The Millennium Group
International, LLC
46169 Westlake Drive
Suite 240
Sterling, VA 20165
ph: 703-260-6716
info@tmgi.net
Copyright © 2009 The Millennium Group International, LLC. All rights reserved.


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The Millennium Group International, LLC
46169 Westlake Drive
Suite 240
Sterling, VA 20165
ph: 703-260-6716

info@tmgi.net

A.  SETTING THE FOUNDATION

  1. MEETING ETHICAL GUIDELINES AND PROFESSIONAL STANDARDS
  2. ESTABLISHING THE COACHING AGREEMENT

B.  CO-CREATING THE RELATIONSHIP

  1. ESTABLISHING TRUST AND INTIMACY WITH THE CLIENT
  2. COACHING PRESENCE

C.  COMMUNICATING EFFECTIVELY

  1. ACTIVE LISTENING
  2. POWERFUL QUESTIONING
  3. DIRECT COMMUNICATION

D. FACILITATING LEARNING AND RESULTS

  1. CREATING AWARENESS
  2. DESIGNING ACTIONS
  3. PLANNING AND GOAL SETTING
  4. 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
  1. Understands and exhibits in own behaviors the ICF
    Standards of Conduct (see list, Part III of ICF Code of
    Ethics),
  2. Understands and follows all ICF Ethical Guidelines (see
    list),
  3. Clearly communicates the distinctions between coaching,
    consulting, psychotherapy and other support professions,
  4. Refers client to another support professional as needed,
    knowing when this is needed and the available resources.
  1. 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
  1. 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),
  2. 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,
  3. Determines whether there is an effective match between
    his/her coaching method and the needs of the
    prospective client.
Professional Coaching Core Competencies

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B. CO-CREATING THE RELATIONSHIP

  1. Establishing Trust and Intimacy with the Client - Ability to create a
    safe, supportive environment that produces ongoing mutual
    respect and trust
  1. Shows genuine concern for the client's welfare and future,
  2. Continuously demonstrates personal integrity, honesty and
    sincerity,
  3. Establishes clear agreements and keeps promises,
  4. Demonstrates respect for client's perceptions, learning
    style, personal being,
  5. Provides ongoing support for and champions new behaviors
    and actions, including those involving risk taking and fear of
    failure,
  6. Asks permission to coach client in sensitive, new areas.
  1. Coaching Presence - Ability to be fully conscious and create
    spontaneous relationship with the client, employing a style that is
    open, flexible and confident
  1. Is present and flexible during the coaching process, dancing
    in the moment,
  2. Accesses own intuition and trusts one's inner knowing -
    "goes with the gut",
  3. Is open to not knowing and takes risks,
  4. Sees many ways to work with the client, and chooses in the
    moment what is most effective,
  5. Uses humor effectively to create lightness and energy,
  6. Confidently shifts perspectives and experiments with new
    possibilities for own action,
  7. Demonstrates confidence in working with strong emotions,
    and can self-manage and not be overpowered or enmeshed
    by client's emotions.
C. COMMUNICATING EFFECTIVELY

  1. 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
  1. Attends to the client and the client's agenda, and not to the
    coach's agenda for the client,
  2. Hears the client's concerns, goals, values and beliefs about what
    is and is not possible,
  3. Distinguishes between the words, the tone of voice, and the
    body language,
  4. Summarizes, paraphrases, reiterates, mirrors back what client
    has said to ensure clarity and understanding,
  5. Encourages, accepts, explores and reinforces the client's
    expression of feelings, perceptions, concerns, beliefs,
    suggestions, etc.,
  6. Integrates and builds on client's ideas and suggestions,
  7. "Bottom-lines" or understands the essence of the client's
    communication and helps the client get there rather than
    engaging in long descriptive stories,
  8. Allows the client to vent or "clear" the situation without
    judgment or attachment in order to move on to next steps.
  1. Powerful Questioning - Ability to ask questions that reveal the
    information needed for maximum benefit to the coaching relationship
    and the client
  1. Asks questions that reflect active listening and an understanding
    of the client's perspective,
  2. Asks questions that evoke discovery, insight, commitment or
    action (e.g., those that challenge the client's
  3. assumptions),
  4. Asks open-ended questions that create greater clarity,
    possibility or new learning
  5. Asks questions that move the client towards what they desire,
    not questions that ask for the client to justify or look backwards.
  1. Direct Communication - Ability to communicate effectively during
    coaching sessions, and to use language that has the greatest positive
    impact on the client
  1. Is clear, articulate and direct in sharing and providing feedback,
  2. Reframes and articulates to help the client understand from
    another perspective what he/she wants or is uncertain about,
  3. Clearly states coaching objectives, meeting agenda, purpose of
    techniques or exercises,
  4. Uses language appropriate and respectful to the client (e.g., non-
    sexist, non-racist, non-technical, non-jargon),
  5. Uses metaphor and analogy to help to illustrate a point or paint
    a verbal picture.
D. FACILITATING LEARNING AND RESULTS

  1. 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
  1. Goes beyond what is said in assessing client's concerns, not getting
    hooked by the client's description,
  2. Invokes inquiry for greater understanding, awareness and clarity,
  3. 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, disparities between
    thoughts, feelings and action,
  4. 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,
  5. Communicates broader perspectives to clients and inspires
    commitment to shift their viewpoints and find new possibilities for
    action,
  6. Helps clients to see the different, interrelated factors that affect them
    and their behaviors (e.g., thoughts, emotions, body, background),
  7. Expresses insights to clients in ways that are useful and meaningful
    for the client,
  8. Identifies major strengths vs. major areas for learning and growth,
    and what is most important to address during coaching,
  9. 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.
  1. 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
  1. Brainstorms and assists the client to define actions that will enable
    the client to demonstrate, practice and deepen new learning,
  2. Helps the client to focus on and systematically explore specific
    concerns and opportunities that are central to agreed-upon coaching
    goals,
  3. Engages the client to explore alternative ideas and solutions, to
    evaluate options, and to make related decisions,
  4. Promotes active experimentation and self-discovery, where the client
    applies what has been discussed and learned during sessions
    immediately afterwards in his/her work or life setting,
  5. Celebrates client successes and capabilities for future growth,
  6. Challenges client's assumptions and perspectives to provoke new
    ideas and find new possibilities for action,
  7. Advocates or brings forward points of view that are aligned with
    client goals and, without attachment, engages the client to consider
    them,
  8. Helps the client "Do It Now" during the coaching session, providing
    immediate support,
  9. Encourages stretches and challenges but also a comfortable pace of
    learning.
  1. Planning and Goal Setting - Ability to develop and maintain an effective
    coaching plan with the client
  1. Consolidates collected information and establishes a coaching plan
    and development goals with the client that address concerns and
    major areas for learning and development,
  2. Creates a plan with results that are attainable, measurable, specific
    and have target dates,
  3. Makes plan adjustments as warranted by the coaching process and
    by changes in the situation,
  4. Helps the client identify and access different resources for learning (e.
    g., books, other professionals),
  5. Identifies and targets early successes that are important to the client.
  1. 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
  1. Clearly requests of the client actions that will move the client toward
    their stated goals,
  2. Demonstrates follow through by asking the client about those actions
    that the client committed to during the previous session(s),
  3. Acknowledges the client for what they have done, not done, learned
    or become aware of since the previous coaching session(s),
  4. Effectively prepares, organizes and reviews with client information
    obtained during sessions,
  5. 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),
  6. 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,
  7. 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,
  8. 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,
  9. 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),
  10. Positively confronts the client with the fact that he/she did not take
    agreed-upon actions.
Please contact TMG to join our cadre of executive coaches
The TMG executive
coaches maintain the
highest professional
standards and
competencies outlined by
the International Coach
Federation.

TMG carefully selects its
executive coaches from
referrals received from
current consultants, clients
and business colleagues.
More than 50% of TMG’s
consultants have served
TMG clients for over five
years and several have
been on the TMG
consultant team since
business inception in 1998.  
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