Interested in a simple Skills Scan and Learning Progress Tracker tool for the Coaching professional standard?
Knowledge
K1: Theories of learning and reflective practice such as Kolb, Gibbs, Schon, etc., and basic schools of psychology and neuroscience, including linguistic interpretation and application
K2: The theories of emotional and social intelligence, such as Goleman and Salovey & Mayer, and application of the theories to understanding self
K3: Diversity and inclusion and bias theory, including personality type theories, such as preferences for introversion vs extroversion, integrity, ontology and human values and how they impact on behaviour and organisations. The theory of self actualisation, such as Maslow’s Hierarchy of needs, motivational theory, Herzberg
K4: The importance of coaching contracting and recontracting, and models enabling its effectiveness
K5: The theory of organisational culture (and values) and leadership styles, and the impact these can have on individuals and their behaviour
K6: Coaching theory, including maintaining good practice coaching protocols and a code of conduct within the coaching process (including "unconditional positive regard", non-judgmentalism and non-directiveness)
K7: Methods of communication including verbal / non-verbal / building rapport / matching and mirroring. Listening skills, including levels of listening. Theories of relationship management, including transactional analysis, power dynamics, and stakeholder management theories
K8: Theories of increasing self-awareness such as the Johari Window and the journey from unconscious incompetence to unconscious competence, and types of feedback
K9: Evaluation: theories of return on investment and delivery of value
K10: The differences and similarities between coaching, mentoring, training, counselling and consulting
K11: Relevant legislation (e.g. Data Protection Act, safeguarding) and coaching competencies and codes of ethics described by the main professional bodies
K12: The existence of a range of coaching models and techniques, and related psychological approaches, such as Whitmore’s GROW model, Kline’s Thinking Environment, Gestalt, neurolinguistic programming (NLP), cognitive behavioural coaching, positive psychology, metaphor, solutions-focussed coaching and skills and performance coaching. Methods of goal setting, such as SMART goals, alignment of personal and organisational goals, and aspirational/dream goals
Skills
S1: Time management, including scheduling coaching sessions, and self-leadership to resolve conflicting priorities and ensure sufficient time for record keeping and other role activities
S2: Working with those receiving coaching to set clear goals, including visualisation techniques, setting timescales, validating their achievability, recording outcome-focused, prioritised action plans and monitoring progress towards goals
S3: Communication, including (but not limited to) descriptions of the coaching process and roles and responsibilities (including those related to boundaries and confidentiality), and the benefits of coaching in relation to the context of those receiving coaching
S4: Contracting with all relevant stakeholders, including logistics, preferences of the coach and those receiving coaching, considerations of the system within which the coaching relationship sits, goal setting, outcome realisation and contract conclusion. This includes holding oneself to high ethical standards, particularly in the areas of confidentiality (including when maintaining coaching records) and management of boundaries (including their own competence and values, relevant codes of ethics, and relevant legislation, policies and procedures)
S5: Stakeholder management, including a range of challenging and senior people, and focus on their agenda and outcomes throughout
S6: Rapport/trust building and maintenance, including recognition of the personal values, emotional state(s) and response of those receiving coaching, validating their understanding of themselves and their circumstances, dealing with difficult coaching relationships and ensuring non-dependence on the coach
S7: Deliver feedback in a style that is useful, acceptable, non-judgmental and meaningful to those receiving coaching
S8: Identification of patterns of thinking and limiting/enabling beliefs and actions
S9: Questioning techniques to raise the self-awareness of those receiving coaching, including asking open questions, broaching challenging subject areas (e.g. emotional state, characteristics of wider systems) and questioning untrue, limiting assumptions
S10: Uses several established tools and techniques to develop their own coherent model of coaching to help those receiving coaching work towards outcomes. Uses models and approaches from the context of those receiving coaching
S11: Demonstrates emotional intelligence, including demonstrating empathy and genuine support for those receiving coaching ("unconditional positive regard"), and adapting language and behaviour in response to the whole person of those receiving coaching
S12: Applies coaching theories, models and tools, techniques and ideas beyond the core communication skills in order to bring about insight and learning
S13: Identifies energy shifts within a coaching context, enabling these to be aired and addressed and managed
S14: Manages and celebrates diversity in their coaching practice, including demonstrating how diversity and inclusion informs their professional practice
S15: Demonstrates awareness of own values, beliefs and behaviours; recognises how these affect their practice and uses this self-awareness to manage their effectiveness in meeting the objectives of those receiving coaching and, where relevant, the sponsor
Behaviours
B1: Committed to self-development, including self-reflection, gathering information on the effectiveness of their own practice, producing personal development plans and receiving coach supervision
B2: Self-awareness, including of their own behaviours, values, beliefs and attitudes, and attending to their own wellbeing, resilience and maintaining mental capacity
B3: Act as an ambassador for a coaching mindset and positive approach to personal development
B4: Is spontaneous, open and flexible, demonstrating respect and engendering trust
Duty 1
DUTY: Plan, conduct and record coaching needs analyses to inform their coaching practice, coaching strategy and the organisation's coaching culture
K3
K4
K6
K9
K12
S3
S4
S5
S13
B3
Duty 2
DUTY: Agree and develop coaching contracts with all the relevant parties that also consider ethical issues in coaching and boundaries.
K3
K4
K5
K6
K7
K8
K10
K11
K12
S1
S2
S3
S4
S5
S6
S10
S12
S13
B2
Duty 3
DUTY: Deliver effective and responsive coaching sessions, ensuring they reflect boundaries and professional requirements and contribute towards wider objectives, such as embedding an organisation's values, improving workplace resilience
K1
K2
K3
K4
K5
K6
K7
K8
K10
K11
K12
S1
S2
S3
S4
S6
S7
S8
S9
S10
S12
S13
S14
B2
B4
Duty 4
DUTY: Select and use a suitable variety of coaching tools and techniques and/or psychometrics to challenge/support, analyse and enable learning and insights, such as awareness of others' perspectives to increase team functioning and accountability
K1
K2
K3
K5
K6
K8
K12
S3
S4
S8
S9
S10
S11
S13
S15
B1
B4
Duty 5
DUTY: Review and interpret coaching needs analyses, identifying when coaching is / isn’t appropriate, and signpost those receiving coaching to other professional services when needed to complement or replace the coaching process, such as mental health professionals, charities, substance abuse support organisations, occupational health
K1
K2
K3
K4
K5
K6
K10
K11
K12
S3
S4
S5
S6
B2
B4
Duty 6
DUTY: Provide support to those receiving coaching in the definition and delivery of valid goals, through clearly defined and committed to actions, within the context of the cultures and systems within which those receiving coaching operate, and facilitate challenge to those systems where appropriate
K4
K5
K6
K9
K12
S2
S4
S5
S9
Duty 7
DUTY: Design coaching interventions that frame, challenge and meet the agreed objectives in the coaching contract and conform to the coaching sponsor’s objectives and constraints, including budget considerations
K1
K2
K3
K4
K5
K6
K7
K8
K12
S1
S3
S4
S5
S6
S8
S9
S10
S12
S13
S14
B2
B4
Duty 8
DUTY: Evaluate the effectiveness of coaching interactions for the purposes of quality assurance, self-development for the coach and to measure return on investment (including being a recipient of regular coach supervision, and recording CPD, coaching hours, feedback and reflection, while ensuring confidentiality)
K1
K6
K9
K11
S7
S8
S11
S15
B2
B3
Duty 9
DUTY: Maintain records of coaching practice including the logging of coaching hours, supervision, recording CPD and maintaining logs of practice
