Creating a competency model requires conducting a job analysis to identify the knowledge, abilities, specific job tasks, and other characteristics required for success in a particular role. Best practice suggests that certification bodies conduct a new job analysis every five to seven years to reflect changes in roles, research, technology, and industry demands.
Although coaching education accreditation has long been part of ICF, there were no evidence-based competencies specifically guiding coach educators. To address this, ICF partnered with the Human Resources Research Organization (HumRRO), known for its expertise in job analyses and deep understanding of the coaching profession, including having an ICF Associate Certified Coach (ACC) on their team.
Together, they developed the ICF Coach Educator Competency model over 10 months, using a detailed, multi-phase approach and evidence-based methods to ensure its rigor and applicability, with each competency and sub-competency grounded in job analysis data.
Key phases of development included:
- Literature Review: Defined coaching education and the role of coach educators using existing literature, with refinement from Subject Matter Experts (SMEs) for clarity and alignment with industry practices.
- Interviews: Gathered qualitative insights into coach educators' experiences and perceptions of their roles, as well as how coaching education differs from other coaching or teaching roles.
- Workshops: Experienced coach educators identified critical tasks, knowledge, abilities, and other characteristics defining the coach educator role.
After several rounds of feedback and refinement, the final model, consisting of seven competencies, was approved by the ICF Coaching Education Board of Directors.
This iterative, evidence-based approach ensured that the competency model was comprehensive, practical, and aligned with the unique needs of the coaching education field.