What Is Coaching

Student Name:

Student Number: ASSESSMENT BOOK 2 Facilitate Change through Life Coaching LCC402A Published by: Life Coaching Institute (Aust)

All Case Histories in this text are presented as examples only and any comparison which might be made with persons either living or dead is purely coincidental Assessment Book 2 – Facilitate Change through Life Coaching

First Edition, January 2013 Copyright ownership: Life Coaching Institute (Aust) Pty Ltd ACN 099 379 352

Life Coaching Institute (Aust) Locked Bag 15 Fortitude Valley QLD 4006

This book is protected by copyright and may not be reproduced or copied either in part or in whole nor used for financial gain without the express approval in writing of the owner (Copyright ownership: Life Coaching Institute (Aust) Pty Ltd ACN 099 379 352) of the copyright. Assessment Book 2 – Facilitate Change through Life Coaching Contents PREAMBLE

SECTIONS

Section 1: Prepare for Life Coaching

Section 2: Formulate Goals

Section 3: Formulate Action Plans

Section 4: Implement Action Plans 7

Section 5: Maintain Goal Achievement 46

Section 6: Close the Coaching Relationship 4

3 Unit Title

LCC402A: Facilitate Change through Life Coaching Unit Purpose

This unit introduces the Life Coaching model and focuses on applying the model to facilitate coachee change. The process of Life Coaching is examined from the development of goals to assessment of the effectiveness of the life coaching plan. Suggested Hours

Although everyone will work at their own pace, we suggest you allow approximately 62 hours to complete this unit competently, including readings, tutorials, seminars and any practical activities. Content

Implementing the Life Coaching Model, including: 1. Preparing for Life Coaching 2. Formulating Goals 3. Formulating Action Plans 4. Implementing Action Plans 5. Maintaining Goal Achievement 6. Closing the Coaching Relationship Prerequisites

There are no prerequisites for this unit.

1. Assessment This assessment book with any additional assignments should be submitted to the Life Coaching Institute upon completion. The submission options are as follows:

. Hard copy (via post) If you are submitting your work in hard copy, please ensure you write clearly in blue or black pen (no pencil please). Failure to submit clean, legible assessment books will unfortunately result in these being returned to you, unmarked. If possible, please type any assignments that you attach to the assessment book.

Should you need more space to complete activities, please attach another page to the relevant activity and ensure any additions are clearly marked at the top of the page with: . Your name . Student number . The unit code and title . Section number and title . The activity number your answer refers to.

4 Please take a copy of your Assessment Book and any other attachments (in case of loss in the mail) and return the completed Assessment Book to the following address:

Life Coaching Institute Locked Bag 15 Fortitude Valley QLD 4006

. Email If you have downloaded an electronic version of the Assessment Book from the LCI website, email your completed Assessment Book as an attachment to [email protected]. Ensure you have completed all the activities in the Assessment Book and entered your name and student number on the first page. Time Frame

The recommended time frame for Unit 2 – Facilitate Change through Life Coaching, is 2 weeks.

5 Thank you for choosing to study with the Life Coaching Institute. Best Wishes!Unit Outcomes

Upon completion of this unit, you should be able to:

LCC402A – FACILITATE CHANGE THROUGH LIFE COACHING

Element Performance Criteria

LCC402A/01 1.1 Describe the life coaching model Prepare for life 1.2 Define the steps of the life coaching model to structure coaching a coaching interview 1.3 Clarify and confirm the values of the coachee to establish a clear vision LCC402A/02 2.1 Formulate the coachee’s goals Apply the life 2.2 Measure the coachee’s current baseline situation coaching 2.3 Establish progress milestones model 2.4 Formulate and document an action plan for goal achievement 2.5 Implement and monitor plans for goal achievement 2.6 Apply strategies for maintaining focus and motivation

LCC402A/03 3.1 Monitor progress toward goals Assess the 3.2 Identify and address barriers to change effectiveness of 3.3 Modify action plans in accordance with progress the life 3.4 Document achievement of goal/s coaching 3.5 Implement strategies to maintain goal achievement model 3.6 Explore opportunities for future development

Range Statement The Range Statement provides information about the context in which the unit of competency is carried out. It allows for different work practices and work and knowledge requirements as well as for differences between organisations and sites. The following variables may be present for this particular unit:

Steps of the life coaching model include: . Define . Measure . Formulate . Implement . Assess . Monitor

Values may include: . Personal identity . Achievement . Intimacy . Play and creativity . Search for meaning . Compassion and contribution 6 Goals may include: . Career . Financial . Education . Stress management . Self confidence . Sports performance . Work performance . Health and wellbeing . Relationships . Life skills

Baseline situation may include: . Financial situation . Health condition . State of employment . Family or relationship circumstances . Level of performance . Self concept

Barriers to change may relate to: . Communication . Personal limitations . Motivation . Self-limiting beliefs . Resources . Support mechanisms

Strategies to maintain goal achievement may include: . Regular monitoring . Recording progress . Documenting achievements . Building on goal 2.

7 3. About the Icons The following icons are small graphics used throughout the Assessment Book to describe certain activities that you will need to undertake.

Self-Evaluation Assessment Exercise

Audio tape Simulation

Refer to your readings Video

Reflect on this topic Written task

Review/revise Tip

Practical Exercise Research

8 Section 1 PREPARE FOR COACHING

ACTIVITY 1 1.1 How does the coach create an effective, facilitative coaching relationship?

a) By focusing on strengths, displaying unconditional positive regard, and using active listening and observation.

b) By using communication techniques, disputing the coachee’s irrational beliefs, and using empathy.

c) By using active listening and observation, being congruent, and by getting emotionally involved with the coachee.

d) By understanding that the coachee is unable to resolve their difficulties, by being congruent, and by focusing on the coachee’s strengths.

e) By displaying unconditional positive regard, by using empathy, and by focusing on the coachee’s weaknesses.

Your answer:

1.2 How does a facilitative environment benefit the coachee?

ACTIVITY 2 2.1 Name and describe the six (6) steps of the Life Coaching Model. 1)

2.2 In the following example, which step of the Life Coaching model the coachee is working in? (please check the correct box) a) Patrick works in finance and has been attending coaching sessions to improve his career prospects. Patrick’s ambition is to complete a two week course to further his career.

Define

Measure

Formulate

Implement

Assess

10 Maintain

b) Sally has started to leave work on time everyday so that she can spend two hours each evening working on a novel she is writing.

Define

Measure

Formulate

Implement

Assess

Maintain

ACTIVITY 3 3.1 Why is it important to clarify the values of the coachee?

3.2 A goal that is in line with a coachee’s values is more likely to be reached than a goal that is not consistent with a coachee’s values. The following activities show how values might impact, either positively or negatively, on an individual’s ability to achieve his or her goals. a) Belinda’s goal is to be a nurse. The course she wants to take is rigorous and most students do not have time for a social life. Belinda values fun and doesn’t want to engage in any activities that are not fun. How do you think this value will impact on Belinda’s goal attainment?

11 b) Tim’s goal is to complete a university degree. He believes that a good education is essential to a successful career. How will this value impact on the achievement of his goal?

3.3 Hudson (1999, Reading 2.6) has identified six (6) core values. Name and describe them. 1)

3.4 Do you think all people share the same core values, regardless of background? Explain.

3.5 Review the list of common values below and select the five (5) that you consider most important. Consider which values serve as guides for how you behave, or as components of a valued way of life. If any of your top five values are not on this list, you may include them on your list of top five values.

Tip: Your answers to this activity will not be assessed; however, evidence that you have completed it is required.

Adventure Friendships Responsibility Achievement Fun Respect for individual

13 Affection Reputation Growth Arts Self-reliance Having a family Challenging Service Hard work problems (to others, society) Honesty Change and variety Security Innovation Communication Self-respect Intellectual status Concern for others Spiritual Life Love, Romance Contentment Status Leadership Cooperation Success Money Creativity Teamwork Personal Growth Development Tolerance Progress Ethical practice Trust

Write down your top five (5) values:

The Exploring Common Values activity has been adapted from Grant, A., & Greene, J. (2004). Coach yourself: Make real changes in your life. (2nd ed.). London: Pearson Education Limited.

3.6 Having completed this activity, consider your number one value. How does this value relate to your past decisions? Specify one (1) decision that it may have influenced.

14 15 3.7 Values Continuum Using the key provided, tick the column on the right that best describes your belief about each of the statements in the left hand column.

Tip: Be completely honest in answering this activity. Your answers will not be assessed; however, evidence that you have completed the activity is required.

SA A N D SD Strongly Agree Neutral Disagree Strongly Agree Disagree

16 Statements SA A N D SD

I think everyone wants to change.

Some people just cannot change their lives.

I feel dissatisfied even if I am successful.

I like to be in charge of people.

I have trouble trusting others.

I like being centre of attention.

People must be hard-working.

People need to want to change to achieve their goals.

I’d rather figure it out for myself than ask for help.

I want a career to earn lots of money.

My family means everything to me.

I don’t like people who work all the time.

I need to feel respected in the workplace.

I don’t like confrontation.

I like it when people give me encouragement.

I always put the needs of others ahead of my own.

I want to be financially secure when I’m older.

3.8 Do you think the Values Continuum would be a useful tool in the coaching process? Why/why not?

3.9 Case Study Darren has worked as a labourer for twenty years. He is married to Rebecca and they have two children, aged seventeen and fifteen. He has come to you for coaching because he wants to do something different with his life. He has been thinking about going to university to study engineering but is unsure that this is what he really wants. a) List two (2) questions that you could ask Darren to ensure information from each of the core values is obtained.

Personal Identity 1)

Achievement 1)

Intimacy 1)

Play and Creativity 1)

Search for meaning 1)

Compassion and Contribution 1)

3.10 Of the methods you have used to identify values (exploring common values, values continuum, and questioning), what method would you prefer to use with your coaching clients? Give a reason for your answers.

ACTIVITY 4 4.1 In your own words, what is a vision?

18 4.2 Why is it important to work with the coachee to establish a clear vision of the future?

4.3 In this activity, we will look at some of the issues that are important to you and work towards developing a personal vision statement.

Read through each question and write down what comes to mind.

Tip: This is a vision clarification exercise. Your responses will not be assessed so be as honest as you can. However, evidence that you have completed the exercise appropriately is required.

a) Are you happy with your fitness level? Is there an area that you would like to improve?

b) Do you like to study, read, and learn about things? If so, what would you like to learn more about?

19 c) Do you like to spend most of your free time with friends or are you happier by yourself? Describe.

d) What three (3) things would you do if you won the lottery?

e) Are you satisfied with your career/work life? Is there anything you would like to achieve?

f)What are you good at? What would you like to improve on?

20 g) What do you like to do? What would you like to stop doing or do less of?

h) In five (5) years time where would you like to be in life?

This activity should have given you a sense of how to establish a vision. Further on, you will turn these into a vision statement.

Letter from the future

4.3 Another coaching tool to use in exploring a client’s vision involves asking the client to write a ‘Letter from the Future’.

Instructions: Choose a date some months or even years ahead that means something to you – an anniversary or a birthday. Then imagine that things have turned out the way you wanted them to. Write a letter telling yourself about the developments in your life. Try to imagine how you would feel if you were successful and fulfilled.

21 Tip: This is a vision clarification exercise. Your responses will not be assessed so be as honest as you can. However, evidence that you have completed the exercise appropriately is required.

Dear : (your name)

Source: Grant, A., & Greene, J. (2001). Coach yourself: Make real changes in your life. London: Pearson Education Limited.

4.5 How did you find the experience of looking back from the future at your achievement/s?

22 4.6 Imagine that you have suggested to a client that she write a letter from the future, and she states that she doesn’t believe in the future, that “there is only now”. What would you do?

ACTIVITY 5

5.1 In the following activity, look at the values and vision that you have developed for yourself. Write down from Activity 3.4 your five (5) most important values.

Vision

Think about your answers to Activities 4.3 and 4.4. Use your responses to choose the main experiences, activities etc. that you would like in your future.

5.2 From your values and vision, develop your own personal vision statement. Your vision must be unique and appropriate for you, so we offer the following personal vision statement as an example:

I am physically fit, finished with my formal education, in a close personal relationship, having fun every day, and making as much money as I want to, doing work that I love.

Notice in this example that several areas of life are included (physical, intellectual, social, emotional, and career). It is a picture of how the person sees himself/herself and is written in the present tense (ie. As if it is happening now).

23 5.3 Why is it important to document a personal vision statement?

24 Assessor's Comments for Assessment Book 2 - Section 1 To be completed by The Life Coaching Institute to provide constructive feedback on the assessment of this Assessment Book.

Satisfactory / Not Yet Satisfactory Signature of Assessor: Date:

25 Section 2 FORMULATE GOALS

ACTIVITY 1 1.1 Describe the goal setting process.

1.2 Describe four (4) benefits of setting goals. 1)

1.3 What are the four (4) classes of life coaching goals as identified by Zeus and Skiffington (2000, Reading 2.14 – Goals and Coaching)? 1)

Establish a history of goal achievement

1.4 Think of a time when you set a goal and succeeded in achieving it. What are two (2) possible factors that helped to achieve the goal? 1)

1.5 Now, think of a time when have set a goal and were not successful in achieving it. What are two (2) possible factors as to why the goal was not achieved? Explain. 1)

Nominate possible goals

1.6 Refer back to Activity 3.4, Section 1 where you established your values and 5.2, where you developed your personal vision statement. List three (3) goals that are compatible with your values and personal vision statement.

Goal Number

Now that you have created possible goals, Rank them from most important (1) to least important.

27 Goal Formulation

1.7 This activity will look at how to formulate SMART goals. a) Write your most important goal here.

b) Using the space provided, write your goal using the SMART process. An example of this and how it relates to the SMART criteria is provided.

Example Goal: To become a practising, qualified Life Coach operating from my own home by December 2013.

SMART criteria: Specific- The goal is specific. I will be a home-based, qualified, practicing life coach by December 2008. Measurable- The goal is measurable. I will have my Diploma in Life Coaching and my own practice. Achievable- This goal is achievable in relation to the timeframe and in line with my skills and experience. Relevant- It is relevant to my life because it is something I really believe in. Time-framed- The time frame is two years. c) Rewrite your goal as a SMART goal. (TIP: The goal is written out as a statement, as in the Example Goal above. The SMART criteria do not have to be written; you use the SMART criteria to ensure that the goal meets all the criteria.)

1.8 In the following examples, develop a SMART goal for each coachee. a) Tegan is 22 years old and finishing her last year at university where she has been studying physiotherapy. She has a five year plan to be running a successful physiotherapy practice.

28 b) Tony is overweight and wants to lose twenty (20) kilograms.

c) Graham wants to move out to the country in four (4) months.

ACTIVITY 2 2.1 In your own words, why does a coach need to know the baseline situation of the coachee?

2.2 Information about the coachee’s current situation can be obtained in a number of ways. Describe five (5) methods of assessing the coachee’s current situation. 1)

Case Study Marcus has decided to attend life coaching. He works as a doctor in a hospital, which involves shift work. He has just broken up with his girlfriend of four years and is feeling uneasy in his personal life. He wants to get out and meet people but is uncomfortable in social situations.

2.3 From the case study, identify three (3) issues that would be relevant in determining Marcus’ baseline situation and explain why they need to be considered in Marcus’ case. 1)

2.4 Identify two (2) sources of information about Marcus’ baseline situation. 1)

30 ACTIVITY 3 3.1 This activity gives you the opportunity to break your long-term goal into relevant milestones (or short term goals) a) Rewrite your SMART goal from Section 2, Activity 1.7 in the space below.

Long-term SMART goal

b) Break this long-term goal down into relevant short-term progress milestones

Time frame Milestone/ Short term goals

32 Section 3 FORMULATE ACTION PLANS

ACTIVITY 1 Consider your SMART goal from Activity 1.7, Section 2 which you broke down into short-term progression milestones in Activity 3.1b, Section 2.

1.1 Develop action steps for your short-term milestones. a) Write your first short-term milestone here.

b) Establish at least three (3) actions that will help you to accomplish the first milestone. 1)

c) Write your second milestone from Activity 3.1b, Section 2 here.

d) Establish at least three (3) actions that would help you to accomplish the second milestone. 1)

1.1.2 Look back to Activity 1.1, Section 3, where you used your own goal to establish the actions. a) Convert your first milestone’s actions into a task list below.

Time to Completed by Actions complete (date):

b) Convert your second milestone’s actions into a task list below.

Time to Completed by Actions complete (date):

ACTIVITY 2 2.1 Look back at past activities in which you looked at your own values, vision, goals, and task lists for your own milestone 1. Incorporate these factors into your own action plan. Consider also benefits from achieving the action plan, how progress will be monitored, potential obstacles and ways of addressing them. Incorporate these factors into your action plan.

34 4. ACTION PLAN Contract for Change

Dated:

End date:

VALUES:

PERSONAL VISION STATEMENT

SMART GOAL

POSSIBLE OBSTACLES & HOW TO DEAL WITH THEM:

HOW WILL SUCCESS BE MONITORED

35 BENEFITS FROM ACTION PLAN

MILESTONE 1: 5. 6. C 7. Task 8. C Ti o o m m p p l l e e t t e e d d

b ( y Y / N )

9. 10.

1 1. 12.

1 3. 14.

1 5. 16.

1 7. 18.

For the coachee to read and sign:

I , take personal responsibility for creating change in my life. I will begin the action plan and will see it through til the end.

Signed:

For the coach to sign:

I the Coach , agree to support and motivate , as far as

36 my coaching role allows.

Signed: the Coach

37 2.2 What do you think of the action plan we have used? Is there anything you would include in or exclude from the action plan if you were implementing it in your own coaching practice?

39 Section 4 IMPLEMENT ACTION PLANS

ACTIVITY 1 1.1 Why is it useful to follow up with coachees between coaching sessions?

1.2 Do you think all coachees need to be followed-up between sessions? Why/why not?

1.3 Name and describe three (3) ways a coach can explore for alternatives. 1)

40 1.4 Define and give one (1) example of each of the following techniques: a) Rehearsal or role playing

b) Visioning

c) Problem solving

d) Role clarification

1.5 In the following case studies, name the technique you would use to encourage a new behaviour. Choose from rehearsal/role-playing, visioning, problem solving, and role clarification. a) Belinda is learning how to be more assertive. She has an important business meeting in two weeks time to discuss a promotion and pay rise. She wants to be able to assert what she wants by this time.

41 b) Craig has come to coaching to help him decide what direction he wants to take in his personal life. He is not sure if he wants to marry his fiancée of four years.

c) Billy has just started a new job in a high-profile marketing company. To be successful in his position he is required to attend formal dinners and entertain clients. Billy is anxious because he has never been to a formal function and is unsure how to act. d)

1.6 Why is it important to be wary of giving advice to coachees?

1.7 List and describe the five (5) tips on giving advice to coachees. 1)

1.8 List and describe the three (3) learning styles 1)

1.9 Describe the two approaches to teaching clients. 1)

43 ACTIVITY 2

2.1 Why do you think coachees lose focus or become unmotivated?

2.2 Describe two (2) ways you keep yourself focused and motivated to achieve your goals.

Confrontation

2.3 Why is confrontation used in the coaching process?

44 2.4 Name and describe three (3) circumstances when the coach can use confrontation. 1)

2.5 What are the three (3) ways to confront a client? 1)

2.6 Do you think you would feel comfortable using confrontation? Why/why not?

45 Encouraging

2.7 Why do coaches use encouragement in the coaching process?

2.8 How does the coach encourage the coachee? 1)

Doing Process Checks

2.9 In your own words, define a process check.

2.10 What are three (3) benefits of process checks? 1)

2.11 In the following case studies, identify which strategy/s (ie. confrontation, encouragement, and/or process checks) you would use. Explain your rationale. a) Gina (aged 40) has been attending coaching for two months and she is upset because a co-worker was promoted to a position she wanted. She thinks she should have been promoted because she believes she works harder than anyone else in the company. The coach researches Gina’s situation in the company, and finds that the person who was promoted is highly qualified and works just as hard as Gina.

b) David (aged 23) has been attending coaching for one year and has almost achieved his main coaching goal.

c) Jill (aged 52) has just begun actioning her goals. As she works through them she comes up against obstacles that could impact on achieving her goals.

48 Section 5 MAINTAIN GOAL ACHIEVEMENT

ACTIVITY 1 1.1 What factors influence an individual’s ability to change?

a. Whether the individual can tolerate ambiguity.

b. The nature of the organisation the individual works in.

c. Whether the individual is afraid of success.

d. The kind of support system the individual has.

e. All of the above.

Your answer:

1.2 Outline three (3) reasons why change is difficult. 1)

1.3 What are the four (4) steps in the process of change? 1)

1.4 Why does a coach need to understand the change process?

For some coachees, change is hampered by beliefs that negatively impact on their feelings and behavioural responses. These self-limiting beliefs can be barriers to the achievement of coaching goals.

1.5 Describe the four (4) strategies for working with a coachee’s self-limiting beliefs.

50 1.6 Case study of a coachee with self-limiting beliefs

Clarke is a deliveryman and wants to start his own delivery business. However, as soon as the first session begins, he states that he’s pretty sure he won’t be successful because he’s a failure. He says he started a business before and failed and he’s sure he’ll fail at this venture as well.

How could you work with this coachee to eliminate his self-limiting beliefs?

51 ACTIVITY 2 2.1 What three (3) questions could you ask a coachee to identify changes that require modification of the coachee’s action plan? Explain the purpose of each question. 1)

2.2 Why should action plans and goals be reviewed throughout the coaching process?

52 2.3 Case study Paul has been working with a life coach to help him improve his overall health and fitness. In particular, Paul wanted to increase his motivation to eat well and exercise. Paul has been applying the strategies the life coach helped him develop, but he still lacks motivation and hasn’t made much progress. Paul is feeling disappointed as he really wants to achieve his goals in the time frames he has set.

a) How might Paul’s action plan need to be modified?

b) Who should have input into modifying the action plan?

ACTIVITY 3 3.1 Why is it important to acknowledge coachee achievements?

53 3.2 Why is it important to use the following strategies to maintain goal achievement? a) Follow-up progress

b) Record progress

c) Document achievement

d) Talk through coachee fears

e) Build on goal

3.3 List two ways you could document a coachee’s achievements. 1)

54 3.4 Fill in the blanks in the sentences below.

a. In order to ensure coaching gains are not lost, coaches need to be sure coachees have learned and practiced new , especially under conditions.

b. The use of and , and observations from managers or peers can help to establish the stability of changes made.

c. Coaches need to ensure that coachees are able to difficult situations without their assistance.

3.5 Case Study

Tammy attended coaching for 3 months to work towards staying committed to a healthy lifestyle (exercising regularly, eating well, quitting smoking, and limiting alcohol to one night each week). She has achieved these goals and the coach is looking at strategies to ensure her goals are maintained.

What strategies would you suggest in the maintenance stage of this coaching process? Explain.

56 Section 6 CLOSING THE COACHING RELATIONSHIP

ACTIVITY 1 1.1 What measurement tools are used to evaluate outcomes?

a. Interviews, self-monitoring, ratings by others, reference-checking

b. Self-reports, interviews, ratings by others, direct observation

c. Ratings by others, interviews, self-reflection, direct observation

d. Self-monitoring, direct observation, interviews, feedback

e. Direct observation, self-reports, interviews, follow-up

Your answer:

1.2 What is the purpose of evaluation?

1.3 Fill in the blanks in the sentence below regarding evaluation.

Have coachees assess their own in reaching goals by asking what they have recognised, what they have experienced and the extent to which they have reached their goals.

Note that this strategy can be used to evaluate coaching throughout the coaching process.

ACTIVITY 2 2.1 Case study

Jeffrey is employed by a large hospitality franchise as a regional manager. The company employed a coach to work with him on his staff management skills and he has worked towards bringing the best out of his staff. His Manager is very pleased with his progress, but believes that Jeffrey is now devoting too much time to staff management and neglecting other areas such as submitting reports on time and visiting stores.

a) What further goals do you think Jeffrey might want to set for himself? b) Develop one (1) SMART goal from the case study.

ACTIVITY 3 3.1 Why is it important to review goals and outcomes at the end of the coaching process?

3.2 In order to ensure the coachee is able to continue to develop after the coaching relationship ends, the coach does the following:

a) Puts a plan in place to address any skill, ability or knowledge gaps.

b) Assures the client that there is no need for fear or concern.

c) Identifies situations that are likely to be challenging for the coachee.

d) A and c.

e) A, b and c.

Your answer:

3.3 Fill in the blanks in the statement below.

At the end of the coaching relationship, it is a good idea for the coach to seek an from the coachee. This helps coaches to address their own ongoing needs.

3.4 Which clients benefit most from coaching? 3.5 What are the four (4) elements of a satisfying closure?

4) Assessor's Comments for Assessment Book 2 - Section 6 To be completed by The Life Coaching Institute to provide constructive feedback on the assessment of this Assessment Book.

Declaration of Authenticity

I, (enter your full name), hereby declare that all of the work completed within this Assessment Book is my own. I also declare that I have not altered any comments or feedback provided by LCIA Assessment Markers.

Signed: (enter your full name) Date: (DD/MM/YY) Assessor's Comments for Assessment Book 1 - OVERALL To be completed by The Life Coaching Institute to provide constructive feedback on the assessment of this Assessment Book.

Competent / Not Yet Competent Signature of Assessor: Date:

NOTES Enter any additional Notes/Comments in the box below ASSESSMENT SUMMARY This page will be completed by the assessor when your submission is returned to you Section 1

First Submission

Comments – activities and questions that need to be resubmitted:

Section 2

First Submission

Section 3

First Submission

Section 4

First Submission

64 Section 5

First Submission

Section 6

First Submission

65 NOT YET COMPETENT What you need to do if you are not yet competent (NYC)

If you have been marked Not Yet Competent (NYC) this means that you have not yet met all the requirements for this Unit. This may be because you have not given enough detail when answering all the questions, you may have left out a question or you may have answered some questions incorrectly.

Being NYC does not mean that you have to redo the whole unit. You simply need to resubmit the questions that the marker has asked you to as outlined in the Assessment Summary on the previous page. On this page the marker will have identified exactly which questions you need to resubmit. This page is not designed to give you feedback; it is simply to provide you with clear guidelines as to what you need to resubmit.

In your workbook, the marker will have given you feedback regarding the question(s) you need to resubmit. Feedback may be given in the Comments beside the question you need to resubmit and/or in the Assessor’s Comments Box at the end of each section.

Please do not change your original answers in your workbook. Your marker will need to look at your original answer and your resubmitted answer. To make a resubmission, enter your answers into the Entry Boxes on the following three pages. A new Entry Box begins on each page so you can choose how to layout your answers.

The most important thing is that you clearly identify the Section Number, Activity Number, Question Number and Page Number before each answer.

Space is provided for two resubmissions only. If your assessor does not mark your work as Competent by the second resubmission, then they will contact you to arrange any future work required for this unit.

66 RESUBMISSION PAGE 1

The following Entry Box is for students to complete any activities that require resubmission

71 Assessor's Comments – First Resubmission To be completed by The Life Coaching institute to provide constructive feedback on the assessment of this workbook.

Not Yet Competent Resubmission If first resubmission is NYC please resubmit the following activities.

72 Assessor's Comments – Second Resubmission To be completed by The Life Coaching Institute to provide constructive feedback on the assessment of this workbook.

Not Yet Competent Resubmission If second resubmission is NYC please resubmit the following activities.