ICF 11 Core Competencies

International Coach Federation (ICF) lists 11 core coaching competencies at their Web site (www.coachfederation.com). 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. in the following chart).
Note that the chart is divided into two columns: the left-hand column is the ICF competencies, while the right-hand column is The Academies’ description of
how each competency might look in an actual coaching call. Note that the italic text in the left-hand column subcompetencies 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.

ICF Competency #1 Meeting Ethical Guidelines and The Academies’ Suggestions of How This Competency Might Look in Coaching
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),
b. Understands and follows all ICF Ethical Guidelines (see
list),
c. Clearly communicates the distinctions between coaching,
consulting, psychotherapy and other support professions,
a. Review the list of ICF Standards of Conduct, carefully reviewing items 1-28 under Professional
Conduct At Large, Professional Conduct with Clients, Confidentiality/Privacy, and Conflicts of
Interest. Are there any items on this list that you need clarification on to ensure you are in
compliance with the ICF Standards of Conduct?
http://www.coachfederation.org/Ethics/
b. Review the ICF Pledge of Ethics. We suggest printing out, signing, and displaying the pledge.
http://www.coachfederation.org/Ethics/
c. Read the ICF Definition of Coaching.
http://www.coachfederation.org/Ethics/
The definition is reprinted here: “Professional Coaching is an ongoing professional relationship that
helps people produce extraordinary results in their lives, careers, businesses or organizations.
Through the process of coaching, clients deepen their learning, improve their performance, and
enhance their quality of life.
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 and ICF credentialed 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.”

Incorporate this language into your coaching agreement or other appropriate documents that clients
will see. Practice describing the difference between coaching and consulting, psychotherapy or
other support professions.

For example, “One of the main differences between coaching and consulting is that coaches elicit
client-generated solutions and strategies, while consultants provide answers in the role of a subject-
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d. Refers client to another support professional as needed,
knowing when this is needed and the available resources.
matter expert. Coaching assumes that the client is naturally creative, resourceful, and whole, and
able to generate solutions and strategies that will work best for what they want to achieve.”
Or “One of the main differences between coaching and psychotherapy is that coaching focuses on
the future and possibilities, while psychotherapy often deals with the past and problems. Where
psychotherapists look for problems, coaches draw out the brilliance of the individual and support
them as they generating solutions and strategies that will work best for what they want to achieve.”
d. Although not common, there may be situations where you’ve spent time coaching toward the
client’s goal and, as time unfolds, you discover that there are lots of unresolved issues and pains
from the client’s past. You have openly and respectfully addressed, without judgment, the client’s
lack of follow-through and misalignment between his/her stated commitment and actual actions.
You’ve then come to agreement with the client that he/she working with another type of
professional (therapist or marriage and family counselor, for instance) might be of benefit to help
with the parts of the life that are holding him/her back.
If the client does not follow through on getting additional help and continues to not make progress
on stated coaching goals, address this through respectful, yet direct language. If coaching needs to
be discontinued, it is critical that this be done with the utmost respect and in partnership with the
client, rather than as a unilateral declaration that gives the client a feeling of guilt or abandonment.
Here’s an example of what a “referral” conversation might look like:
Coach: Jane, I love working with you and applaud you for your desire to move forward in your
work as a leader. I’m also concerned about your progress and your consistency in not following
through on the things you say are important to you. Seems our calls each week have addressed this
topic and yet the action steps are still not happening.
Client: I know. I’ve not gotten much done yet.
Coach: We’ve talked about exploring work with a professional who’s an expert at this sort of thing.
This may not be a welcome question, but I have to ask—what’s the payoff for not contacting the
counselors you mentioned knowing?
Client: I guess it means not having to deal with some of the emotional pain from my past.
Coach (compassionately): That sounds like an honest insight.
Client: Yes. It is. But I also feel like you’re about to abandon me. First my father, then my husband,
then my ‘supposed’ best friend, then my manager who backstabbed me, and now you.
Coach: Sounds like there’s a lot of pain there.
Client: Yeah, there is.
Coach: What would life be like if you were living without all that pain?
Client: I can’t imagine it. I’ve lived with it so long.
Coach: Jane, my commitment is to you … you tapping into your brilliance, your power, your
talents, and leveraging those to make choices toward a work-life that really delights you. It feels
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ICF Competency #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.
though a bit like you want to take this grand road trip and your hopes and dreams are being deflated
by trying to start out with a couple of flat tires. What are your thoughts?
Client: If I could just get this reorganization project resolved, things would feel better. Can’t you
help me with that?
Coach: Yes, we can work together on that. However, I don’t think it’s wise to continue coaching
without you also getting at the root of what’s causing this stall in your forward movement.
Client: I don’t think I can afford seeing a therapist.
Coach: What resources can you tap into to check into this?
Client: I guess I could talk to the Employee Assistance people.
Coach: So there’s an Employee Assistance program, great. What else?
Client: Our church has a counseling center that I could check into.
Coach: I recall you mentioning going there a few years ago.
Client: Yes. Guess it’s time to check back in … it was helpful.
Coach: Jane, I am here for you and want to see you experiencing the satisfaction of achieving the
goals you’ve set for yourself. I wish I had the medical training or a license in psychology to stand
with you in this, but I don’t, and coaching isn’t the model to address this particular matter. Perhaps
the counseling can establish a foundation that’ll give you the stability that’s needed. From there, the
coaching can be more effective so you can tackle your leadership role with confidence and
optimism.
The Academies’ Suggestions of How This Competency Might Look in Coaching
a. Discuss with the client company its goals for the coaching relationship, the difference between
coaching and consulting (or psychotherapy), if the client company is not familiar with coaching, as
well as how the coach will report to the client company, and how confidentiality will be maintained
in the coach-client relationship. Share with the client either verbally or in writing the coaching
guidelines, confidentiality, logistics, scheduling, and so on.
b. Follow through on the above conversation between client company/client with written agreements
(“Coaching Agreement”) and other documentation, such as “What You Can Expect From Me” and
“Coachability Index.”
Ask, “What outcomes do you want to see as a result of the coaching?”
c. Although coaches are able to adapt their languaging and style to best meet the needs of the client,
there may be situations where a coach with a different style may be more effective for the client.
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ICF Competency #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
The Academies’ Suggestions of How This Competency Might Look in Coaching
The client will experience trust and intimacy when the coach believes completely that the client is a
“being of brilliance” with unlimited potential. Also, clients experience trust and intimacy when they can
share their hopes, dreams, disappointments, and frustrations, without fear of being judged or exposed at
some later point in the relationship.
Coaches can create trust by
• Believing wholly that each and every client is brilliant, has the answers needed to live their
highest and best good, and can conquer areas of life that have as-yet been unfulfilled
• Walking in “humble confidence”—demonstrating masterful coaching skills without requiring
praise or recognition from the client (it’s about them, not you!),
• Acting selflessly (keeping the conversation focused on the client, sharing personal information
only as it supports the client’s ongoing development, and facilitating the conversation with the
client’s higher agenda in mind),
• Ensuring confidentiality (mentioning this in pre-coaching written agreements as well as
verbalizing this at the beginning of the coaching)
• Being consistently professional and trustworthy (client can count on you to do what you say
you will do; any negative emotions are kept in check even when you’re experiencing stress)
a. “Joan, my commitment is to see you continue on a path of success and significance.”
“John, as your coach, I am committed to your growth, not your goals. Does that sound odd? …
What I mean is that goals can come and go or change, which is fine. What’s more important is that
you continue to expand your capacity to grow and become all that you dream of being, doing, and
having in this world.”
“Jane, I hear your heart in this. I’m truly concerned about your success as you lead through this
challenging period of layoffs and the merger. What do you need to be your best during this time?”
b. Integrity: Coach is consistent in personal integrity 24/7, even “when no one is looking.” Coach
cannot be swayed toward thinking or acting in a manner that is inconsistent with his/her personal
values.
Honesty: Honesty can be manifested on many planes. Be honest about yourself, admitting your
humanness when appropriate (“John, forgive me, I got distracted as you were saying that. Could you
repeat what you just said?”) Be honest in your communication with the client (“John, it sounds like
there’s a disconnect between your words and your emotions.”) Be honest in your responses to
situations (“Wow, John, as you say that, I get this feeling that there’s a potential volcano that might
erupt if some action isn’t taken.”)
Sincerity: Sincerity stems from a heart that genuinely respects and honors the client. Reminding
yourself of the client’s successes, creativity, and resourcefulness can help you to live in a place of
respect and honor toward those you coach.
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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
ICF Competency #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
d. Sees many ways to work with the client, and chooses in
the moment what is most effective
c. “Jane, I will ask you to stretch to try on new ways of thinking and being. You, of course, have
options … to accept the stretch request, alter it, or decline.”
Coach follows through on stated intentions (e.g., if you say you are going to email the client by the
end of the day, email by the end of the day).
d. “John, you mentioned that you’re a visual learner. That being the case, share what your ideal vision
is for this project. … What image(s) [or colors] come up for you as you see that? … What else do
you see?”
e. “Jane, applause on your wins listed in your prep form. You showed a real commitment to exploring
courageous ways of addressing conflict.”
f. “John, may we explore that a bit?”
”Jane, one of your goals was having ‘your voice heard’ among the management team and you’ve
made some major strides in that direction, especially with the Director of Marketing and Director of
Materials Management. The Director of Finance is the final challenge, right? … And you’ve
expressed your dissatisfaction with his management style?” [Client: ‘Yes! I can’ stand him!’] “You
can’t stand him … this might be an unappealing topic; nonetheless, could we explore how your
feelings might be affecting your relationship with him?”
The Academies’ Suggestions of How This Competency Might Look in Coaching
Pre-call: Ask yourself, “What actions can I take or ‘ritual’ can I perform to eliminate potential
distractions during the call (e.g., desk cleared, email notices turned off, office door closed, etc.) and
prepare myself to concentrate fully on my client’s higher agenda?”
a. The client may bring up something very unexpected during the coaching—follow with curiosity to
determine whether this new information is related to the client’s higher agenda or if it’s a “rabbit
trail” (a minor topic). For example, “That’s a new twist. Say a little more about that.” … and
possibly, “How does that relate to what you wanted to focus on today?” or “Connect the dots, if you
would, between this and your long-term goal as a leader.”
b. Although it’s not necessary to tell the client that you’re speaking from a place of intuition, there
may be times you wish to say so, such as: “Intuition is telling me that ____” or “As you say that,
there’s this strong impression coming up that ____.”
c. “John, I may be going out on a limb here, and I’m not sure where this question will take the
conversation, but here goes: What’s the possible connection between ____ and _____?” [substitute a
question/comment appropriate to the coaching conversation]
d. Your client may be wrestling with a leadership situation. You might choose to coach around that
from a future-self perspective (“Let’s say it’s a year from now and you’re looking back at how you
led in this circumstance. What actions have you taken that you are most proud of?”).
Or, maybe a “360 perspective” (“What’s another perspective on that? Let’s say your viewpoint right
now is at 12:00 on a clock-face. What does it look like if you stand at a 3 o’clock position? 6
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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
ICF Competency #5 Active Listening - Ability to focus
completely on what the client is 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
o’clock? 9 o’clock? What perspective will serve you best at this time?”)
Or, perhaps bringing up the “Saboteur” is appropriate (“My guess is that those words you just used
are the words of the Saboteur/Gremlin and not the competent, caring leader you truly are. … Yes?
Say more about the true you.”)
e. Sharing laughter between coach and client is often a sign of connecting. You might use humor that
builds on comments made in past coaching sessions, or a double entendre, or a metaphor that
conjures up a humorous image, such as “Sounds like your boss has the energy of Ty on Extreme
Home Makeover!”
f. If at any time you sense your perspective on the client’s situation is one that does not embrace
possibility or the natural creativity and brilliance of the client, silently acknowledge your thoughts
and then purposefully shift your thinking.
g. Acknowledge strong emotions—don’t be afraid of them or ignore them. For example, “Lots of
emotion there. You were really counting on his support, weren’t you,” giving space for the client to
speak of the emotions. Emotions are part of our humanness. View them simply as information, and
not symptoms of a deep-seeded problem.
The Academies’ Suggestions of How This Competency Might Look in Coaching
Listen not just for the client’s words, but what’s not being spoken, as well as the energy/emotion behind
the words. Respond in a manner that allows the client to articulate what is true and uplifting for him/her.
a. Filter what you hear through the client’s agenda (the agenda/goal for the coaching call as well as the
overall capital “A” agenda). Silently ask yourself, “as I listen, am I trying to figure out how to get
the client to think/believe in a way that agrees with me, or in a way that takes the client to a place of
his/her highest truth and good?”
b. Acknowledge the unspoken. For example, “As you say that, what comes across is your sincere
commitment to building a cohesive team, even with the present challenges associated with it.” Or,
“Your actions indicate you’ve given your power away on this situation, as if it’s impossible to
change … What would need to change to make this possible?”
c. “You say you want to take on that project but the energy in your voice seems to be indicating
otherwise. What’s the truth there?”
d. Alternate these techniques (summarizing, paraphrasing, reiterating, mirroring). Avoid repeated use
of reiterating or mirroring so that it doesn’t sound like you’re parroting everything the client says. A
summary might sound like this: “So, in summary, you want to lead with greater confidence?”
Mirroring often works well when the client is trying to make a decision, as it allows reflection on
what they’ve just said.
Examples of these techniques:
Client: I work now in a customer support role, but I always thought it would be great to be in more
of a leadership role.
Coach: What would be great about that?
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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
ICF Competency #6 - Powerful Questioning - Ability to ask
questions that reveal the information needed for maximum
benefit to the coaching relationship and the client
Client: Freedom to be creative, freedom to lead, freedom to train, freedom to really leverage
people’s strengths …
Coach: [reiterates] A lot of freedom.
Client: Yes. And I think the teaching piece might be huge. Before I started here, I had a career in
retail management where I managed dozens of people … I miss developing people, their skills, their
careers. Leveraging their strengths, tapping their passions, honoring their values, aligning their work
with their type – I love to watch people grow and succeed.
Coach: What’s amazing, the way you rattle off naturally the different divisions of what someone
needs in their career – [summarizing] their strengths, passions, values -- I couldn’t rattle it off
because it’s not my strength, but it’s so clear from your natural abilities, this is something that is
kind of organic for you. That’s the sense I got. What are your thoughts?
Client: I think you’re right. Those are the things that get me jazzed up. Those are the things that are
fun.
Coach: You used some amazing words. [mirroring] Like creativity, fun, jazzed up… there’s a real
natural energy that you bring when you talk about this.
Client: And you know it’s funny because working now in a support role, I can’t say I don’t like it,
because I’m being treated very well, but I miss those things.
Coach: [paraphrasing] I hear them missing … as if the joy is gone.
e. Expression of feelings: “What was that experience like?” Perceptions: “What’s your perception of
this circumstance? … How would you say others perceive it?” Concerns/beliefs: “Say more about
your concerns.” “What are your thoughts about _____?”
f. “You mentioned creating some ideas for workshops before approaching your boss. What topics
would be important to her … address pressing needs that are aligned with the organization’s
vision?”
“Last week [or, a few minutes ago], you talked about wanting to involve your Senior VP more …
what might that look like on this project?”
g. “So, bottom line, you need your team to trust one another.” Or, “What’s the bottom line on that?”
Or “How about just hitting the bullet points on that?”
h. “Take some time to vent about that if it would help. Turn up the volume if you need. … Ready to
move forward?”
The Academies’ Suggestions of How This Competency Might Look in Coaching
Powerful questions are oftentimes questions that clients have not thought of that shift them into a place
of possibility, personal power, learning, and action. Frequently, powerful questioning takes the client
into the future, to a place where they can create the ideal. Powerful questioning also takes clients into a
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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)
place of choice, especially when they feel stuck or think they do not have choices.
One caution when it comes to powerful questioning: Avoid an over-reliance on questions in the
coaching conversation. It should be a dialogue, not a Q&A delivered in an interrogative fashion!
a. Link your questions to your client’s statements, like a Slinky Toy moving from stair-step to stair-
step. For example: Client: “This situation at work is such a mess … it’s definitely not what I need
right now.” Coach: “What do you need right now?”
Avoid language that includes “I” or “me” such as this: Coach: “I would like to talk more about your
thoughts on…” Or, “Tell me what you mean by…”
Instead, consider this language: Coach: “Say more about your thoughts on…” or simply “Say
more.”
b. “What’s the question that needs answered?”
“What else?”
“What’s the truth about that? What would your closest friend/biggest fan say is true?”
“If your colleagues or manager were to give you anonymous feedback that were completely candid,
what might they say about that? … What might be hard to hear?”
“There are a number of ‘I can’ts’ in that description … what would it look like if you could? …
Who would you need to become to make that happen?”
“What values do you want to honor as you consider this decision?”
“As you think about the legacy you want to leave, how will that influence your actions?”
“What do you know about yourself that will enable you to manage this challenge?”
“What are some different perspectives on that? … Which would serve you best?”
“How is this problem ‘perfect?’ [if client needs clarification on this question: “In other words, this
problem has shown up at a point in your life when you’re ready to meet the challenge. So what is it
giving you an opportunity to experiment with or practice more of?”
“What else would be helpful for you to know about that topic? … How would you go about getting
that information?”
“What’s becoming [more] clear to you?”
“What’s not being said here?”
“What are your insights on this matter?”
“What would it take to be relentlessly committed to this?”
“What would be the ideal action to take?”
For clients facing changes and challenges:
“There’s lots of emotion there. It’s clear this is a challenging time, with many changes on the
horizon … what do you need to be your best right now? ”
“What will you be saying ‘goodbye’ to? How about ‘hello’?”
“How about a higher-level or longer-term perspective … what does it look like from a 30,000-foot
viewpoint … or as part of a five-year trajectory?”
“As you look to the future, what do you want to create?”
“If you take yourself into the future a year from now and see yourself successfully settled—the
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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
ICF Competency #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
transition is over, and you’ve come out stronger because of it—what are the beliefs and actions
you’ve taken to get where you are?”
If client says “I don’t know?” you might ask:
“What do you know to be true?”
“What piece of this is clear?”
“If you did know, what would the answer be?”
c. Open-ended questions often begin with “What…” or “How…” Be careful about starting questions
with “Why…” as “why” has the potential of making the client sound like they’ve done something
wrong or putting the client on the defensive.
Avoid closed-ended (yes-or-no) questions that start with “Is,” “Are,” “Do,” “Can,” or “Will.” Many
times, closed-ended questions will “lead the witness,” and call for an answer that you want the client
to come to. For example, avoid: “Can you see how doing xyz will help you achieve your goal?”
Instead, ask: “What outcome would xyz have on your goal?”
Avoid compound questions or questions that are convoluted or go on too long. Sometimes a simple
“What else?” can be very effective.
d. Looking forward questions:
What do you want to create? [vs. what am I supposed to do?]
What does the ideal look like?
What would operating from a position of personal power/choice look like?
What do you want to come away from that meeting/call with?
How would the ideal you—the leader of courage and strength—act in that situation?
What triggers will you be on the look-out for to stay focused on your intentions?
Looking backwards questions (avoid):
Why do you think you do that?
Where does that come from?
What patterns do you typically fall into?
The Academies’ Suggestions of How This Competency Might Look in Coaching
Words are powerful. Our words have the capacity to either empower or enervate clients. Ask yourself,
does this question/comment allow the client to be in a place of peace and possibility, or does it cause a
“fight-flight-or-freeze” defensive response? For example, instead of saying “that’s been a problem area
for you in the past,” consider saying, “that’s a ‘calling forth’ area that you’ve been focusing on and
making progress in.”
a. Consider taping (with client’s permission) one of your coaching calls, then reviewing it with a
mentor coach (with client’s permission). Are the coach’s questions simple and straightforward or
are they “compound questions” (multiple questions at once—the client can generally only focus on
the last question asked). Are the coach’s comments direct or do they “beat about the bush.” Is
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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
ICF Competency #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
feedback shared openly and respectfully?
For example, “May I share what I’m hearing? I sense that this isn’t the courageous part of you
speaking.”
b. “I truly hear your concern … A question is coming to mind, and I’d like to ask it in support of you:
How might this problem be perfect?” [if client seems confused by the question, ask] “Does the
question make sense? … In other words, what have you learned about yourself that will allow you
to manage this successfully?”
c. To clearly state the coaching objective or meeting agenda, at the beginning of coaching call, ask:
“What’s important to focus on today?” [Or, “What would you like coaching on?” Or, “What’s on
your mind today?”] If the client doesn’t also state what he/she wants to accomplish from the call,
ask, “What would you like to come away from today’s call with?” [Or, “Got it—you’d like to focus
on clarifying your vision for the new project. Ideally, what would you specifically like to
accomplish today?”]
To communicate the purpose of a technique or exercise, you might say: “Are you up for trying out a
new exercise that might bring some different perspective on that situation?” … “Yes? OK, here’s
how it works …”
d. If you are uncertain about what wording to use, ask the client: “I want to be respectful of that
situation and yet I’m not certain how best to describe it. What language would be most appropriate
when talking about that?”
e. Example of metaphor: “It’s like building a dream home on an earthquake fault line … not very
stable!”
Ask the client to contribute his/her own metaphor for a situation: “What metaphor comes to mind
for you as you think about that situation?”
The Academies’ Suggestions of Potential Coaching Questions: General
How would you connect the dots in all of this?
What would allow you to keep your antennae up around this situation?
As you approach this situation/person, what do you want to be aware of?
How do your beliefs/actions impact people/situations?
What awareness do you have about how others perceive this/you?
What choices do you have the power to make?
Creating awareness of strengths and how to leverage, as well as potential blind spots.
a. What are the truths at the heart of that situation? How would others (manager, coworkers, direct
reports) describe this? What’s the higher-level perspective?
b. What’s it like to be fully aware … of who you are … of how your presence influences people and
environment … of how others influence you … of your thoughts, actions, words, body language,
etc.
c. (Delivered in a tone of voice that is advocate and not accuser, of course!)
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 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.
There’s a hesitancy [label what you hear -- uncertainty, resonance, excitement, etc.] in your voice.
Say more about that!
What’s the bigger picture here in terms of what role you play in the world … if you used the
metaphor of a stage production, would you be playing the lead?, best supporting actress?, extra?,
playwright?
How would others [an impartial bystander, a judge, your best advocate] perceive this situation? Is
this consistent with how you are perceiving the situation?
Your talk indicates a great desire to see this happen and yet the action isn’t following suit … what’s
that about?
d. Ask, don’t tell.
What beliefs or ways of thinking would allow you to proceed with confidence and strength? What
incidents, activities, people trigger inactivity? What would put you in a place of choice?
e. What might the broader perspective look like? What’s the 30,000-foot perspective? Let’s say your
situation is right here in the center of this imaginary round table--on one side is where you are
currently, on the opposite site is where you are after experiencing sure success … from the
viewpoint of “sure success,” what do you notice about the situation?
Where is the “way of ease” in this for you? As you look for serendipity or those “Godwinks” we
spoke about, what possibility might be in plain view that you hadn’t seen before!
f. As you’re sharing, I’m noticing that when you don’t yet have all the answers to a challenging
situation, there’s a tendency to do hold off and not take action, which triggers greater stress and
overwhelm.
So when you push hard and work until 11 o’clock four or five days a week, it affects your ability to
control your emotions and be patient with your direct reports
g. You talked about your enjoyment of acting and theatre … sounds like this business plan you’re
talking about putting together is a bit like blocking out a play.
For example, using sports analogy for someone who is big sports fan.
h. So you’re fabulous at running the numbers and analyzing the data, and to further your success as a
leader, I understand you want to make sure the interpersonal relationships are also solid. What will
it take to factor in the “people” and human emotion side of the equation into your way of being?
What’s more important to focus on as it relates to stretching your skills as an inspirational leader?
i. So, would you say that your response in that meeting was typical for you when communicating with
your team? How do you want the team to perceive you as a leader? What actions will best support
that identity?
What would it mean to show up “courageous” in your job search?
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ICF Competency #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 Academies’ Suggestions of Potential Coaching Questions: General
What do you want to teach yourself?
What structures or systems allow you to learn best?
What’s the root-level learning associated with this?
What have you learned or re-learned about yourself that will keep you in a place of choice?
What action would allow you to deepen your learning on this?
a. What mindset or frame of reference would open this up/deepen your learning?
What would you like to do with regard to the situation you just mentioned?
Are you up for a little brainstorming? … You go first … What else … What else … What else?
How about [coach tosses out a suggestion]?
b. What’s the priority?
What’s most important so that you can be your best in this situation?
As you explore those concerns and opportunities, what do you want to learn?
c. Out of curiosity, what are, say, three other alternatives for making that happen? How would you
evaluate those options? How will you know which is the right one for you?
d. What would anchor that learning for you immediately?
Are you up for experimenting with some different actions?
What would allow you to try out some new ways of responding?
What would put you in a “thermostat” mode rather than a “thermometer” mode? (e.g.,
thermostat=controlling what can be controlled; thermometer=responding to circumstances)
How can you apply that insight in the meeting you mentioned is coming up today?
How will you watch for opportunities to apply your learning this week?
e. Applause on the way you found a way to apply that new way of thinking/doing/being.
It’s exciting to think about all that’s available to you as you leverage that insight!
f. Sounds like you’ve almost resigned yourself to thinking this will never change … what if there was
an answer? What might that look like?
What piece of this can you control?
Where can you find your voice and lead with courage?
g. I’m hearing some hesitancy in your voice about tackling that. As your coach, I’d like to take a stand
for the courageous you, the you who [describe a situation where the client had a success or used
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 the client to consider them his/her strength in the past or describe the vision the client has for the future].
h. Helps the client “Do It Now” during the coaching session, h. How about role-playing that right now to try it on?
providing immediate support
If your calendar’s handy … how about plugging those commitments into your schedule?
i. Encourages stretches and challenges but also a i. I’d like to make a “stretch request” that may feel a little uncomfortable … Would you [fill in the
comfortable pace of learning request, giving client opportunity to accept, reject, or counteroffer].

This is your agenda, so you’re the final decision-maker on this … I have confidence in you that you
can stretch a little further on this goal.

As your coach, am I stretching you too much? Not enough? Just right? What’s the right pace for
you to maximize the learning?

ICF Competency #10 - Planning and Goal Setting - Ability The Academies’ Suggestions of How This Competency Might Look in Coaching
to develop and maintain an effective coaching plan with the Without plans and goals, there is no coaching. It is unanchored chit-chat. With plans and goals, there
client can be deliberate, intentional dialogue. It can then a purposeful coaching conversation.

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
a. “I’m hearing some real energy around __________ [e.g., your desire for a team that trusts each
other and works cohesively and creatively]. [client acknowledges] What kind of goals would you
like to set around ___________ [e.g., creating that type of team]?”
“What would work best for you in terms of a coaching plan to support that?”

Or, “What goals would you like to put in place for our work together?”

b. Creates a plan with results that are attainable, measurable, b. “You’re likely familiar with the acronym SMART for goal setting. [client acknowledges]. So what
specific and have target dates would that goal look like in terms of:

S = Specific (Specifically, what do you want that to look like? What’s the ideal? Or, What’s your
vision for that?)
M = Measurable (How will you know you’ve reached the goal? Or, What measurement will you use
for this goal?) On a scale of 1-10, where are you now? What do you want to do to get to the ideal?
A = Action (What do you need to make that happen?)
R = Realistic (By the way, Jane/John, the term “Realistic” can often limit us to what we believe can
be accomplished. When it comes to this goal, what are the limits on your beliefs around what’s
possible? If you dreamed bigger, what would “beyond realistic” look like? How can you reach for
that? … And maybe a better word for the “R” in this acronym is “Reach,” as in reaching farther!)
T = Timely (What’s your time frame for that? When do you want to finish?)

“What’s your plan for making that happen?”

“What thoughts do you have for taking action?”
c. Makes plan adjustments as warranted by the coaching c. “Sounds like the goal is shifting somewhat based on the research you’ve done on that. Kudos that
process and by changes in the situation you’re recognizing how to develop goals that will impact your values … So how will that affect
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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
ICF Competency #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
your SMART goals?”
“How does this new information impact your original goal?”
As you walk this out and new items have come up, what adjustments might need to be made to your
goal?
d. “What are some other resources you might tap into for that?”
“Who else would be helpful to speak with about that?”
“How could you find a research maven to help with that?”
“May I offer a suggestion? … [yes] … “There’s a great website called [___________ fill in the
blank with the appropriate resource] that is free and might give you some additional ideas on that.”
e. “What kinds of milestones will help you know you’re making progress?”
When client has made progress but doesn’t seem to be aware of it:
“That’s certainly a sure sign of progress.”
“What a win for you! Congratulations.”
“I’d like to pause a moment and applaud you on that—you really stepped out and took some risks.”
“You’re really finding ways to gain new ground in that area.”
“Whoa! ☺ You mentioned that in passing, as if it was nothing, but I’d like to stop and stand with
you for a moment and celebrate! … It’s definitely a step in the direction you’re committed to.”
“How about lingering over that small-step victory there?”
The Academies’ Suggestions of How This Competency Might Look in Coaching
Holding attention on what is important happens at both a macro level (who is the client becoming and
how is he/she increasing capacity to play a bigger game) and a micro level (what does the client need to
think about and what action steps need attended to in order to reach important goals). Holding attention
on what’s most important for the client can start at the top of the call with the question, “How’d it go
this past week with …” [refer to something the client was going to focus on]. And then after sharing
wins, “What’s most important to focus on today?” In the middle/latter part of a call when much
information has come forth in the conversation, you can hold attention on what is important by asking,
“You’ve got a lot of ideas out on the table. As you relate it to your long-term/higher-level agenda,
what’s most important?”
a. “How do you want to move your ideas into action?” (Note the use of the “you” in this languaging,
as opposed to “we” [How should we proceed?”]
“I’d like to take a stand for the ‘courageous Jane,’ and request that you look for ways to ‘show up’
as a leader. What would that look like?”
“I have a request of you, and of course you recall that you’re free to accept, decline, or modify …
This week, I’d like you to [for example, have a straightforward conversation with your boss on your
vision for the reorganization]. Will you do that?”
“How will you know you’ve been successful?”
b. “Track” with the client from past weeks (or even from something said earlier in the conversation
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 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.
you are having.) “How did things go this past week with ____ [e.g., that conversation you wanted
to have with your boss?”]
c. “As you say that, your commitment to listening to your team is really coming through.”
“It’s obvious you’ve been intentional about delegating, without abdicating, this week. Kudos.”
“I’m hearing some insights that are supporting your vision of yourself as a leader.”
d. Review information in a manner that keeps the agenda in the client’s court.
e. Topics for future sessions: This might involve a specific topic agreed on at the outside of coaching.
Or, it might be that a new topic has surfaced during coaching that needs to be discussed but there
isn’t time in the current session. If so, acknowledge it by saying, “Sounds like an important topic to
discuss. Since we’re wrapping up already with today’s call, would you like to put that on the agenda
for a future call?” Or, “Sounds like that could be explored a little further. Since you mentioned you
wanted to stay focused on the goal for today’s call, would you like to put that on the shelf and come
back to it when there’s more time?”
f. “I know you want to be sure and accomplish x today, but let’s play with this other idea a bit, if
you’re open to it, and see if there might be something there because there’s just a lot of energy and
emotion in your voice as you say that.”
g. “As you describe those details, I’m also hearing that you’re really stepping into your new brand.”
“How do those details get woven into the bigger picture of where you’re headed”
h. “When it comes to making a commitment, what’s it like to really follow through and not break your
promise?”
“In terms of accountability, what works best for you?” or, “How would you like to be held
accountable?”
“How will you know you’ve been successful?”
“What would self-discipline look like in the area of _______ [fill in the blank]?”
i. “What do you need in order to make this decision?”
“What do you know about yourself that will be important as you make these choices?”
“What have you learned or relearned about yourself?”
“What have you discovered/rediscovered about yourself?”
“What’s the most empowering insight you’re coming away from that situation with?”
“What’s a metaphor or structure that will hold your momentum?”
j. “What would you like me to say or do when you haven’t followed through on what you committed
to last week?”
“You didn’t follow through. What got in the way? … Is it that the goal isn’t right/appealing or is it
that things got in the way?”
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