Competency Coaching Program

Boost The Effectiveness Of Your Technical Leaders

60 Days To Better Business Performance

WBLC’s Competency Coaching Program will boost the personal and professional effectiveness of your technical and managerial staff in 3 ways:

Business Performance

There is abundant evidence that the impact of coaching of our competencies for technical and functional leaders, and individual contributors creates a business performance boost on the organization that will justify the investment in a targeted coaching program. These effects are increased productivity, decreased turnover of high-potential staff, and a steeper career development curve, based on merit and achievement.

Personal Interactions

Similarly, there is abundant evidence that coaching (of the competencies in our program) will significantly improve interactional skills (as managers and as individuals), their stress-coping capacities, and their perceived work satisfaction and engagement, through a permanent sense of increased adequacy, self-confidence and self-efficacy.

Realizing Potential

Through coaching the program will cultivate a strong mindset especially pertinent to the dynamic nature of 21st Century work. Mindset means the set of attitudes (for example, stick-to-it-ness or persistence,) that help mobilize people’s existing competencies, e.g., put their thinking power to work towards carrying out business tasks most efficiently and effectively.

Program Benefits To Your Business


Merges personal growth with professional development

Coaching will help develop staff’s capability to permanently base a strong sense of self-adequacy on their more-effective skills and on adapted ways of thinking about oneself. In turn, such positive modes of experiencing work and thinking about oneself tend to mobilize one’s strengths to apply to the job, so actual work effectiveness is increased. Some examples of competencies: seeing self accurately (values, needs, aspirations, styles)


Helps Them Learn To Better Lead Staff

Coaching will help develop staff’s capability to optimally get along with their subordinates and motivate them towards sustained performance. For example, staff will be comfortable providing critical, constructive feedback to reporting workers as well as ‘draw’ performance through positive personal relationships built through strong interpersonal skills, e.g., listening and patience. Examples of competencies: organizational dynamics, understanding and avoiding bias, listening to what is there and what is not.


Helps them understand how they interact with others

By understanding their personal interaction styles they can much more readily change or adapt them. This will also help develop staff’s capability to optimally deal with the stressors at work that they often feel they cannot control and that then impact negatively on their morale, effectiveness, interaction patterns with others, and even their energy. Some examples of competencies: resilience, learning to learn from failure, optimism, emotional mastery and self-control, managing emotions of self and others, knowing how others see you.

Coaches Them On How To Take On Complex Responsibilities

Coaching will help develop staff’s capability to remain focused on task goals or work objectives they are given or set for themselves, in the face of distractors (lack of support, staff, budget, infrastructure, stress, etc.) and stresses, so they are optimally motivated to persist and seek needed resources to achieve their intended job (and personal) task outcomes. They will be more self-directed in how they attain goals. Some examples of competencies: effective personal goal setting, critical and logical thinking skills, distinguishing assumptions from facts, learning to enjoy challenge and learning from failure.

How Does It Work?

Over 60 days, technical managers participate in:

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Group Coaching – Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua

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Why This Program Is Different

Tactical Skills & Coaching

Our programs do not replicate traditional corporate training programs that focus on tactical skills and coaching on how to apply them. They are different in that they focus on the total development of individuals so that they can apply their natural competencies to the job task and also enjoy the personal growth that comes with it.

Based On Behavioural Science

Our programs are based on behavioural science, not on traditional convictions that only specific business skills need to be developed to one’s job well or to develop one’s potential. Our approach enables us to demonstrate its value through translating the research into practical and informative applications that your staff can use immediately.

Leverages Innate skills

Our programs are tailored to position your staff so that they will readily leverage their strengths, broaden their thinking, and mobilize their personal resources to reach their next level of personal and professional ‘fitness’. Your staff will show this through improved performance, higher quality personal interactions in the workplace, and meeting more complex responsibilities.

What Technical Managers Are
Saying About The Program

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Name, CNC Company

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Name, Mold Maintenance Company

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Name, XYZ Company

Frequently Asked Questions

Should participation in the coaching program be based on present job performance and manager recommendation, or interest on the part of staff?

Either scenario can indicate a fit for the program. An employee’s job performance and behaviours are what underlies the opinion of the supervisor/manager about that employee’s competencies and potential.

If the manager sees an opportunity for an employee to benefit from the coaching program, we recommend the manager discuss it with the employee explaining how the program would positively impact their work performance.

If an employee expresses an interest in taking the program a conversation between them and their supervisor will clarify why they want to take it and how the program can be of help to the employee’s development and performance.

How and when do we as executives know whether a coaching course is working / has worked for a given individual coachee? Are there specific parameters of that staff member’s performance we should look at, or will it be largely self-reported on the part of the coachee, or even the observations of coaches that will provide information about the impact of the coaching exercise?

You are likely to see early evidence of growth.

Here’s why: In general, people feel more confident and constructive as soon as they have made a commitment to grow and done the first ‘bit’. That first step is very energizing. This will show.

As the employee progresses through the program their behaviours will begin to shift. To identify the changes, observe how the employee deals with crises, conflicts and difficult problems on the job. It will be in those situations that learning impact will show up more than in carrying out routine job tasks.

As a manager you should invite and welcome any feedback from the employee about the learning process and what it feels like, but you should also respect their possible reluctance to reveal personal experiences.

What can we, as employers, do to help our staff accept that these coaching opportunities make them ‘fitter’ and are not an attempt to give them more work?

Make it clear that the competency coaching program is intended as a win-win. Doing anything to expand employees’ capabilities and well-being that is related to work performance will improve both personal satisfaction as well as professional effectiveness.

Should time spent on participation be work time or private time, or some hybrid?

It depends. The programs will have set timing based on the availability of our coaches and to accommodate time zones. Either way, it is highly recommended the employee has a private location to participate due to the self-develop nature of the coaching program.

You say coaching programs will help accelerate career development. We are concerned that when staff want to develop more quickly and aspire to broader responsibility, we just don’t have the opportunities in our company - and that could easily lead to the people who have taken coaching courses to feel frustrated and leave. What can we do to have it both ways: staff developing their potential, and at the same time getting a feeling they can’t get ahead?

The outcome of our programs is better performance, someone who is going to experience less stress in performing their day-to-day work, someone who will be able to make more effective decisions.

If employees then want more responsibility, see this as an opportunity for you as their senior manager. What programs, projects, etc. have you wanted to initiate and never had the time to get to? As the employee develops it enables them to broaden their job responsibilities. There are numerous ways to address this concern internally, it’s a matter of being open to creative possibilities to leverage the drive and ambition of good employees.

What should we tell staff members (who we think need coaching) who do not want to participate in getting coached, arguing that it is only their technical job performance that counts, not their personal development or maturity?

Share with them that their employment and career progression is based on their present job performance. To a major degree their ‘maturity’ and personal competencies play a significant role in their performance. The quality of their technical work is, of course, fundamentally related to job performance, however it needs to be supported by effective personal competencies.

As organizations evolve to meet the needs required in a 21st century work environment, employees are required to shift from a transactional mindset to a multidimensional role. This is an opportunity for growth, both on the technical and personal side of their overall competency set.

Is there any necessary time commitment for direct supervisors of the participat-ing employees? Or other senior staff?

We suggest direct supervisors be involve pre- and post-program as part of the evaluation process, so they know what to look for and can confirm the growth we anticipate. Certain programs may require the participant to practice skills which could involve their supervisor, however these exercises would be directed by and the responsible of the employee.

We have some concern that when our staff read about these coaching oppor-tunities, they may think that they are seen by senior management as “not good enough”. That is not true, we value our people as our key asset. How can we communicate to our staff that these coaching opportunities are to their bene-fit?

Be proactive in your communication with staff, emphasizing the company’s desire to assist employees in growth and development as the world of work evolves and different competencies are required to meet the demands of today’s environment. Continuous improvement applies to our work processes and to ourselves.

Some potential participants may be concerned that their personal weaknesses may show during coaching sessions. Can we guarantee full privacy for partici-pants if they ask for that?

Yes. It is not the coaches’ job to inform the supervisor or the company about the competencies or personal styles of employees. These will be visible to the manager and often the driver of the employee taking a coaching program. If the employee’s competencies improve, that will be observable to the manager.  


Let’s Get Started

Let us help you boost your Technical Managers’ Capabilities