Core Competencies of Executive Coaching and Outcomes

Introduction

Coaches should ideally possess a set of core competencies—it is these competencies that bring about a situation in which the need to attain organizational objectives is matched with genuine concern for people. This paper examines the competencies considered critical for successful executive coaching. It also addresses some of the factors commonly associated with negative coaching outcomes, since the executive coaching program does not always succeed.

Core Competencies for Successful Executive Coaching

According to Stern (2009), the best executive coaches possess a particular set of abilities, skills, competencies, and attributes. In the author's view, it would be difficult for an executive coach with deficits in key competencies to succeed. It is also important to recognize from the outset that no single competency makes one a successful executive coach. What coaches considered successful possess is a blend of skills, abilities, and capabilities that enable them to produce positive coaching outcomes.

Some of the core competencies of executive coaching outlined by Stern (2009) include "psychological knowledge, business acumen, organizational knowledge; and coaching knowledge, tasks, and skills" (2009, Chapter 2, Para. 7). When it comes to psychological knowledge, the coach may be required to be conversant with personality theories, adult education and learning models, human motivation models, techniques for stress management, career development models, and mediation and conflict resolution approaches. With respect to business acumen, coaches must effectively grasp both the work context and the goals of their clients, which requires some form of business knowledge. In many quarters, this knowledge enhances the credibility of coaches in the eyes of those being coached. Coaches may therefore seek to familiarize themselves with the relevant business concepts and practices of their clients' industries, key management processes and principles, and applicable government regulations.

In relation to organizational knowledge, coaches should be aware that those being coached not only pursue career advancement within an organizational context but also have specific work goals to accomplish. With that in mind, executive coaches should develop knowledge of the client's organizational structure, design, and leadership models. Finally, Stern (2009) highlights coaching knowledge as a critical competency. It is desirable that executive coaches be well versed in theories and models relating to executive coaching, various approaches to coaching, and relevant trends in executive coaching practice.

Skills and Qualities of Effective Coaches

Flaherty (2010) also identifies a number of core competencies desirable for successful executive coaching. The competencies he outlines fall into two broad categories: qualities and skills. Under skills, components include speaking, listening, resolving breakdowns, assessing, and designing. Under qualities, the author highlights rigor, patience, self-consistency, flexibility, and creativity.

In relation to speaking, Flaherty (2010) holds that engaging the client verbally is one of the primary acts of any executive coach. In the author's words, "speaking means to point out to your client new distinctions that will allow him to make new observations" (Flaherty, 2010, p. 171). When it comes to listening, the coach's key goal should be to understand what is being said—but to do so, the coach must first comprehend the client's unique situation. Still under skills, the author considers dealing with breakdowns inevitable when coaching people. Of key importance here is that the coach should "stay out of emotional reaction" (Flaherty, 2010, p. 171). Regarding assessment, Flaherty (2010) recommends that coaches consider four distinct dimensions. For instance, when an individual is observed shouting at a colleague in the workplace, it may be necessary to consider: what that individual is trying to accomplish, what such an accomplishment represents, the course of action taken, and the results produced by that course of action. Finally, designing concerns the link between prevailing circumstances and the coaching program's desired outcomes.

Under qualities, rigor refers to the fair application of consistent standards. Though it is necessary for a coach to be rigorous, an appropriate balance must be struck so as not to be excessively demanding of those being coached. Patience—another quality necessary for successful coaching—requires an understanding of human limitations. As Peltier (2009, p. 105) notes, understanding the individual being coached sometimes calls for "patience and careful, caring listening." For instance, in change management contexts, the coach should recognize that although change may be necessary, it cannot occur overnight. Self-consistency calls for the application of the same set of standards to both the client and oneself. In Flaherty's (2010) view, inconsistency is one of the surest ways of losing credibility as a coach; a coach should ideally be able to live by the same standards he or she advocates, remaining aware at all times that clients are watching closely.

Lastly, flexibility and creativity are key competencies because the coaching process cannot unfold exactly as planned, regardless of how much effort went into its design. Given that learning occurs at different rates among different individuals, Flaherty (2010, p. 174) concludes that "to succeed as coaches we must find ways to have our coaching fit without diluting our commitment to the outcome."

Conclusion

Peltier, B. (2009). The Psychology of Executive Coaching (2nd ed.). New York, NY: Taylor & Francis.

Stern, L. R. (2009). Executive Coaching: Building and Managing Your Professional Practice. Hoboken, NJ: John Wiley and Sons.