Coaching Professional Level 5 Apprenticeship
Overview
Become a Coaching Professional with Our Level 5 Apprenticeship
Gain the skills and knowledge you need to become a successful coach and make a difference in the lives of others.
Are you looking for a rewarding career in coaching?
If so, our Coaching Professional Level 5 Apprenticeship is the perfect way to get started.
This apprenticeship will teach you the skills and knowledge you need to become a successful coach. You’ll learn how to:
- Conduct coaching needs analyses
- Develop coaching contracts
- Deliver effective coaching sessions
- Use a variety of coaching tools and techniques
- Evaluate the effectiveness of coaching interactions
In addition to the technical skills, you’ll also develop the personal qualities that make a great coach, such as:
- Active listening
- Questioning skills
- Empathy
- Objectivity
- Respect
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!
Dental Nurse Apprentice
Details
- Duration: 14 Months
- Eligibility requirements: To be eligible for the apprenticeship, you must be at least 16 years old and not in full-time education. You 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, you will be assessed on your practical skills and knowledge. The final assessment will take the form of a synoptic assessment.
- Career prospects: You may have the opportunity to progress to further career opportunities, such as Business coach,
Career coach, or Leadership coach. - 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
Adult Care Worker Level 2 Apprenticeship
Why study 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.