ICF COACHING COMPETENCIES

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1 ICF COACHING COMPETENCIES KEY POINTS Coaching (and Career Coaching, as a niche area of coaching) is a distinct profession that uses a unique relational-communication style and learning/action-oriented methodology to support people as they maximize their potential for success in their careers and personal lives. There are 11 core coaching competencies outlined by International Coach Federation. There are distinct differences between Coaching, Counseling, and Consulting. ICF COMPETENCY FOCUS FOR THE WEEK Review ICF Competency #1 Ethical Guidelines & Professional Standards and #5 Active Listening from the separate handout ICF Competencies In Action (this document can be found at the Handouts page). These will be discussed/role played in class. WHAT IS COACHING? DEFINITIONS OF PROFESSIONAL COACHING FROM INDUSTRY LEADERS Internatio nal Co ach Federatio n (ICF ) ICF defines professional coaching as partnering with clients in a thought-provoking and creative process that inspires them to maximize their personal and professional potential. Module 2, Page 1

2 In each meeting, the client chooses the focus of conversation, while the coach listens and contributes observations and questions. This interaction creates clarity and moves the client into action. Coaching accelerates the client's progress by providing greater focus and awareness of choice. Coaching concentrates on where clients are now and what they are willing to do to get where they want to be in the future. ICF member coaches recognize that results are a matter of the client's intentions, choices and actions, supported by the coach's efforts and application of the coaching process. Madeleine Homan and Linda J. Mil ler in C oachi ng in Organiz ati ons: Best Coachi ng Practices from the Ken Blanchard Companie s Homan and Miller offer this definition: Coaching is a deliberate process using focused conversations to create an environment for individual growth, purposeful action, and sustained improvement. Karen Kimse y -Ho use, et al., Co-Ac tive Coaching The authors of Co-Active Coaching note that Professional/personal coaching addresses the whole person with an emphasis on producing action and uncovering learning that can lead to more fulfillment, more balance, and a more effective process for living. PROFESSIONAL COACHING Professional coaching is life changing. Coaching shifts people from a problem state or a status quo mentality into a possibility perspective where awareness, curious exploration, the power of choice, and intentional action lead to the claiming of new and meaningful territory for the client. People typically come to coaching to change some external circumstance. As a career coach, clients usually want to explore a different type of work, find a better job, get promoted, or bump up their performance in a current position. Interestingly, what clients end up taking away from coaching is not only the external win they were after originally, but much more. That much more is internal perhaps the place of soul and spirit where there is an increase of their awareness of choice, knowledge of how to get what they want, and capacity to become more than they dreamed they could be. The internal win is then built on, and leveraged over and over again, so that they know what to tap into when the next challenge comes. These wins create a sense of wellbeing that can spill over into every area of life. There can be euphoria in the wins, as well as peace and a sense of optimism when life brings times of trial and loss. Module 2, Page 2

3 Increased awareness and insights can create a high for the client, but it doesn t get the client where they want to go. Action must be paired with awareness. Awareness without action is like a car that s fully gassed but has no driver to press down the accelerator. Success requires both mindset + mechanics, or the M&Ms. The mindset is the awareness and beliefs; the mechanics is the action and perseverance. For example, if a client is shy about networking to boost her career, the empowering mindset might be I didn t realize it but I ve been networking already in the way I check in with the other department directors or I am committed to finding a way to bring value to this relationship while the mechanics might be strategies to increase internal networking (getting on a project team that will allow me to work naturally with the people I want to network with; attending monthly professional association meetings and getting on the program to speak at the annual conference; sending s once a month to people I want to network with, passing along interesting articles or items of interest). CAREER COACHING Career coaching pairs two disciplines professional coaching and career management in the context of a powerful and productive relationship where coaches use deliberate conversation to support clients as they create career success. In its simplest terms, career success for an individual can be defined as being radically rewarded and enthusiastically engaged in work that adds value to others. Career coaching is a dynamic relationship where the coach partners with clients to uncover liberating truths, master career tools/resources, and leverage personal tenacity that will lead to a career that is radically rewarding. This may include the following: Clarify an inspiring, meaningful vision, purpose, and goals for their career, as well as elicit solutions and strategies for achieving the same Create awareness and choice of action throughout the entire career continuum, from assessment of strengths, exploration of options, development of identity/brand, commitment and decision-making, personal career marketing, and hard/soft skills development to enhancement of extrinsic and intrinsic rewards. Link their motivated strengths, interests/passions, and experiences to work that has economic/market viability to employers as well as personal significance to themselves; Module 2, Page 3

4 Be an honest and ethical resource about the market demand for (or guide them toward industry resources that will gauge) their current level of skills, knowledge, and abilities; Challenge clients to reframe seemingly negative career circumstances into neutral situations, without compromising their values; Overcome limiting beliefs or circumstances that are keeping them stuck or stifled in their work-life; Craft career marketing strategies that propose a strong Return On Investment (ROI) for employers; and Provide ongoing career development and career management strategies that are aligned with their personal values, unique definition of success, and grand-scheme life agenda. In addition, a career coach is a valued resource to employers and the media, keeping current with trends, needs, and future models while staying on the cutting edge of the career coaching industry. THE ESSENTIALS OF COACHING COACHING CORE COMPETENCIES International Coach Federation (ICF) lists 11 core coaching competencies at their Web site ( These competencies are used as the foundation for the ICF credentialing process. The core competencies are grouped into four clusters (shown in items A., B., C., and D. below). Note that the italic text in the lower-case a., b., c. subcompetencies below indicates that the subcompetency may not be present in every call. All other subcompetencies (non-italic text) should be demonstrated in each and every call with a client. A. SETTING THE FOUNDATION 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 exhibits in own behaviors the ICF Standards of Conduct (see list), Module 2, Page 4

5 b. Understands and follows all ICF Ethical Guidelines (see list), c. Clearly communicates the distinctions between coaching, consulting, psychotherapy and other support professions, d. Refers client to another support professional as needed, knowing when this is needed and the available resources. 2. Establishing 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. B. CO-CR EATING THE RELATIONSHIP 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, dancing in the moment, b. Accesses own intuition and trusts one's inner knowing - "goes with the gut", c. Is open to not knowing and takes risks, Module 2, Page 5

6 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. C. COMMU NICATING EFFECTIVELY 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 Module 2, Page 6

7 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, nonracist, non-technical, non-jargon), e. Uses metaphor and analogy to help to illustrate a point or paint a verbal picture. D. FACIL ITATING LEA RNI NG AND RESULTS 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 hooked by the client's description, b. Invokes inquiry for greater understanding, awareness and clarity, c. Identifies for 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, Module 2, Page 7

8 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. Module 2, Page 8

9 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. If you are pursuing coaching as a profession, we strongly urge you to become a member of ICF. At the time of this writing, annual membership is $195. In addition to the ICF Competencies, you will find the ICF Code of Ethics at this URL: Part 1 of the code reads as follows: The International Coach Federation adheres to a form of coaching that honors the client as the expert in his/her life and work and believes that every client is creative, resourceful, and whole. Standing on this foundation, the coach's responsibility is to: Module 2, Page 9

10 Discover, clarify, and align with what the client wants to achieve Encourage client self-discovery Elicit client-generated solutions and strategies Hold the client responsible and accountable Please review the remainder of the code now. As a coach, you are strongly encouraged to abide by the ICF Code of Ethics, even if you are not yet a member. DIFFERENCES BETWEEN COACHING AND OTHER DISCIPLINES The following table highlights the differences between coaching, consulting, and counseling: Coaching Consulting Counseling Professional s Role Coach is a partner and acts as facilitator/guide Consultant is an expert Counselor is specialist Professional s View of Client Client is naturally creative/resourceful and has his/her own answers Client is in need of help, advice, answers Client has issues that need resolved Perspective Possibilities perspective Problem perspective Pathology perspective Orientation Progress-oriented; exterior & interior knowledge* Problem/solutionoriented; exterior knowledge Problem-oriented; interior knowledge Process Coach inquires Consultant assesses Counselor delves Client s Role Client journey of personal discovery and Client acceptance of consultant s findings & Client relies on counselor s Module 2, Page 10

11 increased capacity for learning & doing advice interpretations and clinical knowledge Professional s Focus Coach provides environment for ongoing change Consultant is needed for solutions as new problems arise Counselor is needed to resolve past issues Responsible Party Client has personal responsibility for future Client or others partially responsible for past Others partially responsible for past Primary Time Orientation Present & Future Past & Future Past & Present * Exterior and interior knowledge: Exterior knowledge can be described as the tangibles that we can experience with our five senses: sight, hearing, touch, smell, and taste. Interior knowledge can be described as intuition, reflection to create new ideas, and subconscious thought. Consulting Consultants (management, organizational development, etc.) are experts who based on analyses of problems advise companies/people on what to do. Coaches do NOT advise people what to do with their lives. At no point should you project your desires on the client in a statement such as, You should be a computer animator. It s possible that the client would indeed be a great computer animator, and he needs to come to that decision through a combination of self-evaluation (coaxed by your careful questioning), career assessments, field research, etc. At some point, it might be appropriate to say, John, I m not going to be the one who lives your life, and I have to acknowledge that based on your aptitude and strong interest in this field, it looks like you have everything it takes. After thorough exploration with your client using curiosity and probing questions, there will be times when it s appropriate to advise the client based on your knowledge of the labor market or hiring managers preferences. In cases like this, you shift into a coach-consultant role. So as not to confuse the client (you ve already established the coach-client relationship, with the client in charge), you could say, I d like to shift a bit from my career coaching role and put on my career consulting hat based on current market trends, this strategy for [developing your resume, handling that particular interviewing questions, etc.] has worked well for others. Module 2, Page 11

12 Because the consultant is positioned as an expert, this changes the coach-client relationship. Coaches do not hold a superior position to the client; rather, the presence of the coach creates a relationship which is intrinsically powerful and empowering to the client (see Figure 2, The Coaching Triangle, Co-Active Coaching). Rather than the coach being powerful, the relationship is powerful. If you have put on your career consulting hat, switch back as soon as possible, with language such as, So what are your thoughts on that information? How can you take it and tweak it, or even dismiss it in favor of something you think will work best for you? The operative word(s) for consulting: Advice/Answers The operative word(s) for coaching: Questions/Partnering Some suggestions for responding when a client says, well, you tell me, you re the expert! If you would, first, share what you ve been thinking about that. (Often, this will be all the client needs.) I do have a broad range of career management resources and happy to share with you anything that might give you an edge; however, you re the expert on you or how you can leverage your strengths to get where you want. How well has that worked for you when you ve asked others to tell you what to do? What are your thoughts? What do you really want? This is your life. Telling you what career to pursue would be akin to telling you who to marry! (said with lightness and humor!) Wouldn t you agree, you re the expert on you. I m happy to share strategies that have worked for others that might be appropriate for you, so let s make sure that what we come up with what works best for you. Counseling / Therapy Coaching is not therapy. Psychotherapy often deals with problems and pain. Coaching deals with the present, future, and potential. In fact, people do not need a PROBLEM to enter into a coaching relationship. Although problems may be encountered, coaching Module 2, Page 12

13 deals with the problems head-on, frames them in the context of a challenge and learning opportunity, and looks for the path to success so that the client lives a rich and fulfilling work/life. Most psychotherapists, although not all, deal with the client s history and the why s of that history, including unresolved issues that may manifest in difficulty in living and working; coaching deals with the future and the how s of taking action to make the future what they want it to be. In your coaching agreement forms (see Forms section) make it clear to the client that you are not providing therapy. It s important that we, as transformational coaches, educate our clients about coaching and what they should expect. Never cross the boundaries that get into DSM-IV diagnoses (for more information, see Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition ). If you work with a client whose situation might be more appropriately addressed by a therapist, first use your coaching skills to help the client clarify priorities, identify new perspectives, facilitate learning, and take action. Do not jump to the conclusion that a client needs therapy if they don t immediately make progress toward the work-life they desire. If after a time your client is not making progress toward their goals and their behavior continues to not align with their talk and intentions, you may want to explore whether coaching is meeting their needs and if other professional resources would be an option. At the extreme, you may need to discontinue the coaching relationship. Read the article, Top Ten Indicators to Refer to a Mental Health Professional, prepared by Lynn F. Meinke, MA, RN, PCC, CLC, CSLC here: Top Ten Indicators to Refer to a Mental Health Professional By Lynn Meinke, PCC Your client: 1. Is exhibiting a decline in his/her ability to experience pleasure and/or an increase in being sad, hopeless and helpless As a coach you may notice that your client is not as upbeat as usual. He/she may talk much more frequently about how awful life/the world is and that nothing can be done about it. The client may make comments about why bother or what s the use Module 2, Page 13

14 There will be a decline in talking about things that are enjoyable. He/she may stop doing things they like to do (examples: going to the movies, visiting with friends, participating in athletic events or being a spectator of sporting events) The client begins to talk about being unable to do anything that forwards their dreams or desires 2. Has intrusive thoughts or is unable to concentrate or focus As a coach you may notice that your client is not able to focus on their goals or the topic of conversation. The client is unable to complete their action steps and isn t aware of what got in the way. You notice that your client begins talking about unpleasant events during the course of talking about themselves and their goals. The client tells you that unpleasant thoughts keep popping into their minds at inopportune moments or when they are thinking about or doing other things and that they can t seem to get away from these thoughts. Your client tells you about recurring scary dreams that they didn t have before. Your client reports that they have so many thoughts swirling in their heads and that they can t get them to slow down. 3. Is unable to get to sleep or awakens during the night and is unable to get back to sleep or sleeps excessively Your client comes to their coaching sessions tired and exhausted. Your client begins talking about not being able to get to sleep or how he/she just wants to sleep all the time. Your client may report to you how he/she gets to sleep and then wakes up and can t get back to sleep. Your client tells you how they need to take naps during the day, something they have not done before. Your client reports that they fell asleep at an inopportune time or place. Module 2, Page 14

15 4. Has a change in appetite: decrease in appetite or increase in appetite Your client reports that he/she isn t hungry and just doesn t want to eat. Your client reports that he/she is eating all the time, usually sweets or junk food, whether or not they are hungry. Your client says they don t get any enjoyment from eating when they did in the past. Your client reports that they are not sitting down to eat with friends or family when they did in the past. 5. Is feeling guilty because others have suffered or died Your client reports that they feel guilty because they are alive or have not been injured. Your client states that they don t understand why they are still here/alive when others have had to suffer/die Your client doesn t want to move forward with their goals because they don t deserve to have the life they choose, especially when other people have had to suffer/die. Your client questions their right to have a fulfilling life/career in the face of all that has happened Your client expresses the belief that he/she is unworthy of having a satisfying life. 6. Has feelings of despair or hopelessness According to your client nothing in life is OK. Your client misses session times or says they want to quit coaching because life is not worth living or they don t deserve to get what they want. Your client moves into excessive negative thinking. Your client says that they can t make a difference or that whatever they do doesn t matter. Your client has the attitude of "Why bother?" 7. Is being hyper alert and/or excessively tired Module 2, Page 15

16 Your client reports that they can t relax. Your client states that they are jumping at the slightest noise. Your client reports that it feels like they always have to be on guard. Your client states that they are listening for any little sound that is out of the ordinary. Your client reports that they have no energy. Your client states that they can t do their usual chores because they are so tired. Your client states that it takes too much energy to do things they normally did in the past. 8. Has increased irritability or outbursts of anger Your client becomes increasingly belligerent or argumentative with you or other people. Your client reports that everyone or everything annoys them. Your client starts making comments about how miserable everyone and everything is. Your client reports that other people in their life are telling them how miserable/angry they have become. Your client reports getting into arguments with people. Your client states that they get so upset they don t know what to do with themselves. Your client reports that they feel like a pressure cooker or are ready to burst. Your client increasingly tells you about wanting to do or doing things that would harm themselves or others (examples: wanting to put their fist through a window; wanting to punch someone; wanting to hit someone/something with their car). 9. Has impulsive and risk-taking behavior Your client reports doing things, such as going on a buying spree, without thinking about the consequences of their behavior. Module 2, Page 16

17 Your client tells you that something came to their mind so they went and did it without thinking about the outcome. Your client reports an increase in doing things that could be detrimental to themselves or others (examples: increase in promiscuous sexual behavior; increase in alcohol/drug consumption; deciding to get married after knowing someone an unusually short period of time). 10. Has thoughts of death and/or suicide Your client begins talking a lot about death, not just a fear of dying. Your client alludes to the fact that dying would be appropriate for them. Your client makes comments that to die right now would be OK with them. Your client becomes fascinated with what dying would be like. Your client talks about ways to die. Your client talks about going to a better place and how wonderful it would be and seems to be carried away by the thought. Your client tells you they know how they would kill themselves if they wanted to/had the chance. Your client alludes to having a plan or way they would die/go to a better place/leave the planet/leave the situation/get out of here. Whereas previously your client was engaging, personable and warm and now they present to you as cold, distant and aloof tell them what you are observing and ask them what has changed for them. This is often a signal that they have disengaged from living and are silently thinking or planning to suicide. Some questions you might ask your client if you are unclear about what is going on with them or their intentions: "Are you wanting to die?" "How would you die if you decided to?" "Are you planning on dieing?" "When are you planning on dying?" If you have any inclination or indication that your client is planning on dying/suiciding, immediately refer them to an emergency room or call 911. a. Tell your client that you care about them, are concerned for them, that you are taking what they say seriously and that they must get help immediately. Module 2, Page 17

18 b. If the client balks at what you are saying, gets belligerent or even more distant AND you become even more concerned about them, you may need to tell them you will break confidentiality because of your concern for their well-being and that you will call 911 (You can call your local 911 and give them the address and phone number of your client, even if it is in another state, and they can contact the client s local 911 dispatcher). If is important to note that the appearance of any one of these indicators, except for #10 which must be referred and followed up on immediately, does not indicate the immediate need for a referral to a psychotherapist or community mental health agency; everyone can experience a very brief episode of any of the indicators. However, if you see that several indicators are emerging and that the client is not presenting as whole, competent and capable then it is time for a referral to a mental health professional. Prepared by: Lynn F. Meinke, MA, RN, CLC, CSLC, PCC Life Coach Chair: Life-Personal Coach Committee of ICF WRAP-UP & APPLICATION What are the two ICF competencies that make up Setting the Foundation? What are the two ICF competencies that make up Co-Creating the Relationship? What are the three ICF competencies that make up Communicating Effectively? What are the four ICF competencies that make up Facilitating Learning & Results? Module 2, Page 18

19 With respect to ICF Competency #5, Active Listening, what are 3 things you can do to take your listening skills to the next level as a coach? Describe 3 differences between coaching and consulting, and 3 differences between coaching and counseling. Module 2, Page 19