This document outlines the agenda and content for Day 2 of a virtual coaching intensive. It reviews the six core competencies for coaching as defined by the Board Certified Coach credential: screening and orientation, fundamental coaching skills, assessment, approaches for individuals, approaches for businesses and organizations, and ethical and professional practice. Participants will complete practice coaching engagements focusing on these competencies and receive feedback. The day will conclude with an overview of the next day's schedule covering coaching ethics, more practice sessions, and a wrap-up.

1. DRWI 8508: Coaching Skills Virtual Intensive
Day 2: The BCC Competencies

2. Agenda
• Review the Six BCC Competencies
• Complete 2 Sessions of 5 Coaching Engagements
• Conduct Daily Wrap Up
• Overview Next Day’s Schedule

3. The Six BCC Competencies
• Screening and Orientation
• Fundamental Coaching Skills
• Assessment
• Approaches for Individuals
• Approaches for Businesses and Organizations
• Ethical and Professional Practice

4. Directions. The CSI coaching session facilitator will check any of the competencies areas or competency characteristics that were observed during a coach-client engagement
and provide brief comments for use in verbally debriefing the coach.
BCC Competency Areas Observed Comments:
(1) Screening and Orientation in Coaching—client motivation, coach and client roles,
informed consent, and parameters for establishing the coaching process
 Explanation of the coaching process and coach/client roles to the client
 Identification client obstacles to coaching, as well as client’s prior experience with
helping services, if any
 Need to obtain the client’s informed consent prior to beginning coaching, and assess
what is motivating the client to seek coaching
 Need to assess whether the client has any potential to harm himself/herself or others
(2) Fundamental Coaching Skills—focus on basic coaching compliance, helping skills,
coaching plans, and other essentials of the coaching process
 Creation of the coaching alliance and facilitating the coaching process using various
methods and techniques such as using empowerment and appropriate reinforcement
 Creation of an estimated timeline for coaching services and a comprehensive coaching
plan
 Integration of coaching theories, strategies and models when coaching the client,
including clients with special needs
 Facilitation of communication with clients with limited English skills
 Identification of issues that could influence and require modifications to the coaching
process such as behavioral or health issues, etc.
 Maintenance of a physically safe coaching environment
 Use of empowering skills and monitoring of client progress
 Provision of alternative types of coaching including group coaching and distance
coaching
 How and when to refer to other services providers and coordinate the coaching plan
with them
 Assessment of coaching outcomes, including ways to follow up on client goal-
attainment, methods for conducting post-coaching follow up activities, and providing
the client with opportunities for evaluating coaching received.
Evaluation Rubric Used for Call Debriefs

5. (3) Assessments in Coaching—assessing coaching goals, client strengths, and specific issues
that concern the coaching process
 Utilization of assessment strategies appropriate to the coaching process and the goals
of the client
 Identification of the client’s support systems and obtaining existing client data
 Identification of client’s occupational skills
 Assessment of client’s strengths related to his/her goals
 Assisting the client in identifying life experiences relevant for career change
 Assist the client in understanding the balance of life roles in careers
 Helping the client clarify his/her goals and discuss the client’s preferred processes for
achieving goals
 Clarification of potential influences on the client and the coaching process such as
client attitude towards work, use of alcohol and/or other substances, etc.
 Identification any issues that may influence client goals such as behavioral, health, or
multicultural issues
 Use of assessment results
(4) Coaching Approaches for Individuals—skills used to facilitate the client’s desired goals
during the coaching process: monitoring client progress, decision making, and use of
resources
 Assisting the client in setting short- and long-term goals, creating a personal action
plan, and identifying achievable strategies to achieve these goals
 Monitoring of client progress towards achieving established goals
 Assisting the client to understand the various theories/models of decision-making
that fit his/her circumstances
 Helping the client mitigate risk by educating him/her on the potential risks in
decision-making and on strategies to minimize that risk.
 Assist the client in understanding the value of a portfolio and how to create one.
 Assisting the client in developing key skills such as job searching and employability
 Helping the client accomplish role transitions
 Helping the client locate and learn to use relevant information resources such as basic
labor market information and community job-search resources

6. (5) Coaching Approaches for Business and Organizations—systems and organizational
roles, change process, mentoring and conflict management as applied to coaching
 Helping clients understand the role of vision in the articulation of organizational
issues
 Explaining differences in organizational styles and the role of effective
communication in each
 Serving as a change agent in an organization
 Promotion of effective decision-making, and assisting employees in an organization
in building skills and confidence
 Using case examples to demonstrate skills as a spokesperson, advocate, and
negotiator for an organization
 Assisting organizations with conflict management and employee mentoring to
enhance productivity
(6) Ethical and Professional Practice—codes of ethics, advocacy, continuing education,
and personal barriers to professional practice of coaching
 Assessing personal effectiveness as a coach and identifying any personal barriers to
being an effective coach
 Consulting with other professionals as appropriate, including seeking mentoring and
supervision
 Providing coaching supervision to other coaches when appropriate
 Acting as a client advocate when appropriate
 Applying standards of practice in coaching, including:
o Adhering to the BCC Code of Ethics
o Informing clients of ethical standards and legal aspects of coaching
o Obtaining authorization for release of client information
o Practicing liability risk management
o Maintaining adequate client case notes and records
 Seeking to continually improve coaching skills and knowledge through continuing
education
 Promoting an awareness of coaching

7. Practice Coaching Engagements
• Five ~30 minute engagements with designated Coach-Client pairs.
• Coaching for 20-25 minutes w/ a 5-10 minute observer debrief.
• Focus will be on the Six BCC Competencies and using Active
Listening, Powerful Questioning, & Direct Communications.
• What is discussed between Coach & Client content-wise during
their session is not the focus and also remains confidential.
• BCC and APA Ethics Guidelines are to be observed/followed.

8. Wrap Up & Overview
• The Six BCC Competencies
• Practice Coaching Engagements
• Session Rubrics & Journal Entries
• Day 3 Overview
BCC Ethics Guidelines
Practice Coaching Engagements
Wrap Up and Overview
Suggested Readings