ICF CORE COMPETENCIES RATING LEVELS

Adapted from the Minimum Skills Requirements documents for each credential level
[Link] Includes will-not-receive-passing-score criteria.

COMPETENCY ACC Level PCC Level MCC Level

1. Ethics and Standards Not directly assessed during oral exam— Not directly assessed during oral exam— Not directly assessed during oral exam—
see first column. see first column. see first column.
Applicant will NOT pass this
competency if applicant:
• Focuses primarily on telling
the client what to do or
how to do it (consulting
mode).
• The conversation is based
primarily in the past,
particularly the emotional
past (therapeutic mode).
• Is not clear on basic
foundation exploration and
evoking skills that underlie
the ICF definition of
coaching; that lack of clarity
in skill use will be reflected
in skill level demonstrated
in some of the other
competencies listed below.
For example, if a coach
almost exclusively gives
advice or indicates that a
particular answer chosen
by the coach is what the
client should do, trust
and intimacy, coaching
presence, powerful
questioning, creating
awareness, and client
generated actions and
accountability will not be
present and a credential
at any level would be
denied.
 COMPETENCY ACC Level PCC Level MCC Level
2. Establishing • Coach takes what client says they want • Coach takes what client says they want • Coach explores fully what client wants
the Coaching to work on at surface level. to work on. from session, establishes measures of
Agreement • Attends to that agenda, but little further • Attends to that agenda with some success for client in session, and ensures
exploration is done. exploration as to measures of success that client and coach are both clear
Ability to understand what about coaching purpose.
is required in the specific for each topic in session.
coaching interaction and to Applicant will NOT receive a passing score if: • Coach returns to check regularly
come to agreement with the Applicant will NOT receive a passing score if: of whether direction of coaching is
• Coach chooses the topic for the client
prospective and new client continuing to serve client’s coaching
• Coach does not coach around the topic • Coach chooses the topic(s) for the client.
about the coaching process purpose and makes changes in direction
the client has chosen. • Coach does not coach around the if necessary based on feedback from
and relationship. topic(s) the client has chosen. client.
• Initially establishing the • The coach does not engage in some
“rules of engagement.” exploration of the measures of success Applicant will NOT receive a passing score if:
• Establishing the agreement for each topic with the client or defines
• If full partnership with the client is not
for the current session. those measures for the client.
demonstrated.
What is it the client wants • Coach does not engage in some
to work on today? What • Coach chooses the topic(s) for the client.
exploration of underlying issues related
will make the next 30 to achievement of the outcomes or • Coach does not coach around the
minutes most worthwhile? agenda or does not check with client topic(s) the client has chosen.
Establishing a focus. about whether the client is moving • Coach does not explore the measures
toward what the client wanted from the of success for each topic with the client
session. to a degree that achieves clarity about
the client’s intent or direction for the
session.
• Coach does not allow the client full input
into the issues that should be discussed
relative to the client’s stated objectives
for the session.
• Coach does not check with the client
about whether the client is moving
toward what the client wanted from the
session.
 COMPETENCY ACC Level PCC Level MCC Level
3. Establishing Trust and • Coach attends to client’s agenda, but is • Coach may have some degree of trust • Coach is connected to complete trust in
Intimacy with attached to his/her own performance in client and connected relationship to new and mutual state of awareness that
the Client and therefore trust and intimacy is not client. can only arise in the moment and out of
the strongest competency. • Coach still conscious of presenting joint conversation.
Ability to create a safe,
supportive environment that image of “good coach,” so less willing • Coach is comfortable not knowing as one
Applicant will NOT receive a passing score if: to risk or not know which stands in way of the best states to expand awareness
produces ongoing mutual
respect and trust. • Coach demonstrates significant interest of complete trust in and intimacy with in.
in the coach’s view of the situation than coach’s self, the client, and the coaching • Coach is willing to be vulnerable with
• Setting a strong foundation relationship.
the client’s view of the situation coach client and have client be vulnerable with
upfront for partnership
does not seek information from the coach.
with the client. Establishing Applicant will NOT receive a passing score if:
client about the client’s thinking around • Coach confident in self, process, and the
expectations for an open
the situation. • Coach demonstrates significant interest client as a full partner in the relationship.
and honest relationship.
Demonstrating integrity, • Coach does not seek information about in the coach’s view of the situation rather • Sense of complete ease and naturalness
confidentiality, respect and the client’s goals regarding the situation. than the client’s view of the situation. in conversation; coach does not have to
support. Holding the client • The attention seems to be on the coach’s • Coach does not seek information from “work” to coach.
in “unconditional positive own performance or demonstration of the client about the client’s thinking
regard.” knowledge about the topic. around the situation coach does not Applicant will NOT receive a passing score if:
seek information about the client’s goals
• Does not treat the client as a full partner
regarding the situation.
choosing not only the agenda, but
• The attention seems to be on the coach’s also participating in the creation of the
own performance or demonstration of coaching process itself.
knowledge about the topic.
• Coach exhibits an interest in the coach’s
• Coach does not invite the client to share view of the situation rather than the
his/her thinking on an equal level with client’s view of the situation.
coach.
• Coach does not seek information from
the client about the client’s thinking
around the situation.
• Coach does not seek information
about the client’s goals regarding the
situation, or any attention seems to be
on the coach’s own performance or
demonstration of knowledge about the
topic.
• In addition, coach does not invite the
client to share his/her thinking on
an equal level with the coach and/or
chooses the direction and tools in the
session without significant input from
the client.
• Any indication that the coach is teaching
rather than coaching will also create a
score below the MCC level.
 COMPETENCY ACC Level PCC Level MCC Level
4. Coaching Presence • Coach attends to client’s agenda, but is • Coach will attend to client’s agenda, but • Coach is a completely connected
attached to his/her own performance drives the coaching and choice of tools. observer to client.
Ability to be fully conscious
and therefore presence is diluted by • Coach will choose objective or subjective • The connection is to whole of who client
and create spontaneous
coach’s own attention to self. perspective, but rarely hold both is, how the client learns, what the client
relationship with the client,
employing a style that is open, • Coach substitutes thinking and analysis simultaneously. has to teach the coach.
flexible and confident. for presence and responsiveness much • Coach will evidence need to have • The coach is ready to be touched by the
the time. direction toward solution versus simply client and welcomes signals that create
• Being fully present and
flexible with the client, being in the moment with the client. resonance for both the coach and client.
Applicant will NOT receive a passing score if:
“dancing in the moment” • Coach will be choosing ways to move • The coach evidences a complete curiosity
• Being curious, trusting your • Coach demonstrates significant interest versus letting client teach coach ways to that is undiluted by a need to perform.
gut, experimenting, using in the coach’s view of the situation rather move. • The coach is in fully partnered
humor. than exploring the client’s view of the • Partnership is present, but mixed with conversation with client.
situation. coach as expert and greater than client. • The coach trusts that value is inherent
• Coach does not seek information from • Coach may be present to whether and in the process versus having any need to
the client about the client’s thinking how much value they are adding to create value.
around the situation. client.
• Coach is unresponsive to that Applicant will NOT receive a passing score if:
information. Applicant will NOT receive a passing score if: • Coach does not treat the client as a full
• Coach does not seek information about • Coach demonstrates significant interest partner choosing not only the agenda,
the client’s goals regarding the situation. in the coach’s view of the situation rather but also participating in the creation of
• Is unresponsive to that information. than the client’s view of the situation. the coaching process itself.
• The attention seems to be on the coach’s • Coach does not seek information from • Coach exhibits interest in the coach’s
own performance or demonstration of the client about the client’s thinking view of the situation than the client’s
knowledge about the topic. around the situation or is unresponsive view of the situation.
to that information. • The coach does not seek information
• Coach does not seek information about from the client about the client’s thinking
the client’s goals regarding the situation around the situation.
or is unresponsive to that information. • Coach does not seek information about
• The attention seems to be on the coach’s the client’s goals regarding the situation, or
own performance or demonstration of any attention seems to be on the coach’s
knowledge about the topic. own performance or demonstration of
• Coach, rather than being present and knowledge about the topic.
responsive to the client, is overly reliant • Coach does not invite the client to share
on an obvious coaching formula, a his/her thinking on an equal level with
specific coaching tool, or standard the coach and/or chooses the direction
coaching questions. and tools in the session without input
• Coach does not allow the client to from the client.
contribute to creating the method or way • Any indication that the coach is teaching
that the coaching session will evolve. rather than coaching will also create a
score below the MCC level.
• Coach does not allow the client to help
develop coaching tools for themselves
and instead relies on standard coaching
formulas, tools, or questions.
 COMPETENCY ACC Level PCC Level MCC Level
5. Active Listening • Coach hears what client says and • Coach is doing listening on a very • Coach’s listening is completely attuned as a
responds to it, but only at obvious and conscious level. learner and listening happens at the logical,
Ability to focus completely on
surface level. • The listening is focused on the client’s emotional, and organic level at one time.
what the client is saying and is
not saying, to understand the • In general, coach will evidence agenda and can change direction if the • The listening is both linear and non-linear
meaning of what is said in the attachment to “what’s the problem,” “how client changes direction. and responses from coach evidence
context of the client’s desires, do I help fix it,” and “how do I give value • The direction change may or may not be learning about the client at many levels.
and to support client self- in fixing it.” best for the topic at hand. • The coach recognizes both hers and the
expression. • The coach is focused on what client is client’s ability of intuitive and energetic
Applicant will NOT receive a passing score if: perception that is felt when the client
• Listening without an saying, but more from the perspective of
agenda, distinguish • Coach does not demonstrate listening gathering information that fits into coach’s speaks of important things, when new
between the words,tone of that is focused on and responding to particular tool or discovery model. growth is occurring for the client, and when
voice and body language. what the client says. the client is finding a more powerful sense
• Listening tends to be more linear and
Level 2 and Level 3 of self.
• Coach’s response is not related to what concentrates on content of words.
Listening. the client is trying to achieve. • The coach’s listening is in the present, but
• Coach is listening for answers, next
• Understands the essence of hearing also the client’s future develop.
• Coach appears to be listening for the question to ask, or looking for what to do
the client’s communication. place where the coach can demonstrate with what they hear and will try to fit what • The coach hears the totality of the client’s
Helps the client gain clarity their knowledge about the topic or tell they hear into a model they understand. greatness and gifts as well as limiting beliefs
and perspective rather than the client what to do about the topic. and patterns.
• They will often respond out of that model
engaged in the story. • The coach’s listening is cumulative from
rather than client’s model.
session to session and throughout each
• Listening will include some depth, but
individual session.
often will miss key nuances that a master
level coach catches.
Applicant will NOT receive a passing score if:
• Listening tends to be session by session
rather than cumulative. • Coach does not demonstrate listening that
is based on the whole client and an ability
to hear the client’s thinking, learning, and
Applicant will NOT receive a passing score if:
feeling at multiple levels.
• Coach does not demonstrate listening
• The listening is filtered only through the coach’s
that is focused on and responding to
methods of thinking, learning and creating.
what the client says.
• Coach does not actively hear and use as a
• Coach’s response is not related to what
significant coaching tool, the client’s methods
the client is trying to achieve.
of thinking, learning, and creating.
• Their hearing is limited to listening
• Nuances of the client’s language are not
problems or weaknesses.
reflected in the coach’s responses.
• Coach appears to be listening for the
• The listening is not focused on and
place where the coach can demonstrate
responding to what the client says or the
their knowledge about the topic or tell
coach’s response is not related to what the
the client what to do about the topic.
client is trying to achieve or their hearing
• Coach demonstrates that they can only is limited to listening for problems or
hear through their own perceptions, and weaknesses.
models of thinking, learning, and creating
• Coach appears to be listening for the place
rather than being able to hear some
where the coach can demonstrate their
of the client’s models and methods of
knowledge about the topic or tell the client
thinking, learning, and creating.
what to do about the topic.
 COMPETENCY ACC Level PCC Level MCC Level
6. Powerful Questioning • Questions attend to client’s agenda, but • Questions attend to client’s agenda and • The coach asks mostly, if not always,
are generally seeking information, are generally are a mix of informational and direct, evocative questions that are fully
Ability to ask questions that
formulaic, and sometimes leading or powerful questions. responsive to the client in the moment
reveal the information needed
have a “correct answer” anticipated by • Even powerful questions tend to focus and that require significant thought by
for maximum benefit to the
the coach. toward solution of issue presented by client or take client to a new place of
coaching relationship and the
• Generally, questions are very geared to client and may be more responsive to the thinking.
client.
solving issues set by client as quickly as agenda than to the client. • The coach uses the client’s language and
• Clear direct questions that possible. learning style to craft questions.
lead to new insight and • Questions will tend to use coaching
move the client forward. terminology or language easy for the • The coach is fully based in curiosity and
Applicant will NOT receive a passing score if: coach versus using and exploring the the coach does not ask questions to which
Open ended questions
using What and How • Coach does not focus on an inquiring client’s language. the coach knows the answer.
that are clear, direct and versus telling methodology. • Occasional leading questions will appear • The question often require the client
succinct. • The majority of questions contain as well. to find deeper contact with the client’s
already pre-determined answers by the • The coach will tend to ask comfortable shadow and light sides and find hidden
coach. rather than uncomfortable questions. power in himself/herself.
• The questions attend to an agenda or • The coach asks questions that help the
issues not set by the client, but by the Applicant will NOT receive a passing score if: client create the future rather than focus
coach. on past or even present dilemmas.
• Coach asks questions that reflect
the coach’s view of the situation or a • The coach is not afraid of questions that
preconceived answer decided on by the will make either the coach or the client or
coach. both uncomfortable.
• The questions are leading the client in a
direction chosen by the coach without Applicant will NOT receive a passing score if:
discussion with and assent to the • Coach does not demonstrate questions
direction by the client. that are evocative and as the client to think
• Coach is unable to move beyond in a larger space or an experimental space
standardized coaching questions or the related to the client’s agenda and stated
coach’s models of thinking and learning objectives.
to the exclusion of the client’s models of • Coach frequently asks informational
thinking and learning. questions or questions that keep the
client in the past or in present detail of a
situation rather than in forward thinking.
• The questions do not make frequent
use of the client’s language, thinking and
creating style or do not make use of what
the coach has learned about the client.
• The questions reflect the coach’s view of
the situation, the coach’s learning and
processing style, or a preconceived answer
by the coach.
• Coach is unable to move beyond
standardized coaching question or
standardized model.
 COMPETENCY ACC Level PCC Level MCC Level
7. Direct Communication • The coach sometimes is fairly direct, • The coach is usually direct, but at times • The coach easily and freely shares what is
but usually uses too many words or feels a need to “dress up” a question or so for the coach without attachment.
Ability to communicate
feels a need to “dress up” a question or observation. • The coach shares directly and simply and
effectively during coaching
observation. • The coach occasionally treats their often incorporates the client’s language.
session, and to use language
that has the greatest positive • Questions and observations generally intuitions as the truth. • The coach fully trusts the client to
impact on the client. contain vocabulary from the coach’s • The coach also occasionally does not say choose the responses to the coach’s
training. what is occurring for the coach for fear communication that is best for the client.
• Being clear, articulate
and direct in question, • Most communication occurs on a very that the client is not ready to hear it. • The coach invites, respects, and celebrates
observations and feedback. safe level for the coach. • The coach may also evidence a need to direct communications back from the
• Noticing language and the soften communication for fear of being client.
Applicant will NOT receive a passing score if: wrong.
impact on the client. Using • The coach creates sufficient space
language that supports and • Coach does not attend to the client’s • The coach tends to use some coaching for the client to have equal or more
respects the client. Draw on agenda, changes the agenda without language versus the language of the client. communication time than the coach.
their language/interests for input from the client, or appears • The coach has a sufficient, but not broad • The coach has a broad language base to
metaphor and analogy for attached to a particular outcome or base of language tools to use with the use and play with and uses the client’s
learning. solution. client. language to broaden that base.
• The communication frequently occurs in
a convoluted, meandering or circuitous Applicant will NOT receive a passing score if: Applicant will NOT receive a passing score if:
manner.
• Coach significantly or dominantly relies • Coach does not fully invite the client’s
on their own language, thinking models, participation in the coaching dialogue on
and models of learning without use of an equal level.
the client’s skill set in these areas. • Coach’s communication reflects an agenda
• Coach does not invite the client to or directing of any kind by the coach.
share these areas as well as the client’s • The communication does not evidence
intuition with the coach. frequent use of the client’s language,
• The coach is attached to a particular learning, thinking and creating styles.
direction or outcome in the coaching. • The communication does not often create
a place for the client to engage in deeper
thinking, learning, and discovery.
• Coach’s communication limits the
thinking and learning direction for the
client without specific interaction with,
discussion of, and assent by the client to
the limitation.
 COMPETENCY ACC Level PCC Level MCC Level
8. Creating Awareness • Awareness generated at level of what will • The coach helps the client to create new • The coach’s invitation to exploration
solve problem or achieve goal. awareness by engaging in problem solving. precedes and is significantly greater than
Ability to integrate and
• Limited generally to awareness of new • The majority of awareness geared to new invitation to solution.
accurately evaluate multiple
sources of information, and to techniques versus new learning about technique; new awareness about who the • The coach appears as much an explorer as
make interpretations that help self. client is more limited. well as client.
the client to gain awareness • In addition, awareness tends, as a result to • The coach has not concluded what aware-
and thereby achieve agreed- Applicant will NOT receive a passing score if: be more defined in scope. ness should be (coach is willing not to know).
upon results. • Coach does not attend to the client’s • The coach will generally help the client • The use of the client’s greatness invited
• Going beyond the agenda, changes the agenda without integrate new awareness as it pertains to and welcomed. There is no evidence of
immediate goal. Engaging in input from the client, or appears a particular situation versus using learning “fixing” a problem or the client.
exploration for discovery, attached to a particular outcome or to more fully broaden the scope of new • The coach allows client to make coach
perspective, learning and solution. awareness. aware and the client’s voice more
growth with the client. • Coach narrows the exploration of prevalent than coach’s.
• Identifying and awareness significantly to a single issue Applicant will NOT receive a passing score if:
• There is a lovely sense of connected
acknowledging strengths. without discussion that decision with the • Coach does not attend to the client’s observation of totality of who client is and
Noticing connections or client and without the client’s consent. agenda, changes the agenda without what client wants, sharing that with client,
threads between what is • Coach seems to substitute assessments input from the client, or appears and creating space for client to share back.
said and what is done. or standard coaching exercises for attached to a particular outcome or • The coach does not force awareness.
powerful questioning or inquiry. solution.
• Coach does not use the client’s thinking Applicant will NOT receive a passing score if:
and learning tools as tools within the
• Coach drives the client toward solution
coaching or does not use the client’s
without fully exploring issues that may be
language as a coaching tool.
important to gaining complete solution or
• Coach seems to substitute assessments accomplishment for the client.
or standard coaching exercises to the
• Coach does not fully invite and allow the
exclusion of using the tools already
client to use as coaching tools, the client’s
existing within the client to create
intuition, thinking and learning.
awareness.
• The dialogue of awareness does not
• Coach states what awareness is without
provide sufficient space for the client’s full
exploring with the client what the client’s
participation in creating awareness.
awareness is or seeking the client’s input
on whether the coach’s observations are • Coach’s communication reflects an agenda
correct and giving the client a chance to or directing of any kind by the coach.
add their own observations. • Coach’s voicing of awareness does not evi-
dence frequent use of the client’s language,
learning, thinking, and creating styles.
• Coach does not often create an easy place
for the client to engage in deeper thinking,
learning and discovery.
• Coach’s communication limits the
thinking and learning direction for the
client without specific interaction with,
discussion of, and assent by the client to
the limitation.
 COMPETENCY ACC Level PCC Level MCC Level
9. Designing Actions • The coach tends to suggest homework • The coach engages in some, but not a • The coach works in complete partnership
and action that they think would best complete partnership with the client to with the client to design actions or, in the
Ability to create with the client
handle the problem or achieve the goal. develop actions. alternative, lets the client lead in designing
opportunities for ongoing
• Actions tend to be one dimensional in • Again, the actions are attuned to solving actions.
learning, during coaching and
in work/life situations. nature. the situational issue the client has • The coach and client design actions that fit
• And for taking new actions that will most presented rather than looking beyond the the client’s goals, learning style, and pace
• Working with the client to situation to other, broader learning that of wanted or necessary movement.
design actions or activities effectively lead to agreed-upon coaching
results. might be inherent in the situation. • The coach allows action to include thinking,
(“fieldwork”) outside of
the coaching session to • Finally, the PCC level coach tends to define creating and doing.
continue exploration, Applicant will NOT receive a passing score if: forward motion only in terms of physical • The coach engages the client in relating
increase awareness and action. designed actions to other aspects of what
• Coach insists the client to what the
learning and move toward coach has prescribed as homework. the client wants, thereby broadening the
the desired goal. Applicant will NOT receive a passing score if: scope of learning and growth.
• The suggested homework does not have
• Coach may initially assign a clear relationship to the client’s stated • There is little or no co-creation in the • The coach encourages informed
field work with increasing agenda. process of designing actions. experimentation to help clients develop
shift to coach/client • The actions do not have a clear more powerful, leveraged actions.
• The homework does not have a clear
designing action to support relationship to the client’s stated agenda
purpose and potential to move the client
the client’s goals, learning and the client’s style of learning and Applicant will NOT receive a passing score if:
forward.
style and desired pace. creating.
• Suggested tools and structures clearly • Coach does not invite full client
do not bear a relationship to the needs • The actions do not have a clear purpose participation int he design of activities
of the particular client or his/her agenda. and potential to move the client forward. or dominates in any way the design of
• Suggested tools and structures clearly activities.
do not bear a relationship to the needs • The designed activities do not reflect a
of the particular client or his/her agenda, clear potential for forward learning or
or are imposed on the client without movement by the client related to the
discussion. client’s agenda, desired outcomes, or to
some other learning that the client has
defined as necessary for their growth.
• Designed actions and/or discussion
designed actions involves only physical
activity with no attention to the thinking,
learning, being and creativity structures of
the client.
 COMPETENCY ACC Level PCC Level MCC Level
10. Planning and Goal • The coach tends to adopt goals • The coach engages in some, but not a • The coach works with the client to clarify
Setting suggested by the client at their most complete partnership with the client to and develop goals that achieve more than
obvious level. develop goals and plans. just the presenting concerns of the client.
Ability to develop and maintain
an effective coaching plan with • Planning and goal setting tend to be one • Again, the actions are attuned to solving • The coach lets the client lead in designing
the client. dimensional in nature with the coach the situational issue the client has goals and planning or, in the alternative,
sometimes substituting his/her expertise presented rather than looking beyond the works in complete partnership with the
• Partnering with the client for the clients. situation to other, broader learning that client to create goals and plans.
to develop goals that might be inherent in the situation. • The coach and client create goals and
are (SMART) specific, Applicant will NOT receive a passing score if: • Finally, the PCC level coach tends to edit plans that fit the client’s goals, learning
measurable, attractive,
• Coach insists that the client follow a plans presented by the client. styles and pace of wanted or necessary
realistic and have target
prescribed plan familiar to the coach. movement.
dates. Staying aware of
client’s plan, learning style, Applicant will NOT receive a passing score if: • The coach allows plans to include thinking,
• Coach is unable to support the client in
pace and commitment developing an effective coaching plan. • There is little to no partnership or co- creating, and doing.
to the goal. Identifying • The plan or goals do not have a clear creation of the plans and goals. • The coach engages the client in relating
successes that are relationship to the client’s stated agenda • Coach is the most significant voice in goals and plans to other aspects of what
important to the client. and desired outcome. suggesting plans and goals. the client wants, thereby broadening the
scope of learning and growth.
• The plan or goals do not have a clear • Coach is unable to support the client in
purpose and potential to move the client developing an effective coaching plan.
Applicant will NOT receive a passing score if:
forward. • The plan or goals do not have a clear
• Suggested tools and structures clearly relationship to the client’s stated agenda • Coach does not invite full client
do not bear a relationship to the needs and desired outcomes or the client’s participation in planning strategies or
of the particular client or his/her agenda. learning and creating processes. designing goals or dominated in any way
the creation of plans and goals.
• The plan or goals do not have a clear
purpose and potential to move the client • Plans and goals do not reflect a clear
forward. potential for forward learning or
movement by the client related to the
• Suggested tools and structures clearly
client’s agenda, desired outcomes, or to
do not bear a relationship to the needs
some other learning that the client has
of the particular client or his/her agenda.
defined for as necessary for their growth.
• Coach suggests standard coaching tools
• Designed plans and goals and/or
or exercises without discussing with the
discussion designed actions involves only
client the extent to which they might be
physical activity with no attention to the
of value to the client.
thinking, learning, being, and creativity
structures of the client.
 COMPETENCY ACC Level PCC Level MCC Level
11. Managing Progress • The coach tends to suggest forms of • The coach in some partnership with the • The coach has the client determined their
and Accountability accountability that my feel a bit parental client develops methods of accountability. own methods of accountability and offers
in nature. • These methods are often reflective of or support to those methods.
Ability to hold attention on
what is important for the client, • Accountability tends to be one use coach training tools. • The client helps determine or determines
and to leave responsibility with dimensional. totally who should be on their
the client to take action. Applicant will NOT receive a passing score if: accountability team and how to use each
Applicant will NOT receive a passing score if: person, including the coach.
• Staying focused on what is • There is little or no partnership of co-
• Coach insists that the client follow creation of the measures of success and • The coach trusts the client to be
important for the client and
prescribed measures and structures accountability structures. accountable to themselves and lovingly
holding them accountable.
familiar to the coach. calls the client to account or discussion if
• Coach is the most significant voice in
agreed upon forward movement does not
• Coach is unable to support the client setting accountability structures.
occur.
in developing an effective method of • Coach is unable to support the client in
managing and measuring progress. developing an effective measures and Applicant will NOT receive a passing score if:
• The measures and methods of accountability structure.
accountability do not have a clear • Coach does not invite full client
• The measures and structures do not
relationship to the client’s stated agenda participation or does not encourage client
have a clear relationship to the client’s
and desired outcomes. leadership in planning strategies and
stated agenda and desired outcome
methods of accountability or dominates
• The measures and methods of or the client’s learning and creating
in any way the accountability mechanisms
accountability do not have a clear processes.
that are created.
purpose and potential to move the client • The plan or goals do not have a clear
forward. • Coach is the most significant voice in
purpose and potential to move the client
setting accountability structures.
• Suggested tools and structures clearly forward.
do not bear a relationship to the needs • Coach is unable to support the client in
• Suggested tools and structures clearly
of the particular client or his/her agenda. developing an effective measures and
do not bear a relationship to the needs
accountability structure.
of the particular client or his/her agenda.
• The measures and structures do not have
• Coach suggests standard coaching tools
a clear relationship to the client’s stated
or exercises without discussing with the
agenda and desired outcome or the
client the extent to which they might be
client’s learning and creating processes.
of value to the client.
• The methods and structures do not have
a clear purpose and potential to move the
client forward.
• Suggested tools and structures clearly do
not bear a relationship to the needs of
the particular client or his/her agenda or
deeper learning designated by the client.
• Coach suggests standard coaching tools
or exercises without discussing with the
client the extent to which they might be of
value to the client or does not encourage
invention of structures by the client based
on the client’s thinking, learning, being and
creating style.