The International Coach Union (ICU)

The International Coaches Union (ICU)Our Union of certified coaches appeared as a result of agreement of various centres and training organisations holding coaching programs  aimed at maintaining of high standards in training, constant development of coaching. Our understanding of coaching is based on the classical defenitions of W. T. Gallwey, J. Whitmore and T. Leonard.

As a result of a consensus of members of the Union Coaches the basic standards in training are defined. There are common principles in registering of certified experts. Granting information and other support is provided to certified experts as well as work, participation in carrying out certified programs as a coach adviser notwithstanding the location of the union member.

On the October 3, 2011 in Prague, the International Coaches Union (ICU) and International HR Coaching Network (ICN) founded the International Coach & Trainer Association (ICTA).  Master Trainer M. Dernakovsky signed Articles of ICTA from ICU and Master Trainers Jack and Helene Makani signed Articles of ICTA from ICN. Articles of ICTA

 

Standards of  Conduct of a Professional Coach

• I undertake to operate in the way my activity can only be reflected well on coaching as a trade, and abstain from any acts interfering public understanding and acceptance of coaching as a trade.
• I undertake to define the maximum level of my competence as a coach and not to overestimate my qualification, experience and knowledge.
• I undertake before beginning any employment as a coach to be convinced that my client understands the conditions our coaching agreement will be based on.
• I undertake not to promise and not to hint at any possible results I cannot guarantee.
• I undertake to respect confidentiality of the information on the client, except for specially stipulated by the client or the cases established by the legislation.
• I undertake to obtain permission from each of my clients before mentioning them as my clients or to mention them as in giving an example.
• I undertake to take care of whether my coaching activities are beneficial to the client, and in case he\she does not require my help any more and he\she is to be consulted by another coach or to take advantage of other techniques, I guarantee to advise my client to undertake these steps.
• I undertake to avoid conflicts concerning my interests and those of my clients. Should there be any cases when there is a possibility of occurrence of interests conflict I undertake to discuss it in due time with my client the reason of a possible conflict and to reach agreements on how it to be solved, making it in the most convenient form to the client.
• I undertake to inform my client in due time on all compensations I can receive from the third party for the recommendations given to the client or the fact of his\her reference to me.
• I undertake to observe all terms and conditions of the contract with the client and with the person who pays my services as a coach (if it is other person).
• I undertake not to give to my actual and potential clients any information and recommendations being confidential or misleading as well as being out of sphere of my competence.

Core Coaching Competencies (according to T. Leonard)

1. Meeting Ethical Guidelines and Professional Standards - Understanding of coaching ethics and standards and ability to apply them appropriately in all coaching situations

a. Understands and follows all ICTA Ethical Guidelines and the ICU Standards of Conduct

b. Clearly communicates the distinctions between coaching, consulting, psychotherapy and other support professions

c. Refers client to another support professional as needed, knowing when this is needed and the available resources

2. Establish the Coaching Agreement - Ability to understand what is required in the specific coaching interaction and to come to agreement with the prospective and new client about the coaching process and relationship

a. Understands and effectively discusses with the client the guidelines and specific parameters of the coaching relationship (e.g., logistics, fees, scheduling, inclusion of others if appropriate)

b. Reaches agreement about what is appropriate in the relationship and what is not, what is and is not being offered, and about the client's and coach's responsibilities

c. Determines whether there is an effective match between his/her coaching method and the needs of the prospective client

3. Establishing Trust and Intimacy with the Client - Ability to create a safe, supportive environment that produces ongoing mutual respect and trust

a. Shows genuine concern for the client's welfare and future

b. Continuously demonstrates personal integrity, honesty and sincerity

c. Establishes clear agreements and keeps promises

d. Demonstrates respect for client's perceptions, learning style, personal being

e. Provides ongoing support for and champions new behaviors and actions, including those involving risk taking and fear of failure

f. Asks permission to coach client in sensitive, new areas

4. Coaching Presence - Ability to be fully conscious and create spontaneous relationship with the client, employing a style that is open, flexible and confident

a. Is present and flexible during the coaching process

b. Accesses own intuition and trusts one's inner knowing

c. Is open to not knowing and takes risks

d. Sees many ways to work with the client, and chooses in the moment what is most effective

e. Uses humor effectively to create lightness and energy

f. Confidently shifts perspectives and experiments with new possibilities for own action

g. Demonstrates confidence in working with strong emotions, and can self-manage and not be overpowered or enmeshed by client's emotions

5. Active Listening - Ability to focus completely on what the client is saying and is not saying, to understand the meaning of what is said in the context of the client's desires, and to support client self- expression

a. Attends to the client and the client's agenda, and not to the coach's agenda for the client

b. Hears the client's concerns, goals, values and beliefs about what is and is not possible

c. Distinguishes between the words, the tone of voice, and the body language

d. Summarizes, paraphrases, reiterates, mirrors back what client has said to ensure clarity and understanding

e. Encourages, accepts, explores and reinforces the client's expression of feelings, perceptions, concerns, beliefs, suggestions, etc.

f. Integrates and builds on client's ideas and suggestions

g. "Bottom-lines" or understands the essence of the client's communication and helps the client get there rather than engaging in long descriptive stories

h. Allows the client to vent or "clear" the situation without judgment or attachment in order to move on to next steps

6. Powerful Questioning - Ability to ask questions that reveal the information needed for maximum benefit to the coaching relationship and the client

a. Asks questions that reflect active listening and an understanding of the client's perspective

b. Asks questions that evoke discovery, insight, commitment or action (e.g., those that challenge the client's assumptions)

c. Asks open-ended questions that create greater clarity, possibility or new learning

d. Asks questions that move the client towards what they desire, not questions that ask for the client to justify or look backwards

7. Direct Communication - Ability to communicate effectively during coaching sessions, and to use language that has the greatest positive impact on the client

a. Is clear, articulate and direct in sharing and providing feedback

b. Reframes and articulates to help the client understand from another perspective what he/she wants or is uncertain about

c. Clearly states coaching objectives, meeting agenda, purpose of techniques or exercises

d. Uses language appropriate and respectful to the client (e.g., non- sexist, non-racist, non-technical, non-jargon)

e. Uses metaphor and analogy to help to illustrate a point or paint a verbal picture

8. Creating Awareness - Ability to integrate and accurately evaluate multiple sources of information, and to make interpretations that help the client to gain awareness and thereby achieve agreed-upon results

a. Goes beyond what is said in assessing client's concerns, not getting caught up in by the client's description

b. Invokes inquiry for greater understanding, awareness and clarity

c. Identifies with the client his/her underlying concerns, typical and fixed ways of perceiving himself/herself and the world, differences between the facts and the interpretation, disparities between thoughts, feelings and action

d. Helps clients to discover for themselves the new thoughts, beliefs, perceptions, emotions, moods, etc. that strengthen their ability to take action and achieve what is important to them

e. Communicates broader perspectives to clients and inspires commitment to shift their viewpoints and find new possibilities for action

f. Helps clients to see the different, interrelated factors that affect them and their behaviors (e.g., thoughts, emotions, body, background)

g. Expresses insights to clients in ways that are useful and meaningful for the client

h. Identifies major strengths vs. major areas for learning and growth, and what is most important to address during coaching

i. Asks the client to distinguish between trivial and significant issues, situational vs. recurring behaviors, when detecting a separation between what is being stated and what is being done

9. Designing Actions - Ability to create with the client opportunities for ongoing learning, during coaching and in work/life situations, and for taking new actions that will most effectively lead to agreed- upon coaching results

a. Brainstorms and assists the client to define actions that will enable the client to demonstrate, practice and deepen new learning

b. Helps the client to focus on and systematically explore specific concerns and opportunities that are central to agreed-upon coaching goals

c. Engages the client to explore alternative ideas and solutions, to evaluate options, and to make related decisions

d. Promotes active experimentation and self- discovery, where the client applies what has been discussed and learned during sessions immediately afterwards in his/her work or life setting

e. Celebrates client successes and capabilities for future growth

f. Challenges client's assumptions and perspectives to provoke new ideas and find new possibilities for action

g. Advocates or brings forward points of view that are aligned with client goals and, without attachment, engages the client to consider them

h. Helps the client "Do It Now" during the coaching session, providing immediate support

i. Encourages stretches and challenges but also a comfortable pace of learning

10. Planning and Goal Setting - Ability to develop and maintain an effective coaching plan with the client

a. Consolidates collected information and establishes a coaching plan and development goals with the client that address concerns and major areas for learning and development

b. Creates a plan with results that are attainable, measurable, specific and have target dates

c. Makes plan adjustments as warranted by the coaching process and by changes in the situation

d. Helps the client identify and access different resources for learning (e.g., books, other professionals)

e. Identifies and targets early successes that are important to the client

11. Managing Progress and Accountability - Ability to hold attention on what is important for the client, and to leave responsibility with the client to take action

a. Clearly requests of the client actions that will move the client toward their stated goals

b. Demonstrates follow through by asking the client about those actions that the client committed to during the previous session(s)

c. Acknowledges the client for what they have done, not done, learned or become aware of since the previous coaching session(s)

d. Effectively prepares, organizes and reviews with client information obtained during sessions

e. Keeps the client on track between sessions by holding attention on the coaching plan and outcomes, agreed-upon courses of action, and topics for future session(s)

f. Focuses on the coaching plan but is also open to adjusting behaviors and actions based on the coaching process and shifts in direction during sessions

g. Is able to move back and forth between the big picture of where the client is heading, setting a context for what is being

discussed and where the client wishes to go h. Promotes client's self-discipline and holds the client accountable for what they say they are going to do, for the results of an intended action, or for a specific plan with related time frames

i. Develops the client's ability to make decisions, address key concerns, and develop himself/herself (to get feedback, to determine priorities and set the pace of learning, to reflect on and learn from experiences)

j. Positively confronts the client with the fact that he/she did not take agreed-upon actions

 

Coaches of ICU show expertise when dealing with individual, transformational and team coaching.

Standard sessions of the Program «Professional Coach ICU»

I Individual Coaching.

1-4 sessions: Behavioral Coaching (covered in modules 1 and 2 of the program)

  1. Classic session (GROW-model)
  2. Strategic coaching session (the wheel of life)
  3. Work with addictions and dependencies
  4. Individual coaching-training

5-12 sessions:  Transformational coaching (within 5-7 modules of the program)

  1. Work on a transformation of values and beliefs
  2. Work on timeline change
  3. Epistemological nondirective metaphors
  4. Epistemological metaphors based on the method of «Symbol drama»
  5. Directive epistemological metaphors
  6. Storytelling isomorphic metaphors
  7. Work with person’s parts
  8. “Core” or integrative transformation.

International Coaches Union, ICU, actively uses technology "transformational coaching" when the client, with the support of a coach, is proactively working on internal changes in order to achieve a particular goal. Due to a clear understanding of the differences between diverse existing professional care disciplines such as psychotherapy, counselling, and consulting, International Union Coach has developed features and applicable scenarios where Transformational Coaching is the proper choice.

According to the ICU criteria, here are 5 applicable scenarios for transformational coaching application:

  1. Request of a client
  2. The state of a blind alley (dead lock)
  3. No changes after previous coaching sessions
  4. Conflict of values (or goals)
  5. There’s no relevance between identity of a person and his goal

 

II Core skills of team coaching of ICU (throughout modules 3 and 4 of the program):

1 Basic Skills of a classical coaching.

2 Skills of verbal and nonverbal group managing techniques (specific gestures, labeling, anchors, use of space, psychogeography method, "withdrawal" from the discussions).

3 Property rhetorical devices (signaling, rhetorical questions, markers, tropes).

4 Abilities related to the management 1 and 2 phases of group dynamics.

5 Skill of creating coaching-training.

6 Techniques to organise the search process of creative solutions in team coaching (possibility to use various methods of brainstorming, moderative methods, the search for solutions through associations)

7 Skills of using the model SOAR to conduct a coaching session on the basis of system processes.

8 Success in using the Cotter's model.

9 Adequation using the Senge's model.

10 Skills of using the coaching techniques to solve conflicts and mediation. Strategies to find solution for conflicts.

III Additional skills:

1 Helping clients during their acute and chronic stress.

2 Development of skills associated with marketing and promotion of coaching.

IV Formats of coaching application (5 formats) in management:

  1. Meeting (conference) based on the coaching methodology
  2. «Corridor» coaching
  3. Classical coaching
  4. Teambuilding
  5. Learning of the staff

Coaching Principles (T. Leonard) (Coaching Philosophy).

Coaching Principle 1.  Any situation can be optimized, even if already impressive.
Coaching Principle 2. When one is fully understood, one moves forward quickly.
Coaching Principle 3.  Synergy causes better results, much more efficiently.
Coaching Principle 4.  Problems virtually disappear with a strong foundation.
Coaching Principle 5.  Sometimes the client has the answer; sometimes the coach.

Coaching Principle 6.  One can have a perfect life or business.
Coaching Principle 7.  Most humans operate at far less then their potential.
Coaching Principle 8.  People do what they do because there is nothing more compelling to do.
Coaching Principle 9.  Success is becoming a basic human right.
Coaching Principle 10.  Most people don't know what they truly want.

Coaching Principle 11.  Tolerations are more expensive than people realize.
Coaching Principle 12.  We are all Picassos-in-training.
Coaching Principle 13.  There's always a simpler way that is easier for everyone.
Coaching Principle 14.  The recognition of distinctions evolves people.
Coaching Principle 15.  Expressing values brings one fulfillment.

Coaching Principle 16.  Selfishness is a truly generous thing.
Coaching Principle 17.  Cyber-Skills are not optional in our lives.
Coaching Principle 18.  Fear is best understood, not overridden or overcome.
Coaching Principle 19.  The Attraction Approach brings the best of life to you.
Coaching Principle 20.  Coaching is inter-developmental for both parties.

Coaching Principle 21.  The perfect goal naturally self-motivates a person.
Coaching Principle 22.  Value is defined by the client not by the coach.
Coaching Principle 23.  Humility is optional.
Coaching Principle 24.  Retirement is becoming irrelevant.
Coaching Principle 25.  The intersection of integration and responsibility is balance.

Coaching Principle 26.  Paradigms often need to be replaced with bigger ones.
Coaching Principle 27.  People do better when they've customized their P.O.S.
Coaching Principle 28.  Clients want to be great clients.
Coaching Principle 29.  We are just learning how to coach.
Coaching Principle 30.  The right question reorients the client in an instant.

Coaching Principle 31.  Language expands and accelerates awareness.
Coaching Principle 32.  Strategy first; action plan second.
Coaching Principle 33.  Inklings are the precursors to truth.
Coaching Principle 34.  Personal needs can be met, forever.
Coaching Principle 35.  Systems improve productivity and afford achievement.

Coaching Principle 36.  Upgrading your energy sources enhances your life experience.
Coaching Principle 37.  Standards set the tone for your life.
Coaching Principle 38.  Experimentation leads to serendipity.
Coaching Principle 39.  Everyone has a vision, they just don't know it yet.
Coaching Principle 40.  A lifestyle is not necessarily a life.

Coaching Principle 41.  Delay disappears opportunities.
Coaching Principle 42.  An embarrassing weakness is often a key strength.
Coaching Principle 43.  Every problem has a simple cause.
Coaching Principle 44.  Environments can be crafted to evolve you.
Coaching Principle 45.  The client is always advising you where to go next with them.

Coaching Principle 46.  Openness affords awareness; willingness affords openness.
Coaching Principle 47.  We react to what we have not yet included about ourselves.
Coaching Principle 48.  People resist what they feel they cannot afford to be true.
Coaching Principle 49.  People are enriched by a wide variety of sources.
Coaching Principle 50.  Humans have an unstoppable urge to become.

The International Coach Union (ICU)

The International Coaches Union (ICU)Our Union of certified coaches appeared as a result of agreement of various centres and training organisations holding coaching programs  aimed at maintaining of high standards in training, constant development of coaching. Our understanding of coaching is based on the classical defenitions of W. T. Gallwey, J. Whitmore and T. Leonard.

As a result of a consensus of members of the Union Coaches the basic standards in training are defined. There are common principles in registering of certified experts. Granting information and other support is provided to certified experts as well as work, participation in carrying out certified programs as a coach adviser notwithstanding the location of the union member.

On the October 3, 2011 in Prague, the International Coaches Union (ICU) and International HR Coaching Network (ICN) founded the International Coach & Trainer Association (ICTA).  Master Trainer M. Dernakovsky signed Articles of ICTA from ICU and Master Trainers Jack and Helene Makani signed Articles of ICTA from ICN. Articles of ICTA

 

Standards of  Conduct of a Professional Coach

• I undertake to operate in the way my activity can only be reflected well on coaching as a trade, and abstain from any acts interfering public understanding and acceptance of coaching as a trade.
• I undertake to define the maximum level of my competence as a coach and not to overestimate my qualification, experience and knowledge.
• I undertake before beginning any employment as a coach to be convinced that my client understands the conditions our coaching agreement will be based on.
• I undertake not to promise and not to hint at any possible results I cannot guarantee.
• I undertake to respect confidentiality of the information on the client, except for specially stipulated by the client or the cases established by the legislation.
• I undertake to obtain permission from each of my clients before mentioning them as my clients or to mention them as in giving an example.
• I undertake to take care of whether my coaching activities are beneficial to the client, and in case he\she does not require my help any more and he\she is to be consulted by another coach or to take advantage of other techniques, I guarantee to advise my client to undertake these steps.
• I undertake to avoid conflicts concerning my interests and those of my clients. Should there be any cases when there is a possibility of occurrence of interests conflict I undertake to discuss it in due time with my client the reason of a possible conflict and to reach agreements on how it to be solved, making it in the most convenient form to the client.
• I undertake to inform my client in due time on all compensations I can receive from the third party for the recommendations given to the client or the fact of his\her reference to me.
• I undertake to observe all terms and conditions of the contract with the client and with the person who pays my services as a coach (if it is other person).
• I undertake not to give to my actual and potential clients any information and recommendations being confidential or misleading as well as being out of sphere of my competence.

Core Coaching Competencies (according to T. Leonard)

1. Meeting Ethical Guidelines and Professional Standards - Understanding of coaching ethics and standards and ability to apply them appropriately in all coaching situations

a. Understands and follows all ICTA Ethical Guidelines and the ICU Standards of Conduct

b. Clearly communicates the distinctions between coaching, consulting, psychotherapy and other support professions

c. Refers client to another support professional as needed, knowing when this is needed and the available resources

2. Establish the Coaching Agreement - Ability to understand what is required in the specific coaching interaction and to come to agreement with the prospective and new client about the coaching process and relationship

a. Understands and effectively discusses with the client the guidelines and specific parameters of the coaching relationship (e.g., logistics, fees, scheduling, inclusion of others if appropriate)

b. Reaches agreement about what is appropriate in the relationship and what is not, what is and is not being offered, and about the client's and coach's responsibilities

c. Determines whether there is an effective match between his/her coaching method and the needs of the prospective client

3. Establishing Trust and Intimacy with the Client - Ability to create a safe, supportive environment that produces ongoing mutual respect and trust

a. Shows genuine concern for the client's welfare and future

b. Continuously demonstrates personal integrity, honesty and sincerity

c. Establishes clear agreements and keeps promises

d. Demonstrates respect for client's perceptions, learning style, personal being

e. Provides ongoing support for and champions new behaviors and actions, including those involving risk taking and fear of failure

f. Asks permission to coach client in sensitive, new areas

4. Coaching Presence - Ability to be fully conscious and create spontaneous relationship with the client, employing a style that is open, flexible and confident

a. Is present and flexible during the coaching process

b. Accesses own intuition and trusts one's inner knowing

c. Is open to not knowing and takes risks

d. Sees many ways to work with the client, and chooses in the moment what is most effective

e. Uses humor effectively to create lightness and energy

f. Confidently shifts perspectives and experiments with new possibilities for own action

g. Demonstrates confidence in working with strong emotions, and can self-manage and not be overpowered or enmeshed by client's emotions

5. Active Listening - Ability to focus completely on what the client is saying and is not saying, to understand the meaning of what is said in the context of the client's desires, and to support client self- expression

a. Attends to the client and the client's agenda, and not to the coach's agenda for the client

b. Hears the client's concerns, goals, values and beliefs about what is and is not possible

c. Distinguishes between the words, the tone of voice, and the body language

d. Summarizes, paraphrases, reiterates, mirrors back what client has said to ensure clarity and understanding

e. Encourages, accepts, explores and reinforces the client's expression of feelings, perceptions, concerns, beliefs, suggestions, etc.

f. Integrates and builds on client's ideas and suggestions

g. "Bottom-lines" or understands the essence of the client's communication and helps the client get there rather than engaging in long descriptive stories

h. Allows the client to vent or "clear" the situation without judgment or attachment in order to move on to next steps

6. Powerful Questioning - Ability to ask questions that reveal the information needed for maximum benefit to the coaching relationship and the client

a. Asks questions that reflect active listening and an understanding of the client's perspective

b. Asks questions that evoke discovery, insight, commitment or action (e.g., those that challenge the client's assumptions)

c. Asks open-ended questions that create greater clarity, possibility or new learning

d. Asks questions that move the client towards what they desire, not questions that ask for the client to justify or look backwards

7. Direct Communication - Ability to communicate effectively during coaching sessions, and to use language that has the greatest positive impact on the client

a. Is clear, articulate and direct in sharing and providing feedback

b. Reframes and articulates to help the client understand from another perspective what he/she wants or is uncertain about

c. Clearly states coaching objectives, meeting agenda, purpose of techniques or exercises

d. Uses language appropriate and respectful to the client (e.g., non- sexist, non-racist, non-technical, non-jargon)

e. Uses metaphor and analogy to help to illustrate a point or paint a verbal picture

8. Creating Awareness - Ability to integrate and accurately evaluate multiple sources of information, and to make interpretations that help the client to gain awareness and thereby achieve agreed-upon results

a. Goes beyond what is said in assessing client's concerns, not getting caught up in by the client's description

b. Invokes inquiry for greater understanding, awareness and clarity

c. Identifies with the client his/her underlying concerns, typical and fixed ways of perceiving himself/herself and the world, differences between the facts and the interpretation, disparities between thoughts, feelings and action

d. Helps clients to discover for themselves the new thoughts, beliefs, perceptions, emotions, moods, etc. that strengthen their ability to take action and achieve what is important to them

e. Communicates broader perspectives to clients and inspires commitment to shift their viewpoints and find new possibilities for action

f. Helps clients to see the different, interrelated factors that affect them and their behaviors (e.g., thoughts, emotions, body, background)

g. Expresses insights to clients in ways that are useful and meaningful for the client

h. Identifies major strengths vs. major areas for learning and growth, and what is most important to address during coaching

i. Asks the client to distinguish between trivial and significant issues, situational vs. recurring behaviors, when detecting a separation between what is being stated and what is being done

9. Designing Actions - Ability to create with the client opportunities for ongoing learning, during coaching and in work/life situations, and for taking new actions that will most effectively lead to agreed- upon coaching results

a. Brainstorms and assists the client to define actions that will enable the client to demonstrate, practice and deepen new learning

b. Helps the client to focus on and systematically explore specific concerns and opportunities that are central to agreed-upon coaching goals

c. Engages the client to explore alternative ideas and solutions, to evaluate options, and to make related decisions

d. Promotes active experimentation and self- discovery, where the client applies what has been discussed and learned during sessions immediately afterwards in his/her work or life setting

e. Celebrates client successes and capabilities for future growth

f. Challenges client's assumptions and perspectives to provoke new ideas and find new possibilities for action

g. Advocates or brings forward points of view that are aligned with client goals and, without attachment, engages the client to consider them

h. Helps the client "Do It Now" during the coaching session, providing immediate support

i. Encourages stretches and challenges but also a comfortable pace of learning

10. Planning and Goal Setting - Ability to develop and maintain an effective coaching plan with the client

a. Consolidates collected information and establishes a coaching plan and development goals with the client that address concerns and major areas for learning and development

b. Creates a plan with results that are attainable, measurable, specific and have target dates

c. Makes plan adjustments as warranted by the coaching process and by changes in the situation

d. Helps the client identify and access different resources for learning (e.g., books, other professionals)

e. Identifies and targets early successes that are important to the client

11. Managing Progress and Accountability - Ability to hold attention on what is important for the client, and to leave responsibility with the client to take action

a. Clearly requests of the client actions that will move the client toward their stated goals

b. Demonstrates follow through by asking the client about those actions that the client committed to during the previous session(s)

c. Acknowledges the client for what they have done, not done, learned or become aware of since the previous coaching session(s)

d. Effectively prepares, organizes and reviews with client information obtained during sessions

e. Keeps the client on track between sessions by holding attention on the coaching plan and outcomes, agreed-upon courses of action, and topics for future session(s)

f. Focuses on the coaching plan but is also open to adjusting behaviors and actions based on the coaching process and shifts in direction during sessions

g. Is able to move back and forth between the big picture of where the client is heading, setting a context for what is being

discussed and where the client wishes to go h. Promotes client's self-discipline and holds the client accountable for what they say they are going to do, for the results of an intended action, or for a specific plan with related time frames

i. Develops the client's ability to make decisions, address key concerns, and develop himself/herself (to get feedback, to determine priorities and set the pace of learning, to reflect on and learn from experiences)

j. Positively confronts the client with the fact that he/she did not take agreed-upon actions

 

Coaches of ICU show expertise when dealing with individual, transformational and team coaching.

Standard sessions of the Program «Professional Coach ICU»

I Individual Coaching.

1-4 sessions: Behavioral Coaching (covered in modules 1 and 2 of the program)

  1. Classic session (GROW-model)
  2. Strategic coaching session (the wheel of life)
  3. Work with addictions and dependencies
  4. Individual coaching-training

5-12 sessions:  Transformational coaching (within 5-7 modules of the program)

  1. Work on a transformation of values and beliefs
  2. Work on timeline change
  3. Epistemological nondirective metaphors
  4. Epistemological metaphors based on the method of «Symbol drama»
  5. Directive epistemological metaphors
  6. Storytelling isomorphic metaphors
  7. Work with person’s parts
  8. “Core” or integrative transformation.

International Coaches Union, ICU, actively uses technology "transformational coaching" when the client, with the support of a coach, is proactively working on internal changes in order to achieve a particular goal. Due to a clear understanding of the differences between diverse existing professional care disciplines such as psychotherapy, counselling, and consulting, International Union Coach has developed features and applicable scenarios where Transformational Coaching is the proper choice.

According to the ICU criteria, here are 5 applicable scenarios for transformational coaching application:

  1. Request of a client
  2. The state of a blind alley (dead lock)
  3. No changes after previous coaching sessions
  4. Conflict of values (or goals)
  5. There’s no relevance between identity of a person and his goal

 

II Core skills of team coaching of ICU (throughout modules 3 and 4 of the program):

1 Basic Skills of a classical coaching.

2 Skills of verbal and nonverbal group managing techniques (specific gestures, labeling, anchors, use of space, psychogeography method, "withdrawal" from the discussions).

3 Property rhetorical devices (signaling, rhetorical questions, markers, tropes).

4 Abilities related to the management 1 and 2 phases of group dynamics.

5 Skill of creating coaching-training.

6 Techniques to organise the search process of creative solutions in team coaching (possibility to use various methods of brainstorming, moderative methods, the search for solutions through associations)

7 Skills of using the model SOAR to conduct a coaching session on the basis of system processes.

8 Success in using the Cotter's model.

9 Adequation using the Senge's model.

10 Skills of using the coaching techniques to solve conflicts and mediation. Strategies to find solution for conflicts.

III Additional skills:

1 Helping clients during their acute and chronic stress.

2 Development of skills associated with marketing and promotion of coaching.

IV Formats of coaching application (5 formats) in management:

  1. Meeting (conference) based on the coaching methodology
  2. «Corridor» coaching
  3. Classical coaching
  4. Teambuilding
  5. Learning of the staff

Coaching Principles (T. Leonard) (Coaching Philosophy).

Coaching Principle 1.  Any situation can be optimized, even if already impressive.
Coaching Principle 2. When one is fully understood, one moves forward quickly.
Coaching Principle 3.  Synergy causes better results, much more efficiently.
Coaching Principle 4.  Problems virtually disappear with a strong foundation.
Coaching Principle 5.  Sometimes the client has the answer; sometimes the coach.

Coaching Principle 6.  One can have a perfect life or business.
Coaching Principle 7.  Most humans operate at far less then their potential.
Coaching Principle 8.  People do what they do because there is nothing more compelling to do.
Coaching Principle 9.  Success is becoming a basic human right.
Coaching Principle 10.  Most people don't know what they truly want.

Coaching Principle 11.  Tolerations are more expensive than people realize.
Coaching Principle 12.  We are all Picassos-in-training.
Coaching Principle 13.  There's always a simpler way that is easier for everyone.
Coaching Principle 14.  The recognition of distinctions evolves people.
Coaching Principle 15.  Expressing values brings one fulfillment.

Coaching Principle 16.  Selfishness is a truly generous thing.
Coaching Principle 17.  Cyber-Skills are not optional in our lives.
Coaching Principle 18.  Fear is best understood, not overridden or overcome.
Coaching Principle 19.  The Attraction Approach brings the best of life to you.
Coaching Principle 20.  Coaching is inter-developmental for both parties.

Coaching Principle 21.  The perfect goal naturally self-motivates a person.
Coaching Principle 22.  Value is defined by the client not by the coach.
Coaching Principle 23.  Humility is optional.
Coaching Principle 24.  Retirement is becoming irrelevant.
Coaching Principle 25.  The intersection of integration and responsibility is balance.

Coaching Principle 26.  Paradigms often need to be replaced with bigger ones.
Coaching Principle 27.  People do better when they've customized their P.O.S.
Coaching Principle 28.  Clients want to be great clients.
Coaching Principle 29.  We are just learning how to coach.
Coaching Principle 30.  The right question reorients the client in an instant.

Coaching Principle 31.  Language expands and accelerates awareness.
Coaching Principle 32.  Strategy first; action plan second.
Coaching Principle 33.  Inklings are the precursors to truth.
Coaching Principle 34.  Personal needs can be met, forever.
Coaching Principle 35.  Systems improve productivity and afford achievement.

Coaching Principle 36.  Upgrading your energy sources enhances your life experience.
Coaching Principle 37.  Standards set the tone for your life.
Coaching Principle 38.  Experimentation leads to serendipity.
Coaching Principle 39.  Everyone has a vision, they just don't know it yet.
Coaching Principle 40.  A lifestyle is not necessarily a life.

Coaching Principle 41.  Delay disappears opportunities.
Coaching Principle 42.  An embarrassing weakness is often a key strength.
Coaching Principle 43.  Every problem has a simple cause.
Coaching Principle 44.  Environments can be crafted to evolve you.
Coaching Principle 45.  The client is always advising you where to go next with them.

Coaching Principle 46.  Openness affords awareness; willingness affords openness.
Coaching Principle 47.  We react to what we have not yet included about ourselves.
Coaching Principle 48.  People resist what they feel they cannot afford to be true.
Coaching Principle 49.  People are enriched by a wide variety of sources.
Coaching Principle 50.  Humans have an unstoppable urge to become.