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Coaching and Mentoring Industry Core Competencies

Coaching and Mentoring Core Competencies

The International Regulator of Coaching and Mentoring CIC (IRCM CIC) is the only international coaching and mentoring regulator approved by the Regulator of Community Interest Companies (appointed by the United Kingdom’s Department for Business, Energy and Industrial Strategy) for the protection of all consumers.

This approval gives the IRCM CIC the authority to carry out international activities for the benefit of coaching and mentoring Consumers (buyer, end-user, clients, customers, students, members); as well as Coaching and Mentoring Professionals (coaches and mentors), Professional Bodies (accreditation bodies, trade/membership bodies, and associations), Support Groups, Training Organisations, and a range of Commercial Organisations.

As the International Regulator for the Coaching and Mentoring Industry CIC, the IRCM CIC is committed to creating and maintaining a single set of internationally recognised Core Competencies for the international coaching and mentoring industry.  From our research, the IRCM CIC has determined the Coaching and Mentoring Core Competencies are a specific set of skills or techniques that creates and delivers added value by the Coaching and Mentoring Professionals, Professional Bodies, Training and Commercial Organisations, to all Consumers.

This Coaching and Mentoring Code of Industry Core Competencies are created within the boundaries of UK Law and takes into consideration other international countries.  It sets out the expectations of best practices for all individuals and organisations working within the Coaching and Mentoring Industry, which includes all individuals who call themselves a Coach and/or a Mentor; as well as all organisations that provide a service and/or product in the coaching and mentoring industry; professional bodies, support groups, training organisations, commercial organisations who employ/supply coaches and mentors, or products/services of a Coaching and/or Mentoring nature.

Each individual or organisation that ‘registers’ or Professional Body that gains their ‘accreditation’ with the IRCM CIC agrees to abide by the Code of Industry Standards and Ethics, the Industry Core Competencies, the IRCM CICs Disciplinary Procedures, and recognises and acknowledges the Ombudsman Service.

Should any individual or organisation fall short of the consumer’s expectations, with the Code of Industry Standards and Ethics, these core competencies will be used in the assessment for any Grievance, Disciplinary Procedure, or Ombudsman process.

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Coaching and Mentoring Core Competencies are a specific set of skills or techniques used by Coaches and Mentors in their work with the Consumer.

Additional establishments of the Coaching and Mentoring Industry who utilise these Core Competencies are:

  • Professional Bodies who incorporate these Core Competencies into their own Core Competencies and into their verification of the coaches, mentors, and training material they accredit/credential.
  • Training Organisations who incorporate these Core Competencies into their training materials.
  • Commercial Organisations who use these Core Competencies in their selection of coaches and mentors, and are a specific set of skills or techniques used by Coaches and Mentors employed by (either directly or through a contract) to the Consumer.
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Core Competencies

Coaches and Mentors will:

  1. have a detailed understanding of their own current level of competency.
    They will refer consumers to another coach, mentor, or relevant professional; where they do not have the right level of competency.
  2. have the ability to know their own capability.
    They will refer consumers to another coach, mentor, or relevant professional; where they do not have the right level of capability.
  3. be fully aware of their own values, beliefs, and behaviours.
    At all times they will respect the consumer’s values, beliefs, and behaviours; and will be consciously aware of how their own values, beliefs, and behaviours may impact their working practices.
  4. being clear about their professional boundaries as a Coach or Mentor.
    They will be consciously aware of how any and all interactions may affect their working practices and will use this conscious awareness to manage their professional relationship at all times.
  5. be able to clearly communicate their services in terms of using terminology understood by the Consumer.
    They will be able to explain the differences between coaching, mentoring, therapies, consulting, psychotherapy, medical, health, and other like professions.
  6. have their own professional support through regular coaching, mentoring, or supervision sessions with a more experienced and higher qualified IRCM CIC registered Coach or Mentor.
  7. be fully aware of the details of the industry Codes of Conduct; this Core Competencies and the Code of Industry Standards and Ethics, and will abide by these Codes of Conduct at all times.
    This Code provides each Coach and/or Mentor with the moral principles of knowing the difference between right and wrong; as well as providing guidance on how each Coach and/or Mentor handles certain situations. Abiding by this code will support each Coach and/or Mentor in respecting the Consumers confidentiality, as well as taking responsibility for their own mistakes or errors.

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While the above points focus on Coaches and/or Mentors, the industry expectation is that each Trainer whether from a Formal Education Body or a Private Commercial Training Organisation (including Coaches and/or Mentors who run training courses/workshop):

  1. has a detailed understanding of their own current level of competency, not only as a Coach and/or Mentor but also as a Trainer.
    They will refer students (their consumers) to another trainer or to a coach, mentor, or relevant professional; where they do not have the right level of competency.
  2. have the ability to know their own capability, not only as a Coach and/or Mentor but also as a Trainer.
    They will refer students (their consumers) to another trainer or to a coach, mentor, or relevant professional; where they do not have the right level of capability.
  3. be fully aware of their own values, beliefs, and behaviours.
    At all times they will respect the student’s (their consumers) values, beliefs, and behaviours; and will be consciously aware of how their own values, beliefs, and behaviours may impact their training and their working practices.
  4. being clear about their professional boundaries as a Trainer.
    They will be consciously aware of how any and all interactions may affect their working practices and will use this conscious awareness to manage their professional relationship at all times.  Should the student (their consumer) require additional support through coaching and/or mentoring, they will refer the student to a coach, mentor, or relevant professional.
  5. be able to clearly communicate their topic of training in terms of using terminology understood by the student (their consumer).
    They will be able to explain the differences between coaching, mentoring, therapies, consulting, psychotherapy, medical, health, and other like professions.
  6. have their own professional support through regular coaching, mentoring, or supervision sessions with a more experienced and higher qualified IRCM CIC registered Coach or Mentor.
  7. be fully aware of the details of the industry Codes of Conduct; this Core Competencies and the Code of Industry Standards and Ethics, and will abide by and incorporate into their training, these Codes of Conduct at all times.
    This Code provides each Trainer, Coach and/or Mentor with the moral principles of knowing the difference between right and wrong; as well as providing guidance on how each Trainer, Coach and/or Mentor handles certain situations. Abiding by this code will support each Trainer, Coach and/or Mentor in respecting the Consumers confidentiality, as well as taking responsibility for their own mistakes or errors.

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While the above points focus on Coaches and/or Mentors and Trainers, the industry expectation is that each person within the industry, whether they are a Coach and/or Mentor or an owner of a coaching and/or mentoring business or an owner of a coaching and/or mentoring related business or an employee/contractor of a coaching and/or mentoring business or an employee/contractor of a coaching and/or mentoring related business or a volunteer within a coaching and/or mentoring business or a volunteer within a coaching and/or mentoring related business:

  1. have a detailed understanding of their own current level of competency within the role that they hold for the business within or supporting the coaching and/or mentoring industry.
    They will refer consumers to another individual; where they do not have the right level of competency.
  2. have the ability to know their own capability.
    They will refer consumers to another individual; where they do not have the right level of capability.
  3. be fully aware of their own values, beliefs, and behaviours.
    At all times they will respect the consumer’s values, beliefs, and behaviours; and will be consciously aware of how their own values, beliefs, and behaviours may impact their communication with consumers and their own working practices.
  4. being clear about their professional boundaries.
    They will be consciously aware of how any and all interactions may affect their working practices and will use this conscious awareness to manage their professional relationship at all times.
  5. be able to clearly communicate their services and/or product or the services and/or products of their employer, in terms of using terminology understood by the Consumer.
    They will be able to explain the differences between coaching, mentoring, therapies, consulting, psychotherapy, medical, health, and other like professions.
  6. have access to their own professional support through the standard HR or manager process, or through coaching, mentoring, or supervision sessions with an experienced IRCM CIC registered Coach or Mentor.
  7. be fully aware of the details of the industry Codes of Conduct; this Core Competencies and the Code of Industry Standards and Ethics, and will abide by these Codes of Conduct at all times.
    This Code provides each individual within a coaching and/or mentoring business or each individual within a business that supports the coaching and/or mentoring industry, with the moral principles of knowing the difference between right and wrong; as well as providing guidance on how certain situations should be handled. Abiding by this code will support each individual within a coaching and/or mentoring business or each individual within a business that supports the coaching and/or mentoring industry in respecting the Consumers confidentiality, as well as taking responsibility for their own mistakes or errors.

Each Coach and Mentor establishes, manages, maintains, and completes the expectations and boundaries of the coaching or mentoring contract/agreement with the consumer:

  1. Establishes:
    1. discusses and confirms the consumer’s guidelines and specific parameters (fees, scheduling, who is being coached or mentored, logistics, etc.) of the coaching or mentoring relationship.
    2. reaches an agreement about what is appropriate in the coaching or mentoring relationship and what is not.
    3. clarifies the Coach or Mentors responsibilities, and the consumer’s responsibilities.
    4. determines if there is an effective match between their abilities and the consumer’s wants, requirements, and expectations; and where there is not, refer consumers to another coach, mentor, or relevant professional.
    5. has a clarity about who the consumer is in relation to
      (1) who is setting up the agreement,
      (2) who is responsible for making payment,
      (3) where the consumer is not contracting the Coach and/or Mentor directly, what reporting is required while maintaining consumer confidence, and
      (4) who attends each coaching or mentoring session.
    6. clearly establishes their terms and conditions in their Coaching or Mentoring contract/agreement.
  2. Managing and maintaining the expectations and boundaries of the relationship.
    1. manages the coaching or mentoring process so that each session ends on a positive note.
    2. manages the time within each session, ensuring the process is completed and there is a positive outcome.
    3. creating and maintaining a trust with the consumer; to provide a safe, supportive environment that produces ongoing mutual respect and trust.
    4. continually keeps in mind the consumer’s reasons for coaching or mentoring, their expectations, their goals, their welfare, and their future.
    5. continually demonstrates the IRCM CIC’s Core Values and Codes of Conduct.
    6. keeps promises.
    7. asks permission as and when necessary.
    8. demonstrates the ability to be fully conscious of the relationship and each coaching or mentoring session.
    9. is flexible, creative, open to not knowing; takes intelligent risks, accesses own intuition, trusts own thoughts, uses humour appropriately, and is open to the consumer’s many options for the most effective results.
    10. is open to selecting the most appropriate question, tool or technique in the moment.
    11. respects the consumer’s in‐depth knowledge and experience.
    12. when mentoring, shares their own niche market knowledge and experience.
    13. when mentoring, shows their ability to participate in full discussions using their own and the consumer’s niche market knowledge and experience.
    14. demonstrates respect for the consumer’s goal(s), ideas, actions, failures, successes, behaviours, perceptions, beliefs, values, concerns, and fears.
    15. adapts to the consumers learning style.
    16. where necessary, demonstrates their ability to work with the consumer’s strong emotions; not allowing the consumer’s emotions to overpower them.
    17. maintaining their own boundaries as a Coach or Mentor, by not becoming involved or over familiar with the consumer’s expectations, goals, information, tasks, actions, etc.
    18. demonstrates their ability to maintain an effective relationship with the consumer; ensuring that the consumer remains independent of the Coach or Mentor and does not develop a dependency or reliance.
  3. Coaches and Mentors will not prolong a coaching or mentoring relationship beyond its contract/agreement or useful conclusion.
  4. Completes the expectations set by the consumer and concludes the coaching or mentoring contract/agreement.

At all times being professional.

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While the above points focus on Coaches and/or Mentors, the industry expectation is that each Trainer whether from a Formal Education Body or a Private Commercial Training Organisation (including Coaches and/or Mentors who run training courses/workshops):

  1. Where they are the organiser of the course/workshop they Establish:
    1. discusses and confirms the consumer’s guidelines and specific parameters (fees, scheduling, time-frame, etc.) of the coaching or mentoring course/workshop.
    2. confirms the details about what is in the coaching or mentoring course/workshop and what is not.
    3. clarifies the Trainers responsibilities, and the consumer’s responsibilities.
    4. determines if there is an effective match between their course/workshop and the consumer’s wants, requirements, and expectations; and where there is not explaining to the consumer that their course/workshop does not fit their wants requirements and expectations.
    5. clearly establishes their terms and conditions for their Coaching or Mentoring course/workshop in their contract/agreement.
  2. Where they are the trainer for a course/workshop that is organised by another individual, at the beginning of the course/workshop:
    1. confirms the consumer’s guidelines and specific parameters (scheduling, time-frame, etc.) of the coaching or mentoring course/workshop.
    2. confirms the details about what is in the coaching or mentoring course/workshop and what is not.
    3. clarifies the Trainers responsibilities, and the consumer’s responsibilities.
    4. where the consumer questions whether their course/workshop fits their wants requirements and expectations, referring the consumer back to the organiser.
    5. is fully aware of the terms and conditions for the Coaching or Mentoring course/workshop that they are training.
  3. Managing and maintaining the expectations and boundaries of the relationship.
    1. manages each training session so that each session ends on a positive note.
    2. manages the time within each training session, ensuring the process is completed and there is a positive outcome.
    3. creating and maintaining a trust with the student; to provide a safe, supportive environment that produces ongoing mutual respect and trust.
    4. continually keeps in mind the student’s reasons for attending the coaching or mentoring course/workshop, their expectations, their goals, their welfare, and their future.
    5. (i) for a course incorporating the complete IRCM CIC’s Core Values and Codes of Conduct.
      (ii) for a workshop incorporating the relevant IRCM CIC’s Core Values and Codes of Conduct and providing access to the full IRCM CIC’s Core Values and Codes of Conduct.
    6. keeps promises.
    7. asks permission as and when necessary.
    8. demonstrates the ability to be fully conscious to the training relationship and each training session.
    9. is flexible, creative, open to not knowing; takes intelligent risks, accesses own intuition, trusts own thoughts, uses humour appropriately, and is open to the student’s asking questions for the most effective results.
    10. is open to selecting the most appropriate tool, technique, or question where necessary.
    11. respects the student’s in‐depth knowledge and experience.
    12. when training shares their own niche market knowledge and experience.
    13. when training shows their ability to participate in full discussions using their own and the student’s niche market knowledge and experience.
    14. demonstrates respect for the student’s goal(s), ideas, actions, failures, successes, behaviours, perceptions, beliefs, values, concerns, and fears; and where applicable incorporates these into the training.
    15. where appropriate, adapts to the consumers learning style.
    16. where necessary, demonstrates their ability to work with the student’s strong emotions; not allowing the student’s emotions to overpower them.
    17. maintaining their own boundaries as a Trainer, by not becoming involved or over familiar with the student’s expectations, goals, information, tasks, actions, etc.
    18. demonstrates their ability to maintain an effective relationship with the student; ensuring that the student remains independent of the Trainer and does not develop a dependency or reliance.
  4. The Trainer will not prolong a training relationship beyond its course/workshop length.
  5. Completes the expectations set by the student by successfully concluding the course/workshop.

At all times being professional.

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While the above points focus on Coaches and/or Mentors and/or Trainers, the industry expectation is that each person within the industry, whether they are a Coach and/or Mentor or an owner of a coaching and/or mentoring business or an owner of a coaching and/or mentoring related business or an employee/contractor of a coaching and/or mentoring business or an employee/contractor of a coaching and/or mentoring related business or a trainer within a coaching and/or mentoring business or a volunteer within a coaching and/or mentoring business or a volunteer within a coaching and/or mentoring related business it is expected that they set and manage their relationship with each consumer in line with the discussion or conversation that they are having.

At all times being professional.

Effective Communication applies to every individual within the coaching and/or mentoring industry.  Although the points below are specific for Coaches and/or Mentors and/or Trainers, it is important that every individual in the coaching and/or mentoring industry follows these competencies.

Effective Communication is recognised as a two‐way sharing of information, which involves one person communicating a message that is easily understood by the person receiving the message, through:

  1. Active Listening:
    1. focuses completely on what the consumer is saying.
    2. intuitively hearing what is not being said.
    3. hears the goals, values, beliefs, fears, and concerns about what is and what is not possible; whether said or not said.
    4. understanding what is being said in relation to the consumer’s version of their own world.
    5. accurately summarises, paraphrases, re‐iterates and/or mirrors back what the consumer has said to ensure clarity and understanding.
    6. gaining clarity on the consumer’s strengths and weaknesses; reflecting this information back to them in a positive manner.
    7. focuses and supports the consumer’s agenda, and not the Coach or Mentors agenda for the consumer.
    8. gives the consumer uninterrupted space, to vent, clarify or be silent to think and to finish what they are saying.
    9. encourages the consumer to investigate their own thoughts and ideas.
    10. does not interrupt the consumer, unless appropriate.
    11. understands and evaluates information; and reflects back their own interpretations to help the consumer gain awareness.
    12. pays attention to and distinguishes between the use of actual words, tone of voice, and where possible body language.
    13. being aware of the consumer’s interpretation of terminology and words. Questioning where appropriate.
  2. Effective Questioning:
    1. lead the consumer on a journey of exploration within themselves, in which there is a balance between the content and the process of thought.
    2. ask the right question at the right time for effective communication, thought and idea generation, and information exchange.
    3. primarily using open questions.
    4. avoid multiple or confusing questions.
    5. limit the use of leading questions.
    6. using closed questions only when an open question is not appropriate.
    7. asks questions that reflect active listening and full in‐depth understanding of the consumer’s world.
    8. asks in‐depth, open ended questions that create greater clarity, unlimited possibilities, evokes discoveries, brings insights, challenges assumptions, or generates commitments or actions.
    9. uses questions to move the consumer forward towards their future.
    10. be aware of questions that generate a justification response.
    11. highlights past successes, in a way that those successes can support the consumer’s future.
    12. unless the question is used to clarify or confirm a statement made or terminology used by the consumer, the Coach or Mentor will never ask a question for their own benefit.
    13. ask questions that help the consumer reveal the information they (the consumer) need in order to move themselves forward into their future.
    14. integrates information, ideas, and suggestions provided by the consumer in order to raise the consumer’s perception and opportunities.
    15. explores values, beliefs, perceptions, feelings, concerns, ideas, suggestions, etc. to a point where the consumer has a sudden understanding of a previously incomprehensible problem or concept or clarity (often called the ‘aha moment’).
    16. uses the consumer’s communication patterns.
    17. uses the consumer’s terminology or language.
    18. skilfully asks questions which may be uncomfortable for the consumer.
    19. skilfully asks questions which explores the topic they don’t want to talk about.
    20. mentors may ask suggestive or guiding questions; Coaches will not.
  3. Mentors may share personally gained knowledge and experience.
    Coaches will not use any personally gained knowledge and experience; their focus is on encouraging the consumer to provide all the answers and information.
    Trainers will use their personally gained knowledge and experience in examples throughout their course/workshop material.
  4. Structured and Creative Thinking:
    1. provide the consumer with the opportunity to think creatively.
    2. provide the consumer with the opportunity to explore innovative solutions.
    3. provide the consumer with the opportunity to look at the consumer’s topic from someone’s perspective.
    4. finding innovative and resourceful ways to overcome obstacles, solve problems, or deal with unforeseen or challenging situations.
  5. Direct communication:
    1. using language that is fully understood by the consumer, while having the greatest impact.
    2. uses honest, direct, easy‐to‐understand language that enables the consumer to move towards the agreed outcomes and their future.
    3. uses courteous communication, which is friendly, open, confident, and flexible with no hidden agenda, passive‐aggressive tones, or inappropriate vocabulary.
    4. communicates clearly and articulately with confidence and credibility.
    5. reframing and reflecting to provide support to the consumer of their own understanding and perspective of what they want or need, to enable them to move into their future.
    6. adapts their own communication style in recognition of the consumer’s communication style.
    7. uses the consumer’s own language or metaphor or analogy, to create broad and meaningful communication.
    8. communicates in a manner that encourages the consumer to share their views.
    9. recognises and effectively manages transference, counter‐transference, and/or projection.
    10. taking full responsibility for the quality, confidentiality, and content of all communication.
    11. demonstrates the use of pitch, pace, tone, and effective body language.
  6. Collaborative working
    1. questioning in a manner that encourages the consumer to share their ideas and thoughts without judgement, fear, or concern.
    2. building a strong partnership with the consumer to support the consumer’s future.
    3. building a supportive relationship with the consumer, without stepping over the boundaries.

Models, Skills, Tools, and Techniques relates to the methodologies that the Coach and/or Mentor uses when they are working with the consumer.  These methodologies will be taught by the Trainer in a course or selectively in a workshop.

  1. demonstrates a working knowledge of coaching or mentoring through applying one or more models, skills, tools, and/or techniques; in order to bring about insight, learning, and to focus on the consumer’s future.
  2. where applicable, clearly explains the purpose of the model, skill, tool, technique, or exercise.
  3. uses and adapts appropriate models, skills, tools, and techniques:
    1. to move back and forth between where the consumer is now and where the consumer wishes to be.
    2. to identify limiting beliefs, patterns, inconsistencies, possible problems, stumbling blocks, etc.
  4. has the ability to incorporate the feedback and learning gained through their regular coaching or mentoring or supervision sessions with a more experienced and higher qualified Coach or Mentor.
  5. has an in‐depth understanding of the reasons for the success of the models, skills, tools, and techniques used to help the consumer deal with specific challenges.
  6. has the ability to split their selected model, skill, tool, or technique into manageable segments so as not to overwhelm the consumer.

Insight, Growth, Learning, and Development relates specifically to the Coach and/or Mentor when they are working with their consumers.  Each course and selective workshops will also include this section of the core competencies.

  1. Enabling the consumer to gain insight, growth, learning, and development.
  2. Has the ability to evaluate and interpret consumer information, to help the consumer gain awareness and insight, to successfully achieve the outcome.
  3. Demonstrates their belief in the ability of the consumer to grow and develop.
  4. Knows and believes that each consumer has their own learning style.
  5. Works with the consumer to identify and recognise their values, beliefs, concerns, fears, behaviours, challenges, thoughts, ideas, perceptions, emotions, moods, habits, etc.
  6. Works with the consumer to help them develop new strengths in their own ability to take action and achieve the future as they have determined.
  7. Identifies the differences between facts and the individual interpretation; encouraging the consumer to view the facts from a different view point.
  8. Helps the consumer think outside the box to achieve their objectives.
  9. Believes that success comes from allowing the consumer to gain insight, grow, and learn for themselves, encouraging the recognition of their development.
  10. Encourages the consumer to view their own interpretation of their own world from another person’s view of their world. This will help the consumer to gain insight and understanding, while expanding, growing, and developing their own options.
  11. Enables the consumer to recognise their constraints and encourages them to seek an alternative path.
  12. Raises awareness through the use of models, tools, skills, and techniques; so the consumer recognises for themselves, their own situation, position, growth, learning, and development.
  13. Helps the consumer recognise their own major strengths, while supporting the insight into those areas for learning, growth, and development.
  14. When working with a Mentor, helping the consumer to utilise the Mentor’s knowledge and personally gained experience to their own benefit.
  15. Encouraging the consumer to undertake their own research to reach informed decisions.

Action, Outcome, Accountability and Results relates specifically to the Coach and/or Mentor when they are working with their consumers, demonstrating the Coach and/or Mentors ability to support the consumer in designing and creating their desired future.  Each course and selective workshops will also include this section of the core competencies.

  1. Actions:
    1. helps the consumer explore all options (known and unknown), assumptions, perspectives, and concerns before making a decision.
    2. consolidates and evaluates all information, before making a decision.
    3. promoting the opportunities for experimentation, growth, learning, and self-discovery when making decisions.
    4. challenging the decision to ensure that the consumer has, for themselves, selected the right action or actions towards their outcomes.
    5. supports and challenges during the planning stage.
    6. encouraging the consumer to ‘do it now’. Challenges, if not now, then when and what has to happen first.
    7. encourages the consumer to stretch and challenge themselves, before making a decision.
    8. demonstrate a commitment to excellence.
      Each coach or mentor will take a pride in their work and strive to deliver the best possible results.
  2. Goal, Action, Task Setting:
    1. helps the consumer focus on their desired future when defining and creating each goal.
    2. when selecting the next step, helps the consumer to focus on one specific step at a time, towards their future.
    3. works with the consumer to evaluate their options.
    4. supports and challenges the selected resources for growth, learning, and development.
    5. helps the consumer create their plan to achieve results that are specific, measurable, attainable, realistic, and have target dates.
    6. brings visibility and insight to actual or perceived stumbling blocks.  Works to generate and support contingency plans.
    7. supporting the consumer in understanding their own priorities.
    8. works with the consumer to review and amend the plan as required.
  3. Accountability:
    1. working with the consumer so that:
      1.  they can have the courage to see their position for themselves.
      2. recognise that if they want to make this change or these changes, they have to become accountable to themselves.
    2. supporting the obligation that the consumer has to themselves:
      1. to take personal take responsibility for their desired future.
      2. to account to themselves for their own decisions, actions, tasks, and activities.
    3. supporting the consumer to find the heart to own the position they are in, the changes they want to make, the decisions they want to make and the decisions they do make.
    4. helping the consumer to know that they can obtain the wisdom to solve their challenges.
    5. helping the consumer to recognise that they and only they are responsible for taking action and doing it.
    6. helping the consumer acknowledge their results in an open and transparent manner.
    7. encouraging the consumer’s own self‐discipline, responsibility, and accountability for their desired future.
    8. helping the consumer to define their accountability measure.
    9. raising awareness for the consumer to clarify what they have done, have not done, have learnt, have not learnt, or have become aware of since the previous session and since the start of the process.
  4. Results:
    1. motivate the consumer to recognise what has happened as a result of:
      1. the goals they set,
      2. the actions they took, and
      3. the tasks they completed.
    2. understand the positive consequences of their decisions, actions, or tasks.
    3. help the consumer recognise how far they have come along the path to their desired future.
    4. encourage the consumer to positively recognise:
      1. their growth,
      2. their learning,
      3. their development, and
      4. their results.
    5. encourage the consumer to celebrate their successes.
    6. explaining the importance of recognising results and celebrating their successes.
    7. helping the consumer stay on track.

Reflection relates specifically to the Coach and/or Mentor and/or Trainer when they are working with their consumers, demonstrating their ability to reflect on the work that they do.  Each course and selective workshops will also include this section of the core competencies.

Coaches and/or Mentors and/or Trainers will:

  1. at regular intervals, schedule and take time to explore
    1. their competence demonstrated in each session with a consumer, or
    2. on their interaction with colleagues and other members of the profession or public.
  2. schedule coaching or mentoring or supervision sessions with a more experienced and higher qualified Coach or Mentor; who can support their own insight, learning, growth, development; and help them define their own Continuing Professional Development plans.
  3. reflect by themselves or with their Coach, or Mentor, or Supervisor to continue to be effective in their own coaching or mentoring practice; and contribute to the positive reputation of the industry.
  4. recognise what new insight, learning, growth, and development they have acquired through their reflection on the work they are doing with their consumers, as well as on their Continuing Professional Development.
  5. develop their own on-going Continuing Professional Development plan to enable them to keep up to date with legislation, research, new ideas, standards, ethics, competencies, tools, skills, models, techniques, etc.; through reading books, professional magazines, attending workshops, training courses, conferences, learning from colleagues, etc.
  6. clearly document their own on-going Continuing Professional Development to recognise their own professional growth and development.
  7. celebrate their own professional growth and development.

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Coaches and/or Mentors will work with their consumers to help them learn how to reflect on their own pathway to achievement.

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© 2021 International Regulator of Coaching and Mentoring CIC. All Rights Reserved
Version 4, November 2021

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Notes:

  1. Cross-reference to Coaching and Mentoring Code of Industry Standards and Ethics.
  2. Cross-reference to Definitions.

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Currently, all information provided by and correspondence with the IRCM CIC is in English.