Most commonly reported Work Activities

•   Communicating with Supervisors, Peers, or Subordinates Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
•   Making Decisions and Solving Problems Analysing information and evaluating results to choose the best solution and solve problems.
•   Establishing and Maintaining Interpersonal Relationships Developing constructive and cooperative working relationships with others, and maintaining them over time.
•   Documenting/Recording Information Entering, recording, storing, or maintaining information in written or electronic/magnetic form.
•   Communicating with Persons Outside Organisation Communicating with people outside the organisation, representing the organisation to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.
•   Getting Information Observing, receiving, and otherwise obtaining information from all relevant sources.
•   Interacting With Computers Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
•   Organising, Planning, and Prioritising Work Developing specific goals and plans to prioritise, organise, and accomplish your work.
•   Evaluating Information to Determine Compliance with Standards Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards.
•   Scheduling Work and Activities Scheduling events, programs, and activities, as well as the work of others.

Working Life

Life Coach (ICF Guidelines)

-Co-Create a coaching relationship: Create a safe, supportive environment that produces ongoing mutual respect and trust. 

-Maintain Ethical Guidelines and Professional Standards—Understanding of coaching ethics and standards and ability to apply them appropriately in all coaching situations. Clearly communicates the distinctions between coaching, consulting, psychotherapy and other support professions. Refers client to another support professional as needed, knowing when this is needed and the available resources.

-Establish a Coaching Agreement—Understand what is required in the specific coaching interaction and to come to agreement with the prospective and new client about the coaching process and relationship. 

-Maintain your Coaching Presence—In one to one or group sessions be fully conscious and create spontaneous relationship with the client, employing a style that is open, flexible and confident. Be present and flexible during the coaching process, dancing in the moment. Sees many ways to work with the client and chooses in the moment what is most effective. Confidently shifts perspectives and experiments with new possibilities for own action. Demonstrates confidence in working with strong emotions and can self-manage and not be overpowered or enmeshed by client’s emotions. 

-Active Listening—Focus completely on what the client is saying and is not saying, to understand the meaning of what is said in the context of the client’s desires, and to support client self-expression.

-Powerful Questioning—Ask questions that reveal the information needed for maximum benefit to the coaching relationship and the client.

-Direct Communication—Communicate effectively during coaching sessions, and to use language that has the greatest positive impact on the client.

-Creating Awareness—Integrate and accurately evaluate multiple sources of information and to make interpretations that help the client to gain awareness and thereby achieve agreed-upon results.

-Designing Actions—Create with the client opportunities for ongoing learning, during coaching and in work/life situations, and for taking new actions that will most effectively lead to agreed-upon coaching results.

-Planning and Goal Setting—Develop and maintain an effective coaching plan with the client.

-Managing Progress and Accountability—Hold attention on what is important for the client, and to leave responsibility with the client to take action.

Most commonly reported Work Tasks

• Prepare and maintain records and case files, including documentation, such as clients' personal and eligibility information, services provided, narratives of client contacts, or relevant correspondence.
• Confer with clients to discuss their options and goals so that rehabilitation programmes and plans for accessing needed services can be developed.
• Develop rehabilitation plans that fit clients' aptitudes, education levels, physical abilities, and career goals.
• Locate barriers to client employment, such as inaccessible work sites, inflexible schedules, or transportation problems, and work with clients to develop strategies for overcoming these barriers.
• Monitor and record clients' progress to ensure that goals and objectives are met.
• Participate in job development and placement programmes, contacting prospective employers, placing clients in jobs, and evaluating the success of placements.
• Analyse information from interviews, educational and medical records, consultation with other professionals, and diagnostic evaluations to assess clients' abilities, needs, and eligibility for services.
• Collaborate with clients' families to implement rehabilitation plans, such as behavioral, residential, social, or employment goals.
• Develop and maintain relationships with community referral sources, such as schools or community groups.
• Maintain close contact with clients during job training and placements to resolve problems and evaluate placement adequacy.

This occupation is typically suited for people with the following Career Interests:

 Social

The Social person's interests focus on interacting with the people in their environment. In all cases, the Social person enjoys the personal contact with other people in preference to the impersonal dealings with things, data and ideas found in other groups.

Many will seek out positions where there is direct contact with the public in some advisory role, whether a receptionist or a counsellor. Social people are motivated by an interest in different types of people and like diversity in their work environments. Many are drawn towards careers in the caring professions and social welfare area, whilst others prefer teaching and other 'informing' roles.

 Administrative

Administrative people are interested in work that offers security and a sense of being part of a larger process. They may be at their most productive under supervisors who give clear guidelines and while performing routine tasks in a methodical and reliable way.

They tend to enjoy clerical and most forms of office work, where they perform essential administrative duties. They often form the backbone of large and small organisations alike. They may enjoy being in charge of office filing systems, and using computers and other office equipment to keep things running smoothly. They usually like routine work hours and prefer comfortable indoor workplaces.

 Creative

Creative people are drawn to careers and activities that enable them to take responsibility for the design, layout or sensory impact of something (visual, auditory etc). They may be atrracted to the traditional artistic pursuits such as painting, sculpture, singing, or music. Or they may show more interest in design activities, such as architecture, animation, or craft areas, such as pottery and ceramics.

Creative people use their personal understanding of people and the world they live in to guide their work. Creative people like to work in unstructured workplaces, enjoy taking risks and prefer a minimum of routine.

Some therapists, client care staff, and guidance professionals may operate using multi disciplinary models of practice including life coaching as part of practice in their chosen discipline.

Training can help you progress and there are both undergraduate and postgraduate courses in business, coaching, and management which can support you in your career.

Sample Education and Training Pathways
A number of courses are available throughout the country that focus on learning and skills that may be useful for this career. The examples and links below may guide you in your research. 

Further Education (FET)
Further Education & Training (FET) Courses are delivered by local ETBs, ranging in duration from several weeks up to 20 months. Courses are designed to meet the labour market needs and often include a large element of work experience.

Example search terms include: business admin, customer service, management, coaching models of practice.

Search for FET Courses

PLC Courses (FET)
PLC courses are full-time courses, one or two years duration, with awards at Level 5 and 6 on the NFQ. They are offered nationally in Schools and Colleges of Further Education.

Example search terms include: business management, sales, marketing, psychology, mental health, sports and performance coaching.

Search for PLC Courses

Apprenticeships: 
Apprenticeships are structured work-based training programs that combine on-the-job training with classroom instruction. They run from 2 – 4 years and are open to individuals of all ages, including school leavers, those seeking a career change, and existing employees who wish to upskill.

Examples: Sales, Recruitment.

Search for Apprenticeships

Higher Education CAO (Undergraduate) 
Higher Education courses at Levels 6 to 8 on the NFQ, delivered in Universities and Technological Universities & Institutes. Courses run from 2 – 5 years and places are allocated on a points-based system, processed by the Central Application Office.

Example search terms include: business, sports coaching, performance management, psychology, mental, occupational health.

Search for CAO Courses

Higher Education (Postgraduate)
Postgraduate courses are courses at Levels 9 and 10 on the NFQ and usually last 1 – 2 years full time, or longer if a PhD or part time. Entrants typically require an undergraduate award (Level 8).

Example search terms include: performance coaching, business and executive coaching, psychology positive coaching, personal management.

Search for Postgraduate Courses

Professional Development 

Professional development (CPD) courses are specialised training, formal education, or advanced professional learning that improves skills, professional knowledge, competency, and overall effectiveness in the professional world.

• ICF International Coaching Federation
• Irish Lifecoach Institute
• IACP Irish Association for Counsellors & Psychotherapists
• Inst of Guidance Counsellors 
• Adult Guidance Association 
• CORU

Check the Useful Contacts tab on this page to see if there are any professional bodies listed who may provide training related to this career.

Salary Range (thousands per year)* €30k - €65k

Salaries vary if lifecoach is retained in a company role full time or sessional in private coaching practice.  Salaries vary by employer, location, role, duties, and experience. 

Data Source(s):
Glassdoor/ Morgan McKinley/ Indeed.ie/ Payscale

Last Updated: July, 2024

Note: The following information relates to occupations that include: Physiotherapists; Occupational therapists; Speech and language therapists; Therapy professionals n.e.c (not elsewhere classified).   

This information has been derived from the Solas National Skills Bulletin (2023).

Employment growth was below average for therapy professionals, with levels in 2022 remaining below that of 2020. Although LFS data does not allow for a detailed breakdown of employment in this group, Census data for 2016 and 2022 shows detailed employment as follows.

Despite the lack of overall employment growth in recent years, issues with recruitment resulted in a number of therapist roles (occupational, physiotherapists and speech and language) being added to the Critical Skills Employment Permit List in June 2022. A total of 53 new permits were issued in 2022, primarily for physiotherapists with a small number for occupational and speech & language therapists.

The delivery of the Sláintecare report, particularly in terms of community care and mental health services, will require additional staffing in these occupations and, while a combined total of 100 additional training places are planned for occupational, physio, and speech/language therapists in Ireland and Northern Ireland’s education system, given the duration of training programmes, recruitment difficulties for these posts are unlikely to ease in the short-to-medium term. However, as employment levels are not increasing and the data does not allow for detailed analysis, it is not possible to determine if shortages exist for this occupation at present.

• ICF International Coaching Federation

  • 2365 Harrodsburg Rd, Suite A325 Lexington, KY 40504
  • 001 888.423.3131
  • [email protected]
  • Click Here

• Irish Association for Counselling and Psychotherapy (IACP)

  • 21 Dublin Rd, Bray, Co. Wicklow
  • (01) 230 3536
  • [email protected]
  • Click Here