Personal coaching & mentoring

Personal or ‘life coaching’ servcies have grown significantly in the UK, Europe and Australia over the past decade. Personal coaches may work face-to-face but email and telephone based relationships are also very common. These coaches and mentors operate in highly supportive roles to those who wish to make some form of significant change happen within their lives.

Coaches offer their clients a supportive and motivating environment to explore what they want in life and how they might achieve their aspirations and fulfil their needs. By assisting the client in committing to action and by being a sounding-board to their experiences, coaching allows the individual the personal space and support they need to grow and develop. The coach’s key role is often is assisting the client to maintain the motivation and commitment needed to achieve their goals.

In many cases personal coaching is differentiated from business coaching purely by the context and the focus of the programme. Business coaching is always conducted within the constraints placed on the individual or group by the organisational context. Personal coaching on the other hand is taken entirely from the individual’s perspective.

What is Coaching and Mentoring?

What are Coaching and Mentoring?

Both coaching and mentoring are processes that enable both individual and corporate clients to achieve their full potential.

Coaching and mentoring share many similarities so it makes sense to outline the common things coaches and mentors do whether the services are offered in a paid (professional) or unpaid (philanthropic) role.

• Facilitate the exploration of needs, motivations, desires, skills and thought processes to assist the individual in making real, lasting change.

• Use questioning techniques to facilitate client’s own thought processes in order to identify solutions and actions rather than takes a wholly directive approach

• Support the client in setting appropriate goals and methods of assessing progress in relation to these goals

• Observe, listen and ask questions to understand the client’s situation

• Creatively apply tools and techniques which may include one-to-one training, facilitating, counselling & networking.

• Encourage a commitment to action and the development of lasting personal growth & change.

• Maintain unconditional positive regard for the client, which means that the coach is at all times supportive and non-judgemental of the client, their views, lifestyle and aspirations.

• Ensure that clients develop personal competencies and do not develop unhealthy dependencies on the coaching or mentoring relationship.

• Evaluate the outcomes of the process, using objective measures wherever possible to ensure the relationship is successful and the client is achieving their personal goals.

• Encourage clients to continually improve competencies and to develop new developmental alliances where necessary to achieve their goals.

• Work within their area of personal competence.

• Possess qualifications and experience in the areas that skills-transfer coaching is offered.

• Manage the relationship to ensure the client receives the appropriate level of service and that programmes are neither too short, nor too long.

Credit New coaching network org

Why you should choose a coach that is EMCC registered

Coaching/Mentoring

The purpose of the #competence framework is to provide a description of a mentor/#coach at four distinct levels of development in order to help mentors/coaches understand their level of development and #Training Providers evaluate the effectiveness of their programmes through the mentor/coaching performance of their students. The competence indicators are examples of behaviours or principles of the coaching profession that meet the eight competence categories. The competence framework also provides an assessment tool that allows an experienced assessor to:

1. Evaluate the behaviours of a mentor/coach

2. Categorise the level that the mentor/coach is operating at (EIA Level Descriptors)

3. Categorise the level of mentor/coach training (EQA Level Descriptors).

This framework details the eight competences identified by the EMCC for good practice in mentoring and coaching. These competences are supported by capability indicators (CIs). It should be noted that CIs are only intended as guidance. It is not to be considered absolutely necessary to address every CI in an accreditation application.

The progression principles used are: at each ‘higher’ level, the CIs should describe greater breadth and depth of knowledge; greater synthesis of ideas; ability to evoke more significant insights; working effectively with increasingly complex issues and contexts, and, at the higher levels, the creation of a coherent personal approach to mentoring/coaching.

Supervision

The EMCC #Supervision Competence #Framework describes the skills and behaviours we believe to be associated with good practice in supervision. #EMCC also accepts that competence frameworks have limitations.  There are some qualities of an effective supervisor,for example, ‘personal presence’, that may not be easily broken into constituent parts. Therefore, EMCC advocates an awareness of the whole person in addition to the skill-set that they have to offer i.e. ‘how they are being’ is equally as important as ‘what they are doing’. Please bear this in mind when working with the EMCC Supervision Competence Framework. The capability indicators listed below each competence heading are therefore there for guidance only and are not a list of absolute requirements.