Part 1. 코칭의 정의
Section 1. 정의
1) 코칭: 코칭은 고객의 개인적이며 전문적인 잠재성을 극대화할 수 있도록 도발적으로 사고하며 창조적으로 활동하는 과정에서 협력하는 것이다.
2) 전문적인 코칭 관계: 전문적인 코칭 관계는 각자의 책무를 명시한 사업협약서나 계약서를 작성한 경우에 성립한다.
3) ICF 전문코치: ICF 전문코치는 ICF 핵심역량을 반영한 코칭을 하는 데 합의하고, 윤리강령을 준수한 것에 서약한다.
코칭 관계에서 각자의 역할을 명확하게 하기 위해 고객과 스폰서를 구분할 필요가 있다. 대부분의 경우, 고객과 스폰서가 동일하기 때문에 구분하지 않고 고객이라고 부른다. 그러나 다를 경우에는 그들의 역할을 다음과 같이 정의한다.
고객: 코칭을 받는 대상자이다.
스폰서: 코칭 서비스를 제공받도록 하거나, 코칭 비용을 지불하는 존재이다.
만약 고객과 스폰서가 구분되어 있다면, 고객과 스폰서에 권리, 역할, 의무에 관한 내용을 코칭협약서와 계약서에 명시하여야 한다.
Part 2. 윤리행동에 대한 ICF 기준((ICF Coaching Ethics)
서론: ICF 전문코치는 코칭 분야의 긍정적인 면모를 보여주는 행동을 하고; 코칭에 대한 다른 관점을 존중하며; 관련법과 규정을 준수해야 함을 알고 있다.
Section 1. 전문인으로서의 행동 개관
1) 나는 내가 코치로서 제공하는 서비스에 대해 진실이 아니거나 오해를 갖게 하는 공식적인 발언을 하지 않으며, 공식적인 서류에 ICF, 나의 인증자격, 코치로서의 전문성과 관련된 어떠한 잘못된 내용도 포함시키지 않을 것이다.
2) 나는 나의 코치 자격, 전문 지식, 경험, 수료증과 ICF 인증자격을 정확하게 밝힐 것이다.
3) 나는 다른 사람의 노력과 기여를 존중하고 인정하며, 그것들을 내가 한 것처럼 왜곡하지 않을 것이다. 이를 위반하면, 제3자에 의해 법적인 규제 대상이 될 수 있다는 것을 알고 있다.
4) 나는 나의 코칭 성과나 코칭 관계를 해치거나 갈등을 유발시키거나 방해할 수 있는 개인적인 사안들이 무엇인지를 알려고 항상 노력할 것이다. 무슨 일이 생기면, 나는 즉시 전문적인 도움을 구하고 코칭을 연기하거나 종료하는 것을 포함하여 필요한 조치를 취할 것이다.
5) 나는 모든 코칭 교육, 코치 멘토링 및 코치를 슈퍼바이즈하는 데 있어 ICF 윤리강령에 맞게 처신할 것이다.
6) 나는 인증된 과학적인 기준과 가이드라인에 따라 역량과 정직함을 가지고 연구하고 보고할 것이다. 나는 참여자 모두의 동의와 승인을 거쳐 연구를 진행할 것이며, 참여자가 어떠한 잠재적인 해를 입지 않도록 보호할 것이다. 또한 모든 연구는 연구가 수행된 나라의 법이 정하는 바에 따라 수행할 것이다.
7) 나는 법에 저촉되지 않는 범위 내에서, 코칭 과정에서 발생된 모든 기록물을 안전하게 유지, 보관하고 폐기할 것이다.
8) 나는 ICF 회원을 접촉할 수 있는 정보(이메일, 전화번호 등)를 사용하는 경우, ICF가 승인하는 범위 내에서 신중하게 사용할 것이다.
Section 2. 이해의 상충
코치로서
9) 나는 이해가 상충하거나 상충 가능성을 피하도록 노력할 것이며, 그런 사례는 공개적으로 표명할 것이다. 이해가 상충하는 일이 생긴 경우, 개입되지 않도록 할 것이다.
10) 나는 제 3자로부터 받게 될 것으로 예상되는 모든 지출과 보상을 고객과 스폰서에게 공개 할 것이다.
11) 나는 코칭 관계를 해치지 않을 범위 내에서 서비스, 상품, 금전이 아닌 보수와 교환 할 것이다.
12) 나는 의도적으로 협약서나 계약서에 명시된 보상 이외에, 코치와 고객간의 관계를 개인적, 직업적, 금전적으로 오용하지 않을 것이다.
Section 3. 고객 대하기
코치로서
13) 나는 고객이나 스폰서가 코칭 프로세스나 코치인 나로부터 받을 것들에 대해 의도적으로 잘못 인도하거나 부당한 요구를 하지 않을 것이다.
14) 나는 나의 스폰서나 잠재고객에게 오해의 소지나 거짓인 것으로 알고 있거나, 그럴 가능성이 있는 정보와 조언을 제공하지 않을 것이다.
15) 나는 고객과 스폰서와 명확한 동의와 계약을 맺을 것이다. 나는 전문적인 코칭 관계에서 이루어지는 모든 동의사항과 계약을 준수 할 것이다.
16) 나는 사전 미팅이나 미팅에서 고객과 스폰서에게 코칭의 본질, 기밀성의 내용과 한계, 금전적 동의, 그 외의 동의와 계약사항에 대해 주의 깊게 설명하고 확실하게 할 것이다.
17) 나는 고객과 스폰서와 가질 수 있는 신체적 접촉에 관해 명확하고 적절한, 그리고 문화적으로 민감한 범위를 책임지고 정한 정한다.
18) 나는 현재의 고객이나 스폰서와 어떠한 형태든 성적으로 친밀한 관계를 갖지 않을 것이다.
19 )나는 어느 시점에서든지 코칭 관계를 끝낼 수 있는 고객의 권리를 존중하며, 이런 조항을 동의서나 계약서에 제시 할 것이다. 나는 코칭이 더 이상 도움이 안 된다는 것을 시사하는 고객의 반응을 놓치지 않도록 항상 주의를 기울일 것이다.
20)나는 고객이나 스폰서가 다른 코치나 다른 방법으로 더 나은 서비스를 받을 수 있다고 판단되면, 그 방법으로 바꾸도록 권장할 것이다.
21)나는 필요하거나 적절하다고 판단되면, 고객에게 다른 코칭 회사를 찾으라고 권유 할 것이다.
Section 4. 비밀유지과 사생활
22) 나는 고객과 스폰서 정보에 대한 비밀을 엄격한 수준에서 지킬 것이다. 나는 법적인 요구를 제외하고는 정보를 유출하기 전에 명확한 동의와 계약을 할 것이다.
23) 나는 코칭 정보를 코치와 고객 그리고 스폰서 간에 공유되는 것에 대해 동의한다.
24) 코치 후보자를 양성하는 역할을 할 때, 나는 후보자들과 비밀보장 정책을 명확하게 할 것이다.
25) 나는 나의 고객에게 서비스를 제공하는 데 있어 사업적으로 관련되어 있는 코치와 다른 사람들과 유료나 자원봉사로 있는 그들의 스폰서로 하여금 ‘비밀유지와 사생활’ 윤리규정과 넓은 의미의 ICF윤리 강령을 준수하는 동의와 계약을 하도록 명확히 할 것이다.
Part 3: ICF 윤리서약
나는 ICF 전문코치로서 고객, 스폰서, 동료, 및 대중에 대한 윤리적이며 법률적인 의무들을 존중할 것을 인정하고 동의한다. 나는 ICF 윤리 강령을 따를 것이며, 이러한 기준을 가지고 고객을 대할 것이다. 만약 내가 이 윤리서약이나 ICF 윤리강령의 어느 일부분이라도 위반한다면, 나는 ICF가 가지고 있는 재량으로 나에게 책임을 물을 수 있음에 동의한다. 더 나아가, 이러한 위반에 대한 책임으로 나의 ICF맴버십과 자격, 또는 어느 하나가 박탈될 수 있음에 동의한다.
2008년 10월 30일, 윤리기준 위원회 승인
2008년 12월 10일, ICF 이사회 승인
ICF의 윤리강령 영어 원본은 다음 주소를 방문,
http://www.coachfederation.org/about-icf/ethics-&-regulation/icf-code-of-ethics/ 를 클릭!!
Part 4: 코치에게 필요한 ICF 핵심 역량(ICF 11 Core Competencies)
The following eleven core coaching competencies were developed to support greater understanding about the skills and approaches used within today's coaching profession as defined by the International Coach Federation. They will also support you in calibrating the level of alignment between the coach-specific training expected and the training you have experienced.
Finally, these competencies and the ICF definition were used as the foundation for the ICF Coach Knowledge Assessment (CKA). The ICF defines coaching as partnering with clients in a thought-provoking and creative process that inspires them to maximize their personal and professional potential. The Core Competencies are grouped into four clusters according to those that fit together logically based on common ways of looking at the competencies in each group. The groupings and individual competencies are not weighted—they do not represent any kind of priority in that they are all core or critical for any competent coach to demonstrate.
A. Setting the Foundation
1. Meeting Ethical Guidelines and Professional Standards
2. Establishing the Coaching Agreement
B. Co-creating the Relationship
3. Establishing Trust and Intimacy with the Client
4. Coaching Presence
C. Communicating Effectively
5. Active Listening
6. Powerful Questioning
7. Direct Communication
D. Facilitating Learning and Results
8. Creating Awareness
9. Designing Actions
10. Planning and Goal Setting
11. Managing Progress and Accountability
A. Setting the Foundation
1. Meeting Ethical Guidelines and Professional Standards—Understanding of coaching ethics and standards and ability to apply them appropriately in all coaching situations.
- Understands and exhibits in own behaviors the ICF Code of Ethics (see Code, Part III of ICF Code of Ethics).
- Understands and follows all ICF Ethical Guidelines (see list).
- 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.
2. Establishing the Coaching Agreement—Ability to understand what is required in the specific coaching interaction and to come to agreement with the prospective and new client about the coaching process and relationship.
- 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.
B. Co-Creating the Relationship
3. Establishing Trust and Intimacy with the Client—Ability to create a safe, supportive environment that produces ongoing mutual respect and trust.
- Shows genuine concern for the client's welfare and future.
- Continuously demonstrates personal integrity, honesty and sincerity.
- Establishes clear agreements and keeps promises.
- Demonstrates respect for client's perceptions, learning style, personal being.
- Provides ongoing support for and champions new behaviors and actions, including those involving risk-taking and fear of failure.
- Asks permission to coach client in sensitive, new areas.
4. Coaching Presence—Ability to be fully conscious and create spontaneous relationship with the client, employing a style that is open, flexible and confident.
- Is present and flexible during the coaching process, dancing in the moment.
- Accesses own intuition and trusts one's inner knowing—"goes with the gut."
- Is open to not knowing and takes risks.
- Sees many ways to work with the client and chooses in the moment what is most effective.
- Uses humor effectively to create lightness and energy.
- Confidently shifts perspectives and experiments with new possibilities for own action.
- Demonstrates confidence in working with strong emotions and can self-manage and not be overpowered or enmeshed by client's emotions.
C. Communicating Effectively
5. 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.
- Attends to the client and the client's agenda and not to the coach's agenda for the client.
- Hears the client's concerns, goals, values and beliefs about what is and is not possible.
- Distinguishes between the words, the tone of voice, and the body language.
- Summarizes, paraphrases, reiterates, and mirrors back what client has said to ensure clarity and understanding.
- Encourages, accepts, explores and reinforces the client's expression of feelings, perceptions, concerns, beliefs, suggestions, etc.
- Integrates and builds on client's ideas and suggestions.
- "Bottom-lines" or understands the essence of the client's communication and helps the client get there rather than engaging in long, descriptive stories.
- Allows the client to vent or "clear" the situation without judgment or attachment in order to move on to next steps.
6. Powerful Questioning—Ability to ask questions that reveal the information needed for maximum benefit to the coaching relationship and the client.
- Asks questions that reflect active listening and an understanding of the client's perspective.
- Asks questions that evoke discovery, insight, commitment or action (e.g., those that challenge the client's assumptions).
- Asks open-ended questions that create greater clarity, possibility or new learning.
- Asks questions that move the client toward what they desire, not questions that ask for the client to justify or look backward.
7. Direct Communication—Ability to communicate effectively during coaching sessions, and to use language that has the greatest positive impact on the client.
- Is clear, articulate and direct in sharing and providing feedback.
- Reframes and articulates to help the client understand from another perspective what he/she wants or is uncertain about.
- Clearly states coaching objectives, meeting agenda, and purpose of techniques or exercises.
- Uses language appropriate and respectful to the client (e.g., non-sexist, non-racist, non-technical, non-jargon).
- Uses metaphor and analogy to help to illustrate a point or paint a verbal picture.
D. Facilitating Learning and Results
8. 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.
- Goes beyond what is said in assessing client's concerns, not getting hooked by the client's description.
- Invokes inquiry for greater understanding, awareness, and clarity.
- Identifies for the client his/her underlying concerns; typical and fixed ways of perceiving himself/herself and the world; differences between the facts and the interpretation; and disparities between thoughts, feelings, and action.
- 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.
- Communicates broader perspectives to clients and inspires commitment to shift their viewpoints and find new possibilities for action.
- Helps clients to see the different, interrelated factors that affect them and their behaviors (e.g., thoughts, emotions, body, and background).
- Expresses insights to clients in ways that are useful and meaningful for the client.
- Identifies major strengths vs. major areas for learning and growth, and what is most important to address during coaching.
- 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.
9. Designing Actions—Ability to create with the client opportunities for ongoing learning, during coaching and in work/life situations, and for taking new actions that will most effectively lead to agreed-upon coaching results.
- Brainstorms and assists the client to define actions that will enable the client to demonstrate, practice, and deepen new learning.
- Helps the client to focus on and systematically explore specific concerns and opportunities that are central to agreed-upon coaching goals.
- Engages the client to explore alternative ideas and solutions, to evaluate options, and to make related decisions.
- Promotes active experimentation and self-discovery, where the client applies what has been discussed and learned during sessions immediately afterward in his/her work or life setting.
- Celebrates client successes and capabilities for future growth.
- Challenges client's assumptions and perspectives to provoke new ideas and find new possibilities for action.
- Advocates or brings forward points of view that are aligned with client goals and, without attachment, engages the client to consider them.
- Helps the client "Do It Now" during the coaching session, providing immediate support.
- Encourages stretches and challenges but also a comfortable pace of learning.
10. Planning and Goal Setting—Ability to develop and maintain an effective coaching plan with the client.
- Consolidates collected information and establishes a coaching plan and development goals with the client that address concerns and major areas for learning and development.
- Creates a plan with results that are attainable, measurable, specific, and have target dates.
- Makes plan adjustments as warranted by the coaching process and by changes in the situation.
- Helps the client identify and access different resources for learning (e.g., books, other professionals).
- Identifies and targets early successes that are important to the client.
11. 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.
- Clearly requests of the client actions that will move the client toward his/her stated goals.
- Demonstrates follow-through by asking the client about those actions that the client committed to during the previous session(s).
- Acknowledges the client for what they have done, not done, learned or become aware of since the previous coaching session(s).
- Effectively prepares, organizes, and reviews with client information obtained during sessions.
- 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).
- 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.
- 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.
- 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.
- 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).
- Positively confronts the client with the fact that he/she did not take agreed-upon actions.
