本页面包括ICF评估人员在审查记录培训课程时对每个能力的评估信息。

ACC证书的最低技能要求

ICF认为，我们有义务支持成员教练的技能成长。每位大师级的教练都是从初学者开始的，经过中等水平的技能提升，然后变得熟练。其中检验标记总是教练作为学习者角色的完整证据。ICF认证过程的三个层面反映了每一个教练所经历的成长的连续性。
ICF believes that it has an obligation to support its member coaches in the growth of their skill set. Every master coach started as a beginner, progressed through an intermediate level of skill, and became masterful, where the hallmark is always the complete evidence of the coach’s role as learner about the client. The ICF credentialing process with its three levels is a reflection of the continuum of growth that each coach undergoes.

该文件以支持教练为ACC认证的技能评估做准备。我们也希望这份文件能够帮助指导教练支持和监督这些教练，并且帮助教练培训学校认可他们的课程。目的是帮助教练员成功完成ACC绩效评估，并帮助他们继续发展作为教练的技能。
This document has been created to support coaches with preparation for the ACC credentialing performance evaluation. We also hope that this document will assist mentor coaches supporting and supervising these coaches; and coach training schools undertaking accreditation of their programs. The aim is to help coaches successfully complete the ACC performance evaluation and also to help them continue to develop their skill set as coaches.

该文件将向那些寻求证书的人提供关于评估员对每个能力的评估的理解，展示一个成功ACC所需的最低技能要求，并帮助他们了解哪些非教练行为可能妨碍ACC绩效评估过程的成功完成。我们希望这份文件能帮助每位教练回答以下问题：作为一名ACC教练意味着什么？ICF评估员在评估ACC教练时会听到什么？随着我教练生涯的进步，我的优势是什么？我需要提高哪些技能来通过ACC评估？
The document’s structure will provide those seeking a credential an understanding regarding what assessors evaluate in relation to each competency, the minimum level of skill necessary to successfully demonstrate an ACC level of competency, and also help them understand what non-coaching behaviors might prevent successful completion of the ACC performance evaluation process. We hope the document helps each individual coach answer the following queries: What does it mean to be an ACC coach? What do ICF assessors listen for when they are evaluating an ACC coach? As I progress on my coaching journey, what are my strengths and what are the skill set areas that I need to grow to pass the ACC performance evaluation?

最后，ICF坚信客户从ACC教练那里得到了真实和独立的价值。这种价值总是取决于教练对客户以及客户希望完成的任务的完全关注，以及教练对客户议程的完全支持。我们尊敬每一位在旅途中的教练，并期待着支持你们作为教练的成长道路和ICF认证之路。
Finally, ICF strongly believes that clients receive real and substantive value from ACC coaches. That value rests always in the coach’s complete attention to the client and what the client wishes to accomplish as well as the coach’s complete support of the client’s agenda. We honor each and every coach on their journey and look forward to supporting your path of growth as a coach and your credentialing path within ICF.


1、符合道德准则和专业标准-了解教练的道德和标准以及在所有教练情况下适当应用这些标准的能力
Meeting Ethical Guidelines and Professional Standards—Understanding of coaching ethics and standards and ability to apply them appropriately in all coaching situations

理解和展示ICF的行为标准下的个人行为。
理解并遵循ICF的所有道德准则。
清楚地传达教练、咨询、心理治疗和其他辅助职业之间的区别。

视需要将客户推荐给另一名支持专业人员，了解需要时可用的资源。

Understands and exhibits in own behaviors the ICF Standards of Conduct
Understands and follows all ICF Ethical Guidelines
Clearly communicates the distinctions between coaching, consulting, psychotherapy and other support professions
Refers client to another support professional as needed, knowing when this is needed and the available resources

重要注意事项：所有级别的教练都需要熟悉道德守则及其应用，对于各级ICF证书来说，证明对教练工作具有强烈的伦理理解的标准是相似和严格的。如果申请人证明他们对教练谈话的知识是集中于探究和探索，如果谈话是基于现在和未来的问题，他们将通过这个评估。如果申请人主要集中于告诉客户该做什么或如何做(咨询模式)，或者谈话主要是基于过去，特别是情感过去(治疗模式)，则申请人不会通过此评估。

此外，ICF指出，如果申请人不清楚ICF关于教练的定义所依据的基本基础探索和激发技能，则技能使用的不明确将反映在下文所列的一些其他能力所显示的技能水平上。例如，如果教练几乎只给出建议或者指出教练选择的具体答案是客户应该做什么，那么信任和亲密、教练现场、有力的提问、创造觉察和客户行动和问责都不会出现，并且任何级别的证书都将被拒绝。

Important Note: 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, 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.

2、建立教练协议-能够理解具体的教练互动需要什么，并与潜在的和新的客户就教练的过程和关系达成协议。
Establishing the Coaching Agreement—Ability to understand what is required in the specific coaching interaction and to come to an agreement with the prospective and new client about the coaching process and relationship

了解并有效地与客户讨论教练关系的指导方针和具体参数(如后勤、费用、日程安排、酌情纳入其他方面)
就关系中哪些合适，哪些不合适，什么提供和不提供什么，以及客户和教练的责任达成一致

确定他/她的指导方法与潜在客户的需要是否有效的匹配。

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)
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
Determines whether there is an effective match between his/her coaching method and the needs of the prospective client

关键技能评估：
1)达成协议的深度；
2)教练的合作能力和与客户建立协议的深度。
在ACC级别上，要想获得建立教练协议的及格分数，必须表现出的最低技能标准是，教练询问客户他们想要做什么，教练在整个教练过程中遵守这个议程。

如果教练为客户选择了主题，或者教练没有围绕客户选择的主题，那么，如果教练为ACC绩效评估建立了教练协议，教练就不会得到及格分数。

Key Skills Evaluated:
1) The depth of creation of agreement for session; 2) The coach’s ability to partner and the depth of partnering with the client in the creation of agreement, measures of success, and issues to be addressed
At an ACC level, the minimum standard of skill that must be demonstrated to achieve a passing score for establishing the coaching agreement is that the coach asks the client what they want to work on and the coach attends to that agenda throughout the coaching.
A coach will not receive a passing score for establishing the coaching agreement on the ACC performance evaluation if the coach chooses the topic for the client or if the coach does not coach around the topic the client has chosen.


3.与客户建立信任和亲密关系，以创造一个安全的、支持性的环境，产生持续的相互尊重和信任。
Establishing Trust and Intimacy with the Client—Ability to create a safe, supportive environment that produces ongoing mutual respect and trust

a. 真正关心客户的福利和未来。
b. 不断展现个人的正直、诚实和真诚。
c. 建立明确的协议，信守承诺，
d. 尊重客户的看法，学习方式和个人身份。
e. 为新的行为和行动提供持续的支持，包括那些涉及冒险和害怕失败的行为和行动。

f. 在客户允许的情况下，在敏感的、新的领域指导客户。

a. Shows genuine concern for the client’s welfare and future
b. Continuously demonstrates personal integrity, honesty, and sincerity
c. Establishes clear agreements and keeps promises
d. Demonstrates respect for client’s perceptions, learning style, personal being
e. Provides ongoing support for and champions new behaviors and actions, including those involving risk-taking and fear of failure
f. Asks permission to coach client in sensitive, new areas

关键技能评估：
1)教练与客户的联系深度；
2)教练对客户的信任程度和客户的思维、创造过程；

3)教练愿意完全适应自己与客户的真实性。

Key Skills Evaluated: 1) The coach’s depth of connection to the client; 2) The coach’s depth of demonstration of trust in the client and the client’s processes of thinking, creating; 3) The coach’s willingness to be completely comfortable with their own authenticity with the client

现评估中，要获得与客户建立信任和亲密关系的及格分数，必须表现出的最低技能标准是，教练对客户表现出真正的关心，并与客户的看法、学习风格和个人基本水平相一致。教练还必须表现出在基本水平上为新行为和行动提供持续支持的能力。

如果教练对情况的看法比客户对情况的看法表现出极大的兴趣，就不会向客户寻求关于客户对情况的看法的信息，也不会寻求关于客户对情况的目标的信息，或者注意教练自己的表现或对该主题知识的展示，那么教练将不会在建立信任和与客户的亲密关系部分获得及格分数。

At an ACC level, the minimum standard of skill that must be demonstrated to receive a passing score for establishing trust and intimacy with the client is that the coach shows genuine concern for the client and is attuned to client’s perceptions, learning style, and personal being at a basic level. The coach must also demonstrate an ability to provide ongoing support for new behaviors and actions at a basic level.
A coach will not receive a passing score for establishing trust and intimacy with the client on the ACC performance evaluation if the coach demonstrates significant interest in the coach’s view of the situation rather than the client’s view of the situation, does not seek information from the client about the client’s thinking around the situation, does not seek information about the client’s goals regarding the situation, or the attention seems to be on the coach’s own performance or demonstration of knowledge about the topic.
在ACC表

4.教练现场-能够完全意识到并与客户建立一种自发的关系，使用一种开放、灵活和自信的风格。
Coaching Presence—Ability to be fully conscious and create a spontaneous relationship with the client, employing a style that is open, flexible and confident

a.在教练过程中表现得很灵活，随现场情况随心起舞。
b.获得自己的直觉，相信自己内心的觉知-“随直觉而去”。
c.对未知和风险，持开放的态度。
d.了解许多与客户沟通的方法，并在此刻选择最有效的方法。
e.有效地运用幽默来创造轻盈和活力。
f.自信地改变观点和实验，为自己的行动提供新的可能性。

g.表现出自信的工作与强烈的情感，并能自我管理，不被压倒或陷入客户的情绪。

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
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

评估关键技能：
1)教练与客户的对话深度；

2)教练在教练过程中观察和使用客户教练过程的深度

Key Skills Evaluated: 1) The coach’s depth of partnership with the client; 2) The coach’s depth of observation of and use of the whole of the client in the coaching process

在ACC表现评估中，要获得教练现场的及格分数，必须表现出的最低技能标准是，教练参加客户的议程，从客户那里寻求关于该议程的信息，对该信息作出反应，因为它特别涉及实现客户议程的行动，并关注客户正在采取的与议程有关的行动。

ICF指出，信任、亲密和教练现场是相当相关的能力。因此，如果教练对客户现场的表现，展示出极大的兴趣，而不是探究客户对现场表现的看法，不寻求关于客户议题目标信息的展示，或者对这些信息没有反应，或者注意力似乎集中在教练自己的表现或关于这个主题的知识的展示上。那么在ACC的绩效评估中，教练就不会在教练现场这个部分得到分数。

At an ACC level, the minimum standard of skill that must be demonstrated to receive a passing score for coaching presence is that the coach attends to client’s agenda, seeks information from the client about that agenda, is responsive to that information as it relates particularly to actions to achieve the client’s agenda, and is attentive to what actions the client is taking in relation to agenda.
The ICF notes that trust and intimacy and presence are quite related competencies. Therefore, a coach will not receive a passing score for coaching presence on the ACC performance evaluation if the coach demonstrates significant interest in the coach’s view of the situation rather than exploring the client’s view of the situation, does not seek information from the client about the client’s thinking around the situation or is unresponsive to that information, does not seek information about the client’s goals regarding the situation, or is unresponsive to that information, or the attention seems to be on the coach’s own performance or demonstration of knowledge about the topic.

5、积极倾听-能够完全关注客户正在表达出来的和没有表达出来的意思。在理解客户需求的前提下，听到客户的深层表达，并支持客户自我表达。
Active Listening—Ability to focus completely on what the client is saying and is not saying, to understand the meaning of what is said in the context of the client’s desires, and to support client self-expression

a. 参加客户和客户的议程，而不是让客户在教练议程中。
b. 倾听客户的关注，目标，价值观和信念，听取客户心中所想的一切可能和不可能。
c. 倾听客户的词语、语调和肢体语言。
D. 总结，释义，重申，复述客户所说的，以确保清晰和理解。
e. 鼓励、接受、探索和加强客户对感觉、感知、关切、信念、建议等的表达。
f. 整合和建立客户的想法和建议
g.“总结”或者理解客户交流内容的本质，帮助客户达到目的，而不是参与长篇的描述性故事。

H.允许客户在没有判断或附件的情况下发泄或“清空”，以便进入下一步骤。

a. Attends to the client and the client’s agenda, and not to the coach’s agenda for the client。
b. Hears the client’s concerns, goals, values and beliefs about what is and is not possible。
c. Distinguishes between the words, the tone of voice, and the body language。
d. Summarizes, paraphrases, reiterates, mirrors back what client has said to ensure clarity and understanding。
e. Encourages, accepts, explores and reinforces the client’s expression of feelings, perceptions, concerns, beliefs, suggestions, etc.
f. Integrates and builds on client’s ideas and suggestions。
g. “Bottom-lines” or understands the essence of the client’s communication and helps the client get there rather than engaging in long descriptive stories。
h. Allows the client to vent or “clear” the situation without judgment or attachment in order to move on to next steps

评估的关键技能：
1)教练在与客户议程的关系中听到客户的话的深度；
2)教练在多个层面上听到的能力，包括语言的情感和实质内容；
3)教练能够听到客户正在发生的基本信念、思考、创造和学习，包括认识到语言、情感上的不一致

4)教练能够听到客户的语言，并鼓励客户深化自己的描述性语言

Key Skills Evaluated: 1) The coach’s depth of hearing what the client says in relations to the client’s agenda; 2) The coach’s ability to hear on multiple levels including both the emotional and substantive content of the words; 3) The coach’s ability to hear underlying beliefs, thinking, creating, and learning that are occurring for the client including recognizing incongruities in language, emotions, and actions; 4) The coach’s ability to hear the client’s language and to encourage the client to deepen descriptive language for themselves

在ACC级别，要获得主动倾听的及格分数，必须表现出的最低技能标准是：教练听取客户对客户议程的意见，对客户的议程作出反应，倾听的重点是帮助客户实现其议程。如果教练没有表现出专注于客户所说的并对其做出反应的倾听，或者教练的反应与客户试图实现的目标无关，那么，其在主动倾听ACC的表现评估，就不会得到及格分数。如果教练似乎是在倾听教练可以展示他们对主题的知识或告诉客户如何处理这个话题的地方，那么在ACC的绩效评估方面，教练就不会得到及格的分数。

At an ACC level, the minimum standard of skill that must be demonstrated to receive a passing score for active listening is that the coach hears what the client says in relation to the client’s agenda, responds to it in relation to the client’s agenda, and the listening is focused on helping the client achieve their agenda.
A coach will not receive a passing score for active listening on the ACC performance evaluation if the coach does not demonstrate listening that is focused on and responding to what the client says or the coach’s response is not related to what the client is trying to achieve. The coach will not receive a passing grade on the ACC performance evaluation if the coach appears to be listening for the place where the coach can demonstrate their knowledge about the topic or tell the client what to do about the topic.

6、有力提问-能够提出问题，揭示出对教练关系和客户最大利益所需的信息
Powerful Questioning—Ability to ask questions that reveal the information needed for maximum benefit to the coaching relationship and the client

a.提出反映积极倾听和理解客户观点的问题。
b.提出能唤起发现、洞察力、承诺或行动的问题(例如，挑战客户假设的问题)。
c.问开放式的问题，创造更明确的，可能性或新的学习。

d.提出能使客户朝着他们想要的方向发展的问题，而不是要求客户证明自己正确或回头的问题。

a. Asks questions that reflect active listening and an understanding of the client’s perspective
b. Asks questions that evoke discovery, insight, commitment or action (e.g., those that challenge the client’s assumptions)
c. Asks open-ended questions that create greater clarity, possibility or new learning
d. Asks questions that move the client towards what they desire, not questions that ask for the client to justify or look backward

评估关键技能：
1) 教练的提问深度，唤起客户议程中包含或作为其基础的核心问题；
2) 教练有能力与客户一起探索并唤起客户对词语的情感和实质内容的探索；
3) 教练能够与客户一起探索并唤起客户的探索。对于客户而言，潜在的思维、创造和学习的信念和手段；

4) 教练的问题为客户提供了思考空间，并从客户那里获得了新的视角。

在ACC级别，要获得有力发问的及格分数，必须表现出的最低技能标准是：教练使用的是询问而不是告知方法。这包括探索客户存在的问题，而不是告诉客户问题是什么或提出解决方案。问题必须关注客户的议程，并寻求有关该议程的信息，并以解决客户设定的问题为导向。如果教练不专注于询问和陈述方法，如果大多数问题包含教练已经预先确定的答案，或者如果问题涉及到一个或多个问题，而不是由客户设定的，而是由教练设定的，那么教练就不会因为对ACC绩效评估的有力发问而获得及格分数。

Key Skills Evaluated: 1) The coach’s depth of questioning that evokes the core issues that are either contained in or underlie the client’s agenda; 2) The coach’s ability to explore with and to evoke exploration by the client of the emotional and substantive content of the words; 3) The coach’s ability to explore with and evoke exploration by the client of the underlying beliefs and means of thinking, creating, and learning that are occurring for the client; 4) The depth at which the coach’s questions provide a thinking space for and elicit new perspectives from the client
At an ACC level, the minimum standard of skill that must be demonstrated to receive a passing score for powerful questioning is that the coach uses inquiry versus telling methodology. This includes exploring what issues exist for the client versus telling the client what the issues are or suggesting solutions. Questions must attend to the client’s agenda and seek information about that agenda and are oriented to solving issues set by the client.
A coach will not receive a passing score for powerful questioning on the ACC performance evaluation if the coach does not focus on an inquiring versus telling methodology, if the majority of questions contain already pre-determined answers by the coach, or if the questions attend to an agenda or issues not set by the client, but set by the coach.

7.直接沟通-在教练过程中进行有效沟通，并使用对客户产生最大积极影响的语言。
Direct Communication—Ability to communicate effectively during coaching sessions, and to use language that has the greatest positive impact on the client

a.清晰、直接地分享和提供反馈。
b.重新规划和阐述，以帮助客户从另一个角度理解他/她想要或不确定的东西。
c.清楚地说明教练的目标、会议议程、技巧或练习的目的。
d使用适当和尊重客户的语言(例如，非性别歧视，非种族主义，非技术，非专业术语)。

e.使用隐喻和类比来帮助客户说明一个观点或描绘一个口头的画面。

a. Is clear, articulate and direct in sharing and providing feedback
b. Reframes and articulates to help the client understand from another perspective what he/she wants or is uncertain about
c. Clearly states coaching objectives, meeting agenda, purpose of techniques or exercises
d. Uses language appropriate and respectful to the client (e.g., non-sexist, non-racist, non-technical, non-jargon)
e. Uses metaphor and analogy to help to illustrate a point or paint a verbal picture

评估关键技能：
1)教练分享观点、想法、直觉和反馈的易用性、直观性和深度；
2)教练是否对教练的观点有任何依恋；
3)教练有效地使用客户的语言和学习模式；
4)教练邀请客户分享他/她自己的观点、想法、直觉和反馈。

在ACC级别，要获得直接交流的及格分数，必须表现出的最低技能标准是，教练在整个过程中有时是直接的，而且沟通要注意客户的议程。未经客户讨论和许可，教练不应出现在特定结果或解决方案上，也不应将沟通从客户声明的议程中删除。如果教练没有注意到客户的议程，没有客户的意见而改变议程，或者似乎依附于某一特定的结果或解决方案，那么在ACC绩效评估中，教练就不会得到直接沟通的分数。如果沟通经常以复杂、曲折或迂回的方式进行，那么教练在ACC的绩效评估上也不会得到及格的分数。

Key Skills Evaluated: 1) The ease, directness, and depth with which the coach shares perspectives, thoughts, intuition, and feedback; 2) Whether the coach appears to have any attachment to the coach’s perspective; 3) The coach’s effective use of the client’s language and learning models; 4) The breadth of the invitation the coach gives to the client to share his/her own perspectives, thoughts, intuition, and feedback。
At an ACC level, the minimum standard of skill that must be demonstrated to receive a passing score for direct communication is that the coach is direct at times throughout the session and the communication attends to the client’s agenda. The coach should not appear attached to a particular outcome or solution or take the communication away from the client’s stated agenda without discussion with and permission from the client.
A coach will not receive a passing score for direct communication on the ACC performance evaluation if the coach does not attend to the client’s agenda, changes the agenda without input from the client, or appears attached to a particular outcome or solution. The coach will also not receive a passing grade on the ACC performance evaluation if the communication frequently occurs in a convoluted, meandering, or circuitous manner.

8.创造觉察-整合和准确评估多种信息来源的能力，并作出解释，帮助客户获得认识，从而取得商定的结果
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.教练应超出客户的关注点，而不是陷入客户的描述中。
b.询问以获得客户更多的理解、觉察和清晰的思路。
c.与客户确认他/她的基本关切、感知自己/她和世界的典型和固定的方式、事实和解释之间的差异、思想、感情和行动之间的差异。
d.帮助客户自己发现新的思想、信念、感知、情绪、情绪等，从而加强他们采取行动和实现对他们重要的事情的能力。
e.向客户传达更广泛的观点，并激励他们改变观点和寻找新的行动可能性的承诺。
f.帮助客户了解影响他们的不同且相互关联的因素及其行为(例如，思想、情绪、身体、背景)。
g.以对客户有用和有意义的方式表达对客户的洞察力。
h.确定客户主要优势与主要领域的学习和成长，以及教练期间什么是最重要的达到的目的。

i.当检测到陈述的内容和正在做的事情之间的分离时，要求客户区分琐碎和重要的问题，情景行为与重复行为。

a. Goes beyond what is said in assessing client’s concerns, not getting caught up in the client’s description
b. Invokes inquiry for greater understanding, awareness and clarity
c. Identifies with the client his/her underlying concerns, typical and fixed ways of perceiving himself/herself and the world, differences between the facts and the interpretation, disparities between thoughts, feelings and action
d. Helps clients to discover for themselves the new thoughts, beliefs, perceptions, emotions, moods, etc. that strengthen their ability to take action and achieve what is important to them
e. Communicates broader perspectives to clients and inspires commitment to shift their viewpoints and find new possibilities for action
f. Helps clients to see the different, interrelated factors that affect them and their behaviors (e.g., thoughts, emotions, body, background)
g. Expresses insights to clients in ways that are useful and meaningful for the client
h. Identifies major strengths vs. major areas for learning and growth, and what is most important to address during coaching
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

评估的关键技能：
1)教练在探索新的和更广阔的视角、学习、创造和行动方面与客户充分合作的能力；
2)教练分享观点的能力，而不需要依恋和邀请客户分享他们自己的想法、观点和直觉；
3)教练邀请并接受客户的直觉、思维和语言作为教练过程中的关键工具；
4)教练能够阐明客户固定的思维方式，这种思维方式可能抑制客户目标的增长或实现，而不把教练的观察看作事实，而只看作教练的思想；
5)教练运用客户语言作为创造意识的工具；

6)如果适合于客户的学习和创造，教练能够将会议的开始、中间和结束整合在一起做总结。

Key Skills Evaluated: 1) The coach’s ability to partner fully with the client in exploration of new and broader perspectives, learning, creating, and actions; 2) The coach’s ability to share perspectives without attachment and invitation to the client to share their own thinking, perspectives, and intuition; 3) The coach’s invitation to and acceptance of the client’s intuition, thinking, and language as critical tools in the coaching process; 4) The coach’s ability to illuminate the client’s fixed ways of thinking that might inhibit growth or accomplishment of the client’s goals without treating the coach’s observation as truth, but only as the coach’s thoughts; 5) The coach’s ability to use the client’s language as a tool of creating awareness; 6) The coach’s ability to integrate beginning, middle and end of the session together if appropriate to the client’s learning and creating

在ACC级别，为了在创建觉察部分获得及格分数，必须证明的最低技能标准是：教练将重点放在与客户陈述的议程有关的询问和观察上，更多地集中在询问上，而不是提供教练的意见。教练帮助客户更深入地探讨议程，而不需要教练对特定的结果或方向产生重大的依恋。教练使用教练工具的方式是鼓励而不是限制探索。

如果教练不注意客户的议程，在没有客户允许的情况下改变议程，或者似乎附带于特定的结果或解决方案，那么教练将不会在该部分获得及格分数。如果教练在没有与客户讨论该决定并且未经客户同意的情况下，将意识的探索显著地缩小到单个问题，那么教练也不会获得ACC绩效评估的通过等级。如果教练似乎用评估或标准教练训练来代替有力的提问或询问，那么评估也会受到负面影响。

At an ACC level, the minimum standard of skill that must be demonstrated to receive a passing score for creating awareness is that the coach focuses on inquiry and observations that relate to the client’s stated agenda with the greater focus on inquiry rather than offering the coach’s opinions. The coach assists the client to explore that agenda more deeply and without significant attachment by the coach to a particular outcome or direction. The coach uses coaching tools in a manner that encourages rather than limits exploration.
A coach will not receive a passing score for creating awareness on the ACC performance evaluation if the coach does not attend to the client’s agenda, changes the agenda without input from the client, or appears attached to a particular outcome or solution. The coach will also not receive a passing grade on the ACC performance evaluation if the coach narrows the exploration of awareness significantly to a single issue without discussing that decision with the client and without the client’s consent. The evaluation will also be negatively impacted if the coach seems to substitute assessments or standard coaching exercises for powerful questioning or inquiry.

9、设计行动——能够与客户一起创造机会，在工作/生活环境中进行持续学习，并采取新的行动，从而最有效地获得商定的培训结果。
Designing Actions—Ability to create with the client opportunities for ongoing learning, during coaching in work/life situations, and for taking new actions that will most effectively lead to agreed-upon coaching results

a.集思广益，协助客户确定行动，使客户能够展示、实践和深化新的学习
b.帮助客户集中注意力，并系统地探索对商定的培训目标至关重要的具体关注事项和机会
c.与客户合作，探索不同的想法和解决方案，评估时间周期，并做出相关决定。
d.促进积极的实验和自我发现，其中客户立即应用会议期间讨论和学习的内容
e.庆祝客户的成功和未来发展的能力
f.挑战客户的假设和观点，激发新的想法，寻找新的行动可能性。
g.提倡或提出与客户目标一致的观点，并且不附带地让客户考虑它们
h.帮助客户在辅导过程中“马上做”，提供即时支持。

i.鼓励伸展和挑战，同时也要有舒适的学习步调。

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
e. Celebrates client successes and capabilities for future growth
f. Challenges client’s assumptions and perspectives to provoke new ideas and find new possibilities for action
g. Advocates or brings forward points of view that are aligned with client goals and, without attachment, engages the client to consider them
h. Helps the client “Do It Now” during the coaching session, providing immediate support
i. Encourages stretches and challenges but also a comfortable pace of learning.

评估的关键技能：
1）教练在设计与客户陈述的议程有关的行动时与客户充分合作的能力；
2）行动具有广度和深度，可以包括思考、感觉和学习；
3）所设计的行动是在适当的时候使整合客户的整体思维；
4）所设计的行为适合于会议中发生的事情，客户有他们陈述的议程和期望的结果；

5）所设计的行为适合于客户的思考、学习、整合、评估和创造。

Key Skills Evaluated: 1) The coach’s ability to fully partner with the client in designing actions that relate to and move forward towards the client’s stated agenda; 2) That actions are of a breadth and depth that they may include thinking, feeling, and learning; 3) That the designed actions integrate the whole of the client whenever appropriate; 4) That the designed actions are appropriate to what occurred in the session, where the client is with their stated agenda and desired outcomes; 5) That the designed actions are appropriate to the client’s methods of thinking, learning, integrating, and creating

在ACC级别，为了获得设计行动的及格分数，必须证明的最低技能标准是：教练建议与客户陈述的议程和完成该议程的措施有关的作业和行动，均有一个明确的目的和潜力，使客户在他们的思维、学习或行动中不断发展。在这个级别上，教练还可以进行工具和安排的建议以帮助客户，只要工具不是强加在客户头上的，并且工具或时安排对实现客户所陈述的议程具有容易识别的关系。

如果教练坚持客户做教练规定的家庭作业，建议的作业与客户的既定议程没有明确的关系，作业没有明确的目的和潜力，或者，如果建议的工具和安排显然与特定客户的需要或他/她的议程没有关系。那么教练在ACC绩效评估方面的设计就不会得到及格分数。

At an ACC level, the minimum standard of skill that must be demonstrated to receive a passing score for designing actions is that the coach suggests homework and actions that are related to the client’s stated agenda and measures of accomplishment of that agenda and that the suggested homework have a clear purpose and potential to move the client forward in their thinking, learning, or action around the stated agenda. At this level, the coach may also suggest tools or structures to assist the client so long as the tools are not forced on the client and that the tools or structure bear an easily recognizable relationship to achieving the client’s stated agenda.
A coach will not receive a passing score for designing actions on the ACC performance evaluation if the coach insists the client do what the coach has prescribed as homework, the suggested homework does not have a clear relationship to the client’s stated agenda, the homework does not have a clear purpose and potential to move the client forward, or if suggested tools and structures clearly do not bear a relationship to the needs of the particular client or his/her agenda.

10、 计划和目标设定-能够与客户一起制定和维护有效的教练计划。
Planning and Goal Setting—Ability to develop and maintain an effective coaching plan with the client

a.整合收集到的信息，并与客户建立培训计划和发展目标，以解决关注的问题和学习与发展的主要领域。
b.创建一个具有可实现的、可衡量的、具体的和有目标日期的结果的计划。
c.根据教练过程和情况的变化做出计划调整。
d.帮助客户识别和获取不同的学习资源(如书籍、其他专业人员)。

e.确定并设置目标，对客户获得成功非常重要。

a. Consolidates collected information and establishes a coaching plan and development goals with the client that address concerns and major areas for learning and development
b. Creates a plan with results that are attainable, measurable, specific and have target dates
c. Makes plan adjustments as warranted by the coaching process and by changes in the situation
d. Helps the client identify and access different resources for learning (e.g., books, other professionals)
e. Identifies and targets early successes that are important to the client


评估的关键技能：
1)教练与客户充分合作和探索的能力，以便创建与客户学习和创造风格相匹配的目标和计划、陈述的议程和预期的结果；
2)所设计的计划和目标具有广度和深度，可以包括思考、感觉、学习和创造；
3)所设计的计划和目标是完整的。
4)设计的计划和目标适合于在会议中发生的事情，以及客户有既定的议程和期望的结果；
5)设计的计划和目标适合客户的思维、学习、整合和创造方法；

6)在适当的情况下，教练帮助客户设计可衡量的成就，这些都是步骤。

Key Skills Evaluated: 1) The coach’s ability to fully partner with and explore with the client in order to create goals and plans that match the client’s learning and creating style, stated agenda and desired outcomes; 2) That the plans and goals designed are of a breadth and depth that they may include thinking, feeling, learning, and creating; 3) That the designed plans and goals integrated the whole of the client whenever appropriate; 4) That the designed plans and goals are appropriate to what occurred in the session, and where the client is with their stated agenda and desired outcomes; 5) That the designed plans and goals are appropriate to the client’s methods of thinking, learning, integrating, and creating; 6) That wherever appropriate, the coach helps the client design measurable achievements that are steps toward the client’s ultimate desired outcome

在ACC级别上，对于客户最终想要的结果，要获得计划和目标设定的及格分数，必须表现出的最低技能标准是，教练采用客户建议的目标，并/或帮助客户设定表面明确、与实现客户的总体目标和既定议程有因果关系的目标。成就感的计划和措施必须有明确的目标和潜力，以推动客户在其思想、学习或行动方面围绕既定的议程和向客户的总体成功衡量标准前进。在这一级，教练还可以建议帮助客户的工具或结构，只要工具不是强加于客户，而且工具或结构与实现客户的既定议程和预期结果有很容易识别的关系。如果教练坚持客户遵循教练熟悉的既定计划，如果教练无法支持客户制定有效的教练计划，如果该计划或目标与客户声明的议程和期望的结果没有明确的关系，该计划或目标没有明确的目的和推动客户前进的潜力，或者如果建议的工具和结构显然与特定客户或其议程的需要没有关系。则教练在ACC绩效评估中的规划和目标设置不会得到及格分数。

At an ACC level, the minimum standard of skill that must be demonstrated to receive a passing score for planning and goal setting is that the coach adopt goals suggested by the client and/or helps client set goals that are clear on the surface and causally related to achieving the client’s overall objectives and stated agenda. The plans and measures of accomplishment must have a clear purpose and potential to move the client forward in their thinking, learning, or action around the stated agenda and toward the client’s overall measures of success. At this level, the coach may also suggest tools or structures to assist the client so long as the tools are not forced on the client and that the tools or structure bear an easily recognizable relationship to achieving the client’s stated agenda and desired outcome.
A coach will not receive a passing score for planning and goal setting on the ACC performance evaluation if the coach insists that the client follow a prescribed plan familiar to the coach, if the coach is unable to support the client in developing an effective coaching plan, if the plan or goals do not have a clear relationship to the client’s stated agenda and desired outcome, if the plan or goals do not have a clear purpose and potential to move the client forward, or if suggested tools and structures clearly do not bear a relationship to the needs of the particular client or his/her agenda.

11.管理进度和问责，关注对客户重要的事情，并让客户承担采取行动的责任。
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.明确地要求客户采取行动，将客户推向他们所规定的目标。
b.演示如何继续询问客户在前几次会话中提交的操作。
c.确认客户自前几次辅导课程以来所做的、未做的、学习的或意识到的事情。有效地做好准备，
d.有效地准备、组织和审查会议期间获得的客户信息。
e.通过关注指导计划和结果、商定的行动方针以及未来会议的主题，使客户在闭会期间保持良好的状态。
f.关注教练计划，但也可以根据教练过程调整行为和行动，并在会议期间改变方向。
g.能够在客户走向之间来回移动，为正在讨论的内容和客户机希望去的地方设置上下文。
h.促进客户的自律，并要求客户对他们说要做的事、预期行动的结果或有相关时限的具体计划负责。
i.培养客户做出决定、解决关键问题和发展自己的能力(获得反馈、确定优先次序和确定学习速度、反思和学习经验)。

j.客户积极面对的事实是，他/她没有采取一致同意的行动。

a. Clearly requests of the client actions that will move the client toward their stated goals
b. Demonstrates follow through by asking the client about those actions that the client committed to during the previous sessions(s)
c. Acknowledges the client for what they have done, not done, learned or become aware of since the previous coaching sessions(s) d. Effectively prepares,
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

评估的关键技能：
1）教练有能力与客户充分合作，建立测量进度的结构和方法，让客户对自己的进展负责；2）无论何时，问责的方法和结构都把整个客户融为一体。
(3)所设计的问责制结构和方法能够使客户产生向前移动，使之适合于会议中发生的情况，以及客户所陈述的议程和期望的结果；
4）问责制适合于客户的思考、学习、整合和创造方法；

5）教练能够信任客户对自己负责，并且有信心按照商定的问责制方法对客户负责。

Key Skills Evaluated: 1) The coach’s ability to partner fully with the client to create structures and methods for measuring progress and holding the client accountable to themselves for the progress; 2) That the methods and structures of accountability integrate the whole of the client whenever appropriate; 3) That the designed structures and methods of accountability are capable of producing forward movement by the client, appropriate to what occurred in the session, and to where the client is with their stated agenda and desired outcomes; 4) That the designed structures and methods of accountability are appropriate to the client’s methods of thinking, learning, integrating, and creating; 5) The coach’s ability to trust the client to be accountable to themselves and confidence in holding the client accountable as per the agreed upon methods of accountability

在ACC级别，为了获得管理进度和问责的及格分数，必须证明的最低技能标准是：教练向客户建议可完成的时间表以及问责的流程，和/或帮助客户制定成功的安排和时间节点。问责制的明确和因果关系，以实现客户的总体目标和陈述议程。问责制结构和成就措施必须具有明确的目的和潜力，以推动客户围绕既定议程进行思考、学习或采取行动，并朝着客户的总体成功措施前进。在这个级别上，教练还可以建议工具或结构以帮助客户，只要工具不是强加在客户头上，并且工具或结构具有易于识别的关系，以实现客户所陈述的议程和期望的结果。

如果教练坚持要求客户遵循教练熟悉的规定措施和结构，如果教练不能支持客户开发一种有效的方法，那么教练就不会因为在这部分获得及格分数。管理和衡量进度，如果问责的措施和方法与客户陈述的议程和期望的结果没有明确的关系，如果他们没有明确的目的和潜在的使客户向前移动，或者如果建议的工具和结构明显不存在，那么教练就不会因为在这部分获得及格分数

At an ACC level, the minimum standard of skill that must be demonstrated to receive a passing score for managing progress and accountability is that the coach suggests measures of success and structures of accountability to the client and/or helps the client develop measures of success and structures of accountability that are clearly and causally related to achieving the client’s overall objectives and stated agenda. The structures of accountability and measures of accomplishment must have a clear purpose and potential to move the client forward in their thinking, learning, or action around the stated agenda and toward the client’s overall measures of success. At this level, the coach may also suggest tools or structures to assist the client so long as the tools are not forced on the client and that the tools or structure bear an easily recognizable relationship to achieving the client’s stated agenda and desired outcome.
A coach will not receive a passing score for managing progress and accountability on the ACC performance evaluation if the coach insists that the client follow prescribed measures and structures familiar to the coach, if the coach is unable to support the client in developing an effective method of managing and measuring progress, if the measures and methods of accountability do not have a clear relationship to the client’s stated agenda and desired outcomes, if they do not have a clear purpose and potential to move the client forward, or if suggested tools and structures clearly do not bear a relationship to the needs of the particular client or his/her agenda.