These are the Mentor Coaching Competencies we identified as a result of the interviews:
1. Mentor Coaching Agreement
Ability to clarify guidelines about the methodology and structure of the Mentor Coaching process in a group or individual format.
Behaviors associated
(a) Defines guidelines about the methodology and structure of the whole process of Mentor Coaching in oral and/or written form.
b) Ensures that the coach has understood the agreement, both at the beginning and during the process.
(c) Clarifies expectations from the Coach and himself about the process. For example, asks in which competences mentee wants to focus on during the feedback session.
d) Recognizes when the learning process is stalled, explores the obstacles and reformulates the agreement if necessary.
(e) Communicates professional and ethical standards of coaching and clarified doubts.
f) Differentiates the roles of Mentor Coach, Coach and Coaching Supervisor and acts accordingly.
2. Development of the Mentor Coach-Coach relationship
Build a professional relationship with the Coach based on presence and confidence.
Behaviors associated
(a) Is confident in herself, Coach and Mentor Coaching process.
(b) Encourages Coaches to express their ideas and emotions.
c) Respects and appreciates the work of the Coach.
(d) Develops a relationship of equality among colleagues.
(e) Models and invites Coaches to be vulnerable exploring their successes, challenges and areas for improvement.
(f) Is appreciative and supportive.
g) Is present and flows with the Coach.
3. Active listening
Ability to demonstrate an understanding of the Coach and recognize the presence of each competency.
Behaviors associated
(a) Listens to the presence of the markers from each of the competencies.
(b) Listens for the entire global competency, differentiating ACC, PCC or MCC.
(c) Listens for the strengths and areas of growth and opportunity.
(d) Listens appreciatively, with positive expectations about the performance of the Coach.
(e) Identify the emotions of the Coach and used the emotional material to enrich learning.
Rey Carr
November 12, 2015 at 8:05 pm
The authors present a thorough model. But, lo and behold, why do they even include the term “mentor”? Read the article again and everytime the word mentor appears, either take it out or replace it with the word coach.
This is the problem with the ICF’s approach to mentoring. It’s not aligned with any other viewpoint expressed by experts on mentoring. This model has little to do with mentoring and mostly to do with coaching. If the article makes just as much sense when the word mentor is removed, then the authors have really set up an unnecessary variant of coaches looking after their own professional development.