Core competencies for coaches - best practice.
A guide to what to look for when choosing a coach!
Knowledge and accreditation
The coach is clear about the philosophy and coaching models they use. The coach is aware of his /her professional boundaries, and has contacts should they need to refer on. The coach has a coaching diploma covering at least 20 days and accreditation from an independent professional body. Pamela has much more training and experience than this, as can be seen from the home page.
The coach is sufficiently self aware so as to be able to effectively work with the client's model of the world, not their own. To assist the client to become aware of the richness of their own resources, and how these can be used to obtain their outcome. The coach develops a reflective style and is open to improvement accordingly. Coach takes responsibility for self development, based upon self awareness. The coach recognises negative feelings and can effectively manage this. The coach is aware of the many personal skills, abilities and amount of knowledge he / she can bring to the coaching intervention. The coach is aware of the many coaching skills, abilities and amount of knowledge he / she can bring to the coaching intervention.
CPD (Continuous Professional Development) and Supervision.
The coach engages in CPD which is supported by a log. The coach has supervision arrangements. The coach is enthusiastic and positive about the concept of CPD and supervision.
Fostering independence in coachee (person being coached)
The coach encourages the coachee to believe in their own efficacy. The coach monitors improvement in the coachee and feeds this back as evidence of development. The coach , from the outset , aims to see the coachee's potential and capability.
The coach can communicate at an unconscious level as well as a conscious level. The coach has the ability to experience the problem from the client's perspective and coach from that point.
The coach demonstrates good listening skills, which allows the coach to develop a rich picture of the coachee's world. The coach has good questioning skills. Good questioning skills assist the coachee to recognise areas for development. The coach is aware of the nature of unconscious communication and makes use of it. Awareness of unconscious communication alerts coach to deeper patterning with in their coachee. The Coach ensures notes are accurate, and makes them as soon after session to facilitate accurate recall. Shares client's issues strictly with their permission only.
The coach contracts with the coachee what will happen in terms of length of coaching, coaching issues to be covered and so on . Contracting provides structure and clarity for both parties. The coach is aware of 3rd party stakeholders ( e.g. in corporate funded executive coaching contracts) and contracts accordingly. Contracting with stakeholders makes the coaching intervention that much more comprehensive. Where necessary provides coachee with the opportunity to work with another coach.
The coach is aware of such legislation that may affect coaching, e.g. Disability discrimination Act, Health &Safety at work act, insurance, Data protection. The coach continually revises coaching practice in the light of new legislation.
Facilitation and Learning
The coach is aware of enabling and hindering factors when facilitating the coaching relationship. A facilitative coach will be sensitive to a range of diverse learning styles and needs of coachees. The coach is aware of and promotes in the acilitative relationship the notion of the coachee as an adult
learner. Facilitative coaching relationships are based on respecting the coachee as having needs but within the context of also being an adult and responsible learner. The coach offers him/her self as a resource to the coachee in a relationship that is intent on working with the coachee. A facilitative coach recognises the strengths of working in a learning coalliance with the coachee.