Our own interpretations of coach maturity are not based on empirical research, but we hope they will stimulate such research and serve as a starting point for debate. Our model derives from observation in a variety of contexts, but particularly within coach assessment centers, where it is possible to benchmark coaches against consistent criteria and hence to reflect on characteristics and thinking patterns exhibited by coaches of different levels of demonstrated competence. It is important to emphasize here that we are not equating maturity and competence as the same construct. However, it is reasonable to conclude that they are closely related.

From these observations and reflections, four coaching mind-sets emerged, which ...

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