Dr. Damian Goldvarg, MCC and Laura Zuvanic, PCC
Introduction
The professional coaching practice has been developing for the last 20 years requiring coaches to receive quality training following ethical standards. The International Coach Federation (ICF) — organization leader in the development of the practice of professional coaching — developed standards to assure that coaching training programs follow guidelines such as providing mentor coaching to participants. They also request mentor coaching for credentialing to assure coaches receive feedback about their coaching from more experienced and trained coaches. In this paper our intention is to share the results from a study that brings light to the competencies a mentor coach should demonstrate to be effective at his or her job.
The ICF defines Mentor Coaching as “providing professional assistance in achieving and demonstrating the levels of coaching competency demanded by the desired credential level (ACC, PCC, MCC) sought by a coach‐applicant (mentee). Furthermore, Mentor Coaching means an applicant (mentee) being coached on their coaching skills rather than coaching on practice building, life balance, or other topics unrelated to the development of an applicant’s coaching competency”.
ICF differentiates Mentor Coaching from other practices such as Coaching Supervision. In that sense, it has created guidelines to differentiate these two complementary practices that should be part of the educational path for the coach ongoing development. To ICF “Coaching Supervision is the interaction that occurs when a coach periodically brings his or her coaching work experiences to a coaching supervisor in order to engage in reflective dialogue and collaborative learning for the development and benefit of the coach and his or her clients” (http://coachfederation.org)
Methodology
This document is the result of thirteen (13) interviews administered to Latin American senior Mentor-Coaches. The interviews were conducted by coaches trained to consistently ask questions. Most of the Mentor Coaches had more than five years of experience providing feedback to coaches in coaching training programs. The interviews were designed specifically for this purpose. Our goal was to build a core competencies Mentor Coach model and identify successful associated behaviors.
The design of the interview guide was created by taking into consideration the Behavioral Event Interview Model (BEI). Today BEI is a structured interview usually used when selecting employees. It gathers information about the history of an applicant as a means of predicting future performance.
BEI was originally developed by JC Flanagan (1954, The Critical Incident Technique in Psychological Bulletin, 51 (4), 327-358). Later, David McClelland (1981, Interviewing for Competence, Boston, McBer) designed a regular method to identify competencies through administration of in-depth interviews.
The original model’s objective was to ask the best performers of a job or task to describe three situations in which they had outstanding performance, and three incidents in which performance was poor. The description was very detailed. The aim was to get a clear picture about the outstanding performances; what they have done, and what happened. After analyzing the stories, researchers identified patterns and what competencies were at play in these critical events.
The Model: Mentor Coaches Competencies
It is important to clarify that:
Competencies are integrated, holistic and complex: they include the knowledge, skills, attitudes and values needed to meet the demands of a mentor coach task.
Competencies are not synonymous with ‘skills’ or ‘abilities’.
Competencies are performance-based and inferred from the actions, behaviors and choices.
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.
4. Feedback
Ability to communicate effectively the areas of strengths and opportunity for improvement, using a language based on observed behaviors, creating a space of trust and mutual respect.
Behaviors associated
(a) Agrees on how the Coach wants to receive feedback.
(b) Gives feedback appreciatively, constructively and sensitive to cultural differences.
(c) Creates a safe and reliable space for delivery of feedback in a respectful, friendly tone, clear, and concise.
(d) Provide encouraging feedback, showing in what the Coach was effective and corrective feedback on what can be even more effective or need to modify.
(e) Offers specific feedback, basing it in concrete behaviors and not in the “being” of the coach.
5. Application of key competencies of the ICF model
Ability to know in depth the ICF Key Competencies Model and identify the presence or absence of corresponding behaviors.
Behaviors associated
(a) Learns about the behaviors associated with each of the eleven (11) Coaching competencies of the ICF Model.
(b) Differentiates behaviors at ACC, PCC, and MCC level.
(c) Shows the Coach, based on competencies, the gap between the levels of proven ability and the next level required.
(c) Identifies the presence or absence of behaviors associated with each competency in the coaching sessions.
(d) Stays up-to-date on the continuous development of the competency model of the ICF.
e) Knows various theoretical and applied models of Coaching.
6. Learning Process
Ability to design, intervene and accompany the process of learning, facilitating the professional and personal growth of the Coach.
Behaviors associated
(a) Identifies the barriers for learning and capitalizes on them to enrich the process.
c) Co-creates the process of learning with the coach, and explores expectations and preferences of coaching and learning styles.
d) Stays focused on agreed outcomes for the Mentor Coaching process and for each session.
(e) Is aware of the style, culture and language differences between the Coach and the client and between Coach and Mentor Coach.
f) Recognizes and celebrates the progress.
g) Is innovative and designs educational changes in the facilitation of sessions.
7. Facilitation of Mentor Coaching Groups
Ability to create a group learning space by creating an environment conducive to collaboration, commitment, trust and mutual respect.
Behaviors associated
(a) Develops rules of work with the group.
b) Promotes the participation of all members at providing feedback to colleagues, inviting to contribute to the silent members.
(c) Stimulates team spirit and the connection between the members.
(d) Intervenes when the feedback is aggressive or inappropriate among colleagues.
8. Self reflection
Ability to reflect on their performance, new learnings, successes, and challenges in their work as a Mentor Coach.
Behaviors associated
(a) Is aware of “Who” he/she is being as a Mentor Coach and his/her own emotional reactions.
(b) Asks for feedback and/or supervision about their performance.
(c) Takes time to reflect on their practice
d) Promotes and maintains its relationship with other Mentor Coaches, open to the possibility of continuous learning and sharing of experiences.
Conclusions
We hope this model supports the development of professional coaching. By building a Model for Mentor Coaching Competencies we intend to provide clear expectations regarding effective behaviors for the Mentor Coaching practice. This model has already been used effectively to train Mentor Coaches in Latin America providing a clear framework and guidelines for training.
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About the Authors
Dr. Damian Goldvarg is a Master Certified Coach (MCC), Coach Supervisor and Mentor Coach. Since 2000, he has worked as an Executive Coach, Coach trainer and Leadership Consultant in more than 40 countries. He is the Principal of the Goldvarg Consulting Group and the Immediate Past President for the International Coach Federation.
Laura Zuvanic is a Professional Certified Coach (PCC) and Certified Mentor-Coach. She has more than 20 years of experience on the field of national and international consultancy and executive coaching. Is Specialist in Human Resources (IDEA); Master in Social Sciences (FLACSO) and Historian (UBA).