Remember some of the most important ICF requirements are:

  • 200 hours of coach-specific training.
  • 10 hours of Mentor Coaching over a minimum of three months. Your Mentor Coach must be an MCC in good standing. This cannot be the same Mentor Coaching that was applied toward a previous ICF Credential application.
  • A minimum of 2,500 hours (2,200 paid*) of coaching experience with at least 35 clients, following the start of your coach-specific training.
  • Performance evaluation (two audio recordings and written transcripts of coaching sessions).
  • Currently holds (or previously held) a Professional Certified Coach (PCC) Credential.
  • Complete the Coach Knowledge Assessment (CKA) unless previously passed when applying for ACC or PCC.

Our mentor coaching combines the support you need to develop and upgrade your skills and also assess and advises on your recordings before you submit them. We integrate coaching supervision processes as we accompany you on your journey from the “what” to the “who”.

Some minimum skills that must be achieved at this level are, but are not limited to, the below:

  • Familiarity with the code of ethics and its application is required for all levels of coaching and the standard for demonstrating a strong ethical understanding of coaching is similar and rigorous for all levels of ICF credentialing. An applicant will pass this competency if they demonstrate a knowledge of the coaching conversation that is focused on inquiry and exploration and if the conversation is based on present and future issues. An applicant will not pass this competency if the applicant focuses primarily on telling the client what to do or how to do it (consulting mode) or if the conversation is based primarily in the past, particularly the emotional past (therapeutic mode). In addition, the ICF notes that if an applicant is not clear on basic foundation exploration and evoking skills that underlie the ICF definition of coaching, that lack of clarity in skill use will be reflected in skill level demonstrated in some of the other competencies listed below. For example, if a coach almost exclusively gives advice or indicates that a particular answer chosen by the coach is what the client should do, trust and intimacy, coaching presence, powerful questioning, creating awareness, and client generated actions and accountability will not be present and a credential at any level would be denied.
  • The coach fully explores with the client what the client wants to work on. The coach engages in full exploration of the measures of success for each topic in the session. The coach engages the client in a full exploration of the issues related to the topic that must be addressed for the client’s measures of success to occur. The coach, through a partnering discussion, ensures that both the coach and client are clear about the agenda, the measures of success, and the issues to be discussed. The coach attends to that agenda and those measures throughout the coaching, unless redirected by the client. Any potential change in direction of the coaching session is thoroughly explored in partnership with the client and the client is the ultimate decision maker as to whether a change in direction will occur. The coach regularly checks with the client throughout the session to make sure that the client’s goals for the session are in fact being achieved and that the direction and process chosen are forwarding the client’s thinking and/or action about their desired goals.
  • The coach demonstrates complete trust in the client and the process. Such trust and intimacy will be evidenced by the equality between coach and client in the conversation, the coach’s comfortableness with not knowing as a state to expand awareness in, and the coach’s willingness to be vulnerable with the client and have the client be vulnerable in return.
  • The MCC level coach demonstrates a complete confidence in self, the coaching process, the client, and the client’s perceptions, learning style, and personal being. The client is treated as a full and complete partner in the relationship with a complete and full invitation to participate in the development and creation of the coaching process and their own new learning and behaviors. There is a sense of complete ease and naturalness in the conversation.
  • The coach is completely joined with the client in the coaching dialogue and is a connected observer to the client holding both objective and emotional perspective simultaneously. The connection is to the whole of the client, who the client is, what the client wants, how the client learns and creates, and what the client has to teach the coach. The coach evidences a complete curiosity that is undiluted by a need to perform. As with trust and intimacy, the coach is in a complete partnership with the client where the client is an equal or greater contributor to the conversation and direction of the coaching than the coach. The coach is willing to let the client teach the coach and is unafraid to be a student of the client. At the MCC level, the conversation between coach and client is equal and easy, even in uncomfortable moments.
  • The coach listens as a learner and listening happens at the logical and emotional level at the same time. The listening is both linear and non-linear and responses from the coach evidence learning about the client at multiple levels. The coach’s responses evidence that the coach is hearing the client’s intuitive abilities, the client’s energy, when the client speaks of important things, when new growth is occurring for the client, how that growth is related to the client’s stated objectives and agenda, and when the client is finding, creating, and using a more powerful sense of self. The coach is also able to hear the client’s current thinking and growth and relate it to the future the client is trying to create. An MCC level coach hears the totality of the client’s greatness and gifts as well as limiting beliefs and patterns. The coach’s listening is cumulative from session to session and throughout each individual session.
  • The coach asks mostly, if not always, direct, evocative questions that are fully responsive to the client in the moment, to the client’s agenda and stated objectives, and that require significant thought by the client or take the client to a new place of thinking. The coach makes frequent and full use of the client’s language and learning style to craft questions and the questions clearly provide a space for a client to use and expand their own style of thinking, learning, and creating. The coach will ask the client to clarify for themselves at levels beyond the surface. The coach’s questions are fully based in curiosity and the coach does not ask any leading questions that reflect a conclusion by the coach. The questions often reflect what the coach has learned about the client’s strengths and/or require the client to find deeper contact with the client’s way of being and find hidden power, gifts, and strengths in himself/herself. The coach asks questions that help the client create the future rather than focus on past or even present dilemmas or problems. The coach is at ease asking questions that will make either the coach or the client or both uncomfortable. The coach is also comfortable with letting the client create questions for themselves.
  • The coach easily and freely shares observations, intuitions, and feedback with the client without attachment. The coach shares directly and simply and frequently and, at a high level, incorporates the client’s language. The coach fully trusts the client to choose the responses to the coach’s communication that are best for the client. The coach frequently invites the client’s intuition to come forward, and additionally invites, respects, and celebrates direct communication from the client. The coach creates expansive space for the client to have equal or more dialogue time than the coach and the level of full partnering in the coaching dialogue is easily evident. The coach has a very broad language base to use and experiment with and uses the client’s language to broaden that base. The coach’s communication frequently invites the client to engage in broader learning and discovery and to integrate and apply that learning and discovery not only to present challenges and agendas but also to the creation of the client’s future.
  • The coach’s invitation to the exploration of important issues precedes and is significantly greater than the invitation to a solution. At an MCC level, the coach’s way of being is consistently curious, the coach is willing to not know, and to let the exploration evolve based on the client’s thinking, learning, and creating, and the coach appears as much an explorer as the client. The coach has not concluded what awareness should be in any manner, nor does the coach force awareness in any manner. The use of the client’s greatness, strengths, intuition, and learning style is fully invited and welcomed. There is no evidence of “fixing” a problem or the client or a need to rush unless the client has indicated a specific need for a time sensitive solution. The coach allows the client to make the coach aware and the client’s voice more prevalent than the coach’s. There is a clear, strong sense that the coach is engaged in connected observation of totality of who the client is and what the client wants, sharing that with the client, and creating space for the client to share back. The coach provides sufficient space and encouragement to allow the client to integrate and use new awareness to resolve current challenges, achieve current goals, and think how the new awareness may be used in the future.
  • The coach works in complete partnership with the client to design actions or, in the alternative, lets the client lead in designing actions. At the MCC level, the coach and client design actions that fit the client’s goals, learning style and creating methods, where the client is, what the client wants, the client’s measures of accomplishment, and that reflect the pace of wanted or necessary movement designated by the client. The coach allows actions to include thinking, creating, doing, and being. The coach engages the client in relating designed actions to other aspects of what the client wants, thereby broadening the scope of learning and growth. The MCC coach encourages exploration and informed experimentation to help the client develop for themselves more powerful, leveraged activities. The MCC coach may, as a supplement to client development of tools, suggest tools, exercises, or structures, but invites the client to engage in full thinking about whether these suggestions are of use to the client and invites the client to modify the suggestions, or reject them and invent on their own.
  • The coach works with the client to clarify and develop goals that achieve more than just the presenting concerns of the client. The coach lets the client lead in designing goals and planning or, in the alternative, works in complete partnership with the client to create goals and plans. The coach and client create goals and plans that fit the client’s goals, learning and creating methods, and pace of wanted or necessary movement. The coach allows plans to include thinking, creating, doing and being. The coach engages the client in relating goals and plans to other aspects of what the client wants, thereby broadening the scope of learning and growth.
  • The coach encourages the client to determine their own methods of accountability and offers support for those methods. The client helps the client determine or the client determines independently who should be on their accountability team and how to use each person, including the coach and the client, themselves, to be accountable. The MCC coach encourages the client to develop accountability structures that are reflective of the client’s agenda, stated objectives, broader learning or accomplishment that the client wants to obtain, and continues to push the client’s forward thinking and activities at a pace both acceptable to and challenging to the client. The coach trusts the client to be accountable to themself and sensitively calls the client to account or discussion if agreed upon forward movement does not occur. The structures and measures of accountability should clearly reflect the use of the client’s best strengths as well as the best of the client’s learning and creating methodologies.

Please see this page for available packages and prices.

Last updated October 16, 2021. Source: ICF

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