Qualification Levels

Judith Barton

British School of Coaching offers training and development programmes leading to Institute of Leadership and Management (ILM) accredited qualifications. These qualifications are available at a number of levels, which are defined by the regulatory body for qualifications in England, commonly known as Ofqual. We offer qualifications at Level 2, 3, 5 and 7 which include academic learning and a requirement for practical, ‘vocational’ skills – the ability to ‘do’ things as well as to ‘understand’ them.

So, what do these ‘Levels’ mean? The essential differences are, I suggest, based on the complexity of thinking skills required to achieve each level and the organisational context within which they are applied.

Levels 2 and 3 are about understanding – e.g., what the solutions-focussed approach in coaching is, what its key features are, how it works.
Level 5 is about analysing – why it works, what the theoretical model and assumptions are which underpin the approach.
Level 7 is about critiquing – what are the strengths and weaknesses, are there flaws in the underpinning model and assumptions which might limit its usefulness, are there other models which are more effective in particular circumstances?

In more detail, there are three ways of describing levels.

1. The occupational status of the learners for whom the qualifications at each level are designed (organisational context).

Level 2 qualifications are designed primarily for team leaders and aspiring first time managers.
Level 3 qualifications are designed primarily for those in their first management role – including team leaders and first-line managers.
Level 5 qualifications are designed primarily for practicing middle managers.
Level 7 qualifications are designed primarily for those operating at senior manager/executive director level or equivalent.
Level 5 and 7 qualifications are also appropriate for those wish to start or develop their own coaching practice or business.

2. Comparison with traditional academic qualifications (complexity of thinking). There is an agreed table of comparators, which is:

Level 2 is roughly equivalent to GCSE grades A* to C;
Level 3 is roughly equivalent to A Levels/International Baccalaureate;
Level 5 is roughly equivalent to the second year of an undergraduate degree;
Level 7 is roughly equivalent to postgraduate certificates, diplomas and Master’s degrees.

     3.  Looking at the learning outcomes and assessment criteria for each level of qualifications and how these can indicate the difference between these levels (complexity of thinking). Following on from the blog on writing your assignment, I noted that the key element in the learning outcomes and assessment criteria which helps to indicate level is the assessment verb. This verb tells you what you are expected to learn and then demonstrate through your assignment. Here are some examples taken from the ILM coaching and mentoring qualifications – with suggested explanations of what the verbs mean.

Level 2:   ‘Describe the benefits of mentoring’ – what does it look like? This may involve selecting the most important features;
‘Explain the importance of agreeing goals for mentoring’ – how does it work? This involves some description of the topic and providing reasons;
Level 3:   ‘Describe the purpose of workplace coaching’ – what does it look like? This may involve selecting the most important features of workplace coaching;
‘Explain the role of an effective workplace coach’ – how does it work? This involves some description of effective workplace coaching and providing reasons what makes coaching effective;
Level 5:   ‘Analyse why coaches require effective communication skills’ – what makes this work the way it does? This involves exploring a topic in detail, breaking the topic into essential features so that you can identify possible causation and/or draw conclusions;
‘Review the responsibilities of the coach to manage relationship’ – how well does this work and what may need to be done about it? This involves making a judgement about a topic which relies on evidence which is evaluated within a theoretical model;
Level 7:   ‘Compare and contrast the application of different models, modes and methods of supervision’ – how do topics relate to each other? and, how ‘good’ is one example compared to another? Comparison requires a description of the relative features or effectiveness of each example; contrast requires an assessment of the relative features or effectiveness of each example.
‘Critically review own ethical and moral values, beliefs, attitudes and personal integrity’ – how well does this work and what may need to be done about it? This will involve more detailed, in-depth review and requires an informed judgement with reference to concepts, theories and ideas.

As well as the assessment verb itself, the complexity or the topic and the context in which the verb is applied will affect the level of the qualification. Whilst the ‘lower level’ verbs may appear in higher level assignments, the ‘higher level’ verbs will rarely, if at all, be a low level activity.
Essentially, the higher the level of qualification, the more complex the cognitive skills required to complete it successfully and the more senior the learner is (in an organisation) who will be able to successfully complete the assignments.

If you would like to see more about the qualifications offered by the British School of Coaching click here

How to become an even better coach - Identifying the slither of difference

Judith Barton

In my last blog I discussed the ‘slither of difference’. For those who may not have read this blog; the ‘slither of difference’ is the little, often tiny elements that make the difference between good and great performance. The difficulty with this can be identifying what is the tiny element that will make the difference.

I mentioned how Sir David Brailsford, CBE, Team Principal at Team Sky, had concentrated on the tiny improvements of every element of the cyclists performance. This is a philosophy for Sir David, known as the “aggregation of marginal gains”, if we improve every element of what we do then this percentage gain will make a real difference to performance.

Unbeknown to me I follow a similar approach to improving my coaching practice, this I term the ‘slither of difference’.

Lionel Birnie interviewed David Brailsford (pre-knighthood) in May 2011 in his office at the Velodrome in Manchester, England. This cycling weekly piece noted how Brailsford reads coaching manuals and management books, he searches out the ‘how to’ from football managers, and speakers on performance. A book called Moneyball written by Michael Lewis, focused on the work of Billy Beane at Oakland Athletics basket ball team who drew his attention to the stats and measuring the right things rather than the stuff always measured.

I would liken this to asking clients to complete training or coaching evaluation forms. How much of the data gathered can be turned into information to help me improve? What Beane did at the Oakland Athletics club was to challenge the process of what was being measured and how it was used to improve ready for the next game.

Standing back, reflecting, understanding the data and challenging the whole coaching process is key to making real improvements in our practice. What is important here is ones definition of the whole process. For me the whole process (macro) means everything around the coaching session as well as the process or approach used within the session itself (micro). If we consider the whole coaching process to be the macro view this would include the organisational context, venue, contracting, relationships and so on.

Everything that goes into a coaching session should be included as part of the supervision. Edna Murdoch and Jackie Arnold describe how they see this Full Spectrum Model; “Full Spectrum Supervision; who you are, is how you supervise”.

To do this you need to work deeply and have trust with your supervisor. They note the quality of the relationship with your supervisor is key, and the supervisor must want the supervisee to become an even better coach. For me this relationship is about support and challenge, with a supervisor who really has my best interest at heart.

To improve your own coaching you need to truly understand your own performance. I do this by examining four key factors that impact on my performance; 1 health, 2 energy, 3 work and 4 home, against a zero baseline which equates to normal performance. Also shown is the number of coaching sessions per month. Each element has a plus and minus scale of 1 to 3. Then over the timeline, in this case 12 months, I track any changes from the zero baseline.

Health = Any episodes, e.g. influence, something that affects my performance;
Energy = Plus or minus my zero baseline;
Work   = Plus is work more challenging, stretching, feelings of success;
Home = Plus would be success, great experience within the family. Minus would be
when difficulties occur such as illness or bereavement.

I plot this throughout the year, and the illustration also shows the number of coaching sessions per month. Exact dates and times can be identified in the coaching log.

I then write up my learning in the format below:

 If you are struggling to see the images clearly click here

Considering becoming a coach?

Martin Hill

What is coaching?
Coaching is an increasingly popular tool for supporting an individual’s or group’s personal development. It is used within a business environment to enhance performance and encourage achievement and attainment.

The coaching relationship is a partnership – an equal relationship allowing the coachee to:
– Clarify and set the goals that they really want to achieve
– To encourage them to do more than they would have probably done on their own
– To help them to focus better so that they are able to produce results more quickly
– To provide them with the tools, support and structure to enable them to accomplish more

Coaching is not about:
– Telling them what they should or should not do
– Counselling
– Therapy for clinical issues (e.g. depression or high levels of stress/anxiety)

Coaching Definitions
Here are some definitions as to what coaching means:
“Coaching is the art of facilitating the performance, learning and development of another.” (Downey, 2003)
“Coaching is unlocking a person’s potential to maximise their own performance. It is helping them to learn rather than by teaching them (Whitmore, 2003)
“[Coaching is] developing a person’s skills and knowledge so that their job performance improves, hopefully so that organizational objectives are achieved.” (CIPD, 2008)

Why Do You Want To Be A Coach?
In “Coaching- Learning Made Simple” (2007) Butterworth-Heineman; David Pardey suggests that “it may be:
•    Something you have wanted to do for some time to pass on your knowledge and skills and see other people develop and improve.
•    A way of building or developing your career.
•    Part of your job that you need to be able to do.”

Pardey also suggests that the following key questions to ask yourself “to understand your own attitude and motivation:
– Is it your choice or somebody else’s that you should become a coach?
– Have you been coached yourself, or seen other people coaching?
– Have you already done any coaching?
– How do you feel about coaching?

….One of the most important parts of the coach’s role is to encourage people to become reflective. Reflective means that they consciously think about and analyse what they have done or are doing. But you cannot expect to encourage other people to be reflective if you aren’t reflective yourself…You can start by using these questions to reflect on (to consciously think about and analyse) your motivations, experiences and attitudes to coaching.”

Qualities of a Coach
In “Coaching & Mentoring at Work” (2nd edition) (2012) Open University Press- Mary Connor and Julia Pokora suggest the following qualities of a coach:
•    Supportive – a non-judgemental listener
•    Challenging – not afraid to disagree or question
•    Assertive – able to state wants and needs
•    Open – receptive to new ideas and ways of thinking , to ‘half-baked’ ideas
•    Transparent – communicates their values and ‘walks the talk’
•    Creative – able to think laterally and ‘outside of the box’
•    Interpersonally skilled – at influencing others
•    Strategic – able to take the long-term view
•    Kind – sensitive to others and shows care for them
•    Fair – treats people equally, not prejudiced or partial
•    Resilient – in the face of difficulties
•    Considered – rather than reactive, in making judgements

Connor & Pokora also give the following examples of possible roles of the coach:
•    Supporter – a confidential respectful listener who does not judge or evaluate
•    Challenger – helps the client to challenge themselves, and offers empathic challenge
•    Sounding Board – helps the client to explore ‘half baked’ ideas and thoughts
•    Networker – helps the client to identify key connections and develop relationships
•    Coach – helps the client to develop skills and confidence
•    Role model – has qualities or attributes to which the client aspires
•    Critical friend – offers constructive feedback
•    Strategist – helps the client to look at the broad picture and think long term
•    Catalyst – helps the client to develop new perspectives and harness their creativity

Next steps?

For more information, why not give us a call here at British School of Coaching (01744605046) – we will be delighted to provide guidance and support.


Martin Hill LL.B (Hons), FCMI, FInstLM, FISQC, MAC, EMCC Member, Coach and Coach Supervisor
Director for ILM Level 7 Executive Coaching and Mentoring Programme


www.britishschoolofcoaching.com