Q1: How would you define the coaching competency?<\/p>\n
The ICF defines coaching competency as the skills and approaches used in the thought-provoking and creative learning process where coaches can inspire learners to be creative and maximize their personal and professional potential (ICF, 2022). Reflecting on the work triangle with “performance at the apex, and experience and learning at the base angles” (Gallwey, 1997, p.3), I think coaching competency should bring out the potential performance of learners in the learning process and enrich their learning experiences from which they can grow and benefit in the future learning.<\/p>\n
The core competency I chose is evoking awareness. ICF’s definition of evoking awareness is to facilitate learners’ insight and learning “by using tools and techniques such as powerful questioning, silence, metaphor or analogy” (ICF, 2022, p. 23). To help learners be fully aware of what they think, value, need and believe in the learning process, coaches themselves should be highly self-aware to work effectively with students (Carden, Passmore, & Jones, 2022). Therefore, I define the competency of evoking awareness as the ability of highly self-aware coaches to raise self-awareness in learners’ internal states, such as emotions, cognitions, and physiological responses, in the facilitation and coaching process through adjusting coaching approaches, inviting them to share, and asking guiding questions.<\/p>\n
Q2: Why is this competency important?<\/p>\n
Destin points out a significant fact in learning that we all have cognitive biases, which will tremendously affect what and how we learn (SmarterEveryDay, 2015). Also, the two main themes of coaching for learning are to increase learners’ awareness of their internal resistance to new knowledge and how to realize their potential capacity to maximize learning (Madland & Macklin, 2022). Hence, I deem that the competency of evoking awareness is effective for coaches to help learners notice and identify their coginitive biases and bridge understanding and knowledge for them. More, raising students’ awareness of their minds, thoughts, and emotions will ensure they know what they are processing and make the learning process effective and efficient.<\/p>\n
Q3:\u00a0What set of integrated knowledge, skills, aptitudes and attributes help define, in more detail, how to successfully perform the job to be done?<\/p>\n
1. The coach should be able to transform the coaching conversation into something meaningful to the learners;
\n2. The coach should be highly self-aware and able to build conversations to help learners know about themselves;
\n3. The coach should always be aware of the idea that they are not the center of the topic or conversation; it’s the learners;
\n4. The coach should present behaviors that fall into three domains: asking questions, communicating, and being silent when it’s needed;
\n5. The coach can help learners explore go beyond current thinking to think about something they have never thought of before;
\n6. The coach should be able to raise questions that allow learners to go deeper to think and reflect;
\n7. The coach should share their observation, thoughts, and perspectives without attachment;
\n8. The coach should know how to invite learners to respond in the way they want;
\n9. The coach should be able to remain silent and hold the space for learners for them to be free to talk and share (International Coaching Federation, 2020).<\/p>\n
References<\/span><\/p>\n Carden, J., Passmore, J., & Jones, R. J. (2022). Exploring the role of self\u2010awareness in coach development: A grounded theory study. International Journal of Training and Development<\/i>.<\/p>\n Gallwey, T. (1997). The inner game of work: building capability in the workplace. The Systems Thinker<\/i>, 8<\/i>(6), 1-5.<\/p>\n International Coaching Federation. (2020, December 10). Updated ICF core competency 7: Evokes awareness. [Video]. https:\/\/www.youtube.com\/watch?v=V7tTmRRYGAQ&list=PLMBtOVpaN5DjRt-VAJIa0Xe0MLuA-LZNk&index=<\/p>\n ICF. (2022). ICF core competencies. <\/em>International Coaching Federation. https:\/\/coachfederation.org\/credentials-and-standards\/core-competencies<\/p>\n Madland, C & Macklin, S. (2022). Unit 4 Coaching for learning [Lecture notes]. TWU Moodle. https:\/\/learn.twu.ca\/course\/view.php?id=23412§ion=1#tabs-tree-start<\/p>\n SmarterEveryDay. (2015, April 24). The backwards brain bicycle – Smarter every day 133. [Video]. YouTube. https:\/\/www.youtube.com\/watch?v=MFzDaBzBlL0&t=7s<\/p>\n Q1: How would you define the coaching competency? The ICF defines coaching competency as the skills and approaches used in the thought-provoking and creative learning process where coaches can inspire learners to be creative and maximize their personal and professional potential (ICF, 2022). Reflecting on the work triangle with “performance at the apex, and experience … <\/p>\n<\/h1>\n","protected":false},"excerpt":{"rendered":"