mentoring Training Course - Liechtenstein

CMI Level 3 Diploma in Coaching and Mentoring Training Course Outline

Our CMI Level 5 Award in Professional Coaching Practice Training Course is thoughtfully structured to meet the 145 Guided Learning Hours requirement, providing delegates with 30 hours of comprehensive course material and 115 hours of interactive e-learning content.

Qualification Level: Diploma

Minimum Credit Value: 37 Credits

The below-mentioned topics will be delivered by our professional instructor in the Online Instructor-Led Training.

Unit 3011V1: Principles, Skills, and Impact of Coaching and Mentoring (CV:7)

Module 1: Principles of Coaching and Mentoring

• Define Coaching and its Purpose
• Define Mentoring and its Purpose
• Role of a Coach
• Role of a Mentor

Module 2: Understand the Skills Required of a Coach

• Communication Skills Required of a Coach
• Need for Sensitivity and Confidentially in a Coaching Relationship
• Methods of Feedback and Support in a Coaching Relationship

Module 3: Understand the Skills Required of a Mentor

• Communication Skills Required of a Mentor
• Need for Sensitivity and Confidentially in a Mentoring Relationship
• Methods of Feedback and Support in a Mentoring Relationship

Module 4: Impact of Coaching on Individual, Team, and Organisational Performance

• Benefits of Coaching for an Individual
• Benefits of Coaching for a Team
• Benefits of Coaching for an Organisation

Module 5: Impact of Mentoring on Individual, Team and Organisational Performance

• Benefits of Mentoring for an Individual
• Benefits of Mentoring for a Team
• Benefits of Mentoring for an Organisation

After completing the instructor-led training, we'll move to our Self-Paced Training to complete the certification.

Unit 3012V1: Coaching and Mentoring for Individual and Team Needs (CV:6)

Module 6: Impact on the Individual and Team Needs of the Coaching Process

• Expected Outcome of the Coaching Process on Individual and Team Needs
• Performance Improvements and Changed Expected from the Individual and Team at the Conclusion of the Coaching Process

Module 7: Impact on the Individual and Team Needs of the Mentoring Process

• Expected Outcome of the Mentoring Process on Individual Needs
• Expected Outcome of the Mentoring Process on Team Needs
• Performance Improvements and Changes Expected from the Individual and Team at the Conclusion of the Mentoring Process

Module 8: Individual and Team Knowledge, Skills, or Behaviours

• Knowledge, Skills, or Behaviours of the Individual and Teams
• Gap Between Current and Expected Performance in Knowledge, Skills or Behaviour of the Individual and Team

Module 9: Stages of a Coaching Process

• Stages of a Coaching Process to Meet Agreed Individual or Team Needs

Module 10: Stages of a Mentoring Process

• Stages of a Mentoring Process to Meet Agreed Individual or Team needs

Unit 3013V1 Coaching and Mentoring Relationships (CV:5)

Module 11: Coaching and Mentoring Relationships

• Learning Styles of the Coachee to be Used in the Coaching Process
• Relationship Between the Mentee and the Mentor to be Used in the Mentoring Process
• Strengths and Opportunities of the Coachee
• Strengths and Opportunities of the Mentee

Module 12: Goals of the Coaching and Mentoring Relationship

• Goals, Timescales, and Ownership of the Coaching Process Performance
• Goals, Timescales and Ownership of the Mentoring Process Performance
• Describe the Support Available to the Mentee and Coachee

Module 13: Possible Barriers to the Coaching Process

• Methods to Overcome Organisational Barriers
• Methods to Overcome Coachee Barriers
• Methods to Overcome Coach Barriers

Module 14: Possible Barriers to the Mentoring Process

• Methods to Overcome Organisational Barriers for Individual or Team Needs
• Methods to Overcome Mentee Barriers
• Methods to Overcome Possible Mentor

Unit 3014V1: Coaching and Mentoring Processes (CV:7)

Module 15: Implementation of the Coaching Process

• Different Methods of Coaching and Training Available to the Coach
• Coaching Opportunities in the Organisational Environment
• Coaching Process

Module 16: Implementation of the Mentoring Process

• Methods of Mentoring Available to the Mentor
• Mentoring Opportunities in the Organisational Environment
• Mentoring Process

Module 17: Reviewing of Progress and Provision of Feedback

• Need for Objective and Constructive Feedback in the Coaching Process
• Need for Exploratory Feedback in the Mentoring Process
• Need for Confidentiality and Ethics in Coaching Sessions
• Need for Confidentiality and Ethics in Mentoring Sessions
• Achievement of Progress and Recognise Success

Unit 3015V1: Completing the Coaching and Mentoring Process (CV:5)

Module 18: Skills of Concluding the Coaching Process

• Coachee Success Against Individual, Team and Organisational Performance Criteria
• Identify Further Areas for Development Through Coaching
• Methods to Recognise Success

Module 19: Skills of Concluding the Mentoring Process

• Mentee Success Against Individual, Team, and Organisational Performance Criteria
• Identify Areas for Development Through Mentoring
• Need to Minimise On-Going Mentee Dependency on the Mentor
• Methods to Recognise Success

Unit 4004V1: Understanding Team Dynamics (CV:7)

Module 20: Differences Between Groups and Teams

• Differences Between a 'Group' and a 'Team'
• Identify the Practical Implications of Differences Between Groups and Teams for the Manager
• Situations When the Formation of a Group and/or a Team would be Necessary

Module 21: Concept of Formal and Informal Group Norms

• Identify the Definitions of Formal and Informal Group Norms
• Evolution of Formal and Informal Group Norms
• Process of Changing Formal and Informal Group Norms
• Value of Formal and Informal Group Norms

Module 22: Group Development and Maturity

• Stages of Group Development and Maturity
• Factors Which Could Influence the Cohesiveness of Work Groups
• Advantages and Disadvantages of Cohesive Work Groups

Module 23: Management of Remote, Displaced, or Virtual Teams

• Advantages of Remote, Displaced, or Virtual Teams
• Disadvantages of Remote, Displaced, or Virtual Teams
• Communication and Leadership Skills Required to Manage a Team