4. Feedback
Ability to communicate effectively the areas of strengths and opportunity for improvement, using a language based on observed behaviors, creating a space of trust and mutual respect.
Behaviors associated
(a) Agrees on how the Coach wants to receive feedback.
(b) Gives feedback appreciatively, constructively and sensitive to cultural differences.
(c) Creates a safe and reliable space for delivery of feedback in a respectful, friendly tone, clear, and concise.
(d) Provide encouraging feedback, showing in what the Coach was effective and corrective feedback on what can be even more effective or need to modify.
(e) Offers specific feedback, basing it in concrete behaviors and not in the “being” of the coach.
5. Application of key competencies of the ICF model
Ability to know in depth the ICF Key Competencies Model and identify the presence or absence of corresponding behaviors.
Behaviors associated
(a) Learns about the behaviors associated with each of the eleven (11) Coaching competencies of the ICF Model.
(b) Differentiates behaviors at ACC, PCC, and MCC level.
(c) Shows the Coach, based on competencies, the gap between the levels of proven ability and the next level required.
(c) Identifies the presence or absence of behaviors associated with each competency in the coaching sessions.
(d) Stays up-to-date on the continuous development of the competency model of the ICF.
e) Knows various theoretical and applied models of Coaching.
Rey Carr
November 12, 2015 at 8:05 pm
The authors present a thorough model. But, lo and behold, why do they even include the term “mentor”? Read the article again and everytime the word mentor appears, either take it out or replace it with the word coach.
This is the problem with the ICF’s approach to mentoring. It’s not aligned with any other viewpoint expressed by experts on mentoring. This model has little to do with mentoring and mostly to do with coaching. If the article makes just as much sense when the word mentor is removed, then the authors have really set up an unnecessary variant of coaches looking after their own professional development.