Since its launch in July last year, the European Mentoring & Council (EMCC)’s quality award (EQA) has gathered significant momentum, with 16 organisations successfully achieving awards covering 27 different coach/mentor training programmes. Apart from established coach training bodies, employers such as the Metropolitan Police are now beginning to set their sights on the award as well. Yet while interest is growing, some are finding the EQA assessment process daunting. Eric Parsloe, whose organisation, the Oxford School of Coaching and Mentoring, gained the kitemark for its foundation, intermediate and practitioner programmes, admits that his main feeling on gaining the award was “one of relief because it is not an easy process”.
“We thought we were pretty good anyway we had accreditation from Oxford Brookes University and yet it was a difficult and painful exercise,” says Parsloe, speaking at the annual EMCC workshop on 15 June. But the process has been well worth it: “There is the benefit of a combination of internal and external credibility,” he says. So far, the award scheme has been rolled out in the UK, although organisations in France, Germany, Ireland and Sweden are currently applying for the award. The EMCC is also beginning to look at an award for individual accreditation.
Preparing for an EQA application
So how do you get ready for the assessment? The EQA process looks at areas such as course content, learner experience, tutor effectiveness, methods of assessment and quality systems. Organisations are not always as prepared or as rigorous as they would like to think they are in documenting course processes and procedures, so here are some pointers to help you prepare
the information the EMCC is looking for.
Think ahead
To be considered for an application for the EQA, the programme must: Have completed at least one cycle, although part of the EQA assessment is to evaluate the effectiveness of the programme on completion, there is much that can be done to get the ball rolling beforehand. Have good documentation supported by evidential information to facilitate any future application
Decide on a category
You will need to ascertain which award category to apply for. The category depends on:
- Audience – the learners
- Depth and breadth of learning
- Number of learning hours
The EMCC website (www.emc council.org/emcc_qa.htm) contains the following useful documents:
- Categories for coaching and mentoring training programmes Provides definitions for each category of programme
- Competence standards
- Provides information on the standards for each category, confirming the appropriate category
The assessment of any application for the EQA will be determined by the category of award applied for, with all information given assessed according to that category.
Main elements of an application
All aspects of a programme are assessed. When an assessor is reviewing the application they will be seeking information and evidence on the following:
- Course content
- Learning and teaching methods employed
- Assessment and evaluation of learning
- Quality systems
The questions that an assessor will ask within each of these sections include:
- Course content
- What are the stated learning aims of the programme?
- Are they appropriate for the category of award applied for?
- Do the learning outcomes meet the stated course aims and objectives: does the programme give the learner the knowledge, skills and experience (practices) it says it will?
- How does the programme comply with the EMCC standards?
- What competencies are taught and at what level? Is this congruent with the level applied for?
Although the EMCC does not advocate that the competencies must be the same as those it promotes, where there are differences applicants will need to demonstrate how they equate to those of the EMCC.
How are the competencies evaluated or assessed?
What are the learning hours – in other words, the average number of hours it is expected a learner (at a particular level) will spend to achieve the specified learning outcomes at that level? The amount encompasses the time spent in all learning activities contributing to the course, including classroom contact, supervised learning, independent study, work-based
learning and completion of assignments and examinations.
Which modules are compulsory and which ones are optional – for example, if learners have a choice of modules is there enough
content and practice?
Learning and teaching methods employed
How have the different learning styles’ preferences been accommodated in the methods used?
Are the methods appropriate?
What is the balance between skills practice, reflection, theory and process? Is it appropriate? For example, it is likely that there would be a greater proportion of time spent on practice on a foundation programme than in a practitioner programme.
Who do the learners practise their coaching on? Is this appropriate for the level of the programme? What is the recruitment process for clients? For example, it is expected that at intermediate level and above learners would be practising on “real” clients. It would be seen as acceptable for foundation-level learners to be practising on each other.
Is the depth and breadth of programme sufficient to warrant the level?
What is the provision for coaching supervision?
Assessment and evaluation of learning
A course will naturally include informal means to ascertain whether any learning has occurred. However, for the quality award, formal methods of reviewing learning and evaluation of the effectiveness of learning are essential.
What methods are used to capture evidence of learning?
What methods are used to evaluate whether the intended learning outcomes are being achieved by the learners?
What is assessed?
How are learners assessed?
What are the criteria for assessing learners? For example, are coursework, reflection notes, coaching practice and proficiency on the competencies appropriate for the programme?
What happens if learners don’t meet the assessment criteria?
What is in place to ensure that the learners have developed proficient coaching skills?
If formal methods of assessment are absent, the programme may still be eligible for a quality award.
Quality systems
The quality systems that support the training and learners form an integral part of the EQA.
What are the criteria for identifying key tutors?
What methods are used to ensure that they are competent to teach or assess standards?
How is their effectiveness in teaching evaluated?
How is the effectiveness of the programme evaluated?
What systems are in place to recognise and enhance strengths and address limitations of programmes, staff and processes?
How is evaluation data collected from the learners? How is this feedback used to enhance future programmes?
What processes exist to ensure that the quality standards are working effectively?
Is there a process to ensure a clear and consistent application of the standards of evaluation and assessment methods across modules, “teachers” and cohorts?
Are the assessment methods evaluated by an independent body, such as an independent moderator or an academic institution?
The time taken to complete an application for the EQA can be greatly reduced if every aspect of the programme is documented and evidenced prior to application. The information above is not exhaustive and covers the main elements that an assessor would examine during assessment.
Marina Dieck is a founder of the EMCC EQA and an assessor and chair of the EQA panel. marinad@btinternet.com. To apply for the EQA, email ukmembership@emccouncil.org
Tips for success
- Start documenting information about the programme immediately, even though it will not be eligible until completing one cycle.
- Collate information on course content; learning and teaching methods employed; formal assessment and evaluation of learning, and quality systems.
- Make sure you select the appropriate category for your programme as all provided information will be assessed accordingly.
- Speed up the assessment process by having one main point of contact as a link with the assessor, responding quickly to queries and questions for clarification.
- Don’t be defensive – the assessment is intended to be a developmental, non-judgmental and positive experience.
Who’s got the award?
- Academy of Executive Coaching
- Chief Executives’ Office
- CIPD
- Clutterbuck Associates
- i-coach academy
- Intuition
- Management Futures
- National Centre for Work-based Learning Partnerships at Middlesex University
- Oxford Brookes University
- Oxford School of Coaching and Mentoring
- PB Coaching
- PDF.Net and Middlesex University
- Praesta Partners
- School of Coaching
- Sheffield Hallam University
- Tavistock Consultancy Service
Volume 2, Issue 6