Article from www.cleanlanguage.co.uk


1. Assessment of Clean Facilitators

Contents

1. Introduction

2. Criteria for Competence as a Clean Facilitator – Level I

3. Remote and Extended Credit Assessment Process – Level I

4. Relationship between Credits (#3) and Criteria (#2)

5. Assessor Criteria

6. Previous versions

Background
First a little of history. The initial Criteria (v1.0) were put together by James Lawley, Wendy Sullivan, Phil Swallow and Penny Tompkins for the first Clean Change Company certification on 18 & 19 January 2007. They have been amended and extended a few times since then although always within the original structure.

Users
The following organisations make use of these criteria as the basis of their certification/assessment/appreciation process (but you will need to check with them to be sure):

cleanchange.co.uk (UK)

cleanlanguage.co.uk (UK)

cleanlanguagetraining.com (USA)

cleanlearning.co.uk (UK)

cleanlanguage.net.au (Australia)

gewoonaandeslag.nl (Holland)

innovativepathways.net (France)

lkb-coaching.com (France)

miningyourmetaphors.com (USA)

trainingattention.co.uk (UK)

These organisations have devised different ways of conducting the process while using the same criteria as guidelines for a foundation level of competency.

If there are any other organisations who are making use the criteria, please let me know and I'll add you to the list.

These criteria are not fixed. They are open to revision and improvement. You can participate in a dialogue about these criteria at the cleanforum.com

James Lawley


2. Criteria for Competence as a Clean Facilitator
LEVEL I


 Version 1.6.1

Download as a MS Word file: Criteria for Competence v1-6-1 PUBLISHED.doc

Download latest version 1.7.2 proposed by James Lawley


NOTE:  Where ‘client’ is used, please read ‘client or exemplar’ as appropriate.

A clean facilitator can consistently and appropriately demonstrate the following:

1. Clean Language



Facilitate verbally and nonverbally with Clean Language:

  1. Make use of the basic clean questions (e.g. the questions on the 'compass' or  'molecule of perception')
  2. Ask specialised questions appropriate to the logic of the client’s information
  3. Work with range of client information: sensory, conceptual, metaphoric and nonverbal
  4. Ask questions with a curious yet neutral tonality and match vocal qualities when using clients’ words
  5. Move between conversational and trance-inviting tonalities trance-inviting
  6. Gesture and gaze at the location of symbols in the metaphor landscape - from the client’s perspective
  7. Vary the use of the syntax from minimal to full (e,g make use of 1, 2 and 3-part syntax and ‘when/as’)
  8. Recap and backtrack
  9. Start and finish cleanly (including starting from a drawing)
2. Metaphor

Identify and utilise client’s verbal and nonverbal metaphors:
  1. Recognise and utilise clients’ explicit and implicit metaphors
  2. Facilitate clients to translate their sensory, conceptual and nonverbal expressions into metaphor
  3. Work in ways that are congruent with the nature of the client’s metaphors
3. Modelling



Facilitate clients to self-model:

  1. Ask questions that come from continually updating facilitator’s model of client’s model with each new piece of information
  2. Direct attention in a way that takes into account the current desired outcome (distinguishing between the client’s outcome in change-work and the modeller’s outcome in exemplar modelling)
  3. Develop client's metaphor landscape (i.e. ’staying put’ long enough to identify and locate a configuration of symbols and the relationships between them)
  4. Encourage and maintain the psychoactivity of client's metaphor landscape
  5. Identify simple sequences and patterns of space, time and form
4. Change-work



Facilitate clients in their own change process to:

(e.g. Make use of 'A Framework for Change' or 'Symbolic Modelling Lite')
  1. Identify a desired outcome (e.g. make use of the PRO model)
  2. Develop a desired outcome landscape
  3. Explore the effects of their desired outcome
  4. Identify, develop and make use of resources
  5. Identify and mature changes as they occur
  6. As required, identify maintenance patterns and/or conditions necessary for change.

5. Clean Space



Facilitate clients using the Clean Space process:
(e.g. Make use of 'Basic Clean Space' or 'Clean Space Lite')
  1. Start cleanly
  2. Make use of basic Clean Space questions and directions
  3. Locate new spaces
  4. Facilitate knowing from each new space
  5. Return to existing spaces
  6. Facilitate knowing across/between spaces (relating spaces)
  7. Finish cleanly

Version 1.7.1 18 July 2017 - proposed changes by James Lawley
Version 1.6.1 26 Mar 2012 – minor edits by James Lawley

Version 1.6    30 July 2011 – changes compiled by James Lawley.
Original version compiled January 2007 by James Lawley, Wendy Sullivan, Phil Swallow and
Penny Tompkins.



3. Remote and Extended Assessment Process
Clean Facilitator – Level I


 DRAFT version 0.8
NOTE CREDIT NUMBERS HAVE BEEN CHANGED TO MORE ALIGN WITH CRITERIA 


To be read in conjunction with the Criteria for Competence in Clean Language, Clean Space & Symbolic Modelling - Level I.

The assessment of behaviour against the criteria has typically happened face-to-face over a couple of days. With a growing number of people being trained (at least in part) via the web and living 'overseas', Marian Way and I recognised the need for a process for assessing remotely and over an extended time period. We therefore produced the attached as a discussion document.

The general idea is that assessment is broken down into five parts for which the candidate gets a 'credit' for each part when they demonstrate the criteria. When they have accumulated credits for parts 1-3 they are ready to take credit 4, credit 5 can be taken at anytime. Two assessors must be involved in the overall process but only one assessor is required for each credit. This process allows for a candidate to gain credits from more than one organisation but that would need to be agreed with whoever issued the final certificate.

Below the five credits are summarised and the relevant criteria required to be demonstrated in each credit listed:

Credit no. Activity Timing
Media 
In order of preference:
Demonstrates Criteria Notes
1
Develop a Resource 30 mins
+
10 mins feedback
- Face to face
- Skype video
- Video recording
(see note d)
1 (except intention questions)
2
3 (except 3e)
Example starting question: When you are facilitating cleanly at your best, that’s like what?
2
Identify a sequence
30 mins
+
10 mins feedback
- Face to face
- Skype video
- Video recording
(see note d)
1 (except intention questions)
2
3 (especially 3e)

Can be a continuation of session 2 with same client.
Or start by asking: When you are [learning] at your best, that’s like what? and go quickly into modelling a sequence.

3
Develop a desired outcome metaphor landscape 30 mins
+
10 mins
feedback
- Face to face
- Skype video
- Video recording
(see note d)
1
2
3
4 (4d, 4e, 4f only as required)

Example starting questions: Where would you like to be?
Where you you like me to be?
What would you like to have happen?

4
Facilitate basic clean coaching session 40 mins
+
15 mins
feedback
- Face to face
- if at all possible
(Skype video or video recording if not)


1
2
3
4 (especially 4c, 4d, 4e; and 4f only as required)

Preferably a continuation of the session for credit 3 starting from a metaphor map (if not too long between sessions). Otherwise, have client and candidate work together beforehand; the client draws a map, and recaps their landscape at the start of the assessed session.
Or, allocate a longer time for this session.

 5 Facilitate basic Clean Space session.  30 mins
+
10 mins feedback
 - Face to face
- Skype video
- Video recording
5 Can be completed anytime, independent of Credits 1-4.

Candidate awarded Clean Facilitator - level I certificate when all five ‘competency credits’ have been achieved.

General Notes:
  1. Sessions 1, 2, 3 and 4 to be completed in that order. Session 4 should not be arranged until the candidate has demonstrated competency at sessions 2, 3 and 4.  Session 5, Clean Space, can be completed anywhere in the sequence.
  2. The candidate must facilitate at least 3 different clients to demonstrate their ability to work with a range of people and landscapes. 
  3. The environment and client will need to be prepared prior to the session – the client needs to know their role, the nature of the activity, and have their outcome/topic drawn/written as required so everything is ready to start on time.
  4. Audio-only may be used for one of session 1-3 but no more since the assessor must be able to observe how the candidate uses their non-verbals in relation to the client’s non-verbals.
  5. There may be a time limit (e.g. 2 years) within which the certification needs to be completed.
  6. At least two assessors are to be involved. If the ‘lead’ assessor observes the majority of credits then the second assessor must observe at least credit 4.

Originally compiled by James Lawley & Marian Way, 19 Dec 2011, updated by James, 28 Oct 2012





4. The Relationship between
CREDITS for REMOTE and EXTENDED Assessment Process
and
CRITERIA for Competence as a Clean Facilitator - LEVEL I

 DRAFT version 0.5
NOTE: CREDIT NUMBERS HAVE BEEN CHANGED TO MORE ALIGN WITH CRITERIA 

See:
Remote and Extended Assessment Requirements - Clean Facilitator Level I
and
Criteria for Competence in Clean Language, Symbolic Modelling & Clean Space - Level I


CREDIT 1 Cleanly facilitate a client to develop a resource metaphor landscape

Criteria 1 (except intention questions in 1a)
Criteria 2
Criteria 3 (except 3e, sequence)

CREDIT 2 Cleanly facilitate a client to identify a sequence of (internal) events

Criteria 1 (except intention questions in 1a)
Criteria 2
Criteria 3 (especially 3e)

CREDIT 3 Cleanly facilitate a client to develop a desired outcome metaphor landscape

Criteria 1
Criteria 2
Criteria 3
Criteria 4 (4d, 4e and 4f only as required)

CREDIT 4 Cleanly facilitate a basic clean coaching session.  

Criteria 1
Criteria 2
Criteria 3
Criteria 4 (especially 4c, 4d, 4e; and 4f as required).

CREDIT 5  Facilitate a client in the basic Clean Space process
Criteria 5

Originally compiled by James Lawley and Marian Way, 29 March 2012, updated by James, 28 Oct 2012.


Assessor Criteria
v.6
Purpose

To demonstrate competence at assessing trainees (against the Level I Clean facilitator criteria), giving suitable feedback, and managing the assessment process.

Prerequisite

Have demonstrated a high-level of facilitation skills* in the clean processes being assessed.

The key skills required are to:
1. Provide clear instructions on the assessment activities and what is required of trainees.
2. Recognise when a trainee is demonstrating the criteria (and when they are demonstrating not meeting the criteria).
3. Know when a criterion has been demonstrated sufficiently/enough (or not).
4. Deliver respectful feedback (written and verbal) and an ongoing assessment in a supportive style that clearly specifies:
a. what has been demonstrated
b. what still needs to be demonstrated to meet the criteria.
5. Recognise when feedback has (and has not) been implemented.
6. Weigh up all the evidence and, in discussion with at least one other assessor, come to a final assessment of overall competency based on that evidence.
7. Deliver the final assessment in a way that supports the development of the trainee (and as required responds to trainee objections and concerns).

* e.g. the as-yet-unspecified Level II Clean Facilitator competency criteria.


HISTORY
v.6    02 Apr 2015 (added prerequisite for demonstration of high-level facilitation skills)
v.5    23 Jun 2013 (tidied up wording of criteria 6 & 7 and added more examples to 4, 6 & 7 )
v.4    16 Aug 2010 (amended criterion 4)
v.3    14 Aug 2010 (expanded number of criterion from 5 to 7)
v.2    29 Apr 2009 (wording tided up)
v.1    27 Apr 2009 (devised by Lawley, Sullivan, Swallow, Tompkins
)

Clean Facilitator Assessors

There are now 11 'clean facilitator assessors' who have agreed to use the same competency criteria and a similar assessment process.

The original self-appointed 'Gang of Four' assessors ran the first Clean Change Company certification on 18 & 19 January 2007:
James Lawley cleanlanguage.co.uk
Wendy Sullivan cleanchange.co.uk
Phil Swallow reframe.net (UK & France)
Penny Tompkins cleanlanguage.co.uk
Four more assessors were born during an Assess the Assessor event organised by the original Gang of 4 (30 Apr & 1 May 2009):
Annemiek van Helsdingen redrobinchange.com (Netherlands)
Maaike Nooitgedagt gewoonaandeslag.nl (Netherlands)
Judy Rees xraylistening.com (UK)
Marian Way cleanlearning.co.uk (UK)
A ninth was added after an apprenticeship/shadowing process with Wendy and James (14 & 15 Aug 2010):
Margaret Meyer cleanchange.co.uk (UK)
The tenth assessor graduated after a combination of remote/shadowing process with Marion and James (February - July 2011):
Sharon Small cleanlanguagetraining.com (USA)
An eleventh joined the group after an apprenticeship/shadowing process with Wendy and James (21 & 22 June 2013):
Greta Irving gretairving.co.uk (UK)
We now have a dozen recognised assesors after an apprenticeship/shadowing process with Wendy and James (21 October 2016):
Paul Field clarityofpurpose.co.uk (UK)
And currently, part way through their apprenticeship are:
Yoriko (Deshana) Matsuda (Japan)
Daso Saito dasosaito.com (Japan)
Caitlin Walker trainingattention.co.uk (UK)



Previous version 1.5

A clean practitioner can consistently and appropriately demonstrate the following:

NOTE:  Where ‘client’ is used, please read ‘client/exemplar’

1. Clean Language



Facilitate verbally and nonverbally with Clean Language:

  • Use the basic clean questions 
(e.g. the 9+3 questions on the Molecule of Perception)
  • Ask specialist questions appropriate to the logic of the client’s information
  • Work with range of client’s information: sensory, conceptual, symbolic and nonverbal
  • Ask questions with an interested yet neutral tonality and match the client’s vocal qualities when using their words
  • Move between trance-inviting and a conversational tone
  • Gesture and gaze at the location of symbols in the Metaphor Landscape - from the client’s perspective
  • Vary the use of the syntax from full to minimal
  • Recap and backtrack
  • Start and finish cleanly

2. Metaphor

Identify and utilise client’s verbal and nonverbal metaphors:
  • Recognise and utilise client’s explicit and implicit metaphors
  • Facilitate client to translate sensory, conceptual and nonverbal expressions into metaphor
  • Work in a way that is congruent with the nature of the client’s metaphors

3. Modelling



Facilitate clients to self-model over time:

  • Ask questions that come from continually updating your model of their model with each new piece of information
  • Direct their attention in a way that takes into account the current desired outcome (i.e. the client’s outcome in change-work, the modeller’s outcome in pure modelling)
  • Develop their Metaphor Landscape (i.e. identify and locate a configuration of symbols and the relationships between them)
  • Identify simple linear sequences and spatial patterns
  • Encourage the psychoactivity of, and maintain their attention on their Metaphor Landscape

4. Change-work



Facilitate clients in their own change process:

  • Identify the client's desired outcome (e.g. PRO model)
  • Develop a desired outcome landscape
  • Explore the effects of the desired outcome
  • Identify, develop and make use of resources
  • Identify the conditions necessary for change
  • Identify and mature changes as they occur

(e.g. Use 'A Framework for Change')

5. Clean Space



Make use of the basic Clean Space process:

  • Start and restart a Clean Space process
  • Ask basic Clean Space questions and give directions
  • Locate a new space
  • Facilitate knowing from a new space
  • Return to an existing space
  • Finish cleanly


URL: http://www.cleanlanguage.co.uk/articles/articles/316/1/Competence-Criteria-Level-I/Page1.html


James LawleyJames Lawley is a UKCP registered psychotherapist, coach in business, and certified NLP trainer, and professional modeller. He is a co-developer of Symbolic Modelling and co-author (with Penny Tompkins) of Metaphors in Mind: Transformation through Symbolic Modelling. For a more detailed  biography see about us and his blog.

 

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