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

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

Location, location, location

Martin Hill, Senior Tutor, BSC

It is often one of the things that coaches arrange without too much thought - but the location you choose for a coaching session may well make a significant impact on the success of the session.

Frequently the coaching location is influenced by the coaching sponsor-  use of the organisation’s premises provides a convenient solution for the sponsor as it will reduce costs and also saves time, with little or no travel time for the clients being coached. However, as a coach think about how the location may be perceived by the client – if you are using the organisation’s own premises will they perceive you as “part” of the organisational power and therefore be inhibited in disclosing matters or engaging?

Sometimes changing a location can actually generate a freedom of thought and engagement that was inhibited by using a location that a client is very familiar with or in which they have to maintain a particular façade. 

When selecting a coaching location, here are some of the factors to bear in mind:

·        Privacy- bear in mind that confidentiality is the crux for a successful coaching relationship. Make sure that the room selection demonstrates that confidentiality has even been considered in the choice of the location – are the walls thick enough to avoid audio leakage? What about visibility – a lot of trendy modern offices now have “glass” walls – unlikely to instil confidence in sharing visual ideas etc. Make sure that you are going to be uninterrupted- also remember to switch off your mobile and ask your client to do the same.

·        Neutral Territory- even if you have to use accommodation provided by the coaching sponsor, think about what you can do to demonstrate to the client that this is “neutral” territory. This could be done as part of your contracting discussions- but also think about the room set up –can you rearrange the furniture- what about where you and the client will sit? Avoid using the client’s own office- this is frequently an environment where the client is prone to distractions and interruptions.

·        Be Adventurous- do not be afraid to offer a different venue- coffee shops or even taking advantage of the great outdoors. One of the most productive sessions for one of my supervisees came from recognising that the office environment was causing the client stress that say and thus they went for a quick stroll outside – this led to the revelation for the client that the cause of his stress was the office not his own behaviour and actions- and he came up with an action plan to resolve this.

·        Comfortable - make sure the room is at a comfortable temperature and well lit. Is the seating comfortable enough – but not too comfortable?

·        Access - again this links back to confidentiality – is the “corridor” access to the room such that it will actually reveal who is attending as a client? If there are no alternative options, think about how the coaching sessions will be pitched to everybody in the organisation- do it in such a way that it diminishes any stigma or presumptions that people may make. 

·      Technology considerations - if you are going to use technology –make that there are plug sockets or anything else that your gadget may need (e.g. internet access). I would suggest that ideally you should aim to be self-sufficient and have a coaching toolkit that has all the necessary stocks and supplies that you may need- that could include investing in a dongle or mobile broadband access device or a device with built in internet access. Even if you use something as simple as pens and flip charts – if it is an open view room you are using, you may need to rethink how to approach the session. Above all else, whatever technological aids you use- always check that they are working BEFORE the session and have a back-up plan in case there is a technological malfunction.

·        Organisational Rules - if you are using the sponsor’s premises, make sure that you familiarise yourself with any rules or protocols that have to be observed. It could even be as simple as checking what the dress code is or when fire alarm tests are scheduled!

·        Planning – make sure that you plan out the travel time and familiarise yourself with the location in advance. Get there early. Make sure there is a point of contact so that you can direct any queries or raise any issues with them.

·        Refreshments - think about whether there needs to be tea, coffee, water on offer. If this is going to be a full day session for you – think about what you will do for lunch. Also check out where the restrooms are!

Martin Hill LL.B (Hons), FInstLM, AMAC, EMCC Member, Coach &Coach Supervisor

Programme Director for ILM 7 Coaching & Mentoring Courses

Find out more about the coaching courses we are running here

British School of Coaching

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What's in your Coaching Kitbag?

Martin Hill, Senior Tutor, BSC

 Sir John Whitmore in his preface to “Challenging Coaching” by John Blakey and Ian Day states:

“A coach’s task and responsibility are to benefit not only the coachee, but also the client company and all of society too... Anything that is appropriate in the moment to help a person move from A to B is coaching.”

That started me thinking- what tools should I take to a coaching session to ensure that I can ensure that “anything that is appropriate” is delivered?

It goes without saying that context is king and the coach must take into account their own personality and preferences, as well of those of the coachee. Similarly the environment in which the coaching is taking place may also impact on the tools that can be used- but may well also be used to provide some of the tools.

Here are my thoughts for the coaching kitbag:-

• Bag - well, the kit has to fit into something hasn’t it? The likelihood is that whilst the Bag for Life from the local supermarket may be doing your bit to help with the environment. It isn’t likely to cut it with your clients. Remember first impressions are made in seconds but last for much longer! Whilst it doesn’t have to be a designer label, make sure that the bag is professional and practical for the purposes for which you need it… and big enough for all your needs.

• Coaching Agreement and Code of Ethics - always useful to take along a copy of the coaching agreement that is being used for the particular coachee. Can serve as a useful reminder for coach and coachee as to what the parameters are and also what each can expect from the other. Similarly with the Code of Ethics.

• Coaching Profile and/or Business Cards - always to hand in case an opportunity to promote your coaching services arises.

• Technology – in this fast moving hi-tech age – as well as making sure you have your smartphone and/or tablet/laptop, do not forget your plugs to charge them up, or invest in a mobile power pack to provide a handy backup. As another “just in case” do you need a portable hard drive to back up the work you do in a session to avoid losing the material?

• 1970s Laptop (also known as a notebook) - always useful to have as it can serve many purposes – capturing “gems” in the session and also serving as a memory jogger to write up your own reflective journal after the session.

• Pens - make sure to take a pen and also have a spare. Like the bag. Do not ruin your professional image with a cheap and cheerful pen. Get a decent pen – “because you’re worth it!!”

• Plain Paper - plain paper is great if you are going to be using the “scaling” tool. It may also be useful to use if the opportunity arises to use other VAK styles- such as drawing a visual representation of the issue and/or capturing metaphors pictorially. Also useful for passing to the coachee to record the agreed actions on. 

• Coloured Pens/Pencils - great to use a variety of colours when using scaling etc. as mentioned above. Different colours can be useful in reinforcing with the coachee the different stages covered and variety of actions agreed.

• Diary - if you are not using technology as an alternative, remember to take the diary to capture next appointments and keep track of all your commitments.

• “Thought Provokers” - there is an absolute myriad of accessories/ merchandise that can be used for coaching interventions – for example coaching cards providing sample questions; tools/techniques . Also bear in mind that there are free resources that can be accumulated by you – for example, collecting pebbles or other indicators to use as a tactile scaling model. If you are an accredited user of tools or models, for example MBTI, FIRO B etc., there may be support materials that you need to take to draw upon as well.

• Stickers/Post It Notes - again a different method to highlight issues and/or actions.

• Dictaphone/Recorder - what are your supervision arrangements? What is your own reflective practice regime? May be useful to take a Dictaphone /recorder to record the session and reflect back thereon. Bear in mind the need to contract specifically about this with the coachee and also explain clearly what will happen to the recording, how it will be stored, length of retention etc. Also keep in mind Data Protection Act obligations. A dictaphone is also a great alternative to the notebook in capturing after the session your thoughts and key points.

• Coach - remember that you are the key “tool” that the coachee will be relying upon in the session. Make sure you are focused, energised and “in the zone” for the coachee.

• Timepiece - how are you going to keep track of the session length- watch, travel clock etc.You will need to ensure it is something big enough to be seen, but not too big to create an interference or distraction. 

• Tissues - emotional reactions are not uncommon in coaching conversations. A pack of travel tissues can be useful in acknowledging the emotion in a quiet, understated and empathetic manner.

• Refreshments – doing a long session, or sessions, bear in mind the need for you to keep your energy levels up. A healthy snack or a piece of fruit and some water may be useful in ensuring that you retain your focus and energy.

Those are my starters for ten ……..what are your thoughts?

How to Cope with a Challenging Client

Charlotte Randall

One of the things that tested my resolve the most during my training as a coach was learning that coaching sessions may not always leave you with an instant gratification of the influence your facilitation has had on the clients thinking.  

I understand now that you may not receive the real-time positive feedback you are hoping for from your client, and that the expectation of this can leave you over-analysing your performance. 

My first experience of this came when coaching a client who was extremely challenging in their behavior and mannerisms. I left every session drained, feeling like I was an inconvenience to them and not really sure how much I had really facilitated their thinking. 

At this time I turned to my supervisor for support. We planned an observation of a session with the client and debriefed at length afterwards. Within the supervision environment I was able to speak frankly and accept feedback about my approach and discuss the best way forward. 

Without a shadow of a doubt this supervision enabled me to maintain the professional coach/client relationship, reflect on my practice objectively and to ultimately stay the distance with this client to a beneficial end. 

I still didn’t receive much gratification through verbal or body language communication from my client in subsequent sessions, but as a consequence of the support from my supervisor I was able to manage my own emotions better. 

A little while after their final session I received a message from the client thanking me for everything I had done to challenge their thinking and develop their learning, and still receive intermittent communication of how they continue to put their learning into practice! 

Charlotte Randall

British School of Coaching run coaching and mentoring training programmes up to Masters- level.  Programmes are currently being delivered in the UK and the UAE - see if there are any courses that might benefit you here

British Embassy Presentation for Dubai English Speaking School

Last week we were very proud to present Certificates to teachers from Dubai English Speaking School for completing the ILM Level 3 Award in Coaching. Very well done to everyone!

12 more teachers have just begun the qualification, as the school continue to develop a culture of coaching throughout the whole organisation.

Parent Mentors Receive their Certificates

We were proud to present the 2012/2013 training group with their ILM Level 2 Award in Mentoring certificates.  Many congratulations from the Bsc team!

The ILM Level 2 Award in Mentoring is an ongoing programme in the UAE and UK.  To find out more click here

Does VAK work?

By Ray Garner, Programme Director at The British School of Coaching

In the late fifties, early sixties, when I was a knowledge-hungry schoolboy, it was common for my class-mates and I to dip into the many do-it-yourself diagnostic tests published in the popular press – things like Eysinck’s “Test Your Own IQ”. We would then strut our self-imposed labels – and ground our emerging misconceptions about our own learning and personality styles – with all the certainty of youth. It took me quite a long time to debunk my view that “I do not have a ‘mathematical brain’”. And, perhaps my slight scepticism about diagnostics comes from the perception that I always seemed to be at the extreme poles of every continuum, and yet managed to operate in a more or less normal sort of way.

It seems to me that the importance of VAK as a ‘predictor’ of learning behaviour has gained ground recently, in the descriptors for the ‘understanding’ elements of the executive coaching and workplace coaching courses I’ve been tutoring on recently, for instance. Just like my youthful friends and I, candidates are still very happy to label themselves. “Oh, I’m a kinaesthetic learner, you know – I’ve just got to get up and move every ten minutes!”

There is some evidence from research to suggest that we all have a leaning to one, or two, of the modalities. Evidence to suggest that our learning is seriously impaired if we do not receive input in the preferred way, or to show that learning is significantly improved by a match of presentation to learning preference, is very thin on the ground. It has always seemed to me that, as learners, we just get on and use what is available at the time. We may use a preferred style to revisit the learning afterwards. It’s the same with other forms of ‘preference testing’ – I’m (perhaps) not a natural ‘completer/finisher, but, as a manager, I’ve tied up many a loose end and enforced not a few deadlines.

For me, as an educator, what is important is the way that learners seem to instinctively match a learning style, or, more often, integrate aspects of two or more, to the learning task. Why would a ‘Solution Focused’ coach expect less – the answer lies, always, with our clients. I’ve observed this ability in very young learners – adults sometimes have to regain the ability.

So, as a coach and a coach-educator, how do I respond to these musings? I don’t think it is rocket science – it may be as instinctive as the learner’s use of styles. I try to make sure that I listen for clues about how the client wants to proceed, as well as clues about goals and feelings and meaning and significance. And, I ask, frequently, what would be the best way to record our work together to achieve lasting learning support – “is this working for you?” I like to ‘latch on’ to metaphor or visualisation used by the client, and employ it to enhance our session. Having drawing paper and colouring pens, and maybe even Playdoh, in the toolkit can be useful. In presenting our courses, I’ve noticed that candidates seem to appreciate and enjoy a wide range of learning style opportunities and, from my experience, engage equally well in those that they might not have chosen as a preference.

I don’t play golf, but I’m told that, those who do, fear ‘The Yips’ – a falling off of performance associated with thinking too much about what should come naturally. Coaching, it seems to me, is every bit as much ‘skilled performance’ as golf is. I certainly welcome the richness and rigour that academic study brings to my thinking about my profession, but I would also wish to guard against reifying its paradigms and taxonomies. Contentious as it might seem, in the current climate, there’s a bit of me that approves of ‘flying by the seat of your pants’. Perhaps this is why we put so much emphasis on ‘doing, contextualising and reflecting’ on our coaching courses?

____________________________________________

Ray Garner is BSC's Programme Director of the ILM Level 7 Certificate in Executive Coaching and Mentoring and for the ILM Level 3 Award in Coaching.

Ray is an ex-Head Teacher with forty years experience in education and using coaching as a mechanism to transform organisational culture.  

To find out more about the work Ray is doing visit www.britishschoolofcoaching.com 

What Does it Mean to be a Coach?

Martin Hill, British School of Coaching

My coaching supervisor, in highlighting further development opportunities, suggested a couple of avenues to consider. One of them was “What is required in ‘being’ a coach- rather than simply ‘doing’ coaching.”

This concept intrigued me and made me reflect on the skills and qualities that I think a good coach should possess. In no particular order, as this was a stream of consciousness thought process:

• Emotional Intelligence- Daniel Goleman (1998) “ Working with emotional intelligence”, New York: Bantam Books) outlines five main elements – Wikipedia summarises these as follows : “(i) “Self-awareness – the ability to know one's emotions, strengths, weaknesses, drives, values and goals and recognize their impact on others while using gut feelings to guide decisions. (ii)Self-regulation – involves controlling or redirecting one's disruptive emotions and impulses and adapting to changing circumstances. (iii) Social skill – managing relationships to move people in the desired direction (iv) Empathy - considering other people's feelings especially when making decisions and (v) Motivation - being driven to achieve for the sake of achievement.”  In my opinion “being” a coach means being aware of emotions in coaching conversations (both yours and your clients) and managing them.

• Curiosity- this is the element that I love – ensuring that I go into a coaching conversation in a “curious” state of mind, means that my questions and listening assist the client in achieving the goal set for the session. Resetting that state of curiosity prior to each session also serves to boost the energy levels I take into that session and assists in preventing unconscious transference from previous sessions. Curiosity is infectious and frequently serves to re-energise the client and achieve breakthroughs on issues that have become something of a blockage.

• Competence- one would hope that this would go without saying- but a search of any internet search engine will reveal hundreds and hundreds of hits re coaches- few of whom appear to have any coaching qualification. Competence means that the coach has a range of tools and models to use to assist the client in achieving their objectives – it also implies that the coach knows what they are doing – and more critically knows when those competencies are insufficient for the particular needs of a client- and ensure that they help the client in identifying someone who did have the necessary specialist skills.

• Challenge – this distinguishes coaching from a simple conversation and it is from challenge the client frequently gains the most useful and important learning. Challenge does not have to mean confrontation – it can occur in a variety of ways. For example for some the simple presence of another person can be a challenge; for others challenge can be made through silence or tone of voice; questioning and reflecting back the client’s own comments. One of the tools I use in reflecting on a coaching or supervision intervention is to assess whether there was any challenge. I also check this out with the client directly.

• Courage- not something that would immediately spring to mind perhaps, but this idea stems from reflections on my own coaching practice. It is not uncommon to find candidates embarking on coaching training, worrying about whether they will know what questions to ask; worrying if they are the “right” question etc. etc. Reflecting on my own coaching and supervision practice now, I am surprised to note how I often have the “sense” of something – and have the courage to follow up that feeling/sense. Obviously this has to be done consciously and carefully, but the courage of following one’s instincts has often uncovered the real heart of the client’s issue.  Courage also is involved in ensuring that as a coach one does the” right thing” – having the courage to decline work if it will impinge on your own ethics, values or beliefs or to ensure that it is the “right thing” for the client themselves.

• Integrity-  a key element of being a coach is to ensure that one operates ethically, professionally and with integrity. Maintenance of confidentiality is often an indicative benchmark of the level of a coach’s integrity.

 

• Open Minded-  this links in with curiosity perhaps, but although you may hear the same topics/issues cropping up it is crucial to keep an open mind as it will be a unique experience for each client . Keeping an open mind ensures that you also manage your own values and beliefs and are focused on the client’s objectives.

• Resilience- again, not one that may immediately spring to mind. As a coach you are often the guardian of the client’s declared goal or objective. It is not uncommon for obstacles or issues to crop up in the course of attaining that goal/objective. As the coach you must have the resilience to assist your client in navigating through the storm and steering them into the clear waters to reach the intended harbour.

To close, some short bullet points that are also spring to mind and which are self-explanatory:

• Commitment to excellence- both for self and for the client
• Commitment to reflective learning
• Continuing professional development
• Authenticity- Being Oneself
• Awareness of Own Values & Beliefs-Knowing Oneself

Those are my starters for ten – what are the ones that you would suggest?