CIVIC AND COMMUNITY LEADERSHIP COACH CERTIFICATION. Overview of the certification criteria and process

Transcription

1 CIVIC AND COMMUNITY LEADERSHIP COACH CERTIFICATION Overview of the certification criteria and process

2

3 CONTENTS Purpose of the Civic and Community Leadership Coach Certification Objectives Certification Criteria Civic and Community Leadership Coach Certification Checklist Process for KLC Faculty and Representatives of Partner Organizations Tools and Resources Assessments and Written Reflection Process for Follow-up and Discussion Civic and Community Leadership Coaching Competencies Self Assessment Copyright 2012 by The Kansas Leadership Center. All rights reserved. 1.

4 Purpose of the Civic and Community Leadership Coach Certification The purpose of the Civic and Community Leadership Coach Certification is to empower people to use coaching skills to strengthen communities. We do this by setting a standard of excellence and supporting a growing community of practice in the emerging field of Civic and Community Leadership Coaching. The certification promotes coaching to help communities of all types and sizes: Make progress on daunting community challenges. Engage in meaningful collaboration across factions. Identify and achieve community goals. Objectives Set standards for training, practice and assessment of individuals who are coaching in civic and community settings, to supplement and align with standards of the coaching profession (as developed by the International Coach Federation). Encourage coaches to use coaching skills and approaches, in a variety of contexts, to build leadership capacity and strengthen communities. Recognize and reward professional development and commitment to excellence in the field of Civic and Community Leadership Coaching. Bolster the reputation of trained Civic and Community Leadership Coaches and promote the field as a whole. Test our hypothesis that Civic and Community Leadership Coaching empowers communities to find their own lasting solutions to significant challenges. 2.

5 Certification Criteria 70 hours of face-to-face or voice-to-voice training and practice in a Civic and Community Leadership Coach Training Program that adheres to the curriculum guidelines outlined below (or equivalent training approved in writing by the director of training at KLC or Leadership That Works). Minimum 30 hours civic/community leadership training in an approved Civic or Community Leadership Development program. 6 hours of mentor coaching (individually or in a group) with an ICF-qualified mentor coach. The 6 hours of mentor coaching includes substantial opportunity for the individual being certified to coach and receive feedback from the mentor coach. Whenever possible, mentor coaching should include review and feedback of at least one recorded coaching session by the coach seeking certification. 50 hours of Civic and Community Leadership Coaching. The coaching may be pro bono as long as there is a specific coaching agreement between coach and client. Conversations of less than 15 minutes, and coaching practice that has been logged as training hours, may not be counted toward certification. Complete a written response to 8-10 essay questions and participate in follow-up discussion with peers and faculty to achieve full understanding of the material. The essay questions are designed to allow the coach to demonstrate thorough understanding of Civic and Community Leadership principles and competencies, and core coaching concepts such as Establishing the Coaching Relationships, Presence, and Coaching Ethics. Successfully complete a self-assessment demonstrating Civic and Community Leadership Coaching skills. 3.

6 Civic and Community Leadership Coach Certification Checklist REQUIREMENT 70 hours coach-specific training at KLC or other KLC-approved coach training program. At least 30 hours of the coach specific training must be completed at KLC. DOCUMENTATION Log of training hours and dates completed. If the training hours are not from KLC, please document topics covered and provide proof of completion of the training program. DATE DUE FOR FIRST ROUND OF CERTIFICATION September 1, 2012 (This process will be available again in 2013, on approximately the same timeline.) Minimum 30 hours civic/community leadership training in an approved Civic or Community Leadership Development program. Recorded in KLC database. September 1, hours of mentor coaching (individually or in a group) with an ICF-qualified mentor coach. Log of mentoring hours and dates completed. Include name and contact information of mentor coach. September 1, hours of Civic and Community Leadership Coaching. Coaching may be pro bono. Conversations of less than 15 minutes and coaching practice that has been logged as training hours do not count toward certification. Log of coaching hours, with start and end dates of coaching engagement. Include name and address of client. (Log is available on KLC Workstation). September 1, 2012 Written response to essay questions and follow-up discussion with peers and faculty to achieve full understanding of the material covered in the exam. Coaches will have one week to complete and submit answers to an 8-10 question exam. Exams will not be graded. Coaches will self-assess (pass/fail) based on follow-up discussion. Anyone who does not feel ready to pass should consult with KLC staff to design an individual course of additional practice, study and/or discussion. September 15, 2012 (written responses) September 22, 2012 (discussion) Self-assessment Coaches will complete this assessment after the written reflections and group discussion have been completed. This assessment will become a tool for coaches to create a plan to continue their development of their Civic and Community Leadership Coaching skills. November 1 4.

7 Process for KLC Faculty and Representatives of Partner Organizations The process outlined on the previous page is also available (in 2012 and 2013 only) to KLC faculty and partners. The following change to the oral exam requirement applies: If the KLC continues to train coaches for the field of civic leadership development, a process for certification will become part of the training program. Tools and Resources Example of Coach Training Log (Available on KLC Workstation) 5.

8 Assessments and Written Reflection To qualify for certification by January 1, 2013, please submit your responses to the following 5 prompts to Keshia Ezerendu by September 15, Limit your responses to words per prompt. As you do your writing, please keep in mind: Let this be fun. See this as an opportunity to learn and gain insights about coaching. You will not be graded on your answers. You are allowed to be wrong, off-base, incompetent or incomplete in your answers. Your written reflection is a jumping off point for group learning. It is totally possible that the reason you don t know something is that the trainers did not teach it well. Help the group make the most of this opportunity to acknowledge and celebrate brilliance, incompetence and everything in between. Successfully complete a self-assessment demonstrating Civic and Community Leadership Coaching skills. 1. Think about a client you are working with now (or have worked with in the last 2-3 months): Within the coaching relationship, how could you raise the heat more to help mobilize that client to do difficult work? 2. How have you demonstrated (or failed to demonstrate) culturally aware coaching with your clients? Consider sharing a specific example. 3. Review the 12 coaching competencies (and associated behaviors) listed on the following pages. Choose one of the 12 that you do really well. Then, answer the following questions: 6.

9 What is your understanding of the competency? How have you used (or attempted to use) that competency with a specific client? How you have experienced that competency when you were in the role of client? What aspirations do you have related to your own development or use of the competency? 4. Now choose one of the 12 that you struggle with. Answer the following questions: What is your understanding of the competency? How have you used (or attempted to use) that competency with a specific client? How you have experienced that competency when you were in the role of client? What aspirations do you have related to your own development or use of the competency? 5. Please share anything else you would like your fellow coaches to know about your strengths as a coach and/or your development goals. Process for Follow-up and Discussion Upon receipt of your responses, KLC staff will contact you to schedule a teleconference. The call is a chance for you to share, learn, and ask questions of your peers. You will be expected to review colleagues responses before the call, and be prepared to offer at least one piece of feedback to each coach on the call. The conversation will be facilitated by an ICF-qualified Mentor Coach. 7.

10 Civic and Community Leadership Coaching Competencies (WITH ASSOCIATED SKILLS AND BENCHMARKS) 1. Meeting Ethical Guidelines and Professional Standards The coaching conversation is focused on inquiry and exploration (rather than telling the client what to do or how to do it). The coaching conversation is based primarily on present and future issues. 2. Establishing the Coaching Agreement Ask what the client wants to work on, and coach around the topic(s) the client has chosen. Confirm that the agenda is meaningful, related to larger goals, and will move the client toward desired outcome(s). Engage in some exploration of issues related to each outcome (barriers, competing values, measures of success, etc.). Check in with the client during the session to make sure that the client s goals for the session are being achieved. 3. Establishing Trust and Intimacy with the Client Attend to the client and the client s agenda, rather than your own performance, knowledge, or desired agenda. Invite the client to participate in the development of new behaviors and actions. Demonstrate trust in the client s perceptions, knowledge, learning style, and approach to life. 4. Coaching Presence Seek and respond to information as it relates to the client s session agenda as well as the client s larger goals, values, and desires. Make the client a partner in choosing the method and manner of coaching. Stay present with and responsive to the client, rather than relying on an obvious coaching formula or tool, or standard coaching questions. 8.

11 5. Active Listening Demonstrate ability to hear the literal, substantive and emotional content of the client s words. Listen for and name the meaning behind the words (emotions, values, fear, energy, etc.) Acknowledge client strengths. Respond in a way that acknowledges and incorporates the client s way of thinking, talking, creating, and learning. 6. Powerful Questioning Pose a mix of informational and evocative/exploration questions (weighted more toward evocative than informational). Ask some questions oriented to explore issues and values underlying the client s agenda. Ask some questions designed to move the client toward action. Partner open-ended questions with silence. 7. Direct Communication Remain unattached to a particular direction or outcome for the coaching. Directly share perspectives, thoughts, intuition and feedback (including acknowledging emotions, strengths, successes, failures, etc.) Invite the client to share perspectives, thoughts, intuition and feedback. Make good use of the client s language as part of communication. 8. Creating Awareness Share observations about fixed ways of thinking or default behaviors that may inhibit the client s growth or achievement. Seek the client s input on whether your observations are correct, inviting the client to add observations and interpretations. Support the client to act experimentally (problem solving, new techniques, diagnosis, interventions) for the sake of learning and making progress. Invite the client to define the learning that is occurring. 9.

12 9. Designing Actions Experiments should have a clear purpose and potential to move the client forward in thinking, learning, or action around the stated agenda. When suggesting tools or structures, discuss the value and get client input on whether and how they should be used (rather than simply seeking client assent to the use of the tool or structure). 10. Planning and Goal Setting Allow the client to have the most significant voice in suggesting plans and goals. Partner with the client to set goals that have a clear purpose and potential to move the client forward in thinking, feeling, learning, and action around the stated agenda (for the session and for the overall coaching engagement). When appropriate, help the client design measurable steps (mini-experiments) toward the desired outcome. 11. Managing Progress and Accountability The coach partners with the client to create structures and methods for measuring progress and holding the client accountable for progress. Co-created structures of accountability should be appropriate to the client s methods of thinking, learning, integrating, and creating. The coach demonstrates trust in the client to be accountable to self. The coach demonstrates confidence in holding the client accountable when agreed upon 10.

13 12. Using KLC Principles and Competencies in Coaching Encourage the client to explore more than one interpretation of the client s agenda or situation. Ask the client to explore conflictual and systemic (adaptive) interpretations. Help the client identify and understand factions (individuals or groups). Encourage the client to explore his or her role in the system. Experiment beyond your comfort zone within the coaching relationship. Take appropriate risks to raise the heat on behalf of the client s goals (through direct communication, provocative questions, etc.). Deploy the full range of KLC competencies to help the client make progress, modeling the leadership behaviors described in the KLC 360 assessment. 11.

14 Self Assessment Rate the frequency with which you effectively deploy each of the coaching skills listed on this assessment. Use the following scale. Almost Never (1) Rarely (2) Sometimes (3) Fairly Often (4) Almost Always (5) Your self-assessment score must average 2.5 (or above) for the skills listed in regular type on this assessment. (Total score 77.5 or above) By submitting this self-assessment to KLC staff, you acknowledge that you are willing to work with KLC staff, or a qualified mentor coach, to create a plan to for continued development of these and other Civic and Community Leadership Coaching skills. YOUR NAME: DATE OF SUBMISSION: 12.

15 Civic Leadership Coaching Competencies (based on the KLC competencies) Minimum skills and benchmarks Frequency rating (1=Almost Never, 5=Almost Always) Encourage the client to explore more than one interpretation of the client s agenda or situation. Ask the client to explore conflictual and systemic (adaptive) interpretations. Help the client identify and understand factions (individuals or groups). x Encourage the client to explore his or her role in the system. Experiment beyond your comfort zone within the coaching relationship. Take appropriate risks to raise the heat on behalf of the client s goals (through direct communication, provocative questions, etc.). Deploy the full range of KLC competencies to help the client make progress, modeling the leadership behaviors described in the KLC 360 assessment. 13.

16 International Coach Federation Core Coaching Competencies Meeting Ethical Guidelines and Professional Standards Minimum skills and benchmarks (based on the PCC level) Frequency rating (1=Almost Never, 5=Almost Always) The coaching conversation is focused on inquiry and exploration (rather than telling the client what to do or how to do it). The coaching conversation is based primarily on present and future issues. Establishing the Coaching Agreement Minimum skills and benchmarks Frequency rating (1=Almost Never, 5=Almost Always) Ask what the client wants to work on, and coach around the topic(s) the client has chosen. Confirm that the agenda is meaningful, related to larger goals, and will move the client toward desired outcome(s). Engage in some exploration of issues related to each outcome (barriers, competing values, measures of success, etc.). Check in with the client during the session to make sure that the client s goals for the session are being achieved. 14.

17 International Coach Federation Core Coaching Competencies cont. Establishing Trust and Intimacy with the Client Minimum skills and benchmarks Frequency rating (1=Almost Never, 5=Almost Always) Attend to the client and the client s agenda, rather than your own performance, knowledge, or desired agenda. Invite the client to participate in the development of new behaviors and actions. Demonstrate trust in the client s perceptions, knowledge, learning style, and approach to life. Coaching Presence Minimum skills and benchmarks (based on the PCC level) Frequency rating (1=Almost Never, 5=Almost Always) Seek and respond to information as it relates to the client s session agenda as well as the client s larger goals, values, and desires. Make the client a partner in choosing the method and manner of coaching. Stay present with and responsive to the client, rather than relying on an obvious coaching formula or tool, or standard coaching questions. 15.

18 International Coach Federation Core Coaching Competencies cont. Active Listening Minimum skills and benchmarks (based on the PCC level) Frequency rating (1=Almost Never, 5=Almost Always) Demonstrate ability to hear the literal, substantive and emotional content of the client s words. The coaching conversation is based primarily on present and future issues. Acknowledge client strengths. Respond in a way that acknowledges and incorporates the client s way of thinking, talking, creating, and learning. Powerful Questioning Minimum skills and benchmarks Frequency rating (1=Almost Never, 5=Almost Always) Pose a mix of informational and evocative /exploration questions (weighted more toward evocative than informational). Ask some questions oriented to exploring issues and values underlying the client s agenda. Ask some questions designed to move the client toward action. Partner open-ended questions with silence. 16.

19 International Coach Federation Core Coaching Competencies cont. Direct Communication Minimum skills and benchmarks Frequency rating (1=Almost Never, 5=Almost Always) Remain unattached to a particular direction or outcome for the coaching. Directly share perspectives, thoughts, intuition, and feedback (including acknowledging emotions, strengths, successes, failures, etc.) Invite the client to share perspectives, thoughts, intuition, and feedback. Make good use of the client s language as part of communication. Creating Awareness Minimum skills and benchmarks Frequency rating (1=Almost Never, 5=Almost Always) Share observations about fixed ways of thinking or default behaviors that may inhibit the client s growth or achievement. Seek the client s input on whether your observations are correct, inviting the client to add observations and interpretations. Support the client to act experimentally (problem solving, new techniques, diagnosis, interventions) for the sake of learning and making progress. Invite the client to define the learning that is occurring. 17.

20 International Coach Federation Core Coaching Competencies cont. Designing Actions Minimum skills and benchmarks Frequency rating (1=Almost Never, 5=Almost Always) Partner with the client to design actions and experiments (rather than simply suggesting or assigning). Experiments have a clear purpose and potential to move the client forward in thinking, learning, or action around the stated agenda. When suggesting tools or structures, discuss the value and get client input on whether and how they should be used (rather than simply seeking client assent to the use of the tool or structure). Planning and Goal Setting Minimum skills and benchmarks Frequency rating (1=Almost Never, 5=Almost Always) Allow the client to have the most significant voice in suggesting plans and goals. Partner with the client to set goals that have a clear purpose and potential to move the client forward in thinking, feeling, learning, and action around the stated agenda (for the session and for the overall coaching engagement). When appropriate, help the client design measurable steps (mini-experiments) toward the desired outcome. 18.

21 International Coach Federation Core Coaching Competencies cont. Managing Progress and Accountability Minimum skills and benchmarks Frequency rating (1=Almost Never, 5=Almost Always) Partner with the client to create structures and methods for measuring progress and holding the client accountable for progress. Co-created structures of accountability are appropriate to the client s methods of thinking, learning, integrating, and creating. Coach demonstrates trust in the client to be accountable to self. Coach demonstrates confidence in holding the client accountable when agreed upon. 19.

22 20.

23 CIVIC AND COMMUNITY LEADERSHIP COACH CERTIFICATION

24 BEFORE YOU SUBMIT, make sure you have: 70 hours coach specific training 30 hours civic/community leadership training 6 hours of mentor coaching 50 hours of Civic and Community Leadership Coaching Written reflection Self-assessment 300 N. MAIN, SUITE 100 WICHITA, KANSAS