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ILM Level 5 Certificate in Coaching and Mentoring

4 days
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0 lessons
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Requirements

  • There are three assignments, one for each of three compulsory units, assessed as pass or fail . See programme details.

ILM Level 5 Certificate in Coaching and Mentoring

  • Created By Bob Craig
  • Last Updated October 18th, 2023
Programme Overview

Full details of this course can be seen in the ‘Programme’ tab.

Topic
Staff and organisational learning, wellbeing, leadership and management
Delivery Model4 consecutive days face to face, followed by 0.5 days online, via zoom
What is Included
  • Certificate of attendance.
  • Course material (if applicable).
  • ILM Level 5.
Cost
  • AED 6270 per delegate plus 5% VAT
Deadline booking date
Wednesday 17th January
 
Online live sessions
4 Part Face to Face:
Monday 4th March, Tuesday 5th March, Wednesday 6th March & Thursday 7th March
 
Plus Additional ZOOM Session:
Monday 15th April
 
 

Programme breakdown

  • Four-days of training in March 2024
  • ZOOM session – Date TBC.
  • Full details of this course can be seen in the ‘Programme’ tab.
PlatformZOOM
Target audience
  • Middle Managers
  • Senior Leaders
  • Aspiring Managers
  • Staff who coach or mentor colleagues
  • Staff who have a staff development role
  • Anyone who wishes to start a career as a freelance coach or mentor
Aims of the course

Be able to:

  • assess your own skills, knowledge and behaviours as a coach or mentor
  • plan, deliver and reflect on coaching sessions with colleagues or line reports
  • apply a range of communication techniques, coaching models and theories of learning and reflective practice to bring about insights, self-awareness and learning for coachees
  • build rapport and trust with coachees and engage in ethical practice
  • explain the business case for coaching in your organisation, identify evaluation measures and be able to manage the coaching or mentoring process
  • help to create a coaching and mentoring culture that supports individual confidence, performance and satisfaction, and organisational effectiveness
Intended outcomes
  • Please see aims of the course

Bob Craig

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Bob Craig is a freelance trainer, coach, consultant and therapist with over twenty years’ experience in learning and development contexts as an English teacher, curriculum manager and learning and development manager. He has written nationally accredited courses in teacher training (e.g. PGCEs) and led many action learning and sustainable quality improvement initiatives. In 2011 he set up Bob Craig Learning and Development Ltd (BCLD) and since then he has supported over 70 FE Colleges, schools, local authorities, ACAS, BUPA, Rolls Royce, Smurfit Kappa, the AA (cars not booze) and others. He led a major culture change and training transformation project with the Ministry of Defence bringing together technical training provision for the Army, Royal Navy and RAF. As a cognitive behavioural hypnotherapist and therapist, Bob uses his skills and expertise to support the mental health and wellbeing of students and staff. This might be directly as a counsellor, by delivering training sessions to students, teachers, support staff, managers and senior leaders, or on a consultancy basis, helping organisations to create and implement joined up and coherent approaches to supporting mental health and wellbeing. Bob is particularly experienced in helping students and staff with their own and each other’s emotional resilience. Bob is a massive advocate of coaching and mentoring in a wide range of learning, leadership and therapeutic contexts. He is a very experienced coach and his company is an ILM Centre, delivering courses at Levels 3, 5 and 7. In all his work he strives to nurture self-efficacy and emotional resilience in other people, and enable leaders, students and staff to be authentic, reflective and independent. Bob delivers workshops and keynote speeches at national conferences on topics relating to: coaching and mentoring, mental health and wellbeing, nurturing ‘can-do’ growth mindsets, cultivating curiosity for learning and life, developing resilience and promoting deep and sustainable learning. Bob walked from Lands’ End to John O’Groats last year (52 days) raising money for a homeless charity in Sheffield. Other than walking, he plays tennis, enjoys reading novels, going to gigs and music festivals and spending time with his wife, friends and family.

What are the benefits to individuals?

Be able to:

  • assess your own skills, knowledge and behaviours as a coach or mentor
  • plan, deliver and reflect on coaching sessions with colleagues or line reports
  • apply a range of communication techniques, coaching models and theories of learning and reflective practice to bring about insights, self-awareness and learning for coachees
  • build rapport and trust with coachees and engage in ethical practice
  • explain the business case for coaching in your organisation, identify evaluation measures and be able to manage the coaching or mentoring process
  • help to create a coaching and mentoring culture that supports individual confidence, performance and satisfaction, and organisational effectiveness

 

How will the course be delivered:

The trainer is very experienced and will deploy a wide range of training methods to explore the subject matter and help candidates to develop their knowledge, skills and behaviours as a coach and mentor.  These will include whole class discussions, videos, coaching scenarios, exploration of case studies, research and critique of research, co-operative group facilitation activities (e.g. jigsaw, marketplace, speed dating), presentations and most importantly, coaching practice, with feedback from peers and course tutors.

The course is delivered over four days face to face, with each candidate engaging in a tutorial and a one-hour coaching supervision session.

Other support will be given to individuals relating to the coaching and mentoring they are undertaken and to help with completion of written assignments, as required

Assessment:

There are three assignments, one for each of three compulsory units, assessed as pass or fail

ILM Unit Number 8588-500:  Understanding the skills, principles and practice of effective coaching and mentoring within an organisation context.

ILM Unit Number 8588-501:  Undertaking effective coaching or mentoring within an organisational context.

ILM Unit Number 8588-503:  Reviewing own ability as a coach or mentor within an organisational context.

 

Programme details:

Day One
09:45 Introduction
10:00
  • Starter: work highlights pair coaching exercise
  • Trainer and delegate introductions and exploration of prior learning and experience in relation to coaching and mentoring
  • Silent Discussion: (i) the beginner mind concept in coaching; (ii) giving advice; (iii) skills, behaviours and knowledge of a coach
  • Plenary, including discussion point – ‘let silence do the heavy lifting’.
11:15 Coffee Break
11:30
  • CAB coaching model: discuss, critique then delegates coach each other, using the model
  • The importance of clarifying issues with clients and how to do this eloquently and effectively
  • Introduction to the ILM, overview of course content and the three assignments.
12:45 Lunch Break
13:30
  • The business case for coaching for individuals and organisations: participants form groups depending on role and sector, then prepare and present a business case for coaching
  • The power of questions: framing different kinds of questions and practising these with each other
  • Group coaching model: a volunteer asks for help with something and trainer facilitates a group coaching exercise
15:30 Finish

 

Day Two
09.45 Trainer
10:00
  • Starter: group use CAB model to coach a volunteer (or trainer) on a real issue, then critique in terms of WWW (what went well) and EBI (even better if)
  • Exploring barriers to coaching and strategies to overcome these
  • Jigsaw conversation: (i) clean language; (ii) summarising and reframing; (iii) listening skills and habits
11:15 Coffee Break
11:30
  • Discuss, critique and apply the OSKAR coaching model (in groups of 3 with third person acting as an observer and giving feedback)
12:45 Lunch Break
13:30
  • Exploring the differences between coaching and mentoring
  • The organisation and administration of coaching: g. the structure of a ‘typical’ coaching session; note-making and record keeping; confidentiality, contracting, ethics
  • Review of learning so far: stop-start-continue
  • Assignment expectations, standards and deadlines
15:30 The trainer will be available to answer individual questions

 

Day Three
09:45 Trainer
10:00
  • Starter: group OSKAR a volunteer applying skills and approaches explored during Day 1 & 2
  • Q/A – review of learning so far
  • Exploring different schools of coaching, with practice exercises: e.g. solution-focused coaching, cognitive behavioural coaching (ABC model), NLP coaching (e.g. meta programmes)
111:15 Coffee Break
11:30
  • Schools of coaching continued
12:45 Lunch Break
13:30
  • Motivation and staff performance: e.g. (i) Dan Pink: Drive – the surprising truth about what motivates us; (ii) re-engaging staff who have lost their sense of purpose; (iii) critiquing and using ‘challenging conversation’ scripts; (iv) Doing more of what works – coaching and mentoring approaches to build on existing good practice; (v) Skills / Wills Index; (vi) Johari Window; (vii) group coaching to support a volunteer with a challenge at their place of work
  • Review of learning
15:30 Finish

 

 

Day Four
09:45 Trainer
10:00
  • Starter: speed dating in relation to coaching tips and key learning points so far
  • The coache’s toolkit: share ideas and resources to support coaching: e.g. templates for decision making, prioritising and problem solving; websites, Padlet, EMCC and other sources of information for coaches, mentors and clients.
  • Overcoming procrastination – tips to help other people (and ourselves) to act in their own best interests
11:15 Coffee Break
11:30
  • The power of curiosity and how to cultivate curiosity via coaching and through other methods
  • Understanding the signs and effects of anxiety and how to support people by coaching (incl. differences from counselling, boundaries, ethics etc)
12:45 Lunch Break
13:30
  • Review of learning and stop / start / continue exercise
  • Assignment workshop / brief tutorials / peer mentoring / remote support arrangements
15:30 The trainer will be available to answer individual questions.

 

Additional information:

 

د.إ6270
Trainer:
Bob Craig
Duration:
4 Days
Sessions:
4
Language:
English

Natalie Croome is a cross-curricular generalist, specialising in helping teams hone in on just what it is that student learning is showing them about possible areas of focus for teacher and/or leader learning. Using Professional Learning Standards as drivers in the design of high-quality Professional Learning Programmes, Natalie guides teams of leaders through engaging inquiries, honing in on connecting teacher learning to student learning. Natalie brings a fresh, adaptable and flexible approach to her work in leading Professional Learning; keeping it open to questions, research and taking a personal approach to the design process. In this way, she involves Professional Learners in the whole process, from identifying the focus area/s, designing the learning,facilitation, school-based practice, sharing findings, asking new questions... Areas of expertise include teacher identity, the ethics and professional practice of international education, global education pedagogies, bilingual & multilingual classrooms, inquiry-based learning, Cognitive Coaching, interdisciplinary & transdisciplinary approaches to teaching and learning, collaborative happiness, Positive Psychology and Emotional Intelligence. Natalie combines a professional approach with a sense of fun and a passion for connecting with people, building relationships, and leveraging curiosity, creativity and play as powerful learning tools.