Table of Contents
I. ICF Credentials, Acronyms, and…
What does ACTP stand for?
Accredited Coach Training Program (ACTP)
The ACTP is a start to finish coach-training program that includes comprehensive instruction around the ICF Core Competencies, Code of Ethics, and the ICF definition of coaching. ACTP also includes Mentor Coaching, observed coaching sessions, resource development content, and a comprehensive final exam that evaluates a student’s coaching competency. Graduates of an ACTP may apply for an individual ICF Credential using the “ACTP path.” The MMS ACTP Coach Training is the training required for the level of PCC credential.
What does ACSTH stand for?
Approved Coach Specific Training Hours (ACSTH)
ACSTH programs are accredited on an hour-by-hour basis and may or may not be a full coach training program depending on the number of student contact hours in the classroom. Students who complete all of their training hours through an ACSTH may apply for an ICF Credential via the ACSTH path. The MMS ACSTH Coach Training is the training required for the level of ACC credential.
What do the acronyms: ACC, PCC, and MCC stand for?
ACC = Associate Certified Coach, PCC = Professional Certified Coach, and MCC = Master Certified Coach
What are CCE’s?
Continuing Coach Education (CCE) credits
ICF requires 40 CCEs of continuing coach education every three years for credential renewal: minimum 24 Core Competency units (CCU), including 3 on Ethics and Standards of Ethical Conduct, and a maximum of 16 Resource Development (RD).
Must I apply for ACC first then PCC regardless of the hours I have?
You can apply for any level credential as long as you meet all requirements for that level. Most applicants start off with the ACC credential because they do not have the number of coaching hours to go straight to the PCC level, and it is a definite accomplishment to officially get on the coach credentialed roster.
When can I obtain my ICF credentials?
You may submit your credential application once you have met all the requirements of the credential for which you are applying. This includes: classroom hours, homework, 10 hours of mentoring by an ICF PCC or MCC, completing the 100 coaching hours, and both the verbal and written feedbacks individually and in the group setting.
Can all of the programs be attended via distance learning?
Is it possible to become PCC during the CT?
How many hours are required to obtain my PCC certification?
500 hours are required. At least 50 of those hours must occur within 18 months prior to submitting the credentialing process. 450 hours must be paid, and the other 50 can be pro bono and a minimum of 25 clients.
Is the timetable schedule for PCC level certification?
The ACTP course (125 training hours) provides you with the training required to secure your PCC as stipulated by ICF since we are an accredited school. The ACSTH provides the 60 training hours required for the level of ACC.
Is MMS training sufficient for me to pursue my coaching career?
MMS ACTP and MMS ACSTH are both accredited and approved training by ICF. Since MMS training is ICF accredited, they are sufficient training to launch your coaching career.
What coaching model does MMS training use?
Since MMS is the original coach training founded in 1974, by Dr. Chérie Carter-Scott, MCC, the MMS model is what MMS Worldwide Institute (Motivation Management Service) training uses. We call this approach “Pure Coaching” since the mindset is “Ask, Listen, and Empower!”
If I take the MMS ACSTH program and I want to continue to develop my coaching skills to the level of PCC, can I attend 65 hours of the MMS ACTP program to secure the remaining hours required for my PCC training requirement?
Yes you may, and those ACTP hours need to include ten hours of mentoring and six feedback sessions to fulfill the ICF requirements for a PCC application.
How many hours must you have to receive your certificate?
80% of the program presented must be attended live and you must pass your final performance evaluation. In addition, you must have completed six feedback sessions – four will be written for ACTP and three written for ACSTH.
Will my coaching hours be audited?
Possibly because the ICF conducts random checks on coaching hours to confirm accuracy. ICF may ask to contact your clients to ensure that your names and numbers are accurate.
How do I submit my hours?
After your virtual Coach Training, and after you have accumulated your hundred coaching hours, you will complete the ICF online application form, in which you attest to your logged 100 hours on that platform and then upload your official ACTP or ACSTH certificate of training.
If I hand in my final assessment and I get an ACC out of that; is it possible to get another opportunity to obtain my PCC level?
You will have multiple opportunities to obtain your PCC after graduation of your ACTP. You will need to practice to feel confident that you are ready to integrate all of the feedback that you have received. Please consult your mentor to discuss your personal strategy to obtain your PCC level session.
Once I am ACC certified, what do I do to become PCC?
That depends on whether you have completed an ACTP program, which is sufficient training (125 hours) for the PCC certificate. If you have completed an ACSTH program, you will need to complete the required 125 training hours necessary. If your ACSTH is 60 hours, for example, you will need an additional 65 hours of training to fulfill your ICF PCC requirements, including ten hours of mentoring.
Why do I need a PCC level certification to give feedback?
When you have your PCC credential (500 coaching hours) you will have demonstrated to the ICF that you have the experience, knowledge, and expertise to be able to provide relevant and meaningful feedback to a coaching student. This comes with experience and training.
If I am afraid to ask my client to record the session what should I do?
Becoming a great coach requires courage. It starts with asking a client for permission to record the coaching session. When you ask your client for permission you always want to make sure you let them know that no one besides you or your mentor will be listening to the session, and immediately after it has been evaluated it will be erased. This should help ease any concerns.
If you reach ACC and you want to become PCC, what then?
You need to have 10 additional hours of mentoring with an ICF PCC or MCC mentor; your coaching log needs to have 400 additional hours of coaching acquired since you received your ACC. To qualify for the PCC level, you need a total of 125 classroom hours in case you missed any modules during your MMS training. If you didn’t already receive your ACC, and you are pursuing your PCC directly, then you must complete your online ICF CKA (Coach Knowledge Assessment) multiple-choice online exam. When you upload your application for PCC you will receive a link for the CKA from the ICF. Once completed, your application will go in the queue for an ICF Assessor to review.
Note: Final Performance Evaluation demonstrates your skills and competency. The recording plus the transcript are required to send to the ICF after you have completed your ACSTH and your 100 coaching sessions.
II. Logging Coaching Hours in Your Coaching Log
Where do students log coaching hours?
How do I record sessions on an iPhone?
Use “Audio Memo” which records MP3 and you can email it directly to your Mentor-Coach Feed-backer.
How do I find coaching clients to practice on?
You offer a complimentary session to your family, then friends, then colleagues, then acquaintances, and friends of friends. You present it like this, “I am learning to coach. In order to develop myself as a coach, I need to practice. I am offering coaching sessions with me at a minimal rate for the purpose of offering value and practicing my skills at the same time. Would you be interested in having a coaching session with me? In order to do so, we will schedule a complementary chemistry session. Are you interested in doing this?” Participants also connect with potential clients through LinkedIn or Facebook.
How should I log my coaching client’s accurately?
There is a template form that you will be given. You follow the instructions exactly as presented.
Do the coaching hours with people on my team(s) at work count for my coaching log?
Yes if they are not your direct reports. ICF is very clear that coaching your direct reports can create a conflict of interest and as such is not permissible to include on your log.
Can I coach a coach in one of the six (6) observed Feedback sessions?
No, you can never use a coach session with a coach for your Feedback, unless he/she is a regular client. Yes, you can coach your peers in Feedback sessions. For the Final Performance Evaluation (# 7), you need to coach a client, not a coach.
Internal coaching is coaching conducted as part of the applicant’s employment. In order to count as client coaching hours internal coaching must be verified by a supervisor as part of their duties performed.
NOTE: Coaching of direct reports (employees for whom the coach is an immediate supervisor) does not count as client coaching hours.
- Third-party coaching is coaching in which either:
- The coach receives payment from an organization specifically for coaching the client, or
- The coach volunteers to coach the client on behalf of an organization that receives payment from a client.
NOTE: Payment for sessions may be in any esteemed amount, and this also includes the barter of goods and/or services.
Internal and Third-Party Clients
Internal and third-party clients should be logged the same as other individual or group clients unless there is an organizational confidentiality policy that prevents you from disclosing the client’s information. If so, you must provide a reference letter from a contact person at the organization who is familiar with your work. Keep the letter on file, in case you are audited by ICF. The reference letter must include:
- The name and contact information for the contact person
- A description of the role of the contact person in the organization
- A description of your role in the organization
- Confirmation of the organization’s confidentiality policy
- Confirmation of the information that you have logged for confidential clients
For internal or third-party confidential clients, you must also log:
- An alias for each confidential client (for example, “Confidential Client 1”)
- The email address of the contact person at the organization
- The start and end date of the coaching relationship with each client
- The number of paid hours that you coached each client
If I coach as part of my job, can I count these hours for my log?
Yes, you can, as long as coaching includes your job description and you are not coaching direct reports. This is considered internal coaching.
Can I calculate “Group Coaching” hours as part of my coaching log?
Yes. If you are coaching a group, you will document that session on your log by listing one name and email address of one person in the group and providing ICF with the number of people in the group (group coaching can be done with 15 members or less). You cannot multiply hours times participants in the group. If you coach 15 people for 1 hour, you can only count that as one hour of coaching, not 15 hours.
To count sessions for my log, are there parameters for the people they must be conducted with?
During your MMS Coach Training you can count sessions with fellow students. Feedback sessions can be done with anyone, except coaches. Your final performance evaluation must not be done with a peer, a fellow student, or a coach.
Where do we conduct Peer (buddy) Coaching sessions?
In an environment that is convenient to both of you. It should be quiet and free from distractions. Please make sure the audio function of your phone is turned to “High” and that there is no ambient noise.
Is the peer coaching session conducted face-to-face (F2F)?
Ideally, it will be F2F, but if not possible, then a phone call or Skype or Zoom session will be acceptable. It is good to have a range of experiences in your MMS Coach Training. Record on your mobile phone or Zoom, and not on Skype since the connection is not always stable.
When do the live feedback sessions happen?
Check with your MMS program manager regarding the schedule.
III. Steps to Securing Your ACC
How long will it take me to become ACC?
That depends on the amount of time and energy you devote to completing your training and the 100 hours that need to be logged in order to proceed to the next step.
Can I have my friend—who is an ACC— give me feedback on my coaching?
Yes, you certainly may receive feedback from your friend who is an ACC, however it will not count as one of your official feedback sessions for your requirement stipulated by ICF.
If I do not have a friend I can invite to volunteer to coach with me. What should I do?
You can ask your fellow students in the group for support exchange. Some people have more friends than others and often students would be willing to share their friends with each other in an exchange capacity. Perhaps this is an opportunity for you to develop new relationships and the courage to invite those relationships to coach with you as well.
What must I do after the training to secure my ACC?
- Become a member of ICF (during or after your 60 training hours)
- Confirm with all clients the number of coaching hours and date range
- Complete your client log in Excel (accurately enter the data)
- File your client login a safe place and keep it up to date, in case you are ever audited by ICF
- Check with MMS on your status: ACC or PCC
- Scan in your certificate from MMS ( you will upload it along with your application)
- List Dr. Chérie Carter-Scott, MCC or Michael Pomije, MCC as your Mentor
- Locate MMS Worldwide institute on ICF website under schools
- Pay ICF application fee; submit an application;
- Complete your CKA when you have time to set yourself up for success
IV. Coach Mentoring, Supervision, Assessing
How do I plan individual Coach Mentoring?
You discuss the availability of your facilitators and schedule your Mentor-Coaching at a mutually agreeable time. You also review your objectives for the program and then make a list of questions that have not been answered in the training or in this FAQ.
What do I do to prepare myself for the first Mentor Coaching Feedback?
Review your notes, review the definition of coaching, review “Foundation,” review all of the ICF Core Competencies, get rest and manage all the “Clothespins” on your mind. Make sure that you will have no interruptions or distractions during the 3-hour exam.
May I receive more than the 10 allotted Mentoring sessions?
Absolutely, ten hours are included in your ACTP (7 in group, and 3 individually). If you really want more private mentoring, you can contract privately with your mentor and compensate him/her privately.
What is an ICF Mentor Coaching session?
In Mentor-Coaching a student is being coached on their coaching skills rather than on practice building, life balance, or other topics unrelated to the development of a student’s coaching skill. Mentoring is intended to serve as a developmental process for the student that takes place in a repetitive cycle of receiving feedback regarding student coaching, reflecting on this feedback, and practicing new skills. The focus must be on the development of skills using the ICF Core Competencies to build effective coaching.
What is the definition of an ICF Supervisor?
Coaching supervision creates a safe environment for the coach to share their successes, questions, and failures in becoming masterful in the way they work with their clients. “Coaching Supervision is the interaction that occurs when a coach periodically brings his or her coaching work experiences to a ‘coaching supervisor’ in order to engage in reflective dialogue and collaborative learning for the development and benefit of the coach and his or her clients.”
What is the definition of an ICF Mentor Coach?
A Mentor-Coach is registered on the ICF registry and may also be trained by a certified Mentor Coach Trainer. She or he uses the PCC markers to provide feedback to the student in ICF accredited and approved courses.
What is the difference between Mentoring and Supervision?
Mentoring helps the student develop their coaching skills, while supervision focuses on the discussion and exploration of actual client case studies. This may be conducted by using recordings or by discussing what happened and how to best address these concerns.
What is an ICF Assessor?
An ICF assessor is trained to listen for and to determine which ICF Core Competencies are evidenced in a recorded coaching conversation and to what extent. ICF Assessors are trained and hired by ICF to evaluate recordings from candidates at ACC, PCC, and MCC levels.
Mentor coaches provide feedback, assessors evaluate the recordings provided along with transcripts, and determine if they are at ACC; PCC, or MCC level.
We train Mentor-Coaches to be experts in ICF competencies to provide feedback to coaches and help them apply to get their credentials and/or renew their credentials.
V. Regarding the MMS Virtual Training
How long is each of the Virtual Trainings?
Each MMS Virtual Training is between five minutes and 38 minutes followed by short multiple choice Q and A to determine how present you were during the online training.
How often must I complete Virtual Training modules?
You need to do your MMSVT every week to maintain progress. If you procrastinate on the VT it will definitely create unnecessary stress.
What kinds of questions are in the Virtual Training?
The questions are all multiple-choice and relate to the content of the recently viewed module. The purpose of the MMS Virtual Training is to introduce you to coaching to see if it is something that you want to pursue through our “Live” online interactive course, and if you are already enrolled in our TECC (Transformational Executive Coach Certification) Course then reinforcing and augmenting your MMS training content will help you focus 100% of your attention for short periods of time.
What can I do when I cannot enter the MMS Virtual Training?
You email the MMS Coach “Gatekeeper” and inform them of your challenges.
Can group mentoring be as the VT?
The ICF requirement is for participants to have 10 hours of mentoring. Seven of these hours can be conducted in a group and three hours are conducted one-on-one. All of the required mentoring must be live.
The MMS Virtual Training subscription is a great way to start your orientation to coaching. MMSVT is not an ICF requirement, however, it is part of the asynchronous training that MMS includes in your TECC training to augment your curriculum and to help you to focus your attention. Focusing your attention and becoming present are some of the challenges of learning to coach. If you are taking the TECC your subscription to this training is included for the duration of your training. If you want to continue your subscription after the training is complete, then your subscription will cost you $1 a day ($30/month)!
If I don't complete all of the modules on the virtual training can I still graduate?
Yes, you will graduate without completion of all VT modules. Virtual training is not a requirement of ICF. We include the virtual training subscription in our program to ensure that you learn how to focus your attention 100%.
VI. MMS Weekly Reports
What is the format of the MMS weekly report?
It is a one-page, double-spaced A4 with the following headings: Highlights, Lowlights, Insights, and Breakthroughs (and lessons if you like). The purpose of the weekly report is to help you establish the discipline of reflecting, which is a critical skill in the coaching process.
Is there anything about the books in the weekly assignments?
Yes, each week you will have reading assignments posted in the LMS (Learning Management System) that parallel the content you have been studying or on the content you will be studying. Reading is very important so that you can have many of your questions answered from merely reading the books.
When must I send the first MMS weekly report?
The first weekly report is due within the first week. It is geared to get you started reflecting immediately since this is such an important part of the training to become a professional coach.
Are there demo sessions available on video?
Yes, we have a series of videos that demonstrate the different competencies. In addition, the classroom sessions are available to you to watch again and again to sharpen your skills.
Do you have a format of what I must do each week?
Yes, we have a syllabus, weekly assignments, peer coaching, and recommendations for how to succeed in the MMS Coach Training. You can go here for the assignments. If I have questions on the content of the books, when do I ask them during the MMS Coach Training?
At the beginning of each MMS Coach Training session, there is time to connect, to share, and to ask questions about the homework. Make note of your comments and questions and seize the opportunity.
If I have questions on the content of the books, when do I ask them during the MMS Coach Training?
At the beginning of each MMS Coach Training session, there is time to connect, to share, and to ask questions about the homework. Make note of your comments and questions and seize the opportunity.
If I don't complete all of the modules on the virtual training can I still graduate?
Yes you will graduate without completion of all VT modules. The virtual training is not a requirement of ICF. We include the virtual training in our program to ensure that you learn how to focus and dedicate your attention 100%.
Is there time available to connect on content with other participants and talk in small groups about it?
Yes, at the break, or at the end of the session, or after your peer coaching sessions you can discuss the content with fellow participants.
If I have questions regarding my Peer Coaching (buddy) sessions when do I pose those?
Yes, at the break, or at the end of the session, or after your peer coaching sessions you can discuss the content with fellow participants.
In the MMS ICF ACTP Training we receive 125 hours of accredited ICF Coach Training. How is that calibrated?
ICF requires 80% of the training (100 hours) to be “synchronous” live with a trainer, and 20% of the training hours (25 hours) can be asynchronous, or independent study, pre-recorded practice sessions, or homework.
After I complete my ACC requirements and I have logged my 100 hours, do I need 500 more hours for PCC level?
No, after you have logged your ACC 100 hours, you will need 400 additional hours to qualify for your PCC level plus 10 more hours of mentoring from a PCC or MCC registered ICF coach.
When do I take the Coach Knowledge Assessment (CKA)?
Once you have completed all of your ICF requirements for your ACC or PC application, you will pay the ICF the application fee, complete the online ICF application, which includes attesting to your client log. You will then receive the link for the CKA. Once completed and passed, your application documents will be placed in the queue for evaluation.
What does the CKA entail?
- Once the applicant’s credential application is approved, ICF staff will contact you via email with an invitation to take the Coach Knowledge Assessment (CKA)
- The ICF Email invitation will contain login and a password with instructions on how to access the online test portal.
- The invitation remains in effect for 60 days from the date the applicant receives their invitation. An applicant can take the Exam at any time during this 60-day period.
- The online Assessment allows a maximum of three hours to complete 155 multiple choice questions from beginning to end. The applicant must complete the CKA in one sitting.
- It is not easy and requires total focus
- It covers (8) ICF Core Competencies along with the ICF Standards of Ethical Conduct.
For more information: https://coachfederation.org/coach-knowledge-assessment
Please review the MMS document “How to prepare for your CKA”
Will I need liability insurance once I start my coaching career?
No liability insurance is necessary for a Life Coach because it is not our business to give advice. Coaches primarily listen and ask powerful questions. It is up to the client to discover his or her own insights/answers as a natural outcome of the coaching relationship.
When I coach I don't want to take notes. Is that OK?
You are not required to take notes during a coaching session. If you have an excellent memory, after the session is over you can then document what happened during the session for reference in the future, especially if this is a series.
Why does MMS have so many live demonstration coaching sessions?
At MMS we have the belief that the more you see mastery level coaching sessions the more you will aspire to that level of excellence. We are committed to training the very best coaches on Earth so this is one of the added benefits you get with MMS coaching…you get the opportunity to be coached by an MCC in the classroom. You will learn coaching in several ways: theory, observation, posing questions, techniques, and actually conducting your coaching sessions. At MMS we offer you different levels of coaching opportunities: with your family, friends, your peers, friends of peers, coaching strangers, and then finally coaching paying clients, on Zoom, over the Internet, and in-person!
When do we learn how to coach?
You learn from observing demo sessions, asking questions, from learning the theory, absorbing the ICF Core Competencies, practicing coaching with your peer coaching sessions, receiving individual feedback, in mentor coaching sessions, learning how to live the process, in short, observation, listening, reading, writing, practicing, reflecting, and implementing everything you have been learning.
Can Coaching be conducted outside in nature?
Some people prefer to coach outside, which is an option, however, you need to be focused, mindful of the distractions, and able to record the session regardless of your whereabouts.
Is all the content on the time-schedule?
The calendar is accurate, however, if you miss a session you need to be prepared to make it up by watching the recorded classroom session and writing a one-page report on your learnings.
How do I choose which type of coaching I should focus on?
You should always follow your passion. Whatever area of coaching interests you, including those people/industry whom you value and appreciate and ideally want to interact with will definitely guide your selection.
VIII. MMS Transformational Executive Coach Training
We have always taught the “Coaching Mindset” as one of the foundational aspects of the coaching conversation. We also have a Module devoted to presenting and discussing the Mindset of a Coach featuring the four quadrants:
Not Knowing & Uncertain, Knowing & Certain, Knowing & Uncertain, and the coaching mindset, “Not Knowing and Certain.” We address the professions that are associated with each combination to anchor this incredibly important difference. The discussion is lively and anchored.
How has your faculty/coach trainer(s) been trained/exposed to the updated competencies?
As an organization, we have sent out the updated competencies to our team of trainers with the official dates when we are authorized to publish the new Core Competencies. All of our trainers have been informed and briefed about the differences and the significance. We have updated the core competencies in all our PPTX slide decks that are used in our ACTP and ACSTH programs.
How do you incorporate acknowledging the client as a whole (their identity, environment, experiences, values and beliefs) in your program?
We speak out and incorporate the importance of (the client’s identity, environment, experiences, values, and beliefs) to our clients. We clearly illustrate the differences between the “What” and the “Who” in coaching sessions. We also demonstrate what is meant in our trainer (and student) demonstrations and then call it out in our “Mentor Coaching” discussions.
The first few slides of our ACTP and ACSTH training present these exact words and we, (the trainers), demonstrate this ongoing practice throughout our training.
Tell us the process you undertook to analyze your existing program and implement the updated competencies into the course curriculum.
Two of us, (MMS DIrectors): 1. Director of Training, Dr. Cherie Carter-Scott, MCC and MMS Global Director, Michael Pomije, MCC reworked 17 of the (3-hour modules, out of the 34 total) to implement the updated competencies into both our ACTP and ACSTH course curriculum. Presentation, discussion, demonstration, and Q&A seems to make these CC go deeper and become integrated.
How and where are you integrating the concept of “the coaching mindset” throughout the training program? How has this changed compared to the original competencies?
We demonstrate the concept of “the coaching mindset” at the top of our program. Sharing real examples about how a coach maintains a mindset that is open, curious, flexible, and client-centered.
We also use our “Coaching Angel’s Prayer” at the beginning of each coaching session.
Coaching Angels, help me become a vessel of your guidance.
Where there is confusion, let me enable clarity;
Where there is doubt, let me provide hope;
Where there is uncertainty, let me create conviction;
Where there is fear, help me to instill trust;
Where there is resentment, help me to extend compassion;
Where there is guilt, help me to provide forgiveness;
Where there is pain, let me provide relief;
Where there is worry, let me provide peace;
Where there is regret, let me engender acceptance;
Where there is loss, let me open the window to consider blessings;
Where there is conflict, help me to create harmony;
Save me from having to know the answers for anyone,
Help me facilitate illumination in all challenges;
Help me release my ego and cause others to be brilliant;
Let me be fully present in the moment,
To open the door of possibility for my clients
To see, to discover, and to choose to do what is required for them to grow;
Help me be your vessel of empowerment!
(Written by Chérie Carter-Scott, Ph.D. MCC)
We also use our “Coaching Angel’s Let go and Empower my Clients Prayer” at the end of each coaching session.
Thank you for allowing me to provide the gift of coaching to my client on this day.
Thank you for enabling me to be present, to listen closely, to ask very powerful questions, to support my clients make choices and also help them design actions that will enable them to explore and experiment with new behaviors.
Now that the session is complete and my client has departed, help me to again become present to my life. Please help me let go and fully empower my clients to believe in themselves, their capabilities, and to fulfill their visions, dreams, and goals in their way, at their pace.
I intentionally leave their challenges with them and with their guardian angels, knowing they can and will resolve whatever they are encountering at this time.
As of this moment, I release myself from all thoughts, feelings, and concerns of and/or about my clients. I give thanks for the privilege and honor to coach those who trust me, and I empower my clients with their challenges and opportunities to rise up to their highest and best selves, to listen to their hearts, heads, feelings, and their guts.
I am here to support, to empower, and to enlighten.
I officially let go with love! I am grateful and blessed.
Thank you for giving me the gift of coaching!
IX. Regarding Peer Coaching
What is the purpose of weekly peer coaching?
To strengthen the coaching muscles on a regular consistent basis.
Can I coach non-classmates?
Yes. You can choose people in your personal and professional networks, ideally, those who are not already coaches. You can do both: coaching with classmates, and coaching with non-classmates.
Why are classmates preferred by peer coaching?
It is easier to pair up with classmates. Especially when you start your coaching journey.
When you pair up:
- You are working on the same thing with the same rules, recording permission is easily obtained from your peer.
- You have the opportunity to both coach and to be coached on your goals.
- Connections among group members will be forged along the way for the trust and safety in the class. This helps create the coaching community. If you only have coaching sessions with people outside the class, then you will be missing an important component of the MMS Coaching Community.
What is the rule of peer coaching?
- Principle: Ensure at least once a week your role is “coach.”
- If you pair-up, you can either “coach” first and then change to “client” in a time frame. (i.e. First you coach for 30 minutes, then you coach with your partner for another 30 minutes). Don’t forget to allow time to provide your peers with relevant and meaningful feedback.
- You might conduct coaching sessions several times a week. It is recommended to record all sessions so that no brilliant sessions will be missed (this is to acknowledge and celebrate you). Select one recorded session to submit for mentor coaching feedback then email the recording. The desired dates will be provided.
When/ if will we start coaching someone else and/ or start collecting coaching hours for the ICF accreditation?
Once the training starts, you can start coaching immediately. Half-hour sessions are logged as .5, and ¾ of an hour are logged as .75, and 60 minutes are logged as 1.0. Start logging as soon as possible.
2020 (Covid) it seems we can offer more unpaid sessions as well?
- Unpaid sessions are referred to as ICF says, “ProBono.” Increasing Eligible Number of Pro Bono Hours
- ACC applicants can count 30 hours of pro bono coaching toward their experience requirement (up from 25 hours)
- PCC applicants can count 60 hours of pro bono coaching toward their experience requirement (up from 50 hours).
Besides the 2 sessions per week, how much additional time should I block for study-purposes?
Everyone has their own speed that enables them to absorb information.
Weekly assignments include:
- Reading or listening to chapters from various books written or read by Dr. Cherie
- Reflect each day and journal your thoughts, feelings, incomplete items, and accomplishments
- Writing a one page (A4) weekly condition report on how you are doing in the MMS Coach Training (send in Monday evening)
- MMSVT (virtual Training) online subscription of 6 hours to complete a little each day (5-10 minutes) (74- 5 minute modules)
- Practice sessions (weekly) with a peer from the group to record, practice, receive feedback, and use for Mentor Coaching
- Review the Zoom Classroom session (optional not required)
For the first time ever, MMS is offering our ACTP and ACSTH and PCC-65 hours all together
online to a global audience. We don’t want you to miss out on this momentous occasion.
We have two options for you to consider:
- To review the training at a reduced tuition. The training is divided into 3-hour modules. Each module has a specific focus and content related to coaching. Every module that you want to take will cost you $150 (3-hours). You can pick and choose what interests you the most, then arrange payment, and then you will be admitted into the training room. As a reviewer, you can participate on the chat bar with questions and comments.
- To audit the new and improved ACTP complementary. Since we don’t want to leave anyone behind, we want you, our graduates, to be close to us in this exciting online transition. Some of the material will seem very familiar and other parts will appear totally new. This is because the curriculum has been transformed! As an MMS graduate-auditor, you pay nothing as a “Silent Observer.” You can, of course, email us after the sessions are over, however, we need to focus on our new students while at the same time inviting you to be a valuable part of this transition. If you want to take the training again as a full-fledged student with all privileges and rights, then you pay the tuition
X. ACTP Time Investment Online
I would like to be coached by Dr Cherie for 25 minutes on a topic of my life. I would like to get a firsthand experience of her style and effectiveness so I can understand what I'm learning and decide if that's the direction I'd like to take my coaching style.
Absolutely, you may choose to be the “client” for Dr. Chérie in the demo session next class, which will allow you to experience our coaching style. Before that session, you will have a “Chemistry Session” to set you up for success.
I have a few questions regarding logistics, and I'd like to get a sense of the actual time requirement for this course. I'm available for it, I'd just like a realistic idea of what to expect. The coach training investment of time is:
Weekly Schedule: For the ACTP, (100 Online classroom hours + 25 hours Resource Development hours/homework). You need to attend 34 (3-hour and 15 minute) Modules. If you miss any of the modules, you go to: “courses.mmsworldwideinstitute.com and watch each missed module, then submit a one-page summary of your reflections, insights, and learnings so you will not miss any of the classroom hours.
- Home assignments: weekly peer to peer coaching = count the weeks, Daily journaling approximately: 15 minutes, weekly report: 20 minutes; if you do your daily journal, read Dr. Cherie’s books: Transformational Life Coaching, 1 chapter per week, plus: If Life is a Game, Negaholics, Become One, The New Species, and If Success is a Game; watch Dr. Chérie’s MMSVT = Virtual Training coaching videos 15 minutes per week. The reading and writing are very personal, so that is your challenging to estimate. Some read faster than others, some write faster than others, and some reflect slower than others.
- During the program, you will record 6 MP3 coaching sessions, (2 each month) and have them reviewed by our certified MMS mentor coaches to deliver feedback verbally in Bootcamp, on the mentoring form (ACC or PCC) or in RaeNotes. Towards the end of the program, you will send in your final (#7) coaching session which will be recorded demonstrating your PCC coaching capabilities. #7 could be considered your final exam in order to fulfill all of your ICF graduation requirements. You will be credentialed as MMS coach, ACC level, or PCC level depending on what you demonstrate to your Mentor-Coach.
- During the course, you will also receive 10 hours of mentoring: this includes Seven (7) hours in our virtual group classroom Module, with the Mentor-Coach discussing the coaching right after the session; The remaining 3 one-on-one mentoring hours can be with any of the MMS adjunct faculty.
What materials are required and what materials are recommended?
Our course curriculum is on: https://courses.mmsworldwideinstitute.com with our course E-Books and AudioBookSeries. If you prefer the hardcover books, we have 4 locations worldwide: USA, The Netherlands, China, Thailand, and University of Dubai. Any of our fulfillment offices can connect with you and support you ordering the books you wish to order.
You will be signed up for our http://www.mmsvt.com/ (a private online subscription program) with coaching modules available 24/7 for your convenience. There is also a multiple-choice test after each module. If you choose to continue after the training is complete, the coaching section will be an investment of $1.00/day ($30/month) You can have and share your subscription with family and friends. If an associate or colleague at work wants to have a subscription, that is an option. Offer them the our http://www.mmsvt.com/ to sign up to determine if they want to pursue coaching certification in our TECC course online.
What kind of access do I have to you or Chérie outside of the classrooms?
We are open to receiving all of your questions and comments, however, your questions and sharing might be extremely valuable in the live Zoom classroom for the other students to hear your thoughts, questions, and experiences. If your challenge is private and confidential, we will discuss it with you offline in an email, in your weekly report, or in a private zoom session.
What does accountability look like in this course?
Showing up for all the online modules, participation with your sharing, questions, and comments. (we understand that “Things happen)” and that’s why we record all modules to be reviewed in case of emergencies or if you just want to review what you already observed. We encourage you to do your home assignments regularly, and on time to practice and deepen your awareness and to learn everything you can about coaching.
How would you like me to pay?
MMS Worldwide Institute, LLC has a bank account at J.P. Morgan Chase. We also have an account at RaboBank, and Bangkok. If you choose to pay on PayPal you will need to absorb the PayPal service charge. Merely request the banking information unless there is a link provided (HERE) to make it easy for you to make the payment
- If you feel you want to count the 45 minutes with Dr. CHERIE and you received value l, please count it.
- Email mentoring is never counted, however, please keep your content short and to the point.
- Use your mentoring hours when you want one of us to listen to part of a coaching session that was difficult for you. This time will be used wisely to move you back into the confidence zone.
- Yes, mentoring to share your experience versus an observation can be a discussion point.
XI. Questions to assist you in your due diligence
What is your experience as a coach?
Are you a complete beginner, or have you some experiences that you want to build on?
What Teaching Methods are used?
- Some programs are delivered in intensive Modules of zoom learning, Some trainings use a blended learning approach.
What can you commit to in terms of time and focus as well as financially?
- Like any educational pursuit, coach training takes time, focus, and money.
Does the coach training program provide a pathway coaching credential?
There are 3 credentialing paths that an individual can seek through the International Coach Federation (ICF):
- ACTP Path (Accredited Coach Training Program)
- ACSTH Path (Approved Coach Specific Training Hours)
- Portfolio Path
If the coach training program has an ACTP or ACTSH accreditation the pathway is more direct. See the www.coachfederation.org website for more information.
If the coach training program is not accredited by ICF, you will apply via the Portfolio Path as the program may still be recognised. You will be required to show robust documentation, i.e., You must provide a concise class outline or syllabus that summarizes the names of classes/modules to ensure the program provides coach specific training.
MMS Coaching is accredited by The International Coach Federation (ICF) who defines coaching as “partnering with clients in a thought-provoking and creative process that inspires them to maximize their personal and professional potential.”
The purpose of the Chemistry Session is to explain the MMS Coaching Process to a prospective
client so that they are clear about expectations and may determine if there is good chemistry
between the two individuals.
“Welcome, my name is_____________. Won’t you sit down? Would you like some water, or do you need to visit the restroom? I would like to know a little about you, tell you some information about MMS Coaching, and then answer any questions you may have. Then we can determine if the MMS Coaching style, and my personal coaching style is the right match for you at this time in your growth process. Is that agreeable? Okay. So if you don’t mind, here is a pad and a pen so that if a comment or a question emerges, write it down, and I will address it when I am complete. Okay? Before I tell you about Coaching, tell me a little bit about you, your situation, and why you are considering coaching. (The Coach listens to the client, and while responding weaves in the information when and where appropriate.)
MMS Coaching is accredited by The International Coach Federation (ICF) who defines coaching
as “partnering with clients in a thought-provoking and creative process that inspires them to
maximize their personal and professional potential.” A coaching session is a highly focused 30-
60 minute conversation between two people focusing on a specific concern, issue, or challenge.
Next, I want to address the types of issues about which people get coached.
Accreditation by an industry body such as the International Coach Federation (ICF) is an indication that the training meets global standards for coach training.
Why write a Weekly conditions report?
There is an important event that occurred in your life and it is great to see how you have been taking steps to connect to your inner self. Writing down all your fears is an excellent exercise to reflect and evaluate if they have any substance to them or not. Please do acknowledge yourself for that! Dr Cherie calls it, “10 acknowledgements per day keep the beat-ups away!”
There is really no right and wrong way to do the weekly Reflections, it is all about connecting to your feelings, noticing your thoughts, and recognizing if there are any unconscious negative beliefs that you become aware of…bringing them to the light and transform them to create a better version of You.
Would you consider a possibility to incorporate another tool in your daily journal? It is you sit down every evening before brushing your teeth, and before going to sleep and write your gratitude list.
Would you consider a possibility to incorporate another tool in your daily logs?
Dr Cherie calls it 10 acknowledgments per day. It is you sitting down every evening before going to bed and writing down 10 things you feel grateful for doing, it is like giving yourself a pat on the back and acknowledging the good work. This is also a daily act of self gratitude, self love and self-care which are so essential in coaching. As Dr Cherie says “10 acknowledgments per day keep your beat ups away”.
Does the coach training program provide an evidence base?
- For coaching to develop as a profession, training should include the evidence base underpinning the teaching theory and knowledge base that informs the coaching. Refer to the Australian Standards document in the references.
What reputation does a program have?
- Buyers of coaching are savvier than they were 15 years ago. Due diligence can include asking alumni of the program and the buyers of coaching about their knowledge of coach training.
XII. ICF Core Competency Updates: Webinar Conversations with Professional Coaches
Since October 2017, ICF has engaged in rigorous job analysis research. From start to finish, more than 1,300 coaches (both ICF Members and non-members) from around the globe have participated in this process. These coaches represented a diverse range of coaching disciplines, training backgrounds, coaching styles, and experience and credentialing levels. The outcome of this important research was the November 2019 announcement and release of updated ICF Core Competencies, which will go into effect in January 2021.
ICF held a series of webinars for ICF professional coaches (ICF Members and Credential holders) to share information about the updated Core Competencies and answer questions. Following is a summary of the questions and accompanying responses from these webinar sessions.
Will there be ACC and MCC Markers? When? Will they include the updated Core Competencies and the updated Code of Ethics?
The next phase of our work will be the development of updated assessments aligned with the updated Core Competencies, including performance assessment. This will be explored as part of this important work.
How will the updated Core Competencies affect program accreditation?
ICF Accredited Coach Training Programs will be required to integrate the updated Core Competencies into their training curricula by 2021, as part of the incremental renewal process. Training programs that are applying for ICF accreditation will be required to reflect the updated ICF Core Competencies in training curricula beginning January 2021.
Who should I contact if I have questions about how to understand the updated Core Competencies?
Questions about the updated Core Competencies can be asked in class, or emailed to Support@coachfederation.org.
Why is Artificial Intelligence not addressed in the updated Core Competencies?
The updated Core Competencies are intended to illustrate the work of coaching, that is, the behaviors of a successful coach. It is also meant to show the characteristics of a successful coach, that is, the worker. By definition, the updated model does not involve artificial intelligence (AI). It is our view that artificial intelligence will be a complement to human-human coaching, and will not necessarily replace human-human coaching.
Since the updated Core Competencies merge Powerful Questions, Direct Communication, and Creating Awareness into Evokes Awareness, will this competency be weighted more for assessment purposes?
The next phase of the ICF’s work will be the development of new assessment processes that are in alignment with the updated Core Competencies. During this work, we will be using best practices for assessment development to determine how to assign scoring weights to the different competency areas.
If you're applying for CCE's in 2020, which competencies should we be using?
Programs applying for CCE accreditation in 2020 should use the existing, original Core Competencies.
Will the CKA exam change? If so, who will have to take it and when will it be released?
A new version of the CKA is under development with an expected launch in early 2021. This new version of the exam will align with the updated Core Competencies. Those who hold an ICF credential will not be required to complete this new version of the exam. However, individuals who choose to pursue a new ICF credential may be required to take a new version of the exam.
Where can I find specific examples of formal coaching agreements?
Sample coaching agreements can be found on the ICF website at the following link: https://coachfederation.org/profile/member-toolkit.
Do you recommend re-evaluating our written coaching agreements in light of these changes?
The updated Core Competencies expanded the idea of coaching agreements to potentially include agreements with organizations, agreements for the overall client engagement, and agreements for each coaching session. While ICF does not mandate a specific set of agreements, coaches may wish to revise the agreements that they are currently using to take into consideration the updated Core Competencies.
Does competency 2 (Embodies a Coaching Mindset) assume that culture and context can be properly accounted for?
While it is impossible to fully understand or account for the many ways in which culture and context can impact an individual and their relationship with others, Competency 2 assumes that a coach has a general awareness of and openness to the influence that culture and contexts can have in shaping us as individuals.
Why isn't the body or somatics mentioned in Embodies a Coaching Mindset?
While we have anecdotal evidence that some coaches use somatic techniques in their practice, this element did not emerge to a significant enough extent in our data to be included.
How will competency 2 (Embodies a Coaching Mindset) be assessed?
This will be explored as we develop new assessments to align with the updated Core Competencies. Admittedly, this may be an area that is difficult to assess using our current performance evaluation process, but may be easier to test as part of a knowledge exam. The data we collected from coaches clearly showed that a coaching mindset was an important element that needed to be included in the updated Core Competencies.
How do you differentiate between ‘goals’ and ‘objectives’ in competency 3 (Establishes and Maintains Agreements)?
While similar, the word “goals” is used rather than “objectives” as a higher-level, less prescriptive word to describe what a client may wish to accomplish through coaching.
How will competency 3 (Establishes and Maintains Agreements) be assessed?
The updated Core Competencies expanded the idea of coaching agreements to potentially include agreements with organizations, agreements for the overall client engagement, and agreements for each coaching session. Agreements that occur within a coaching session can be assessed using our current assessment process. As the ICF develops new assessments, we will explore how we might assess the broader agreements that take place outside of each coaching session.
What is the difference between Establishing the Coaching Agreement (current model) with Establishes and Maintains Agreements (Updated Model)?
The updated Core Competencies expanded the idea of coaching agreements to potentially include agreements with organizations, agreements for the overall client engagement, and agreements for each coaching session. Additionally, the word “maintains” was added to the name of this competency to acknowledge the importance of revisiting and reconfirming agreements throughout the coaching engagement.
What is the difference between Establishing Trust and Intimacy with the Client (current model) with Cultivates Trust and Safety (Updated Model)?
The difference between “establishing trust and intimacy with the client” and “cultivates trust and safety” came about through the concern that the word “intimacy” had some unintended or misunderstood meanings in some languages. The use of the word “cultivates” was selected as a way of highlighting that creating a safe, supportive environment is an ongoing process that needs to be attended to throughout the coaching engagement.
Why is partnership not mentioned in Competency 5 (Maintains Presence)?
A strong partnership between the coach and client is an important foundation of all the updated Core Competencies. From our analysis of the data collected from practitioners, the most relevant and useful places to include references to partnership were in competencies 3 (Establishes and Maintains Agreements), 4 (Cultivates Trust and Safety), and 8 (Facilitates Client Growth).
Why is the personal state of the coach not mentioned in Competency 5 (Maintains Presence)?
The personal state of the coach is certainly an important element of maintaining presence. We believe that the language in the definition for this competency “Is fully conscious and present with the client, employing a style that is open, flexible, grounded and confident” along with the sub-competencies relating to empathy, curiosity, and managing one emotions, directly relates to the personal state of the coach. The personal state of the coach is also addressed in some of the elements of competency 2, Embodies a Coaching Mindset.
In Competency 5 it mentions "manages emotions". Whose emotions are being managed, the coach's or the client's?
The coach is managing their own emotions, which is known as “self-regulation.” You can learn more about this concept in the research paper on reflective practice here.
In Competency 5 it mentions "not knowing". Is this the coach's "not knowing" or the client's "not knowing"?
This is about the coach not knowing. The “not knowing” could be about many things, such as what to do next or what might happen next. The coach remaining present and confident in the client can be very important.
In Competency 7 (Evokes Awareness) it mentions the use of analogy. Isn't that prescriptive?
It is meant to be an example.
Since Competencies 9, 10, and 11 in the current model were merged into Competency 8 (Facilitates Client Growth) in the updated model, are you concerned that some coaches may skip important steps in the coaching process?
While Competencies 9, 10 and 11 in the original model have been combined into a single competency in the updated Core Competencies, virtually all the same concepts and behaviors are still reflected in the updated competency.
Will you be publishing a comparison chart between the current and updated Core Competencies?
Yes, the ICF intends to provide a variety of documents to compare the current model to the updated version. During the webinars, a high level crosswalk document was shown and more detailed versions of this will be provided.
Could you say more about confidentiality in the updated Core Competencies? How do you recommend coach's protect client data (confidentiality)?
Each coaching relationship is unique and the levels of confidentiality may vary depending on the specific relationship and the agreements between each coach and client. What is critical, however, is that a coach has a clear, transparent agreement with a client on what–if any–information may be shared, with whom and how it will be shared, and that this agreement is consistent with any applicable confidentiality or privacy laws. More information about confidentiality and client data protection is available in the ICF Ethics FAQs here.
Can you provide a single document with these summary points of the updated Core Competencies?
Yes, slides from this webinar, including the summary points of the updated Core Competencies, are available for download at www.coachfederation.org/core-competencies.
How will these changes impact those who are currently in the process of getting credentialed?
Those who are currently seeking an ICF credential prior to 2021 will be assessed using existing Credentialing assessments, which reflect the original Core Competencies.
What is the definition of a "critical incident"? Could you give an example?
The collection of critical incidents is a tool used in job analyses to find key moments and worker behaviors for successful performance of a given job. In our case we asked coaches to provide the context of each incident, the mental processes they were using, the actions of the coach, outcomes, an effectiveness rating of the incident, what was learned, and the modality used (face-face, telephone, video connection, etc.).
How was a client’s intersectionality considered under the “client context and culture” theme?
Intersectionality certainly could be an important part of a client’s experience. This was discussed during the development of the updated Core Competencies and is part of the reason sub-competency 2.4 was written.
How will the ICF handle the vast ways context and culture is expressed throughout the world?
Culture and context naturally impacts the way coaching is delivered, and the global nature of our community of coaches–and the array of cultures and contexts they represent–is one of the factors that makes ICF such a strong association of professional coaches. The input and influence of such a diverse array of coaches and volunteers strengthen the programming and services that ICF offers and the collective understanding of the important cultural nuances of coaching across the globe. Through the Job Analysis research and Core Competency Update project, ICF included subject matter expert volunteers from every region of the world, and received input from professional coaches representing more than 80 countries. ICF remains committed to leveraging the input, insights and contributions from coaches and subject matter experts from around the world as we continue our work in assessment development for ICF Credentialing.
Will the ICF Definition of Coaching change?
ICF does not have plans to change the definition at this time. However, from time-to-time ICF may review the definition of coaching and could make a change if a compelling reason emerges.
Will the new performance assessment or the new CKA be more difficult than the current?
During our work to develop new assessments we will be using best practices for the establishment of passing standards. This work will include an evaluation of the current assessments and will carefully consider how to equate the new assessments to those that are currently used.
Why is direct communication not in the updated Core Competencies? Is it seen as less important now?
From the data we collected from coach practitioners, direct communication did not show up as a standalone competency, but rather was woven into all competencies. Concepts related to effective communication shows up in the updated Core Competencies integrated into the sub competencies.
In Competency 1 (Demonstrates Ethical Practice) integrity is mentioned. How will integrity being assessed?
Admittedly, a coach’s integrity will be difficult to assess in a coaching conversation unless the coach exhibits behavior that is clearly demonstrating a lack of integrity. During our work to develop new assessments we will be exploring ways to assure that coaches have a strong understanding of the ICF code of ethics and ethical practice including the importance of integrity and honesty through updated assessments, including performance and knowledge-based assessment.
In Competency 1 (Demonstrates Ethical Practice), core values are mentioned. What do you mean by core values?
The ICF Code of Ethics is based on the ICF Core Values (https://coachfederation.org/about) and the actions that flow from them. All values are equally important and support one another. These values are aspirational and should be used as a way to understand and interpret the standards. All ICF Professionals are expected to showcase and propagate these Values in all their interactions.
Could you provide more information on the updated Code of Ethics?
Yes, more information about the updated Code of Ethics is available at https://coachfederation.org/icf-ethics.
How do you define "grounded"?
Calm and present in the moment for the client.
What do you mean by the word "identity"?
The unique characteristics and manner through which a person views their individual nature.
What does "KAO" stand for? Can you give some examples?
Knowledge, Ability, and Other characteristics. An example of knowledge is an understanding of how a client might perceive a coach as being present. Knowing that looking the client in the eye and remaining quiet while the client is speaking are important elements of coaching. Being able to communicate well is an ability. This could include careful choice of words along with appropriate tone and emotion. Acting ethically could be considered an “other characteristic.”
Overall it feels like the updated Competencies incorporate more MCC thinking and languaging. Is that intentional?
The updated competencies are meant to encompass all levels of coaching. Your perception that they incorporate more MCC thinking and language is coincidental since we did not explicitly include any such specific language.
How can I get Mentor Coach training in the updated Core Competencies?
The ICF currently does not offer mentor coach training, however there are many mentor coach training programs that have been accredited by the ICF. For more information, please see the ICF Training Program Search Service.
Mindfulness seems to be incorporated into the updated Core Competencies. Will mindfulness practice ever be encouraged by ICF?
Mindfulness is certainly a good practice that can help a coach to remain grounded and present for their clients. However, since it is not the only means to that end, we leave it open to the individual coach to choose which practices to use. Further information can be found in the research paper here.
Will the Minimum Requirements document be updated based on the updated ICF Core Competencies? If so, when?
As part of the next phase of work in assessment development, ICF will update the Minimum Skills Requirements for each credentialing level, which will provide guidance on the specific skills and behaviors that should be demonstrated for each competency.
Why do you call the updated Core Competencies a "model"?
In the domain of Industrial and Organizational Psychology, where this work frequently lies, a set of competencies are often called a model or framework. The words framework and model can be used interchangeably.
Why isn't co-creating mentioned more in the updated Core Competencies? Is "partnering" the same thing as co-creating?
The updated Core Competencies include a focus on the importance of a coach partnering with their client. In the development of the updated Core Competencies, the ICF used the following definition of partnership: a coach and client coming together to develop a working relationship in which both parties work toward a common client-centric goal.
How does this impact ICF PCC Marker Training?
ICF will be updating the PCC Markers to ensure alignment with the structure of the updated Core Competencies. We anticipate completing this work mid-2020 and will offer additional training to individuals who have already completed the PCC Marker training program.
Will there be updates to the PCC Markers? What is the timeline for all of this?
ICF will be updating the PCC Markers to ensure alignment with the structure of the updated Core Competencies. We anticipate completing this work mid-2020 and will offer additional training to individuals who have already completed the PCC Marker training program.
What are the PCC Markers?
The PCC markers are descriptive, behavioral indicators that should be exhibited in a coaching conversation at the Professional Certified Coach (PCC) level. These markers support a performance evaluation process that is fair, consistent, valid, reliable, repeatable and defensible. The PCC Markers are available on the ICF website at https://coachfederation.org/pcc-markers.
Some of the PCC Markers are found in the updated Core Competencies. Is that being viewed as a validation of those behavioral markers?
The job analysis research verified, or validated, many of the PCC markers.
What changes will be made to the performance evaluation? When will the updated Core Competencies be integrated into the new performance assessments for Credentialing? Will the current Core Competencies be used in the meantime?
The next phase of our work will be the development of new assessment processes that are in alignment with the updated Core Competencies. We expect to launch assessments that align with the updated Core Competencies in early 2021. Until then, we will continue to use the current Core Competencies and current assessment process for all those seeking ICF credentials.
There is a concern that the competency of Powerful Questioning has been diluted by being combined into Evokes Awareness. How did the decision come about to take the emphasis off Powerful Questioning as a separate Core Competencies?
A significant amount of data from the job analysis showed that coaches use many techniques to evoke awareness, not just powerful questions. Therefore, it was important to reflect this in the updated Core Competencies.
Will coaches who have already received a credential have to pass another assessment?
Those who hold an ICF credential will not be required to complete a new version of the exam. However, following the launch of new assessments in early 2021, individuals who choose to pursue a new ICF credential may be required to take a new version of the exam.
Does ICF expect recent graduates of coach training programs to incorporate the updated Core Competencies in order to get a credential? Will ICF provide training to help inform coaches about the updated Core Competencies?
While coach specific training programs may wish to begin using the updated Core Competencies at any time, ICF assessments for credential applicants will continue to be based on the current Core Competencies until early 2021. As stated in the webinars, virtually all of the concepts of the current model exist in the updated Core Competencies and those trained using the current model should be able to perform well on future assessments based on the updated model.
What is the definition of "reflective practice"?
Reflective practice involves taking time in the moment or considering interactions in the past to understand how the interactions played out or might be playing out in the moment. This practice will also provide an opportunity for the individual to accurately appraise their involvement in the interaction and choose appropriate behaviors. Further information can be found in the research paper here.
How will reflective practice be assessed?
During our work to develop new assessments we will be exploring ways to assess a candidate’s understanding of reflective practice through revised assessments aligned with the updated Core Competencies, including both knowledge-based and performance assessments. While this may be difficult to determine through a performance assessment, a candidate’s understanding of and ability to apply knowledge related to reflective practice may more easily be determined through a knowledge-based exam.
How can I get a copy of the study on reflective practice?
You can download the research paper here.
How will this affect credential renewals?
Individuals who hold an active ICF Credential and wish to renew that credential will not be required to pass a new assessment reflecting the updated Core Competencies. Any ICF Credential holder who allows their credential to expire, or a Credential holder who wishes to upgrade to a higher level credential, will be required to pass a new credentialing assessment.
To what degree did existing research inform this research?
Additional research we had previously conducted that was used in the updated Core Competencies development included: our reflective practice model, a study of how coaches develop expertise, statistical evidence on how managers and leaders use coaching skills, as well as statistical data from credential assessments.
What organization did the ICF partner with to conduct the job analysis?
Two PhD-level industrial and organizational psychologists from HumRRO (Human Resources Research Organization) assisted us in this work. One of the psychologists holds an ACC credential.
What was the approximate distribution of level of credential holder in the workshops and survey respondents? Did the analysis include coaches who are not affiliated with ICF or trained by ICF programs?
Workshops: MCC 17, PCC 11, ACC 3, no credential 8. Survey respondents: MCC 9%, PCC 34%, ACC 31%, no ICF credential 26%. We intentionally included participants who were not previously involved with ICF in order to get a fresh perspective.
Will a report of the research data be available?
We are in the process of revising an article on the Core Competencies update for an academic journal and will make it available once it is published.
Can you talk more about managing emotions?
Being able to regulate or manage your own emotions can be an important element of staying present for your client. Inability to manage emotions can reduce your ability to develop creative and thoughtful steps to facilitate client learning. Reflective practice can be a good way to enhance self-regulation.
Is Coaching Supervision considered a type of reflective practice?
Reflective practice can certainly be a significant part of coaching supervision, however not all supervision is reflective practice.
Will ICF be developing Team Coaching competencies?
We have a research study on team coaching in progress.
Can you provide a document with a timeline for all of these changes?
Yes, slides from this webinar, including the timeline for implementation of the updated Core Competencies, are available for download at https://coachfederation.org/core-competencies.
Will the use of tools and techniques now be acceptable in MCC performance assessments?
ICF is currently working with its research partners at HumRRO and subject matter expert (SME) volunteers to update the Credentialing assessments to integrate the updated Core Competencies. As part of this work, ICF will address updates to the performance evaluation, as well, including the Minimum Skills Requirements at each credentialing level. Updated assessments are anticipated to be published in early 2021; in the meantime, the existing Credentialing assessments using the current Core Competencies will remain in use.
How will the updated Core Competencies have to be integrated into the coach training program curriculum? What is the timeline for this? Can we start incorporating the updated model into our curriculum now?
ICF Accredited Coach Training Programs will be required to integrate the updated Core Competencies into their training curricula by 2021, as part of the incremental renewal process. Training programs that are applying for ICF accreditation will be required to reflect the updated ICF Core Competencies in training curricula beginning January 2021. Training programs are able to integrate the updated Core Competencies prior to the 2021 deadline, however.
When will translated versions of the Core Competencies be available?
Translations of the updated Core Competencies are in process and will be available in early 2020.
Is it acceptable to start using the updated Core Competencies in our coaching?
Yes. While there are some important revisions in the updated Core Competencies, virtually every concept included in the original Core Competencies remains in the updated model. In other words, the original and updated Core Competencies are not in conflict with one another and coaches may begin using the updated Competencies in their coaching.
How can I volunteer my expertise and be more involved with ICF?
If you are interested in future volunteer opportunities within the ICF ecosystem, please complete a brief form here at https://coachfederation.org/leading-the-future-of-coaching. A member of the ICF staff team will contact you if we identify a volunteer opportunity that aligns with your interests and skills.
Why did ICF decide to conduct a job analysis?
An important element of any credentialing program is to periodically review the work of practitioners to ensure that the credentialing program accurately assesses the work done by the practitioners of that profession and that the competencies remain relevant and useful. Best practice calls for organizations that issue credentials to conduct a job analysis every 5 to 7 years. ICF last conducted a job analysis in 2009 and recognized that since that time there had likely been changes in the practice of coaching that needed to be reflected in the competences used to train and assess coaches.