Coaches must be able to autonomously apply strategies and methods that are appropriate for and tailored to multi-faceted dynamic situations. This, in addition, includes an ability and will to autonomously expand and develop their methods.
This applying, evaluating, expanding and developing of methods is grounded in a coach’s professional competence and highly developed ability to reflect.
Core components of a coach’s methodological competence are:
- Didactic competence
- Planning competence
- Dialogical competence
- Analytical competence
- Cognitive-emotional development competence
Methodical competences are behaviorally expressed, for example, by an ability to proactively lead the coaching process in a way that is efficient and goal-oriented. This entails clearly structuring the coaching discussion and developing realistic coping strategies in partnership with the client. Coaches listen actively, draw on a variety of questioning techniques, give constructive feedback and ask for and accept the client’s feedback on the process and the working relationship. They can design contracts that are clear and transparent, work plans that are verifiable and set-up evaluations. Also included are analytical and didactic skills that allow clients to understand the context of their behavior, discover solutions and feel supported and accompanied along the way. Methodologically competent coaches only start coaching when the coach and the client fit together. They continuously review the process and can use didactically meaningful methods in designing learning processes.