Coaching Professional Level 5 Apprenticeship
Overview
Are you looking for a motivated and talented individual to join your team? If so, consider hiring a Coaching Professional Level 5 apprentice.
Apprenticeships are a great way to upskill your employees and give them the skills they need to succeed in a variety of coaching settings. They are also a great way to attract and retain top talent.
A Coaching Professional Level 5 apprenticeship will teach apprentices the skills and knowledge they need to succeed in coaching, including:
- Coaching skills: This includes the ability to build rapport, listen actively, and provide feedback.
- Business administration: This includes the ability to manage projects, resources, and finances.
- IT systems: This includes the ability to use technology to support coaching.
- Analysing data: This includes the ability to collect and interpret data to inform coaching interventions.
- Problem-solving: This includes the ability to identify and solve problems in coaching.
In addition to these skills, apprentices will also gain valuable experience working in a real-world coaching environment. This will give them the opportunity to develop their skills and knowledge, and to build their network.
Awarding Body
- Coaching models and techniques
- Contracting
- Theories of ROI
- Learning & Reflective Practice
- Organisational culture and values
- Self-awareness and bias
- Emotional and Social Intelligence
Self-Actualisation
- Access to free CPD programmes and additional coaching sessions
- Online delivery with live teaching and catch-ups if you can’t make a session
- Dedicated Skills Coach for the duration of your apprenticeship journey
- Experienced Tutors, Coaches & Support Team
- Easy onboarding and induction process
Thank you so much for helping me get through it, I honestly wouldn’t have been able to do it without your help and guidance! So, thank you so much for being there so quickly when I needed help!
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Details
- Duration: 14 Months
- Eligibility requirements: To be eligible for the apprenticeship, the apprentice must be at least 16 years old and not in full-time education. They will also need to have basic literacy and numeracy skills and be able to pass a Disclosure and Barring Service (DBS) check.
- Assessment: Throughout the apprenticeship, the apprentice will be assessed on their practical skills and knowledge. The final assessment will take the form of a synoptic assessment.
- Support available:
- Experienced Tutors, Coaches & Support Team,
- Dedicated Skills Coach for the duration of your apprenticeship journey,
- Easy onboarding, and induction process,
- Access to free CPD programmes and additional coaching sessions
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Why Partner with Exalt?
Focused: Precision in Every Endeavor
We are architects of precision. We sculpt programs with meticulous attention, tailoring each facet to meet precise aims and unique requirements. When we commit, we do so resolutely, sparing no effort to ensure your journey is not just remarkable, but remarkable for you.
Collaborative: A Symphony of Success
Alone, we can accomplish much. Together, we can redefine the boundaries of achievement. Collaboration is not just a buzzword; it’s the harmony that resonates within us. We stand shoulder to shoulder with stakeholders, nurturing mutual aspirations and embracing the extra mile as a testament to our unwavering unity.
Adaptable: Crafting Futures, One Need at a Time
In a world of constant change, we are the chameleons of education. Adapting is not just a choice; it’s in our DNA. From programs to platforms, timetables to personal aspirations, we bend and mold ourselves to accommodate the symphony of your needs, ensuring your growth knows no bounds.
Units Covered in the Apprenticeship
A Coaching Professional must know and understand:
Such as Kolb, Gibbs, Schon, etc., and basic schools of psychology and neuroscience, including linguistic interpretation and application
Such as Goleman and Salovey & Mayer, and application of the theories to understanding self
Such as preferences for introversion vs extroversion, integrity, ontology, and human values and how they impact on behaviour and organisations. The theory of self-actualisation, such as Maslow’s Hierarchy of needs, motivational theory, Herzberg
And models enabling its effectiveness
And the impact these can have on individuals and their behaviour
Including maintaining good practice coaching protocols and a code of conduct within the coaching process (including “unconditional positive regard”, non-judgmentalism and non-directiveness)
Including verbal / non-verbal / building rapport / matching and mirroring. Listening skills, including levels of listening. Theories of relationship management, including transactional analysis, power dynamics, and stakeholder management theories
Such as the Johari Window and the journey from unconscious incompetence to unconscious competence, and types of feedback
Theories of return on investment and delivery of value
And coaching competencies and codes of ethics described by the main professional bodies
Such as Whitmore’s GROW model, Kline’s Thinking Environment, Gestalt, neurolinguistic programming (NLP), cognitive behavioural coaching, positive psychology, metaphor, solutions-focussed coaching and skills and performance coaching. Methods of goal setting, such as SMART goals, alignment of personal and organisational goals, and aspirational/dream goals
A Coaching Professional must be able to:
Including scheduling coaching sessions, and self-leadership to resolve conflicting priorities and ensure sufficient time for record keeping and other role activities
Including visualisation techniques, setting timescales, validating their achievability, recording outcome-focused, prioritised action plans and monitoring progress towards goals
Including (but not limited to) descriptions of the coaching process and roles and responsibilities (including those related to boundaries and confidentiality), and the benefits of coaching in relation to the context of those receiving coaching
Including logistics, preferences of the coach and those receiving coaching, considerations of the system within which the coaching relationship sits, goal setting, outcome realisation and contract conclusion. This includes holding oneself to high ethical standards, particularly in the areas of confidentiality (including when maintaining coaching records) and management of boundaries (including their own competence and values, relevant codes of ethics, and relevant legislation, policies and procedures)
Including a range of challenging and senior people, and focus on their agenda and outcomes throughout
Including recognition of the personal values, emotional state(s) and response of those receiving coaching, validating their understanding of themselves and their circumstances, dealing with difficult coaching relationships and ensuring non-dependence on the coach
Non-judgmental and meaningful to those receiving coaching
Including asking open questions, broaching challenging subject areas (e.g. emotional state, characteristics of wider systems) and questioning untrue, limiting assumptions
To develop their own coherent model of coaching to help those receiving coaching work towards outcomes. Uses models and approaches from the context of those receiving coaching
Including demonstrating empathy and genuine support for those receiving coaching (“unconditional positive regard”), and adapting language and behaviour in response to the whole person of those receiving coaching
Techniques and ideas beyond the core communication skills to bring about insight and learning
Enabling these to be aired, addressed, and managed
Including demonstrating how diversity and inclusion informs their professional practice
Recognises how these affect their practice and uses this self-awareness to manage their effectiveness in meeting the objectives of those receiving coaching and, where relevant, the sponsor
Including self-reflection, gathering information on the effectiveness of their own practice, producing personal development plans and receiving coach supervision
Including of their own behaviours, values, beliefs and attitudes, and attending to their own wellbeing, resilience and maintaining mental capacity
Open and flexible, demonstrating respect and engendering trust
End Point Assessment (EPA)
Situational Judgement Test
Answered through a multiple-choice exercise (but not necessarily
undertaken as an online or computer-based test).
Professional Discussion
To achieve final certification, the apprentices must have completed and achieved these end-point assessments
Are You Interested in the Coaching Professional Apprenticeship?
Please call us on 01202 612365 or use the form below to discuss your options.