Quality Standards for Coaching Training Seminars


Conclusions from the DBVC Quality Conference for Coaching Training Courses

Preliminary remarks

  • The following quality standards for coaching training courses only apply to the wide variety of training seminars offered by the DBVC in which coaching competences (skills) are taught. The qualification obtained on these courses does not equate to the entrance requirements for DBVC membership.
  • The quality requirements described here have to be met for a coaching course to be recognised by the DBVC. Recognition will only be given after an approval procedure has been completed.
  • This approval may be publicised. Approval means that the training course imparts professional coaching skills in accordance with the DBVC’s standards.
  • These standards set out the quality requirements for training courses. 
  • As a general rule, those who do not wish to work as a coach but intend to use the skills acquired in other professional settings may also participate in these training courses.
  • Final certificates may be distributed by the training course provider in accordance with their own guidelines. These certificates are not DBVC certificates and recipients are not eligible for a DBVC membership.The DBVC follows its own admission procedures.
  • These quality standards are reviewed and developed through a regular and compulsory contact between institutions providing DBVC-approved training courses.

General requirements

  • The minimum requirement for DBVC-approved courses is 150 contact hours (of 60 minutes). This includes all interactive activities but excludes self-study elements and writing papers and so on.
  • The course syllabus must last for a minimum of 12 months, preferably 18 months.
  • A senior DBVC coach is responsible for the syllabus. S/he must have been a DBVC member for at least one year and must be able to prove his/her qualifications as a tutor and training course provider. S/he is referred to from here onwards as the ‘Training course provider.
  • The training cource provider must convince with personal integrity, particulary through:  
    - ability of self-reflexion 
    - openness to dialogue 
    - credibility 
    - trustworthiness
  • Training courses in coaching must have already been carried out at least three times and will take place at least once a year. This must be proved by providing participant lists if required by the DBVC. The DBVC must be notified immediately if courses are not scheduled to take place in a given year. (The association’s board decides the approval procedure and whether to award or withdraw approvals.)
  • The training course provider must ensure that tutors are qualified and that they co-operate under his/her management.
  • The training course provider has a plausible business concept and successfully implements this concept: 
    - A sound range of courses on offer and honest marketing and advertising strategies 
    - The approach of the courses and skills covered by the training courses are realistic and clearly discernible. There is a match between process and content. 
    - Adequate infrastructure for course administration and customer support 
    - Sound financial situation and sustainable strategies 
    - Business is carried out according to the norms of proper business practice.
  • The training course provider adopts a coherent approach to the assessment of course quality.
  • The certificates awarded are well-suited to the course and the qualifications obtained on the course.
  • There is a coherent concept for selecting participants before the course starts and for evaluating the learning process and skills acquired at the end of the course.
  • Training courses need to be developed continuously. To this end, the training course provider takes part in DBVC quality conferences for providers of training courses at least once a year.
  • Upon request, the training course provider allows DBVC representatives to inspect their training sessions and related business activities.

Requirements for content

1. Training theory and approach 

  • The training course concept must to be based on a well-founded and appropriate approach. Individual modules should add up to a coherent programme (e.g. recurrent themes, allocation of tutors based on specialist knowledge, choice and positioning of training modules, methodology, process design).
  • The training course is based on a variety of theories, types of content, methods and models, and follows a coherent concept. Special emphasis on certain approaches and methods can be identified.
  • The training courses follow the coaching compendium ‘Guidelines and recommendations for the development of coaching as a profession’ and particular emphasis is given to the ethical code.

2. Personal and professional skills 

  • The training course enables and expects personal development by the participants with regards to their professional activities. The course encourages feedback mechanisms and a growing awareness of one’s own impact, and these individual reflective processes are consistently put into practice during the training course.
  • The training course provides a coherent model for understanding the self-control mechanisms used by humans in a working environment, insight into their inner worlds and an appropriate approach to handling both of these aspects.
  • The training course imparts the ability to reflect on one's own professional relationships and to recognise at what point reliable external consultancy is required.

3. Contextual relevance 

  • The training course content and approach reflect professional and organisational factors that are relevant to coaching.
  • The training course considers issues relating to the working environment, professional identity, and career. It takes into account any conflicts between organisation, role and personal identity.
  • The training course imparts the ability to understand and handle conflicts in a professional and organisational context.

4. Practical relevance

  • The participants’ professional experience is regularly the subject of the learning process, leading to the integration of theory and practice.
  • The training course requires the participant to bring in issues from their own professional lives and to benefit from advice.
  • The training course promotes networking among participants. Interactive group work during the course and /or in connection with the course is obligatory.

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