MCC证书最低技能要求

Minimum Skills Requirements for MCC Credentials

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PCC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PCC表现评估，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 PCC 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 the help coaches successfully complete the PCC 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PCC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PCC表现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PCC教练意味着什么？ICF评估员在评估PCC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PCC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 a PCC level of competency, and also help them understand what non-coaching behaviors might prevent successful completion of the PCC performance evaluation process. We hope the document helps each individual coach answer the following queries: What does it mean to be a PCC coach? What do ICF assessors listen for when they are evaluating my coaching? 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 PCC performance evaluation?

最后，ICF坚信客户从PCC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 PCC coaches. That value rests always in the coach’s complete attention to the client and what the client wishes to accomplish, the level of partnership with the client, 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
1.Meeting Ethical Guidelines and Professional Standards—Understanding of coaching ethics and standards and ability to apply them appropriately in all coaching situations

a、理解和展示ICF的行为标准下的个人行为。
b、理解并遵循ICF的所有道德准则。
c、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。
d、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。
a. Understands and exhibits in own behaviors the ICF Standards of Conduct b. Understands and follows all ICF Ethical Guidelines
b. Understands and follows all ICF Ethical Guidelines
c. Clearly communicates the distinctions between coaching, consulting, psychotherapy and other support professions
d. 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, the 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。
2.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

a、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)
b、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
c、确定他/她的指导方法与潜在客户的需要是否有效的匹配。
a. 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)
b. 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
c. 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) 教练与客户建立的伙伴关系的深度、成功的措施的深度和提出有待解决问题的能力。
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

在PCC级别上，要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做什么，探索并确认议程对客户是有意义的，并将客户推向期望的结果，教练对每一个期望的结果都进行了一些成功度量的探索。在课程中，教练对每一个结果的相关问题进行了一些探索。教练在整个教练过程中都会关注这个议程，相关措施，以及相关问题。教练可能会向客户提出看不见的问题，但除非被客户重新引导，否则不会改变议程、措施或问题。教练还应在会话期间与客户进行检查，以确保客户的会话目标实际上已经实现。如果教练为客户选择主题，或者如果教练没有围绕客户选择的主题，教练将不会因建立PCC表现评估的教练协议而获得及格分数。如果教练不与客户一起探讨每个主题的成功标准或为客户定义这些措施，则对这一能力的评价也将受到负面影响。如果教练不探讨与实现成果或议程有关的基本问题，或不向客户询问客户是否正朝着客户希望的方向发展，评价将受到负面影响。
At a PCC 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, explores and confirms that the agenda is meaningful for the client and will move the client toward desired outcome(s), the coach engages in some exploration of the measures of success for each outcome desired in the session, and the coach engages in some exploration of the issues related to each outcome. The coach attends to that agenda, those measures, and those issues throughout the coaching. The coach may raise unseen issues to the client, but will not change agendas, measures, or issues unless redirected by the client. The coach should also check with the client during the session to make sure that the client’s goals for the session are in fact being achieved.
A coach will not receive a passing score for establishing the coaching agreement on the PCC performance evaluation if the coach chooses the topic(s) for the client or if the coach does not coach around the topic(s) the client has chosen. The evaluation for this competency will also be negatively impacted if the coach does not engage in some exploration of the measures of success for each topic with the client or defines those measures for the client. The evaluation will be negatively impacted if the coach does not engage in some exploration of underlying issues related to achievement of the outcomes or agenda or does not check with the client about whether the client is moving toward what the client wanted from the session.

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。
3.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

在PCC级别上，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，表现出与客户关系良好的程度，并与客户的感知、学习风格和个人存在相适应并显示出对客户的信任。教练还必须有能力为新的行为和行为提供持续的支持，并邀请客户参与这些新行为的开发和创造。如果教练表现出对教练对情况的看法而不是对客户对情况的看法感兴趣，没有从客户那里寻求客户对情况的想法的信息，或注意力似乎是在教练自己的表现或对这个话题的知识的示范上。那么在PCC的表现评估中，教练就不会因为与客户建立信任和亲密关系而获得及格分数。此外，如果教练不邀请客户在与教练平等的水平上分享他/她的想法，评估将受到负面影响。
At a PCC 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 client, shows a good degree of connected relationship to the client, and is attuned to and demonstrates trust in the client’s perceptions, learning style, and personal being. The coach must also demonstrate an ability to provide ongoing support for new behaviors and actions as well as an invitation to the client to participate in the development and creation of those new behaviors.
A coach will not receive a passing score for establishing trust and intimacy with the client on the PCC 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. In addition, the evaluation will be negatively impacted if the coach does not invite the client to share his/her thinking on an equal level with the coach.

4、教练现场-能够完全觉察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。
4.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.获得自己的觉察，相信自己内心的觉知-“随觉察而去”。
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
b. Accesses own intuition and trusts one’s inner knowing c. Is open to not knowing and takes risks
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PCC级别上，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：教练关注客户的日程，从客户那里寻求有关该议程的信息，响应该信息，因为它既涉及到实现客户议程的行动，也涉及客户的思维、学习和存在方式。教练还应关注客户在议程上所采取的行动，在某种程度上，这些行动与客户的思维、学习和创造方式什么关系。此外，教练必须表现出与客户良好的合作关系，客户不仅在选择主题方面有发言权，而且在选择教练的方法和方式方面也有发言权。ICF指出，建立信任和亲密关系和教练现场是有着相当相关的能力。因此，如果教练对客户阐述的情况表现出极大的兴趣，而不是客户对情况的看法，没有从客户那里寻求关于客户情况的深层信息，或者对客户关于想到到达目标的信息没有反应，或者教练的注意力似乎是在教练自己的表现或对这个主题的知识的展示上。那么教练就不会在PCC的表现评估中获得一个及格分数。如果教练现场对客户做出的反应，过于依赖明显的教练公式、特定的教练工具或标准的教练问题，那么评估就会受到负面影响。如果教练不允许客户对创建这个教练过程做出自己的贡献，那么评估也会受到负面影响。
At a PCC level, the minimum standard of skill that must be demonstrated to receive a passing score for coaching presence is that the coach attends to the client’s agenda, seeks information from the client about that agenda, is responsive to that information as it relates both to actions to achieve the client’s agenda and the client’s way of thinking, learning, and being. The coach is also attentive to what actions the client is taking in relation to the agenda and to some degree, how those actions relate to the client’s way of thinking, learning, and creating. In addition, the coach must demonstrate a good level of partnership with the client where the client has a voice in not only choosing the topic, but also choosing the method and manner of coaching.
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 PCC 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 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. The evaluation will be negatively impacted if the coach, rather than being present and responsive to the client, is overly reliant on an obvious coaching formula, a specific coaching tool, or standard coaching questions. The evaluation would also be negatively impacted if the coach does not allow the client to contribute to creating the method or way that the coaching session will evolve.

5、主动倾听-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。
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

参加客户和客户的议程，而不是让客户在教练议程中。
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。
倾听客户的词语、语调和肢体语言。
总结，释义，重申，复述客户所说的，以确保清晰和理解。
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。
整合和建立客户的想法和建议
“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。
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
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


关键技能评估：
1）教练的深度倾听客户所说的与客户议程的关系；
2）教练员的多层次听力能力，包括词汇的情感内容和实质内容；
3)教练倾听客户正在发生的基本信念、思考、创造和学习的能力，包括识别语言、情绪和行为中的不一致性；
4）教练能够倾听客户的语言，鼓励客户加深对自己的描述语言。
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PCC级别，要获得主动倾听的合格分数，必须证明的最低技能标准是，教练在有觉察地倾听，听取客户关于客户议程的说法，根据客户议程作出响应，倾听的目标是帮助客户完成他们的议程，如果客户改变方向，教练可以改变方向。教练有能力倾听客户的想法、创造和学习方式的大部分信息，并将其纳入教练对客户所说的话的反应中。也有一些证据表明，教练已经听到并注意到客户的语言在他们对客户的反应。教练必须表现出一些良好的能力来听取客户的优势和面临的挑战。
如果教练没有展示专注在倾听上，并且对客户说的话做出反应，或者教练的回答与客户试图达到的目标无关，或者他们的倾听仅限于听到客户需要解决的问题或客户的弱点。那么教练将不会在PCC考试中主动听力获得及格分数。如果教练在教练过程中试图展示他们关于该主题的知识或告诉客户该如何处理该主题的地方，那么教练将不会获得PCC考试的通过分数。
此外，如果教练证明他们只能通过自己的感知，以及思考、学习和创造的模型，而不是能够听到客户的一些思考、学习和创造的模型和方法，那么评价将受到负面影响。
At a PCC level, the minimum standard of skill that must be demonstrated to receive a passing score for active listening is that the coach listens on a conscious level and hears what the client says in relation to the client’s agenda, responds to it in relation to the client’s agenda, the listening is focused on helping the client achieve their agenda, and the coach can change direction if the client changes direction. The coach has an ability to hear a good portion of the client’s way of thinking, creating, and learning, and incorporates that into the coach’s response to what the client says. There is also some evidence that the coach has heard and taken notice of the client’s language in their response to the client. The coach must demonstrate some good ability to hear strengths as well as challenges.
A coach will not receive a passing score for active listening on the PCC exam 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 or their hearing is limited to listening for problems or weaknesses. The coach will not receive a passing grade on the PCC exam 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. In addition, the evaluation will be negatively impacted if the coach demonstrates that they can only hear through their own perceptions, and models of thinking, learning, and creating rather than being able to hear some of the client’s models and methods of thinking, learning, and creating.

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。
6. 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。
Key Skills Evaluated: 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


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。
7.Direct Communication—Ability to communicate effectively during coaching sessions, and to use language that has the greatest positive impact on the client

在PCC级别，为了获得有力提问的通过分数，必须证明的最低技能标准是教练的问题必须关注客户的议程，并且必须提出包含信息性和启发性的、面向探索的综合问题。
综合性的问题重点在唤醒客户而非单纯的获取信息的提问。这些问题应该包括一系列问题，这些问题旨在探索客户议程背后的问题，这些问题允许教练和客户看到如何利用客户的存在、学习、创造和行动来获得成功。问题应该源自于教练在多个层次上倾听客户的意见，并且通常应该基于客户的语言而不是教练的语言。在这个层面上，教练应控制使用公式化或标准化的问题
如果教练提出的问题反映了教练对形势的看法，或者教练预先决定的答案，那么教练将不会因为PCC表现评估中强有力的提问而获得及格分。如果问题没有与客户讨论并同意客户所选择的方向，那么教练将不会获得该能力的及格分数。在这个水平上，教练被期待超越标准问题。因此，教练不能超越标准化的教练问题或教练的思考和学习模式而排斥客户的思维和学习模式，都将对评估产生负面影响。
At a PCC level, the minimum standard of skill that must be demonstrated to receive a passing score for powerful questioning is that the coach’s questions must attend to the client’s agenda and must include a mix of informational and evocative, exploration-oriented questions. The mix should be weighted toward evocative rather than informational questions. The questions should include a mix of questions oriented to the exploring of issues underlying the client’s agenda as well as some questions that allow the coach and client to see how the client’s being, learning, creating, and acting can be used to achieve success. Many of the questions should emanate from the coach’s listening to the client at multiple levels, and should often be based in the client’s language rather than the coach’s language. At this level, the coach’s use of formulaic or standard questions should be somewhat limited.
A coach will not receive a passing score for powerful questioning on the PCC performance evaluation if the coach asks questions that reflect the coach’s view of the situation or a preconceived answer decided on by the coach. The coach will not receive a passing grade on this competency if the questions are leading the client in a direction chosen by the coach without discussion with and assent to the direction by the client. At this level, the coach is expected to move beyond standard questions. Therefore, a coach’s inability to move beyond standardized coaching questions or the coach’s models of thinking and learning to the exclusion of the client’s models of thinking and learning will negatively impact the evaluation.

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、觉察和反馈的易用性、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、觉察和反馈。
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

在PCC级别上，要获得直接沟通的及格分数，必须证明的最低技能标准是教练经常是直接的，并且有足够的语言工具基础，可以与客户一起使用。此外，作为学习过程的一部分，教练为客户提供了一定程度的邀请，让他们分享自己的觉察和思维模式。教练的交流不仅面向目前的情况，而且有时也面向客户可以获得的更广泛的思考和学习。作为与客户沟通的一部分，教练很好地使用了客户的语言。如果教练在没有使用客户在这些领域的技能的情况下，显著地或主要地依赖于他们自己的语言、思维模式和学习模式，那么在PCC的表现评估中，教练将不会因为直接沟通而获得及格分数。如果教练不邀请客户与教练分享这些领域以及客户的觉察，或者教练依附于教练的特定方向或结果，评估也会受到负面影响。
At a PCC level, the minimum standard of skill that must be demonstrated to receive a passing score for direct communication is that the coach is frequently direct, and has a sufficient base of language tools to use with the client. In addition, the coach provides some level of invitation for the client to share their intuition and models of thinking as part of the learning process. The coach’s communication is oriented not only to the present situation but also, at times, to the broader thinking and learning that might be available to the client. The coach makes good use of the client’s language as part of their communication with the client.
A coach will not receive a passing score for direct communication on the PCC performance evaluation if the coach significantly or dominantly relies on their own language, thinking models, and models of learning without use of the client’s skill set in these areas. The evaluation will also be negatively impacted if the coach does not invite the client to share these areas as well as the client’s intuition with the coach or if the coach is attached to a particular direction or outcome in the coaching.

8、建立觉察-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
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

教练应超出客户的关注点，而不是陷入客户的描述中。
询问以获得客户更多的理解、觉察和清晰的思路。
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。
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。
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。
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)。
以对客户有用和有意义的方式表达对客户的洞察力。
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。
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、观点和觉察；
3)教练邀请并接受客户的觉察、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觉察的工具；
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PCC级别，为了获得创建觉察的及格分数，必须证明的最低技能标准是：教练集中于客户更深入的询问，并鼓励客户通过参与解决问题或目标实现来创造新的觉察。教练鼓励客户探索和创造新的技术或工具，以帮助客户参与客户的议程，并获得期望的结果。教练对指导的具体结果没有表现出期待，而且希望不知道教练的过程要往什么方向发展。教练演示了一种能力，帮助客户融入新的觉察，因为它涉及到特定的情况和议程。教练，至少在某些时候，邀请客户定义正在发生的学习，而不是教练本人定义正在发生的学习。教练展示了理解客户学习、创建和使用这种方式的专业能力水平，以及将客户语言作为教练工具的能力。如果教练不关注客户的议程，在没有客户同意的情况下改变议程，或者似乎附带于特定的结果或解决方案，那么教练将不会获得通过PCC表现评估的评分。如果教练没有使用客户的思维和学习工具作为教练内的工具，或者没有使用客户的语言作为教练工具，那么教练也不会获得PCC表现评估的通过等级。如果教练似乎将评估或标准教练练习替换为排除使用客户中已经存在的工具来创建觉察，那么评估也将受到负面影响。如果教练没有与客户探讨客户的觉察是什么，或者没有寻求客户关于教练的观察是否正确，并且给客户添加他们自己的观察的机会，那么教练将不会获得及格分数。
At a PCC level, the minimum standard of skill that must be demonstrated to receive a passing score for creating awareness is that the coach focuses on deeper inquiry by the client and encourages the client to create new awareness by engaging in problem solving or goal achievement. The coach encourages the client’s exploration and creation of new techniques or tools to help the client attend to the client’s agenda and achieve desired outcomes. The coach shows no attachment to a specific outcome of the coaching and is somewhat willing to not know where the coaching is going. The coach demonstrates an ability help the client integrate new awareness as it pertains to a particular situation and agenda. The coach, at least some of the time, invites the client to define the learning that is occurring versus the coach defining the learning that is occurring. The coach demonstrates a professional level of ability to understand the way the client learns and creates and uses that, as well as the client’s language, as coaching tools.
A coach will not receive a passing score for creating awareness on the PCC 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 PCC performance evaluation if the coach does not use the client’s thinking and learning tools as tools within the coaching or does not use the client’s language as a coaching tool. The evaluation will also be negatively impacted if the coach seems to substitute assessments or standard coaching exercises to the exclusion of using the tools already existing within the client to create awareness. The coach will not receive a passing grade if the coach states what awareness is without exploring with the client what the client’s awareness is or seeking the client’s input on whether the coach’s observations are correct and giving the client a chance to add their own observations.

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。
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

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 afterward in his/her work or life setting
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PCC级别上，要获得设计行动的及格分数，必须表现出的最低技能标准是，教练至少与客户进行部分合作，以便设计行动。教练不会在没有客户意见的情况下简单地建议行动和作业。如同这一级别上的一贯情况一样，作业和行动必须与客户声明的议程和完成该议程的措施有关。建议的作业必须有一个明确的目的和潜力，以推动客户在他们的想法，学习，或行动围绕既定的议程。共同创建的操作应该至少部分地反映客户的学习、处理和创建风格。在这个层次上，教练可能很少建议工具或进度来帮助客户，但与客户讨论工具的价值，并获得客户关于如何使用这些工具以及是否应该使用这些工具的投入，而不仅仅是寻求客户同意使用工具、练习或进度。工具、练习或进度必须与实现客户的既定议程具有容易识别的关系，并与客户的学习、创造和实现风格有某种可识别的关系。如果在设计行动的过程中很少或根本没有共同创造，这些行为与客户的既定议程和客户的学习和创造风格没有明确的关系，这些行为没有明确的目的和潜力，或如果建议的工具和进度显然与特定客户或其议程的需要无关，或未经讨论而强加于客户，教练将不会因为设计PCC表现评估中的行为而获得及格分数，
At a PCC level, the minimum standard of skill that must be demonstrated to receive a passing score for designing actions is that the coach engages in at least a partial partnership with the client in order to design actions. The coach does not simply suggest actions and homework without client input. As is always the case at this level, the homework and actions must be related to the client’s stated agenda and measures of accomplishment of that agenda. The suggested homework must have a clear purpose and potential to move the client forward in their thinking, learning, or action around the stated agenda. The co-created actions should at least partially reflect the client’s learning, processing, and creating style. At this level, the coach may infrequently suggest tools or structures to assist the client, but discusses the value of the tools with the client and gets client input on how they should be used and whether they should be used rather than simply seeking client assent to the use of the tool, exercise, or structure. The tools, exercises or structures must bear an easy recognizable relationship to achieving the client’s stated agenda and bear some recognizable relationship to the client’s style of learning, creating, and achieving.
A coach will not receive a passing score for designing actions on the PCC performance evaluation if there is little or no co-creation in the process of designing actions, the actions do not have a clear relationship to the client’s stated agenda and the client’s style of learning and creating, the actions 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, or are imposed on the client without discussion.

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。
10. 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) 只要合适，教练就帮助客户设计可测量的成就，这些成就是朝着客户最终期望的结果迈出的一步。
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PCC级别上，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，教练与客户进行部分合作，帮助客户制定与实现客户的总体目标和既定议程明确和因果相关的目标。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、学习和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，教练也可能偶尔建议工具或进度，以帮助客户，只要工具不是强加于客户，而且工具或进度与实现客户的既定议程和预期结果以及客户的学习和创造风格有着容易识别的关系。如果计划和目标很少或根本没有合作或共同制定，如果教练在提出计划和目标时是最重要的声音，如果教练无法支持客户制定有效的指导计划，如果教练没有明确的计划或目标，那么教练就不会在计划和目标设定上获得及格分数。如果计划或目标没有明确的目的和潜力来推动客户前进，或者如果建议的工具和进度显然与特定客户或其议程的需要无关，或客户声明的议程和期望的结果或客户的学习和创造过程之间的无关。如果教练建议标准的教练工具或练习，而不与客户讨论这些工具对客户的价值程度，那么评估也会受到负面影响。

At a PCC level, the minimum standard of skill that must be demonstrated to receive a passing score for planning and goal setting is that the coach engages in a partial partnership with the client that assists the client to set goals that are clearly 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, and action around the stated agenda and toward the client’s overall measures of success. At this level, the coach may also occasionally 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 and the client’s style of learning and creating.
A coach will not receive a passing score for planning and goal setting on the PCC performance evaluation if there is little or no partnership or co-creation of the plans and goals, if the coach is the most significant voice in suggesting plans and goals, 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 outcomes or the client’s learning and creating processes, 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. The evaluation will also be negatively impacted if the coach suggests standard coaching tools or exercises without discussing with the client the extent to which they might be of value to the client.

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。
11. Managing Progress and Accountability—Ability to hold attention on what is important for the client, and to leave the 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)
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, 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，建立测量进度的进度和方法，让客户对自己的进展负责；
2）无论何时，问责的方法和进度都把整个客户融为一体。
(3)所设计的问责进度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PCC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，教练和客户建立部分伙伴关系，以帮助客户制定成功的措施和问责的进度。与完成客户的总体目标和既定议程相关，与客户的学习和创造风格明显相关。问责进度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、学习或行动，并朝着客户的总体成功措施前进，以深化他们的学习。在这个层次上，教练也可以偶尔建议一些工具或措施来帮助客户，只要这些工具不是强加在客户头上的，并且这些工具或措施具有易于识别的关系，以实现客户陈述的议程和期望的结果以及客户的学风建设。

在PCC表现评估中，如果很少或根本没有共同创建成功度量和问责进度的伙伴关系，如果教练是设置问责环节中最重要的声音，如果教练不能支持客户制定有效的措施和问责进度，如果度量和进度与客户的既定议程和期望结果或客户的学习和创建过程没有明确的关系，如果计划或目标没有明确的目的和潜力来推动客户前进，或者如果建议的工具和进度显然不符合特定客户的需要或他/她的议程。那么教练就不会得到管理进展和问责的及格分数，如果教练建议标准教练工具或练习而不与客户讨论它们对客户的价值，那么评估也会受到负面影响。