2. NORMATIVE REFERENCES TERMS AND DEFINITIONS REQUIREMENTS OF THE CREDENTIALING BODY... 13

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1 ICF Credentialing Policy Manual Version Table of Contents (major and next level headings only) (Click topic title to navigate) 1. SCOPE Purpose of the ICF credentialing program NORMATIVE REFERENCES TERMS AND DEFINITIONS REQUIREMENTS OF THE CREDENTIALING BODY Board of Directors Credentialing Governance Council (CGC) Director of Credentialing (DOC) Procedure for Rule Making REQUIREMENTS FOR PERSONS EMPLOYED OR APPOINTED TO CARRY OUT THE WORK OF THE CREDENTIALING PROGRAM Volunteers Regular Assessors Reviewers of Training Programs Ad Hoc Task Force Or Committee Member ICF Staff Contracted Entities CREDENTIALING REQUIREMENTS AND PROCESSES Associate Certified Coach (ACC) ACC Application Process ACC Credential Requirements ACC Application Evaluation Page 1 of 219

2 ACC Credentialing Examination ACC Decision on Credential ACC Appeal of Exam Results ACC Renewal of Credential ACC Use of Logos/Marks Professional Certified Coach (PCC) PCC Application Process PCC Credential Requirements PCC Application Evaluation PCC Credentialing Examination PCC Decision on Credential PCC Appeal of Exam Results PCC Renewal of Credential PCC Use of Logos/Marks Master Certified Coach (MCC) MCC Application Process MCC Credential Requirements MCC Application Evaluation MCC Credentialing Examination MCC Decision on Credential MCC Appeal of Exam Results MCC Renewal of Credential MCC Use of Logos/Marks APPENDICES Appendix A ICF CODE OF ETHICS Appendix B ICF PROFESSIONAL COACHING CORE COMPETENCIES Appendix C MINIMUM SKILL REQUIREMENTS COMPETENCY BY COMPETENCY FOR ACC CREDENTIALING Appendix D MINIMUM SKILL REQUIREMENTS COMPETENCY BY COMPETENCY FOR PCC CREDENTIALING Appendix E MINIMUM SKILL REQUIREMENTS COMPETENCY BY COMPETENCY FOR MCC CREDENTIALING Appendix F ICF CORE COMPETENCIES COMPARED BY CREDENTIAL Appendix G Requirements for ICF Credentials Page 2 of 219

3 Appendix H Guides to Individual Credential Applications ACC ACTP Application Sample of Online Statements of Agreement and Compliance Upload 1: Coach-Specific Training Upload 2: Client-Coaching Hours Upload 3: Coaching Reference Letters PAYMENT INFORMATION ACC Portfolio Application General Information and Instructions STATEMENT OF AGREEMENT AND COMPLIANCE Upload 1: Coach-Specific Training Upload 2: Mentor Coaching Upload 3: Record of Client-Coaching Hours Upload 3: Coaching Reference Letters ACC PORTFOLIO EXAM INFORMATION PAYMENT INFORMATION PCC ACTP Application Sample of Online Statements of Agreement and Compliance Upload 1: Coach-Specific Training Upload 2: Client-Coaching Hours Upload 3: Coaching Reference Letters PAYMENT INFORMATION PCC Portfolio Application General Information and Instructions STATEMENTS OF AGREEMENT AND COMPLIANCE Upload 1: Coach-Specific Training Upload 2: Mentor Coaching Upload 3: Record of Client-Coaching Hours Upload 4: Coaching Reference Letters Upload 5: Recording of Coaching Session *The ICF Portfolio Exam: Written and Live Exam Preferences PAYMENT INFORMATION MCC Portfolio Application General Information and Instructions STATEMENTS OF AGREEMENT AND COMPLIANCE Upload 1: Completion of Coach-Specific Training Upload 2: Record of Mentor Coaching Upload 3: Record of Client Coaching Hours Upload 4: Coaching Reference Letters Upload 5: Recording of Coaching Session RELEASE OF CONFIDENTIAL INFORMATION THE ICF PORTFOLIO EXAM: Upload 8: Written and Live Exam Preferences PAYMENT INFORMATION Page 3 of 219

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5 1. SCOPE 1.1. Purpose of the ICF credentialing program Establish and administer minimum standards for credentialing professional coaches and coach training programs Assure the public that participating coaches and coach training programs meet or exceed these minimum standards Through those standards, reinforce professional coaching as a distinct and self-regulating profession. Page 5 of 219

6 2. NORMATIVE REFERENCES 2.1. ICF Definition of Coaching and Code of Ethics (Appendix A) 2.2. ICF Coaching Core Competencies (Appendix B) 2.3. Minimum Skills Requirements for ACC (Appendix C) 2.4. Minimum Skills Requirements for PCC (Appendix D) 2.5. Minimum Skills Requirements for MCC (Appendix E) 2.6. ICF Core Competencies Compared (Appendix F) 2.7. Requirements for ICF Credentials (Appendix G) Page 6 of 219

7 3. TERMS AND DEFINITIONS 3.1. ACC- Associate Certified Coach. The Practiced Coach 3.2. ACSTH- Approved Coach Specific Training Hour 3.3. ACTP- Accredited Coach Training Program which consists of a minimum of 125 hours of training at the PCC level, and an examination process which must be passed at the PCC level 3.4. Applicant- The person who has completed and submitted an ACC, PCC or MCC application Assessor- an ICF credentialed coach who is trained to evaluate an ICF portfolio exam Bias- prejudice; a particular tendency or inclination, especially one that prevents unprejudiced consideration of a question Board of Directors- The governing body which is responsible for overseeing the management of the affairs, funds, and property of the ICF Candidate- An applicant who has passed the technical review of their application and is in the queue for their exam to be scheduled CCE- Continuing Coach Education CCEC- Continuing Coach Education Credit CCEU- Continuing Coach Education Unit CGC- Credentialing Governance Council Client- The person receiving coaching Client Coach Log- Documentation of the applicants coaching hours (paid/probono) that include start and end dates and are classified under: individual, group or internal/3 rd party Client Coach Hour- Sixty (60) minutes coaching time with a person who has hired the applicant/candidate as a coach, with whom the applicant/candidate has a formal coaching agreement, and is coaching rather than providing any other service such as consulting or therapy Client Release Form- A signed written agreement between the applicant, the client allowing a recording to be used in the facilitation of the portfolio exam and assessor training processes. Page 7 of 219

8 3.17. Coach-Specific Training- Training that is predominantly marketed as teaching coaching skills and not something else and where the major emphasis is on coaching skills or applying technical skills as a coach and in a manner consistent with the ICF Core Competencies Coach Specific Training that qualifies is: Training from an Accredited Coach Training Program (ACTP) or a program that has received the ICF Approved Coach Specific Training Hours (ACSTH) designation or training that is specifically marketed as teaching coaching skills, that teaches coaching skills or teaches how to apply technical skills in a coach-like manner and teaches coaching skills in accordance with the ICF Core Coaching Competencies Non Coach Specific Training includes: Training that is marketed as teaching other skills, even though the skills can be used by a coach in some manner, and does not qualify as Coach Specific Training. In addition, personal development courses such as Forum, Landmark, Lifespring, Life Training, and Science of the Mind, and do not qualify as coach specific training Education in cognate fields such as psychology, counseling, personal development, NLP, or other closely related disciplines, does not qualify as Coach Specific Training. While some skills from other fields can be used in the coaching environment, in order for this training to qualify as Coach-Specific it must meet the criteria by being taught as coach training from an ICF Core Competencies perspective Courses teaching specific tools (i.e., Emotional Intelligence or Personality Assessments) do not qualify as Coach Specific Training. If however, a course in one of these areas teaches how to apply other professional or technical tools as coaching skills and is taught primarily as a coaching course, it may then qualify as Coach Specific Training When applying for a credential, applicants must provide documentation clearly illustrating that their training is in alignment with ICF Core Competencies Committees- a group of persons elected or appointed to perform some service or function within the ICF Conflict of Interest- Exploitation of any aspect of a relationship for personal, professional, or monetary advantage or benefit. A circumstance where bias is present or may be created, especially as it relates to evaluation of an applicant. Page 8 of 219

9 3.20. Core Competencies- A group of terms which embody the skills and approaches used within the coaching profession as defined by the ICF. 1- Meeting Ethical Guidelines and Professional Standards 2- Establishing the Coaching Agreement 3- Establishing Trust and Intimacy with the Client 4- Coaching Presence 5- Active Listening 6- Powerful Questioning 7- Direct Communication 8- Creating Awareness 9- Designing Actions 10- Planning and Goal Setting 11- Managing Progress and Accountability Designated Self Study Courses- The study of coach-specific training by oneself without direct supervision or attendance in class Developing Geographic Region- An area of the world where coaching is not yet matured Ethical Conduct Review Process (ECR) - A policy and set of procedures that provide review, investigation and response to alleged unethical practices or behavior deviating from the established ICF Code of Ethics by ICF members and ICF credentialed coaches. Serves as a model of excellence for all practicing professional coaches for fair review and resolution of complaints concerning the ethical conduct of ICF member and ICF credentialed coaches; and is responsive to complaints from the public concerning experiences believed to be violations of the ICF Code of Ethics by ICF members and ICF credentialed coaches Feedback- Comments regarding the candidates performance in the ICF exam process Global headquarters- The administrative/staff offices of the ICF located in Lexington, Kentucky, USA Grandfathering- A prior ICF process that allowed a coach to obtain a credential based solely on their resume and subsequent experience. Grandfathering is no longer allowed and all persons seeking a credential must complete the full application process Homework- Supplemental assignment(s) to be completed outside of a training setting ICF- The International Coach Federation is the largest worldwide resource for business and personal coaches, and the source for those who are seeking a coach. The ICF is a nonprofit, individual membership organization formed by professionals worldwide who practice business and personal coaching. The ICF exists to Build, Support and Preserve the integrity of the coaching profession through programs and standards supported by the individual membership. Page 9 of 219

10 3.29. ISO Standard 17024:2003(E) - A standard developed and adopted by the International Organization for Standardization that pertains specifically to the general requirements for bodies operating certification of persons. This standard has been adopted by the ICF as a framework for making decisions regarding the enhancement of the ICF Credentialing Program Letter of Recommendation- Documentation that supports an applicant s pursuit of an ICF credential For US/Canada Applicants - A letter from an ICF credentialed coach who has heard the applicant coach and who can verify the coaching skills and expertise of the applicant toward the credential for which he/she is applying For Non-US/Canada Applicants- A letter from an ICF credentialed coach or one who is actively involved in an ICF Chapter, or a letter from an ICF credentialed coach who has heard the applicant coach and who can verify the coaching skills and expertise of the applicant toward the credential for which he/she is applying Letter of recommendation must: Come from coaches who have actually heard or observed the applicant coaching and state that the writer has heard or observed the applicant coaching Contain a statement from the referring coach that he or she believes the applicant coaches at the level of credential for which the applicant is applying and therefore is recommending the applicant for that specific credential Be written on the referring coach s stationery or from his or her address. It may be forwarded through , but it must clearly have originated from the referring coach s address, or on his or her stationery, if submitted via regular mail Letter of Reference- A letter written by the coach s supervisor of his/her internal/3 rd party coaching which verifies: 1- that the applicant was hired as a coach 2- the hours listed on the Client Log 3- that the organization has a confidentiality agreement which prevented the applicant from listing the names and contact information of their clients MCC- Master Certified Coach. The Expert Coach Mentor Coach- A coach who coaches the applicant on their coaching. The mentor coach also has the ability to write a letter of recommendation, if he or she meets the requirements as defined in policy. Page 10 of 219

11 3.34. Mentoring- definition under discussion by ICF Board Number of Clients- The amount of client(s) in a coaching session Objectivity- A form of judgment that is based upon fact; something that is quantitative Oral Exam- A coaching session in which the assessor acts as the client and provides a numerical score and comments for use by the ICF headquarters in compiling results for the applicant Paid Hours- An increment of time spent coaching that is compensated by monetary value or barter PCC- Professional Certified Coach. The Proven Coach Portfolio- The type of application for any applicant who has not successfully completed an Accredited Coach Training Program (ACTP) Pro-Bono Hours- An increment of time spent coaching in which no form of payment is exchanged for the coaching services Proof of Successful Completion of a minimum of 125 hours of training and a successful examination process from the ACTP- A document from the training organization verifying the applicants completion of the ACTP, demonstrating coaching skills at the PCC level, via an examination process provided by the training program Recording (applicant submitted)- A recording of the applicant coaching a client which is submitted with the PCC or MCC portfolio application as agreed upon in the Client Release Form Recording -(ICF supervised/authenticated)- A recording of a coaching session that has been made with at least one ICF assessor Subjectivity- A form of judgment that is based upon opinion; qualitative Supervision- definition under discussion by ICF Board Statement of Agreement & Compliance- A written agreement of the rules and regulations by which the applicant agrees to abide once signed by the applicant and submitted with the application for which he/she is applying Technical Review Process- The process of reviewing an application to ensure that all requirements have been met Written Exam- Consists of questions requiring short answers as well as three case studies. This exam is administered through after an application passes technical review. Applicants are given 48 hours to complete the exam and submit their responses to ICF headquarters. Page 11 of 219

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13 4. REQUIREMENTS OF THE CREDENTIALING BODY 4.1. Board of Directors The ICF Board of Directors shall set policy related to the credentialing program. Policy refers to the requirements that an individual must meet in order to obtain an individual credential The ICF Board of Directors shall make recommendations to the ICF President for membership on the Credentialing Governance Council (CGC) according to established policy The ICF Board of Directors shall not be involved in the day to day operations of the credentialing program, nor shall the Board have access to confidential information, applications, or documents filed by applicants except as specifically set out in this manual Credentialing Governance Council (CGC) The CGC shall provide oversight and guidance in the interpretation and administration of the credentialing policies set by the ICF Board of Directors The CGC shall develop and recommend policy additions, deletions, and changes to the ICF Board of Directors for their consideration Communicate policy and policy changes to members and other interested parties in a timely fashion The CGC shall prepare an annual report regarding the state of the ICF Credentialing Program Chairs and Membership of the CGC The CGC shall have a chair or chairs. The chair or chairs shall be responsible for setting the agenda for and chairing CGC meetings, working closely with the Director of Credentialing to insure the efficient and fair interpretation of credentialing policy and rules and to make decisions on matters for which rules have not yet been established The CGC chair(s) shall, along with the Director of Credentialing, serve as an official spokesperson for credentialing to members, the press, and the public CGC chair(s) shall be volunteers and shall not be paid for their work on behalf of the ICF credentialing program. Expenses, however, shall be reimbursed. Page 13 of 219

14 The CGC shall not have more than 20 members nor less than 10 members The ICF President shall select members for the CGC and report their appointments to the ICF Board of Directors. There shall be at least one member from each of the following areas: US, Canada, Europe (including the United Kingdom), Asia, and Australia/New Zealand. Other areas may be represented at the President s discretion. The CGC shall also have as members at least one coach from each individual level of credentialing. The CGC, at the President s discretion, may also appoint one uncredentialed member as a member of the CGC. A member may fill more than one of the above criteria (example: an MCC from France would fulfill both the European and MCC membership requirements) Director of Credentialing (DOC) The DOC shall be the ICF staff person responsible for the administration of the ICF credentialing program The DOC shall report to the ICF Executive Director. The DOC shall work closely with the chair or chairs of the CGC in regards to the efficient and fair interpretation of credentialing policy and rules and to make decisions on matters for which rules have not yet been established The DOC shall be responsible for the supervision and direction of all staff members employed in the operation of the credentialing program The DOC shall be responsible for the training, supervision, and coordination of personnel assigned to conduct credential exams The DOC shall be responsible for the oversight and coordination of credentialing activities carried out by contracted entities The DOC shall recommend new rules for vote to the CGC, and make recommendations for policy changes or additions to the CGC The DOC, along with the CGC chair(s) shall serve as an official spokesperson for credentialing to members, the press, and the public Procedure for Rule Making Page 14 of 219

15 Any CGC discussions shall be confidential except as specifically authorized by the committee chair The CGC shall meet at least quarterly Minutes of all CGC meetings shall be taken by ICF staff and approved by CGC members. Such minutes shall be retained for five years by ICF staff Recommendations for policy additions, deletions, or changes may be brought forward by the CGC Chair/s, by any CGC member, by the DOC, or by members of the ICF Board of Directors Consideration of any policy additions, deletions, or changes will be discussed by the CGC and adopted only though formal motion and vote. Approved recommendations will be forwarded to the ICF Board of Directors for their consideration. Page 15 of 219

16 5. REQUIREMENTS FOR PERSONS EMPLOYED OR APPOINTED TO CARRY OUT THE WORK OF THE CREDENTIALING PROGRAM 5.1. Volunteers Regular Assessors Qualifications Satisfactory completion of an ACTP PCC or higher credential Full disclosure of any affiliation with education or training programs Training Completes initial Assessor training phase Agrees to Assessor Commitment statement Agrees to Assessor Conflict of Interest statement Conducts x assessments per year Verification of Competency Continues periodic Assessor training as determined by requirements for distinction Successfully completes evaluation phase within acceptable range Conducts x assessments per year Reviewers of Training Programs Qualifications Satisfactory completion of an ACTP PCC or higher credential Full disclosure of any affiliation with education or training programs Training Completes initial Reviewer of Programs training phase Agrees to Reviewer of Programs Commitment statement Agrees to Reviewer of Programs Conflict of Interest statement Conducts x Program Reviews per year Verification of Competency Continues periodic Reviewer of Programs training as determined by requirements for distinction Successfully completes evaluation phase within acceptable range Conducts x Program Reviews per year Ad Hoc Page 16 of 219

17 Task Force Or Committee Member Qualifications Satisfactory completion of an ACTP ACC or higher credential Discloses any affiliation with education or training program Has subject matter expertise for task or issue Agrees to Commitment, Responsibility, Conflict of Interest and/or Confidentiality statements, as deemed necessary by the task or issue Chair and/or ICF staff member responsible for the project Training Participates in training for assignment Participates in assigned task or issue responsibilities Verification of Competency NA pre- verified 5.2. ICF Staff Qualifications Training Verification of Competency 5.3. Contracted Entities Qualifications Training Verification of Competency Page 17 of 219

18 6. Credentialing Requirements and Processes 6.1. Associate Certified Coach (ACC) ACC Application Process Interested individuals shall apply for the credential by completing and submitting to the ICF global headquarters one of the following application types: Associate Certified Coach Application Accredited Coach Training Program (ACTP) Graduate Associate Certified Coach Application -- Portfolio All application forms shall be made available to interested parties through the ICF web site Application forms may be submitted by ground mail or by electronic means ACC Credential Requirements Applicants for the ACC Credential must meet one of the following sets of requirements (ACTP or Portfolio): ACC ACTP Successful completion of certification requirements with an ACTP A minimum of 100 hours of work with clients A minimum of 75 of the 100 required hours as paid hours A minimum of 8 clients Reference letters from 2 qualified coaches Payment of application fees ACC Portfolio Sixty (60) hours of Coach-Specific Training Ten (10) hours of work with a qualified Mentor Coach A minimum of 100 hours of work with clients A minimum of 75 of the 100 required hours as paid hours A minimum of 8 clients Reference letters from 2 qualified coaches Payment of application fees Page 18 of 219

19 ACC Application Evaluation All applications submitted to the ICF headquarters will be reviewed by ICF staff to ensure that the application is complete, that fees have been paid, and that all requirements have been met Applications that are reviewed and approved will advance through the process to be considered for award of a credential Applicants that have submitted applications that do not meet requirements as identified during the review of the application will receive communications from staff advising the applicant of how to resolve their problem/s In the event that staff cannot determine whether one or more requirements have been met, the staff will forward the application to a volunteer technical reviewer who has been trained to perform the review of applications Volunteer technical reviewers will submit their decision to the ICF staff regarding whether requirements have been met within two weeks of receiving the applicant file ACC Credentialing Examination ACC ACTP applicants are exempt from the ICF ACC Exam ACC Portfolio applicants must successfully complete the ACC credentialing exam to be granted the ACC credential The ACC credentialing exam shall be conducted by those individuals who have been trained and approved to serve as ICF Assessors Assessors assessing the ACC exam shall be looking for good basic coaching skills in alignment with ICF Core Competencies and the Definition of Coaching. Assessors overall assessment will consider whether a basic understanding and use of ICF Core Competencies is demonstrated, whether the competence skills are demonstrated in a manner where by the coaching is focused on clients needs and agreed upon coaching goals, and whether a basic range of competencies is demonstrated that is appropriate for the coaching session. The assessors shall also evaluate whether a basic level of partnership with the client exists within the session. It is expected that at the ACC level an applicant will show some propensity to lead the client and some propensity toward directing the client. Page 19 of 219

20 The ACC exam is one part oral exam that consists of the assessor presenting the applicant with a real situation from their life or work, which the applicant shall coach for up to one half hour. The situation given the applicant to coach shall be a simple, straightforward situation that can be coached in thirty minutes and that forward movement can be made on in thirty minutes. A complete solution to the situation should not be expected nor is it necessary for passage of the exam. The situation presented to the applicant should not have any therapy or other ethical consideration overtones The assessors for the ACC exam shall use the evaluation form and shall follow the instructions for assessment contained in Appendix G Assessors for the ACC exam shall call the applicant at the time appointed for the exam. Assessors shall explain the exam process to the applicant using the script attached in Appendix G The applicant has up to thirty minutes to coach, but may coach for less than thirty minutes if the applicant feels complete with the coaching. The applicant shall not be assessed on the quantity of time spent coaching and shall be assessed only on the quality of coaching done during that period of time Throughout the live session, the applicant is expected to coach, interact, and handle issues presented by the client in the same manner as they would with a real client At the end of the coaching, the assessor shall give the applicant minutes of feedback on what competencies they demonstrated well and what competencies the applicant should continue to work on with their mentor coach Assessors shall not indicate to the applicant the substantive quality of the coaching demonstrated nor give the result of the exam. The assessors shall only comment on competencies demonstrated or need work. (add to training for assessors as it is not clearly understood that results should not be communicated by the assessor) After the call is done, the assessors shall complete the ACC Assessor form including the overall rating. The assessor shall score the exam and determine the overall Page 20 of 219

21 rating in a manner described in the assessor instructions contained in Appendix G. After completing the evaluation form, the assessor shall fax the form to the Director of Credentialing and return the hard copy by mail to the lcf office ACC Decision on Credential ICF staff shall be responsible for collecting and reviewing all relevant application and exam materials and utilizing these in determining whether to award a credential The decision to award a credential shall be made by the ICF Director of Credentialing based on the approval of the application by staff and/or volunteer technical reviewers, the scores on any required examination as submitted by the Assessor/s and the payment of relevant fees by the applicant. (need to add that final decision is made by ICF Credentialing not by assessor) The numerical scoring guidelines adopted by the ICF shall be used to assign a final score to any required examinations ACC Appeal of Exam Results Should an applicant fail an exam, the applicant may file an appeal on any or all portions of the exam within 60 days of notification of the failure by sending a letter requesting review to the DOC The letter shall state the grounds for the appeal Appeals may be based only on procedural errors in the exam process and cannot be based on allegations that the assessors mis-graded the exam Upon receipt of the appeal, the DOC shall communicate with both the applicant and the assessors to determine whether a procedural error occurred If a procedural error occurred in the live session, the applicant will be given an immediate opportunity to redo the live session with a new assessor If no procedural error occurred, the appeal will be denied. Page 21 of 219

22 ACC Renewal of Credential The ACC credential shall be renewed every three years in accordance with the following requirements: ACC s shall renew their credential by completing the application for renewal and submitting it to the ICF office in December of the year of renewal and paying the fee designated by the ICF Renewal of the ACC credential is contingent on the credential holder applying for a renewal and providing evidence of the following: Completion of 40 hours of Continuing Coach Education that has occurred over the preceding three years. All continuing education must have occurred after the date of the original certification or last renewal. The 40 hours of CCE hours are to include: A minimum of 24 hours in the ICF Core Competencies. If the supporting documentation shows less than 40 hours CCE in the Core Competencies, a maximum of 16 hours focusing on personal development, practice building or other skills & tools applicable to coaching may be used Completion of 10 hours work with a qualified mentor coach. All mentoring hours must have occurred after the date of the original certification or last renewal For purposes of this renewal, mentor coaching means a renewal applicant being coached on their coaching skills rather than coaching on practice building, life balance, or other topics unrelated to the development of an applicant s coaching skill For applicants that reside in the United States or Canada mentor coaches must hold an ICF PCC or MCC Credential. For applicants that reside outside of the United States or Canada, mentor coaches must either hold an ICF PCC or MCC Credential, or be actively involved in an ICF Chapter, or be actively involved in another coaching Page 22 of 219

23 association that holds similar definitions of coaching as the ICF Group coaching may count towards the mentoring requirement of 10 hours within the framework described. No more than 70% of the required mentoring hours (that is seven hours) can come from group coaching. Additionally, the group being mentored may not consist of more than 10 participants Renewal/Termination process By July 1 each year, staff will conduct a review of the credential data files to create a list of credentials that will expire on December By August 1, staff will send and hard copy notices to credential holders on the list reminding them that their credential will be expiring and advising them of the renewal process and the consequences of failure to renew. An additional e- mail notice will be sent by October 1 as a reminder of the pending expiration Prior to the December 31 expiration deadline, affected credential holders must complete and submit a renewal application or a request for extension to the ICF headquarters Credential holders who do not submit a renewal application by the December 31 deadline will be notified by and hard copy by January 15 that their credential has expired. At this time they will be offered an extension to March 31 if they still wish to renew their credential. This will be the final notice that the credential holder will receive as a reminder to renew their credential By the March 31 extension deadline all renewal applications must have been received by the ICF headquarters All applications for renewal will be reviewed by appropriate staff to determine if the requirements for renewal have been met. If staff determines that the application is complete and that all requirements have been met a new credential will be issued. Page 23 of 219

24 If staff determines that requirements have not been met or that no renewal application was submitted, the staff will issue a letter notifying the credential holder that their credential has been terminated All decisions regarding the status of credential renewals and terminations will be completed by April Credential holders that have had their credential terminated will be informed that: Their credential will no longer be listed on the ICF web site They may no longer have use of the ICF Credential Logos Their membership status will be changed to Affiliate Member To be awarded a new credential, will be required to apply as a candidate for initial certification ACC Use of Logos/Marks Coaches who have earned an ICF ACC credential may use the ACC logo on marketing and promotional materials, including on personal Web sites, business cards, etc, while they have a current/valid credential Conditions of Use All ICF credential logos are intended for individual use and may not be shared with other coaches Coaches must have a current ICF credential to use the corresponding ICF credential logo and must immediately discontinue use of the logo on all materials when and if their credential should expire The logo may not be altered in any way The logo may be displayed on different neutral backgrounds, so long as those backgrounds do not conflict graphically with the clear appearance, readability, and recognition of the logo. Page 24 of 219

25 The logo may not be displayed on patterned backgrounds (such as polka dots, wavy lines, etc.) that alter the character and message The logo is available in solid black, solid white and in color The colors may not be altered or tinted The logo is a graphic symbol, not a text character. It is not to be used as part of a sentence or headline The logo is not to be positioned so closely to another logo or name that a reader might mistakenly infer an affiliation by virtue of the logo s proximity Professional Certified Coach (PCC) PCC Application Process Interested individuals shall apply for the credential by completing and submitting to the ICF global headquarters one of the following application types: Professional Certified Coach Application Accredited Coach Training Program Graduate Professional Certified Coach Application -- Portfolio All application forms shall be made available to interested parties through the ICF web site Application forms may be submitted by ground mail or by electronic means PCC Credential Requirements Applicants for the PCC Credential must meet one of the following sets of requirements (ACTP or Portfolio): PCC ACTP Successful completion of certification requirements with an ACTP A minimum of 750 hours of work with clients A minimum of 675 of the 750 required hours as paid hours A minimum of 25 clients Page 25 of 219

26 Reference letters from 2 qualified coaches Payment of application fees PCC Portfolio One hundred twenty five (125) hours of Coach-Specific Training Ten (10) hours of work with a qualified Mentor Coach A minimum of 750 hours of work with clients A minimum of 675 of the 750 required hours as paid hours A minimum of 25 clients Reference letters from 2 qualified coaches Payment of application fees PCC Application Evaluation All applications submitted to the ICF headquarters will be reviewed by ICF staff to ensure that the application is complete, that fees have been paid, and that all requirements have been met Applications that are reviewed and approved will advance through the process to be considered for award of a credential Applicants that have submitted applications that do not meet requirements will receive communications from staff advising the applicant of how to resolve their problem/s In the event that staff cannot determine whether one or more requirements have been met, the staff will forward the application to a volunteer technical reviewer who has been trained to perform the review of applications Volunteer technical reviewers will submit their decision to the ICF staff regarding whether requirements have been met within two weeks of receiving the applicant file PCC Credentialing Examination PCC ACTP applicants are exempt from the ICF PCC Exam PCC Portfolio applicants must successfully complete all parts of the PCC credentialing exam Page 26 of 219

27 The PCC credentialing exam shall be conducted by those individuals who have been trained and approved to serve as ICF Assessors The Portfolio exam is assessed at the same level of competence regardless of whether the applicant is applying for PCC or MCC. The assessor for any PCC Portfolio exam shall be looking for a middle level of coaching competence. Beginning level is not acceptable for passage of the exam nor is mastery necessary for passage of the exam. The assessors of the PCC Portfolio exam are looking for good and solid use of the ICF Core Coaching Competencies. The overall assessment should consider whether clear coaching has occurred versus some other method of interacting with the client, whether the Core Competencies are demonstrated with the quality, effectiveness, and frequency which matches the client's goals for the coaching situation, whether the Competencies are demonstrated in a manner where the coaching is clearly focused on the client's need and the agreed upon coaching goals for the session, whether the appropriate range of competencies is demonstrated for the particular session or the particular test answer, and whether a clear partnership where the client has a significant role in choosing the agenda and direction of the coaching was established. The assessor should take into account that the PCC level is not mastery and therefore, the assessor will see some reliance on tools, some solution or situational based focus, still some leading of the client or advising, a medium level of ability to hear beneath the surface, and some processing through the coach's own mental models. None of these, however, should dominate the coaching interaction Procedures for Assessment of the PCC exam The PCC exam is a three-part exam consisting of a written exam, a taped session submitted by the applicant and a live session where the applicant shall coach one of his/her assessors Each applicant shall be assigned two assessors and those assessors shall assess all three parts of the applicant's exam Each part of the exam shall be assessed separately and independently of any other part the score on one part of the exam shall not impact the score on any other part of the exam Procedures for assessment of the written exam Page 27 of 219

28 For the written exam, the assessors shall use the evaluation form for the written exam contained in Appendix H, the Answer Key provided by the ICF, and shall follow the instructions for assessment of the written exam contained in Appendix H. The Director of Credentialing shall keep a library of exam versions and keys for each version. The Application Review Committee Chair for individual credentialing shall review and approve each version of the exam and exam key before they are sent to applicants and assessors The PCC written exam shall consist of twenty short answer questions and three case studies. The third case study will be created by the applicant The assessors will score the written exam in accordance with the Instructions for the Assessment of the Written Exam in Appendix H The assessors will score the exam independently of one another and then meet, discuss their scores, and come to a consensus score for each question and each case study One assessor will fill out, fax, and send a hard copy of the consensus score sheet for the written exam to the Director of Credentialing using the evaluation form contained in Appendix?"?"? The evaluation form will contain significant comments on failing answers and the reason for the failing score Procedures for assessment of the taped session For the taped part of the exam, the assessors shall use the evaluation form for the oral exam contained in Appendix H and shall follow the instructions for assessment of the oral exam contained in Appendix H The assessors will score the taped part of the exam in accordance with the Instructions for the Assessment of the Oral Exam in Appendix H. The assessors will score the tape independently of one another and then meet, discuss their scores, and come to a consensus score for taped part One assessor will fill out, fax, and send a hard copy of the consensus score sheet for the taped part of the oral exam to the Director of Credentialing using the evaluation form contained in Appendix H. The Page 28 of 219

29 evaluation form will contain significant comments on failing answers and the reason for the failing score Procedures for assessment of the live oral session The live oral session shall consist of one assessor presenting the applicant with a real situation from their life or work, which the applicant shall coach for up to one half hour. The other assessor shall serve as timekeeper The situation given the applicant to coach shall be a situation that can be coached in thirty minutes and that forward movement can be made on in thirty minutes A complete solution to the situation should not be expected nor is it necessary for passage of the exam. The situation presented to the applicant should not have any therapy or other ethical consideration overtones, unless the two assessors specifically decide to test that issue Throughout the live session, the applicant is expected to coach, interact, and handle issues presented by the client in the same manner as they would with a real client PCC Decision on Credential ICF staff shall be responsible for collecting and reviewing all relevant application and exam materials and utilizing these in determining whether to award a credential The decision to award a credential shall be made by the ICF Director of Credentialing based on the approval of the application by staff and/or volunteer technical reviewers, the payment of relevant fees, and the scores on any required examination as submitted by the Assessor/s The numerical scoring guidelines adopted by the ICF shall be used to assign a final score to any required examinations PCC Appeal of Exam Results Should an applicant fail an exam, the applicant may file an appeal on any or all portions of the exam within 60 days of notification of the failure by sending a letter requesting review to the DOC. Page 29 of 219

30 The letter shall state the grounds for the appeal Appeals may be based only on procedural errors in the exam process and cannot be based on allegations that the assessors mis-graded the exam Upon receipt of the appeal, the DOC shall communicate with both the applicant and the assessors to determine whether a procedural error occurred If a procedural error occurred in the tape or written portion of the exam, the applicant s tape or written portion shall be re-graded by a new team of assessors If a procedural error occurred in the live session, the applicant will be given an immediate opportunity to redo the live session with a new team of assessors If no procedural error occurred, the appeal will be denied PCC Renewal of Credential The PCC credential shall be renewed every three years in accordance with the following requirements: PCC s shall renew their credential by completing the application for renewal and submitting it to the ICF office in December of the year of renewal and paying the fee designated by the ICF Renewal of the PCC credential is contingent on the credential holder applying for a renewal and providing evidence of the following: Completion of 40 hours of Continuing Coach Education that has occurred over the preceding three years. All continuing education must have occurred after the date of the original certification or last renewal. The 40 hours of CCE hours are to include: A minimum of 24 hours in the ICF Core Competencies. If the supporting documentation shows less than 40 hours CCE in the Core Competencies, a maximum Page 30 of 219

31 Renewal/Termination process By July 1 each year, staff will conduct a review of the credential data files to create a list of credentials that will expire on December By August 1, staff will send and hard copy notices to credential holders on the list reminding them that their credential will be expiring and advising them of the renewal process and the consequences of failure to renew. An additional e- mail notice will be sent by October 1 as a reminder of the pending expiration Prior to the December 31 expiration deadline, affected credential holders must complete and submit a renewal application or a request for extension to the ICF headquarters Credential holders who do not submit a renewal application by the December 31 deadline will be notified by and hard copy by January 15 that their credential has expired. At this time they will be offered an extension to March 31 if they still wish to renew their credential. This will be the final notice that the credential holder will receive as a reminder to renew their credential By the March 31 extension deadline all renewal applications must have been received by the ICF headquarters If staff determines that requirements have not been met or that no renewal application was submitted, the staff will issue a letter notifying the credential holder that their credential has been terminated All decisions regarding the status of credential renewals and terminations will be completed by April Credential holders that have had their credential terminated will be informed that: Page 31 of 219

32 Their credential will no longer be listed on the ICF web site They may no longer have use of the ICF Credential Logos Their membership status will be changed to Affiliate Member To be awarded a new credential, will be required to apply as a candidate for initial certification PCC Use of Logos/Marks Coaches who have earned an ICF PCC credential may use the PCC logo on marketing and promotional materials, including on personal Web sites, business cards, etc, while they have a current/valid credential Conditions of Use All ICF credential logos are intended for individual use and may not be shared with other coaches Coaches must have a current ICF credential to use the corresponding ICF credential logo and must immediately discontinue use of the logo on all materials when and if their credential should expire The logo may not be altered in any way The logo may be displayed on different neutral backgrounds, so long as those backgrounds do not conflict graphically with the clear appearance, readability, and recognition of the logo The logo may not be displayed on patterned backgrounds (such as polka dots, wavy lines, etc.) that alter the character and message The logo is available in solid black, solid white and in color The colors may not be altered or tinted The logo is a graphic symbol, not a text character. It is not to be used as part of a sentence or headline. Page 32 of 219

33 The logo is not to be positioned so closely to another logo or name that a reader might mistakenly infer an affiliation by virtue of the logo s proximity Master Certified Coach (MCC) MCC Application Process Interested individuals shall apply for the credential by completing and submitting to the ICF global headquarters the following application: Master Certified Coach Application All application forms shall be made available to interested parties through the ICF web site Application forms may be submitted by ground mail or by electronic means MCC Credential Requirements Applicants for the MCC Credential must meet the following set of requirements: Two Hundred (200) hours of Coach-Specific Training Ten (10) hours of work with a qualified Mentor Coach A minimum of 2500 hours of work with clients A minimum of 2250 of the 2500 required hours as paid hours A minimum of 35 clients Reference letters from 3 qualified coaches Payment of application fees MCC Application Evaluation All applications submitted to the ICF headquarters will be reviewed by ICF staff to ensure that the application is complete, that fees have been paid, and that all requirements have been met Applications that are reviewed and approved will advance through the process to be considered for award of a credential. Page 33 of 219

34 Applicants that have submitted applications that do not meet requirements will receive communications from staff advising the applicant of how to resolve their problem/s In the event that staff cannot determine whether one or more requirements have been met, the staff will forward the application to a volunteer technical reviewer who has been trained to perform the review of applications Volunteer technical reviewers will submit their decision to the ICF staff regarding whether requirements have been met within two weeks of receiving the applicant file MCC Credentialing Examination MCC applicants must successfully complete all parts of the MCC credentialing exam with the following exceptions: Those holding the ICF PCC credential are exempt from the written exam The MCC credentialing exam shall be conducted by those individuals who have been trained and approved to serve as ICF Assessors The assessor for any MCC exam shall be looking for an advanced level of coaching competence. The assessors of the MCC exam are looking for good and solid use of the ICF Core Coaching Competencies. The overall assessment should consider whether clear coaching has occurred versus some other method of interacting with the client, whether the Core Competencies are demonstrated with the quality, effectiveness, and frequency which matches the client's goals for the coaching situation, whether the Competencies are demonstrated in a manner where the coaching is clearly focused on the client's need and the agreed upon coaching goals for the session, whether the appropriate range of competencies is demonstrated for the particular session or the particular test answer, and whether a clear partnership where the client has a significant role in choosing the agenda and direction of the coaching was established Procedures for Assessment of the MCC exam The MCC exam is a three-part exam consisting of a written exam, a taped session submitted by the applicant and a live session where the applicant shall coach one of his/her assessors. Page 34 of 219

35 Each applicant shall be assigned two assessors and those assessors shall assess all three parts of the applicant's exam Each part of the exam shall be assessed separately and independently of any other part the score on one part of the exam shall not impact the score on any other part of the exam Procedures for assessment of the written exam For the written exam, the assessors shall use the evaluation form for the written exam contained in Appendix H the Answer Key provided by the ICF, and shall follow the instructions for assessment of the written exam contained in Appendix H. The Director of Credentialing shall keep a library of exam versions and keys for each version. The Chair for individual credentialing shall review and approve each version of the exam and exam key before they are sent to applicants and assessors The MCC written exam shall consist of twenty short answer questions and three case studies. The third case study will be created by the applicant The assessors will score the written exam in accordance with the Instructions for the Assessment of the Written Exam in Appendix H. The assessors will score the exam independently of one another and then meet, discuss their scores, and come to a consensus score for each question and each case study One assessor will fill out, fax, and send a hard copy of the consensus score sheet for the written exam to the Director of Credentialing using the evaluation form contained in Appendix H. The evaluation form will contain significant comments on failing answers and the reason for the failing score Procedures for assessment of the taped session For the taped part of the exam, the assessors shall use the evaluation form for the oral exam contained in Appendix H and shall follow the instructions for assessment of the oral exam contained in Appendix H The assessors will score the taped part of the exam in accordance with the Instructions for the Page 35 of 219

36 Assessment of the Oral Exam in Appendix H. The assessors will score the tape independently of one another and them meet, discuss their scores, and come to a consensus score for taped part One assessor will fill out, fax, and send a hard copy of the consensus score sheet for the taped part of the oral exam to the Director of Credentialing using the evaluation form contained in Appendix H. The evaluation form will contain significant comments on failing answers and the reason for the failing score Procedures for assessment of the live oral session The live oral session shall consist of one assessor presenting the applicant with a real situation from their life or work, which the applicant shall coach for up to one half hour. The other assessor shall serve as timekeeper The situation given the applicant to coach shall be a situation that can be coached in thirty minutes and that forward movement can be made on in thirty minutes A complete solution to the situation should not be expected nor is it necessary for passage of the exam. The situation presented to the applicant should not have any therapy or other ethical consideration overtones, unless the two assessors specifically decide to test that issue Throughout the live session, the applicant is expected to coach, interact, and handle issues presented by the client in the same manner as they would with a real client MCC Decision on Credential ICF staff shall be responsible for collecting and reviewing all relevant application and exam materials and utilizing these in determining whether to award a credential The decision to award a credential shall be made by the ICF Director of Credentialing based on the approval of the application by staff and/or volunteer technical reviewers, the payment of relevant fees, and the scores on any required examination as submitted by the Assessor/s. Page 36 of 219

37 The numerical scoring guidelines adopted by the ICF shall be used to assign a final score to any required examinations MCC Appeal of Exam Results Should an applicant fail an exam, the applicant may file an appeal on any or all portions of the exam within 60 days of notification of the failure by sending a letter requesting review to the DOC The letter shall state the grounds for the appeal Appeals may be based only on procedural errors in the exam process and cannot be based on allegations that the assessors mis-graded the exam Upon receipt of the appeal, the DOC shall communicate with both the applicant and the assessors to determine whether a procedural error occurred If a procedural error occurred in the tape or written portion of the exam, the applicant s tape or written portion shall be re-graded by a new team of assessors If a procedural error occurred in the live session, the applicant will be given an immediate opportunity to redo the live session with a new team of assessors If no procedural error occurred, the appeal will be denied MCC Renewal of Credential The MCC credential shall be renewed every three years in accordance with the following requirements: MCC s shall renew their credential by completing the application for renewal and submitting it to the ICF office in December of the year of renewal and paying the fee designated by the ICF Renewal of the MCC credential is contingent on the credential holder applying for a renewal and providing evidence of the following: Page 37 of 219

38 Completion of 40 hours of Continuing Coach Education that has occurred over the preceding three years. All continuing education must have occurred after the date of the original certification or last renewal. The 40 hours of CCE hours are to include: A minimum of 24 hours in the ICF Core Competencies. If the supporting documentation shows less than 40 hours CCE in the Core Competencies, a maximum of 16 hours focusing on personal development, practice building or other skills & tools applicable to coaching may be used Renewal/Termination process By July 1 each year, staff will conduct a review of the credential data files to create a list of credentials that will expire on December By August 1, staff will send and hard copy notices to credential holders on the list reminding them that their credential will be expiring and advising them of the renewal process and the consequences of failure to renew. An additional e- mail notice will be sent by October 1 as a reminder of the pending expiration Prior to the December 31 expiration deadline, affected credential holders must complete and submit a renewal application or a request for extension to the ICF headquarters Credential holders who do not submit a renewal application by the December 31 deadline will be notified by and hard copy by January 15 that their credential has expired. At this time they will be offered an extension to March 31 if they still wish to renew their credential. This will be the final notice that the credential holder will receive as a reminder to renew their credential By the March 31 extension deadline all renewal applications must have been received by the ICF headquarters All applications for renewal will be reviewed by appropriate staff to determine if the requirements for renewal have been met. If staff determines that the application is complete and that all Page 38 of 219

39 requirements have been met a new credential will be issued If staff determines that requirements have not been met or that no renewal application was submitted, the staff will issue a letter notifying the credential holder that their credential has been terminated All decisions regarding the status of credential renewals and terminations will be completed by April Credential holders that have had their credential terminated will be informed that: Their credential will no longer be listed on the ICF web site They may no longer have use of the ICF Credential Logos Their membership status will be changed to Affiliate Member To be awarded a new credential, will be required to apply as a candidate for initial certification MCC Use of Logos/Marks Coaches who have earned an ICF MCC credential may use the MCC logo on marketing and promotional materials, including on personal Web sites, business cards, etc, while they have a current/valid credential Conditions of Use All ICF credential logos are intended for individual use and may not be shared with other coaches Coaches must have a current ICF credential to use the corresponding ICF credential logo and must immediately discontinue use of the logo on all materials when and if their credential should expire The logo may not be altered in any way The logo may be displayed on different neutral backgrounds, so long as those backgrounds do not conflict graphically with the clear appearance, readability, and recognition of the logo. Page 39 of 219

40 The logo may not be displayed on patterned backgrounds (such as polka dots, wavy lines, etc.) that alter the character and message The logo is available in solid black, solid white and in color The colors may not be altered or tinted The logo is a graphic symbol, not a text character. It is not to be used as part of a sentence or headline The logo is not to be positioned so closely to another logo or name that a reader might mistakenly infer an affiliation by virtue of the logo s proximity. Page 40 of 219

41 APPENDICES Appendix A ICF CODE OF ETHICS Part One: Definition of Coaching Section 1: Definitions Coaching: Coaching is partnering with clients in a thought-provoking and creative process that inspires them to maximize their personal and professional potential. A professional coaching relationship: A professional coaching relationship exists when coaching includes a business agreement or contract that defines the responsibilities of each party. An ICF Professional Coach: An ICF Professional Coach also agrees to practice the ICF Professional Core Competencies and pledges accountability to the ICF Code of Ethics. In order to clarify roles in the coaching relationship, it is often necessary to distinguish between the client and the sponsor. In most cases, the client and sponsor are the same person and therefore jointly referred to as the client. For purposes of identification, however, the International Coach Federation defines these roles as follows: Client: The "client" is the person(s) being coached. Sponsor: The "sponsor" is the entity (including its representatives) paying for and/or arranging for coaching services to be provided. In all cases, coaching engagement contracts or agreements should clearly establish the rights, roles, and responsibilities for both the client and sponsor if they are not the same persons. Part Two: The ICF Standards of Ethical Conduct Preamble: ICF Professional Coaches aspire to conduct themselves in a manner that reflects positively upon the coaching profession; are respectful of different approaches to coaching; and recognize that they are also bound by applicable laws and regulations. Section 1: Professional Conduct At Large As a coach: 1) I will not knowingly make any public statement that is untrue or misleading about what I offer as a coach, or make false claims in any written documents relating to the coaching profession or my credentials or the ICF. Page 41 of 219

42 2) I will accurately identify my coaching qualifications, expertise, experience, certifications and ICF Credentials. 3) I will recognize and honor the efforts and contributions of others and not misrepresent them as my own. I understand that violating this standard may leave me subject to legal remedy by a third party. 4) I will, at all times, strive to recognize personal issues that may impair, conflict, or interfere with my coaching performance or my professional coaching relationships. Whenever the facts and circumstances necessitate, I will promptly seek professional assistance and determine the action to be taken, including whether it is appropriate to suspend or terminate my coaching relationship(s). 5) I will conduct myself in accordance with the ICF Code of Ethics in all coach training, coach mentoring, and coach supervisory activities. 6) I will conduct and report research with competence, honesty, and within recognized scientific standards and applicable subject guidelines. My research will be carried out with the necessary consent and approval of those involved, and with an approach that will protect participants from any potential harm. All research efforts will be performed in a manner that complies with all the applicable laws of the country in which the research is conducted. 7) I will maintain, store, and dispose of any records created during my coaching business in a manner that promotes confidentiality, security, and privacy, and complies with any applicable laws and agreements 8) I will use ICF member contact information ( addresses, telephone numbers, etc.) only in the manner and to the extent authorized by the ICF. Section 2: Conflicts of Interest As a coach: 9) I will seek to avoid conflicts of interest and potential conflicts of interest and openly disclose any such conflicts. I will offer to remove myself when such a conflict arises. 10) I will disclose to my client and his or her sponsor all anticipated compensation from third parties that I may pay or receive for referrals of that client. 11) I will only barter for services, goods or other non-monetary remuneration when it will not impair the coaching relationship. 12) I will not knowingly take any personal, professional, or monetary advantage or benefit of the coach-client relationship, except by a form of compensation as agreed in the agreement or contract. Section 3: Professional Conduct with Clients Page 42 of 219

43 As a coach: 13) I will not knowingly mislead or make false claims about what my client or sponsor will receive from the coaching process or from me as the coach. 14) I will not give my prospective clients or sponsors information or advice I know or believe to be misleading or false. 15) I will have clear agreements or contracts with my clients and sponsor(s). I will honor all agreements or contracts made in the context of professional coaching relationships. 16) I will carefully explain and strive to ensure that, prior to or at the initial meeting, my coaching client and sponsor(s) understand the nature of coaching, the nature and limits of confidentiality, financial arrangements, and any other terms of the coaching agreement or contract. 17) I will be responsible for setting clear, appropriate, and culturally sensitive boundaries that govern any physical contact I may have with my clients or sponsors. 18) I will not become sexually intimate with any of my current clients or sponsors. 19) I will respect the client's right to terminate the coaching relationship at any point during the process, subject to the provisions of the agreement or contract. I will be alert to indications that the client is no longer benefiting from our coaching relationship. 20) I will encourage the client or sponsor to make a change if I believe the client or sponsor would be better served by another coach or by another resource. 21) I will suggest my client seek the services of other professionals when deemed necessary or appropriate. Section 4: Confidentiality/Privacy As a coach: 22) I will maintain the strictest levels of confidentiality with all client and sponsor information. I will have a clear agreement or contract before releasing information to another person, unless required by law. 23) I will have a clear agreement upon how coaching information will be exchanged among coach, client, and sponsor. 24) When acting as a trainer of student coaches, I will clarify confidentiality policies with the students. 25) I will have associated coaches and other persons whom I manage in service of my clients and their sponsors in a paid or volunteer capacity make clear agreements or contracts to adhere to the ICF Code of Ethics Part 2, Section 4: Confidentiality/Privacy standards and the entire ICF Code of Ethics to the extent applicable. Part Three: The ICF Pledge of Ethics Page 43 of 219

44 As an ICF Professional Coach, I acknowledge and agree to honor my ethical and legal obligations to my coaching clients and sponsors, colleagues, and to the public at large. I pledge to comply with the ICF Code of Ethics, and to practice these standards with those whom I coach. If I breach this Pledge of Ethics or any part of the ICF Code of Ethics, I agree that the ICF in its sole discretion may hold me accountable for so doing. I further agree that my accountability to the ICF for any breach may include sanctions, such as loss of my ICF membership and/or my ICF Credentials. Page 44 of 219

45 Appendix B ICF PROFESSIONAL COACHING CORE COMPETENCIES A. SETTING THE FOUNDATION 1 MEETING ETHICAL GUIDELINES AND PROFESSIONAL STANDARDS 2 ESTABLISHING THE COACHING AGREEMENT B. CO-CREATING THE RELATIONSHIP 1 ESTABLISHING TRUST AND INTIMACY WITH THE CLIENT 2 COACHING PRESENCE C. COMMUNICATING EFFECTIVELY 1 ACTIVE LISTENING 2 POWERFUL QUESTIONING 3 DIRECT COMMUNICATION D. FACILITATING LEARNING AND RESULTS 1 CREATING AWARENESS 2 DESIGNING ACTIONS 3 PLANNING AND GOAL SETTING 4 MANAGING PROGRESS AND ACCOUNTABILITY A. SETTING THE FOUNDATION 1. Meeting Ethical Guidelines and Professional Standards - Understanding of coaching ethics and standards and ability to apply them appropriately in all coaching situations a. Understands and exhibits in own behaviors the ICF Standards of Conduct (see list, Part III of ICF Code of Ethics), b. Understands and follows all ICF Ethical Guidelines (see list), c. Clearly communicates the distinctions between coaching, consulting, psychotherapy and other support professions, d. Refers client to another support professional as needed, knowing when this is needed and the available resources. 2. Establishing the Coaching Agreement - Ability to 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 Page 45 of 219

46 a. Understands and effectively discusses with the client the guidelines and specific parameters of the coaching relationship (e.g., logistics, fees, scheduling, inclusion of others if appropriate), b. Reaches agreement about what is appropriate in the relationship and what is not, what is and is not being offered, and about the client's and coach's responsibilities, c. Determines whether there is an effective match between his/her coaching method and the needs of the prospective client. B. CO-CREATING THE RELATIONSHIP 3. Establishing Trust and Intimacy with the Client - Ability to create a safe, supportive environment that produces ongoing mutual respect and trust a. Shows genuine concern for the client's welfare and future, b. Continuously demonstrates personal integrity, honesty and sincerity, c. Establishes clear agreements and keeps promises, d. Demonstrates respect for client's perceptions, learning style, personal being, e. Provides ongoing support for and champions new behaviors and actions, including those involving risk taking and fear of failure, f. Asks permission to coach client in sensitive, new areas. 4. Coaching Presence - Ability to be fully conscious and create spontaneous relationship with the client, employing a style that is open, flexible and confident a. Is present and flexible during the coaching process, dancing in the moment, b. Accesses own intuition and trusts one's inner knowing - "goes with the gut", c. Is open to not knowing and takes risks, d. Sees many ways to work with the client, and chooses in the moment what is most effective, e. Uses humor effectively to create lightness and energy, f. Confidently shifts perspectives and experiments with new possibilities for own action, g. Demonstrates confidence in working with strong emotions, and can selfmanage and not be overpowered or enmeshed by client's emotions. C. COMMUNICATING EFFECTIVELY 5. 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 a. Attends to the client and the client's agenda, and not to the coach's agenda for the client, b. Hears the client's concerns, goals, values and beliefs about what is and is not possible, c. Distinguishes between the words, the tone of voice, and the body language, d. Summarizes, paraphrases, reiterates, mirrors back what client has said to ensure clarity and understanding, Page 46 of 219

47 e. Encourages, accepts, explores and reinforces the client's expression of feelings, perceptions, concerns, beliefs, suggestions, etc., f. Integrates and builds on client's ideas and suggestions, g. "Bottom-lines" or understands the essence of the client's communication and helps the client get there rather than engaging in long descriptive stories, h. Allows the client to vent or "clear" the situation without judgment or attachment in order to move on to next steps. 6. Powerful Questioning - Ability to ask questions that reveal the information needed for maximum benefit to the coaching relationship and the client a. Asks questions that reflect active listening and an understanding of the client's perspective, b. Asks questions that evoke discovery, insight, commitment or action (e.g., those that challenge the client's assumptions), c. Asks open-ended questions that create greater clarity, possibility or new learning d. Asks questions that move the client towards what they desire, not questions that ask for the client to justify or look backwards. 7. Direct Communication - Ability to communicate effectively during coaching sessions, and to use language that has the greatest positive impact on the client a. Is clear, articulate and direct in sharing and providing feedback, b. Reframes and articulates to help the client understand from another perspective what he/she wants or is uncertain about, c. Clearly states coaching objectives, meeting agenda, purpose of techniques or exercises, d. Uses language appropriate and respectful to the client (e.g., non-sexist, non-racist, non-technical, non-jargon), e. Uses metaphor and analogy to help to illustrate a point or paint a verbal picture. D. FACILITATING LEARNING AND RESULTS 8. 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 a. Goes beyond what is said in assessing client's concerns, not getting hooked by the client's description, b. Invokes inquiry for greater understanding, awareness and clarity, c. Identifies for the client his/her underlying concerns, typical and fixed ways of perceiving himself/herself and the world, differences between the facts and the interpretation, disparities between thoughts, feelings and action, d. 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, e. Communicates broader perspectives to clients and inspires commitment to shift their viewpoints and find new possibilities for action, f. Helps clients to see the different, interrelated factors that affect them and their behaviors (e.g., thoughts, emotions, body, background), Page 47 of 219

48 g. Expresses insights to clients in ways that are useful and meaningful for the client, h. Identifies major strengths vs. major areas for learning and growth, and what is most important to address during coaching, i. Asks the client to distinguish between trivial and significant issues, situational vs. recurring behaviors, when detecting a separation between what is being stated and what is being done. 9. 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 a. Brainstorms and assists the client to define actions that will enable the client to demonstrate, practice and deepen new learning, b. Helps the client to focus on and systematically explore specific concerns and opportunities that are central to agreed-upon coaching goals, c. Engages the client to explore alternative ideas and solutions, to evaluate options, and to make related decisions, d. Promotes active experimentation and self-discovery, where the client applies what has been discussed and learned during sessions immediately afterwards in his/her work or life setting, e. Celebrates client successes and capabilities for future growth, f. Challenges client's assumptions and perspectives to provoke new ideas and find new possibilities for action, g. Advocates or brings forward points of view that are aligned with client goals and, without attachment, engages the client to consider them, h. Helps the client "Do It Now" during the coaching session, providing immediate support, i. Encourages stretches and challenges but also a comfortable pace of learning. 10. Planning and Goal Setting - Ability to develop and maintain an effective coaching plan with the client a. Consolidates collected information and establishes a coaching plan and development goals with the client that address concerns and major areas for learning and development, b. Creates a plan with results that are attainable, measurable, specific and have target dates, c. Makes plan adjustments as warranted by the coaching process and by changes in the situation, d. Helps the client identify and access different resources for learning (e.g., books, other professionals), e. Identifies and targets early successes that are important to the client. 11. 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 a. Clearly requests of the client actions that will move the client toward their stated goals, b. Demonstrates follow through by asking the client about those actions that the client committed to during the previous session(s), c. Acknowledges the client for what they have done, not done, learned or become aware of since the previous coaching session(s), Page 48 of 219

49 d. Effectively prepares, organizes and reviews with client information obtained during sessions, e. Keeps the client on track between sessions by holding attention on the coaching plan and outcomes, agreed-upon courses of action, and topics for future session(s), f. 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, g. 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, h. 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, i. 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 reflect on and learn from experiences), j. Positively confronts the client with the fact that he/she did not take agreed-upon actions. Page 49 of 219

50 Appendix C MINIMUM SKILL REQUIREMENTS COMPETENCY BY COMPETENCY FOR ACC CREDENTIALING Copyright 2006, International Coach Federation, all rights reserved. The ICF believes that it has an obligation to support its member coaches in the growth of their skill set. Every master coach started as a beginner, progressed through an intermediate level of skill, and became masterful, where the hallmark is always the complete evidence of the coach's role as learner about the client. The ICF credentialing process with its three levels is a reflection of the continuum of growth that each coach undergoes. This document has been created to support coaches with preparation for the ACC credentialing exam. We also hope that this document will assist mentor coaches supporting and supervising these coaches; and coach training schools undertaking accreditation of their programs. The aim is the help coaches successfully complete the ACC exam and also to help them continue to develop their skill set as coaches. The document's structure will provide those seeking a credential an understanding regarding what assessors evaluate in relation to each competency, the minimum level of skill necessary to successfully demonstrate an ACC level of competency, and also help them understand what non-coaching behaviors might prevent successful completion of the ACC exam process. We hope the document helps each individual coach answer the following queries: What does it mean to be an ACC coach? What do the ICF assessors listen for when they are evaluating an ACC coach? As I progress on my coaching journey, what are my strengths and what are the skill set areas that I need to grow to pass the ACC exam? Finally, the ICF strongly believes that clients receive real and substantive value from ACC coaches. That value rests always in the coach's complete attention to the client and what the client wishes to accomplish as well as the coach's complete support of the client's agenda. We honor each and every coach on their journey and look forward to supporting your path of growth as coach and your credentialing path within the ICF. 1. Meeting Ethical Guidelines and Professional Standards - Understanding of coaching ethics and standards and ability to apply them appropriately in all coaching situations a. Understands and exhibits in own behaviors the ICF Standards of Conduct b. Understands and follows all ICF Ethical Guidelines c. Clearly communicates the distinctions between coaching, consulting, psychotherapy and other support professions d. Refers client to another support professional as needed, knowing when this is needed and the available resources Page 50 of 219

51 Important Note: Familiarity with the code of ethics and its application is required for all levels of coaching and the standard for demonstrating a strong ethical understanding of coaching is similar and rigorous for all levels of ICF credentialing. An applicant will pass this competency if they demonstrate a knowledge of the coaching conversation that is focused on inquiry and exploration and if the conversation is based on present and future issues. An applicant will not pass this competency if the applicant focuses primarily on telling the client what to do or how to do it (consulting mode) or if the conversation is based primarily in the past, particularly the emotional past (therapeutic mode). In addition, the ICF notes that if an applicant 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. 2. Establishing the Coaching Agreement - Ability to 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 a. Understands and effectively discusses with the client the guidelines and specific parameters of the coaching relationship (e.g., logistics, fees, scheduling, inclusion of others if appropriate) b. Reaches agreement about what is appropriate in the relationship and what is not, what is and is not being offered, and about the client's and coach's responsibilities c. Determines whether there is an effective match between his/her coaching method and the needs of the prospective client Key Skills Evaluated: 1) The depth of creation of agreement for session; 2) The coach s ability to partner and the depth of partnering with the client in the creation of agreement, measures of success, and issues to be addressed At an ACC level, the minimum standard of skill that must be demonstrated to achieve a passing score for establishing the coaching agreement is that the coach asks the client what they want to work on and the coach attends to that agenda throughout the coaching. A coach will not receive a passing score for establishing the coaching agreement on the ACC exam if the coach chooses the topic for the client or if the coach does not coach around the topic the client has chosen. 3. Establishing Trust and Intimacy with the Client - Ability to create a safe, supportive environment that produces ongoing mutual respect and trust a. Shows genuine concern for the client's welfare and future b. Continuously demonstrates personal integrity, honesty and sincerity Page 51 of 219

52 c. Establishes clear agreements and keeps promises d. Demonstrates respect for client's perceptions, learning style, personal being e. Provides ongoing support for and champions new behaviors and actions, including those involving risk taking and fear of failure f. Asks permission to coach client in sensitive, new areas Key Skills Evaluated: 1) The coach s depth of connection to the client; 2) The coach s depth of demonstration of trust in the client and the client s processes of thinking, creating; 3) The coach s willingness to be completely comfortable with their own authenticity with the client At an ACC level, the minimum standard of skill that must be demonstrated to receive a passing score for establishing trust and intimacy with the client is that the coach shows genuine concern for client and is attuned to client s perceptions, learning style, and personal being at a basic level. The coach must also demonstrate an ability to provide ongoing support for new behaviors and actions at a basic level. A coach will not receive a passing score for establishing trust and intimacy with the client on the ACC exam if the coach demonstrates significant interest in the coach s view of the situation than the client s view of the situation, does not seek information from the client about the client s thinking around the situation, does not seek information about the client s goals regarding the situation, or the attention seems to be on the coach s own performance or demonstration of knowledge about the topic. 4. Coaching Presence - Ability to be fully conscious and create a spontaneous relationship with the client, employing a style that is open, flexible and confident a. Is present and flexible during the coaching process, dancing in the moment b. Accesses own intuition and trusts one's inner knowing - "goes with the gut" c. Is open to not knowing and takes risks d. Sees many ways to work with the client, and chooses in the moment what is most effective e. Uses humor effectively to create lightness and energy f. Confidently shifts perspectives and experiments with new possibilities for own action g. Demonstrates confidence in working with strong emotions, and can self-manage and not be overpowered or enmeshed by client's emotions Key Skills Evaluated: 1) The coach s depth of partnership with the client; 2) The coach s depth of observation of and use of the whole of the client in the coaching process At an ACC level, the minimum standard of skill that must be demonstrated to receive a passing score for coaching presence is that the coach attends to client s agenda, seeks information from the client about that agenda, is responsive to that information as it relates particularly to actions to achieve the client s agenda, and is attentive to what actions the client is taking in relation to agenda. Page 52 of 219

53 The ICF notes that trust and intimacy and presence are quite related competencies. Therefore, a coach will not receive a passing score for coaching presence on the ACC exam if the coach demonstrates significant interest in the coach s view of the situation rather than exploring the client s view of the situation, does not seek information from the client about the client s thinking around the situation or is unresponsive to that information, does not seek information about the client s goals regarding the situation, or is unresponsive to that information, or the attention seems to be on the coach s own performance or demonstration of knowledge about the topic. 5. 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 a. Attends to the client and the client's agenda, and not to the coach's agenda for the client b. Hears the client's concerns, goals, values and beliefs about what is and is not possible c. Distinguishes between the words, the tone of voice, and the body language d. Summarizes, paraphrases, reiterates, mirrors back what client has said to ensure clarity and understanding e. Encourages, accepts, explores and reinforces the client's expression of feelings, perceptions, concerns, beliefs, suggestions, etc. f. Integrates and builds on client's ideas and suggestions g. "Bottom-lines" or understands the essence of the client's communication and helps the client get there rather than engaging in long descriptive stories h. Allows the client to vent or "clear" the situation without judgment or attachment in order to move on to next steps Key Skills Evaluated: 1) The coach s depth of hearing what the client says in relations to the client s agenda; 2) The coach s ability to hear on multiple levels including both the emotional and substantive content of the words; 3) The coach s ability to hear underlying beliefs, thinking, creating, and learning that are occurring for the client including recognizing incongruities in language, emotions, and actions; 4) The coach s ability to hear the client s language and to encourage the client to deepen descriptive language for themselves At an ACC level, the minimum standard of skill that must be demonstrated to receive a passing score for active listening is that the coach hears what the client says in relation to the client s agenda, responds to it in relation to the client s agenda, and the listening is focused on helping the client achieve their agenda. A coach will not receive a passing score for active listening on the ACC exam if the coach does not demonstrate listening that is focused on and responding to what the client says or the coach s response is not related to what the client is trying to achieve. The coach will not receive a passing grade on the ACC exam if the coach appears to be listening for the place where the coach can demonstrate their knowledge about the topic or tell the client what to do about the topic. Page 53 of 219

54 6. Powerful Questioning -Ability to ask questions that reveal the information needed for maximum benefit to the coaching relationship and the client a. Asks questions that reflect active listening and an understanding of the client's perspective b. Asks questions that evoke discovery, insight, commitment or action (e.g., those that challenge the client's assumptions) c. Asks open-ended questions that create greater clarity, possibility or new learning d. Asks questions that move the client towards what they desire, not questions that ask for the client to justify or look backwards Key Skills Evaluated: The coach s depth of questioning that evokes the core issues that are either contained in or underlie the client s agenda; 2) The coach s ability to explore with and to evoke exploration by the client of the emotional and substantive content of the words; 3) The coach s ability to explore with and evoke exploration by the client of the underlying beliefs and means of thinking, creating, and learning that are occurring for the client; 4) The depth at which the coach s questions provide a thinking space for and elicit new perspectives from the client At an ACC level, the minimum standard of skill that must be demonstrated to receive a passing score for powerful questioning is that the coach uses inquiry versus telling methodology. This includes exploring what issues exist for the client versus telling the client what the issues are or suggesting solutions. Questions must attend to the client s agenda and seek information about that agenda and are oriented to solving issues set by the client. A coach will not receive a passing score for powerful questioning on the ACC exam if the coach does not focus on an inquiring versus telling methodology, if the majority of questions contain already pre-determined answers by the coach, or if the questions attend to an agenda or issues not set by the client, but set by the coach. 7. Direct Communication - Ability to communicate effectively during coaching sessions, and to use language that has the greatest positive impact on the client a. Is clear, articulate and direct in sharing and providing feedback b. Reframes and articulates to help the client understand from another perspective what he/she wants or is uncertain about c. Clearly states coaching objectives, meeting agenda, purpose of techniques or exercises d. Uses language appropriate and respectful to the client (e.g., non-sexist, non-racist, non-technical, non-jargon) e. Uses metaphor and analogy to help to illustrate a point or paint a verbal picture Key Skills Evaluated: 1) The ease, directness, and depth with which the coach shares perspectives, thoughts, intuition, and feedback; 2) Whether the coach appears to have any attachment to the coach s perspective; 3) The coach s effective use of the client s language and learning models; 4) The breadth of the Page 54 of 219

55 invitation the coach gives to the client to share his/her own perspectives, thoughts, intuition, and feedback At an ACC level, the minimum standard of skill that must be demonstrated to receive a passing score for direct communication is that the coach is direct at times throughout the session and the communication attends to the client s agenda. The coach should not appear attached to a particular outcome or solution or take the communication away from the client s stated agenda without discussion with and permission from the client. A coach will not receive a passing score for direct communication on the ACC exam if the coach does not attend to the client s agenda, changes the agenda without input from the client, or appears attached to a particular outcome or solution. The coach will also not receive a passing grade on the ACC exam if the communication frequently occurs in a convoluted, meandering, or circuitous manner. 8. 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 a. Goes beyond what is said in assessing client's concerns, not getting caught up in the client's description b. Invokes inquiry for greater understanding, awareness and clarity c. Identifies with the client his/her underlying concerns, typical and fixed ways of perceiving himself/herself and the world, differences between the facts and the interpretation, disparities between thoughts, feelings and action d. 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 e. Communicates broader perspectives to clients and inspires commitment to shift their viewpoints and find new possibilities for action f. Helps clients to see the different, interrelated factors that affect them and their behaviors (e.g., thoughts, emotions, body, background) g. Expresses insights to clients in ways that are useful and meaningful for the client h. Identifies major strengths vs. major areas for learning and growth, and what is most important to address during coaching i. Asks the client to distinguish between trivial and significant issues, situational vs. recurring behaviors, when detecting a separation between what is being stated and what is being done Key Skills Evaluated: 1) The coach s ability to partner fully with the client in exploration of new and broader perspectives, learning, creating, and actions; 2) The coach s ability to share perspectives without attachment and invitation to the client to share their own thinking, perspectives, and intuition; 3) The coach s invitation to and acceptance of the client s intuition, thinking, and language as critical tools in the coaching process; 4) The coach s ability to illuminate the client s fixed ways of thinking that might inhibit growth or accomplishment of the client s goals without treating the coach s observation as truth, but only as the coach s thoughts; 5) The coach s ability to use the client s language as a tool of Page 55 of 219

56 creating awareness; 6) The coach s ability to integrate beginning, middle and end of the session together if appropriate to the client s learning and creating At an ACC level, the minimum standard of skill that must be demonstrated to receive a passing score for creating awareness is that the coach focuses on inquiry and observations that relate to the client s stated agenda with the greater focus on inquiry rather than offering the coach s opinions. The coach assists the client to explore that agenda more deeply and without significant attachment by the coach to a particular outcome or direction. The coach uses coaching tools in a manner that encourages rather than limits exploration. A coach will not receive a passing score for creating awareness on the ACC exam if the coach does not attend to the client s agenda, changes the agenda without input from the client, or appears attached to a particular outcome or solution. The coach will also not receive a passing grade on the ACC exam if the coach narrows the exploration of awareness significantly to a single issue without discussing that decision with the client and without the client s consent. The evaluation will also be negatively impacted if the coach seems to substitute assessments or standard coaching exercises for powerful questioning or inquiry. 9. Designing Actions - Ability to create with the client opportunities for ongoing learning, during coaching in work/life situations, and for taking new actions that will most effectively lead to agreed-upon coaching results. a. Brainstorms and assists the client to define actions that will enable the client to demonstrate, practice and deepen new learning, b. Helps the client to focus on and systematically explore specific concerns and opportunities that are central to agreed-upon coaching goals, c. Engages the client to explore alternative ideas and solutions, to evaluate options, and to make related decisions, d. Promotes active experimentation and self-discovery, where the client applies what has been discussed and learned during sessions immediately afterwards in his/her work or life setting, e. Celebrates client successes and capabilities for future growth, f. Challenges client's assumptions and perspectives to provoke new ideas and find new possibilities for action, g. Advocates or brings forward points of view that are aligned with client goals and, without attachment, engages the client to consider them, h. Helps the client "Do It Now" during the coaching session, providing immediate support, i. Encourages stretches and challenges but also a comfortable pace of learning. Key Skills Evaluated: 1) The coach s ability to fully partner with the client in designing actions that relate to and move forward towards the client s stated agenda; 2) That actions are of a breadth and depth that they may include thinking, feeling, and learning; 3) That the designed actions integrate the whole of the client whenever appropriate; 4) That the designed actions are appropriate to what occurred in the session, where the client is with their sated agenda and desired Page 56 of 219

57 outcomes; 5) That the designed actions are appropriate to the client s methods of thinking, learning, integrating, and creating At an ACC level, the minimum standard of skill that must be demonstrated to receive a passing score for designing actions is that the coach suggests homework and actions that are related to the client s stated agenda and measures of accomplishment of that agenda and that the suggested homework have a clear purpose and potential to move the client forward in their thinking, learning, or action around the stated agenda. At this level, the coach may also suggest tools or structures to assist the client so long as the tools are not forced on the client and that the tools or structure bear an easily recognizable relationship to achieving the client s stated agenda. A coach will not receive a passing score for designing actions on the ACC exam if the coach insists the client do what the coach has prescribed as homework, the suggested homework does not a clear relationship to the client s stated agenda, the homework does not have a clear purpose and potential to move the client forward, or if suggested tools and structures clearly do not bear a relationship to the needs of the particular client or his/her agenda. 10. Planning and Goal Setting - Ability to develop and maintain an effective coaching plan with the client a. Consolidates collected information and establishes a coaching plan and development goals with the client that address concerns and major areas for learning and development, b. Creates a plan with results that are attainable, measurable, specific and have target dates, c. Makes plan adjustments as warranted by the coaching process and by changes in the situation, d. Helps the client identify and access different resources for learning (e.g., books, other professionals) e. Identifies and targets early successes that are important to the client. Key Skills Evaluated: 1) The coach s ability to fully partner with and explore with the client in order to create goals and plans that match the client s learning and creating style, stated agenda and desired outcomes; 2) That the plans and goals designed are of a breadth and depth that they may include thinking, feeling, learning, and creating; 3) That the designed plans and goals integrated the whole of the client whenever appropriate; 4) That the designed plans and goals are appropriate to what occurred in the session, and where the client is with their stated agenda and desired outcomes; 5) That the designed plans and goals are appropriate to the client s methods of thinking, learning, integrating, and creating; 6) That wherever appropriate, the coach helps the client design measurable achievements that are steps toward the client s ultimate desired outcome Page 57 of 219

58 At an ACC level, the minimum standard of skill that must be demonstrated to receive a passing score for planning and goal setting is that the coach adopt goals suggested by the client and/or helps client set goals that are clear on the surface and causally related to achieving the client s overall objectives and stated agenda. The plans and measures of accomplishment must have a clear purpose and potential to move the client forward in their thinking, learning, or action around the stated agenda and toward the client s overall measures of success. At this level, the coach may also suggest tools or structures to assist the client so long as the tools are not forced on the client and that the tools or structure bear an easily recognizable relationship to achieving the client s stated agenda and desired outcome. A coach will not receive a passing score for planning and goal setting on the ACC exam if the coach insists that the client follow a prescribed plan familiar to the coach, if the coach is unable to support the client in developing an effective coaching plan, if the plan or goals do not have a clear relationship to the client s stated agenda and desired outcome, if the plan or goals do not have a clear purpose and potential to move the client forward, or if suggested tools and structures clearly do not bear a relationship to the needs of the particular client or his/her agenda. 11. 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. a. Clearly requests of the client actions that will move the client toward their stated goals, b. Demonstrates follow through by asking the client about those actions that the client committed to during the previous sessions(s) c. Acknowledges the client for what they have done, not done, learned or become aware of since the previous coaching sessions(s) d. Effectively prepares, organises and reviews with client information obtained during sessions e. Keeps the client on track between sessions by holding attention on the coaching plan and outcomes, agreed-upon courses of action, and topics for future session(s), f. Focuses on the coaching plan but is also open to adjusting behaviours and actions based on the coaching process and shifts in direction during sessions, g. 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, h. 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, i. 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 reflect on and learn from experiences) j. Positively confronts the client with the fact that he/she did not take agreed-upon actions. Key Skills Evaluated: 1) The coach s ability to partner fully with the client to create structures and methods for measuring progress and holding the client accountable Page 58 of 219

59 to themselves for the progress; 2) That the methods and structures of accountability integrate the whole of the client whenever appropriate; 3) That the designed structures and methods of accountability are capable of producing forward movement by the client, appropriate to what occurred in the session, and to where the client is with their staged agenda and desired outcomes; 4) That the designed structures and methods of accountability are appropriate to the client s methods of thinking, learning, integrating, and creating; 5) The coach s ability to trust the client to be accountable to themselves and confidence in holding the client accountable as per the agreed upon methods of accountability At an ACC level, the minimum standard of skill that must be demonstrated to receive a passing score for managing progress and accountability is that the coach suggests measures of success and structures of accountability to the client and/or helps client develop measures of success and structures of accountability that are clearly and causally related to achieving the client s overall objectives and stated agenda. The structures of accountability and measures of accomplishment must have a clear purpose and potential to move the client forward in their thinking, learning, or action around the stated agenda and toward the client s overall measures of success. At this level, the coach may also suggest tools or structures to assist the client so long as the tools are not forced on the client and that the tools or structure bear an easily recognizable relationship to achieving the client s stated agenda and desired outcome. A coach will not receive a passing score for managing progress and accountability on the ACC exam if the coach insists that the client follow prescribed measures and structures familiar to the coach, if the coach is unable to support the client in developing an effective method of managing and measuring progress, if the measures and methods of accountability do not have a clear relationship to the client s stated agenda and desired outcomes, if they do not have a clear purpose and potential to move the client forward, or if suggested tools and structures clearly do not bear a relationship to the needs of the particular client or his/her agenda. Copyright 2006 International Coach Federation, all rights reserved. Page 59 of 219

60 Appendix D MINIMUM SKILL REQUIREMENTS COMPETENCY BY COMPETENCY FOR PCC CREDENTIALING Copyright 2006, International Coach Federation, all rights reserved. The ICF believes that it has an obligation to support its member coaches in the growth of their skill set. Every master coach started as a beginner, progressed through an intermediate level of skill, and became masterful, where the hallmark is always the complete evidence of the coach's role as learner about the client. The ICF credentialing process with its three levels is a reflection of the continuum of growth that each coach undergoes. This document has been created to support coaches with preparation for the PCC credentialing exam. We also hope that this document will assist mentor coaches supporting and supervising these coaches; and coach training schools undertaking accreditation of their programs. The aim is the help coaches successfully complete the PCC exam and also to help them continue to develop their skill set as coaches. The document's structure will provide those seeking a credential an understanding regarding what assessors evaluate in relation to each competency, the minimum level of skill necessary to successfully demonstrate a PCC level of competency, and also help them understand what non-coaching behaviors might prevent successful completion of the PCC exam process. We hope the document helps each individual coach answer the following queries: What does it mean to be a PCC coach? What do the ICF assessors listen for when they are evaluating my coaching? As I progress on my coaching journey, what are my strengths and what are the skill set areas that I need to grow to pass the PCC exam? Finally, the ICF strongly believes that clients receive real and substantive value from PCC coaches. That value rests always in the coach's complete attention to the client and what the client wishes to accomplish, the level of partnership with the client, as well as the coach's complete support of the client's agenda. We honor each and every coach on their journey and look forward to supporting your path of growth as coach and your credentialing path within the ICF. 1. Meeting Ethical Guidelines and Professional Standards - Understanding of coaching ethics and standards and ability to apply them appropriately in all coaching situations a. Understands and exhibits in own behaviors the ICF Standards of Conduct b. Understands and follows all ICF Ethical Guidelines c. Clearly communicates the distinctions between coaching, consulting, psychotherapy and other support professions d. Refers client to another support professional as needed, knowing when this is needed and the available resources Page 60 of 219

61 Important Note: Familiarity with the code of ethics and its application is required for all levels of coaching and the standard for demonstrating a strong ethical understanding of coaching is similar and rigorous for all levels of ICF credentialing. An applicant will pass this competency if they demonstrate a knowledge of the coaching conversation that is focused on inquiry and exploration and if the conversation is based on present and future issues. An applicant will not pass this competency if the applicant focuses primarily on telling the client what to do or how to do it (consulting mode) or if the conversation is based primarily in the past, particularly the emotional past (therapeutic mode). In addition, the ICF notes that if an applicant 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. 2. Establishing the Coaching Agreement - Ability to 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 a. Understands and effectively discusses with the client the guidelines and specific parameters of the coaching relationship (e.g., logistics, fees, scheduling, inclusion of others if appropriate) b. Reaches agreement about what is appropriate in the relationship and what is not, what is and is not being offered, and about the client's and coach's responsibilities c. Determines whether there is an effective match between his/her coaching method and the needs of the prospective client KEY SKILLS EVALUATED: 1) THE DEPTH OF CREATION OF AGREEMENT FOR SESSION; 2) THE COACH S ABILITY TO PARTNER AND THE DEPTH OF PARTNERING WITH CLIENT IN THE CREATION OF AGREEMENT, MEASURES OF SUCCESS, AND ISSUES TO BE ADDRESSED Key Skills Evaluated: 1) The depth of creation of agreement for session; 2) The coach s ability to partner and the depth of partnering with the client in the creation of agreement, measures of success, and issues to be addressed At a PCC level, the minimum standard of skill that must be demonstrated to achieve a passing score for establishing the coaching agreement is that the coach asks the client what they want to work on, explores and confirms that the agenda is meaningful for the client and will move the client toward a desired outcome(s), the coach engages in some exploration of the measures of success for each outcome desired in the session, the coach engages in some exploration of the issues related to each outcome. The coach attends to that agenda, those measures, and those issues throughout the coaching. The coach may raise unseen issues to the client, but will not change agendas, measures, or issues unless redirected by the client. The coach should also check with the client during Page 61 of 219

62 the session to make sure that the client s goals for the session are in fact being achieved. A coach will not receive a passing score for establishing the coaching agreement on the PCC exam if the coach chooses the topic(s) for the client or if the coach does not coach around the topic(s) the client has chosen. The evaluation for this competency will also be negatively impacted if the coach does not engage in some exploration of the measures of success for each topic with the client or defines those measures for the client. The evaluation will be negatively impacted if the coach does not engage in some exploration of underlying issues related to achievement of the outcomes or agenda or does not check with client about whether the client is moving toward what the client wanted from the session. 3. Establishing Trust and Intimacy with the Client - Ability to create a safe, supportive environment that produces ongoing mutual respect and trust a. Shows genuine concern for the client's welfare and future b. Continuously demonstrates personal integrity, honesty and sincerity c. Establishes clear agreements and keeps promises d. Demonstrates respect for client's perceptions, learning style, personal being e. Provides ongoing support for and champions new behaviors and actions, including those involving risk taking and fear of failure f. Asks permission to coach client in sensitive, new areas Key Skills Evaluated: 1) The coach s depth of connection to the client; 2) The coach s depth of demonstration of trust in the client and the client s processes of thinking, creating; 3) The coach s willingness to be completely comfortable with their own authenticity with the client At a PCC level, the minimum standard of skill that must be demonstrated to receive a passing score for establishing trust and intimacy with the client is that the coach shows genuine concern for client, shows a good degree of connected relationship to the client, and is attuned to and demonstrates trust in the client s perceptions, learning style, and personal being. The coach must also demonstrate an ability to provide ongoing support for new behaviors and actions as well as an invitation to the client to participate in the development and creation of those new behaviors. A coach will not receive a passing score for establishing trust and intimacy with the client on the PCC exam if the coach demonstrates significant interest in the coach s view of the situation rather than the client s view of the situation, does not seek information from the client about the client s thinking around the situation, does not seek information about the client s goals regarding the situation, or the attention seems to be on the coach s own performance or demonstration of knowledge about the topic. In addition, the evaluation will be negatively impacted if the coach does not invite the client to share his/her thinking on an equal level with coach. Page 62 of 219

63 4. Coaching Presence - Ability to be fully conscious and create a spontaneous relationship with the client, employing a style that is open, flexible and confident a. Is present and flexible during the coaching process b. Accesses own intuition and trusts one's inner knowing c. Is open to not knowing and takes risks d. Sees many ways to work with the client, and chooses in the moment what is most effective e. Uses humor effectively to create lightness and energy f. Confidently shifts perspectives and experiments with new possibilities for own action g. Demonstrates confidence in working with strong emotions, and can self-manage and not be overpowered or enmeshed by client's emotions Key Skills Evaluated: 1) The coach s depth of partnership with the client; 2) The coach s depth of observation of and use of the whole of the client in the coaching process At a PCC level, the minimum standard of skill that must be demonstrated to receive a passing score for coaching presence is that the coach attends to the client s agenda, seeks information from the client about that agenda, is responsive to that information as it relates both to actions to achieve the client s agenda and the client s way of thinking, learning, and being. The coach is also attentive to what actions the client is taking in relation to the agenda and to some degree, how those actions relate to the client s way of thinking, learning, and creating. In addition, the coach must demonstrate a good level of partnership with the client where the client has a voice in not only choosing the topic, but also choosing the method and manner of coaching. The ICF notes that trust and intimacy and presence are quite related competencies. Therefore, a coach will not receive a passing score for coaching presence on the PCC exam if the coach demonstrates significant interest in the coach s view of the situation rather than the client s view of the situation, does not seek information from the client about the client s thinking around the situation or is unresponsive to that information, does not seek information about the client s goals regarding the situation or is unresponsive to that information, or the attention seems to be on the coach s own performance or demonstration of knowledge about the topic. The evaluation will be negatively impacted if the coach, rather than being present and responsive to the client, is overly reliant on an obvious coaching formula, a specific coaching tool, or standard coaching questions. The evaluation would also be negatively impacted if the coach does not allow the client to contribute to creating the method or way that the coaching session will evolve. 5. 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 a. Attends to the client and the client's agenda, and not to the coach's agenda for the client Page 63 of 219

64 b. Hears the client's concerns, goals, values and beliefs about what is and is not possible c. Distinguishes between the words, the tone of voice, and the body language d. Summarizes, paraphrases, reiterates, mirrors back what client has said to ensure clarity and understanding e. Encourages, accepts, explores and reinforces the client's expression of feelings, perceptions, concerns, beliefs, suggestions, etc. f. Integrates and builds on client's ideas and suggestions g. "Bottom-lines" or understands the essence of the client's communication and helps the client get there rather than engaging in long descriptive stories h. Allows the client to vent or "clear" the situation without judgment or attachment in order to move on to next steps Key Skills Evaluated: 1) The coach s depth of hearing what the client says in relations to the client s agenda; 2) The coach s ability to hear on multiple levels including both the emotional and substantive content of the words; 3) The coach s ability to hear underlying beliefs, thinking, creating, and learning that are occurring for the client including recognizing incongruities in language, emotions, and actions; 4) The coach s ability to hear the client s language and to encourage the client to deepen descriptive language for themselves At a PCC level, the minimum standard of skill that must be demonstrated to receive a passing score for active listening is that the coach listens on a conscious level and hears what the client says in relation to the client s agenda, responds to it in relation to the client s agenda, the listening is focused on helping the client achieve their agenda, and the coach can change direction if the client changes direction. The coach has an ability to hear a good portion of the client s way of thinking, creating, and learning, and incorporates that observing into the coach s response to what the client says. There is also some evidence of that the coach has heard and taken notice of the client s language in their response to the client. The coach must demonstrate some good ability to hear strengths as well as challenges. A coach will not receive a passing score for active listening on the PCC exam if the coach does not demonstrate listening that is focused on and responding to what the client says or the coach s response is not related to what the client is trying to achieve or their hearing is limited to listening for problems or weaknesses. The coach will not receive a passing grade on the PCC exam if the coach appears to be listening for the place where the coach can demonstrate their knowledge about the topic or tell the client what to do about the topic. In addition, the evaluation will be negatively impacted if the coach demonstrates that they can only hear through their own perceptions, and models of thinking, learning, and creating rather than being able to hear some of the client s models and methods of thinking, learning, and creating. 6. Powerful Questioning -Ability to ask questions that reveal the information needed for maximum benefit to the coaching relationship and the client a. Asks questions that reflect active listening and an understanding of the client's perspective Page 64 of 219

65 b. Asks questions that evoke discovery, insight, commitment or action (e.g., those that challenge the client's assumptions) c. Asks open-ended questions that create greater clarity, possibility or new learning d. Asks questions that move the client towards what they desire, not questions that ask for the client to justify or look backwards Key Skills Evaluated: The coach s depth of questioning that evokes the core issues that are either contained in or underlie the client s agenda; 2) The coach s ability to explore with and to evoke exploration by the client of the emotional and substantive content of the words; 3) The coach s ability to explore with and evoke exploration by the client of the underlying beliefs and means of thinking, creating, and learning that are occurring for the client; 4) The depth at which the coach s questions provide a thinking space for and elicit new perspectives from the client At a PCC level, the minimum standard of skill that must be demonstrated to receive a passing score for powerful questioning is that the coach s questions must attend to the client s agenda and must include a mix of informational and evocative, exploration oriented questions. The mix should be weighted toward evocative rather than informational questions. The questions should include a mix of questions oriented to the exploring of issues underlying the client s agenda as well as some questions that allow the coach and client to see how the client s being, learning, creating, and acting can be used to achieve success. Many of the questions should emanate from the coach s listening to the client at multiple levels, and should often be based in the client s language rather than the coach s language. At this level, the coach s use of formulaic or standard questions should be somewhat limited. A coach will not receive a passing score for powerful questioning on the PCC exam if the coach asks questions that reflect the coach s view of the situation or a preconceived answer decided on by the coach. The coach will not receive a passing grade on this competency if the questions are leading the client in a direction chosen by the coach without discussion with and assent to the direction by the client. At this level, the coach is expected to move beyond standard questions. Therefore, a coach s inability to move beyond standardized coaching questions or the coach s models of thinking and learning to the exclusion of the client s models of thinking and learning will negatively impact the evaluation. 7. Direct Communication - Ability to communicate effectively during coaching sessions, and to use language that has the greatest positive impact on the client a. Is clear, articulate and direct in sharing and providing feedback b. Reframes and articulates to help the client understand from another perspective what he/she wants or is uncertain about c. Clearly states coaching objectives, meeting agenda, purpose of techniques or exercises d. Uses language appropriate and respectful to the client (e.g., non-sexist, non-racist, non-technical, non-jargon) e. Uses metaphor and analogy to help to illustrate a point or paint a verbal picture Page 65 of 219

66 Key Skills Evaluated: 1) The ease, directness, and depth with which the coach shares perspectives, thoughts, intuition, and feedback; 2) Whether the coach appears to have any attachment to the coach s perspective; 3) The coach s effective use of the client s language and learning models; 4) The breadth of the invitation the coach gives to the client to share his/her own perspectives, thoughts, intuition, and feedback At a PCC level, the minimum standard of skill that must be demonstrated to receive a passing score for direct communication is that the coach is frequently direct, and has a sufficient base of language tools to use with the client. In addition, the coach provides some level of invitation for the client to share their intuition and models of thinking as part of the learning process. The coach s communication is oriented not only to the present situation, but also, at times, to the broader thinking and learning that might be available to the client. The coach makes good use of the client s language as part of their communication with the client. A coach will not receive a passing score for direct communication on the PCC exam if the coach significantly or dominantly relies on their own language, thinking models, and models of learning without use of the client s skill set in these areas. The evaluation will also be negatively impacted if the coach does not invite the client to share these areas as well as the client s intuition with the coach or if the coach is attached to a particular direction or outcome in the coaching. 8. 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 a. Goes beyond what is said in assessing client's concerns, not getting caught up in the client's description b. Invokes inquiry for greater understanding, awareness and clarity c. Identifies with the client his/her underlying concerns, typical and fixed ways of perceiving himself/herself and the world, differences between the facts and the interpretation, disparities between thoughts, feelings and action d. 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 e. Communicates broader perspectives to clients and inspires commitment to shift their viewpoints and find new possibilities for action f. Helps clients to see the different, interrelated factors that affect them and their behaviors (e.g., thoughts, emotions, body, background) g. Expresses insights to clients in ways that are useful and meaningful for the client h. Identifies major strengths vs. major areas for learning and growth, and what is most important to address during coaching i. Asks the client to distinguish between trivial and significant issues, situational vs. recurring behaviors, when detecting a separation between what is being stated and what is being done Page 66 of 219

67 Key Skills Evaluated: 1) The coach s ability to partner fully with the client in exploration of new and broader perspectives, learning, creating, and actions; 2) The coach s ability to share perspectives without attachment and invitation to the client to share their own thinking, perspectives, and intuition; 3) The coach s invitation to and acceptance of the client s intuition, thinking, and language as critical tools in the coaching process; 4) The coach s ability to illuminate the client s fixed ways of thinking that might inhibit growth or accomplishment of the client s goals without treating the coach s observation as truth, but only as the coach s thoughts; 5) The coach s ability to use the client s language as a tool of creating awareness; 6) The coach s ability to integrate beginning, middle and end of the session together if appropriate to the client s learning and creating At a PCC level, the minimum standard of skill that must be demonstrated to receive a passing score for creating awareness is that the coach focuses on deeper inquiry by the client and encourages the client to create new awareness by engaging in problem solving or goal achievement. The coach encourages the client s exploration and creation of new techniques or tools to help the client attend to the client s agenda and achieve desired outcomes. The coach shows no attachment to a specific outcome of the coaching and is somewhat willing to not know where the coaching is going. The coach demonstrates an ability help the client integrate new awareness as it pertains to a particular situation and agenda. The coach, at least some of the time, invites the client to define the learning that is occurring versus the coach defining the learning that is occurring. The coach demonstrates a professional level of ability to understand the way the client learns and creates and use that, as well as the client s language, as coaching tools. A coach will not receive a passing score for creating awareness on the PCC exam if the coach does not attend to the client s agenda, changes the agenda without input from the client, or appears attached to a particular outcome or solution. The coach will also not receive a passing grade on the PCC exam if the coach does not use the client s thinking and learning tools as tools within the coaching or does not use the client s language as a coaching tool. The evaluation will also be negatively impacted if the coach seems to substitute assessments or standard coaching exercises to the exclusion of using the tools already existing within the client to create awareness. The coach will not receive a passing grade if the coach states what awareness is without exploring with the client what the client s awareness is or seeking the client s input on whether the coach s observations are correct and giving the client a chance to add their own observations. 9. 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 a. Brainstorms and assists the client to define actions that will enable the client to demonstrate, practice and deepen new learning b. Helps the client to focus on and systematically explore specific concerns and opportunities that are central to agreed-upon coaching goals c. Engages the client to explore alternative ideas and solutions, to evaluate options, and to make related decisions Page 67 of 219

68 d. Promotes active experimentation and self-discovery, where the client applies what has been discussed and learned during sessions immediately afterwards in his/her work or life setting e. Celebrates client successes and capabilities for future growth f. Challenges client's assumptions and perspectives to provoke new ideas and find new possibilities for action g. Advocates or brings forward points of view that are aligned with client goals and, without attachment, engages the client to consider them h. Helps the client "Do It Now" during the coaching session, providing immediate support i. Encourages stretches and challenges but also a comfortable pace of learning Key Skills Evaluated: 1) The coach s ability to fully partner with the client in designing actions that relate to and move forward towards the client s stated agenda; 2) That actions are of a breadth and depth that they may include thinking, feeling, and learning; 3) That the designed actions integrate the whole of the client whenever appropriate; 4) That the designed actions are appropriate to what occurred in the session, where the client is with their sated agenda and desired outcomes; 5) That the designed actions are appropriate to the client s methods of thinking, learning, integrating, and creating At a PCC level, the minimum standard of skill that must be demonstrated to receive a passing score for designing actions is that the coach engages in at least a partial partnership with the client in order to design actions. The coach does not simply suggest actions and homework without client input. As is always the case at this level, the homework and actions must be related to the client s stated agenda and measures of accomplishment of that agenda. The suggested homework must have a clear purpose and potential to move the client forward in their thinking, learning, or action around the stated agenda. The co-created actions should at least partially reflect the client s learning, processing, and creating style. At this level, the coach may infrequently suggest tools or structures to assist the client, but discusses the value of the tools with the client and gets client input on how they should be used and whether they should be used rather than simply seeking client assent to the use of the tool, exercise, or structure. The tools, exercises or structures must bear an easy recognizable relationship to achieving the client s stated agenda and bear some recognizable relationship to the client s style of learning, creating, and achieving. A coach will not receive a passing score for designing actions on the PCC exam if there is little or no co-creation in the process of designing actions, the actions do not have a clear relationship to the client s stated agenda and the client s style of learning and creating, the actions do not have a clear purpose and potential to move the client forward, or if suggested tools and structures clearly do not bear a relationship to the needs of the particular client or his/her agenda, or are imposed on the client without discussion. 10. Planning and Goal Setting - Ability to develop and maintain an effective coaching plan with the client Page 68 of 219

69 a. Consolidates collected information and establishes a coaching plan and development goals with the client that address concerns and major areas for learning and development, b. Creates a plan with results that are attainable, measurable, specific and have target dates, c. Makes plan adjustments as warranted by the coaching process and by changes in the situation, d. Helps the client identify and access different resources for learning (e.g., books, other professionals) e. Identifies and targets early successes that are important to the client. Key Skills Evaluated: 1) The coach s ability to fully partner with and explore with the client in order to create goals and plans that match the client s learning and creating style, stated agenda and desired outcomes; 2) That the plans and goals designed are of a breadth and depth that they may include thinking, feeling, learning, and creating; 3) That the designed plans and goals integrated the whole of the client whenever appropriate; 4) That the designed plans and goals are appropriate to what occurred in the session, and where the client is with their stated agenda and desired outcomes; 5) That the designed plans and goals are appropriate to the client s methods of thinking, learning, integrating, and creating; 6) That wherever appropriate, the coach helps the client design measurable achievements that are steps toward the client s ultimate desired outcome At a PCC level, the minimum standard of skill that must be demonstrated to receive a passing score for planning and goal setting is that the coach engages in a partial partnership with the client that assists the client to set goals that are clearly and causally related to achieving the client s overall objectives and stated agenda. The plans and measures of accomplishment must have a clear purpose and potential to move the client forward in their thinking, learning, and action around the stated agenda and toward the client s overall measures of success. At this level, the coach may also occasionally suggest tools or structures to assist the client so long as the tools are not forced on the client and that the tools or structure bear an easily recognizable relationship to achieving the client s stated agenda and desired outcome and the client s style of learning and creating. A coach will not receive a passing score for planning and goal setting on the PCC exam if there is little or no partnership or co-creation of the plans and goals, if the coach is the most significant voice in suggesting plans and goals, if the coach is unable to support the client in developing an effective coaching plan, if the plan or goals do not have a clear relationship to the client s stated agenda and desired outcomes or the client s learning and creating processes, if the plan or goals do not have a clear purpose and potential to move the client forward, or if suggested tools and structures clearly do not bear a relationship to the needs of the particular client or his/her agenda. The evaluation will also be negatively impacted if the coach suggests standard coaching tools or exercises without discussing with the client the extent to which they might be of value to the client. Page 69 of 219

70 11. 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. a. Clearly requests of the client actions that will move the client toward their stated goals, b. Demonstrates follow through by asking the client about those actions that the client committed to during the previous sessions(s) c. Acknowledges the client for what they have done, not done, learned or become aware of since the previous coaching sessions(s) d. Effectively prepares, organises and reviews with client information obtained during sessions e. Keeps the client on track between sessions by holding attention on the coaching plan and outcomes, agreed-upon courses of action, and topics for future session(s), f. Focuses on the coaching plan but is also open to adjusting behaviours and actions based on the coaching process and shifts in direction during sessions, g. 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, h. 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, i. 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 reflect on and learn from experiences) j. Positively confronts the client with the fact that he/she did not take agreed-upon actions. Key Skills Evaluated: 1) The coach s ability to partner fully with the client to create structures and methods for measuring progress and holding the client accountable to themselves for the progress; 2) That the methods and structures of accountability integrate the whole of the client whenever appropriate; 3) That the designed structures and methods of accountability are capable of producing forward movement by the client, appropriate to what occurred in the session, and to where the client is with their staged agenda and desired outcomes; 4) That the designed structures and methods of accountability are appropriate to the client s methods of thinking, learning, integrating, and creating; 5) The coach s ability to trust the client to be accountable to themselves and confidence in holding the client accountable as per the agreed upon methods of accountability At a PCC level, the minimum standard of skill that must be demonstrated to receive a passing score for managing progress and accountability is that the coach engages in a partial partnership with the client to help the client develop measures of success and structures of accountability that are clearly and causally related to achieving the client s overall objectives and stated agenda and clearly related to the client s style of learning and creating. The structures of accountability and measures of accomplishment must have a clear purpose and potential to move the client forward in their thinking, learning, or action around the stated agenda and toward the client s overall measures of success as well as deepen their learning. At this level, the coach may also occasionally suggest tools or structures to assist the client so long as the tools are not forced on the client and that the tools or structure bear an easily recognizable relationship to achieving the Page 70 of 219

71 client s stated agenda and desired outcome and the client s style of learning and creating. A coach will not receive a passing score for managing progress and accountability on the PCC exam if there is little or no partnership of co-creation of the measures of success and accountability structures, if the coach is the most significant voice in setting accountability structures, if the coach is unable to support the client in developing an effective measures and accountability structure, if the measures and structures do not have a clear relationship to the client s stated agenda and desired outcome or the client s learning and creating processes, if the plan or goals do not have a clear purpose and potential to move the client forward, or if suggested tools and structures clearly do not bear a relationship to the needs of the particular client or his/her agenda. The evaluation will also be negatively impacted if the coach suggests standard coaching tools or exercises without discussing with the client the extent to which they might be of value to the client. Copyright 2006 International Coach Federation, all rights reserved. Page 71 of 219

72 Appendix E MINIMUM SKILL REQUIREMENTS COMPETENCY BY COMPETENCY FOR MCC CREDENTIALING Copyright 2006, International Coach Federation, all rights reserved. The ICF believes that it has an obligation to support its member coaches in the growth of their skill set. Every master coach started as a beginner, progressed through an intermediate level of skill, and became masterful, where the hallmark is always the complete evidence of the coach's role as learner about the client. The ICF credentialing process with its three levels is a reflection of the continuum of growth that each coach undergoes. This document has been created to support coaches with preparation for the MCC credentialing exam. We also hope that this document will assist mentor coaches supporting and supervising these coaches; and coach training schools undertaking accreditation of their programs. The aim is the help coaches successfully complete the MCC exam and also to help them continue to develop their skill set as coaches. The document's structure will provide those seeking a credential an understanding regarding what assessors evaluate in relation to each competency, the minimum level of skill necessary to successfully demonstrate a MCC level of competency, and also help them understand what non-coaching behaviors might prevent successful completion of the MCC exam process. We hope the document helps each individual coach answer the following queries: What does it mean to be a MCC coach? What do the ICF assessors listen for when they are evaluating my coaching? As I progress on my coaching journey, what are my strengths and what are the skill set areas that I need to grow to pass the MCC exam? Finally, the ICF strongly believes that clients receive real and substantive value from MCC coaches. That value rests always in the coach's complete attention to the client and what the client wishes to accomplish, the complete level of partnership with the client, as well as the coach's complete support of the client's agenda. We honor each and every coach on their journey and look forward to supporting your path of growth as coach and your credentialing path within the ICF. 1. Meeting Ethical Guidelines and Professional Standards - Understanding of coaching ethics and standards and ability to apply them appropriately in all coaching situations a. Understands and exhibits in own behaviors the ICF Standards of Conduct b. Understands and follows all ICF Ethical Guidelines c. Clearly communicates the distinctions between coaching, consulting, psychotherapy and other support professions d. Refers client to another support professional as needed, knowing when this is needed and the available resources Page 72 of 219

73 Important Note: Familiarity with the code of ethics and its application is required for all levels of coaching and the standard for demonstrating a strong ethical understanding of coaching is similar and rigorous for all levels of ICF credentialing. An applicant will pass this competency if they demonstrate a knowledge of the coaching conversation that is focused on inquiry and exploration and if the conversation is based on present and future issues. An applicant will not pass this competency if the applicant focuses primarily on telling the client what to do or how to do it (consulting mode) or if the conversation is based primarily in the past, particularly the emotional past (therapeutic mode). In addition, the ICF notes that if an applicant 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. 2. Establishing the Coaching Agreement - Ability to 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 a. Understands and effectively discusses with the client the guidelines and specific parameters of the coaching relationship (e.g., logistics, fees, scheduling, inclusion of others if appropriate) b. Reaches agreement about what is appropriate in the relationship and what is not, what is and is not being offered, and about the client's and coach's responsibilities c. Determines whether there is an effective match between his/her coaching method and the needs of the prospective client Key Skills Evaluated: 1) The depth of creation of agreement for session; 2) The coach s ability to partner and the depth of partnering with the client in the creation of agreement, measures of success, and issues to be addressed At a MCC level, the minimum standard of skill that must be demonstrated to achieve a passing score for establishing the coaching agreement is that the coach fully explores with the client what the client wants to work on. The coach engages in full exploration of the measures of success for each topic in the session. The coach engages the client in a full exploration of the issues related to the topic that must be addressed for the client s measures of success to occur. The coach, through a partnering discussion, ensures that both the coach and client are clear about the agenda, the measures of success, and the issues to be discussed. The coach attends to that agenda and those measures throughout the coaching, unless redirected by the client. Any potential change in direction of the coaching session is thoroughly explored in partnership with the client and the client is the ultimate decision maker as to whether a change in direction will occur. The coach regularly checks with the client throughout the session to make sure that the client s goals for the session are in fact being achieved and that the direction and process chosen are forwarding the client s thinking and/or action about their desired goals. A coach will not receive a passing score for establishing the coaching agreement on the MCC exam if full partnership with the client is not demonstrated. Full partnership will not Page 73 of 219

74 be demonstrated if the coach chooses the topic(s) for the client or if the coach does not coach around the topic(s) the client has chosen. The evaluation for this competency will also be negatively impacted if the coach does not explore the measures of success for each topic with the client to a degree that achieves clarity about the client s intent or direction for the session, does not allow the client full input into the issues that should be discussed relative to the client s stated objectives for the session, or does not check with the client about whether the client is moving toward what the client wanted from the session. 3. Establishing Trust and Intimacy with the Client - Ability to create a safe, supportive environment that produces ongoing mutual respect and trust a. Shows genuine concern for the client's welfare and future b. Continuously demonstrates personal integrity, honesty and sincerity c. Establishes clear agreements and keeps promises d. Demonstrates respect for client's perceptions, learning style, personal being e. Provides ongoing support for and champions new behaviors and actions, including those involving risk taking and fear of failure f. Asks permission to coach client in sensitive, new areas Key Skills Evaluated: 1) The coach s depth of connection to the client; 2) The coach s depth of demonstration of trust in the client and the client s processes of thinking, creating; 3) The coach s willingness to be completely comfortable with their own authenticity with the client At a MCC level, the minimum standard of skill that must be demonstrated to receive a passing score for establishing trust and intimacy with the client is that the coach demonstrates complete trust in the client and the process. Such trust and intimacy will be evidenced by the equality between coach and client in the conversation, the coach s comfortableness with not knowing as a state to expand awareness in, and the coach s willingness to be vulnerable with the client and have the client be vulnerable in return. The MCC level coach demonstrates a complete confidence in self, the coaching process, the client, and the client s perceptions, learning style, and personal being. The client is treated as a full and complete partner in the relationship with a complete and full invitation to participate in the development and creation of the coaching process and their own new learning and behaviors. There is a sense of complete ease and naturalness in the conversation. A coach will not receive a passing score for establishing trust and intimacy with the client on the MCC exam if the coach does not treat the client as a full partner choosing not only the agenda, but also participating in the creation of the coaching process itself. Lack of full partnership will be demonstrated if the coach exhibits an interest in the coach s view of the situation rather than the client s view of the situation, does not seek information from the client about the client s thinking around the situation, 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, the evaluation will be negatively impacted if the 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. Page 74 of 219

75 4. Coaching Presence - Ability to be fully conscious and create a spontaneous relationship with the client, employing a style that is open, flexible and confident a. Is present and flexible during the coaching process b. Accesses own intuition and trusts one's inner knowing c. Is open to not knowing and takes risks d. Sees many ways to work with the client, and chooses in the moment what is most effective e. Uses humor effectively to create lightness and energy f. Confidently shifts perspectives and experiments with new possibilities for own action g. Demonstrates confidence in working with strong emotions, and can self-manage and not be overpowered or enmeshed by client's emotions Key Skills Evaluated: 1) The coach s depth of partnership with the client; 2) The coach s depth of observation of and use of the whole of the client in the coaching process At a MCC level, the minimum standard of skill that must be demonstrated to receive a passing score for coaching presence is that the coach is completely joined with the client in the coaching dialogue and is a connected observer to the client holding both objective and emotional perspective simultaneously. The connection is to the whole of the client, who the client is, what the client wants, how the client learns and creates, and what the client has to teach the coach. The coach evidences a complete curiosity that is undiluted by a need to perform. As with trust and intimacy, the coach is in a complete partnership with the client where the client is an equal or greater contributor to the conversation and direction of the coaching than the coach. The coach is willing to let the client teach the coach and is unafraid to be a student of the client. At the MCC level, the conversation between coach and client is equal and easy, even in uncomfortable moments. The ICF notes that trust and intimacy and presence are quite related competencies. Therefore, a coach will not receive a passing score for establishing trust and intimacy with the client on the MCC exam if the coach does not treat the client as a full partner choosing not only the agenda, but also participating in the creation of the coaching process itself. Such lack of full partnership is demonstrated if the coach exhibits interest in the coach s view of the situation than the client s view of the situation, does not seek information from the client about the client s thinking around the situation, 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, the evaluation will be negatively impacted if the 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 input from the client. Any indication that the coach is teaching rather than coaching will also create a score below the MCC level. The evaluation will also be negatively impacted if the coach does not allow the client to help develop coaching tools for themselves and instead relies on standard coaching formulas, tools, or questions. 5. 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 Page 75 of 219

76 a. Attends to the client and the client's agenda, and not to the coach's agenda for the client b. Hears the client's concerns, goals, values and beliefs about what is and is not possible c. Distinguishes between the words, the tone of voice, and the body language d. Summarizes, paraphrases, reiterates, mirrors back what client has said to ensure clarity and understanding e. Encourages, accepts, explores and reinforces the client's expression of feelings, perceptions, concerns, beliefs, suggestions, etc. f. Integrates and builds on client's ideas and suggestions g. "Bottom-lines" or understands the essence of the client's communication and helps the client get there rather than engaging in long descriptive stories h. Allows the client to vent or "clear" the situation without judgment or attachment in order to move on to next steps Key Skills Evaluated: 1) The coach s depth of hearing what the client says in relations to the client s agenda; 2) The coach s ability to hear on multiple levels including both the emotional and substantive content of the words; 3) The coach s ability to hear underlying beliefs, thinking, creating, and learning that are occurring for the client including recognizing incongruities in language, emotions, and actions; 4) The coach s ability to hear the client s language and to encourage the client to deepen descriptive language for themselves At a MCC level, the minimum standard of skill that must be demonstrated to receive a passing score for active listening is that the coach listens as a learner and listening happens at the logical and emotional level at the same time. The listening is both linear and non-linear and responses from the coach evidence learning about the client at multiple levels. The coach s responses evidence that the coach is hearing the client s intuitive abilities, the client s energy, when the client speaks of important things, when new growth is occurring for the client, how that growth is related to the client s stated objectives and agenda, and when the client is finding, creating, and using a more powerful sense of self. The coach is also able to hear the client s current thinking and growth and relate it to the future the client is trying to create. A MCC level coach hears the totality of the client s greatness and gifts as well as limiting beliefs and patterns. The coach s listening is cumulative from session to session and throughout each individual session. A coach will not receive a passing score for active listening on the MCC exam if the coach does not demonstrate listening that is based on the whole client and an ability to hear the client s thinking, learning, and feeling at multiple levels. The coach will not receive a passing grade at this level if the listening is filtered only through the coach s methods of thinking, learning, and creating and does not actively hear and use as a significant coaching tool, the client s methods of thinking, learning, and creating. The coach will not receive a passing grade if nuances of the client s language are not reflected in the coach s responses. As with PCC, the coach will not receive a passing grade at this level if the listening is not focused on and responding to what the client says or the coach s response is not related to what the client is trying to achieve or their hearing is limited to listening for problems or weaknesses. The coach will not receive a passing grade on the MCC exam if the coach appears to be listening for the place where Page 76 of 219

77 the coach can demonstrate their knowledge about the topic or tell the client what to do about the topic. 6. Powerful Questioning -Ability to ask questions that reveal the information needed for maximum benefit to the coaching relationship and the client a. Asks questions that reflect active listening and an understanding of the client's perspective b. Asks questions that evoke discovery, insight, commitment or action (e.g., those that challenge the client's assumptions) c. Asks open-ended questions that create greater clarity, possibility or new learning d. Asks questions that move the client towards what they desire, not questions that ask for the client to justify or look backwards Key Skills Evaluated: The coach s depth of questioning that evokes the core issues that are either contained in or underlie the client s agenda; 2) The coach s ability to explore with and to evoke exploration by the client of the emotional and substantive content of the words; 3) The coach s ability to explore with and evoke exploration by the client of the underlying beliefs and means of thinking, creating, and learning that are occurring for the client; 4) The depth at which the coach s questions provide a thinking space for and elicit new perspectives from the client At a MCC level, the minimum standard of skill that must be demonstrated to receive a passing score for powerful questioning is that the coach asks mostly, if not always, direct, evocative questions that are fully responsive to the client in the moment, to the client s agenda and stated objectives, and that require significant thought by the client or take the client to a new place of thinking. The coach makes frequent and full use of the client s language and learning style to craft questions and the questions clearly provide a space for a client to use and expand their own style of thinking, learning, and creating. The coach will ask the client to clarify for themselves at levels beyond the surface. The coach s questions are fully based in curiosity and the coach does not ask any leading questions that reflect a conclusion by the coach. The questions often reflect what the coach has learned about the client s strengths and/or require the client to find deeper contact with the client s way of being and find hidden power, gifts, and strengths in himself/herself. The coach asks questions that help the client create the future rather than focus on past or even present dilemmas or problems. The coach is at ease asking questions that will make either the coach or the client or both uncomfortable. The coach is also comfortable with letting the client create questions for themselves. A coach will not receive a passing score for powerful questioning on the MCC exam if the coach does not demonstrate questions that are evocative and ask the client to think in a larger space or an experimental space related to the client s agenda and stated objectives. The evaluation will also be negatively impacted if the coach frequently asks informational questions or questions that keep the client in the past or in present detail of a situation rather than in forward thinking. The evaluation will also be negatively impacted if 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 coach will receive a score below the MCC level if the questions reflect the coach s view of the situation, the coach s learning and processing style, or a preconceived answer by the coach. The coach s inability to move beyond standardized coaching questions or a standardized model will result in a score below the MCC level. Page 77 of 219

78 7. Direct Communication - Ability to communicate effectively during coaching sessions, and to use language that has the greatest positive impact on the client a. Is clear, articulate and direct in sharing and providing feedback b. Reframes and articulates to help the client understand from another perspective what he/she wants or is uncertain about c. Clearly states coaching objectives, meeting agenda, purpose of techniques or exercises d. Uses language appropriate and respectful to the client (e.g., non-sexist, non-racist, non-technical, non-jargon) e. Uses metaphor and analogy to help to illustrate a point or paint a verbal picture Key Skills Evaluated: 1) The ease, directness, and depth with which the coach shares perspectives, thoughts, intuition, and feedback; 2) Whether the coach appears to have any attachment to the coach s perspective; 3) The coach s effective use of the client s language and learning models; 4) The breadth of the invitation the coach gives to the client to share his/her own perspectives, thoughts, intuition, and feedback At a MCC level, the minimum standard of skill that must be demonstrated to receive a passing score for direct communication is that the coach easily and freely shares observations, intuitions, and feedback with the client without attachment. The coach shares directly and simply and frequently and, at a high level, incorporates the client s language. The coach fully trusts the client to choose the responses to the coach s communication that are best for the client. The coach frequently invites the client s intuition to come forward, and additionally invites, respects, and celebrates direct communication from the client. The coach creates expansive space for the client to have equal or more dialogue time than the coach and the level of full partnering in the coaching dialogue is easily evident. The coach has a very broad language base to use and experiment with and uses the client s language to broaden that base. The coach s communication frequently invites the client to engage in broader learning and discovery and to integrate and apply that learning and discovery not only to present challenges and agendas, but also to the creation of the client s future. A coach will not receive a passing score for direct communication on the MCC exam if the coach does not fully invite the client s participation in the coaching dialogue on an equal level, if the coach s communication reflects an agenda or directing of any kind by the coach, if the communication does not evidence frequent use of the client s language, learning, thinking, and creating styles, or if the communication does not often create a place for the client to engage in deeper thinking, learning, and discovery. The evaluation will also be negatively impacted if the 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. 8. 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 Page 78 of 219

79 a. Goes beyond what is said in assessing client's concerns, not getting caught up in by the client's description b. Invokes inquiry for greater understanding, awareness and clarity c. Identifies with the client his/her underlying concerns, typical and fixed ways of perceiving himself/herself and the world, differences between the facts and the interpretation, disparities between thoughts, feelings and action d. 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 e. Communicates broader perspectives to clients and inspires commitment to shift their viewpoints and find new possibilities for action f. Helps clients to see the different, interrelated factors that affect them and their behaviors (e.g., thoughts, emotions, body, background) g. Expresses insights to clients in ways that are useful and meaningful for the client h. Identifies major strengths vs. major areas for learning and growth, and what is most important to address during coaching i. Asks the client to distinguish between trivial and significant issues, situational vs. recurring behaviors, when detecting a separation between what is being stated and what is being done Key Skills Evaluated: 1) The coach s ability to partner fully with the client in exploration of new and broader perspectives, learning, creating, and actions; 2) The coach s ability to share perspectives without attachment and invitation to the client to share their own thinking, perspectives, and intuition; 3) The coach s invitation to and acceptance of the client s intuition, thinking, and language as critical tools in the coaching process; 4) The coach s ability to illuminate the client s fixed ways of thinking that might inhibit growth or accomplishment of the client s goals without treating the coach s observation as truth, but only as the coach s thoughts; 5) The coach s ability to use the client s language as a tool of creating awareness; 6) The coach s ability to integrate beginning, middle and end of the session together if appropriate to the client s learning and creating At a MCC level, the minimum standard of skill that must be demonstrated to receive a passing score for creating awareness is that the coach s invitation to exploration of important issues precedes and is significantly greater than invitation to solution. At a MCC level, the coach s way of being is consistently curious, the coach is willing to not know, and to let the exploration evolve based on the client s thinking, learning, and creating, and the coach appears as much an explorer as the client. The coach has not concluded what awareness should be in any manner, nor does the coach force awareness in any manner. The use of the client s greatness, strengths, intuition, and learning style is fully invited and welcomed. There is no evidence of fixing a problem or the client or a need to rush unless the client has indicated a specific need for a time sensitive solution. The coach allows the client to make the coach aware and the client s voice more prevalent than the coach s. There is a clear, strong sense that the coach is engaged in connected observation of totality of who the client is and what the client wants, sharing that with the client, and creating space for the client to share back. The coach provides sufficient space and encouragement to allow the client to integrate and use new awareness to resolve current challenges, achieve current goals, and think how the new awareness may be used in the future. Page 79 of 219

80 A coach will not receive a passing score for creating awareness on the MCC exam if the coach drives the client toward solution without fully exploring issues that may be important to gaining complete solution or accomplishment for the client. The evaluation will also be negatively impacted if the coach does not fully invite and allow the client to use as coaching tools, the client s intuition, thinking, and learning. The evaluation will be negatively impacted if the dialogue of awareness does not provide sufficient space for the client s full participation in creating awareness, if the coach s communication reflects an agenda or directing of any kind by the coach, if the coach s voicing of awareness does not evidence frequent use of the client s language, learning, thinking, and creating styles, or if the coach does not often create an easy place for the client to engage in deeper thinking, learning, and discovery. The evaluation will also be negatively impacted if the 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. 9. 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 a. Brainstorms and assists the client to define actions that will enable the client to demonstrate, practice and deepen new learning b. Helps the client to focus on and systematically explore specific concerns and opportunities that are central to agreed-upon coaching goals c. Engages the client to explore alternative ideas and solutions, to evaluate options, and to make related decisions d. Promotes active experimentation and self-discovery, where the client applies what has been discussed and learned during sessions immediately afterwards in his/her work or life setting e. Celebrates client successes and capabilities for future growth f. Challenges client's assumptions and perspectives to provoke new ideas and find new possibilities for action g. Advocates or brings forward points of view that are aligned with client goals and, without attachment, engages the client to consider them h. Helps the client "Do It Now" during the coaching session, providing immediate support i. Encourages stretches and challenges but also a comfortable pace of learning Key Skills Evaluated: 1) The coach s ability to fully partner with the client in designing actions that relate to and move forward towards the client s stated agenda; 2) That actions are of a breadth and depth that they may include thinking, feeling, and learning; 3) That the designed actions integrate the whole of the client whenever appropriate; 4) That the designed actions are appropriate to what occurred in the session, where the client is with their sated agenda and desired outcomes; 5) That the designed actions are appropriate to the client s methods of thinking, learning, integrating, and creating At a MCC level, the minimum standard of skill that must be demonstrated to receive a passing score for designing actions is that the coach works in complete partnership with the client to design actions or, in the alternative, lets the client lead in designing actions. At the MCC level, the coach and client design actions that fit the client s goals, learning style and creating methods, where the client is, what the client wants, the client s Page 80 of 219

81 measures of accomplishment, and that reflect the pace of wanted or necessary movement designated by the client. The coach allows actions to include thinking, creating, doing, and being. The coach engages the client in relating designed actions to other aspects of what the client wants, thereby broadening the scope of learning and growth. The MCC coach encourages exploration and informed experimentation to help the client develop for themselves more powerful, leveraged activities. The MCC coach may, as a supplement to client development of tools, suggest tools, exercises, or structures, but invites the client to engage in full thinking about whether these suggestions are of use to the client and invites the client to modify the suggestions, or reject them and invent on their own. A coach will not receive a passing score for designing actions on the MCC exam if the coach does not invite full client participation in the design of activities or dominates in any way the design of activities. The evaluation will also be negatively impacted if the designed activities do not reflect a clear potential for forward learning or movement by the client related to the client s agenda, desired outcomes, or to some other learning that the client has defined as necessary for their growth. The evaluation will also be negatively impacted if 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. 10. Planning and Goal Setting - Ability to develop and maintain an effective coaching plan with the client a. Consolidates collected information and establishes a coaching plan and development goals with the client that address concerns and major areas for learning and development b. Creates a plan with results that are attainable, measurable, specific and have target dates c. Makes plan adjustments as warranted by the coaching process and by changes in the situation d. Helps the client identify and access different resources for learning (e.g., books, other professionals) e. Identifies and targets early successes that are important to the client Key Skills Evaluated: 1) The coach s ability to fully partner with and explore with the client in order to create goals and plans that match the client s learning and creating style, stated agenda and desired outcomes; 2) That the plans and goals designed are of a breadth and depth that they may include thinking, feeling, learning, and creating; 3) That the designed plans and goals integrated the whole of the client whenever appropriate; 4) That the designed plans and goals are appropriate to what occurred in the session, and where the client is with their stated agenda and desired outcomes; 5) That the designed plans and goals are appropriate to the client s methods of thinking, learning, integrating, and creating; 6) That wherever appropriate, the coach helps the client design measurable achievements that are steps toward the client s ultimate desired outcome Page 81 of 219

82 At a MCC level, the minimum standard of skill that must be demonstrated to receive a passing score for planning and goal setting is that the coach works with the client to clarify and develop goals that achieve more than just the presenting concerns of the client. The coach lets the client lead in designing goals and planning or, in the alternative, works in complete partnership with the client to create goals and plans. The coach and client create goals and plans that fit the client s goals, learning and creating methods, and pace of wanted or necessary movement. The coach allows plans to include thinking, creating, doing and being. The coach engages the client in relating goals and plans to other aspects of what the client wants, thereby broadening the scope of learning and growth. A coach will not receive a passing score for planning and goal setting on the MCC exam if the coach does not invite full client participation in planning strategies or designing goals or dominates in any way the creation of plans and goals. The evaluation will also be negatively impacted if the plans and goals do not reflect a clear potential for forward learning or movement by the client related to the client s agenda, desired outcomes, or to some other learning that the client has defined for as necessary for their growth. The evaluation will also be negatively impacted if designed plans and goals and/or discussion designed actions involves only physical activity with no attention to the thinking, learning, being, and creativity structures of the client. 11. 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 a. Clearly requests of the client actions that will move the client toward their stated goals b. Demonstrates follow through by asking the client about those actions that the client committed to during the previous session(s) c. Acknowledges the client for what they have done, not done, learned or become aware of since the previous coaching session(s) d. Effectively prepares, organizes and reviews with client information obtained during sessions e. Keeps the client on track between sessions by holding attention on the coaching plan and outcomes, agreed-upon courses of action, and topics for future session(s) f. 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 g. 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 h. 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 i. 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 reflect on and learn from experiences) j. Positively confronts the client with the fact that he/she did not take agreed-upon actions Key Skills Evaluated: 1) The coach s ability to partner fully with the client to create structures and methods for measuring progress and holding the client accountable to themselves for the progress; 2) That the methods and structures of accountability integrate the whole of the client whenever appropriate; 3) That the Page 82 of 219

83 designed structures and methods of accountability are capable of producing forward movement by the client, appropriate to what occurred in the session, and to where the client is with their staged agenda and desired outcomes; 4) That the designed structures and methods of accountability are appropriate to the client s methods of thinking, learning, integrating, and creating; 5) The coach s ability to trust the client to be accountable to themselves and confidence in holding the client accountable as per the agreed upon methods of accountability At a MCC level, the minimum standard of skill that must be demonstrated to receive a passing score for managing progress and accountability is that the coach encourages the client to determine their own methods of accountability and offers support for those methods. The client helps the client determine or the client determines independently who should be on their accountability team and how to use each person, including the coach and the client, themselves, to be accountable. The MCC coach encourages the client to develop accountability structures that are reflective of the client s agenda, stated objectives, broader learning or accomplishment that the client wants to obtain, and continues to push the client s forward thinking and activities at a pace both acceptable to and challenging to the client. The coach trusts the client to be accountable to themselves and sensitively calls the client to account or discussion if agreed upon forward movement does not occur. The structures and measures of accountability should clearly reflect the use of the client s best strengths as well as the best of the client s learning and creating methodologies. A coach will not receive a passing score for managing progress and accountability on the MCC exam if the coach does not invite full client participation or does not encourage client leadership in planning strategies and methods of accountability or dominates in any way the accountability mechanisms that are created. As with the PCC evaluation, a coach will not receive a passing score for managing progress and accountability on the MCC exam if the coach is the most significant voice in setting accountability structures, if the coach is unable to support the client in developing an effective measures and accountability structure, if the measures and structures do not have a clear relationship to the client s stated agenda and desired outcome or the client s learning and creating processes, if the methods and structures do not have a clear purpose and potential to move the client forward, or if 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. The evaluation will also be negatively impacted if the 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 clients thinking, learning, being, and creating style. Copyright 2006 International Coach Federation, all rights reserved. Page 83 of 219

84 Appendix F ICF CORE COMPETENCIES COMPARED BY CREDENTIAL Adapted from the Minimum Skills Requirements documents for each credential level (Includes will-not-receive-passing-score criteria- gray background) COMPETENCY ACC LEVEL PCC LEVEL MCC LEVEL 1. Ethics and Standards Not directly Not directly assessed during assessed during oral exam see oral exam see first column 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. Not directly assessed during oral exam see first column 2. Establishing the Coaching Agreement - Ability to 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 Coach takes what client says they want to work on at surface level. Attends to that agenda, but little further exploration is done. Coach takes what client says they want to work on. Attends to that agenda with some exploration as to measures of success for each topic in session Coach explores fully what client wants from session, establishes measures of success for client in session, and ensures that client and Page 84 of 219

85 COMPETENCY ACC LEVEL PCC LEVEL MCC LEVEL relationship. coach are both Initially establishing the rules of engagement clear about coaching Establishing the purpose. agreement for the current session. What is it the client wants to work on today? What will make the next 30 minutes most worthwhile? Establishing a focus. Coach returns to check regularly of whether direction of coaching is continuing to serve client s coaching purpose and makes changes in direction if necessary based on feedback from client. Applicant will NOT receive a passing score if: coach chooses the topic for the client coach does not coach around the topic the client has chosen coach chooses the topic(s) for the client coach does not coach around the topic(s) the client has chosen the coach does not engage in some exploration of the measures of success for each topic with the client or defines those measures for the client coach does not engage in some exploration of underlying issues related to achievement of the outcomes or agenda or does not check with client about whether the client is moving toward what the client wanted from the session. if full partnership with the client is not demonstrated coach chooses the topic(s) for the client coach does not coach around the topic(s) the client has chosen coach does not explore the measures of success for each topic with the client 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 Page 85 of 219

86 COMPETENCY ACC LEVEL PCC LEVEL MCC LEVEL toward what the client wanted from the session. 3. Establishing Trust and Intimacy with the Client - Ability to create a safe, supportive environment that produces ongoing mutual respect and trust. Setting a strong foundation up front for partnership with the client. Establishing expectations for an open and honest relationship. Demonstrating integrity, confidentiality, respect and support. Holding the client in unconditional positive regard. Coach attends to client s agenda, but is attached to his/her own performance and therefore trust and intimacy is not the strongest competency. Coach may have some degree of trust in client and connected relationship to client. Coach still conscious of presenting image of good coach, so less willing to risk or not know which stands in way of complete trust in and intimacy with coach s self, the client, and the coaching relationship Coach is connected to complete trust in new and mutual state of awareness that can only arise in the moment and out of joint conversation, coach is comfortable not knowing as one of the best states to expand awareness in, coach is willing to vulnerable with client and have client be vulnerable with coach, coach confident in self, process, and the client as a full partner in the relationship. Sense of complete ease and naturalness in conversation; coach does not have to work to coach Applicant will NOT receive a passing score if: coach demonstrates significant interest in the coach s view of the situation than the client s view of the situation 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 the attention seems to be on coach demonstrates significant interest in the coach s view of the situation rather than the client s view of the situation 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 the attention seems to be on the coach does not treat the client as a full partner choosing not only the agenda, but also participating in the creation of the coaching process itself coach exhibits an interest in the coach s view of the situation rather than the client s view of the situation coach does not seek information from the client about the Page 86 of 219

87 COMPETENCY ACC LEVEL PCC LEVEL MCC LEVEL the coach s own performance or demonstration of knowledge about the topic. 4. Coaching Presence - Ability to be fully conscious and create spontaneous relationship with the client, employing a style that is open, flexible and confident. Being fully present and flexible with the client, dancing in the moment Being curious, trusting your gut, experimenting, using humor. Coach attends to client s agenda, but is attached to his/her own performance and therefore presence is diluted by coach s own attention to self. Coach substitutes thinking and analysis for presence and responsiveness much of the time. coach s own performance or demonstration of knowledge about the topic coach does not invite the client to share his/her thinking on an equal level with coach. Coach will attend to client s agenda, but drives the coaching and choice of tools. Coach will choose objective or subjective perspective, but rarely hold both simultaneously. Coach will evidence need to have direction toward solution versus simply being in the moment with the client. Coach will be choosing ways to move versus letting client teach coach ways to move. Partnership is present, but mixed 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. Coach is a completely connected observer to client. The connection is to whole of who client is, how the client learns, what the client has to teach the coach. The coach is ready to be touched by the client and welcomes signals that create resonance for both the coach and client. The coach evidences a Page 87 of 219

88 COMPETENCY ACC LEVEL PCC LEVEL MCC LEVEL with coach as complete expert and greater curiosity that is than client. undiluted by a Coach may be need to perform. present to whether The coach is in and how much fully partnered value they are conversation adding to client with client. The coach trusts that value is inherent in the process versus having any need to create value. Applicant will NOT receive a passing score if: coach demonstrates significant interest in the coach s view of the situation rather than exploring the client s view of the situation coach does not seek information from the client about the client s thinking around the situation coach is unresponsive to that information coach does not seek information about the client s goals regarding the situation is unresponsive to that information the attention seems to be on the coach s own performance or demonstration of knowledge about the topic coach demonstrates significant interest in the coach s view of the situation rather than the client s view of the situation coach does not seek information from the client about the client s thinking around the situation or is unresponsive to that information coach does not seek information about the client s goals regarding the situation or is unresponsive to that information the attention seems to be on the coach s own performance or demonstration of knowledge about the topic coach, rather than being present and responsive to the client, is overly reliant on an obvious coaching formula, a specific coaching tool, or standard coaching questions coach does not allow the client to contribute to coach does not treat the client as a full partner choosing not only the agenda, but also participating in the creation of the coaching process itself coach exhibits interest in the coach s view of the situation than the client s view of the situation the 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 coach does not invite the client to share his/her thinking on an equal level with the coach Page 88 of 219

89 COMPETENCY ACC LEVEL PCC LEVEL MCC LEVEL creating the method or way that the coaching session will evolve. and/or chooses the direction and tools in the session without input from the client. Any indication that the coach is teaching 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, 5. 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. Listening without an agenda, distinguish between the words, tone of voice and body language. Level 2 and Level 3 Listening. Understands the essence of the client s communication. Helps the client gain clarity and perspective rather than engaged in the story. Coach hears what client says and responds to it, but only at obvious and surface level. In general, coach will evidence attachment to what s the problem, how do I help fix it, and how do I give value in fixing it. Coach is doing listening on a very conscious level. The listening is focused on the client s agenda and can change direction if the client changes direction. The direction change may or may not be best for the topic at hand. The coach is focused on what client is saying, but more from the perspective of gathering information that fits into coach s particular tool or discovery model. Listening tends to be more linear and concentrates on content of words. Coach is listening for answers, next question to ask, or looking for what to do with what they hear and will try to fit what they hear into a model they understand. or questions. The coach s listening is completely attuned as a learner and listening happens at the logical, emotional, and organic level at one time. The listening is both linear and non-linear and responses from the coach evidence learning about the client at many levels. The coach recognizes both hers and the client s ability of intuitive and energetic perception that is felt when the client speaks of important things, when new growth is occurring for the client, and when the client is finding a more Page 89 of 219

90 COMPETENCY ACC LEVEL PCC LEVEL MCC LEVEL They will often powerful sense respond out of that of self. model rather than The coach s client s model. listening is in the Listening will present, but include some hearing also the depth, but often will client s future miss key nuances develop. that a master level The coach coach catches. hears the totality Listening tends to of the client s be session by greatness and session versus gifts as well as cumulative. limiting beliefs and patterns. The coach s listening is cumulative from session to session and throughout each individual session Applicant will NOT receive a passing score if: coach does not demonstrate listening that is focused on and responding to what the client says coach s response is not related to what the client is trying to achieve coach appears to be listening for the place where the coach can demonstrate their knowledge about the topic or tell the client what to do about the topic. coach does not demonstrate listening that is focused on and responding to what the client says coach s response is not related to what the client is trying to achieve their hearing is limited to listening for problems or weaknesses coach appears to be listening for the place where the coach can demonstrate their knowledge about the topic or tell the client what to do about the topic coach demonstrates that they can only hear coach does not demonstrate listening that is based on the whole client and an ability to hear the client s thinking, learning, and feeling at multiple levels the listening is filtered only through the coach s methods of thinking, learning, and creating coach does not actively hear and use as a significant coaching tool, the client s methods of thinking, learning, and creating nuances of the client s language are not reflected in the coach s responses Page 90 of 219

91 COMPETENCY ACC LEVEL PCC LEVEL MCC LEVEL through their own perceptions, and models of thinking, learning, and creating rather than being able to hear some of the client s models and methods of thinking, learning, and creating. the listening is not focused on and responding to what the client says or the coach s response is not related to what the client is trying to achieve or their hearing is limited to listening for problems or weaknesses coach appears to be listening for the place where the coach can demonstrate their knowledge about the topic or tell the client what to do about 6. Powerful Questioning - Ability to ask questions that reveal the information needed for maximum benefit to the coaching relationship and the client. Clear direct questions that lead to new insight and move the client forward. Open ended questions using What and How that are clear, direct and succinct. Questions attend to client s agenda, but are generally seek information, are formulaic, and sometimes leading or have a correct answer anticipated by the coach. Generally, questions are very geared to solving issue set by client as quickly as possible. Questions attend to client s agenda and generally are a mix of informational and powerful questions. Even powerful questions tend to focus toward solution of issue presented by client and may be more responsive to the agenda than to the client. Questions will tend to use coaching terminology or language easy for the coach versus using and exploring the client s language. Occasional leading questions will appear as well. The coach will tend to ask comfortable rather than uncomfortable questions. the topic. The coach asks mostly, if not always, direct, evocative questions that are fully responsive to the client in the moment and that require significant thought by client or take client to a new place of thinking. The coach uses the client s language and learning style to craft questions. The coach are fully based in curiosity and the coach does not ask questions to which the coach knows the answer. The questions often require the client to find deeper contact with the client s shadow and Page 91 of 219

92 COMPETENCY ACC LEVEL PCC LEVEL MCC LEVEL Applicant will NOT receive a passing score if: coach does not focus on an inquiring versus telling methodology the majority of questions contain already predetermined answers by the coach the questions attend to an agenda or issues not set by the client, but set by the coach. coach asks questions that reflect the coach s view of the situation or a preconceived answer decided on by the coach the questions are leading the client in a direction chosen by the coach without discussion with and assent to the direction by the client. coach is unable to move beyond standardized coaching questions or the coach s models of thinking and learning to the exclusion of the client s models of thinking and learning light sides and find hidden power in himself/herself. The coach asks questions that help the client create the future rather than focus on past or even present dilemmas. The coach is not afraid of questions that will make either the coach or the client or both uncomfortable coach does not demonstrate questions that are evocative and ask the client to think in a larger space or an experimental space related to the client s agenda and stated objectives coach frequently asks informational 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 Page 92 of 219

93 COMPETENCY ACC LEVEL PCC LEVEL MCC LEVEL the situation, the coach s learning and processing style, or a preconceived answer by the coach coach is unable to move beyond standardized coaching questions or a standardized model 7. Direct Communication - Ability to communicate effectively during coaching sessions, and to use language that has the greatest positive impact on the client. Being clear, articulate and direct in questions, observations and feedback. Noticing language and the impact on the client. Using language that supports and respects the client. Draw on their language/interests for metaphor and analogy for learning. The coach sometimes is fairly direct, but usually uses too many words or feels a need to dress up a question or observation. Questions and observations generally contain vocabulary from the coach s training. Most communication occurs on a very safe level for the coach. The coach is usually direct, but at times feels a need to dress up a question or observation. The coach occasionally treats their intuitions as the truth. The coach also occasionally does not say what is occurring for the coach for fear that the client is not ready to hear it. The coach may also evidence a need to soften communication for fear of being wrong. The coach tends to use some coaching language versus the language of the client. The coach has a sufficient, but not broad base of language tools to use with the client. The coach easily and freely shares what is so for the coach without attachment. The coach shares directly and simply and often incorporates the client s language. The coach fully trusts the client to choose the responses to the coach s communication that is best for the client. The coach invites, respects, and celebrates direct communication back from the client. The coach creates sufficient space for the client to have equal or more communication time than the coach. The coach has a broad language base to use and play with and uses the client s language to broaden that base. Page 93 of 219

94 COMPETENCY ACC LEVEL PCC LEVEL MCC LEVEL Applicant will NOT receive a passing score if: 8. 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. Going beyond the immediate goal. coach does not attend to the client s agenda, changes the agenda without input from the client, or appears attached to a particular outcome or solution the communication frequently occurs in a convoluted, meandering, or circuitous manner. Awareness generated at level of what will solve problem or achieve goal. Limited generally to awareness of new techniques versus new learning about self. coach significantly or dominantly relies on their own language, thinking models, and models of learning without use of the client s skill set in these areas coach does not invite the client to share these areas as well as the client s intuition with the coach the coach is attached to a particular direction or outcome in the coaching The coach helps the client to create new awareness by engaging in problem solving. The majority of awareness geared to new technique; new awareness about who the client is more limited. In addition, coach does not fully invite the client s participation in the coaching dialogue on an equal level coach s communication reflects an agenda or directing of any kind by the coach the communication does not evidence frequent use of the client s language, learning, thinking, and creating styles 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. The coach s invitation to exploration precedes and is significantly greater than invitation to solution. The coach appears as much an explorer as well Page 94 of 219

95 COMPETENCY ACC LEVEL PCC LEVEL MCC LEVEL Engaging in exploration for discovery, perspective, learning and growth with the client. Identifying and acknowledging strengths. Noticing connections or threads between what is said and what is done. awareness tends, as a result to be more defined in scope. The coach will generally help the client integrate new awareness as it pertains to a particular situation versus using learning to more fully broaden the scope of new awareness. as client. The coach has not concluded what awareness should be (coach is willing not to know). The use of the client s greatness invited and welcomed. There is no evidence of fixing a problem or the client. The coach allows client to make coach aware and the client s voice more prevalent than coach s. There is a lovely sense of connected observation of totality of who client is and what client wants, sharing that with client, and creating space for client to share back. The coach does not force awareness. Applicant will NOT receive a passing score if: coach does not attend to the client s agenda, changes the agenda without input from the client, or appears attached to a particular outcome or solution coach narrows the exploration of awareness significantly to a single issue without discussing that decision with the client and without the client s coach does not attend to the client s agenda, changes the agenda without input from the client, or appears attached to a particular outcome or solution coach does not use the client s thinking and learning tools as tools within the coaching or does not use the client s language as a coaching tool coach seems to substitute assessments or standard coaching coach drives the client toward solution without fully exploring issues that may be important to gaining complete solution or accomplishment for the client coach does not fully invite and allow the client to use as coaching tools, the client s intuition, thinking, and learning Page 95 of 219

96 COMPETENCY ACC LEVEL PCC LEVEL MCC LEVEL consent coach seems to substitute assessments or standard coaching exercises for powerful questioning or inquiry 9. Designing Actions - Ability to create with the client opportunities for ongoing learning, during coaching and in work/life situations, Working with the client to design actions or activities ( fieldwork ) outside of the coaching session to continue exploration, increase awareness and learning and move The coach tends to suggest homework and actions that they think would best handle the problem or achieve the goal. Actions tend to be one dimensional in nature and for taking new actions that exercises to the exclusion of using the tools already existing within the client to create awareness coach states what awareness is without exploring with the client what the client s awareness is or seeking the client s input on whether the coach s observations are correct and giving the client a chance to add their own observations The coach engages in some, but not a complete partnership with the client to develop actions. Again, the actions are attuned to solving the situational issue the client has presented rather than looking beyond the the dialogue of awareness does not provide sufficient space for the client s full participation in creating awareness coach s communication reflects an agenda or directing of any kind by the coach coach s voicing of awareness does not evidence 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. The coach works in complete partnership with the client to design actions or, in the alternative, lets the client lead in designing actions. The coach and client design actions that fit Page 96 of 219

97 COMPETENCY ACC LEVEL PCC LEVEL MCC LEVEL toward the desired goal. will most effectively lead to situation to other, broader learning Coach may initially assign field-work with increasing shift to agreed-upon coaching results. that might be inherent in the situation. coach/client designing actions to support the client s goals, learning style and desired pace. Finally, the PCC level coach is tends to define forward motion only in terms of physical action. Applicant will NOT receive a passing score if: coach insists the client do what the coach has prescribed as homework the suggested homework does not have a clear relationship to the client s stated agenda the homework does 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. there is little or no co-creation in the process of designing actions the actions do not have a clear relationship to the client s stated agenda and the client s style of learning and creating the actions 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 are imposed on the client without discussion. the client s goals, learning style, and pace of wanted or necessary movement. The coach allows actions to include thinking, creating, and doing. The coach engages the client in relating designed actions to other aspects of what the client wants, thereby broadening the scope of learning and growth. The coach encourages informed experimentation to help clients develop more powerful, leveraged actions. coach does not invite full client participation in the design of activities or dominates in any way the design of activities the designed activities do not reflect a clear potential for forward learning or movement by the client related to the client s agenda, desired outcomes, or to some other learning that the client has defined as necessary for their growth designed actions and/or Page 97 of 219

98 COMPETENCY ACC LEVEL PCC LEVEL MCC LEVEL discussion designed actions involves only physical activity with no attention to the thinking, learning, being, and creativity structures of the client. 10. Planning and Goal Setting - Ability to develop and maintain an effective coaching plan with the client. Partnering with the client to develop goals that are (SMART) specific, measurable, attractive, realistic and have target dates. Staying aware of client s plan, learning style, pace and commitment to the goal. Identifying successes that are important to the client. Applicant will NOT receive a The coach tends to adopt goals suggested by the client at their most obvious level. Planning and goal setting tend to be one dimensional in nature with the coach sometimes substituting his/her expertise for the clients. Page 98 of 219 The coach engages in some, but not a complete partnership with the client to develop goals and plans. Again, the actions are attuned to solving the situational issue the client has presented rather than looking beyond the situation to other, broader learning that might be inherent in the situation. Finally, the PCC level coach is tends to edit plans presented by the client. The coach works with the client to clarify and develop goals that achieve more than just the presenting concerns of the client. The coach lets the client lead in designing goals and planning or, in the alternative, works in complete partnership with the client to create goals and plans. The coach and client create goals and plans that fit the client s goals, learning style, and pace of wanted or necessary movement. The coach allows plans to include thinking, creating, and doing. The coach engages the client in relating goals and plans to other aspects of what the client wants, thereby broadening the scope of learning and growth.

99 COMPETENCY passing score if: 11. 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. Staying focused on what is important for the client and holding them accountable. ACC LEVEL coach insists that the client follow a prescribed plan familiar to the coach coach is unable to support the client in developing an effective coaching plan the plan or goals do not have a clear relationship to the client s stated agenda and desired outcome the plan or goals 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. The coach tends to suggest forms of accountability that may feel a bit parental in nature. Accountability tends to be one dimensional. there is little or no partnership or cocreation of the plans and goals coach is the most significant voice in suggesting plans and goals coach is unable to support the client in developing an effective coaching plan the plan or goals do not have a clear relationship to the client s stated agenda and desired outcomes or the client s learning and creating processes the plan or goals 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 coach suggests standard coaching tools or exercises without discussing with the client the extent to which they might be of value to the client. The coach in some partnership with the client develops methods of accountability. Those methods are often reflective of or use coach training tools. coach does not invite full client participation in planning strategies or designing goals or dominates in any way the creation of plans and goals plans and goals do not reflect a clear potential for forward learning or movement by the client related to the client s agenda, desired outcomes, or to some other learning that the client has defined for as necessary for their growth designed plans and goals and/or discussion designed actions involves only physical activity with no attention to the thinking, learning, being, and creativity structures of the client. The coach has the client determine their own methods of accountability and offers support to those methods. The client helps determine or determines totally who should be on their accountability team and how to use each person, including the Page 99 of 219

100 COMPETENCY ACC LEVEL PCC LEVEL MCC LEVEL coach. The coach trusts the client to be accountable to themselves and lovingly calls the client to account or discussion if agreed upon forward movement does not occur. Applicant will NOT receive a passing score if: coach insists that the client follow prescribed measures and structures familiar to the coach coach is unable to support the client in developing an effective method of managing and measuring progress the measures and methods of accountability do not have a clear relationship to the client s stated agenda and desired outcomes the measures and methods of accountability 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. there is little or no partnership of cocreation of the measures of success and accountability structures coach is the most significant voice in setting accountability structures coach is unable to support the client in developing an effective measures and accountability structure the measures and structures do not have a clear relationship to the client s stated agenda and desired outcome or the client s learning and creating processes the plan or goals 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 coach does not invite full client participation or does not encourage client leadership in planning strategies and methods of accountability or dominates in any way the accountability mechanisms that are created coach is the most significant voice in setting accountability structures coach is unable to support the client in developing an effective measures and accountability structure the measures and structures do not have a clear relationship to the client s stated agenda and desired outcome or the client s learning and creating processes coach suggests standard coaching tools or exercises without discussing the methods and structures do not have a clear purpose Page 100 of 219

101 COMPETENCY ACC LEVEL PCC LEVEL MCC LEVEL with the client the extent to which they might be of value to and potential to move the client forward the client. 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 clients thinking, learning, being, and creating style Page 101 of 219

102 Appendix G Full Name Coach Specific Training ork with a Mentor Coach Coaching xperience* Coach Reference Exam Information ees for ICF embers*** Credential Maintence Cycles ACC ACTP ACC PA PCC ACTP PCC PA MCC Associate Certified Coach- Accredited Coach Training Program Successful completion of certification requirements with an ACTP. ACTP certification fulfills this requirement Minimum of 100 hours Minimum of 75 paid hours Minimum of 8 clients 2 Reference Letters from Qualified Coaches* Successful completion of the ACTP certification exam US$100 3 years; 40 CCEUs; 10 Hours of Mentor Coaching The Practiced Coach The Proven Coach The Expert Coach Associate Certified Coach- Portfolio 60 documented hours* of Coach- Specific Training Completion of 10 hours work with a qualified mentor coach Minimum of 100 hours Minimum of 75 paid hours Minimum of 8 clients 2 Reference Letters from Qualified Coaches* Demonstrates competency in Live Oral Exam US$225 Additional US$75 Exam Fee 3 years; 40 CCEUs; 10 Hours of Mentor Coaching Professional Certified Coach- Accredited Coach Training Program Successful completion of certification requirements with an ACTP. ACTP certification fulfills this requirement Minimum of 750 hours Minimum of 675 paid hours Minimum of 25 clients 2 Reference Letters from Qualified Coaches* Successful completion of the ACTP certification exam US$300 Professional Certified Coach- Portfolio 125 documented hours* of Coach- Specific Training Completion of 10 hours work with a qualified* mentor coach Minimum of 750 hours Minimum of 675 paid hours Minimum of 25 clients 2 Reference Letters from Qualified Coaches* Demonstrates competency in Written, Live Oral & Recorded Session US$425 Additional US$150 Exam Fee Master Certified Coach 200 documented hours* of Coach- Specific Training Completion of 10 hours work with a qualified* mentor coach** Minimum of 2500 hours Minimum of 2250 paid hours Minimum of 35 clients 3 Reference Letters from Qualified Coaches* Demonstrates competency in Written**, Live Oral & Recorded Session US$425 Additional US$150 Exam Fee 3 years; 40 CCEUs 3 years; 40 CCEUs 3 years; 40 CCEUs For more information, specific formatting and documentation requirements, please consult the appropriate application type. Current PCCs are exempt from Written Exam & Mentor Coach Requirements * Prices are subject to change; Non-Members are charged an additional US$200 per application Requirements for ICF Credentials Page 102 of 219

103 Appendix H Guides to Individual Credential Applications ACC ACTP Application Associate Certified Coach (ACC) Accredited Coach Training Program Guide to Applying Online Dear ACC Credential Candidate: Congratulations on your recent accomplishment as a certified graduate of an ICF Accredited Coach Training Program (ACTP). You have achieved a significant milestone in your career as a professional coach. In recognition of your accomplishment, the ICF invites you to join an elite group of coaching professionals by applying for the Associate Certified Coach (ACC) Credential. As an ACC, you will benefit from your personal commitment to professionalism and your ICF Credential will demonstrate your commitment to the public and employers. Here are four documents you will want to read thoroughly before you begin the online application. 1. Coaching Core Competencies 2. Definitions and Terms 3. The ICF Code of Ethics 4. Minimum Skill Requirements for ACC df If you have questions once you have read these documents, please us at [email protected]. Please keep a copy of your application and supporting documents after completing the online application. While it is important that you fully document your experiences, do not upload extra documents. Once again, congratulations on passage of your ACTP program's final exam and the completion of your program's certified graduate designation. Thank you for your commitment to professional standards for coaching through your education and your application for the ICF Associate Certified Coach Credential. We congratulate you on your decision to take this important step in your career. Page 103 of 219

104 Regards, The ICF Application Review Committee Thank you for taking the time to submit your online application! We applaud your commitment to personal excellence and to the coaching profession at large. Page 104 of 219

105 Thank you for taking the time to review this guideline before completing your online application. Please use the Online Application steps as reference for the online application. These will be noted with the computer image below. The additional information is to help guide you through the documentation you will need for the online application. Applicants must prove they fulfill the requirements for the ACC Credential. The ICF will not review incomplete applications. All uploads must be prepared and submitted with your online application. If upon review, the ICF Application Review Committee requires additional explanation of your documentation, this may extend the processing time of your application. The Following Checklists will Aid in your Online Application Process Step 1: Applicant Information Step 2: Statement of Agreement and Compliance Step 3: Coach-Specific Training Check if your program is an ACTP at the Training Program Search Service- Upload appropriate documentation (a copy of your certificate or congratulatory letter); do not send the original of your certificate(s). Step 4: Client-Coaching Log Step 5: Client Reference Letter for Internal or Third Party Only (Optional) Step 6: Coach References Coach Reference Letter 1 Coach Reference Letter 2 Step 7: Confirm File Uploads Step 8: Payment Step 9: Confirmation Page KEEP A COPY OF EVERYTHING YOU ARE UPLOADING FOR YOUR OWN FILE General Notes for all ACC ACTP Online Applicants: The online application is a complex process. Allow up to one to two hours to complete. Please note that the online application may take a moment to move from one slide to the next. The online application must be completed in its entirety according to the directions contained in the application. Payment will be processed at the end of the online application. Page 105 of 219

106 Applicant Information The online application must be completed in its entirety according to the directions contained in the online application. If you can not complete the application once you have begun, bookmark the page which you are on, and return to the page when it is convenient. ACC ACTP applications will be processed in the order in which they are received. Instructions: Upload the appropriate documents, and make note of where agreements are requested. Application Fee in USD: $100 for ICF members $300 for non-members* *Payment of non-member fee does not register applicant as an ICF member. To Join the ICF click here: Below are detailed steps for completing the ACC ACTP Online Application. Screenshots are also included to show what the application will look like online. Page 106 of 219

107 Sample of Online Statements of Agreement and Compliance I, acknowledge that my signature below attests that I understand or certify that the following statements are true and correct: 1. I have read, acknowledge and agree to abide by The ICF Code of Ethics ( as published on the ICF Web site. 2. As the applicant, it is my responsibility to communicate and validate my qualifications to clearly show that I meet or exceed each of the requirements appropriate for the Credential for which I am applying. 3. I have had no adverse legal actions taken or pending against me as a coach or my coaching business. 4. I release any individual from any previous bond of confidentiality, whether explicit or implied, for the purpose of validating my qualifications for an ICF awarded Credential. 5. I acknowledge that the Associate Certified Coach (ACC) designation is valid for a threeyear period. In order to renew the ACC Credential, one must successfully complete a minimum of 40 hours (or current hours set forth by the ICF) of Continuing Coach Education (CCE) as well as 10 additional mentor coaching hours within that three-year period of time. 6. I agree that the ICF may change or modify the rules governing Credentialing at any time and has the power to revoke any individual Credential for violation of the ICF Standards of Ethical Conduct. 7. I will abide by the decision of the ICF review. 8. I give permission for the ICF to verify my experience and documentation. I understand that the ICF will keep all information confidential. 9. I agree to honor the rules and regulations of the International Coach Federation's Credentialing process. I further agree that the ICF has sole discretion to issue or amend the rules and regulations governing Credentialing at any time. I acknowledge that the ICF has the right to revoke Credentials for violations of the ICF Code of Ethics or nonpayment of fees and to inform the public of such decisions. I agree to abide by any decision of the ICF regarding Credentialing matters. 10. I understand that the application fee is non-refundable. Applicant signature Date Page 107 of 219

108 Statement of Agreement and Compliance Download and/or read the ACC ACTP Statement of Agreement and Compliance (above). Check the box indicating you have read and agree to the statement of agreement and compliance. Check the box indicating you have read and understand this Guide to Applying Online. Click Proceed. ICF Credential Application - Statement of Agreement and Compliance Download ACC ACTP Statement of Agreement and Compliance (Word Document) I have read and agree to the statement of agreement and compliance. I have read and understand the "Guide to Applying Online." proceed Page 108 of 219

109 Applicant Information Complete the form by entering or updating your contact information. Select the Application Type you wish to complete. Click Proceed. ICF Credential Application - Applicant Information Please note: the following demographic information will be used by the ICF office for correspondence purposes and printed on your credential certificate. Prefix: First Name: Last Name: This field is required This field is required Suffix Current ICF Credential: None Address: City: Country: State/Province: United States This field is required This field is required This field is required Postal Code: Daytime Phone Number: Fax Number: This field is required This field is required Address: Language Used in Coaching: Member ID: English if Other please specify: This field is required Chapter Affiliation: Application Type: ACC ACTP ACC Portfolio PCC ACTP Page 109 of 219

110 PCC Portfolio MCC for Current PCC proceed MCC ACTP MCC Portfolio This field is required Page 110 of 219

111 Upload 1: Coach-Specific Training ACC applicants are required to have attained a minimum of 60 Student-Contact Learning Hours of Coach-Specific Training. Graduation from an ICF Accredited Coach Training Program (ACTP) will fulfill this requirement. If you are a graduate of an ACTP, you must have completed all the program s requirements, including passage of the program s comprehensive exam process, where you were observed and judged on your coaching. Only applicants who have completed one of the following programs are eligible to apply as ACTP graduates. 1. Check if your program is an ACTP at: 2. You will upload appropriate documentation (a copy of your certificate or congratulatory letter) that verifies your successful completion of the training program selected below. ***If you do not find your program listed, please check with your training organization to confirm that you completed an ICF Accredited Coach Training Program. Applicants who have not been certified by one of the following programs are not considered ACTP certified graduates and should consult the ACC Portfolio application: Note: If an applicant has created and taught Coach-Specific Training programs of sufficient length to meet the hours requirement for a specific credential, then that program (or hours) may be counted as Coach-Specific Training for the applicant. In order to qualify for Coach-Specific Training credit, under this rule, the applicant must present evidence of authorship, a definitive outline of the course and for each class in the course including an explanation of the ICF Core Competencies taught in each class. The applicant must also submit evidence of delivery of the course. No more than three co-authors may receive credit under this rule and each co-author must have delivered each class in the course. Coach-Specific Training credit is only given for authorship and the first delivery of the course. Multiple deliveries of the same or similar courses will not be given Coach-Specific Training credit. Page 111 of 219

112 Coach-Specific Training ACC applicants are required to have attained a minimum of 60 Student-Contact Learning Hours of Coach-Specific Training. Graduation from an ICF Accredited Coach Training Program (ACTP) will fulfill this requirement. Select from the dropdown menu the School that you attended that offers an ACTP. Select from the dropdown menu the ACTP you completed with your School. Enter your Graduation Date from the ACTP. Click Browse to upload one of the following to verify your successful completion at an ACTP: Your certificate (scanned copy or pdf) A congratulatory letter Official transcript Click Proceed ICF Credential Application - Coach Specific Training ACC applicants are required to have attained a minimum of 60 Student-Contact Learning Hours of Coach-Specific Training. Graduation from an ICF Accredited Coach Training Program (ACTP) will fulfill this requirement. Please select your specific ACTP Program (If you do not find your program listed below, please check with your training organization to confirm that you completed an ICF Accredited Coach Training Program.) Applicants who have not been certified by one the following programs are not considered ACTP certified graduates and should refer to the ACC Portfolio application. If you wish to apply using the ACC Portfolio application please click on Cancel which will take you back to the initial Applicant Information page. On that page, you can select the ACC Portfolio application type. If you have completed an ICF Accredited Coach Training Program, please select your ACTP from the below list and upload verification of successful completion with your ACTP Certificate, or an official transcript, or a congratulatory letter from the program. School Program Graduation Date Please upload your ACTP Certificate, congratulatory letter, or transcript (certificate will need to be a scanned copy or a PDF) Cancel proceed Page 112 of 219

113 Upload 2: Client-Coaching Hours ACC applicants are required to have coached for 100 hours with a minimum of 75 for compensation. Your client-coaching log must reflect a list of at least eight clients. In keeping with the ICF Code of Ethics, you must obtain consent from your clients to release their names to ICF and for the ICF to contact them in the event it becomes necessary. Should the ICF deem it necessary to contact clients in order to confirm they were coaching clients of the applicant, the ICF does not discuss the specific topics of the coaching. *Client information submitted with ICF Credentialing online applications is viewed only by designated members of the ICF Application Review Committee and ICF Staff. Client contact information may be used to verify the information presented by applicants. Client names and contact information are never shared or sold to a third party or used for any purpose other than review of application files for ICF Credentialing. Your coaching log* may include any of the following: Coaching of individuals Coaching of groups Coaching internally for an organization or paid for by a third party *Sample coaching log with required formatting is on Page 11. What constitutes a client-coaching hour? A client-coaching hour is 60 minutes of actual coaching with someone who has hired you as a coach and not in any other capacity. Paid hours shall be any hours for which any kind or amount of compensation, including barter, is received. Only 25 percent of the minimum hours needed to qualify for the Credential can be probono hours, including complimentary sessions. Teaching coaching classes does not count as client-coaching hours. There shall be no limitation of client-coaching hours by specialization or niche. On your Coaching Log, please include the following information for each client: Client name(s) Contact information Dates of coaching relationship Total hours in coaching relationship, paid and pro-bono Group Coaching (see required format below in the sample client log): In order to count as client-coaching hours, a coaching group can have no more than 15 clients as participants. Group coaching shall be documented by listing the group name, number of group participants and full contact information for one person, who shall represent the group Page 113 of 219

114 One hour of group coaching counts as one client-coaching hour, not the number of hours multiplied by the number of clients in the group. Internal Coaching with an Organization/Paid for by Third Party (see required format below in the sample client log): If your coaching is paid for by a third party or done as part of your employment, it counts as paid coaching. Internal coaching hours count as paid hours toward a Credential when coaching is a designated part of the applicant s job description. Coaching of a direct report may not be considered in the coaching hours. *If the organization or third party has a confidentiality policy that prevents disclosure of individual names and contact information, applicants should document the hours with the organization as follows: 1) List the organization/third party name in the log with the total number of hours coaching. 2) Select one contact person at the organization/third party and list their full name and contact information in the log. The contact person should be someone familiar with your work, who can verify that the number of hours presented in the log is an accurate reflection of your coaching experience with the organization. 3) The contact person should provide you with a letter of reference testifying to the information in the log, explaining your role with the organization, and the organization s confidentiality policy. 4) Illustrate your work with individuals at the organization by assigning aliases for each individual (For example, you may list each individuals initials or assign designations of client A, client B, etc.) and listing the start/end dates and hours spent with each individual. Client-Coaching Log Sample: (This is the required format for the client-coaching log) Example Client Name Contact Information: Phone/ Start/ End Date Paid Hours Pro-Bono Hours Individual Client 1) Jane Doe [email protected] 2/03 11/ Group Coaching Internal/Third Party Coaching if unable to give reveal client names. 2) ABC Coaching Group Participants: (5) Contact: John Smith 3) 123 Organization Client A Client B Contact: Mr. X* *Reference letter included [email protected] 1/02 2/ [email protected] 3/04 9/04 3/04 present Total Hours Submitted: Page 114 of 219

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116 Client-Coaching Log Read the requirements below in the screenshot. Click Browse to upload your Client-Coaching Log (must be in same format as provided in screenshot). Enter the total number of Paid and Pro-bono Coaching Hours in the designated fields. Click Proceed. ICF Credential Application - Client-coaching Log ACC applicants are required to have coached for 100 hours. In order to meet this requirement, your client-coaching log must reflect: Coaching for total of 100 hours (minimum of 75 paid hours) A minimum of 8 different clients Your coaching log may include any of the following: Coaching of individuals Coaching of groups (no more than 15 participants) Coaching internally for an organization or paid for by a third party (requires a contact person) In keeping with the ICF Code of Ethics, you must obtain consent from your clients to release their names to ICF and for the ICF to contact them in the event it becomes necessary. Should the ICF deem it necessary to contact clients in order to confirm they were coaching clients of the applicant, the ICF does not discuss the specific topics of the coaching. Please do not submit these release forms with this application; they are for your records. The following constitutes a coaching hour: 60 minutes of actual coaching with someone who has hired you as a coach One hour of group coaching counts as one client-coaching hour Group Coaching: In order to count as client-coaching hours, a coaching group can have no more than fifteen (15) clients as participants. Group coaching shall be documented by listing the group name, number of group participants and full contact information for one person, who shall represent the group One hour of group coaching counts as one client-coaching hour, not the number of hours multiplied by the number of clients in the group. Internal Coaching with an Organization/Paid for by Third Party: If coaching is paid for by a third-party or done as part of applicant's employment, it counts as paid coaching. Internal coaching hours count as paid hours toward a Credential when coaching is a designated part of the applicant's job description. Coaching of a direct report may not be considered in the coaching hours. *If the organization or third party has a confidentiality policy that prevents disclosure of individual names and contact information, applicants should document the hours with the organization as follows: 1. List the organization/third party name in the log with the total number of hours coaching. 2. Select one contact person at the organization/third party and list their full name and contact information in the log. The contact person should be someone familiar with your work, who can verify that the number of hours presented in the log is an accurate reflection of your coaching experience with the organization. 3. Illustrate your work with individuals at the organization by assigning aliases for each individual (For example, you may list each individuals initials or assign designations of client A, client B, etc.) and listing the start/end dates and hours spent with each individual. 4. The contact person should provide you with a letter of reference testifying to the information in the log, explaining your role with the organization, and the organization's confidentiality policy. Page 116 of 219

117 On Your Coaching Log, please include the following information for each client: Client name(s) Contact information Dates of coaching relationship Total hours in coaching relationship, paid and pro-bono Continued on next page Construct your Client-Coaching Log to look like the example provided below: Example Individual Client Client Name Contact Information: Phone/ Start/ End Date Paid Hours Pro-Bono Hours 1) Jane Doe 2/03 11/ Group Coaching 2) ABC Coaching Group Participants: (5) [email protected] 1/02 2/ Contact: John Smith 3) 123 Organization Internal/T hird Party Coaching Client A 3/04 Client B 9/04 3/04 present Contact: Mr. X* [email protected] *Reference letter included Total Hours Submitted: Step 1. Upload your Client Coaching Log. A sample format is provided above. Step 2. Enter your total number of Paid/Pro Bono hours. Step 3. (optional) Upload your client reference letter on the next page only if you indicate internal or 3rd party coaching hours on your coaching log. Enter Total Number of Hours Paid Hours Pro-Bono Hours Page 117 of 219

118 Upload Client Coaching Log Browse proceed Please do not click the BACK button Upload 3: Coaching Reference Letters ACC applicants are required to submit two letters of reference from qualified* coaches who have heard or observed your coaching. *For applicants who: Live in the United States or Canada o Provide two) letters of reference regarding your coaching skills and expertise from coaches who currently hold an ICF PCC or MCC Credential. Live outside of the United States or Canada o Provide two letters of reference regarding your coaching skills and expertise from coaches that currently hold an ICF Credential or who are actively involved in an ICF Chapter, or who are actively involved in another coaching association that holds similar definitions of coaching as the ICF. If not an ICF Credentialed coach, the letter must detail the writer s qualifications to assess the applicant s skill level. Requirements for each Coach Reference Letter are stated below: Dated within 12 months of the application date. Clearly states the coach s support. Comes from coaches who have actually heard or observed you coaching. States that the writer has heard or observed you coaching. Contains a statement by the coach that they believe you coach at the ACC level and therefore are recommending you for the ACC Credential. Be written on the referring coach s stationery or from their address. It may be forwarded through your , but it must clearly have originated from their e- mail address. It will not be accepted if it is does not originate from their or come on their stationery if submitted via regular mail. If the letter was sent in an , please print the letter in a way that showcases the message header. DO NOT FORWARD REFERENCES TO ICF HEADQUARTERS. PLEASE UPLOAD WITH YOUR APPLICATION. Page 118 of 219

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120 Please Answer the Nine Questions Below Regarding Your Reference Letters 1. Are both references dated within 12 months of the application date? 2. Do both references clearly state the coaches support? 3. Do both references come from coaches that have actually heard or observed you coaching? 4. Do both references state that the writer has heard or observed you coaching? 5. Do both references contain a statement by the coach that they believe you coach at the ACC level and therefore recommend you for the ACC credential? YES NO YES NO YES NO YES NO YES NO 6. Are both references written on the referring coach s stationery or from their address with the message header showing where the message originated? 7. For US/Canada applicants- Do the writers hold the required PCC or MCC Credential? 8. For non US/Canada applicants using non-icf Credentialed references- Do the writers list their qualifications as a coach? 9. Are both reference letters and/or s uploaded to this application? YES NO YES NO N/A YES NO N/A YES NO Important! An answer of NO to any of these questions requires attention on your part prior to submitting your application. Reference letters that do not meet these standards cannot be used in your application. Do not forward references to the ICF Office, or mail references separately to the ICF Office. Only reference letters that have been printed and uploaded with your application will be accepted. Page 120 of 219

121 Client Reference Letter for Internal or Third Party Only (optional*) *This step only pertains to applicants who included internal or third party coaching on their client-coaching log. Click Proceed to skip this step. If you did include internal or third party coaching on your client-coaching log then you will need to upload a letter of reference testifying to the information in your log, explaining your work with individuals at the organization. If your client-coaching log includes coaching that was internal or third party then you will also need to include a letter of reference. Select file to upload by clicking the Browse button. Click Upload File button to upload the file (you may upload more than one file). Click Proceed when you are done. ICF Credential Application - Client Reference Letter for Internal or 3rd Party Only Optional Upload: If you include internal coaching hours in your coaching log, please upload a letter of reference testifying to the information in your log, explaining your work with individuals at the organization by assigning aliases for each individual-they may use initials or assign designation to each example Client A and Client B. Select file to upload by clicking on Browse button. Click Upload File button to upload the file. You may upload more than one file. When you are done click the Proceed button to continue. Browse Upload File proceed Page 121 of 219

122 Coach References ACC applicants are required to submit two letters of reference from qualified* coaches who have heard or observed your coaching. * Refer to the screenshot below for full details on who may qualify to write your letters of reference. Read the Coach References requirements in the below screenshot. Select Coach Reference 1 from the drop-down menu. Upload Reference letter 1 by clicking the Browse button. Select Coach Reference 2 from the drop-down menu. Upload Reference letter 2 by clicking the Browse button. Click Proceed when you are done. Page 122 of 219

123 ICF Credential Application - Coach References ACC applicants are required to submit two (2) letters of reference from qualified* coaches who have heard or observed your coaching. Letters must be dated within the past 12 months. *For applicants who: live in the United States or Canadao provide two (2) letters of reference regarding your coaching skills and expertise from coaches who currently hold an ICF PCC or MCC Credential. live outside of the United States or Canadao provide two (2) letters of reference regarding your coaching skills and expertise from coaches that currently hold an ICF Credential or who are actively involved in an ICF Chapter, or who are actively involved in another coaching association that holds similar definitions of coaching as the ICF. If not an ICF Credentialed coach, the letter must detail the writer's qualifications to assess the applicant's skill level. Please upload your Letters that may be an from your coach reference or a scanned copy of your signed letter. Coach Reference 1: Reference Letter 1: Browse Coach Reference 2: Reference Letter 2: Browse proceed Page 123 of 219

124 ICF Credential Application: Confirm File Uploads The following lists all the files that have been uploaded for your application. Here you can upload additional files or delete any files that were uploaded accidentally. Files Uploaded Filename1 Delete File Filename2 Delete File Filename3 Delete File Upload File proceed Browse Confirm File Uploads (above) This section of the application will allow you to review all files that you have uploaded. You may choose to: Upload additional files: click browse click upload Delete unnecessary files. Click Proceed. Page 124 of 219

125 PAYMENT INFORMATION ACC ACTP Application Fee in USD: $100 for ICF members $300 for nonmembers* Your payment will be taken over VeriSign, a secure payment network. Online Application: Payment Enter Credit Card information onto payment form. o (ICF accepts American Express, MasterCard, and Visa) Click Submit Payment when done. Page 125 of 219

126 Credit Card Information Enter your credit card information and payment amount in the fields below. Once you have added all information, click Submit to process your payment. Payment Amount * $ Name (as it appears on the card) * Credit Card Billing Address Address * City * State Province/Other Zip/Postal Code * Help With Credit Card Information Credit Card Information Card Type * American Express Card Number * Please do not use spaces or punctuation with your credit card number. Expiration Date * Security Code * Where is it? Submit Payment Page 126 of 219

127 Confirmation Page The screen shot below is an example of a confirmation page. You have the option to print this page or return to the ICF Home Page. You have now completed the ACC ACTP Online Application. ICF Credential Application Thank you for completing the International Coach Federation ACC ACTP credentialing application. Your Transaction Was Processed Successfully. Please print this page as a receipt for payment of your credentialing application and retain for your records. Please note that it may take up to hours for this payment to be reflected on your account. Your confirmation number is: Confirmation Number Payment Amount $ V79A0A0AF850 Date Processed 07/03/2006 Payment Type Credit Card Number: Visa xxxxxxxxxxxxx1111 In addition to this message, you will receive a confirmation from the ICF Credentialing Office. Thank you for your support of the ICF standards for professional coaches. Print This Page Return to ICF Home Page Page 127 of 219

128 ACC Portfolio Application Associate Certified Coach (ACC) Portfolio Guide to Applying Online Dear ACC Credential Applicant: The ACC Portfolio Application is designed to support you in attaining your coaching credential. The ACC Portfolio online application is accepted any time. The purpose of the ICF Credentialing Program is to: 1. Establish and administer standards for Credentialing professional coaches and coachtraining programs. 2. Assure the public that participating coaches and coach-training programs meet or exceed these standards. 3. Reinforce professional coaching as a distinct and self-regulating profession. Below are four documents you need to familiarize yourself with before filling out the application as these documents will assist you in completing the online application. Here are four documents you will want to read thoroughly before you begin the online application. 1. Coaching Core Competencies 2. Definitions and Terms 3. The ICF Code of Ethics 4. Minimum Skill Requirements for ACC pdf If you have questions once you have read these documents, please us at [email protected]. Please keep a copy of your application and supporting documents after completing the online application. While it is important that you fully document your experiences, do not upload extra documents. We congratulate you on your decision to take this important step in your career. Regards, The ICF Application Review Committee Page 128 of 219

129 Thank you for taking the time to submit your online application! We applaud your commitment to personal excellence and to the coaching profession at large. General Information and Instructions Please take time to carefully read and understand all information and instructions provided below. A complete and well prepared application will allow the ICF staff and volunteers to process your application in a timelier manner. Online applications are accepted year-round. Applicants must prove they fulfill the requirements for the ACC Credential. The ICF will not review incomplete applications. All uploads must be prepared and submitted with your online application. If upon review, the ICF Application Review Committee requires additional explanation of your documentation, this may extend the processing time of your application. The Following Checklists Will Aid in your Online Application Process Step 1: Applicant Information Step 2: Statement of Agreement and Compliance Step 3: Coach-Specific Training Upload a copy of one of the following: a copy of your certificate, congratulatory letter, or transcript all of which will need to indicate the number of coach-specific HOURS you earned. Step 4: Client-Coaching Log Step 5: Client Reference Letter for Internal or Third Party Only (Optional) Step 6: Coach References Coach Reference Letter 1 Coach Reference Letter 2 Step 7: Confirm File Uploads Step 8: Payment Step 9: Confirmation Page Page 129 of 219

130 KEEP A COPY OF EVERYTHING YOU ARE UPLOADING FOR YOUR OWN FILE. General Notes for all ACC Portfolio Online Applicants: The online application is a complex process. Allow up to one to two hours to complete. Please note that the online application may take a moment to move from one slide to the next. The online application must be completed in its entirety according to the directions contained in the application. Payment will be processed at the end of the online application. Page 130 of 219

131 Applicant Information The online application must be completed in its entirety according to the directions contained in the online application. If you cannot complete the application once you have begun, bookmark the page which you are on, and return to the page when it is convenient. ACC Portfolio applications will be processed in the order in which they are received. Instructions: Fill out all sections, upload the appropriate documents, and make note of where agreements are requested. Application Fee in USD: $100 for ICF members $300 for non-members* *Payment of non-member fee does not register applicant as an ICF member. To Join the ICF click here: Below are detailed steps for completing the ACC PA Online Application. Screenshots are also included to show what the application will look like online. Online Application Step 1: Applicant Information Complete the form by entering or updating your contact information. Select the Application Type you wish to complete. Click Proceed. ICF Credential Application - Applicant Information Please note: the following demographic information will be used by the ICF office for correspondence purposes, results/feedback and printed on your credential certificate. Prefix: First Name: Last Name: This field is required This field is required Suffix Current ICF Credential: None Address: City: Country: State/Province: United States This field is required This field is required This field is required Postal Code: Daytime Phone Number: This field is required This field is required Page 131 of 219

132 Fax Number: Address to send results, feedback, etc.: Language Used in Coaching: Member ID: English if Other please specify: This field is required Chapter Affiliation: Application Type: ACC ACTP ACC Portfolio PCC ACTP PCC Portfolio MCC for Current PCC proceed MCC ACTP MCC Portfolio This field is required Page 132 of 219

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134 STATEMENT OF AGREEMENT AND COMPLIANCE I,, acknowledge that my signature below attests that I understand or certify that the following statements are true and correct: 1. I have read, acknowledge and agree to abide by the ICF Code of Ethics ( as published on the ICF Web site. 2. As the applicant, it is my responsibility to communicate and validate my qualifications to clearly show that I meet or exceed each of the requirements appropriate for the Credential for which I am applying. 3. I have had no adverse legal actions taken or pending against me as a coach or my coaching business. 4. I release any individual from any previous bond of confidentiality, whether explicit or implied, for the purpose of validating my qualifications for an ICF awarded Credential. 5. I acknowledge that the Associate Certified Coach (ACC) designation is valid for a threeyear period. In order to renew the ACC Credential, one must successfully complete a minimum of 40 hours (or current hours set forth by the ICF) of Continuing Coach Education (CCE) as well as 10 additional mentor coaching hours within that three-year period of time. 6. I agree that the ICF may change or modify the rules governing Credentialing at any time and has the power to revoke any individual Credential for violation of the ICF Standards of Ethical Conduct. 7. I will abide by the decision of the ICF. 8. I give permission for the ICF to verify my experience and documentation. I understand that the ICF will keep all information confidential. 9. I agree to honor the rules and regulations of the International Coach Federation's Credentialing process. I further agree that the ICF has sole discretion to issue or amend the rules and regulations governing Credentialing at any time. I acknowledge that the ICF has the right to revoke Credentials for violations of the ICF Code of Ethics or nonpayment of fees and to inform the public of such decisions. I agree to abide by any decision of the ICF regarding Credentialing matters. 10. I understand that the application fee is non-refundable. Applicant signature Date Applicants must prove they fulfill the requirements for the ACC Credential. Applications must be submitted in their entirety. All attachments and supplemental materials must be prepared and Page 134 of 219

135 submitted with your application. Upon review of your application, if ICF Credentialing requires additional explanation of your documentation, this may extend the processing time of your application. Page 135 of 219

136 Statement of Agreement and Compliance Download and/or read the ACC PA Statement of Agreement and Compliance (above). Check the box indicating you have read and agree to the statement of agreement and compliance. Check the box indicating you have read and understand this Guide to Applying Online. Click Proceed. ICF Credential Application - Statement of Agreement and Compliance Download ACC Portfolio Statement of Agreement and Compliance (Word Document) I have read and agree to the statement of agreement and compliance. I have read and understand the "Guidelines for Applying Online." proceed Page 136 of 219

137 Upload 1: Coach-Specific Training ACC applicants are required to have attained a minimum of 60 Hours of Coach-Specific Training. At least 48 of the hours must be: Direct interaction with a trainer (voice-to-voice or in-person training; not cyber courses, mail-in courses, or self-study). From a program other than ICF conference, SIG, Virtual Education, or chapter events. Teaching the ICF Core Competencies (all Core Competencies must be covered). The remaining hours may be self-study from an ICF event, teaching coaching-related topics, or a combination. However, all hours must be part of a program with the purpose of training coaches. If your training is not Coach-Specific, your application will be denied. Therefore, please realistically assess whether your training meets these definitions: Coach-Specific Training is: Training from an Accredited Coach Training Program (ACTP) or a program that has received the ICF Approved Coach-Specific Training Hours (ACSTH) designation. Training that is specifically marketed as teaching coaching skills, that teaches coaching skills or teaches how to apply technical skills in a coach-like manner and teaches coaching skills in accordance with the ICF Core Coaching Competencies. Training that is not accepted as Coach-Specific Training: Training that is marketed as teaching other skills, even though the skills can be used by a coach in some manner, does not count as Coach-Specific Training. In addition, personal development courses (such as Forum, Landmark, Lifespring, Life Training, Science of the Mind, etc.) do not count as Coach-Specific training. Finally, education in other areas such as psychology, counseling, NLP, etc., does not count as Coach-Specific Training unless it was actually taught as coach training and from an ICF Core Competencies perspective. If your Coach-Specific Training has received an ICF accreditation either as part of an ACTP or ACSTH, you need only provide a list of courses taken and written evidence from the program attesting to the total number of Coach-Specific Training hours completed. If your Coach-Specific Training has not received ICF accreditation, it is imperative that you provide the following information: 1. Coach-Specific Training Log listing each course you have pursued. 2. Proof of successful completion for each course listed in your Coach-Specific Training Log. Proof of completion is written acknowledgement from the sponsoring organization that validates your successful completion of the course and includes the number of Coach-Specific Training Hours awarded. Page 137 of 219

138 Coach-Specific Training chart for non-icf accredited training: (This is the required format for the coach-specific training chart. You will need to create a chart based on this sample.) Dates 2/15/01-5/15/01 Sponsoring Organization with Contact Information John Doe Coach Training Academy (888) Course Name Instructor(s) Class Description Listening Skills for Coaches Jane Doe, MCC Teaches coaches the art of listening for the client s agenda, what is said, what is unsaid, the client s strengths and client blocks. ICF Core Competencies Taught Establishing coaching agreement, coaching presence and active listening. Student Contact Learning Hours 12 hours Total Student Contact Learning Hours Please Note If an applicant has created and taught Coach Specific Training programs of sufficient length to meet the hours requirement for a specific credential, then that program (or hours) may be counted as Coach Specific Training for the applicant. In order to qualify for Coach Specific Training credit, under this rule, the applicant must present evidence of authorship, a definitive outline of the course and for each class in the course including an explanation of the ICF Core Competencies taught in each class. The applicant must also submit evidence of deliver of the course. No more than three co-authors may receive credit under this rule and each co-author must have delivered each class in the course. Coach Specific Training credit is only given for authorship and the first delivery of the course. Multiple deliveries of the same or similar courses will not be given Coach Specific Training credit. Page 138 of 219

139 Upload 2: Mentor Coaching Instructions: This part of the application requires the applicant* to provide proof in the form of a log listing hours spent working with a mentor coach. Documentation must be uploaded at the time of application. *Important: Please note that applicants who meet the following conditions are exempt from the Mentor Coaching requirements as they have already taken part in activities that fulfill this need: Coaches who currently hold an ACC and submitted their application after June 31, For purposes of Credentialing, mentor coaching means an applicant being coached on their coaching skills rather than coaching on practice building, life balance, or other topics unrelated to the development of an applicant s coaching skill. The requirement for the ACC Credential is: 10 hours over three months with a qualified** mentor coach. This requirement is intended to help applicants prepare for participation in the ICF Portfolio exam. The ICF highly recommends that Portfolio applicants work with their mentor coaches in preparation for the exam and its oral demonstrations. The Mentor Coaching requirement must be fulfilled prior to submitting your application. (Example: You must have completed a minimum of three months and 10 hours of mentor coaching prior to today s date if you were to submit your application today.) Qualifications for Mentor Coach: If you live in the United States or Canada, you are required to have been mentor coached by a coach who holds an ICF PCC or MCC Credential for a minimum of 10 hours over a minimum of three months. If you live outside of the United States or Canada, you are required to have been mentor coached by a coach who either holds an ICF Credential, or who is actively involved in an ICF Chapter, or who is actively involved in another coaching association that holds similar definitions of coaching as the ICF. You are required to have been coached for a minimum of 10 hours over three months. Group coaching may count toward the mentoring requirement of 10 hours within the framework described. No more than 70 percent of the required mentoring hours (that is seven hours) can come from group coaching. Additionally, the group being mentored may not consist of more than 10 participants. Please list your mentor coach(es), their qualifications, their contact information, when you were coached, and the total number of hours coached. The format to document your Mentor Coaching is below: Create a Mentor Coaching Log in the same format as shown below to document your Mentor Coaching hours. Page 139 of 219

140 Mentor Coaching Log You may use your own computer generated forms, however be sure to include all data columns. Name(s) of Mentor/Coach ICF Credential Contact Information: Phone/ Start / End Date John Doe MCC jdoe@no .com 2/03 present 30 Total Hours Page 140 of 219

141 Upload 3: Record of Client-Coaching Hours Instructions: This part of the guideline requires the applicant to provide proof in the form of a log listing hours spent working with clients as a coach. Documentation must be uploaded at the time of application. ACC applicants are required to have coached for 100 hours with a minimum of 75 for compensation. Your client-coaching log must reflect a list of at least eight clients. In keeping with the ICF Code of Ethics, you must obtain consent from your clients to release their names to ICF and for the ICF to contact them in the event it becomes necessary. Should the ICF deem it necessary to contact clients in order to confirm they were coaching clients of the applicant, the ICF does not discuss the specific topics of the coaching. *Client information submitted with ICF Credentialing applications is viewed only by designated members of the ICF Application Review Committee and ICF staff. Client contact information may be used to verify the information presented by applicants. Client names and contact information are never shared or sold to a third party or used for any purpose other than review of application files for ICF Credentialing. Your coaching log* may include any of the following: Coaching of individuals Coaching of groups Coaching internally for an organization or paid for by a third party *Required coaching log with required formatting is on Page 13. What constitutes a client-coaching hour? A client-coaching hour is 60 minutes of actual coaching with someone who has hired you as a coach and not in any other capacity. Paid hours shall be any hours for which any kind or amount of compensation, including barter, is received. Only 10 percent of the minimum hours needed to qualify for the Credential can be Pro- Bono hours, including complimentary sessions. Teaching coaching classes does not count as client-coaching hours. There shall be no limitation of client-coaching hours by specialization or niche. On Your Coaching Log, please include the following information for each client: Client name(s) Contact information Dates of coaching relationship Total hours in coaching relationship, paid and pro-bono Group Coaching(see required format below in the sample client log): In order to count as client-coaching hours, a coaching group can have no more than 15 clients as participants. Group coaching shall be documented listing the group name, number of group participants and full contact information for one person, who shall represent the group. One hour of group coaching counts as one client-coaching hour, not the number of hours multiplied by the number of clients in the group. Page 141 of 219

142 Internal Coaching with an Organization/Paid for by Third Party (see required format below in the sample client log: If coaching is paid for by a third party or done as part of applicant s employment, it counts as paid coaching. Internal coaching hours count as paid hours toward a Credential when coaching is a designated part of the applicant s job description. Coaching of a direct report may not be considered in the coaching hours. *If the organization or third party has a confidentiality policy that prevents disclosure of individual names and contact information, applicants should document the hours with the organization as follows: 5) List the organization/third party name in the log with the total number of coaching hours. 6) Select one contact person at the organization/third party and list their full name and contact in the log. The contact person should be someone familiar with your work, who can verify that the number of hours presented in the log is an accurate reflection of your coaching experience with the organization. 7) The contact person should provide you with a letter of reference testifying to the information in the log, explaining your role with the organization, and the organization s confidentiality policy. 8) Illustrate your work with individuals at the organization by assigning aliases for each individual (For example, you may list each individuals initials or assign designations of client A, client B, etc.) and listing the start/end dates and hours spent with each individual. Coaching Log Sample: (This is the required format for the coaching log.) Example Client Name Contact Information: Phone/ Start/ End Date Paid Hours Pro-Bono Hours Individual Client 1) Jane Doe [email protected] 2/03 11/ Group Coaching Internal/Third Party Coaching if unable to give /reveal client names. 2) ABC Coaching Group Participants: (5) Contact: John Smith 3) 123 Organization Client A Client B Contact: Mr. X* *Reference letter included [email protected] 1/02 2/ [email protected] 3/04 9/04 3/04 present Total Hours Submitted: Page 142 of 219

143 Upload 3: Coaching Reference Letters ACC applicants are required to submit two letters of reference from qualified coaches who have heard and/or observed you coaching. Qualifications for Coach Reference Letters: If you live in the United States or Canada, you are required to provide two letters of reference regarding your coaching skills and expertise from coaches who currently hold an ICF PCC or MCC Credential. If you live outside the United States or Canada, you are required to provide two letters of reference regarding your coaching skills and expertise from coaches who currently hold an ICF Credential, from coaches who are actively involved in an ICF Chapter, or coaches who are actively involved in another coaching association that holds similar definitions of coaching as the ICF. If not an ICF Credentialed coach, the letter must detail the writer s qualifications to assess the applicant s skill level. Requirements for each Coach Reference Letter: Dated within 12 months of the application date. Clearly states the coach s support. Comes from coaches who have actually heard or observed you coaching. States that the writer has heard or observed you coaching. Contains a statement by the coach that he/she believes you coach at the ACC level and therefore are recommending you for the PCC Credential. Written on the referring coach s stationery or from their address. It may be forwarded through your , but it must clearly have originated from their address. It will not be accepted if it is does not originate from their or come on their stationery if submitted via regular mail. If the letter was sent in an , please print the letter in a way that showcases the message header. PLEASE DO NOT FORWARD REFERENCES TO ICF HEADQUARTERS. PLEASE UPLOAD WITH YOUR APPLICATION. Page 143 of 219

144 Coaching Reference Letters Checklist (Please answer the questions below regarding your reference letters.) Are both references dated within 12 months of the application date? Do both references clearly state the coach s or writer s support? Do both references state that the coaches have actually heard or observed you coaching? Do both references state that the writers have actually heard or observed you coaching? Do both references contain a statement by the coach or writer they believe you coach at the ACC level and, therefore, recommend you for the ACC credential? YES YES YES YES YES NO NO NO NO NO Are both references written on the referring coach s or writer s stationery or from their address with the message header showing where the message originated? For US/Canada applicants, do the coaches hold the required PCC or MCC Credential? For non-us/canada applicants using non-icf Credentialed references, do the writers list their qualifications as a coach? Are both reference letters and/or s uploaded to this application? YES NO YES NO N/A YES NO N/A YES NO Important! An answer of NO to any of these questions requires attention on your part prior to submitting your online application. Reference letters that do not meet these requirements will not be accepted. Do not forward references to ICF Headquarters or mail references separately to ICF Headquarters. Only reference letters that have been uploaded with your online application will be accepted. Page 144 of 219

145 ACC PORTFOLIO EXAM INFORMATION After your online application has been completely reviewed and processed, you will be contacted about scheduling the ICF ACC Portfolio exam. The exam is a one-part oral demonstration of your coaching skills administered on a teleconference line. The exam will consist of an evaluation of your coaching skills by an ICF Professional or Master Certified Coach who will bring a real life/work situation to the call. You will coach the assessor for minutes. Following the completion of the coaching session, the assessor will also provide feedback on your coaching skills; however, you will not receive your final score from the assessor. The assessor will provide ICF Credentialing with your results and ICF Credentialing will provide you with an official notification. Applicants are evaluated on their knowledge of the ICF Core Competencies and their ability to apply the Core Competencies in their coaching. Preview of ACC Portfolio Exam Scheduling: ICF endeavors to offer applicants ACC exam dates/times with as much prior notice as possible. After selecting an exam date/time, contact ICF immediately so that exam date/time will be reserved for you. ACC Portfolio exams are provided in the following languages. English Italian Swedish Danish Korean French Norwegian German Spanish In order to provide an exam time suitable to where you live, you will need to indicate your time zone. Exam Fee: $75 USD Please do not include the exam fee with your application. You will be invoiced when your exam fee is assessed. Page 145 of 219

146 PAYMENT INFORMATION ACC Portfolio Application Fee in USD: $225 for ICF members, $425 for non-members with an additional $75 exam fee for both members and non-members. Your payment will be taken over VeriSign, a secure payment network. Thank you for taking the time to submit your online application! We applaud your commitment to personal excellence and to the coaching profession at large. Page 146 of 219

147 PCC ACTP Application Professional Certified Coach (PCC) Accredited Coach Training Program Guide to Applying Online Dear PCC Credential Candidate: Congratulations on your recent accomplishment as a certified graduate of an ICF Accredited Coach Training Program (ACTP). You have achieved a significant milestone in your career as a professional coach. In recognition of your accomplishment, the ICF invites you to join an elite group of coaching professionals by applying for the Professional Certified Coach (PCC) Credential. As a PCC, you will benefit from your personal commitment to professionalism and your Credential will demonstrate your commitment to the public and employers. Here are four documents you will want to read thoroughly before you begin the online application. 1. Coaching Core Competencies 2. Definitions and Terms 3. The ICF Code of Ethics 4. Minimum Skill Requirements for PCC pdf If you have questions once you have read these documents, please us at [email protected]. Please keep a copy of your application and supporting documents after completing the online application. While it is important that you fully document your experiences, do not upload extra documents. Once again, congratulations on passage of your ACTP program's final exam and the completion of your program's certified graduate designation. Thank you for your commitment to professional standards for coaching through your education and your application for the ICF Professional Certified Coach Credential. We congratulate you on your decision to take this important step in your career. Page 147 of 219

148 Regards, The ICF Application Review Committee Thank you for taking the time to submit your online application! We applaud your commitment to personal excellence and to the coaching profession at large. Page 148 of 219

149 Thank you for taking the time to review this guideline before completing your online application. Please use the Online Application steps as reference for the online application. These will be noted with the computer image below. The additional information is to help guide you through the documentation you will need for the online application. Applicants must prove they fulfill the requirements for the PCC Credential. The ICF will not review incomplete applications. All uploads must be prepared and submitted with your online application. If upon review, the ICF Application Review Committee requires additional explanation of your documentation, this may extend the processing time of your application. The Following Checklists Will Aid in your Online Application Process Step 1: Applicant Information Step 2: Statement of Agreement and Compliance Step 3: Coach-Specific Training Check if your program is an ACTP at Upload appropriate documentation (a copy of your certificate or congratulatory letter); do not send the original of your certificate(s). Step 4: Client-Coaching Log Step 5: Client Reference Letter for Internal or Third Party Only (Optional) Step 6: Coach References Coach Reference Letter 1 Coach Reference Letter 2 Step 7: Confirm File Uploads Step 8: Payment Step 9: Confirmation Page KEEP A COPY OF EVERYTHING YOU ARE UPLOADING FOR YOUR OWN FILE. General Notes for all PCC ACTP Online Applicants: The online application is a complex process. Allow up to one to two hours to complete. Please note that the online application may take a moment to move from one slide to the next. The online application must be completed in its entirety according to the directions contained in the application. Payment will be processed at the end of the online application. Page 149 of 219

150 Problems with any part of the application will delay processing! Sample of Online Statements of Agreement and Compliance I will acknowledge that I understand or certify that the following statements are true and correct by checking the box that I have read and agree to the Statement of Agreement and Compliance : 1. I have read, acknowledge and agree to abide by The ICF Code of Ethics ( as published on the ICF Web site. 2. As the applicant, it is my responsibility to communicate and validate my qualifications to clearly show that I meet or exceed each of the requirements appropriate for the Credential for which I am applying. 3. I have had no adverse legal actions taken or pending against me as a coach or my coaching business. 4. I release any individual from any previous bond of confidentiality, whether explicit or implied, for the purpose of validating my qualifications for an ICF awarded Credential. 5. I acknowledge that the Professional Certified Coach (PCC) designation is valid for a three-year period. In order to renew the PCC Credential, one must successfully complete a minimum of 40 hours (or current hours set forth by the ICF) of Continuing Coach Education (CCE) within that three-year period of time. 6. I agree that the ICF may change or modify the rules governing Credentialing at any time and has the power to revoke any individual Credential for violation of the ICF Standards of Ethical Conduct. 7. I will abide by the decision of the ICF. 8. I give permission for the ICF to verify my experience and documentation. I understand that the ICF will keep all information confidential. 9. I agree to honor the rules and regulations of the International Coach Federation's Credentialing process. I further agree that the ICF has sole discretion to issue or amend the rules and regulations governing Credentialing at any time. I acknowledge that the ICF has the right to revoke Credentials for violations of the ICF Code of Ethics or nonpayment of fees and to inform the public of such decisions. I agree to abide by any decision of the ICF regarding Credentialing matters. 10. I understand that the application fee is non-refundable. Page 150 of 219

151 Applicant signature Date Statement of Agreement and Compliance Download and/or read the PCC ACTP Statement of Agreement and Compliance (above). Check the box indicating you have read and agree to the statement of agreement and compliance. Check the box indicating you have read and understand this Guide to Applying Online. Click Proceed. ICF Credential Application - Statement of Agreement and Compliance Download PCC ACTP Statement of Agreement and Compliance (Word Document) I have read and agree to the statement of agreement and compliance. I have read and understand the "Guidelines for Applying Online." proceed Page 151 of 219

152 Applicant Information: The online application must be completed in its entirety according to the directions contained in the online application. If you cannot complete the online application once you have begun, bookmark the page which you are on, and return to the page when it is convenient. PCC ACTP applications will be processed in the order in which they are received. Instructions: Fill out all sections, upload the appropriate documents, and make note of where agreements are requested. Application Fee in USD: $100 for ICF members $300 for non-members* *Payment of non-member fee does not register applicant as an ICF member. To Join the ICF click here: Below are detailed steps for completing the PCC ACTP Online Application. Screenshots are also included to show what the application will look like online. Applicant Information Complete the form by entering or updating your contact information. Select the Application Type you wish to complete. Click Proceed. ICF Credential Application - Applicant Information Please note: the following demographic information will be used by the ICF office for correspondence purposes, results/feedback and printed on your credential certificate. Prefix: First Name: Last Name: This field is required This field is required Suffix Current ICF Credential: None Address: City: Country: State/Province: United States This field is required This field is required This field is required Postal Code: Daytime Phone Number: This field is required This field is required Page 152 of 219

153 Fax Number: Address to send results, feedback, etc.: Language Used in Coaching: Member ID: English if Other please specify: This field is required Chapter Affiliation: Application Type: ACC ACTP ACC Portfolio PCC ACTP PCC Portfolio MCC for Current PCC proceed MCC ACTP MCC Portfolio This field is required Page 153 of 219

154 Upload 1: Coach-Specific Training PCC applicants are required to have attained a minimum of 125 Student-Contact Learning Hours of Coach-Specific Training. Graduation from an ICF Accredited Coach Training Program (ACTP) will fulfill this requirement. If you are a graduate of an ACTP, you must have completed all the program s requirements, including passage of the program s comprehensive exam process, where you were observed and judged on your coaching. Only applicants who have completed one of the following programs are eligible to apply as ACTP graduates. 1. Check if your program is an ACTP at: 2. You will upload appropriate documentation (a copy of your certificate or congratulatory letter) that verifies your successful completion of the training program selected below. ***If you do not find your program listed, please check with your training organization to confirm that you completed an ICF Accredited Coach Training Program. Applicants who have not been certified by one of the following programs are not considered ACTP certified graduates and should consult the PCC Portfolio application: Note: If an applicant has created and taught Coach-Specific Training programs of sufficient length to meet the hours requirement for a specific credential, then that program (or hours) may be counted as Coach-Specific Training for the applicant. In order to qualify for Coach-Specific Training credit, under this rule, the applicant must present evidence of authorship, a definitive outline of the course and for each class in the course including an explanation of the ICF Core Competencies taught in each class. The applicant must also submit evidence of deliver of the course. No more than three co-authors may receive credit under this rule and each co-author must have delivered each class in the course. Coach-Specific Training credit is only given for authorship and the first delivery of the course. Multiple deliveries of the same or similar courses will not be given Coach-Specific Training credit. Page 154 of 219

155 Coach-Specific Training PCC applicants are required to have attained a minimum of 60 Student-Contact Learning Hours of Coach-Specific Training. Graduation from an ICF Accredited Coach Training Program (ACTP) will fulfill this requirement. Select from the dropdown menu the School that you attended that offers an ACTP. Select from the dropdown menu the ACTP you completed with your School. Enter your Graduation Date from the ACTP. Click Browse to upload one of the following to verify your successful completion at an ACTP: Your certificate (scanned copy or PDF) A congratulatory letter Official transcript Click Proceed. ICF Credential Application - Coach Specific Training PCC applicants are required to have attained a minimum of 125 Student-Contact Learning Hours of Coach-Specific Training. Graduation from an ICF Accredited Coach Training Program (ACTP) will fulfill this requirement. Please select your specific ACTP Program. (If you do not find your program listed below, please check with your training organization to confirm that you completed an ICF Accredited Coach Training Program.) Applicants who have not been certified by one the following programs are not considered ACTP certified graduates and should refer to the PCC Portfolio application. If you wish to apply using the PCC Portfolio application please click on Cancel which will take you back to the initial Applicant Information page. On that page, you can select the PCC Portfolio application type. If you have completed an ICF Accredited Coach Training Program, please select your ACTP from the below list and upload your verification of successful completion with an ACTP Certificate, or an official transcript, or a congratulatory letter from the program. School Program Graduation Date Please upload your ACTP Certificate (your certificate will need to be a scanned copy or a PDF) Cancel proceed Page 155 of 219

156 U pload 2: Client-Coaching Hours PCC applicants are required to have coached for 750 hours with a minimum of 675 for compensation. Your client-coaching log must reflect a list of at least 25 clients. In keeping with the ICF Code of Ethics, you must obtain consent from your clients to release their names to ICF and for the ICF to contact them in the event it becomes necessary. Should the ICF deem it necessary to contact clients in order to confirm they were coaching clients of the applicant, the ICF does not discuss the specific topics of the coaching. *Client information submitted with ICF Credentialing applications is viewed only by designated members of the ICF Application Review Committee and ICF staff. Client contact information may be used to verify the information presented by applicants. Client names and contact information are never shared or sold to a third party or used for any purpose other than review of application files for ICF Credentialing. Your coaching log* may include any of the following: Coaching of individuals Coaching of groups Coaching internally for an organization or paid for by a third party *Sample coaching log with required formatting is on Page 10. What constitutes a client-coaching hour? A client-coaching hour is 60 minutes of actual coaching with someone who has hired you as a coach and not in any other capacity. Paid hours shall be any hours for which any kind or amount of compensation, including barter, is received. Only 10 percent of the minimum hours needed to qualify for the Credential can be Pro- Bono hours, including complimentary sessions. Teaching coaching classes does not count as client-coaching hours. There shall be no limitation of client-coaching hours by specialization or niche. On your Coaching Log, please include the following information for each client: Client name(s) Contact information Dates of coaching relationship Total hours in coaching relationship, paid and pro-bono Group Coaching (see required format below in the sample client log: In order to count as client-coaching hours, a coaching group can have no more than15 clients as participants. Group coaching shall be documented by listing the group name, number of group participants and full contact information for one person, who shall represent the group. Page 156 of 219

157 One hour of group coaching counts as one client-coaching hour, not the number of hours multiplied by the number of clients in the group. (Client-Log Continued) Internal Coaching with an Organization/Paid for by Third Party (see required format below in the sample client log): If coaching is paid for by a third party or done as part of applicant s employment, it counts as paid coaching. Internal coaching hours count as paid hours toward a Credential when coaching is a designated part of the applicant s job description. Coaching of a direct report may not be considered in the coaching hours. *If the organization or third party has a confidentiality policy that prevents disclosure of individual names and contact information, applicants should document the hours with the organization as follows: 9) List the organization/third party name in the log with the total number of coaching hours. 10) Select one contact person at the organization/third party and list their full name and contact in the log. The contact person should be someone familiar with your work, who can verify that the number of hours presented in the log is an accurate reflection of your coaching experience with the organization. 11) The contact person should provide you with a letter of reference testifying to the information in the log, explaining your role with the organization, and the organization s confidentiality policy. 12) Illustrate your work with individuals at the organization by assigning aliases for each individual (For example, you may list each individuals initials or assign designations of client A, client B, etc.) and listing the start/end dates and hours spent with each individual. Coaching Log Sample: (This is the required format for the coaching log.) Example Client Name Contact Information: Phone/ Start/ End Date Paid Hours Pro-Bono Hours Individual Client 1) Jane Doe [email protected] 2/03 11/ Group Coaching Internal/Third Party Coaching if unable to give reveal client names. 2) ABC Coaching Group Participants: (5) Contact: John Smith 3) 123 Organization Client A Client B Contact: Mr. X* *Reference letter included [email protected] 1/02 2/ [email protected] 3/04 9/04 3/04 present Total Hours Submitted: Page 157 of 219

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159 Client-Coaching Log Read the requirements below in the screenshot. Click Browse to upload your Client-Coaching Log (must be in same format as provided in screenshot). Enter the total number of Paid and Pro-Bono Coaching Hours in the designated fields. Click Proceed. PCC applicants are required to have coached for 100 hours. In order to meet this requirement, your client-coaching log must reflect: Coaching for total of 100 hours (minimum of 75 paid hours) A minimum of 8 different clients Your coaching log may include any of the following: Coaching of individuals Coaching of groups (no more than 15 participants) Coaching internally for an organization or paid for by a third party (requires a contact person) In keeping with the ICF Code of Ethics, you must obtain consent from your clients to release their names to ICF and for the ICF to contact them in the event it becomes necessary. Should the ICF deem it necessary to contact clients in order to confirm they were coaching clients of the applicant, the ICF does not discuss the specific topics of the coaching. Please do not submit these release forms with this application; they are for your records. The following constitutes a coaching hour: 60 minutes of actual coaching with someone who has hired you as a coach One hour of group coaching counts as one client-coaching hour Group Coaching: In order to count as client-coaching hours, a coaching group can have no more than fifteen (15) clients as participants. Group coaching shall be documented by listing the group name, number of group participants and full contact information for one person, who shall represent the group One hour of group coaching counts as one client-coaching hour, not the number of hours multiplied by the number of clients in the group. Internal Coaching with an Organization/Paid for by Third Party: If coaching is paid for by a third-party or done as part of applicant's employment, it counts as paid coaching. Internal coaching hours count as paid hours toward a Credential when coaching is a designated part of the applicant's job description. Coaching of a direct report may not be considered in the coaching hours. *If the organization or third party has a confidentiality policy that prevents disclosure of individual names and contact information, applicants should document the hours with the organization as follows: 5. List the organization/third party name in the log with the total number of hours coaching. 6. Select one contact person at the organization/third party and list their full name and contact information in the log. The contact person should be someone familiar with your work, who can verify that the number of hours presented in the log is an accurate reflection of your coaching experience with the organization. 7. Illustrate your work with individuals at the organization by assigning aliases for each individual (For example, you may list each individuals initials or assign designations of client A, client B, etc.) and listing the start/end dates and hours spent with each individual. 8. The contact person should provide you with a letter of reference testifying to the information in the log, explaining your role with the organization, and the organization's confidentiality policy. On Your Coaching Log, please include the following information for each client: Page 159 of 219

160 Client name(s) Contact information Dates of coaching relationship Total hours in coaching relationship, paid and pro-bono Continued on next page Construct your Client-Coaching Log to look like the example provided below: Example Individual Client Client Name Contact Information: Phone/ Start/ End Date Paid Hours P ro-bono Hours 1) Jane Doe [email protected] 2/03 11/ Group Coaching 2) ABC Coaching Group Participants: (5) [email protected] 1/02 2/ Contact: John Smith 3) 123 Organization Internal/T hird Party Coaching Client A Client B Contact: Mr. X* [email protected] 3/04 9/04 3/04 present *Reference letter included Total Hours Submitted: Step 1. Upload your Client Coaching Log. A sample format is provided above. Step 2. Enter your total number of Paid/Pro Bono hours. Step 3. (optional) Upload your client reference letter on the next page only if you indicate internal or 3rd party coaching hours on your coaching log. Enter Total Number of Hours Paid Hours Pro-Bono Hours Upload Client Coaching Log Browse Page 160 of 219

161 Upload 3: Coaching Reference Letters PCC applicants are required to submit two letters of reference from qualified* coaches who have heard or observed your coaching. *For applicants who: live in the United States or Canada o Provide two letters of reference regarding your coaching skills and expertise from coaches that currently hold an ICF PCC or MCC Credential. live outside of the United States or Canada o Provide two letters of reference regarding your coaching skills and expertise from coaches that currently hold an ICF Credential or who are actively involved in an ICF Chapter, or who are actively involved in another coaching association that holds similar definitions of coaching as the ICF. If not an ICF Credentialed coach, the letter must detail the writer s qualifications to assess the applicant s skill level. Requirements for each Coach Reference Letter are stated below: Dated within 12 months of the application date. Clearly states the coach s support. Comes from coaches who have actually heard or observed you coaching. States that the writer has heard or observed you coaching. Contains a statement by the coach that they believe you coach at the PCC level and therefore are recommending you for the PCC Credential. Written on the referring coach s stationery or from their address. It may be forwarded through your , but it must clearly have originated from their address. It will not be accepted if it is does not originate from their or come on their stationery if submitted via regular mail. If the letter was sent in an , please print the letter in a way that showcases the message header. PLEASE DO NOT FORWARD REFERENCES TO ICF HEADQUARTERS. PLEASE UPLOAD WITH YOUR APPLICATION. Page 161 of 219

162 Coaching References Checklist Please Answer the Nine Questions Below Regarding Your Reference Letters 1. Are both references dated within 12 months of the application date? 2. Do both references clearly state the coaches support? 3. Do both references come from coaches that have actually heard or observed you coaching? 4. Do both references state that the writer has heard or observed you coaching? 5. Do both references contain a statement by the coach that they believe you coach at the PCC level and therefore recommend you for the PCC Credential? YES YES YES YES YES NO NO NO NO NO 6. Are both references written on the referring coach s stationery or from their address with the message header showing where the message originated? 7. For US/Canada applicants - Do the writers hold the required PCC or MCC Credential? 8. For non US/Canada applicants using non-icf Credentialed references - Do the writers list their qualifications as a coach? 9. Are both reference letters and/or s uploaded to the application? YES NO YES NO N/A YES NO N/A YES NO Important! An answer of NO to any of these questions requires attention on your part prior to uploading your application. Reference letters that do not meet these standards cannot be used in your application. Do not forward references to ICF Headquarters, or mail references separately to the ICF Headquarters. Only reference letters that have been printed and uploaded with your online application will be accepted. Page 162 of 219

163 Client Reference Letter for Internal or Third Party Only (optional*) *This step only pertains to applicants who included internal or third party coaching on their Client-Coaching Log. Click Proceed to skip this step. If you did include internal or third party coaching on your Client-Coaching Log then you will need to upload a letter of reference testifying to the information in your log, explaining your work with individuals at the organization. If your Client-coaching Log includes coaching that was internal or third party then you will also need to include a letter of reference. Select file to upload by clicking the Browse button. Click Upload File button to upload the file (you may upload more than one file). Click Proceed when you are done. ICF Credential Application - Client Reference Letter for Internal or 3rd Party Only Optional Upload: If you include internal coaching hours in your coaching log, please upload a letter of reference testifying to the information in your log, explaining your work with individuals at the organization by assigning aliases for each individual-they may use initials or assign designation to each example Client A and Client B. Select file to upload by clicking on Browse button. Click Upload File button to upload the file. You may upload more than one file. When you are done click the Proceed button to continue. Browse Upload File proceed Page 163 of 219

164 Coach References PCC applicants are required to submit two letters of reference from qualified* coaches who have heard or observed your coaching. * Refer to the screenshot below for full details on who may qualify to write your letters of reference. Read the Coach References requirements in the below screenshot Select Coach Reference 1 from the drop-down menu Upload Reference Letter 1 by clicking the Browse button Select Coach Reference 2 from the drop-down menu Upload Reference Letter 2 by clicking the Browse button Click Proceed when you are done ICF Credential Application - Coach References PCC applicants are required to submit two (2) letters of reference from qualified* coaches who have heard or observed your coaching. Letters must be dated within the past 12 months. *For applicants who: live in the United States or Canadao provide two (2) letters of reference regarding your coaching skills and expertise from coaches who currently hold an ICF PCC or MCC Credential. live outside of the United States or Canadao provide two (2) letters of reference regarding your coaching skills and expertise from coaches that currently hold an ICF Credential or who are actively involved in an ICF Chapter, or who are actively involved in another coaching association that holds similar definitions of coaching as the ICF. If not an ICF Credentialed coach, the letter must detail the writer's qualifications to assess the applicant's skill level. Please upload your Letters that may be an from your coach reference or a scanned copy of your signed letter. Coach Reference 1: Reference Letter 1: Browse Coach Reference 2: Reference Letter 2: Browse proceed Page 164 of 219

165 ICF Credential Application: Confirm File Uploads The following lists all the files that have been uploaded for your application. Here you can upload additional files or delete any files that were uploaded accidentally. Files Uploaded Filename1 Delete File Filename2 Delete File Filename3 Delete File Browse Upload File proceed Confirm File Uploads (above) This section of the application will allow you to review all files that you have uploaded. You may choose to: Upload additional files: click browse click upload Delete unnecessary files. Click Proceed. Page 165 of 219

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167 PAYMENT INFORMATION PCC ACTP Graduate Application Fee in USD: $300 for ICF members $500 for nonmembers Your payment will be taken over VeriSign, a secure payment network. Payment Enter Credit Card information onto payment form. o (ICF accepts American Express, MasterCard, and Visa) Click Submit Payment when done. Thank you for taking the time to submit your online application! We applaud your commitment to personal excellence and to the coaching profession at large. Page 167 of 219

168 Credit Card Information Enter your credit card information and payment amount in the fields below. Once you have added all information, click Submit to process your payment. Payment Amount * $ Name (as it appears on the card) * Credit Card Billing Address Address * City * State Province/Other Zip/Postal Code * Help With Credit Card Information Credit Card Information Card Type * American Express Card Number * Please do not use spaces or punctuation with your credit card number. Expiration Date * Security Code * Where is it? Submit Payment Page 168 of 219

169 Confirmation Page The screen shot below is an example of a confirmation page. You have the option to print this page or return to the ICF Home Page. You have now completed the PCC ACTP Online Application. ICF Credential Application Thank you for completing the International Coach Federation PCC ACTP credentialing application. Your Transaction Was Processed Successfully. Please print this page as a receipt for payment of your credentialing application and retain for your records. Please note that it may take up to hours for this payment to be reflected on your account. Your confirmation number is: Confirmation Number V79A0A0AF850 Payment Amount $ Date Processed 07/03/2006 Payment Type Visa Credit Card Number: xxxxxxxxxxxxx1111 In addition to this message, you will receive a confirmation from the ICF Credentialing Office. Thank you for your support of the ICF standards for professional coaches. Print This Page Return to ICF Home Page Page 169 of 219

170 PCC Portfolio Application Professional Certified Coach (PCC) Portfolio Dear PCC Credential Applicant: The PCC Portfolio Application is designed to support you in attaining your coaching credential. The PCC Portfolio online application is accepted any time. The purpose of the ICF Credentialing Program is to: 4. Establish and administer standards for Credentialing professional coaches and coachtraining programs. 5. Assure the public that participating coaches and coach-training programs meet or exceed these standards. 6. Reinforce professional coaching as a distinct and self-regulating profession. Below are four documents you need to familiarize yourself with before filling out the application as these documents will assist you in completing the online application. Here are four documents you will want to read thoroughly before you begin the online application. 1. Coaching Core Competencies 2. Definitions and Terms 3. The ICF Code of Ethics 4. Minimum Skill Requirements for PCC df If you have questions once you have read these documents, please us at [email protected]. Please keep a copy of your application and supporting documents after completing the online application. While it is important that you fully document your experiences, do not upload extra documents. We congratulate you on your decision to take this important step in your career. Page 170 of 219

171 Regards, The ICF Application Review Committee Thank you for taking the time to submit your online application! We applaud your commitment to personal excellence and to the coaching profession at large. Page 171 of 219

172 General Information and Instructions Please take time to carefully read and understand all information and instructions provided below. A complete and well prepared application will allow the ICF staff and volunteers to process your application in a timelier manner. Online applications are accepted year-round. Applications are processed as shown in the chart below. Applicants must prove they fulfill the requirements for the PCC Credential. The ICF will not review incomplete applications. All uploads must be prepared and submitted with your online application. If upon review, the ICF Application Review Committee requires additional explanation of your documentation, this may extend the processing time of your application. Page 172 of 219

173 The Following Checklists Will Aid in your Online Application Process Step 1: Applicant Information Step 2: Statement of Agreement and Compliance Step 3: Coach-Specific Training Upload a copy of one of the following: a copy of your certificate, congratulatory letter, or transcript all of which will need to indicate the number of coach-specific HOURS you earned. Step 4: Client-Coaching Log Step 5: Client Reference Letter for Internal or Third Party Only (Optional) Step 6: Coach References Coach Reference Letter 1 Coach Reference Letter 2 Step 7: Confirm File Uploads Step 8: Payment Step 9: Confirmation Page KEEP A COPY OF EVERYTHING YOU ARE UPLOADING FOR YOUR OWN FILE. General Notes for all PCC Portfolio Online Applicants: The online application is a complex process. Allow up to one to two hours to complete. Please note that the online application may take a moment to move from one slide to the next. The online application must be completed in its entirety according to the directions contained in the application. Payment will be processed at the end of the online application. Problems with any part of the application will delay processing! Page 173 of 219

174 Applicant Information: The online application must be completed in its entirety according to the directions contained in the online application. If you cannot complete the application once you have begun, bookmark the page which you are on, and return to the page when it is convenient. PCC Portfolio applications will be processed in the order in which they are received. Instructions: Fill out all sections, upload the appropriate documents, and make note of where agreements are requested. Application Fee in USD: $425 for ICF members $625 for non-members* *Payment of non-member fee does not register applicant as an ICF member. To Join the ICF click here: Below are detailed steps for completing the PCC PA Online Application. Screenshots are also included to show what the application will look like online. Online Application Step 1: Applicant Information Complete the form by entering or updating your contact information. Select the Application Type you wish to complete. Click Proceed. ICF Credential Application - Applicant Information Please note: the following demographic information will be used by the ICF office for correspondence purposes, results/feedback and printed on your credential certificate. Prefix: First Name: Last Name: This field is required This field is required Suffix Current ICF Credential: None Address: City: Country: State/Province: United States This field is required This field is required This field is required Postal Code: Daytime Phone Number: This field is required This field is required Page 174 of 219

175 Fax Number: Address to send results, feedback, etc.: Language Used in Coaching: Member ID: English if Other please specify: This field is required Chapter Affiliation: Application Type: ACC ACTP ACC Portfolio PCC ACTP PCC Portfolio MCC for Current PCC proceed MCC ACTP MCC Portfolio This field is required Page 175 of 219

176 STATEMENTS OF AGREEMENT AND COMPLIANCE I,, acknowledge that my signature below attests that I understand or certify that the following statements are true and correct: 1. I have read, acknowledge and agree to abide by the ICF Code of Ethics ( as published on the ICF Web site. 2. As the applicant, it is my responsibility to communicate and validate my qualifications to clearly show that I meet or exceed each of the requirements appropriate for the Credential for which I am applying. 3. I have had no adverse legal actions taken or pending against me as a coach or my coaching business. 4. I release any individual from any previous bond of confidentiality, whether explicit or implied, for the purpose of validating my qualifications for an ICF awarded Credential. 5. I acknowledge that the Professional Certified Coach (PCC) designation is valid for a three-year period. In order to renew the PCC Credential, one must successfully complete a minimum of 40 hours (or current hours set forth by the ICF) of Continuing Coach Education (CCE) as well as 10 additional mentor coaching hours within that three-year period of time. 6. I agree that the ICF may change or modify the rules governing Credentialing at any time and has the power to revoke any individual Credential for violation of the ICF Standards of Ethical Conduct. 7. I will abide by the decision of the ICF. 8. I give permission for the ICF to verify my experience and documentation. I understand that the ICF will keep all information confidential. 9. I agree to honor the rules and regulations of the International Coach Federation's Credentialing process. I further agree that the ICF has sole discretion to issue or amend the rules and regulations governing Credentialing at any time. I acknowledge that the ICF has the right to revoke Credentials for violations of the ICF Code of Ethics or nonpayment of fees and to inform the public of such decisions. I agree to abide by any decision of the ICF regarding Credentialing matters. 10. I understand that the application fee is non-refundable. Page 176 of 219

177 Applicant signature Date Applicants must prove they fulfill the requirements for the PCC Credential. Applications must be submitted in their entirety. All attachments and supplemental materials must be prepared and submitted with your application. Upon review of your application, if ICF Credentialing requires additional explanation of your documentation, this may extend the processing time of your application. Online Application Step 2: Statement of Agreement and Compliance Download and/or read the Statement of Agreement and Compliance (above). Check the box indicating you have read and agree to the statement of agreement and compliance. Check the box indicating you have read and understand this Guide to Applying Online. Click Proceed. ICF Credential Application - Statement of Agreement and Compliance Download PCC Portfolio Statement of Agreement and Compliance (Word Document) I have read and agree to the statement of agreement and compliance. I have read and understand the "Guide to Applying Online." proceed Page 177 of 219

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179 Upload 1: Coach-Specific Training PCC applicants are required to have attained a minimum of 125 Hours of Coach-Specific Training. At least 100 of the hours must be: Direct interaction with a trainer (voice-to-voice or in-person training; not cyber courses, mail-in courses, or self-study); From a program other than ICF conference, SIG, Virtual Education, or chapter events; and Teaching the ICF Core Competencies (all Core Competencies must be covered). The remaining hours may be self-study, or from an ICF event, or teaching coaching-related topics, or a combination of those. However, all hours must be part of a program with the purpose of training coaches. If your training is not Coach-Specific, your application will be denied. Therefore, please realistically assess whether your training meets the below definitions. Coach-Specific Training is: Training from an Accredited Coach Training Program (ACTP) or a program that has received the ICF Approved Coach-Specific Training Hours (ACSTH) designation, or Training that is specifically marketed as teaching coaching skills, that teaches coaching skills or teaches how to apply technical skills in a coach-like manner and teaches coaching skills in accordance with the ICF Core Coaching Competencies. Training that is not accepted as Coach-Specific Training: Training that is marketed as teaching other skills, even though the skills can be used by a coach in some manner, does not count as Coach-Specific Training. In addition, personal development courses (such as Forum, Landmark, Lifespring, Life Training, Science of the Mind, etc.) do not count as Coach-Specific training. Finally, education in other areas such as psychology, counseling, NLP, etc., does not count as Coach-Specific Training unless it was actually taught as coach training and from an ICF Core Competencies perspective. If your Coach-Specific Training has received an ICF accreditation either as part of an ACTP or ACSTH, you need only to provide a list of courses taken and written evidence from the program attesting to the total number of Coach-Specific Training hours completed. Documentation of your Coach Specific Training Hours requires two forms of proof: 1. Completion of the chart below listing all of your Coach Specific Training Hours, and 2. Written acknowledgement of successful completion from the sponsoring organization that validates your successful completion of the course and includes the number of Coach- Specific Training Hours awarded. This could be in the form of a certificate, transcript, or letter. Page 179 of 219

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181 Coach-Specific Training Record *For each entry written acknowledgement must be uploaded* You may use your own computer generated forms, however be sure to include all data columns. Dates 2/15/01-5/15/01 Sponsoring Organization with Contact Information John Doe Coach Training Academy (888) Course Name Listening Skills for Coaches Instructor(s) Class Description ICF Core Competencies Jane Doe, MCC Teaches coaches the art of listening for the client s agenda, what is said, what is unsaid, the client s strengths and client blocks. Taught Establishing coaching agreement, coaching presence and active listening. SCLH's 12 hours Please Note If an applicant has created and taught Coach Specific Training programs of sufficient length to meet the hours requirement for a specific credential, then that program (or hours) may be counted as Coach-Specific Training for the applicant. In order to qualify for Coach-Specific Training credit, under this rule, the applicant must present evidence of authorship, a definitive outline of the course and for each class in the course including an explanation of the ICF Core Competencies taught in each class. The applicant must also submit evidence of delivery of the course. No more than three co-authors may receive credit under this rule and each co-author must have delivered each class in the course. Coach Specific Training credit is only given for authorship and the first delivery of the course. Multiple deliveries of the same or similar courses will not be given Coach-Specific Training credit. Page 181 of 219

182 Upload 2: Mentor Coaching Instructions: This part of the application requires the applicant* to provide proof in the form of a log listing hours spent working with a mentor coach. Documentation must be uploaded at the time of application. *Important: Please note that applicants who meet the following conditions are exempt from the Mentor Coaching requirements as they have already taken part in activities that fulfill this need: Coaches who currently hold an ACC and submitted their application after June 31, For purposes of Credentialing, mentor coaching means an applicant being coached on their coaching skills rather than coaching on practice building, life balance, or other topics unrelated to the development of an applicant s coaching skill. The requirement for the PCC Credential is: 10 hours over three months with a qualified** mentor coach. This requirement is intended to help applicants prepare for participation in the ICF Portfolio exam. The ICF highly recommends that Portfolio applicants work with their mentor coaches in preparation for the exam and its oral demonstrations. The Mentor Coaching requirement must be fulfilled prior to submitting your application. (Example: You must have completed a minimum of three months and 10 hours of mentor coaching prior to today s date if you were to submit your application today.) Qualifications for Mentor Coach: If you live in the United States or Canada you are required to have been mentor coached by a coach who holds an ICF PCC or MCC Credential for a minimum of 10 hours over a minimum of three months. If you live outside of the United States or Canada, you are required to have been mentor coached by a coach who either holds an ICF Credential, or who is actively involved in an ICF Chapter, or who is actively involved in another coaching association that holds similar definitions of coaching as the ICF. You are required to have been coached for a minimum of 10 hours over three months. Group coaching may count towards the mentoring requirement of 10 hours within the framework described. No more than 70 percent of the required mentoring hours (that is seven hours) can come from group coaching. Additionally, the group being mentored may not consist of more than 10 participants. Please list your mentor coach(es), their qualifications, their contact information, when you were coached, and the total number of hours coached. The format to document your Mentor Coaching is below: Page 182 of 219

183 Create a Mentor Coaching Log in the same format as shown below to document your Mentor Coaching hours. Mentor Coaching Log You may use your own computer generated forms, however be sure to include all data columns. Name(s) of Mentor/Coach ICF Credential Contact Information: Phone/ Start / End Date John Doe MCC jdoe@no .com 2/03 - present 30 Total Hours Page 183 of 219

184 Upload 3: Record of Client-Coaching Hours Instructions: This part of the guideline requires the applicant to provide proof in the form of a log listing hours spent working with clients as a coach. Documentation must be uploaded at the time of application. PCC applicants are required to have coached for 750 hours with a minimum of 675 for compensation. Your client-coaching log must reflect a list of at least 25 clients. In keeping with the ICF Code of Ethics, you must obtain consent from your clients to release their names to ICF and for the ICF to contact them in the event it becomes necessary. Should the ICF deem it necessary to contact clients in order to confirm they were coaching clients of the applicant, the ICF does not discuss the specific topics of the coaching. *Client information submitted with ICF Credentialing applications is viewed only by designated members of the ICF Application Review Committee and ICF staff. Client contact information may be used to verify the information presented by applicants. Client names and contact information are never shared or sold to a third party or used for any purpose other than review of application files for ICF Credentialing. Your coaching log* may include any of the following: Coaching of individuals Coaching of groups Coaching internally for an organization or paid for by a third party *Required coaching log with required formatting is on Page13. What constitutes a client-coaching hour? A client-coaching hour is 60 minutes of actual coaching with someone who has hired you as a coach and not in any other capacity. Paid hours shall be any hours for which any kind or amount of compensation, including barter, is received. Only 10 percent of the minimum hours needed to qualify for the Credential can be probono hours, including complimentary sessions. Teaching coaching classes does not count as client-coaching hours. There shall be no limitation of client-coaching hours by specialization or niche. On Your Coaching Log, please include the following information for each client: Client name(s) Contact information Dates of coaching relationship Total hours in coaching relationship, paid and pro-bono Group Coaching (see required format below in the sample client log): Page 184 of 219

185 In order to count as client-coaching hours, a coaching group can have no more than 15 clients as participants. Group coaching shall be documented listing the group name, number of group participants and full contact information for one person, who shall represent the group One hour of group coaching counts as one client-coaching hour, not the number of hours multiplied by the number of clients in the group. Internal Coaching with an Organization/Paid for by Third Party (see required format below in the sample client log): If coaching is paid for by a third party or done as part of applicant s employment, it counts as paid coaching. Internal coaching hours count as paid hours toward a Credential when coaching is a designated part of the applicant s job description. Coaching of a direct report may not be considered in the coaching hours. *If the organization or third party has a confidentiality policy that prevents disclosure of individual names and contact information, applicants should document the hours with the organization as follows: 13) List the organization/third party name in the log with the total number of coaching hours. 14) Select one contact person at the organization/third party and list their full name and contact in the log. The contact person should be someone familiar with your work, who can verify that the number of hours presented in the log is an accurate reflection of your coaching experience with the organization. 15) The contact person should provide you with a letter of reference testifying to the information in the log, explaining your role with the organization, and the organization s confidentiality policy. 16) Illustrate your work with individuals at the organization by assigning aliases for each individual (For example, you may list each individuals initials or assign designations of client A, client B, etc.) and listing the start/end dates and hours spent with each individual. Coaching Log Sample: (This is the required format for the coaching log) Example Client Name Contact Information: Phone/ Start/ End Date Paid Hours Pro-Bono Hours Individual Client 1) Jane Doe [email protected] 2/03 11/ Group Coaching Internal/Third Party Coaching if unable to give /reveal client names. 2) ABC Coaching Group Participants: (5) Contact: John Smith 3) 123 Organization Client A Client B Contact: Mr. X* *Reference letter included [email protected] 1/02 2/ [email protected] 3/04 9/04 3/04 present Total Hours Submitted: Page 185 of 219

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187 Upload 4: Coaching Reference Letters Instructions: This part of the guideline requires the applicant to provide letters of reference from three qualified coaches that have heard or observed you coaching. Documentation must be uploaded at the time of application. PCC applicants are required to submit two letters of reference from qualified* coaches who have heard or observed your coaching. Your mentor coach may write one of the two letters, if they meet the qualifications described below. For applicants who: Live in the United States or Canada o Provide two letters of reference regarding your coaching skills and expertise from coaches that currently hold a PCC or MCC Credential. Your mentor coach, if they have heard you coach, may write a letter of reference to meet this requirement. Live outside of the United States or Canada o Provide two letters of reference regarding your coaching skills and expertise from coaches that currently hold an ICF Credential or who are actively involved in an ICF Chapter, or who are actively involved in another coaching association that holds similar definitions of coaching as the ICF. If not an ICF Credentialed coach, the letter must detail the writer s qualifications to assess the applicant s skill level. Your mentor coach, if they have heard you coach, may write a letter of reference to meet this requirement. Requirements for each Coach Reference Letter are stated below: Dated within 12 months of the day you begin uploading your application. Clearly states the coach s support. Comes from coaches who have actually heard or observed you coaching. States that the writer has heard or observed you coaching. Contains a statement by the coach that they believe you coach at the PCC level and therefore are recommending you for the PCC Credential. Written on the referring coach s stationery or from their address. It may be forwarded through your , but it must clearly have originated from their address. It will not be accepted if it is does not originate from their or come on their stationery if submitted via regular mail. If the letter was sent in an , please print the letter in a way that showcases the message header. PLEASE DO NOT FORWARD REFERENCES TO THE ICF HEADQUARTERS. PLEASE UPLOAD WITH YOUR APPLICATION. Page 187 of 219

188 Coaching References Checklist (Please answer the questions below regarding your reference letters) 1. Are both references dated within 12 months of the application date? 2. Do both references clearly state the coaches support? 3. Do both references come from coaches that have actually heard or observed you coaching? 4. Do both references state that the writer has heard or observed you coaching? 5. Do both references contain a statement by the coach that they believe you coach at the PCC level and therefore recommend you for the PCC credential? YES YES YES YES YES NO NO NO NO NO 6. Are both references written on the referring coach s stationery or from their address with the message header showing where the message originated? 7. For US/Canada applicants - Do the writers hold the required PCC or MCC credential? 8. For non US/Canada applicants using non-icf Credentialed references - Do the writers list their qualifications as a coach? 9. Are both reference letters and/or s uploaded to this application? YES NO YES NO N/A YES NO N/A YES NO Important! An answer of NO to any of these questions requires attention on your part prior to submitting your online application. Reference letters that do not meet these requirements will not be accepted. Do not forward references to the ICF Headquarters or mail references separately to the ICF Office. Only reference letters that have been uploaded with your online application will be accepted. Page 188 of 219

189 Upload 5: Recording of Coaching Session All portfolio applicants must participate in the three-part ICF Portfolio exam* in order to be awarded the PCC Credential. The recorded exam is an evaluation of your coaching with a real client, as captured in a recorded coaching session. In compliance with this requirement, all portfolio applicants must upload: 1. A recording of an actual client coaching session between you and a paid or pro-bono client (sessions that occur as a part of coach training may not be used). The ICF can only accept the following audio formats: CD (.mp3,.wmp, or.wav formats), or an audio-podium recording. ICF CANNOT accept Audiocassettes (cassette tapes) or Microcassettes (MC-60 or MC-90). Additionally, the ICF will not accept video files. The session length should reflect the average length of a normal coaching session with that client. Keep at least one copy for your records. 2. A release form is to be signed by the client being recorded and you, authorizing you to record the session for the purposes of evaluating your coaching competency. We want to assure you that only your reviewers hear the recording and they will not receive your client s full name. Please print off the below release and upload this release to the online application. Please read the following before uploading your recording: We suggest that you record several coaching sessions before you upload to the application. Listen to your recording. Make sure the sound is clear and the reviewers can easily understand the recording. Recordings that cannot be heard clearly cannot be used and a new recording will be requested. This will delay the process significantly. Choose a recording to submit that you believe demonstrates a wide variety of the ICF Core Coaching Competencies.. ***REQUIRED***: Keep at least one copy for your records. One copy will be kept in a secure area at the ICF Office. Page 189 of 219

190 RELEASE OF CONFIDENTIAL INFORMATION Purpose: The purpose of this release is to facilitate the ICF Credentialing application of (Name of Credential applicant) I,, authorize (Name of client) applicant) (Name of Credential to record and release the following recording to the International Coach Federation (ICF). Information to be released: Audio recording of my coaching session on -. (Date) I understand that the audio recording of my coaching session will be reviewed only by ICF Application Review members who will use it for assessing the quality and methods of my coach and possibly Assessors for use of training. I understand that the information will be kept confidential and will not be shared with any other party. This release form has been read/reviewed with me and I understand its content. Client s Signature Date Coach s Signature Date: Please indicate which language you used in this coaching session: English Danish French German Italian Portuguese Spanish Swedish Page 190 of 219

191 *The ICF Portfolio Exam: The ICF portfolio exam measures your ability to coach and to demonstrate the ICF Core Coaching Competencies. The exam is thorough and is graded by Master Certified Coaches. The exam process requires: Submission of a recorded coaching session with this application. (Upload 5) Completion of a written exam consisting of short answer questions and three case studies. This exam is administered through after your application passes technical review. All applicants are given 48 hours to complete the exam. Coaching live on a telebridge with two MCC assessors. Preview of PCC Portfolio Exam Scheduling: Once your application has completed Technical Review and your name reaches the top of the queue you will be contacted by the ICF to schedule your PCC Exam. ICF will try to offer each applicant several PCC Exam time availabilities within a two-week notice. After selecting an Exam date and time from the list sent to you please contact ICF immediately so that a Exam date will be reserved for you. To complete the PCC Portfolio application process in the timeframe given it is best to coordinate your schedule to fit one of the Exam Time openings. Helpful Hints about the Portfolio Exam: To prepare, begin reading the competencies and observing them in your coaching. It's also helpful if you have your mentor coach evaluate your coaching and give you feedback on how you demonstrate each of the competencies in your coaching and where you might need to practice a competency more. We encourage you to look at the exam as a true opportunity to renew your connection with your coaching skills, to study and absorb the core competencies again, and to demonstrate to your peers that you are committed to being the best for your clients and for our profession. Page 191 of 219

192 Written and Live Exam Preferences Instructions: The second part of the ICF exam is a written test that measures your ability to coach and to demonstrate the ICF Core Coaching Competencies. The exam is thorough and is graded by Master Certified Coaches. Please note that applicants holding a current PCC Credential will not be required to take the written exam. The written exam process requires: Completion of a written exam consisting of short answer questions and three case studies. This exam is administered through after your application passes technical review. All applicants are given 48 hours to complete the exam. Once your application has cleared a technical review you will be contacted to schedule your written exam. In what language(s) would you prefer to take your Written Exam? English French German Spanish Other (contact ICF) Live Exam Instructions: The third and final part of the ICF exam is participation in a live oral coaching demonstration. Each applicant must sit for a not-to-exceed 30 minutes live oral exam, administered by an assessor team via telebridge. Once your application has cleared a technical review you will be contacted to schedule your live exam. The live exam may be conducted in a variety of languages as indicated below. Please contact the ICF headquarters if another language is preferred for your live exam. In what language(s) would you prefer for your Live Oral Exam? English Danish French German Italian Portuguese Spanish Swedish Other (contact ICF) Notes Regarding Exam Scheduling Once your application has completed Technical Review you will be contacted by the ICF to schedule your written and live oral exam. ICF will try to offer each applicant several time availabilities within a two-week notice. After selecting a date and time from the list sent to you please contact ICF immediately so that exam date will be reserved for you. Page 192 of 219

193 PAYMENT INFORMATION Portfolio Application Fee in USD: $425 for ICF members $625 for non-members* Your payment will be taken over VeriSign, a secure payment network. Thank you for taking the time to submit your online application! We applaud your commitment to personal excellence and to the coaching profession at large. Page 193 of 219

194 MCC Portfolio Application Master Certified Coach (MCC) Guide to Applying Online Dear MCC Credential Candidate: Congratulations on taking this important step in your career. Pursuing the MCC credential demonstrates your commitment to reaching the highest standards of the coaching profession. The purpose of the ICF Credentialing Program is to: 7. Establish and administer minimum standards for credentialing professional coaches and coach-training programs. 8. Assure the public that participating coaches and coach-training programs meet or exceed these minimum standards. 9. Reinforce professional coaching as a distinct and self-regulating profession. Below are four documents you need to familiarize yourself with before filling out the application as these documents will assist you in completing the online application. Here are four documents you will want to read thoroughly before you begin the online application. 1. Coaching Core Competencies 2. Definitions and Terms 3. The ICF Code of Ethics 4. Minimum Skill Requirements for MCC If you have questions once you have read these documents, please us at [email protected]. Please keep a copy of your application and supporting documents after completing the online application. While it is important that you fully document your experiences, do not upload extra documents. We congratulate you on your decision to take this important step in your career. Regards, The ICF Application Review Committee Page 194 of 219

195 Thank you for taking the time to submit your online application! We applaud your commitment to personal excellence and to the coaching profession at large. Page 195 of 219

196 General Information and Instructions Please take time to carefully read and understand all information and instructions provided below. A complete and well prepared application will allow the ICF staff and volunteers to process your application in a timelier manner. Online applications are accepted year-round. Applications are processed as shown in the chart below. Applicants must prove they fulfill the requirements for the MCC Credential. The ICF will not review incomplete applications. All uploads must be prepared and submitted with your online application. If upon review, the ICF Application Review Committee requires additional explanation of your documentation, this may extend the processing time of your application. Page 196 of 219

197 The Following Checklists Will Aid in your Online Application Process Step 1: Applicant Information Step 2: Statement of Agreement and Compliance Step 3: Coach-Specific Training Upload a copy of one of the following: a copy of your certificate, congratulatory letter, or transcript all of which will need to indicate the number of coach-specific HOURS you earned. Step 4: Client-Coaching Log Step 5: Client Reference Letter for Internal or 3 rd Party Only (Optional) Step 6: Coach References Coach Reference Letter 1 Coach Reference Letter 2 Coach Reference Letter 3 Step 7: Confirm File Uploads Step 8: Payment Step 9: Confirmation Page KEEP A COPY OF EVERYTHING YOU ARE UPLOADING FOR YOUR OWN FILE. General Notes for all MCC Portfolio Online Applicants: The online application is a complex process. Allow up to 1 to 2 hours to complete. Please note that the online application may take a moment to move from one slide to the next. The online application must be completed in its entirety according to the directions contained in the application. Payment will be processed at the end of the online application. Problems with any part of the Application will delay processing! Page 197 of 219

198 Applicant Information: The online application must be completed in its entirety according to the directions contained in the online application. If you cannot complete the application once you have begun, bookmark the page which you are on, and return to the page when it is convenient. MCC Portfolio applications will be processed in the order in which they are received. Instructions: Fill out all sections, upload the appropriate documents, and make note of where agreements are requested. Application Fee in USD: $425 for ICF members $625 for non-members* *Payment of non-member fee does not register applicant as an ICF member. To Join the ICF click here: Below are detailed steps for completing the MCC Online Application. Screenshots are also included to show what the application will look like online. Online Application Step 1: Applicant Information Complete the form by entering or updating your contact information. Select the Application Type you wish to complete. Click Proceed. ICF Credential Application - Applicant Information Please note: the following demographic information will be used by the ICF office for correspondence purposes, results/feedback and printed on your credential certificate. Prefix: First Name: Last Name: This field is required This field is required Suffix Current ICF Credential: None Address: City: Country: State/Province: United States This field is required This field is required This field is required Postal Code: This field is required Page 198 of 219

199 Daytime Phone Number: This field is required Fax Number: Address to send results, feedback, etc.: Language Used in Coaching: Member ID: English if Other please specify: This field is required Chapter Affiliation: Application Type: ACC ACTP ACC Portfolio PCC ACTP PCC Portfolio MCC for Current PCC proceed MCC ACTP MCC Portfolio This field is required Page 199 of 219

200 STATEMENTS OF AGREEMENT AND COMPLIANCE I,, acknowledge that my signature below attests that I understand or certify that the following statements are true and correct: 1. I have read, acknowledge and agree to abide by the ICF Code of Ethics ( as published on the ICF Web site. 2. As the applicant, it is my responsibility to communicate and validate my qualifications to clearly show that I meet or exceed each of the requirements appropriate for the Credential for which I am applying. 3. I have had no adverse legal actions taken or pending against me as a coach or my coaching business. 4. I release any individual from any previous bond of confidentiality, whether explicit or implied, for the purpose of validating my qualifications for an ICF awarded Credential. 5. I acknowledge that the Associate Certified Coach (MCC) designation is valid for a three-year period. In order to renew the MCC Credential, one must successfully complete a minimum of 40 hours (or current hours set forth by the ICF) of Continuing Coach Education (CCE). 6. I agree that the ICF may change or modify the rules governing Credentialing at any time and has the power to revoke any individual Credential for violation of the ICF Standards of Ethical Conduct. 7. I will abide by the decision of the ICF. 8. I give permission for the ICF to verify my experience and documentation. I understand that the ICF will keep all information confidential. 9. I agree to honor the rules and regulations of the International Coach Federation's Credentialing process. I further agree that the ICF has sole discretion to issue or amend the rules and regulations governing Credentialing at any time. I acknowledge that the ICF has the right to revoke Credentials for violations of the ICF Code of Ethics or non-payment of fees and to inform the public of such decisions. I agree to abide by any decision of the ICF regarding Credentialing matters. 10. I understand that the application fee is non-refundable. Applicant signature Date Applicants must prove they fulfill the requirements for the MCC credential. Applications must be submitted in their entirety. All attachments and supplemental materials must be prepared and submitted with your application. Upon review of your application, if ICF Credentialing requires Page 200 of 219

201 additional explanation of your documentation, this may extend the processing time of your application. Page 201 of 219

202 Online Application Step 2: Statement of Agreement and Compliance Download and/or read the Statement of Agreement and Compliance (previous page) Check the box indicating you have read and agree to the statement of agreement and compliance. Check the box indicating you have read and understand this Guide to Applying Online. Click Proceed. ICF Credential Application - Statement of Agreement and Compliance Download Statement of Agreement and Compliance (Word Document) I have read and agree to the statement of agreement and compliance. I have read and understand the "Guide to Applying Online." proceed Page 202 of 219

203 Upload 1: Completion of Coach-Specific Training MCC applicants are required to have attained a minimum of 200 Hours of Coach-Specific Training. At least 160 of the hours must be: Direct interaction with a trainer (voice-to-voice or in-person training; not cyber courses, mail-in courses, or self-study); From a program other than ICF conference, SIG, Virtual Education, or chapter events; and Teaching the ICF Core Competencies (all Core Competencies must be covered). The remaining hours may be self-study, or from an ICF event, or teaching coaching-related topics, or a combination of those. However, all hours must be part of a program with the purpose of training coaches. If your training is not Coach-Specific, your application will be denied. Therefore, please realistically assess whether your training meets the below definitions. Coach-Specific Training is: Training from an Accredited Coach Training Program (ACTP) or a program that has received the ICF Approved Coach-Specific Training Hours (ACSTH) designation, or Training that is specifically marketed as teaching coaching skills, that teaches coaching skills or teaches how to apply technical skills in a coach-like manner and teaches coaching skills in accordance with the ICF Core Coaching Competencies. Training that is not accepted as Coach-Specific Training: Training that is marketed as teaching other skills, even though the skills can be used by a coach in some manner, does not count as Coach-Specific Training. In addition, personal development courses (such as Forum, Landmark, Lifespring, Life Training, Science of the Mind, etc.) do not count as Coach-Specific training. Finally, education in other areas such as psychology, counseling, NLP, etc., does not count as Coach-Specific Training unless it was actually taught as coach training and from an ICF Core Competencies perspective. If your Coach-Specific Training has received an ICF accreditation either as part of an ACTP or ACSTH, you need only provide a list of courses taken and written evidence from the program attesting to the total number of Coach-Specific Training hours completed. Page 203 of 219

204 Documentation of your Coach Specific Training Hours requires two forms of proof: 3. Completion of the chart below listing all of your Coach Specific Training Hours, and 4. Written acknowledgement of successful completion from the sponsoring organization that validates your successful completion of the course and includes the number of Coach- Specific Training Hours awarded. This could be in the form of a certificate, transcript, or letter. Page 204 of 219

205 Coach-Specific Training Record *For each entry written acknowledgement must be uploaded* You may use your own computer generated forms, however be sure to include all data columns. Dates 2/15/01-5/15/01 Sponsoring Organization with Contact Information John Doe Coach Training Academy (888) Course Name Listening Skills for Coaches Instructor(s) Class Description ICF Core Competencies Jane Doe, MCC Teaches coaches the art of listening for the client s agenda, what is said, what is unsaid, the client s strengths and client blocks. Taught Establishing coaching agreement, coaching presence and active listening. SCLH's 12 hours Please Note If an applicant has created and taught Coach-Specific Training programs of sufficient length to meet the hours requirement for a specific credential, then that program (or hours) may be counted as Coach-Specific Training for the applicant. In order to qualify for Coach-Specific Training credit, under this rule, the applicant must present evidence of authorship, a definitive outline of the course and for each class in the course including an explanation of the ICF Core Competencies taught in each class. The applicant must also submit evidence of delivery of the course. No more than three co-authors may receive credit under this rule and each co-author must have delivered each class in the course. Coach-Specific Training credit is only given for authorship and the first delivery of the course. Multiple deliveries of the same or similar courses will not be given Coach-Specific Training credit. Page 205 of 219

206 Upload 2: Record of Mentor Coaching Instructions: The application requires the applicant* to provide proof in the form of a log listing hours spent working with a mentor coach. Documentation must be uploaded at the time of application. *Important: Please note that applicants who meet either of the following conditions are exempt from the Mentor Coaching requirements as they have already taken part in activities that fulfill this need: Coaches who currently hold the ICF Professional Certified Coach credential (PCC). or Applicants who have successfully completed an ICF Accredited Coach Training Program (ACTP), and have documented completion of that program in Upload 1 of this guideline. For purposes of credentialing, mentor coaching means an applicant being coached on their coaching skills rather than coaching on practice building, life balance, or other topics unrelated to the development of an applicant s coaching skill. The requirement for the MCC credential is: 10 hours over three months with a qualified** mentor coach. This requirement is intended to help applicants prepare for participation in the ICF Portfolio exam. The ICF highly recommends that Portfolio applicants work with their mentor coaches in preparation for the exam and its oral demonstrations. The Mentor Coaching requirement must be fulfilled prior to submitting your application. (Example: You must have completed a minimum of three months and 10 hours of mentor coaching prior to today s date if you were to submit your application today.) Qualifications for Mentor Coach: If you live in the United States or Canada, you are required to have been mentor coached by a coach who holds an ICF MCC credential for a minimum of 10 hours over a minimum of three months. If you live outside of the United States or Canada, you are required to have been mentor coached by a coach who holds an ICF Credential, or who is actively involved in an ICF Chapter, or who is actively involved in another coaching association that holds similar definitions of coaching as the ICF. You are required to have been coached for a minimum of 10 hours over three months. Group coaching may count toward the mentoring requirement of 10 hours within the framework described. No more than 70 percent of the required mentoring hours (that is seven hours) can come from group coaching. Additionally, the group being mentored may not consist of more than 10 participants. Please list your mentor coach(es), their qualifications, their contact information, when you were coached, and the total number of hours coached. See example of mentor coaching log on the next page. Page 206 of 219

207 Create a Mentor Coaching Log in the same format as shown below to document your Mentor Coaching hours. Mentor Coaching Log You may use your own computer generated forms, however be sure to include all data columns. Name(s) of Mentor/Coach Contact Information: Phone/ ICF Credential Start / End Date (sample) John Doe MCC jdoe@no .com 2/03 - present 30 Total Hours Page 207 of 219

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209 Upload 3: Record of Client Coaching Hours Instructions: This part of the guideline demonstrates the requirement of the applicant to provide proof in the form of a log listing hours spent working with clients as a coach. Documentation must be uploaded at the time of application. MCC applicants are required to have coached for 2,500 hours with a minimum of 2,250 for compensation. Your client-coaching log must reflect a list of at least 35 clients. In keeping with the ICF Code of Ethics, you must obtain consent from your clients to release their names to ICF and for the ICF to contact them in the event it becomes necessary. Should the ICF deem it necessary to contact clients in order to confirm they were coaching clients of the applicant; the ICF does not discuss the specific topics of the coaching. *Client information submitted with ICF Credentialing applications is viewed only by designated members of the ICF Application Review Committee and ICF staff. Client contact information may be used to verify the information presented by applicants. Client names and contact information are never shared or sold to a third party or used for any purpose other than review of application files for ICF Credentialing. Your coaching log* may include any of the following: Coaching of individuals Coaching of groups Coaching internally for an organization or paid for by a third party *The required coaching log is shown at the bottom of the next page. What constitutes a client-coaching hour? A client-coaching hour is 60 minutes of actual coaching with someone who has hired you as a coach and not in any other capacity. Paid hours shall be any hours for which any kind or amount of compensation, including barter, is received. Only 10 percent of the minimum hours needed to qualify for the Credential can be probono hours, including complimentary sessions. Teaching coaching classes does not count as client-coaching hours. There shall be no limitation of client-coaching hours by specialization or niche. On your Coaching Log, please include the following information for each client: Client name(s) Contact information Dates of coaching relationship Total hours in coaching relationship, paid and pro-bono Group Coaching: In order to count as client-coaching hours, a coaching group can have no more than 15 clients as participants. Group coaching shall be documented by listing the group name, number of group participants and full contact information for one person, who shall represent the group One hour of group coaching counts as one client-coaching hour, not the number of hours multiplied by the number of clients in the group. Page 209 of 219

210 Internal Coaching with an Organization/Paid for by Third Party: If coaching is paid for by a third party or done as part of applicant s employment, it counts as paid coaching. Internal coaching hours count as paid hours toward an ICF Credential when coaching is a designated part of the applicant s job description. Coaching of a direct report may not be considered in the coaching hours. *If the organization or third party has a confidentiality policy that prevents disclosure of individual names and contact information, applicants should document the hours with the organization as follows: 17) List the organization/third party name in the log with the total number of coaching hours. 18) Select one contact person at the organization/third party and list their full name and contact in the log. The contact person should be someone familiar with your work, who can verify that the number of hours presented in the log is an accurate reflection of your coaching experience with the organization. 19) The contact person should provide you with a letter of reference testifying to the information in the log, explaining your role with the organization, and the organization s confidentiality policy. 20) Illustrate your work with individuals at the organization by assigning aliases for each individual (For example, you may list each individuals initials or assign designations of client A, client B, etc.) and listing the start/end dates and hours spent with each individual. Coaching Log Sample: (This is the required format for the coaching log) Example Individual Client Group Coaching Internal/Third Party Coaching if unable to reveal client names. Client Name 1) Jane Doe 2) ABC Coaching Group Participants: (5) Contact: John Smith 3) 123 Organization Client A Client B Contact: Mr. X* *Reference letter included Contact Information: or Phone [email protected] [email protected] [email protected] Start/ End Date Paid Hours Pro-Bono Hours 2/03 11/ /02 2/ /04 9/04 3/04 present Page 210 of 219

211 Upload 4: Coaching Reference Letters Instructions: This part of the guidelines shows that the applicant is required to provide letters of reference from three qualified coaches that have heard or observed you coaching. Documentation must be uploaded at the time of application. MCC applicants are required to submit three letters of reference from qualified* coaches who have heard or observed your coaching. Your mentor coach may write one of the three letters, if they meet the qualifications described below. For applicants who: Live in the Untied States or Canada o Provide three letters of reference regarding your coaching skills and expertise from coaches that currently hold an MCC Credential. Your mentor coach, if they have heard you coach, may write a letter of reference to meet this requirement. Live outside of the United States or Canada o Provide three letters of reference regarding your coaching skills and expertise from coaches that currently hold an ICF Credential or who are actively involved in an ICF Chapter, or who are actively involved in another coaching association that holds similar definitions of coaching as the ICF. If not an ICF Credentialed coach, the letter must detail the writer s qualifications to assess the applicant s skill level. Your mentor coach, if they have heard you coach, may write a letter of reference to meet this requirement. Requirements for each Coach Reference Letter are stated below: Dated within 12 months of the day you begin uploading your application. Clearly states the coach s support. Comes from coaches who have actually heard or observed you coaching. States that the writer has heard or observed you coaching. Contains a statement by the coach that they believe you coach at the MCC level and therefore are recommending you for the MCC Credential. Written on the referring coach s stationery or from their address. It may be forwarded through your , but it must clearly have originated from their address. It will not be accepted if it is does not originate from their or come on their stationery if submitted via regular mail. If the letter was sent in an , please print the letter in a way that showcases the message header. PLEASE DO NOT FORWARD REFERENCES TO THE ICF HEADQUARTERS. PLEASE UPLOAD WITH YOUR APPLICATION. Page 211 of 219

212 Coaching References Checklist (Please answer the questions below regarding your Reference Letters.) Are both references dated within 12 months of the application date? Do both references clearly state the coach s or writer s support? Do both references state that the coaches have actually heard or observed you coaching? Do both references state that the writers have actually heard or observed you coaching? Do both references contain a statement by the coach or writer they believe you coach at the MCC level and, therefore, recommend you for the MCC credential? YES YES YES YES YES NO NO NO NO NO Are both references written on the referring coach s or writer s stationery or from their address with the message header showing where the message originated? For US/Canada applicants, do the coaches hold the required MCC Credential? For non-us/canada applicants using non-icf Credentialed references, do the writers list their qualifications as a coach? Are both reference letters and/or s uploaded to this application? YES NO YES NO N/A YES NO N/A YES NO Important! An answer of NO to any of these questions requires attention on your part prior to submitting your online application. Reference letters that do not meet these requirements will not be accepted. Do not forward references to the ICF Office or mail references separately to the ICF Office. Only reference letters that have been uploaded with your online application will be accepted. Page 212 of 219

213 Upload 5: Recording of Coaching Session All portfolio applicants must participate in the three-part ICF Portfolio exam in order to be awarded the MCC Credential. The recorded exam is an evaluation of your coaching with a real client, as captured in a recorded coaching session. In compliance with this requirement, all portfolio applicants must upload: 1. A recording of an actual client coaching session between you and a paid or probono client (sessions that occur as a part of coach training may not be used). The ICF can only accept the following audio formats: CD (.mp3,.wmp, or.wav formats), or an audio-podium recording. ICF CANNOT accept Audiocassettes (cassette tapes) or Microcassettes (MC-60 or MC-90). Further, the ICF cannot accept video files of any kind. The session length should reflect the average length of a normal coaching session with that client. Keep at least one copy for your records. 2. A release form is to be signed by the client being recorded and you, authorizing you to record the session for the purposes of evaluating your coaching competency. We want to assure you that only your reviewers hear the recording and they will not receive your client s full name. Please print off the below release and upload this release to the online application. Please read the following before uploading your recording: We suggest that you record several coaching sessions before you upload to the application. Listen to your recording. Make sure the sound is clear and the reviewers can easily understand the recording. Recordings that cannot be heard clearly cannot be used and a new recording will be requested. This will delay the process significantly. Choose a recording to submit that you believe demonstrates a wide variety of the ICF Core Coaching Competencies.. ***REQUIRED***: Keep at least one copy for your records. One copy will be kept in a secure area at ICF Headquarters. Page 213 of 219

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215 RELEASE OF CONFIDENTIAL INFORMATION Purpose: The purpose of this release is to facilitate the ICF Credentialing application of (Name of Credential applicant) I,, authorize (Name of client) applicant) (Name of Credential to record and release the following recording to the International Coach Federation (ICF). Information to be released: Audio recording of my coaching session on -. (Date) I understand that the audio recording of my coaching session will be reviewed only by ICF Application Review Committee members who will use it for assessing the quality and methods of my coach and possibly Assessors for use of training. I understand that the information will be kept confidential and will not be shared with any other party. This release form has been read/reviewed with me and I understand its content. Client s Signature Date Coach s Signature Date: Please indicate which language you used in this coaching session: English Danish French German Italian Portuguese Spanish Swedish Page 215 of 219

216 THE ICF PORTFOLIO EXAM: The ICF portfolio exam measures your ability to coach and to demonstrate the ICF Core Coaching Competencies. The exam is thorough and is graded by Master Certified Coaches. The exam process requires: Submission of a recorded coaching session. (Upload 5) Completion of a written exam consisting of short answer questions and three case studies. This exam is administered through after your application passes technical review. All applicants are given 48 hours to complete the exam. Coaching live on a telebridge with two MCC assessors. Preview of MCC Portfolio Exam Scheduling: Once your application has completed Technical Review and your name reaches the top of the queue you will be contacted by the ICF to schedule your MCC Exam. ICF will try to offer each applicant several MCC Exam time availabilities within a two-week notice. After selecting an Exam date and time from the list sent to you please contact ICF immediately so that Exam date will be reserved for you. To complete the MCC application process in the timeframe given it is best to coordinate your schedule to fit one of the Exam Time openings. Helpful Hints about the Portfolio Exam: To prepare, begin reading the competencies and observing them in your coaching. It's also helpful if you have your mentor coach evaluate your coaching and give you feedback on how you demonstrate each of the competencies in your coaching and where you might need to practice a competency more. We encourage you to look at the exam as a true opportunity to renew your connection with your coaching skills, to study and absorb the core competencies again, and to demonstrate to your peers that you are committed to being the best for your clients and for our profession. Page 216 of 219

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218 Upload 8: Written and Live Exam Preferences Instructions: The second part of the ICF exam is a written test that measures your ability to coach and to demonstrate the ICF Core Coaching Competencies. The exam is thorough and is graded by Master Certified Coaches. Please note that applicants holding a current PCC credential will not be required to take the written exam. The written exam process requires: Completion of a written exam consisting of short answer questions and three case studies. This exam is administered through after your application passes technical review. All applicants are given 48 hours to complete the exam. Once your application has cleared a technical review you will be contacted to schedule your written exam. In what language(s) would you prefer to take your Written Exam? English French German Spanish Other (contact ICF) LIVE EXAM Instructions: The third and final part of the ICF exam is participation in a live oral coaching demonstration. Each applicant must sit for a not-to-exceed 30 minutes live oral exam, administered by an assessor team via telebridge. Once your application has cleared a technical review you will be contacted to schedule your live exam. The live exam may be conducted in a variety of languages as indicated below. Please contact the ICF Headquarters if another language is preferred for your live exam. What Language(s) would you prefer for your Live Oral Exam? English Danish French German Italian Portuguese Spanish Swedish Other (contact ICF) Notes Regarding Exam Scheduling Once your application has completed Technical Review you will be contacted by the ICF to schedule your written and live oral exam. ICF will try to offer each applicant several time availabilities within a two-week notice. After selecting a date and time from the list sent to you please contact ICF immediately so that exam date will be reserved for you. Page 218 of 219

219 PAYMENT INFORMATION Portfolio Application Fee in USD: $425 for ICF members $625 for non-members* Your payment will be taken over VeriSign, a secure payment network. Thank you for taking the time to submit your online application! We applaud your commitment to personal excellence and to the coaching profession at large. Page 219 of 219