《ICF关于辅导教练(Mentor Coach)的职责和能力守则》

ICF将Mentor Coaching定义为提供专业协助，帮助教练申请者（受训者）去申请所需证书水平要求的教练能力水平。此外，“辅导教练”（Mentor Coaching）意味着应向申请人（受训者）提供专业技能的辅导，而不是练习能力的建立，或者与申请人技能无关的辅导。


职责


ICF辅导教练：


· 建立有效的客户关系和协议模型

· 与潜在的客户一起全面探索他们想要实现的目标

· 确保双方都清楚指导的目的

· 与受训者合作制定成功的措施

· 全面讨论费用，时间框架以及Mentor Coach关系等其它方面

· 通知受训者有关《 ICF道德守则》的所有方面

· 告知受训者道德行为审查委员会

· 通过鼓励潜在的受训者面试多于一名导师教练候选人以找到最佳匹配来支持受训者的自信心

· 不能保证受指导者由于受指导而获得了他/她所寻求的证书水平

· 通过对一系列受训者的辅导课程进行复习并提供口头和书面反馈，从而专注于核心能力的发展。这些会议将一次进行一次，每次会议之间都要进行一次反馈会议，每次会议之间要留出足够的时间，以吸收受训者的学习和发展。

· 使用会议中有针对性的示例提供具体的口头和/或书面反馈，以便：受训者将确切地知道他/她做得很好。 b。学员了解需要做些什么才能在教练中发展出更高的掌握水平。

· 证明他/她正在一次从多个层面学习受训者，并且能够在以下情况下掌握所有这些知识：受训者是谁？受训者正在寻求什么。尊重受训者的独特风格


个人特质


ICF辅导教练：


· 是值得信赖的，并具有在适应性，化学性和相容性方面与受训者联系的能力。

· 是一个鼓励受训者超越受训者最初认为可能的事情的人，从而帮助扩大了他们的创作过程。

· 通过坦诚，脆弱和愿意承担适当的风险来证明平等的伙伴关系，例如，在提供可能使一个人或两个人感到不舒服的反馈方面。

· 了解并能够为伙伴关系的价值建模，并举例说明，允许/鼓励受训者设计课程之间的工作领域，从而带来更强大，更有效的教练。

· 在庆祝受训者是谁，他/他在整个过程中的成就和成长时，具有支持和真诚的能力。

· 在自己的工作中很安全，并且能够表现出对每个受训者独特风格的欣赏和尊重。

· 鼓励学员发展自己的教练风格

· 愿意让自己和受训者对绩效负责，并定期鼓励相互评估关系的有效性


胜任力


ICF辅导教练：


· 倾听内容之外的内容，以辨别与核心能力相关的技能的应用（即客户的技能与方向，技能与风格或技能与结果）。

· 聆听各个层面：身体，智力，情感和直觉

· 平等聆听优势和成长领域

· 意识到并允许风格，文化和语言上的差异。

· 对ICF在评估资格考试过程中使用的记录的辅导课程进行评估中具有评估工具的使用知识。

· 倾听个人能力和整体技能水平的共鸣。

· 能够区分哪些关键基础能力可能会导致无效或有限的教练影响。

· 可以辨别和阐明所显示的技能水平与下一个技能水平之间的差距。

· 使用基于胜任力的语言和教练提供的特定行为示例，分辨并阐明增长领域，胜任力使用和技能水平的领域。

· 使用尊重，清晰，自由判断的语调，为反馈的传递创造一个安全和信任的空间。

· 用具体的细节和示例明确表达，观察到的内容以及进入下一个技能水平所需的具体发展，并且对反馈的影响敏感。

· 提供与每项特定教练核心能力相关的反馈意见，以了解其优势以及潜在的增长领域。

· 展示相对于任何教练模式偏好的自我管理能力，并专注于与核心教练能力相关的技能评估。


英文版原文：


The International Coaching Federation (ICF) defines Mentor Coaching as providing professional assistance in achieving and demonstrating the levels of coaching competency demanded by the desired credential level sought by a coach‐ applicant (mentee). Furthermore, Mentor Coaching means an applicant (mentee) being coached on their coaching skills rather than coaching on practice building, life balance, or other topics unrelated to the development of an applicant’s coaching skill.

Duties

ICF Mentor Coaches:

  1. Model effective initiation and contracting of client relationship

  2. Explore fully with a potential mentee what they are looking to achieve

  3. Ensure both are clear about the purpose of the mentoring

  4. Establish measures of success in partnership with the mentee

  5. Fully discuss fees, time frame, and other aspects of a Mentor Coaching relationship

  6. Inform the mentee regarding all aspects of the ICF Code of Ethics

  7. Inform the mentee of the availability of the Ethical Conduct Review Board

  8. Support mentee self‐confidence by encouraging potential mentees to interview more than one mentor coach candidate in order to find the best match

  9. Make no guarantee to the mentee that as a result of the mentoring the mentee will obtain the credential level s/he is seeking

  10. Focus on core competency development by reviewing and providing oral and written feedback on a series of the mentee’s coaching sessions

a. These sessions are to be conducted one at a time, with a feedback session between each one, giving enough time between sessions to allow for incorporation of the mentee’s learning and development.

  1. Provide specific verbal and/or written feedback, using targeted examples from the sessions so that:

    1. The mentee will know exactly what s/he is doing well.

    2. The mentee understands what needs to be done to develop a deeper level of mastery in coaching.

  2. Demonstrate that s/he is learning about the mentee at many levels at once and is able to hold all of that in the context of:

    1. Who the mentee is

    2. What the mentee is seeking

    3. Honoring the mentee’s unique style



Personal Traits

The ICF Mentor Coach:

  1. Is trustworthy and has the ability to connect with the mentee in terms of fit, chemistry and compatibility.

  2. Is someone who encourages the mentee to reach beyond what the mentee initially feels is possible, assisting in broadening their creative process.

  3. Demonstrates equal partnership by being open, vulnerable and willing to take appropriate risks, for example, in providing feedback that may make one or both individuals uncomfortable.

  4. Understands and is able to model the value of partnership and, as an example, allows/encourages the mentee to lead in designing areas to be worked on between sessions that will lead to more powerful, leveraged coaching.

  5. Has the ability to be supportive and authentic in celebrating who the mentee is, her/his achievements and growth throughout the process.

  6. Is secure in their own work and is able to demonstrate appreciation and respect for the unique style of each mentee.

  7. Encourages the development of the mentee’s own coaching style

  8. Is willing to hold both self and mentee accountable for performance and to periodically encourage mutual assessment of the effectiveness of the relationship.

Competencies

The ICF Mentor Coach:

  1. Listens beyond content to discern application of the skills related to the core competencies (i.e. skill versus direction, skill versus style or skill versus outcome for the client.)

  2. Listens on all levels: physical, intellectual, emotional and intuitive

  3. Listens equally for strengths and areas for growth

  4. Is aware of and allows for differences in style, culture, and language.

  5. Has a working knowledge of the assessment tools used by the ICF in the evaluation of recorded coaching sessions used in the credentialing exam process.

  6. Listens both for the presence of individual competencies and for the overall totality of skill level.

  7. Has the ability to distinguish which critical underlying competency (s) may be giving rise to ineffective or limited coaching impact.

  8. Can discern and articulate the gap between levels of skill demonstrated and next skill level to attain.

  9. Discerns and articulates areas of growth, competency use, and skill level using competency based language and specific behavioral examples from the coaching.

  10. Creates a safe and trusting space for the delivery of feedback, using a respectful, clear, judgment free tone.

  11. Articulates with specific detail and examples, what is being observed and the specific development needed to move to the next skill level, delivered with sensitivity to the impact of the feedback.

  12. Offers feedback that is relevant to each specific coaching core competency, recognizing strengths as well as potential growth areas.

  13. Demonstrates the ability to self‐manage relative to any coaching model preferences and stay focused on the skill assessment related to the core coaching competencies.


*Developed in partnership between the Association of Coach Training Organizations (ACTO) and the International Coaching Federation (ICF)


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