EXECUTIVE COACH

COMPETENCIES

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 Introduction
The purpose of the model is to support Executive Coaching and Facilitation as
a tool for development.

How the model works

The maturity executive coaches bring to the role is about emotional self
awareness, and accurate self assessment. They understand their own
emotions and their potential impact, as well as processing and interpreting the
coachees behaviour. They are closely attuned to their own feelings, and well
aware of their own strengths and limitations as the coach interaction develops.
This again allows them to manage their own inputs with sensitivity and a sense
of maximum impact.

The model is unusual in the number of competencies presented and also in

the complexity of the interdependencies between the competencies in action,
which is why the model is presented graphically in a simple and user-friendly
way. Maturity is at the heart of the model: the degree to which coaches
consciously manage the interactive process to bring most value to the
coachee. 2

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 How the model works
The competencies in the model work together and have a dynamic relationship.
Although the model is not a “one size fits all” model – there are likely to be different
routes to success and differences in style. Best coaches have a wide repertoire of
competencies on which to draw – which they are able to use as the situation demands,
in strong combinations.

What drives the best executive coaches:

• The need to influence or empower others for positive outcomes To produce the best
• Maturity results for the individual
• Energy and focus and the business
• Passion

The best coaches love doing what they do: they know they are good at it, it gives them
deep satisfaction, they have a strong occupational preference, and in the cause of
helping others, they exercise self restraint, and when appropriate hold back from certain
actions.
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 Critical Success Factors
Contracting
Genuineness is critical especially at the outset of the coaching relationship.
“Directiveness in the sense of conveying clarity” about the nature and status of
the coaching/facilitating interaction is key.

Assessing
Not only do the best coaches do their homework before and during the coaching
interaction, they also find out about the business performance and familiarise
themselves with essential contextual information. They ask questions enabling
them to understand the coachees background and dig deeper to understand
underlying aspects of situations or behaviour. To do this they use accurate
empathy, tuning into and being alive to all the clues their clients wittingly or
unwittingly provide, and “locate” the significance of this in their emotional
landscape. People are willing to “open up” and to really engage because their
experience is acknowledged and validated. What helps here is highly developed
conceptual ability.
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It is clear that the best executive coaches recognise patterns and have an innate
ability to access a wealth of data about other individuals, in other places and at
other times, that resonate with what the coachee is experiencing. They tap into
not only well-chartered models of human behaviour to understand others, but
their own experience, laid down over countless conversations and experiences of
close work and interaction with others on an emotional level.

In using this ability to see patterns, and in integrating data the best coaches are
able to work with their coachee to hypothesise about what is going on for them,
and test these to gain insight about how they can become more effective. This is
analytical thinking of a high order, but what makes the work of the best coaches
truly inspirational is the quality of a further level of conceptual thinking: they are
able to make intuitive leaps from the data and from seeing purely casual links in
behaviour, to fuse understanding of disparate data and find a completely new
insight. This is “out of the box” thinking because it is not obvious and comes as a
shock of recognition on the part of the coachee: “it’s obvious to me now – why
did I never see that”, “at last I can see what is going on”.
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It is the ability to make the complex simple : The coachee is led to make these
key discoveries for themselves, through the use of questioning strategies by
the coach. What makes this so valuable is that these moments of realisation in
the interaction with coachees unlock the promise of moving forward, thus
determining actions to address development needs; after first achieving
commitment to change. These moments are gold dust and the site of some of the
highest added value brought by the coach to the relationship. This level of
conceptual thinking and its consistent display across a number of different sorts
and types of coaching interaction differentiates the best coaches.

This “ah-hah” generating quality, working together with activity inhibition is the
core of the model and with the boundary setting at the contracting stage: coaches
work with some deep material, they are geared to achieving performance gains.

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Gaining commitment
Impact and influence as a competency is demonstrated by executive coaches
to a very marked degree at every stage in the coaching relationship. It is
particularly critical in the range of strategies used to help the coaches summon
resolve and sustain their energy in making real change, and to derive maximum
benefit from the coaching arrangement.

These deliberate influencing strategies range from helping coaches visualise

the gains they would secure through working on a particular aspect of their
performance. They help them confront choices, weigh costs and benefits in
courses of action, and use “markers” to help the coachees grasp the progress
they were making. Coaches are able in a variety of impactful ways to make the
choices the coachee has to make in some way vivid, to stand out in bold relief,
to make action and “buy in” more likely.

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The impact and influencing coaches use is balanced with empowerment. They
make calculated choices about the added value they bring by at times forcing
the pace of change, and accelerating their coachees learning. On the other
hand, never taking away from the primacy of the coachees self-determination.

Coaches are challenging. They initiate movement in the relationship toward

positive outcomes by putting things on the line to coachees, getting them to
question their attitudes, their behaviours, or to see how they came across to
others.

They use real-time data in their work with coachees and share their own
experience as additional evidence to help coachees form a view of their own
behaviour. This quality of initiating works together with energy for change stands
at the heart of the model combined with impact and influence. The best coaches
conserve their political capital in the relationship and challenge with a due sense
of what is at stake. Maturity also comes into play in tough challenging, often
having to ride with possible rejection, denial or aggression on the coachees part.

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Coaching
As well as coming into play in the contracting step of the relationship and at
other stages, directiveness is expressed in a very clear way. In giving clear
instructions about what to do to perform more effectively: “read this”, “please
try this before we next meet so we can optimise our time together”, “I want to
see you doing more of this”. This serves to give urgency to the coaching
programme. Working with energy for change at the heart of the model is one of
the many ways in which coaches establish the credibility and value of the
relationship. They are appropriately stern and communicate positive
expectations of real engagement by the coach.
Developing others is in many senses a straightforwardly demonstrated
competency – the coaches give development hints, feedback on behaviours
and simulated development assignments. Practical ideas and materials, and
the flexibility and imaginativeness with which they are used is important.
Accurate empathy, impact and influence combined with suggestions about
development actions, appeal to, and/or challenge coachees preferred learning
styles.
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Finally, radiating the whole model is non-possessive warmth. Working with
the maturity and empowerment in the centre of the model, coaches are able
to show warmth to coachees without sacrificing objectivity and perspective.
They “suspend judgements” and are not possessive about them – they get
satisfaction from their coachees successes, but in no way claim these for
their own.

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 Coach Competency Model
GAINING CO
ASSESSING MMITMENT
n Seeking • Impact an
NG • Informatio d Influence
CTI s l Thinking • Initiating CO
R A • Conceptua • D ACHI
T es Thinking e N
CON nuinen ss • Analytical • D velop G
• Ge ectiven
e mpathy i i
• N rectiv ng Oth
r • Accurate E on ene
• Di Po s s s e rs
se s
sive
Wa
rm t
h
Energy for Change

Maturity
• Emotional Awareness
• Accurate Self Assessment
• Self Efficacy

Socialised Power
• Empowerment
• Occupational Preference
• Activity Inhibition

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 Contents
Core Empowerment
Socialised Power Activity Inhibition
Occupational Preference

Emotional Awareness
Maturity Accurate Self Assessment
Self Efficacy

Energy for Change

Contracting Genuineness
Directiveness

Assessing Information Seeking

Conceptual Thinking
Analytical Thinking
Accurate Empathy

Gaining Commitment Impact and Influence

Initiating

Coaching Developing Others

Non Possessive Warmth
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 Empowerment
The drive and the ability to make others strong
Levels
 Takes control
Creates the agenda for the coachee, does their learning for them, tells rather than
empowers. Does things which disempower or discourage the coachee.
1 Makes spaces
Creates reflective time and space in the coaching interaction. Asks questions and
then lets silence ride.

2 Encourages
Says and does things to encourage the coachee, for example, provides positive
feedback, gives recognition and praise, explicitly builds on strengths, enables the
coachee to see their progress.

3 Fosters independence
Does things to help the coachee learn autonomously and to take charge of their own
choices. For example, provides and helps the coachee use analytical and decision
making tools, asks questions to get the coachee to work things out for themselves,
stands back and allows the coachee to learn from their mistakes.
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 Activity Inhibition
The ability to control own impulses and exercise self restraint

Levels
 Dominates
Takes over, dominates talking time in the coaching interaction, imposes with own
presence or needs.

1 Focuses on the coachee’s need

Concentrates on the coachee’s needs, not their own.

2 Controls own behaviours

Controls own needs and impulses when these will interfere with the purpose of the
coaching interaction.

3 Controls powerful impulses

Exercises powerful self restraint when provoked or in difficult situations with the coachee.
May use stress management techniques to manage own feelings.

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 Occupational Preference
A strong identification with the coaching role, and
real enjoyment of it
Levels

 Feels discomfort with the role

Is ill at ease with senior people and the role. May experience anxiety or nerves to an
unusual or uncomfortable degree in the course of the work.

1 Likes the role

Enjoys the work, feels stretched but comfortable in the role.

2 Loves the role

Relishes the work, thrives on its challenge, and identifies fully with the role.

3 Lives and breathes the role

“Is one” with the role and finds it personally stimulating and satisfying at a deep
level.
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 Emotional Awareness
The ability to recognise own and others’ emotions
and their effects
Levels
 Is unaware of process
Does not register own or others’ feelings, and the interplay between them. May focus
unduly on content, and miss the significance of what is happening at a process level.

1 Understands obvious feelings

Understands others’ feelings when these are clearly expressed, and is also aware of
their own feelings and their possible impact in the coaching interaction.

2 Understands spoken feelings

Understands others’ feelings when these are unclear or poorly expressed, through
being alive to tone, choice of words, body language, energy levels etc and interpreting
these accurately. Also is aware of own less obvious feelings, is in touch with and
monitors these, and is aware of their possible impact on the coaching interaction.

3 Understands deep underlying feelings

Understands others’ deep, underlying feelings and the reasons for ongoing patterns of
behaviour. Is also aware of own traits and motives, and how these might impact the
coaching interaction. 16

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 Accurate Self Assessment
Knowing your own inner resources, abilities and limits
Levels
 Has an inaccurate picture of self
Is deluded about self, does not see themselves accurately. Fails to understand
own impact.

1 Understands own strengths and weaknesses

Has an accurate picture of their own strengths and limitations, and uses this to
coach successfully.

2 Has a balanced view of own strengths and weaknesses

Has an accurate and balanced picture of their own strengths and limitations,
exactly how these are likely to be called upon or challenged in a specific coach
conversation, and uses this understanding to coach successfully.

3 Understands own domain-specific strengths and weaknesses

Understands own strengths and limitations in particular situations and under
particular circumstances, and uses this understanding to coach successfully.
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 Self Efficacy
Strong self belief in your own capability and your ability to
handle people and situations well
Levels
 Doubts self
Is unsure of own ability to handle people or situations especially when the going gets
tough.

1 Demonstrates confidence
Feels and shows self confidence. Believes in own ability, sees self as a coach with
expertise which will add value to the coachee.

2 Demonstrates confidence in challenging situations

Has a strong internal locus of control. Is able to handle ambiguity and deal with
challenging situations with confidence.

3 Demonstrates self belief in very challenging situations

Is unshaken when dealing with very challenging situations and people, even thrives
on challenge and difficulty, especially when this represents a useful watershed in
coaching relationships. Is well able to go out on a limb.
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 Energy for Change
A drive to support gains for the coachee and to support them
in creating business results
Levels
 Lets the relationship coast
Lets the coaching relationship coast, without progress being made. Fails to create a
sense of direction and urgency.

1 Communicates focus
Shapes and structures the coaching intervention so the coachee has a clear sense of
direction, and of the personal and business significance of the interaction.

2 Tracks and quantifies progress

Helps the coachee create, track and measure progress towards goals with a clear
sense of accountability for outcomes.

3 Takes calculated risks

Takes risks in the coaching relationship to produce calculated benefits, for example, a
breakthrough in the coachee’s understanding, or to secure commitment. Risks may
include commercial risks, in order to make a steep change in the rate of progress for
the coachee. 19

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 Genuineness
Being able to be relaxed and open with others
Levels
 Puts on an act
It is never spontaneous; or acts awkwardly, misses social cues; or is defensive.

1 Acts naturally
Is themselves, shows flashes of personality, laughs, jokes etc.

2 Divulges
Presents as a real person, with likes/dislikes, views, opinions, interests and concerns.
Acknowledges and shares these, including own weaknesses, when this is in the
interests of the coaching relationship.

3 Expresses strong personal feelings

Communicates strong personal views and feelings, authentically held, in the interests
of the coachee. For example, may provide personal feedback to the coach about how
they experience the impact of the coachee’s behaviour, or share a personal
experience, when this will help the coachee.

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 Directiveness
The drive and the ability to be clear with others and to hold them
accountable for their actions

Levels

 Abdicates responsibility
Takes no responsibility for shaping the interaction and achieving performance.

1 Gives instructions
Gives clear instructions when this is appropriate.

2 Sets boundaries
Sets clear boundaries for the coaching intervention, in dialogue with the coachee. Sets
limits for behaviour if this is needed.

3 Holds coachee accountable

When the coachee makes agreements and commits to actions, holds them accountable
for these.

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 Information Seeking
The drive to find relevant information which will support the
coaching intervention
Levels
 Fails to ask
Does not ask questions or discover information that will add value to the
coaching interaction.

1 Asks questions
Asks direct questions to find out needed information and to establish essential
business and personal information.

2 Does research
Gets information from a variety of sources to gain a thorough understanding of
coaching, organisations and context to support the coaching intervention.

3 Digs deeper
Gets to the heart of issues by digging deeper and uncovering information that is
not obvious or readily available. 22

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 Conceptual Thinking
The drive and ability to see patterns and make connections in data
and situations, and to think “outside the box”

Levels

 Misses the links

Fails to pick up patterns in data, behaviour or situations, and see links.

1 Sees patterns
Sees patterns and links on data, behaviour and situations, and uses this understanding
to help the coachee make sense of their situation and context.

2 Uses models
Uses concepts, tools and models to help clarify situations and data, and to coach the
coachee.

3 Clarifies complexity
Makes connections that are not obvious to others, or helps them understand by
creating new models, that explain things in a fresh way, and aid understanding.
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 Analytical Thinking
The ability to think in a logical way and to trace cause and effect

Levels

 Misses cause and effect

Does not identify cause and effect in data and situations. Draws illogical conclusions.

1 Sees casual links

Sees cause and effect. Is able to break down data and situations logically into steps
and see implications.

2 Analyses complex data

Is able to analyse complex data and see complex cause and effect links, and multiple
possible causes and implications.

3 Analyses multi faceted data

Is able to analyse very complex issues and see things from a variety of different
viewpoints, as well as seeing multiple possible causes and effects.
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 Accurate Empathy
The ability to accurately locate and acknowledge others’ emotions,
and the significance of these

Levels

 Misreads the coachee

Misreads the content, meaning or feeling in the coaching interaction, or all three of
these.

1 Acknowledges and validates

Shows the coachee they are listening and that they understand not only the content of
what the coachee says, but also the attendant feelings and significance for the
coachee.

2 Acknowledges and validates challenging emotions

Shows the coachee they are registering and understanding challenging emotions the
coachee brings to the coaching meeting.

3 Acknowledges and validates complex emotions

Shows the coachee that they are listening to and accurately understanding complex 25
emotions the coachee brings to the coaching meeting.

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 Impact and Influence
The drive and ability to influence others towards positive outcomes

Levels

 Is totally straightforward
Has an aversion to persuading or influencing others, or has a limited repertoire of ways to
influence.

1 Uses logic to persuade

Uses facts, figures and logic to persuade the coachee to do something, or to a particular
view.

2 Calculates and impact

Uses vivid or dramatic language or action to make a calculated impact on the coachee, to
get them to do something, or to influence them in some way.

3 Uses complex questioning strategies

Uses complex questioning strategies to lead the coachee to see something for
themselves, or to take a particular course of action.
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 Initiating
The drive and ability to stir others to thought and action

Levels

 Fails to challenge
Colludes with avoidance of thought or action on the part of the coachee.

1 Applies pressure
Prompts the coachee to engage with key issues.

2 Challenges
Challenges the coachee to engage with key issues, even when these are difficult or
demanding, especially when there is risk of avoidance or denial.

3 Confronts
Confronts the coachee in their own interest, when there is avoidance or denial, or
to indicate the consequence of a viewpoint or a course of action.

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 Developing Others
A drive and an ability to foster others’ long term development

Levels

 Fails to encourage
Does not believe that others want to and can learn. Offers no encouragement.

1 Gives practical support or suggestions

Supports the coachee’s development by a range of practice hints, suggestions,
tools and references. Explains why.
Provides positive and constructive feedback, that is specific and actionable.

2 Stimulates longer term development

Helps the coachee develop learning strategies, and to plan and act for longer term
development.

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 Non Possessive Warmth
Having positive expectations of others and the ability to engage in
warm relationships with them, in a selfless way

Levels

 Demands reciprocity
Needs the coachee to like them and display warmth or appreciation; or has negative
expectations of the coachee and their ability to learn or improve their performance.

1 Is friendly
Shows openness and warmth. Expresses positive expectations of the coachee.

2 Gives selflessly
Gives of self in the way a friend would. Maintains positive expectations when this may
be difficult.

3 Displays selfless generosity

Is generous in helping the coachee, without expecting or wanting any recompense for
additional care or support. Maintains positive expectations against the odds.
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