Table: Candidate Requirements for Certification
| Response | Respondents | Percent |
| Minimum education | 22 | 71.0% |
| Minimum score on a required test | 22 | 71.0% |
| Minimum number of years experience in profession | 20 | 64.5% |
| Specific experience requirements | 15 | 48.4% |
| Acceptance of a code of ethics | 12 | 38.7% |
| Endorsement by expert practitioner | 7 | 22.6% |
| Other | 5 | 16.1% |
| Assessment of ability by means other than a required test | 4 | 12.9% |
| Endorsement by candidates’ professional association | 0 | 0.0% |
In order to assess a candidate’s competency for certification, the vast majority of respondents in my study used a written test (29 or 93.5%) with multiple-choice questions (26 or 83.9%). Fifteen organizations (48.4%) still used paper and pencil tests, although computer-based tests were a close second, garnering 12 responses (38.7%). Very few certifying organizations required an assessment other than testing, and for those that did, the responses were evenly divided between in-person demonstration, portfolio review, work submissions, and attestations from supervisors or clients.
As far as demonstrating competence goes, all six certifying bodies in my “best practices” group used written tests as their assessment vehicle. Five of the tests were multiple choice. In addition to the test, one respondent required an in-person demonstration, and another called for a portfolio review.
ICF has chosen to focus its certification requirements on a combination of coach-specific education and skill demonstration, which I believe serves our profession well. While most certifying organizations work diligently to ensure that their tests are valid and reliable, there is little evidence to suggest that successfully passing a certification examination is evidence of effective and competent job performance (Lee, 1998; Thomas, 1993 in MacKenzie thesis). That is why skill demonstration is so incredibly important, especially in a newer profession such as coaching.