Core Competencies Flashcards
- Meeting Ethical Guidelines and Professional Standards
Understanding of coaching ethics and standards and ability to apply them appropriately in all coaching situations.
1. Understands and exhibits in own behaviors the ICF Code of Ethics (see Code, Part III of ICF Code of Ethics).
2. Understands and follows all ICF Ethical Guidelines (see list).
3. Clearly communicates the distinctions between coaching, consulting, psychotherapy and other support
professions.
4. Refers client to another support professional as needed, knowing when this is needed and the available
resources.
- Establishing the Coaching Agreement
Ability to understand what is required in the speci c coaching interaction and to come to agreement with the prospective and new client about the coaching process and relationship.
- Understands and e ectively discusses with the client the guidelines and speci c parameters of the coaching relationship (e.g., logistics, fees, scheduling, inclusion of others if appropriate).
- Reaches agreement about what is appropriate in the relationship and what is not, what is and is not being o ered, and about the client’s and coach’s responsibilities.
- Determines whether there is an e ective match between his/her coaching method and the needs of the prospective client.
- Establishing Trust and Intimacy with the Client
Ability to create a safe, supportive environment that produces ongoing mutual respect and trust.
1. Shows genuine concern for the client’s welfare and future.
2. Continuously demonstrates personal integrity, honesty and sincerity.
3. Establishes clear agreements and keeps promises.
4. Demonstrates respect for client’s perceptions, learning style, personal being.
5. Provides ongoing support for and champions new behaviors and actions, including those involving risk
taking and fear of failure.
6. Asks permission to coach client in sensitive, new areas.
- Coaching Presence
Ability to be fully conscious and create spontaneous relationship with the client, employing a style that is open, exible and con dent.
1. Is present and exible during the coaching process, dancing in the moment.
2. Accesses own intuition and trusts one’s inner knowing—”goes with the gut.”
3. Is open to not knowing and takes risks.
4. Sees many ways to work with the client and chooses in the moment what is most e ective.
5. Uses humor e ectively to create lightness and energy.
6. Con dently shifts perspectives and experiments with new possibilities for own action.
7. Demonstrates con dence in working with strong emotions and can self-manage and not be overpowered
or enmeshed by client’s emotions.
- Active Listening
Ability to 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.
1. Attends to the client and the client’s agenda and not to the coach’s agenda for the client.
2. Hears the client’s concerns, goals, values and beliefs about what is and is not possible.
3. Distinguishes between the words, the tone of voice, and the body language.
4. Summarizes, paraphrases, reiterates, and mirrors back what client has said to ensure clarity and
understanding.
5. Encourages, accepts, explores and reinforces the client’s expression of feelings, perceptions, concerns,
beliefs, suggestions, etc.
6. Integrates and builds on client’s ideas and suggestions.
7. “Bottom-lines” or understands the essence of the client’s communication and helps the client get there
rather than engaging in long, descriptive stories.
8. Allows the client to vent or “clear” the situation without judgment or attachment in order to move on to
next steps.
- Powerful Questioning
Ability to ask questions that reveal the information needed for maximum bene t to the coaching relationship and the client.
1. Asks questions that re ect active listening and an understanding of the client’s perspective.
2. Asks questions that evoke discovery, insight, commitment or action (e.g., those that challenge the client’s
assumptions).
3. Asks open-ended questions that create greater clarity, possibility or new learning.
4. Asks questions that move the client toward what they desire, not questions that ask for the client to justify
or look backward.
- Direct Communication
Ability to communicate e ectively during coaching sessions, and to use language that has the greatest positive impact on the client.
1. Is clear, articulate and direct in sharing and providing feedback.
2. Reframes and articulates to help the client understand from another perspective what he/she wants or is
uncertain about.
3. Clearly states coaching objectives, meeting agenda, and purpose of techniques or exercises.
4. Uses language appropriate and respectful to the client (e.g., non-sexist, non-racist, non-technical, non-
jargon).
5. Uses metaphor and analogy to help to illustrate a point or paint a verbal picture.
- Creating Awareness
Ability to 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.
1. Goes beyond what is said in assessing client’s concerns, not getting hooked by the client’s description.
2. Invokes inquiry for greater understanding, awareness, and clarity.
3. Identi es for the client his/her underlying concerns; typical and xed ways of perceiving himself/herself
and the world; di erences between the facts and the interpretation; and disparities between thoughts,
feelings, and action.
4. Helps clients to discover for themselves the new thoughts, beliefs, perceptions, emotions, moods, etc.
that strengthen their ability to take action and achieve what is important to them.
5. Communicates broader perspectives to clients and inspires commitment to shift their viewpoints and nd
new possibilities for action.
6. Helps clients to see the di erent, interrelated factors that a ect them and their behaviors (e.g., thoughts,
emotions, body, and background).
7. Expresses insights to clients in ways that are useful and meaningful for the client.
8. Identi es major strengths vs. major areas for learning and growth, and what is most important to address
during coaching.
9. Asks the client to distinguish between trivial and signi cant issues, situational vs. recurring behaviors,
when detecting a separation between what is being stated and what is being done.
- Designing Actions
Ability to 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.
1. Brainstorms and assists the client to de ne actions that will enable the client to demonstrate, practice, and deepen new learning.
2. Helps the client to focus on and systematically explore specific concerns and opportunities that are central to agreed-upon coaching goals.
3. Engages the client to explore alternative ideas and solutions, to evaluate options, and to make related decisions.
4. Promotes active experimentation and self-discovery, where the client applies what has been discussed and learned during sessions immediately afterward in his/her work or life setting.
5. Celebrates client successes and capabilities for future growth.
6. Challenges client’s assumptions and perspectives to provoke new ideas and nd new possibilities for
action.
7. Advocates or brings forward points of view that are aligned with client goals and, without attachment,
engages the client to consider them.
8. Helps the client “Do It Now” during the coaching session, providing immediate support.
9. Encourages stretches and challenges but also a comfortable pace of learning.
- Planning and Goal Setting
Ability to develop and maintain an e ective coaching plan with the client.
- Consolidates collected information and establishes a coaching plan and development goals with the client that address concerns and major areas for learning and development.
- Creates a plan with results that are attainable, measurable, specific, and have target dates.
- Makes plan adjustments as warranted by the coaching process and by changes in the situation.
- Helps the client identify and access direct resources for learning (e.g., books, other professionals).
- Identi es and targets early successes that are important to the client.
- Managing Progress and Accountability
Ability to hold attention on what is important for the client, and to leave responsibility with the client to take action.1. Clearly requests of the client actions that will move the client toward his/her stated goals.
2. Demonstrates follow-through by asking the client about those actions that the client committed to during
the previous session(s).
3. Acknowledges the client for what they have done, not done, learned or become aware of since the
previous coaching session(s).
4. E ectively prepares, organizes, and reviews with client information obtained during sessions.
5. Keeps the client on track between sessions by holding attention on the coaching plan and outcomes,
agreed-upon courses of action, and topics for a future session(s).
6. Focuses on the coaching plan but is also open to adjusting behaviors and actions based on the coaching
process and shifts in direction during sessions.
7. Is able to move back and forth between the big picture of where the client is heading, setting a context for
what is being discussed and where the client wishes to go.
8. Promotes client’s self-discipline and holds the client accountable for what they say they are going to do,
for the results of an intended action, or for a specific plan with related time frames.
9. Develops the client’s ability to make decisions, address key concerns, and develop himself/herself (to get feedback, to determine priorities and set the pace of learning, to re ect on and learn from experiences).
10. Positively confronts the client with the fact that he/she did not take agreed-upon actions.
