Coaches’ Emotional Competence in Coaching Processes – Examination and Extension of a Competence Model Using Critical Incident Interviews

• Main Authors: Sarah Niedermeier, Niclas Schaper, Elena Bender
• Format: Article
• Language: deu
• Published: SpringerOpen 2018-11-01
• Series: Coaching | Theorie & Praxis
• Subjects: emotional competence; competence model; business coach; critical incident technique
• Online Access: http://link.springer.com/article/10.1365/s40896-018-0026-z

Abstract The emotional requirements of a business coach are high. The job of a coach requires that he can consciously perceive and regulate his own emotions in emotionally challenging and empathy-relevant situations as well as understand and influence the clients’ emotions. Therefore, emotional competence is an important factor for a coach to successfully handle a coaching process. In this study, a theory-based, deductively derived competence model for describing the emotional competences of a coach (Niedermeier und Schaper 2017), which integrates previous research on emotional intelligence or emotional competence as well as on emotion regulation, is empirically analyzed and differentiated by qualitative expert interviews. The aim is to critically analyze the previous structuring of the theoretical competence model regarding its practical requirements as well as to refine and empirically reformulate it. By using the Critical Incident Technique, 18 experienced coaches were asked about significant occurrences (situations, experiences and challenges) with emotional requirements related to one’s own emotional competence in the coaching process, to identify the relevant facets as well as success factors of emotional competent coaching. The results of this study show that the theoretically identified dimensions of the competence model are mirrored in the statements of the coaches. In addition, the deductively derived categories were specified by an inductive strategy. Finally, further research implications to validate the competence model and implications for the practical use in coaching education and training programs are discussed.