ICF Core Competency Rating Levels

ICF Core Coaching Competency Behaviors Chart
ACC Associate PCC Professional MCC Master

Competency Certified Coach Certified Coach Certified Coach
100 Client Hours/60 Hours Coach-Specific 750 Client Hours/125 Hours Coach-Specific 2,500 Client Hours/200 Hours Coach-Specific
Training Training Training
1. Meeting Ethical Guidelines Important Note: Familiarity with the code of Important Note: Familiarity with the code of Important Note: Familiarity with the code of
and Professional Standards - ethics and its application is required for all ethics and its application is required for all ethics and its application is required for all
Understanding of coaching levels of coaching and the standard for levels of coaching and the standard for levels of coaching and the standard for
ethics and standards and ability demonstrating a strong ethical understanding demonstrating a strong ethical understanding demonstrating a strong ethical understanding
to apply them appropriately in of coaching is similar and rigorous for all levels of coaching is similar and rigorous for all levels of coaching is similar and rigorous for all levels
all coaching situations of ICF credentialing. An applicant will pass this of ICF credentialing. An applicant will pass this of ICF credentialing. An applicant will pass this
competency if they demonstrate a knowledge competency if they demonstrate a knowledge competency if they demonstrate a knowledge
a. Understands and exhibits in of the coaching conversation that is focused of the coaching conversation that is focused of the coaching conversation that is focused
own behaviors the ICF Standards on inquiry and exploration and if the on inquiry and exploration and if the on inquiry and exploration and if the
of Conduct conversation is based on present and future conversation is based on present and future conversation is based on present and future
b. Understands and follows all ICF issues. An applicant will not pass this issues. An applicant will not pass this issues. An applicant will not pass this
Ethical Guidelines competency if the applicant focuses primarily competency if the applicant focuses primarily competency if the applicant focuses primarily
on telling the client what to do or how to do it on telling the client what to do or how to do it on telling the client what to do or how to do it
c. Clearly communicates the (consulting mode) or if the conversation is (consulting mode) or if the conversation is (consulting mode) or if the conversation is
distinctions between coaching, based primarily in the past, particularly the based primarily in the past, particularly the based primarily in the past, particularly the
consulting, psychotherapy and emotional past (therapeutic mode). In addition, emotional past (therapeutic mode). In addition, emotional past (therapeutic mode). In addition,
other support professions the ICF notes that if an applicant is not clear the ICF notes that if an applicant is not clear the ICF notes that if an applicant is not clear
d. Refers client to another support on basic foundation exploration and evoking on basic foundation exploration and evoking on basic foundation exploration and evoking
professional as needed, knowing skills that underlie the ICF definition of skills that underlie the ICF definition of skills that underlie the ICF definition of
when this is needed and the coaching, that lack of clarity in skill use will be coaching, that lack of clarity in skill use will be coaching, that lack of clarity in skill use will be
available resources reflected in skill level demonstrated in some of reflected in skill level demonstrated in some of reflected in skill level demonstrated in some of
the other competencies listed below. For the other competencies listed below. For the other competencies listed below. For
example, if a coach almost exclusively gives example, if a coach almost exclusively gives example, if a coach almost exclusively gives
advice or indicates that a particular answer advice or indicates that a particular answer advice or indicates that a particular answer
chosen by the coach is what the client should chosen by the coach is what the client should chosen by the coach is what the client should
do, trust and intimacy, coaching presence, do, trust and intimacy, coaching presence, do, trust and intimacy, coaching presence,
powerful questioning, creating awareness, and powerful questioning, creating awareness, and powerful questioning, creating awareness, and
client generated actions and accountability will client generated actions and accountability will client generated actions and accountability will
not be present and a credential at any level not be present and a credential at any level not be present and a credential at any level
would be denied. would be denied. would be denied.
www.pugetsoundcoaches.org Page 1 of 21

2. Establish the Coaching Key Skills Evaluated: [1] The depth of Key Skills Evaluated: [1] The depth of Key Skills Evaluated: [1] The depth of
Agreement - Ability to creation of agreement for session; [2] The creation of agreement for session; [2] The creation of agreement for session; [2] The
understand what is required in coach’s ability to partner and the depth of coach’s ability to partner and the depth of coach’s ability to partner and the depth of
the specific coaching partnering with the client in the creation of partnering with the client in the creation of partnering with the client in the creation of
interaction and to come to agreement, measures of success, and agreement, measures of success, and agreement, measures of success, and
agreement with the prospective issues to be addressed issues to be addressed issues to be addressed
and new client about the
coaching process and At an ACC level, the minimum standard of skill At a PCC level, the minimum standard of skill At a MCC level, the minimum standard of skill
relationship that must be demonstrated to achieve a that must be demonstrated to achieve a that must be demonstrated to achieve a
a. Understands and effectively passing score for establishing the coaching passing score for establishing the coaching passing score for establishing the coaching
discusses with the client the agreement is that the coach asks the client agreement is that the coach asks the client agreement is that the coach fully explores with
guidelines and specific parameters what they want to work on and the coach what they want to work on, explores and the client what the client wants to work on. The
of the coaching relationship (e.g., attends to that agenda throughout the confirms that the agenda is meaningful for the coach engages in full exploration of the
logistics, fees, scheduling,
coaching. client and will move the client toward a desired measures of success for each topic in the
inclusion of others if appropriate)
outcome(s), the coach engages in some session. The coach engages the client in a full
b. Reaches agreement about what A coach will not receive a passing score for exploration of the measures of success for exploration of the issues related to the topic
is appropriate in the relationship establishing the coaching agreement on the each outcome desired in the session, the that must be addressed for the client’s
and what is not, what is and is not ACC exam if the coach chooses the topic for coach engages in some exploration of the measures of success to occur. The coach,
being offered, and about the the client or if the coach does not coach
client's and coach's issues related to each outcome. The coach through a partnering discussion, ensures that
around the topic the client has chosen.
responsibilities attends to that agenda, those measures, and both the coach and client are clear about the
those issues throughout the coaching. The agenda, the measures of success, and the
c. Determines whether there is an
coach may raise unseen issues to the client, issues to be discussed. The coach attends to
effective match between his/her
coaching method and the needs of but will not change agendas, measures, or that agenda and those measures throughout
the prospective client issues unless redirected by the client. The the coaching, unless redirected by the client.
coach should also check with the client during Any potential change in direction of the
the session to make sure that the client’s goals coaching session is thoroughly explored in
for the session are in fact being achieved. partnership with the client and the client is the
ultimate decision maker as to whether a
A coach will not receive a passing score for change in direction will occur. The coach
establishing the coaching agreement on the regularly checks with the client throughout the
PCC exam if the coach chooses the topic(s) session to make sure that the client’s goals for
for the client or if the coach does not coach
the session are in fact being achieved and that
around the topic(s) the client has chosen. The
evaluation for this competency will also be the direction and process chosen are
negatively impacted if the coach does not forwarding the client’s thinking and/or action
engage in some exploration of the measures

of success for each topic with the client or about their desired goals.
defines those measures for the client. The
evaluation will be negatively impacted if the A coach will not receive a passing score for
coach does not engage in some exploration of establishing the coaching agreement on the
underlying issues related to achievement of MCC exam if full partnership with the client is
the outcomes or agenda or does not check not demonstrated. Full partnership will not be
with client about whether the client is moving demonstrated if the coach chooses the topic(s)
toward what the client wanted from the for the client or if the coach does not coach
session. around the topic(s) the client has chosen. The
evaluation for this competency will also be
negatively impacted if the coach does not
explore the measures of success for each
topic with the client to a degree that achieves
clarity about the client’s intent or direction for
the session, does not allow the client full input
into the issues that should be discussed
relative to the client’s stated objectives for the
session, or does not check with the client
about whether the client is moving toward what
the client wanted from the session.

3. Establishing Trust and Key Skills Evaluated: [1] The coach’s depth Key Skills Evaluated: [1] The coach’s depth Key Skills Evaluated: [1] The coach’s depth
Intimacy with the Client - Ability of connection to the client; [2] The coach’s of connection to the client; [2] The coach’s of connection to the client; [2] The coach’s
to create a safe, supportive depth of demonstration of trust in the client depth of demonstration of trust in the client depth of demonstration of trust in the client
environment that produces and the client’s processes of thinking, and the client’s processes of thinking, and the client’s processes of thinking,
ongoing mutual respect and creating; [3] The coach’s willingness to be creating; [3] The coach’s willingness to be creating; [3] The coach’s willingness to be
trust completely comfortable with their own completely comfortable with their own completely comfortable with their own
authenticity with the client authenticity with the client authenticity with the client
a. Shows genuine concern for the
client's welfare and future
At an ACC level, the minimum standard of skill At a PCC level, the minimum standard of skill At a MCC level, the minimum standard of skill
b. Continuously demonstrates that must be demonstrated to receive a that must be demonstrated to receive a that must be demonstrated to receive a
personal integrity, honesty and passing score for establishing trust and passing score for establishing trust and passing score for establishing trust and
sincerity
intimacy with the client is that the coach shows intimacy with the client is that the coach shows intimacy with the client is that the coach
c. Establishes clear agreements genuine concern for client and is attuned to genuine concern for client, shows a good demonstrates complete trust in the client and
and keeps promises client’s perceptions, learning style, and degree of connected relationship to the client, the process. Such trust and intimacy will be
d. Demonstrates respect for personal being at a basic level. The coach and is attuned to and demonstrates trust in the evidenced by the equality between coach and
client's perceptions, learning style, must also demonstrate an ability to provide client’s perceptions, learning style, and client in the conversation, the coach’s
personal being ongoing support for new behaviors and actions personal being. The coach must also comfortableness with not knowing as a state to
e. Provides ongoing support for at a basic level. demonstrate an ability to provide ongoing expand awareness in, and the coach’s
and champions new behaviors support for new behaviors and actions as well willingness to be vulnerable with the client and
and actions, including those A coach will not receive a passing score for as an invitation to the client to participate in the have the client be vulnerable in return.
involving risk taking and fear of establishing trust and intimacy with the client development and creation of those new
failure on the ACC exam if the coach demonstrates behaviors. The MCC level coach demonstrates a
significant interest in the coach’s view of the
f. Asks permission to coach client complete confidence in self, the coaching
situation than the client’s view of the situation,
in sensitive, new areas does not seek information from the client about A coach will not receive a passing score for process, the client, and the client’s
the client’s thinking around the situation, does establishing trust and intimacy with the client perceptions, learning style, and personal
not seek information about the client’s goals on the PCC exam if the coach demonstrates being. The client is treated as a full and
regarding the situation, or the attention seems significant interest in the coach’s view of the
complete partner in the relationship with a
to be on the coach’s own performance or situation rather than the client’s view of the
situation, does not seek information from the complete and full invitation to participate in the
demonstration of knowledge about the topic. development and creation of the coaching
client about the client’s thinking around the
situation, does not seek information about the process and their own new learning and
client’s goals regarding the situation, or the behaviors. There is a sense of complete ease
attention seems to be on the coach’s own and naturalness in the conversation.
performance or demonstration of knowledge
about the topic. In addition, the evaluation will
A coach will not receive a passing score for
be negatively impacted if the coach does not establishing trust and intimacy with the client on
invite the client to share his/her thinking on an

equal level with coach. the MCC exam if the coach does not treat the
client as a full partner choosing not only the
agenda, but also participating in the creation of
the coaching process itself. Lack of full
partnership will be demonstrated if the coach
exhibits an interest in the coach’s view of the
situation rather than the client’s view of the
situation, does not seek information from the
client about the client’s thinking around the
situation, does not seek information about the
client’s goals regarding the situation, or any
attention seems to be on the coach’s own
performance or demonstration of knowledge
about the topic. In addition, the evaluation will be
negatively impacted if the coach does not invite
the client to share his/her thinking on an equal
level with the coach and/or chooses the direction
and tools in the session without significant input
from the client. Any indication that the coach is
teaching rather than coaching will also create a
score below the MCC level.

4. Coaching Presence - Ability Key Skills Evaluated: [1] The coach’s depth Key Skills Evaluated: [1] The coach’s depth Key Skills Evaluated: [1] The coach’s depth
to be fully conscious and create of partnership with the client; [2] The of partnership with the client; [2] The of partnership with the client; [2] The
spontaneous relationship with coach’s depth of observation of and use of coach’s depth of observation of and use of coach’s depth of observation of and use of
the client, employing a style the whole of the client in the coaching the whole of the client in the coaching the whole of the client in the coaching
that is open, flexible and process process process
confident
a. Is present and flexible during At an ACC level, the minimum standard of skill At a PCC level, the minimum standard of skill At a MCC level, the minimum standard of skill
the coaching process that must be demonstrated to receive a that must be demonstrated to receive a that must be demonstrated to receive a
passing score for coaching presence is that passing score for coaching presence is that passing score for coaching presence is that
b. Accesses own intuition and
the coach attends to client’s agenda, seeks the coach attends to the client’s agenda, seeks the coach is completely joined with the client in
trusts one's inner knowing
information from the client about that agenda, information from the client about that agenda, the coaching dialogue and is a connected
c. Is open to not knowing and is responsive to that information as it relates is responsive to that information as it relates observer to the client holding both objective
takes risks particularly to actions to achieve the client’s both to actions to achieve the client’s agenda and emotional perspective simultaneously.
d. Sees many ways to work with agenda, and is attentive to what actions the and the client’s way of thinking, learning, and The connection is to the whole of the client,
the client, and chooses in the client is taking in relation to agenda. being. The coach is also attentive to what who the client is, what the client wants, how
moment what is most effective actions the client is taking in relation to the the client learns and creates, and what the
e. Uses humor effectively to create The ICF notes that trust and intimacy and agenda and to some degree, how those client has to teach the coach. The coach
lightness and energy presence are quite related competencies. actions relate to the client’s way of thinking, evidences a complete curiosity that is
Therefore, a coach will not receive a passing learning, and creating. In addition, the coach undiluted by a need to perform. As with trust
f. Confidently shifts perspectives score for coaching presence on the ACC exam
and experiments with new must demonstrate a good level of partnership and intimacy, the coach is in a complete
if the coach demonstrates significant interest in
possibilities for own action the coach’s view of the situation rather than with the client where the client has a voice in partnership with the client where the client is
exploring the client’s view of the situation, not only choosing the topic, but also choosing an equal or greater contributor to the
g. Demonstrates confidence in
does not seek information from the client about the method and manner of coaching. conversation and direction of the coaching
working with strong emotions, and
can self-manage and not be the client’s thinking around the situation or is than the coach. The coach is willing to let the
overpowered or enmeshed by unresponsive to that information, does not The ICF notes that trust and intimacy and client teach the coach and is unafraid to be a
client's emotions seek information about the client’s goals presence are quite related competencies. student of the client. At the MCC level, the
regarding the situation, or is unresponsive to Therefore, a coach will not receive a passing conversation between coach and client is
that information, or the attention seems to be score for coaching presence on the PCC exam
on the coach’s own performance or equal and easy, even in uncomfortable
if the coach demonstrates significant interest in
demonstration of knowledge about the topic. the coach’s view of the situation rather than moments.
the client’s view of the situation, does not seek
information from the client about the client’s The ICF notes that trust and intimacy and
thinking around the situation or is presence are quite related competencies.
unresponsive to that information, does not Therefore, a coach will not receive a passing
seek information about the client’s goals score for establishing trust and intimacy with the
regarding the situation or is unresponsive to client on the MCC exam if the coach does not
treat the client as a full partner choosing not only

that information, or the attention seems to be the agenda, but also participating in the creation
on the coach’s own performance or of the coaching process itself. Such lack of full
demonstration of knowledge about the topic. partnership is demonstrated if the coach exhibits
The evaluation will be negatively impacted if interest in the coach’s view of the situation than
the coach, rather than being present and the client’s view of the situation, does not seek
responsive to the client, is overly reliant on an information from the client about the client’s
thinking around the situation, does not seek
obvious coaching formula, a specific coaching
information about the client’s goals regarding the
tool, or standard coaching questions. The
situation, or any attention seems to be on the
evaluation would also be negatively impacted coach’s own performance or demonstration of
if the coach does not allow the client to knowledge about the topic. In addition, the
contribute to creating the method or way that evaluation will be negatively impacted if the
the coaching session will evolve. coach does not invite the client to share his/her
thinking on an equal level with the coach and/or
chooses the direction and tools in the session
without input from the client. Any indication that
the coach is teaching rather than coaching will
also create a score below the MCC level. The
evaluation will also be negatively impacted if the
coach does not allow the client to help develop
coaching tools for themselves and instead relies
on standard coaching formulas, tools, or
questions.

5. Active Listening - Ability to Key Skills Evaluated: [1] The coach’s depth Key Skills Evaluated: [1] The coach’s depth Key Skills Evaluated: [1] The coach’s depth of
focus completely on what the of hearing what the client says in relations of hearing what the client says in relations hearing what the client says in relations to the
client is saying and is not to the client’s agenda; [2] The coach’s to the client’s agenda; [2] The coach’s client’s agenda; [2] The coach’s ability to hear on
multiple levels including both the emotional and
saying, to understand the ability to hear on multiple levels including ability to hear on multiple levels including
substantive content of the words; [3] The
meaning of what is said in the both the emotional and substantive content both the emotional and substantive content coach’s ability to hear underlying beliefs,
context of the client's desires, of the words; [3] The coach’s ability to hear of the words; [3] The coach’s ability to hear thinking, creating, and learning that are
and to support client self- underlying beliefs, thinking, creating, and underlying beliefs, thinking, creating, and occurring for the client including recognizing
expression learning that are occurring for the client learning that are occurring for the client incongruities in language, emotions, and
including recognizing incongruities in including recognizing incongruities in actions; [4] The coach’s ability to hear the
a. Attends to the client and the language, emotions, and actions; [4] The language, emotions, and actions; [4] The client’s language and to encourage the client to
client's agenda, and not to the deepen descriptive language for themselves
coach’s ability to hear the client’s language coach’s ability to hear the client’s language
coach's agenda for the client and to encourage the client to deepen and to encourage the client to deepen
descriptive language for themselves descriptive language for themselves At a MCC level, the minimum standard of skill that
b. Hears the client's concerns,
must be demonstrated to receive a passing score for
goals, values and beliefs about
active listening is that the coach listens as a learner
what is and is not possible At an ACC level, the minimum standard of skill At a PCC level, the minimum standard of skill
and listening happens at the logical and emotional
that must be demonstrated to receive a that must be demonstrated to receive a
c. Distinguishes between the level at the same time. The listening is both linear
words, the tone of voice, and the passing score for active listening is that the passing score for active listening is that the and non-linear and responses from the coach
body language coach hears what the client says in relation to coach listens on a conscious level and hears evidence learning about the client at multiple levels.
the client’s agenda, responds to it in relation to what the client says in relation to the client’s The coach’s responses evidence that the coach is
d. Summarizes, paraphrases,
reiterates, mirrors back what client the client’s agenda, and the listening is agenda, responds to it in relation to the client’s hearing the client’s intuitive abilities, the client’s
focused on helping the client achieve their agenda, the listening is focused on helping the energy, when the client speaks of important things,
has said to ensure clarity and
understanding agenda. client achieve their agenda, and the coach can when new growth is occurring for the client, how that
growth is related to the client’s stated objectives and
change direction if the client changes direction.
e. Encourages, accepts, explores agenda, and when the client is finding, creating, and
and reinforces the client's A coach will not receive a passing score for The coach has an ability to hear a good
using a more powerful sense of self. The coach is
expression of feelings, active listening on the ACC exam if the coach portion of the client’s way of thinking, creating, also able to hear the client’s current thinking and
perceptions, concerns, beliefs, does not demonstrate listening that is focused and learning, and incorporates that observing growth and relate it to the future the client is trying to
suggestions, etc. on and responding to what the client says or
into the coach’s response to what the client create. A MCC level coach hears the totality of the
the coach’s response is not related to what the
f. Integrates and builds on client's client is trying to achieve. The coach will not says. There is also some evidence of that the client’s greatness and gifts as well as limiting beliefs
ideas and suggestions receive a passing grade on the ACC exam if coach has heard and taken notice of the and patterns. The coach’s listening is cumulative
the coach appears to be listening for the place client’s language in their response to the client. from session to session and throughout each
g. "Bottom-lines" or understands individual session.
where the coach can demonstrate their The coach must demonstrate some good
the essence of the client's
knowledge about the topic or tell the client ability to hear strengths as well as challenges.
communication and helps the A coach will not receive a passing score for active
what to do about the topic.
client get there rather than listening on the MCC exam if the coach does not
engaging in long descriptive A coach will not receive a passing score for demonstrate listening that is based on the whole
stories active listening on the PCC exam if the coach client and an ability to hear the client’s thinking,
does not demonstrate listening that is focused learning, and feeling at multiple levels. The coach

h. Allows the client to vent or on and responding to what the client says or will not receive a passing grade at this level if the
"clear" the situation without the coach’s response is not related to what the listening is filtered only through the coach’s methods
judgment or attachment in order to client is trying to achieve or their hearing is of thinking, learning, and creating and does not
actively hear and use as a significant coaching tool,
move on to next steps limited to listening for problems or
the client’s methods of thinking, learning, and
weaknesses. The coach will not receive a creating. The coach will not receive a passing grade
passing grade on the PCC exam if the coach if nuances of the client’s language are not reflected
appears to be listening for the place where the in the coach’s responses. As with PCC, the coach
coach can demonstrate their knowledge about will not receive a passing grade at this level if the
the topic or tell the client what to do about the listening is not focused on and responding to what
topic. In addition, the evaluation will be the client says or the coach’s response is not related
negatively impacted if the coach demonstrates to what the client is trying to achieve or their hearing
is limited to listening for problems or weaknesses.
that they can only hear through their own
The coach will not receive a passing grade on the
perceptions, and models of thinking, learning, MCC exam if the coach appears to be listening for
and creating rather than being able to hear the place where the coach can demonstrate their
some of the client’s models and methods of knowledge about the topic or tell the client what to
thinking, learning, and creating. do about the topic.

6. Powerful Questioning - Ability Key Skills Evaluated: [1] The coach’s depth Key Skills Evaluated: [1] The coach’s depth Key Skills Evaluated: [1] The coach’s depth
to ask questions that reveal the of questioning that evokes the core issues of questioning that evokes the core issues of questioning that evokes the core issues
information needed for that are either contained in or underlie the that are either contained in or underlie the that are either contained in or underlie the
maximum benefit to the client’s agenda; [2] The coach’s ability to client’s agenda; [2] The coach’s ability to client’s agenda; [2] The coach’s ability to
coaching relationship and the explore with and to evoke exploration by explore with and to evoke exploration by explore with and to evoke exploration by
client the client of the emotional and substantive the client of the emotional and substantive the client of the emotional and substantive
content of the words; [3] The coach’s content of the words; [3] The coach’s content of the words; [3] The coach’s
a. Asks questions that reflect ability to explore with and evoke ability to explore with and evoke ability to explore with and evoke
active listening and an exploration by the client of the underlying exploration by the client of the underlying exploration by the client of the underlying
understanding of the client's beliefs and means of thinking, creating, beliefs and means of thinking, creating, beliefs and means of thinking, creating,
perspective
and learning that are occurring for the and learning that are occurring for the and learning that are occurring for the
b. Asks questions that evoke client; [4] The depth at which the coach’s client; [4] The depth at which the coach’s client; [4] The depth at which the coach’s
discovery, insight, commitment or questions provide a thinking space for and questions provide a thinking space for and questions provide a thinking space for and
action (e.g., those that challenge elicit new perspectives from the client elicit new perspectives from the client elicit new perspectives from the client
the client's assumptions)
At an ACC level, the minimum standard of skill At a PCC level, the minimum standard of skill At a MCC level, the minimum standard of skill
c. Asks open-ended questions that
create greater clarity, possibility or that must be demonstrated to receive a that must be demonstrated to receive a that must be demonstrated to receive a
new learning passing score for powerful questioning is that passing score for powerful questioning is that passing score for powerful questioning is that
the coach uses inquiry versus telling the coach’s questions must attend to the the coach asks mostly, if not always, direct,
d. Asks questions that move the
methodology. This includes exploring what client’s agenda and must include a mix of evocative questions that are fully responsive to
client towards what they desire,
not questions that ask for the issues exist for the client versus telling the informational and evocative, exploration the client in the moment, to the client’s agenda
client to justify or look backwards client what the issues are or suggesting oriented questions. The mix should be and stated objectives, and that require
solutions. Questions must attend to the client’s weighted toward evocative rather than significant thought by the client or take the
agenda and seek information about that informational questions. The questions should client to a new place of thinking. The coach
agenda and are oriented to solving issues set include a mix of questions oriented to the makes frequent and full use of the client’s
by the client. exploring of issues underlying the client’s language and learning style to craft questions
agenda as well as some questions that allow and the questions clearly provide a space for a
A coach will not receive a passing score for the coach and client to see how the client’s client to use and expand their own style of
powerful questioning on the ACC exam if the being, learning, creating, and acting can be thinking, learning, and creating. The coach will
coach does not focus on an inquiring versus used to achieve success. Many of the ask the client to clarify for themselves at levels
telling methodology, if the majority of questions
questions should emanate from the coach’s beyond the surface. The coach’s questions are
contain already pre-determined answers by
the coach, or if the questions attend to an listening to the client at multiple levels, and fully based in curiosity and the coach does not
agenda or issues not set by the client, but set should often be based in the client’s language ask any leading questions that reflect a
by the coach. rather than the coach’s language. At this level, conclusion by the coach. The questions often
the coach’s use of formulaic or standard reflect what the coach has learned about the
client’s strengths and/or require the client to

questions should be somewhat limited. find deeper contact with the client’s way of
being and find hidden power, gifts, and
A coach will not receive a passing score for strengths in himself/herself. The coach asks
powerful questioning on the PCC exam if the questions that help the client create the future
coach asks questions that reflect the coach’s rather than focus on past or even present
view of the situation or a preconceived answer
dilemmas or problems. The coach is at ease
decided on by the coach. The coach will not
receive a passing grade on this competency if asking questions that will make either the
the questions are leading the client in a coach or the client or both uncomfortable. The
direction chosen by the coach without coach is also comfortable with letting the client
discussion with and assent to the direction by create questions for themselves.
the client. At this level, the coach is expected
to move beyond standard questions. A coach will not receive a passing score for
Therefore, a coach’s inability to move beyond powerful questioning on the MCC exam if the
standardized coaching questions or the coach does not demonstrate questions that
coach’s models of thinking and learning to the are evocative and ask the client to think in a
exclusion of the client’s models of thinking and larger space or an experimental space related
learning will negatively impact the evaluation. to the client’s agenda and stated objectives.
The evaluation will also be negatively
impacted if the coach frequently asks
informational questions or questions that keep
the client in the past or in present detail of a
situation rather than in forward thinking. The
evaluation will also be negatively impacted if
the questions do not make frequent use of the
client’s language, thinking, and creating style
or do not make use of what the coach has
learned about the client. The coach will receive
a score below the MCC level if the questions
reflect the coach’s view of the situation, the
coach’s learning and processing style, or a
preconceived answer by the coach. The
coach’s inability to move beyond standardized
coaching questions or a standardized model
will result in a score below the MCC level.

7. Direct Communication - Key Skills Evaluated: [1] The ease, Key Skills Evaluated: [1] The ease, Key Skills Evaluated: [1] The ease,
Ability to communicate directness, and depth with which the coach directness, and depth with which the coach directness, and depth with which the coach
effectively during coaching shares perspectives, thoughts, intuition, shares perspectives, thoughts, intuition, shares perspectives, thoughts, intuition,
sessions, and to use language and feedback; [2] Whether the coach and feedback; [2] Whether the coach and feedback; [2] Whether the coach
that has the greatest positive appears to have any attachment to the appears to have any attachment to the appears to have any attachment to the
impact on the client coach’s perspective; [3] The coach’s coach’s perspective; [3] The coach’s coach’s perspective; [3] The coach’s
effective use of the client’s language and effective use of the client’s language and effective use of the client’s language and
a. Is clear, articulate and direct in learning models; [4] The breadth of the learning models; [4] The breadth of the learning models; [4] The breadth of the
sharing and providing feedback invitation the coach gives to the client to invitation the coach gives to the client to invitation the coach gives to the client to
b. Reframes and articulates to share his/her own perspectives, thoughts, share his/her own perspectives, thoughts, share his/her own perspectives, thoughts,
help the client understand from intuition, and feedback intuition, and feedback intuition, and feedback
another perspective what he/she
wants or is uncertain about At an ACC level, the minimum standard of skill At a PCC level, the minimum standard of skill At a MCC level, the minimum standard of skill
that must be demonstrated to receive a that must be demonstrated to receive a that must be demonstrated to receive a
c. Clearly states coaching
objectives, meeting agenda, passing score for direct communication is that passing score for direct communication is that passing score for direct communication is that
purpose of techniques or the coach is direct at times throughout the the coach is frequently direct, and has a the coach easily and freely shares
exercises session and the communication attends to the sufficient base of language tools to use with observations, intuitions, and feedback with the
d. Uses language appropriate and client’s agenda. The coach should not appear the client. In addition, the coach provides client without attachment. The coach shares
respectful to the client (e.g., non- attached to a particular outcome or solution or some level of invitation for the client to share directly and simply and frequently and, at a
sexist, non-racist, non-technical, take the communication away from the client’s their intuition and models of thinking as part of high level, incorporates the client’s language.
non-jargon) stated agenda without discussion with and the learning process. The coach’s The coach fully trusts the client to choose the
e. Uses metaphor and analogy to permission from the client. communication is oriented not only to the responses to the coach’s communication that
help to illustrate a point or paint a present situation, but also, at times, to the are best for the client. The coach frequently
verbal picture A coach will not receive a passing score for broader thinking and learning that might be invites the client’s intuition to come forward,
direct communication on the ACC exam if the available to the client. The coach makes good and additionally invites, respects, and
coach does not attend to the client’s agenda, use of the client’s language as part of their celebrates direct communication from the
changes the agenda without input from the
communication with the client. client. The coach creates expansive space for
client, or appears attached to a particular
outcome or solution. The coach will also not the client to have equal or more dialogue time
receive a passing grade on the ACC exam if A coach will not receive a passing score for than the coach and the level of full partnering
the communication frequently occurs in a direct communication on the PCC exam if the in the coaching dialogue is easily evident. The
convoluted, meandering, or circuitous manner. coach significantly or dominantly relies on their coach has a very broad language base to use
own language, thinking models, and models of
and experiment with and uses the client’s
learning without use of the client’s skill set in
these areas. The evaluation will also be language to broaden that base. The coach’s
negatively impacted if the coach does not communication frequently invites the client to
invite the client to share these areas as well as engage in broader learning and discovery and

the client’s intuition with the coach or if the to integrate and apply that learning and
coach is attached to a particular direction or discovery not only to present challenges and
outcome in the coaching. agendas, but also to the creation of the client’s
future.
A coach will not receive a passing score for

direct communication on the MCC exam if the
coach does not fully invite the client’s
participation in the coaching dialogue on an
equal level, if the coach’s communication
reflects an agenda or directing of any kind by
the coach, if the communication does not
evidence frequent use of the client’s language,
learning, thinking, and creating styles, or if the
communication does not often create a place
for the client to engage in deeper thinking,
learning, and discovery. The evaluation will
also be negatively impacted if the coach’s
communication limits the thinking and learning
direction for the client without specific
interaction with, discussion of, and assent by
the client to the limitation.

8. Creating Awareness - Ability Key Skills Evaluated: [1] The coach’s ability Key Skills Evaluated: [1] The coach’s ability Key Skills Evaluated: [1] The coach’s ability
to integrate and accurately to partner fully with the client in exploration to partner fully with the client in exploration to partner fully with the client in exploration
evaluate multiple sources of of new and broader perspectives, learning, of new and broader perspectives, learning, of new and broader perspectives, learning,
information, and to make creating, and actions; [2] The coach’s creating, and actions; [2] The coach’s creating, and actions; [2] The coach’s
interpretations that help the ability to share perspectives without ability to share perspectives without ability to share perspectives without
client to gain awareness and attachment and invitation to the client to attachment and invitation to the client to attachment and invitation to the client to
thereby achieve agreed-upon share their own thinking, perspectives, and share their own thinking, perspectives, and share their own thinking, perspectives, and
results intuition; [3] The coach’s invitation to and intuition; [3] The coach’s invitation to and intuition; [3] The coach’s invitation to and
acceptance of the client’s intuition, acceptance of the client’s intuition, acceptance of the client’s intuition,
a. Goes beyond what is said in thinking, and language as critical tools in thinking, and language as critical tools in thinking, and language as critical tools in
assessing client's concerns, not
the coaching process; [4] The coach’s the coaching process; [4] The coach’s the coaching process; [4] The coach’s
getting caught up in by the client's ability to illuminate the client’s fixed ways ability to illuminate the client’s fixed ways ability to illuminate the client’s fixed ways
description of thinking that might inhibit growth or of thinking that might inhibit growth or of thinking that might inhibit growth or
b. Invokes inquiry for greater accomplishment of the client’s goals accomplishment of the client’s goals accomplishment of the client’s goals
understanding, awareness and without treating the coach’s observation as without treating the coach’s observation as without treating the coach’s observation as
clarity truth, but only as the coach’s thoughts; [5] truth, but only as the coach’s thoughts; [5] truth, but only as the coach’s thoughts; [5]
The coach’s ability to use the client’s The coach’s ability to use the client’s The coach’s ability to use the client’s
c. Identifies with the client his/her language as a tool of creating awareness; language as a tool of creating awareness; language as a tool of creating awareness;
underlying concerns, typical and [6] The coach’s ability to integrate [6] The coach’s ability to integrate [6] The coach’s ability to integrate
fixed ways of perceiving beginning, middle and end of the session beginning, middle and end of the session beginning, middle and end of the session
himself/herself and the world, together if appropriate to the client’s together if appropriate to the client’s together if appropriate to the client’s
differences between the facts and learning and creating learning and creating learning and creating
the interpretation, disparities
between thoughts, feelings and At an ACC level, the minimum standard of skill At a PCC level, the minimum standard of skill At a MCC level, the minimum standard of skill
action
that must be demonstrated to receive a that must be demonstrated to receive a that must be demonstrated to receive a
d. Helps clients to discover for passing score for creating awareness is that passing score for creating awareness is that passing score for creating awareness is that
themselves the new thoughts, the coach focuses on inquiry and observations the coach focuses on deeper inquiry by the the coach’s invitation to exploration of
beliefs, perceptions, emotions,
that relate to the client’s stated agenda with client and encourages the client to create new important issues precedes and is significantly
moods, etc. that strengthen their
ability to take action and achieve the greater focus on inquiry rather than awareness by engaging in problem solving or greater than invitation to solution. At a MCC
what is important to them offering the coach’s opinions. The coach goal achievement. The coach encourages the level, the coach’s way of being is consistently
assists the client to explore that agenda more client’s exploration and creation of new curious, the coach is willing to not know, and
e. Communicates broader
deeply and without significant attachment by techniques or tools to help the client attend to to let the exploration evolve based on the
perspectives to clients and
inspires commitment to shift their the coach to a particular outcome or direction. the client’s agenda and achieve desired client’s thinking, learning, and creating, and
viewpoints and find new The coach uses coaching tools in a manner outcomes. The coach shows no attachment to the coach appears as much an explorer as the
possibilities for action that encourages rather than limits exploration. a specific outcome of the coaching and is client. The coach has not concluded what
somewhat willing to not know where the awareness should be in any manner, nor does
f. Helps clients to see the different,
A coach will not receive a passing score for coaching is going. The coach demonstrates an the coach force awareness in any manner.

interrelated factors that affect creating awareness on the ACC exam if the ability help the client integrate new awareness The use of the client’s greatness, strengths,
them and their behaviors (e.g., coach does not attend to the client’s A coach as it pertains to a particular situation and intuition, and learning style is fully invited and
thoughts, emotions, body, will not receive a passing score for creating agenda. The coach, at least some of the time, welcomed. There is no evidence of “fixing” a
background) awareness on the ACC exam if the coach
invites the client to define the learning that is problem or the client or a need to rush unless
does not attend to the client’s agenda,
g. Expresses insights to clients in changes the agenda without input from the occurring versus the coach defining the the client has indicated a specific need for a
ways that are useful and learning that is occurring. The coach time sensitive solution. The coach allows the
client, or appears attached to a particular
meaningful for the client outcome or solution. The coach will also not demonstrates a professional level of ability to client to make the coach aware and the client’s
h. Identifies major strengths vs. receive a passing grade on the ACC exam if understand the way the client learns and voice more prevalent than the coach’s. There
major areas for learning and the coach narrows the exploration of creates and use that, as well as the client’s is a clear, strong sense that the coach is
growth, and what is most awareness significantly to a single issue language, as coaching tools. engaged in connected observation of totality of
important to address during without discussing that decision with the client
who the client is and what the client wants,
coaching and without the client’s consent. The
evaluation will also be negatively impacted if A coach will not receive a passing score for sharing that with the client, and creating space
i. Asks the client to distinguish the coach seems to substitute assessments or creating awareness on the PCC exam if the for the client to share back. The coach
between trivial and significant standard coaching exercises for powerful coach does not attend to the client’s agenda, provides sufficient space and encouragement
issues, situational vs. recurring questioning or inquiry. changes the agenda without input from the
to allow the client to integrate and use new
behaviors, when detecting a client, or appears attached to a particular
outcome or solution. The coach will also not awareness to resolve current challenges,
separation between what is being
stated and what is being done receive a passing grade on the PCC exam if achieve current goals, and think how the new
the coach does not use the client’s thinking awareness may be used in the future.
and learning tools as tools within the coaching
or does not use the client’s language as a A coach will not receive a passing score for creating
coaching tool. The evaluation will also be awareness on the MCC exam if the coach drives the
negatively impacted if the coach seems to client toward solution without fully exploring issues that
may be important to gaining complete solution or
substitute assessments or standard coaching accomplishment for the client. The evaluation will also
exercises to the exclusion of using the tools be negatively impacted if the coach does not fully invite
already existing within the client to create and allow the client to use as coaching tools, the client’s
awareness. The coach will not receive a intuition, thinking, and learning. The evaluation will be
passing grade if the coach states what negatively impacted if the dialogue of awareness does
not provide sufficient space for the client’s full
awareness is without exploring with the client participation in creating awareness, if the coach’s
what the client’s awareness is or seeking the communication reflects an agenda or directing of any
client’s input on whether the coach’s kind by the coach, if the coach’s voicing of awareness
observations are correct and giving the client a does not evidence frequent use of the client’s language,
chance to add their own observations. learning, thinking, and creating styles, or if the coach
does not often create an easy place for the client to
engage in deeper thinking, learning, and discovery. The
evaluation will also be negatively impacted if the
coach’s communication limits the thinking and learning
direction for the client without specific interaction with,
discussion of, and assent by the client to the limitation.

9. Designing Actions - Ability to Key Skills Evaluated: [1] The coach’s ability Key Skills Evaluated: [1] The coach’s ability Key Skills Evaluated: [1] The coach’s ability
create with the client to fully partner with the client in designing to fully partner with the client in designing to fully partner with the client in designing
opportunities for ongoing actions that relate to and move forward actions that relate to and move forward actions that relate to and move forward
learning, during coaching and towards the client’s stated agenda; [2] That towards the client’s stated agenda; [2] That towards the client’s stated agenda; [2] That
in work/life situations, and for actions are of a breadth and depth that they actions are of a breadth and depth that they actions are of a breadth and depth that they
taking new actions that will may include thinking, feeling, and learning; may include thinking, feeling, and learning; may include thinking, feeling, and learning;
most effectively lead to agreed- [3] That the designed actions integrate the [3] That the designed actions integrate the [3] That the designed actions integrate the
upon coaching results whole of the client whenever appropriate; whole of the client whenever appropriate; whole of the client whenever appropriate;
[4] That the designed actions are [4] That the designed actions are [4] That the designed actions are
a. Brainstorms and assists the appropriate to what occurred in the appropriate to what occurred in the appropriate to what occurred in the
client to define actions that will
session, where the client is with their sated session, where the client is with their sated session, where the client is with their sated
enable the client to demonstrate, agenda and desired outcomes; [5] That the agenda and desired outcomes; [5] That the agenda and desired outcomes; [5] That the
practice and deepen new learning designed actions are appropriate to the designed actions are appropriate to the designed actions are appropriate to the
b. Helps the client to focus on and client’s methods of thinking, learning, client’s methods of thinking, learning, client’s methods of thinking, learning,
systematically explore specific integrating, and creating integrating, and creating integrating, and creating
concerns and opportunities that
are central to agreed-upon At an ACC level, the minimum standard of skill At a PCC level, the minimum standard of skill At a MCC level, the minimum standard of skill
coaching goals that must be demonstrated to receive a that must be demonstrated to receive a that must be demonstrated to receive a
c. Engages the client to explore passing score for designing actions is that the passing score for designing actions is that the passing score for designing actions is that the
alternative ideas and solutions, to coach suggests homework and actions that coach engages in at least a partial partnership coach works in complete partnership with the
evaluate options, and to make are related to the client’s stated agenda and with the client in order to design actions. The client to design actions or, in the alternative,
related decisions measures of accomplishment of that agenda coach does not simply suggest actions and lets the client lead in designing actions. At the
d. Promotes active and that the suggested homework have a clear homework without client input. As is always MCC level, the coach and client design actions
experimentation and self- purpose and potential to move the client the case at this level, the homework and that fit the client’s goals, learning style and
discovery, where the client applies forward in their thinking, learning, or action actions must be related to the client’s stated creating methods, where the client is, what the
what has been discussed and around the stated agenda. At this level, the agenda and measures of accomplishment of client wants, the client’s measures of
learned during sessions coach may also suggest tools or structures to that agenda. The suggested homework must accomplishment, and that reflect the pace of
immediately afterwards in his/her
assist the client so long as the tools are not have a clear purpose and potential to move wanted or necessary movement designated by
work or life setting
forced on the client and that the tools or the client forward in their thinking, learning, or the client. The coach allows actions to include
e. Celebrates client successes structure bear an easily recognizable action around the stated agenda. The co- thinking, creating, doing, and being. The coach
and capabilities for future growth relationship to achieving the client’s stated created actions should at least partially reflect engages the client in relating designed actions
f. Challenges client's assumptions agenda. the client’s learning, processing, and creating to other aspects of what the client wants,
and perspectives to provoke new style. At this level, the coach may infrequently thereby broadening the scope of learning and
ideas and find new possibilities for A coach will not receive a passing score for suggest tools or structures to assist the client, growth. The MCC coach encourages
action designing actions on the ACC exam if the but discusses the value of the tools with the exploration and informed experimentation to
g. Advocates or brings forward coach insists the client do what the coach has client and gets client input on how they should help the client develop for themselves more

points of view that are aligned with prescribed as homework, the suggested be used and whether they should be used powerful, leveraged activities. The MCC coach
client goals and, without homework does not a clear relationship to the rather than simply seeking client assent to the may, as a supplement to client development of
attachment, engages the client to client’s stated agenda, the homework does not use of the tool, exercise, or structure. The tools, suggest tools, exercises, or structures,
consider them have a clear purpose and potential to move
tools, exercises or structures must bear an but invites the client to engage in full thinking
the client forward, or if suggested tools and
h. Helps the client "Do It Now" structures clearly do not bear a relationship to easy recognizable relationship to achieving the about whether these suggestions are of use to
during the coaching session, client’s stated agenda and bear some the client and invites the client to modify the
the needs of the particular client or his/her
providing immediate support agenda. recognizable relationship to the client’s style of suggestions, or reject them and invent on their
i. Encourages stretches and learning, creating, and achieving. own.
challenges but also a comfortable
pace of learning A coach will not receive a passing score for A coach will not receive a passing score for
designing actions on the PCC exam if there is designing actions on the MCC exam if the
little or no co-creation in the process of coach does not invite full client participation in
designing actions, the actions do not have a the design of activities or dominates in any
clear relationship to the client’s stated agenda way the design of activities. The evaluation will
and the client’s style of learning and creating, also be negatively impacted if the designed
the actions do not have a clear purpose and activities do not reflect a clear potential for
potential to move the client forward, or if forward learning or movement by the client
suggested tools and structures clearly do not related to the client’s agenda, desired
bear a relationship to the needs of the outcomes, or to some other learning that the
particular client or his/her agenda, or are client has defined as necessary for their
imposed on the client without discussion. growth. The evaluation will also be negatively
impacted if designed actions and/or discussion
designed actions involves only physical activity
with no attention to the thinking, learning,
being, and creativity structures of the client.

10. Planning and Goal Setting - Key Skills Evaluated: [1] The coach’s ability Key Skills Evaluated: [1] The coach’s ability to Key Skills Evaluated: [1] The coach’s ability
Ability to develop and maintain to fully partner with and explore with the fully partner with and explore with the client in to fully partner with and explore with the
an effective coaching plan with client in order to create goals and plans order to create goals and plans that match the client in order to create goals and plans
client’s learning and creating style, stated
the client that match the client’s learning and that match the client’s learning and
agenda and desired outcomes; [2] That the plans
creating style, stated agenda and desired and goals designed are of a breadth and depth creating style, stated agenda and desired
a. Consolidates collected outcomes; [2] That the plans and goals outcomes; [2] That the plans and goals
information and establishes a that they may include thinking, feeling, learning,
designed are of a breadth and depth that and creating; [3] That the designed plans and designed are of a breadth and depth that
coaching plan and development they may include thinking, feeling, learning, they may include thinking, feeling, learning,
goals integrated the whole of the client whenever
goals with the client that address and creating; [3] That the designed plans appropriate; [4] That the designed plans and and creating; [3] That the designed plans
concerns and major areas for and goals integrated the whole of the client goals are appropriate to what occurred in the and goals integrated the whole of the client
learning and development session, and where the client is with their stated
whenever appropriate; [4] That the whenever appropriate; [4] That the
agenda and desired outcomes; [5] That the
b. Creates a plan with results that designed plans and goals are appropriate designed plans and goals are appropriate
designed plans and goals are appropriate to the
are attainable, measurable, to what occurred in the session, and where client’s methods of thinking, learning, to what occurred in the session, and where
specific and have target dates the client is with their stated agenda and integrating, and creating; [6] That wherever the client is with their stated agenda and
desired outcomes; [5] That the designed appropriate, the coach helps the client design desired outcomes; [5] That the designed
c. Makes plan adjustments as plans and goals are appropriate to the measurable achievements that are steps toward plans and goals are appropriate to the
warranted by the coaching client’s methods of thinking, learning, the client’s ultimate desired outcome client’s methods of thinking, learning,
process and by changes in the integrating, and creating; [6] That wherever integrating, and creating; [6] That wherever
situation appropriate, the coach helps the client At a PCC level, the minimum standard of skill that appropriate, the coach helps the client
d. Helps the client identify and design measurable achievements that are must be demonstrated to receive a passing score for design measurable achievements that are
access different resources for steps toward the client’s ultimate desired planning and goal setting is that the coach engages steps toward the client’s ultimate desired
learning (e.g., books, other outcome in a partial partnership with the client that assists the outcome
professionals) client to set goals that are clearly and causally
At an ACC level, the minimum standard of skill related to achieving the client’s overall objectives At a MCC level, the minimum standard of skill
e. Identifies and targets early that must be demonstrated to receive a and stated agenda. The plans and measures of that must be demonstrated to receive a
successes that are important to accomplishment must have a clear purpose and
passing score for planning and goal setting is passing score for planning and goal setting is
the client potential to move the client forward in their thinking,
that the coach adopts goals suggested by the that the coach works with the client to clarify
learning, and action around the stated agenda and
client and/or helps client set goals that are toward the client’s overall measures of success. At
and develop goals that achieve more than just
clear on the surface and causally related to this level, the coach may also occasionally suggest the presenting concerns of the client. The
achieving the client’s overall objectives and tools or structures to assist the client so long as the coach lets the client lead in designing goals
stated agenda. The plans and measures of tools are not forced on the client and that the tools or and planning or, in the alternative, works in
accomplishment must have a clear purpose structure bear an easily recognizable relationship to complete partnership with the client to create
and potential to move the client forward in their achieving the client’s stated agenda and desired goals and plans. The coach and client create
thinking, learning, or action around the stated outcome and the client’s style of learning and goals and plans that fit the client’s goals,
creating.
agenda and toward the client’s overall learning and creating methods, and pace of
measures of success. At this level, the coach wanted or necessary movement. The coach
A coach will not receive a passing score for planning
may also suggest tools or structures to assist and goal setting on the PCC exam if there is little or allows plans to include thinking, creating,

the client so long as the tools are not forced on no partnership or co-creation of the plans and goals, doing and being. The coach engages the client
the client and that the tools or structure bear if the coach is the most significant voice in in relating goals and plans to other aspects of
suggesting plans and goals, if the coach is unable to
an easily recognizable relationship to support the client in developing an effective what the client wants, thereby broadening the
achieving the client’s stated agenda and coaching plan, if the plan or goals do not have a scope of learning and growth.
desired outcome. clear relationship to the client’s stated agenda and
desired outcomes or the client’s learning and
creating processes, if the plan or goals do not have A coach will not receive a passing score for
A coach will not receive a passing score for a clear purpose and potential to move the client planning and goal setting on the MCC exam if
planning and goal setting on the ACC exam if forward, or if suggested tools and structures clearly the coach does not invite full client
the coach insists that the client follow a do not bear a relationship to the needs of the participation in planning strategies or
prescribed plan familiar to the coach, if the particular client or his/her agenda. The evaluation designing goals or dominates in any way the
coach is unable to support the client in will also be negatively impacted if the coach creation of plans and goals. The evaluation will
suggests standard coaching tools or exercises also be negatively impacted if the plans and
developing an effective coaching plan, if the
without discussing with the client the extent to which
plan or goals do not have a clear relationship goals do not reflect a clear potential for
they might be of value to the client.
to the client’s stated agenda and desired forward learning or movement by the client
outcome, if the plan or goals do not have a related to the client’s agenda, desired
clear purpose and potential to move the client outcomes, or to some other learning that the
forward, or if suggested tools and structures client has defined for as necessary for their
clearly do not bear a relationship to the needs growth. The evaluation will also be negatively
of the particular client or his/her agenda. impacted if designed plans and goals and/or
discussion designed actions involves only
physical activity with no attention to the
thinking, learning, being, and creativity
structures of the client.

11. Managing Progress and Key Skills Evaluated: [1] The coach’s ability Key Skills Evaluated: [1] The coach’s ability Key Skills Evaluated: [1] The coach’s ability
Accountability - Ability to hold to partner fully with the client to create to partner fully with the client to create to partner fully with the client to create
attention on what is important structures and methods for measuring structures and methods for measuring structures and methods for measuring
for the client, and to leave progress and holding the client progress and holding the client progress and holding the client
responsibility with the client to accountable to themselves for the accountable to themselves for the accountable to themselves for the
take action progress; [2] That the methods and progress; [2] That the methods and progress; [2] That the methods and
structures of accountability integrate the structures of accountability integrate the structures of accountability integrate the
a. Clearly requests of the client whole of the client whenever appropriate; whole of the client whenever appropriate; whole of the client whenever appropriate;
actions that will move the client [3] That the designed structures and [3] That the designed structures and [3] That the designed structures and
toward their stated goals methods of accountability are capable of methods of accountability are capable of methods of accountability are capable of
b. Demonstrates follow through by producing forward movement by the client, producing forward movement by the client, producing forward movement by the client,
asking the client about those appropriate to what occurred in the appropriate to what occurred in the appropriate to what occurred in the
actions that the client committed to session, and to where the client is with session, and to where the client is with session, and to where the client is with
during the previous session(s) their staged agenda and desired outcomes; their staged agenda and desired outcomes; their staged agenda and desired outcomes;
[4] That the designed structures and [4] That the designed structures and [4] That the designed structures and
c. Acknowledges the client for methods of accountability are appropriate methods of accountability are appropriate methods of accountability are appropriate
what they have done, not done, to the client’s methods of thinking, to the client’s methods of thinking, to the client’s methods of thinking,
learned or become aware of since learning, integrating, and creating; [5] The learning, integrating, and creating; [5] The learning, integrating, and creating; [5] The
the previous coaching session(s) coach’s ability to trust the client to be coach’s ability to trust the client to be coach’s ability to trust the client to be
d. Effectively prepares, organizes accountable to themselves and confidence accountable to themselves and confidence accountable to themselves and confidence
and reviews with client information in holding the client accountable as per the in holding the client accountable as per the in holding the client accountable as per the
obtained during sessions agreed upon methods of accountability agreed upon methods of accountability agreed upon methods of accountability
e. Keeps the client on track At an ACC level, the minimum standard of skill At a PCC level, the minimum standard of skill At a MCC level, the minimum standard of skill
between sessions by holding that must be demonstrated to receive a that must be demonstrated to receive a that must be demonstrated to receive a
attention on the coaching plan and
passing score for managing progress and passing score for managing progress and passing score for managing progress and
outcomes, agreed-upon courses
of action, and topics for future accountability is that the coach suggests accountability is that the coach engages in a accountability is that the coach encourages the
session(s) measures of success and structures of partial partnership with the client to help the client to determine their own methods of
accountability to the client and/or helps client client develop measures of success and accountability and offers support for those
f. Focuses on the coaching plan
but is also open to adjusting develop measures of success and structures structures of accountability that are clearly and methods. The client helps the client determine
behaviors and actions based on of accountability that are clearly and causally causally related to achieving the client’s overall or the client determines independently who
the coaching process and shifts in related to achieving the client’s overall objectives and stated agenda and clearly should be on their accountability team and
direction during sessions objectives and stated agenda. The structures related to the client’s style of learning and how to use each person, including the coach
g. Is able to move back and forth of accountability and measures of creating. The structures of accountability and and the client, themselves, to be accountable.
between the big picture of where accomplishment must have a clear purpose measures of accomplishment must have a The MCC coach encourages the client to
the client is heading, setting a and potential to move the client forward in their clear purpose and potential to move the client develop accountability structures that are
context for what is being thinking, learning, or action around the stated forward in their thinking, learning, or action reflective of the client’s agenda, stated

discussed and where the client agenda and toward the client’s overall around the stated agenda and toward the objectives, broader learning or
wishes to go h. Promotes client's measures of success. At this level, the coach client’s overall measures of success as well as accomplishment that the client wants to obtain,
self-discipline and holds the client may also suggest tools or structures to assist deepen their learning. At this level, the coach and continues to push the client’s forward
accountable for what they say they
the client so long as the tools are not forced on may also occasionally suggest tools or thinking and activities at a pace both
are going to do, for the results of
an intended action, or for a the client and that the tools or structure bear structures to assist the client so long as the acceptable to and challenging to the client.
specific plan with related time an easily recognizable relationship to tools are not forced on the client and that the The coach trusts the client to be accountable
frames achieving the client’s stated agenda and tools or structure bear an easily recognizable to themselves and sensitively calls the client to
desired outcome. relationship to achieving the client’s stated account or discussion if agreed upon forward
i. Develops the client's ability to
make decisions, address key agenda and desired outcome and the client’s movement does not occur. The structures and
concerns, and develop A coach will not receive a passing score for style of learning and creating. measures of accountability should clearly
himself/herself (to get feedback, to managing progress and accountability on the reflect the use of the client’s best strengths as
determine priorities and set the ACC exam if the coach insists that the client A coach will not receive a passing score for well as the best of the client’s learning and
pace of learning, to reflect on and follow prescribed measures and structures managing progress and accountability on the creating methodologies.
learn from experiences) familiar to the coach, if the coach is unable to PCC exam if there is little or no partnership of
support the client in developing an effective co-creation of the measures of success and
j. Positively confronts the client A coach will not receive a passing score for managing
method of managing and measuring progress, accountability structures, if the coach is the progress and accountability on the MCC exam if the
with the fact that he/she did not if the measures and methods of accountability most significant voice in setting accountability coach does not invite full client participation or does not
take agreed-upon actions do not have a clear relationship to the client’s encourage client leadership in planning strategies and
structures, if the coach is unable to support the
stated agenda and desired outcomes, if they client in developing an effective measures and methods of accountability or dominates in any way the
do not have a clear purpose and potential to accountability mechanisms that are created. As with the
accountability structure, if the measures and PCC evaluation, a coach will not receive a passing
move the client forward, or if suggested tools structures do not have a clear relationship to score for managing progress and accountability on the
and structures clearly do not bear a the client’s stated agenda and desired MCC exam if the coach is the most significant voice in
relationship to the needs of the particular client outcome or the client’s learning and creating setting accountability structures, if the coach is unable
or his/her agenda. processes, if the plan or goals do not have a to support the client in developing an effective
measures and accountability structure, if the measures
clear purpose and potential to move the client and structures do not have a clear relationship to the
forward, or if suggested tools and structures client’s stated agenda and desired outcome or the
clearly do not bear a relationship to the needs client’s learning and creating processes, if the methods
of the particular client or his/her agenda. The and structures do not have a clear purpose and
potential to move the client forward, or if suggested
evaluation will also be negatively impacted if
tools and structures clearly do not bear a relationship to
the coach suggests standard coaching tools or the needs of the particular client or his/her agenda or
exercises without discussing with the client the deeper learning designated by the client. The evaluation
extent to which they might be of value to the will also be negatively impacted if the coach suggests
client. standard coaching tools or exercises without discussing
with the client the extent to which they might be of value
to the client or does not encourage invention of
structures by the client based on the clients thinking,
learning, being, and creating style.

ICF Core Competency Rating Levels

Uploaded by

Copyright:

Available Formats

ICF Core Competency Rating Levels

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

ICF Core Competency Rating Levels

Uploaded by

Copyright:

Available Formats

ICF Core Coaching Competency Behaviors Chart

ACC Associate PCC Professional MCC Master

ACC Associate PCC Professional MCC Master

ACC Associate PCC Professional MCC Master

ACC Associate PCC Professional MCC Master

ACC Associate PCC Professional MCC Master

ACC Associate PCC Professional MCC Master

ACC Associate PCC Professional MCC Master

ACC Associate PCC Professional MCC Master

ACC Associate PCC Professional MCC Master

ACC Associate PCC Professional MCC Master

ACC Associate PCC Professional MCC Master

ACC Associate PCC Professional MCC Master

ACC Associate PCC Professional MCC Master

A coach will not receive a passing score for

ACC Associate PCC Professional MCC Master

ACC Associate PCC Professional MCC Master

ACC Associate PCC Professional MCC Master

ACC Associate PCC Professional MCC Master

ACC Associate PCC Professional MCC Master

ACC Associate PCC Professional MCC Master

ACC Associate PCC Professional MCC Master

ACC Associate PCC Professional MCC Master

You might also like