Toward the development and validation of a career coach competency model

Abstract

The career coaching profession is a dynamic field that has grown over the last decade. However, there exists a limitation to this field's development, as there is no universally accepted definition or empirically based competencies. There were three phases to the study. In the first phase, a conceptual model was developed that highlights four unique and distinct domains of the career coach. The model illuminates the triadic relationship between the client, the organization, and the coach. The second phase established a definition for career coaching, and the third phase involved using both the definition and conceptual model to create a list of skills and abilities, which was used to design a survey that was administered to 424 career coaches internationally. Through the use of factor analysis, an eight‐factor competency model emerged. Finally, it is hoped that these findings will lead to a vigorous academic and professional debate for the development of a universal, empirically based career coaching competency model.

Executive Coaching Competencies: A Review and Critique With Implications for Coach Education

“…Compounding that problem is the low response rate reported on the three surveys. Hatala and Hisey () did not report a response rate. Response rates on the other two surveys were 29.8% (Wise & Hammack, ), and 39% (Bono et al., ).…”

“…Hale () and Moriarity () each used a Delphi approach to developing their lists. Three of the lists (Bono, Purvanova, Towler, & Peterson, ; Hatala & Hisey, ; Wise & Hammack, ) were based on survey instruments. The remaining four empirical lists (Bennett & Rogers, ; Griffiths & Campbell, ; Mavor, Sadler‐Smith, & Gray, ; Passmore, ) emerged from semistructured or structured interviews.…”

“…The results of that analysis are displayed in Table . Four of the empirical studies (Bono et al., ; Hatala & Hisey, ; Mavor et al., ; Wise & Hammack, ) analyzed the data from anyone who responded to the study invitation (convenience samples). The problem with that sampling technique is that it provides no information about the effectiveness of the coaches studied.…”

“…Conversely, programs based in business departments did not usually include courses on human psychology or behavior. While only two of the lists (Bono et al., ; Hatala & Hisey, ) included knowledge of relevant theories, and only two covered coaching models (Bono et al., ; Moriarity, ), five included knowledge of coaching processes (Bennett & Rogers, ; Bono et al., ; Griffiths & Campbell, ; Hale, ; Moriarity, ).…”

“…The most common skill was building trusting relationships with coachees, which appeared on four of the lists (Griffiths & Campbell, ; Mavor et al., ; Moriarity, ; Wise & Hammack, ). Three of the lists (Griffiths & Campbell, ; Hatala & Hisey, ; Wise & Hammack, ) included some mention of management of progress and accountability. Other skills, each mentioned on one or two of the lists, included learning about the client, listening, questioning, designing actions, influencing client actions, developing others, and providing feedback.…”