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Graduate School Alliance for Executive CoachingGuidelines for Graduate Academic Programs in Executive Coaching Introduction The following guidelines are intended primarily for graduate academic programs, certificate or degree granting, specifically in executive and organizational coaching. Graduate academic institutions who are developing or offering individual courses in this field may also find the guidelines useful. We define executive and organizational coaching as a development process that builds a leader’s capabilities to achieve professional and organizational goals. A leader is an individual who has the potential of making a significant contribution to the mission and purpose of the organization. This coaching is conducted through one-on-one and group interactions, driven by evidence/data from multiple perspectives, and is based on mutual trust and respect. The coach, individuals being coached, and their organizations work in partnership to help achieve the agreed upon goals of the coaching. Our objectives for the distribution of these guidelines are:
Assumptions Graduate School offerings in Executive Coaching are diverse. Within the Graduate School Alliance for Executive Coaching, current and planned programs range from individual courses and continuing education programs, to coaching concentrations within more general certificate or degree programs, to full certificate or degree programs focused solely on Executive Coaching. Some programs are built upon a specific theoretical or applied model while others are eclectic, covering a wide range of theories and methods. There are programs which primarily utilize live, face-to-face classroom study and practicum supervision and others which are partially or completely reliant on distant-learning formats through electronic media and networks. And finally, some programs are housed in business schools, others in schools of education, professional schools of psychology or psychology departments, through multi-disciplinary collaborations, or in other school divisions. The following guidelines and recommendations have been established to reflect and respect the diversity of Executive Coaching programs and the potential value of them all when they are well constructed and managed. These guidelines and recommendations are intended to assist institutions and faculty in developing executive coaching education and training programs that will provide high-quality education consistent with other professional education and training programs within academia. The guidelines do not require specific content or numbers of hours of coursework, individual study, or supervised application. They do, however, recommend that those standards be established and managed carefully for any particular program. In addition, where applicable, the guidelines include examples of best practices for comprehensive programs in this field where established in academic programs in executive coaching.
Guidelines for Graduate Academic Programs in Executive Coaching Each of the following guidelines are presented as a recommended minimum standard for graduate executive coaching programs. 1. Program mission and objectives – The program’s stated purpose and goals. 1.1. An explicit focus on executive and leadership coaching activities and skills as opposed to other forms of coaching is explicitly stated in materials. 2. Program context –Linkages exist between the program and its host institution; alignment of program goals with the goals of the host institution. 2.1. The program is housed within a regionally accredited host institution. 2.2. The program is managed by members of the host academic institution rather than existing outside the host institution. 3. Requirements for admission (student qualifications) – Student prerequisites for admission to the course and alignment of student qualifications with curriculum and goals. 3.1. For programs or courses of study, application guidelines are made explicit. For courses, there is a clear statement of any prerequisites for enrollment in the course. 3.1.1. Programs require a minimum of an undergraduate degree before graduate study and explicitly state other requirements for entry into programs (e.g., statements of purpose, etc.) 3.2. Programs and/or individual courses have equal opportunity access to the program on the part of applicants. 3.3. Institutions providing coach education and training through coursework or formal courses of study state their nondiscrimination standards and practices in admissions. 4. Curriculum and training plan – The program’s specific curriculum, including both classroom and field based learning activities, and the alignment of the curriculum with the program’s goals and the students’ admission qualifications. 4.1. A statement of the competencies developed through participation in the program is outlined. 4.2. The curriculum and related requirements are delineated. 4.3. Evidence is apparent that the curriculum is appropriate to the practice of executive coaching, i.e. that there is a substantial focus on the coachee, role, organization and coach system. 4.4. Approximate demands on students (work hours) are delineated. 4.5. Activities to assess student learning are made explicit and implemented. 4.6. The curriculum is developed at the graduate level. 4.7. Where part of the curriculum is online, delineation of face to face instructional time is described. 4.8. Multi-disciplinary and eclectic instruction and coursework are present. 4.9. The principles of adult learning are utilized in the coursework and/or program. 4.10. Educational activities and outcomes for individual students and the programs are documented.
For academic graduate programs in executive coaching, it is recommended that curricular content cover the following 5 areas:
Theory & Knowledge Areas - Familiarity with and understanding of applicable theories and bodies of knowledge: Includes a basic understanding of:
Business Acumen – An understanding of the basic business functions and how they work together to achieve business goals or the organization’s mission in the case of mission-driven organizations. Includes a basic understanding of:
Coaching Skills-Understanding of and competence in using the following skills in a number of areas:
The Process of Coaching-An understanding of the process of coaching in which various skills, tools, interventions, etc. are used: Including:
Professional Practice-An understanding of important frameworks for practicing at a professional level: Including:
5. Requirements for supervised experience – Supervised coaching experiences during training and their linkages with the curriculum are present. 5.1. Goals of required supervised coaching experiences are delineated. 5.2. The number of coaching cases required, the nature of those cases, the length of those cases and other relevant concerns are clearly noted. 5.3. A clear statement regarding the ethical obligations of all participants in the program’s field based learning activities is recommended. 5.4. Assessment of student learning from field based activities is a regular and ongoing part of the program or coursework. Guidelines for Graduate Academic Programs in Executive Coaching (continued) Minimum hours for Content Instruction: Graduate Certificate- 120 hours Masters Degree- 180 hours Minimum hours for Skill Development: Graduate Certificate- 36 hours Masters Degree- 36 hours Minimum hours for Supervised Practicum (peer, faculty and group): Graduate Certificate: Client Coaching- 15 hours; Supervision- 25 hours Masters Degree: Client Coaching- 50 hours; Supervision- 60 hours 6. Requirements for the assessment of students’ progress and readiness for individual certification for the practice of executive coaching. 6.1. Requirements for the assessment of students’ readiness for the practice of executive coaching are stated. 6.2. A methodology for assessing students’ progress toward meeting certification requirements is stated and part of a graduate course of study.
7. Program values and ethical standards – The alignment of program and host institution values and the management of ethical issues. 7.1. Ethical practice and conduct guidelines are delineated for all parties. 7.2. Professional standards are embedded in the program and explicitly part of the course of study. 7.3. Guidelines for the management of confidential relationship and coaching boundaries are specifically covered. 8. Program administration and resources – Program leadership, the qualifications of program leadership, program financial structure, program business model and fees, program space, program materials and program support from host institution. 8.1. Specification of requirements for program administrator role. 8.2. Fee structure. 8.3. Budget. 8.4. Instructional and other space/physical facilities requirements. 8.5. Student financial aide. 8.6. Student, faculty and program materials (including internet) security.
9. Engagement with cultural and individual differences and diversity – Incorporation into the curriculum and supervised coaching activities awareness of and engagement with personal and cultural diversity including diversity related to ethnicity, race, gender, age, sexual orientation and other identity group memberships that may impact individual program students, leaders, faculty, supervisors and society at large. 9.1. Evidence of diversity in admissions, curriculum, faculty, supervisors and field based learning opportunities is recommended. 9.2. Curriculum efforts to prepare students for executive coaching in a diverse world are clearly articulated.
10. Faculty and supervisory qualifications and supervision – The specification and assessment of faculty and supervisory competencies, backgrounds and academic qualifications as appropriate. 10.1. The qualifications required of faculty and supervisors are specified. 10.2. Records of faculty and supervisory activities and resumes are kept. 10.3. Records of faculty and supervisor compensation are maintained. 10.4. Supervision of faculty and supervisors is provided by the host institution in accordance with academic standards. 10.5. Continued development and education is required of faculty and supervisors.
11. Student, faculty, administration, supervisor relations – Communications and feedback channels between and among program students, administration, faculty, supervisors and those organizations making use of coaching provided by program students. 11.1. Delineation of appropriate role relationships and the nature of role conflicts between supervisors, students, faculty and administrators are in place and supported. 11.2. Appeals and complaints processes are delineated for students, faculty, supervisors and administrators. 11.3. Communications activities that support good relationships among students, faculty, supervisors and administrators are in place. 12. Program assessment and quality enhancement – The measurement of learning outcomes against program objectives and the feedback of such assessment activities with the intention of improving program performance. 12.1. The existence and activities of a quality assurance program are highly recommended. 12.2. Demonstration of assessment activities that are linked to the competencies delineated in the program goals are in place. 12.3. Mechanisms for the use of quality assurance data for program improvements have been identified and implemented. 13. Policies regarding advertising and stating of claims 13.1. Standards for advertising the program and recruiting students, faculty, supervisors or other stakeholders to the program’s activities are consistent with academic values.
14. Contributions to the development of and use of new knowledge in the field of executive coaching – Research and the dissemination of research that can promote the improvement of practice in the field of executive coaching. 14.1. Research activities are valued and recommended as integral to the development of academic coaching programs. 14.2. Use of research in the curriculum is explicit.
15. Relationship with the accrediting body 15.1. Liaison between the program, its host institution and the accrediting body. 15.2. The management of required communications and record keeping. 15.3. Self-assessment of potential conflicts of interest and reporting requirements.
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