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How Do WE DESCRIBE WHAT WE ARE DOING?
professions and to each other. While "several conditions for the formation of a
profession — such as the organisation of professional associations, the existence
of academic research about supervision and coaching, and the formalisation
and certification of continuing education and training offers — have already
been met”” by both groups, other significant conditions — such as the existence
of acommonly used description standard and terminology, and a Europe-wide
accepted competence framework for Supervision and Coaching — are currently
lacking but in development.
For example, the following competence frameworks have been developed in
the field of counselling, supervision and coaching in recent years:
+ the Competence Glossary and Framework v2 of the European Mentoring
and Coaching Council (EMCC, 2015)”
+ the “Kompetenzprofil für Beratende (Competence profile for counselling
practitioners)” (nfb, 2012)”
¢ the ECVision Glossary and Competence Framework for Supervision and
Coaching (ANSE, 2015)”
The EMCC Competence Framework covers eight competence categories and four
capability indicators that provide a basis for the assessment and recognition
of professional mentoring and coaching competences. The EMCC engages in
the professionalisation of Coaching and Mentoring and developed together
with the International Coach Federation (ICF) The Professional Charter for
Coaching and Mentoring. The Charter establishes guidelines for professional
and ethical practice by coaches, mentors and their member organisations. It
has been adopted by the leading coaching organisations and has been “approved
26 Ibid.
For details see: EMCC competence framework glossary: www.emccouncil.org/webimages/
EU/EQA/emcc-competence-framework-glossary.pdf, accessed 14 October 2015. and EMCC
competence framework: www.emccouncil.org/webimages/EU/EQA/emcc-competence¬
framework-v2.pdf, accessed 14 October 2015.
28 For details see: M. Haas — C. Schiersmann - P. C. Weber, Ausführliche Darstellung
des Kompetenzprofils fiir Beratende, in Nationales Forum Beratung in Bildung, Beruf
und Beschäftigung (nfb) und Forschungsgruppe Beratungsqualität am Institut für
Bildungswissenschaft der Ruprecht-Karls-Universität Heidelberg (ed.), Kompetenzprofil für
Beratende, Berlin/Heidelberg, 2012, 13-20. Online: www.elgpn.eu/elgpndb/fileserver/files/51.
29 For details see: M. Ajdukovic - L. Cajvert - M. Judy -— W. Knopf - H. Kuhn, - K. Madai - M.
Voogd, ECVision. A European Competence Framework of Supervision and Coaching, Wie¬
ner Volkshochschulen, Wien, 2015, 5, www.anse.eu/tl_files/ecvision/dokuments/ECVision_
Competence_Framework033015.pdf, accessed 13 October 2015.; M. Ajdukovic - L. Cajvert
—- M. Judy - W. Knopf - H. Kuhn - K. Madai — M. Voogd, ECVision. A European Glossary of
Supervision and Coaching, Wiener Volkshochschulen, Wien 2015, 5, www.anse.eu/tl_files/
ecvision/dokuments/ECVision_Glossary.pdf, accessed 13 October 2015.