ICF CORE COMPETENCIES RATING LEVELS

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

COMPETENCY ACC Level PCC Level MCC Level

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