The European Association for Integrative Psychodynamic Coaching and Mentoring has two competence frameworks (adopted from EMCC):
- Coaching/mentoring EMCC competences – framework v2 – EN
- Supervision EMCC – competence framework – supervision – EN v2
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:
- Evaluate the behaviours of a mentor/coach
- Categorise the level that the mentor/coach is operating at (EIA Level Descriptors)
- 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 behaviors 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.