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A word from our president

Are you looking for Coaching or are you looking for something much better?

Are you looking for a methodology to unleash the best version of you, to unleash your highest potentials?

Then this is the place you where looking for!

The Meta-Coaching Community is present in more than 42 countries and we have the most rigorous standards on Coaching. All Meta-Coaches registered on this website, are Meta-Coaches who not only received a very intensive training in Coaching skills, but they have being trained in NLP communication skills, Neuro-Semantics distinctions, skills and patterns, and 5 more models for the coaching processes.

The Meta-Coaching System has the most rigorous system to measure the level of competency in each one of the 7 coaching core skills.

Every certified Meta-Coach from our community has passed through a rigorous benchmarking and has demonstrated the necessary standards of competency in each skill.

I welcome you to this Professional Coaching world called Meta-Coaching System.Shawn DwyerMeta-Coach Foundation President

mcf
mcf board members
mission and vision
mcf structures

MCF Founders

The MCF was originally co-founded by L. Michael Hall, Ph.D. and Michelle Duval as a supporting organization for the vision and mission of Meta-Coaching.

L. Michael Hall Ph.D.

Dr. Hall is a modeler of self-actualization excellence in people, groups, and organizations. Over the years his research, using NLP and Neuro-Semantics, has modeled the highest and best and translated that as models and trainings for Coaches, Trainers, and Consultants.

Meta-Coach Trainers are Neuro-Semantic Trainers who have been certified as ACMC Meta-Coaches and have been through a three-year internship. As they are licensed as Meta-Coach Trainers they also comprise the Leadership Team of the MCF. These are the people along with Dr. Hall who are certified and commissioned to teach and train the Meta-Coach Training System. The license has to be renewed every third year. Currently the Board of MCF is made up of the following:

Omar Salom — Neuro-Semantics, Mexico (2004/ 2008)

Mandy Chai – Neuro-Semantics, China (2017)

David Murphy — Neuro-Semantics, Mexico (2009)

James Hayes – Neuro-Semantics, Australia (2018)

Meta-Coach Trainers soon to be Licensed:

Germaine Rediger — Neuro-Semantic Trainer, Belgium (2011)

MCF Board Members and Regional Directors 2017

Australia

Shawn Dwyerinfo@thecoachingcentre.com.au

Belgium

Germaine Rediger

germaine@indialogue.eu

BrazilRegional Director

Juliana da Silva Leal julysleal@gamil.com

Chapter LeaderFulvius Titanero Guelfi fluvius@gmail.com.br

China

Mandy Chai

chaimansun@yahoo.com.hk

France

Hong Kong

Mandy Chai

chaimansun@yahoo.com.hk

Indonesia

Mariani Ng

mariani_ng@meta-mind.com

Mexico

Iván Robles

ivan.robles@mcf.org.mx

Philippines

Vanessa Salvaña

brkthru.coaching@gmail.com

New Zealand

Sweden

Per Hed

perre85@hotmail.com

MCF Board Members and Regional Directors 2017

Australia

Shawn Dwyer

shawn@actualisingexcellence.com.au

Belgium

Germaine Redige

germaine@indialogue.eu

Mexico

David Murphy

jdmurphy7@hotmail.com

New Zealand

USA

L. Michael Hall

meta@acsol.net

Mission & Vision
the values

Vision, Mission, and Values

Membership in the ISNS (International Society of Neuro-Semantics) is dependent upon sharing the Vision, Mission, and code of ethics (values). ISNS is the governing board which provides Certification for Neuro-Semantic Trainers and Meta-Coaches.

The Vision:

Our vision in Neuro-Semantics is to make explicit the processes by which we create rich and inspiring meanings and then integrate them into our performance. Neuro-Semantics, as the performance of the highest and most enhancing meanings, focuses on applying what we know to ourselves and to close our knowing-doing gap and unleashing our highest potentials.

Our vision is to launch an international community of professional men and women who both love and know Neuro-Semantics and who live it. We see people taking NLP models and patterns to a higher level in performance and attitude as they add the Meta-State model to their understanding. Because reflexivity is built into the Meta-States model, our vision is that of people effectively applying the patterns to ourselves. We envision “walking our talk” and manifesting it as our congruence and integrity as our attractor frame in Neuro-Semantics. We envision a collaborative and cooperative style since we can do so much more together than individually. We envision setting and living by the higher frames of abundance leading to win/win collegial relationships and mutual accountability. We envision a community of men and women, professional in their business dealings, effective, productive, and high performers.

The Mission:

Our Mission is to model the structure of excellence, expertise, and mastery. We model human experience to extend our understanding and to create increasingly more effective patterns for improving the quality of our lives, families, and organizations. Our aim is to eliminate the knowing-doing gap that prevents the full experiencing of the great ideas and principles. Our mission is to take our skills and experiences to higher levels of personal power and focus, genius states, integrity, creativity, cooperation, resilience, etc.

We will apply Meta-States to new areas and to develop new models and patterns that affect our health and fitness, wealth creation, leadership, cultural change, political change, etc. In a word, our mission to produce the most robust performance of our highest and most inspiring meanings.

1) Apply to self.

To walk the talk, reflect on our own development, and lead by going first in self-application. Our standard is to be congruent and personally aligned, to increasingly develop our state management skills and practice, to always be learning and improving. The counter values are incongruence, lack of state management, hypocrisy, mere image management.Benchmarks:Monitor behaviors and trainings for congruency.Attend courses regularly to continue education and training.Let others evaluate and benchmark our skills with an attitude of openness to correction.Resiliently handle upsets and challenges by separating person and behavior.

2) Collaborative cooperation.

To get along with each other, to “play well together,” to be good team members, to contribute and support each other. To respect each other, to recognize the innate value and dignity of others, to accept them and distinguish between person and behavior, to support the person while speaking to the needs of the behavior. The counter values are competition, gossip, backbiting, judgments of person, tri-angling.Benchmarks:Acknowledge the contributions of others.Give credit for materials, patterns, and models.Acknowledge the value of others even when we disagree.Frequently co_lead, co_train, and co_write with others.Give account of what and how we conduct ourselves as trainers.Recognize the vital role that I play for the success of the larger vision.Respond with care and compassion.Welcome differences and looking for ways of cooperating.Pace as we respond to people.

3) Peak performances.

To take effective action on what we know, to receive feedback and refine our skills so that we become productive and efficient in our performances. The counter values are “talk, talk, talk,” lack of productive action, procrastination, ineffectiveness.Benchmarks:Check quality of our actions and speech for effectiveness and productivity.Recognize the importance of the keeping our credibility, honor, and legacy.Create products, patterns, books, trainings that add massive value.Demonstrate quality product knowledge, development, and service.Continually refine current products and innovate new ones.

4) Abundance.

To create richness, wealth, and to lead by going first and showing the way, to give back to others, to contribute, to live knowing that we can do so much more together than alone. The counter values are scarcity, competition, and pettiness.Benchmarks:Refer people to our colleagues.Share newly created patterns in articles, posts on egroups, etc.Pay royalties for the training manuals.Surprise participants and clients by giving more than what’s expected.Live congruently in a spirit of open generosity.

5) Responsibility and integrity.

To assume personal responsibility for our primary powers (thought and emotion, speech and behavior), to eliminate excuses and rationalizations when we have made a mistake, to take initiate, to be proactive, to recognize our responsibility for our actions and our contributions in relation to others. The counter values are blaming, judging, rationalizing, justifying, etc.Benchmarks:Cohere to the code of ethical conduct to demonstrate integrity.Quickly acknowledges problems, hurts, and problems and takes action to address such.Quickly accept fallibility and errors in relationships to make amends.

6) Quality of customer service and products.

To create the best of experiences, trainings, products, and customer service. People come first, second products. The counter values are poor attention to detail, to quality, sloppy productions.Benchmarks:Devoting time and energy to taking care of customers and clients.Asking questions about how to improve the quality of trainings, materials, etc.Exploring feedback to discover how to use it to improve things.Asking for feedback for improvement.

7) Direct and forthright communication.

To communicate directly and forthrightly that gets to the heart of things. The The counter values are tri-angling, gossip.Benchmarks:Honorably confront those who violate the Vision to win them back.Communicate with care to hold each other accountable.Speaking directly with those we have issues with, no tri-angling with others.To always ask questions first, seek to understand, and only then make evaluations.

The Empowering Beliefs that create the Neuro-Semantic Vision:We will congruently respect each other as professionals becauseWe believe in abundance not scarcity.We believe in cooperation rather than competition.We can achieve much more together than alone.We believe in the rich resources which NLP and Neuro_Semantics contributes to the world.We are part of something bigger than ourselvesResponsible actions manifest our beliefs and increase our credibilityCongruency is our power to truly make a difference in the world.We stand on the shoulder of giants and are part of the time_binding process.

The future of Neuro-Semantics lies in our hands.Sharing freely enriches us all and will come back to us a hundred fold.There’s an attractiveness to a community that lives congruently.You are as importance to me as I am to myself.Being held responsible helps me to bring out my best, my personal genius.People are more important that money and fame.Recognizing the whole keeps us balanced.

As a developing not-for-profit organisation, the MCF is led by an INTERNATIONAL board, with regional representatives and specialist member consultants. To launch a new region, click here .Members pay an annual membership fee, in varying levels of membership. For more infor on membership click here.

MCF member funds are managed in Australia, where the foundation was first legally registered. The MCF is either a registered legal foundation or in the process of legal registration in each region represented. Meta-Coach Foundation chapters are registered as Foundations or Non-Profit organizations around the world.

As the international association for promoting Meta-Coaching around the world, the MCF is always looking for forward looking Meta-Coaches who are willing to provide the leadership in their area. If you would like to begin a Meta-Coach Chapter in your city, region, or country and to join the international community of people who believe that Meta-Coaching is on the cutting-edge in the field of Coaching today,Shawn Dwyer Meta-Coach Foundation President: info@thecoachingcentre.com.au

MCF Credentialing

An MCF Credential is an internationally recognised credential in more than 34 countries. The following description details the criteria for achievement of each credential.

ACMC – Associate Certified Meta-Coach

For this credential, the coach has successfully completed the following:

* Coaching Essential certification training (3 days or NLP Prac.)

* Coaching Genus certification training (3 days or APG)

*Meta-Coaching certification training (8 days)

* Passed Benchmarked Competency Assessment in Live Coaching Session

* Self study reading pre-requisites: Secrets of Personal Mastery, The NLP Coach, the Matrix Model, and Figuring Out People.

Total of approximately 180 hours of coaching education

ICMC – Internal Certified Meta-Coach (Within a business or corporation)

For this credential, the coach has successfully completed following:

* Coaching Essential certification training (3 days or NLP Prac.)

* Coaching Genius certification training (3 days or APG)

* Internal Meta-Coaching certification training (5 days)

* Passed Benchmarked Competency Assessment in Live Coaching Session

* Self study reading pre-requisites: Read; Secrets of Personal Mastery,

The NLP Coach, the Matrix Model, and Figuring Out People.

Total of approximately 180 hours of coaching education.

PCMC – Professional Certified Meta-Coach

For this credential, the coach has successfully completed the following:

* Meta-NLP Certification or NLP Practitioner certification training

* Meta Masters Certification training or NLP Master Prac.

* Coaching Genius (or APG, 3 days)* ACMC or ICMC certification

* 400 hours of verifiable paid coaching experience* Professional Competency Assessment & Examination

* Presentation of Case Studies: one of a Coaching Program and one of Self-Coaching.

* Presentation of Business Plan.

* Presentation of Case Studies: one of a Coaching Program and one of Self-Coaching.

* Self study reading pre-requisites: Read; User’s Manual for the Brain, Vol. I and II, Source Book of Magic, Vol. I. Record and present written coaching case studies.

Total of approximately 410 hours of coaching education

To prepare for PCMC credential click here to download PDF preparation material and application forms.

MCMC – Master Certified Meta-Coach

For this credential, the coach has successfully completed the following:

* Meta-NLP or NLP Practitioner certification training.

* Meta Masters certification or NLP Master Practitioner training.* Coaching Genius (or APG, 3 days)* ACMC or ICMC certification.* Master Meta-Coach certification training.

* PCMC credential* 1000 hours of verifiable paid coaching experience

* Master Competency Assessment & Examination

* Self study reading pre-requisites: Read; Coaching Conversations, Meta-Coaching, Source Book of Magic Vol II, Structure of Personality.

Total of approximately 510 hours of coach training

Ethics & conflict
code of ethics
Complaint resolution
peers, users of coaching
ISNS Ethical Guidelines for Meta-Coaches

Each member of the Meta-Coach Foundation, through their Foundational Membership or Credentialed Membership has agreed to practice and promote the MCF Code of Ethics and Conflict Resolution Process.

Adapted from the International Coach Federation (ICF).

Overall Vision:

As coaches, we believe in the dignity and integrity of every human being and we are committed to eliciting the inherent resourcefulness of every client. Through an interactive process, we aim for the development of strategies and solutions that the client designs and moves toward. As coaches we are respectful and protective of each client’s vulnerability and constructively hold the client to a high standard of responsibility and accountability. As coaches we work to be objective and competent in our practices.

Coaching Relationship and Contract:

Every coaching relationship begins with the articulation of the terms of the coaching- client relationship in a clear, written communication or agreement. This will include the nature of the services, limitations, boundaries, the coach’s perspectives, a statement of the client’s rights, terms of the contract, times, frequency, methods of communication, and fee schedule.

MCF Member Complaint Resolution

MCF Peers and Users of Coaching

If you have personally witnessed or experienced a violation to these Ethics or Resolution process please contact the MCF Guardians by clicking here .

Process: The Board of Examiners will examine the validity of the complaint, send the complaint to the person accused, invite explanation and response, mediate differences, make recommendations to the coach if that’s the case regarding how to resolve the issues and coach or mentor the coach back into a good standing. Degrees of sanctions include: letter of warning, censor, probation, revocation.

To make a formal complaint of grievance please mail to . usa@meta-coaching.org

We have adapted the following from the ethical standards used by the International Coach Federation (ICF). This is the Ethical Guidelines for the MCF (Meta-Coach Foundation).

Overall Vision:

Coaching Relationship and Contract:

Client Protection:

The client’s well-being is the central focus of a coaching relationship and thereby obligates the coach to maintain a high level of integrity and trustworthiness throughout the contract. As coaches we are respect of the client’s needs and requests, constructive in feedback, attentive to boundaries and limitations of each person, mindful of confidentiality issues and conflicts of interests, forthright and authentic in addressing any such issues as they emerge.

As coaches we will not take advantage of a client personally, socially, sexually, or financially. As coaches we will disclose any and all personal gain accrued by the client-coach relationship, including but not limited to, useful knowledge, personal growth, fees received for referrals or recommendations made to and/or pursued by the client. As coaches, we will not only communication, but will continuously demonstrate that the intended outcome of an exchange of information, discussion, referral, or recommendation is the client’s growth and well-being, not the promotion of the coach’s self-interest.

Confidentiality:

As coaches we will make every effort to honor the client’s confidence. As coaches, we will advise the client of circumstances that might influence our objectivity or judgment, and any decision or factors relating to a decision to reveal the client’s confidence is not privileged under law and could be subpoenaed via the coach.

To the extent that a coach is uncomfortable holding a client’s confidence, the coach is advised to consult a mentor coach in an effort to jointly determine how best to handle the situation. In rare cases, if the confidential information is of an “outrageous,” “illegal,” or “dangerous to the client or others” nature, the coach is obligated to again consult a mentor coach or attorney to determine whether to notify authorities. The client is informed and agrees that any materials provided by the coach may not be resold, published, or used outside the coaching relationship with the explicit permission of the coach.Client history: Sometimes a coaching client will go from coach to coach, caught up in the same pattern and always leaving when the coach gets too close to something. To prevent this and to create a higher level of accountability, we recommend that you include in your intake information, “Have you ever been coached before? By whom? Have you been coached by a Meta-Coach?” Then to ask for the right to speak to the previous coach about the client. In Virginia Satir’s Family Therapy, the principle is, “A family is as sick as its secrets.” So with individuals, groups, and people seeking self-actualization. Secrets undermine responsibility and accountability.

Conflicts of Interests:

Any conflict of interest is to be discussed and resolved with the client’s best interest in mind. Whenever a conflict becomes apparent, the coach is ethically obligated to identify it and attempt to resolve it. If, during the coaching relationship, we as coaches cannot serve the client objectively, respectfully, or without internal or external conflict, we recognize our ethical obligation to terminate the coaching agreement. Such termination provides reasonable advance notice and a reasonable explanation of the conflict at the center of the decision.

Referrals and Terminations:

Whenever internal or external conditions arise that seem “uncoachable” or unworkable, as coaches we are ethically committed to reveal our own observations and opinion to our client. As coaches we will suggest a viable solution to the problem, making every effort to avoid injury to the dignity of the client. If the solution includes a referral to another coach, the referring coach is ethically committed to refer to three more suitable coaches. If the coach’s suggested solution includes termination without referral, or postponement of the coaching contract until a more suitable time, as coaches we are ethically committed to a clear explanation of the rationale underlying the recommendation.

Ethical Violations:

If a coach knowingly, consistently, or outrageously breaches these ethical guidelines, the coach will be asked to work with a mentor coach and/or be expelled from the Neuro-Semantic association and society. A coach who receives a reprimand by the ISNS is encouraged to train with a mentor coach for a period of time until the essence of the complaint is corrected.

L. Michael Hall, Ph.D.

Neuro-Semantics Ltd., Executive Director

ISNS – International Society of Neuro-Semantics

P.O. Box 8

Clifton, Colorado, 81520 USA

www.neurosemantics.com – ww.meta-coaching.org

www.self-actualizing.org

Email: meta @onlinecol.com @acsol.net @mindfocus.co.za

(970) 523-7877

(970) 523-5790 FAX

(877) 686-2867 toll free in the USA only

Coaching standards
13 critical skills
9 skills of coaching
7 essential core skills
coaching definitions
coaching models
coaching skills

These pages outline critical standards for professionals in the field of coaching. These Coaching standards include:

a shared definition of what Coaching IS and is NOT

recognition of Coaching specific Models

identification and competence in Coaching specific skills

13 CRITICAL SKILLS

1) Framing and Reframing

2) Tasking

3) Cheerleading and validating

4) Holding Accountable/ Monitoring

5) Pattern Detection6) Stepping Back

7) Profiling moments

8) Modeling

9) Benchmarking

10) Lightening up and humorizing

11) Storytelling and metaphor-ing

12) Recognizing coachability

13) Tracking a client’s experience

1) Framing – Reframing

Inviting a client to see or perceive something in terms of some classification. Setting a boundary for a perception.

5 Creating New Empowering Levels of AwarenessAsking about empowering beliefs, values, decisions, etc. (see Meta-Questions) and using induction skills (see Inducing States) to set new categories.

4 Exploring Higher Levels of AwarenessAsking about layers of categories, asking challenging questions about such. Giving space and time to explore the higher embedded layers of awareness. Reminding client that all perceptions are just maps.

3 Questioning ClassificationAsking or calling attention to the classification of the details and asking about awareness in client, providing menu list of other filters, quality control questions about filters and categories.

2 Imposing Either or ThinkingSpeaking as if there is only one other classification and imposing that upon the client by rhetorical questions. Using either/or expressions. Tone of judgment, right/wrong, talking more than client to impose the other way of seeing things.

1 Acknowledgment of Structure – As the Details of the Story

Talking about the classification, pattern, or structure of the details as if that map is the territory, as if no other classification is possible. Using universal quantifiers (all, nothing, always, etc.) and absolute terms. Speaking and feeling from perspective of being inside the box of the client’s story, problems, and challenges.

0 No Distinction Between Content & Structure

Talking about and asking questions in the very words and details of the story without giving evidence of the classifications or categories of the details. No distinguishing between content and structure

2) Tasking

Asking a client to do an action or behavior as part of developing new skills, developing awareness, or unleashing new potentials.

5 Co-Created Action Plan

Co-creating with the client the activities that will maximally transfer learnings to everyday life and that make the experience memorable and powerful. Client expresses excitement and motivation to completing tasks.

4 Action Plan With Buy-In

Giving reasons for an activity, presenting it with state induction skills (see Inducing States), exploring or inquiring about activities that would make the coaching more real and present in actual life, asking for a buy-in.

3 Action Plan Without Buy-In

Presenting a task to do, suggesting it but without providing any motivation or understanding for it. Tasking an activity that has little or nothing to do with the focus of the session, getting no or little buy-in from client although they do leave with an Action Plan.

2 Giving a Task – No Action Plan

Presenting a task to do at a point in the session, but failing to come back to it later, forgetting to mention it as something for the client to do.

1 Hinting at Tasks – No Action Plan

Hinting at a task that would be good, but never asking the client to do it.

0 No Action Plan

No mention of any activity to do that would provide a drill or practice of a new learning or skill.

3) Celebrating / Cheer-Leading

Expressing excitement, respect, and honor to a client for something that fits with the client’s hopes and dreams, visions and values. Allowing and encouraging client to feel and express joy and excitement in small and big successes.

5 Full Celebration

Fully present to the client, sharing emotion, eyes watering or tearing, hand on shoulder, thumbs up, applause, expressing a high sense of value and regard for the success or experience and doing so with emotion, “Good on you!” “Right on!”

4 Encouraging Celebration

From pacing to leading in celebrating by giving space and time to be with the emotions of the value and success, articulating the success in semantically packed words (“This begins to move you to your desired future, doesn’t it?”)

3 Matching State

Asks meta-questions about the meaning of the success or comment, uses validating language to get expression of value to the success. High eye contact, presence, emotion in voice and body. Matching Client’s state.

2 Verbal Acknowledgment

Verbally acknowledging emotion or enthusiasm. Good bit of eye contact and presence. Asks some primary questions about the success.

1 Low Emotional Response

Disinterested listening as evidenced by little eye contact, matching, voice flat, low emotional response, no enthusiasm.0 UnresponsiveNo emotion or enthusiasm at the announcement of any success the a client mentions. Unresponsive: comments are ignored or discounted. No matching of client’s state, no time or room to celebrate. No eye contact. Weak sense of being present to the client.

4) Holding Accountable

Asking what a client is actually doing that makes real and actual the stated vision for being, doing, and having. Exploring when, where, and how a person has fulfilled promises. Focusing on and holding the client to his or her own word and promises.

5 Provoking Action

Focusing on the frames above and behind the incongruency between acting fully on words. Probing and Provoking (see Provoking) through questions, challenges, meta-questions what the client says he or she wants to do or achieve. Directly bringing up either kindly or firmly, “Will you do this now?”

4 Probing Lack of ActionDirectly commenting on difference between word and actions. Asking probing questions. Hearing and commenting on cognitive distortions involved in excuses or thinking patterns. Asking questions to invite client to own his or her responses. Moderate to high level of confrontation. “You said you wanted X, but you haven’t indicated taking any actions to make that happen, what’s going on?”

3 Commenting on Lack of Action

Noticing and straightforwardly commenting on behaviors. Listening to excuses and vacillating about accepting them. Moderate level of confrontation. “Did you do X?” “Let’s talk about that a bit, what was going on for you?”

2 Hinting At But Letting Off The Hook

No noticing and commenting on the behaviors of following through or failing to follow through on a task or promise. Bringing it up by hinting. Letting person off the hook by accepting excuses or making excuses for the person. Little direct communication about acting on goals and skills.

1 Negativity About Lack of Action

Inviting a sense of responsibility in a negative way by blaming, accusing, attacking or by merely noticing the lack of follow-through non-verbally, but not mentioning it.

0 No Follow-up

No mention of what a person has said, no relating it to what the person is doing or is not doing. No follow-up on promises, tasks.

5) Pattern Detection

Observing a refrain of activities that suggests a structured approach in a client’s responses and specifying that structure in terms of an outline, template, or metaphor.

5 Testing and Validating Structure

Asking complex meta-questions that unite numerous patterns, Matrix questions that invites systemic thinking, that describes the flow of information and energy through the mind-body system. Presenting the structure back to the client and testing its validity with the client.

4 Eliciting Unique Structure

Asking meta-questions around refrains that seem unique (or idiosyncratic) to the client, presenting such to the client with little testing of it.

3 Eliciting Formalized Structures/Models

Asking meta-questions that seek to flush out formalized structures and models, Meta-Model questions, Meta-Program questions, Meta-State Question, SCORE, etc.

2 Simple Meta-Questions

Asking some simple meta-questions around repeated themes or refrains. Using some simple models as templates or patterns to understand experience.1 Primary Questions About Content

Asking only primary level questions about content and details, no exploration of any pattern.

0 Caught in Content”Caught up in content” as indicated by asking only content questions about details, telling stories about similar incidents, or advice giving.

6) Tracking a client

Paying attention to the structural form and processes of a client’s response and recording that journey on paper using words, decision tree, diagrams, a mind-map, or keeping it in one’s mind and being able to replicate it.

5 Elegant use of the tracking methods evidenced by client wanting the diagrams, mind-maps, etc. to use to enhance the session, the client co-creating with the coach the tracking or asking about it.

4 Very effective use of diagrams and tracking methods, inviting client to see, respond to them, asking how the process relates to outcomes of coaching.

3 Keeping good notes using various forms, referring to the notes to invite client to stay focused and on topic.

2 Jotting a few notes down, or referring to a mind-map or diagram of some sort. More awareness as reflected in statements about such.

1 Some awareness of the need and importance of tracking, asking “Where are we?” “How does that relate to…?” “I should have tracked that.”

0 No record keeping, no mentioning of the mental-emotional journey of client, where he or she went during process.

The 9 Change Skills of Coaching

1) Awakening

2) Challenging

3) Provoking

4) Probing: Questioning and Meta-Questioning

5) Co-Creating: Framing, Deframing, Reframing

6) Actualizing

7) Reinforcing / Celebrating

8) Testing

9) Facilitating

Individuals who have achieved the PCMC credential have been benchmarked and demonstrated competency all 9 of these Change Coaching skills.

1) Awakening

A sense of waking up to new ideas, possibilities, and a new world of experience. To become aware or conscious of new possibilities.

5 Evoking Highest Possibility for Client

Asking out-of-the-box questions, miracle questions, interviewing an expert or person who has achieved something deemed impossible. Eliciting states ( see Eliciting States) of possibility in the client demonstrated by hearing the client say ‘wow…’ and ‘I’ve always wanted to….’ etc

4 Questioning Intentionality

Asking about possibilities (“what if…?” “Just imagine if…”). Asking repeatedly about hopes and dreams that invites meta-outcome questions, questions of highest intentionality.

3 Questioning Clients Dreams

Asking well-formed outcome questions, giving examples of possibilities, telling stories of people who succeeded in similar circumstances, asking “What do you want?” questions.

2 Imposing Own Dreams

Setting forth some ideas that begin to invite the client to dream about new possibilities, asking about the goals and hopes of the client. Speaking with animated voice. “Would you like X?”

1 Suggesting Change

Asking or suggesting that things could be different, but providing no examples, sharing no personal stories to arouse such hope.

0 Inviting Defeat

No words, questions, or suggestions that invites new possibilities. Communicating in a slow or dull way that says or suggests a defeatist position, that things are fated, the way they are, that change is not possible.

2) Challenging

To identify current reality and to highlight it in a client’s awareness so that he or she recognizes the things currently at work and the consequences that will result if unchanged, and therefore the things to move away from.

5 Clients Moves Away From Client Reality

Continuing explorations into unpleasant present and futures, doing so with more confrontation that prods, pokes, and nudges the client to feel the need to move away-from current situation.

4 Increasing Level of Discomfort in Current Reality

After mentioning and asking about current reality, exploring further into how painful, unpleasant, and undesirable things will be if unchanged. Doing this in a matter-of-fact tone and attitude. Inducing a state of intolerance and high level frustration about current state and direction.

3 Inducing Need to Move Away From Current Reality

Mentioning and asking questions about current reality to induce the client to feel the need to move away from the current situation, problems, and anticipated consequences. Inviting client to stay with the emotions and awarenesses even though unpleasant. Asking SWOT questions. “What stops you?” “What gets in your way from…?”

2 Shifting Focus From Current Reality if Client Expresses Discomfort

Mentioning and asking questions about current reality, but moving away from such if the client begins to feel frustrated, upset, angry, anxious, or fearful. Quickly moving to a “thinking positive” mode, rescuing client from facing the current reality of his or her situation. Mirroring or pacing back current reality.

1 Brief Attention on Current Reality

Briefly or slightly mentioning the client’s current situation, but not dwelling on it, quickly moving away from speaking about anything unpleasant, negative, or that would lead to painful consequences.

0 No Attention on Current Reality

No mention, questioning, or elicitation about current reality, only speaking about the past or future, asking or mentioned outcomes and goals.

3) Prober

To penetrate into a client’s frame of mind and matrices of frames about beliefs, values, understandings, expectations, etc. To thoroughly investigate the client’s mental models that have created his or her current reality.

5 Persistently and Patiently Not Letting Client off the Hook

Persistent questioning that invites and even pushes a person to look at all of the frames of mind and mental models, relentless returning to the exploration and never letting the person off the hook even if the awareness becomes painful or unpleasant. Using “opening up” frame questions.

4 Exploring What is Not Being Said

Continuous questions about client’s inner mental frames using a tonality of curiosity and wonder that invites the client to really explore the inside of things. Asking about the things not said. Using silence for client to be with the thoughts and feelings. Asking about the critical variables and the resources that make it so or that would change it.

3 Many Questions that Explore Client’s Internal World

Increase questioning and exploring of the client’s state of mind, mental maps of the world, and frames about beliefs and values. Asking about how an experience works, the variables that operate within it, how client perceives things.

2 Minimal Questioning About Client’s Internal World

Lots of questions that show interest in a client’s situation, contexts, and behaviors, but few if any about the client’s inner world of thinking and mapping.

1 Questioning Primary State

Basic questions about a client’s current situation and beliefs, few to no questions about frames of mind, internal thinking, or mental mapping that creates current situation and responses.

0 No Exploration or Questioning

Failure to ask questions, or to explore the client’s current thinking or frames of mind, no inquiry into belief or value frames, no sense of wonder or curiosity about the client’s current frames of mind or beliefs.

4) Provoking

To strongly, surprisingly elicit a response to action that triggers a sense of threshold in the person and gets an action to do something about one’s awareness of the need for change. To incite, call forth, evoke, arouse, annoy, stir up.

5 Client Makes a Decision and Takes Action

Intensity of questioning increases as client is called upon to act immediately, respectfully doubting whether the person has the guts, balls, or courage to take action. Client responds with immediate decision to take action.

4 Playfully Calling for Decision and Action

Questions and statements with a tone of teasing, playing, nudging, mimicking ideas and concepts that create problems for the client, even mocking and playfully insulting that encourage the client to make a decision and take action.

3 Questions that Induce Discomfort

Questions and statements that invite discomfort, irritation, pained awareness and that call for action and that doesn’t stop even when the client manifests a negative state. Mimicking physical gestures and tones with little effect on the client taking action.

2 Questioning & Backing Off

Questions and statements that when used create an awareness of discomfort, stopping before the client takes action..

1 Hinting at the Need for Action

Asking questions that hint at the need for action but do not call the client to take immediate action.0 Encouragement to Stay in Comfort Zone

No sense of being teased or provoked, lots of nurturing statements of empathy and sympathy that invites a client to feel no need to act or do something.

5) Co-Creating

Sharing ideas, questions, and making statements with a client around the subject of a new set of beliefs, values, and mental models for taking action to achieve some important outcome that’s been generated by the client and that fits his or her world.

5 Development of a New & Unique Self-Organizing System

Working collaboratively with client by asking questions about attractor frames to initiate a self-organizing dynamic, giving tasks (see Tasking) that allow the client to further develop unique strategies and plans for a unique inner game. Conversationally facilitating unique questions and patters that solidify a robust new Inner Game.

4 Facilitating Patterns that Form a New Inner Game

Exploring client’s ideas, probing client’s matrix of frames (see Probing), providing “support” (see Supporting) to nurture the ideas and make it feel safe to develop, giving time to think through the possibilities. Collaboratively suggesting patterns that client might use to develop resources. Cheerleading the client’s excitement and passion (see Cheerleading).

3 Forming New Strategies

Asking questions about inner resources to evoke memories and imaginations so client begins to create a strategy or plan for succeeding, asking SWOT questions, asking meta-questions about inner frames of beliefs and understandings about new plans.

2 Brainstorming Possibilities

Asking client about outcomes, asking questions that evoke a state of creativity, asking questions and making statements that invite the client to engage in brainstorming that generates a number of possibilities.

1 Giving Suggestions

Asking the client about his or her outcomes, asking well-formed questions about them, inviting the client to consider various suggestions as given by the coach.0 Giving Advice

No joint discussion about things, telling, giving advice, making evaluations, ordering, consulting, or training a client about what the coach thinks is best.

6) Actualizing

Inviting a client to translate the new inner game into an actual outer game. Work with client to get him or her to begin to act on the new game plan. Asking when, where, how, and working with client to eliminate excuses, fears, and other things that might hold him or her back. Using Tasking as method for actualizing.

5 Co-Created action plan and refining results.

Co-creating activities that will maximally transfer learnings to everyday life, client expresses motivation and excitement. Setting up the next step in accountability, exploring the next refinements for the plan or strategy in order to see the client’s outcomes fully operational in the right contexts, refusing to let the client off the hook about his or her acting.

4 Action plan with full buy-in, celebrating results.

Giving reasons for activities, presenting with state induction skills (see Inducing states). Inquiring and celebrating successes in making real the steps and actions, fully exploring and inquiring about results and staying with the inquiring until a full account is given of what worked, to what extent, how well, what else needs to be done, what are the next steps, etc. Extensive facilitating the body how to feel the ideas of the new inner game (see Facilitation).

3 Action plan with monitoring of results.

Tasking client with list of activities that creates an action plan without providing motivation or understanding of it. Thoroughly monitoring the action plan and tasking assignments. Getting a list of actual behaviors that client used outside of the coaching session. Asking lots of questions about the practical experience with a new plan or strategy, specifically coaching the body to feel the ideas of the inner game.

2 Giving tasks but no action plan, some monitoring.

Giving tasks and some action to do but not formal action plan, asking about what client actually did to manifest goals, plans, checking up on tasking assignment, but no follow-through on the results. Only briefly asking about how the body is manifesting the new game (e.g., breathing, posture, face, voice tone, etc.).

1 Hinting at tasks.

Hinting at tasks but never asking client to do the task, no creation of an action plan, briefly asking about previously set actions. Asking about results, then quickly returning to other subjects.

0 No follow-up on tasking.

No questions about what the client will do, no questions about how to feel the action plan, or put into neurology, no creating of an action plan or a task. No mention of the results that a client got from the plans, strategy, or goals set.

7) Reinforcing

Responding to a client in ways that fit for any given client by inducing the feeling of validation, support, affirmation. Inquiring and discovery of the specific words, gestures, actions, and behaviors that convey such to the client. Mindful use of reinforcement technology from Behaviorism, scheduled responses that induce more motivation and delight.

5 Sharing own emotions that acknowledges client’s successes.

4 Leading celebrations.

3 Asking about meaning of success.

Asking meta-questions about the meaning of the success or comment, uses validating language to get expression of value to the success. High eye contact, presence, emotion in voice and body.

2 Matching emotional state of client, some questioning.

Matching client’s state, verbally acknowledging emotion or enthusiasm. Good bit of eye contact and presence. Asking some primary questions about the success.

1 Disinterest.

Disinterested listening as evidenced by little eye contact, matching, voice flat, no or low emotional response, no enthusiasm.

0 No emotion.

No emotion or enthusiasm at the announcement of any success the a client mentions. Unresponsive: comments are ignored or discounted. No matching of client’s state, no time or room to celebrate. No eye contact. Weak sense of being present to the client.

8) Testing

Testing a new or different behavior, response, or feeling to see if its present and if it works, putting the change to the test to of effectiveness and robustness, evaluating how effectively it fulfills the action plan. Asking,”Did it work?” Confirming (and dis-confirming) when, where, and how they do work, what makes them work, inviting ownership of the ideas, strategies, and plans.

5 Enabling client to self-monitor.

Setting up self-monitoring and social and environmental support that set up self-organizing testing, inducing states that support this openness to testing.

4 Thorough questioning to find next step.

Asking about the effectiveness of the plan, about next steps, what else to do to refine the skills, tasking for continual improvement, checking to see what the client has learned and will do as a result.

3 Lots of questions about results and what got in the way.

Action plan and tasking thoroughly explored, some questions to test for effectiveness, robustness, but not many. Asking questions about the client’s resources when didn’t get the desired results, inquiring about how this influences the game plan.

2 Some questions about specific tasks.

Some exploration of action plan and tasking assignments, asking only briefly about what to do next.

1 General inquiry about results.No questions about the action plan or tasking assignments, only inquiring how things are going in general sense more in sense of small talk.

0 No questions about results.No questions about how the client is doing, no exploration into changes, no holding accountable for tasks in the action plan.

9) Facilitation

To cerate a safe environment and context that makes it easy for a client to answer questions, explore ideas, and translate his or her outcomes into actual behaviors and skills in life. To make easier.

5 Client accessing powerful resources and desired outcome.

Eliciting the most powerful resources in client for outcomes, seeing desired behavior in client, giving a great sense of support and respect in the client (see Supporting). Asking about supporting beliefs, decisions, states, and asking questions that use these resources.

4 Client taking steps.Using effective transition words, phrases, and stages that allow the client to move smoothly from one step or stage to the next. Fully pacing the client’s matrix of frames (e.g., beliefs, values, etc.). Receiving comments from the client that “each step just feels natural.” Asking about and working to eliminate interferences.

3 Fully pacing and relevant questions.

Fully pacing the client, asking questions that are completely relevant and useful for client to move from one stage of development in achieving his or her outcomes. Giving or eliciting step-by-step awareness of how the processes will occur. Giving overviews and details appropriate to the client. Eliciting responses (see Inducing States).

2 Appropriate and pacing questions.

Mostly pacing through matching and mirroring physiology and tonality, asking questions that seem relevant to the client’s outcomes.

1 Mostly relevant questions.

Asking questions to the client’s outcome which assist in building up the mental models for success. Failure to fully pace the client’s current state and thinking and so eliciting some resistance, indicated by client not answering questions, showing frustration with them.

0 Irrelevant questions or statements.

Making statements or asking questions that are irrelevant, nosy, or difficult to answer that confuse or convolute things and that does not enable a client to move to the next step of achievement of a goal, consulting, teaching, etc.

7 Essential Core Skills

1) Active Attentive Listening

2) Support: Rapport, Presence

3) Quality Questioning

4) Meta-Questioning

5) Giving Feedback

6) Receiving Feedback

7) Eliciting States

Individuals who have acheived the ACMC Credential have been benchmarked and demonstrated competency in all 7 of these Essential Coaching Skills.

1) Listening:

Being actively present to a client, collecting and synthesizing the sensory information (visual, auditory, and kinesthetic) as well as non-sensory specific terms so as to accurately reflect back the content presented as well as process information.

5 Mostly Quiet,

Speaking less than 30% of the time, ideally 5% to 10%. Turning body to client to be fully physically present to the client, acknowledging the communication by maintaining eye contact, using soft “sparkling eyes,” head nodding, and encouragers. Asking about what is not being said. Asking questions that invite client to co-create more questions or awareness of mental and emotional structures and resources, client talking extensively and then saying, “I never thought of any of this before you asked about it.”

4 Probing, 60% Quiet

Asking questions that probe for more details about client’s view of things, inviting client to self-listen (“Did you hear what you just said?”) to increase awareness of what’s “in the back of the mind,” giving space and time for person to be with those thoughts and feelings, being silent as the client speaks 60% or more of the time, supporting client (See Supporting). Ask lots of awareness questions about patterns, “How aware are you that you have said lots of things about X, but nothing about Y?”

3 Repeating words, 50% Quiet

Actively exploring the structure and content by using questions that ask about form, using more body language of head nodding to encourage client to speak, using “encouragers” such as sounds, “hmmm,” “ahhh,” “yes, go ahead,” “say more.” Using extended silences and pauses so client speaks at least 50% of the time.

2 Less Paraphrasing, more Repeating, 40% Quiet

Eye contact regular, repeating back specific words and some paraphrasing that matches client’s content, speaking 60% or more of the time and quiet only 40% of time, giving little time for client to speak.

1 Some Eye Contact/ Body Contact

Making some eye contact, paraphrasing the client’s sentences, only partially keeping general track of the content. “Where are we?” Taking notes on other things than client’s statements and eyes internally processing while client speaks. [If eye contact means something other than listening and respect in a given culture, then turning body toward client or equivalent.]

0 Telling and Interrupting

No evidence of being present to client as indicated by no eye contract, no tracking of content, of what is being said, talking over, telling, teaching, making evaluations, and interrupting.

2) Supporting:

Providing a sense of safety to client through questioning, listening, celebrating, expression affirmations of belief in and trust in the client, through managing environment, and the conversation.

5 At level of “person”

Stating one’s own concerns and emotions of support with a client, expressing a willingness to invest in the other’s well-being and resourcefulness in support of the client’s outcomes and agendas, “I’m here for you,” “Use the coaching call between sessions when you need to.”

4 Invite client to apply own resources

Responding to client’s emotion with one’s own that pace, respectfully exploring, inviting the client to access and apply own resources to situation, offering statements of affirmation that conveys belief in the person’s potentials, celebrating and cheer-leading client’s successes, pacing meta-programs, meta-states, concepts, and values.

3 Actively Present, asking about emotions

Actively and intently listening, asking about emotions, investing energy into conversation and managing the environment so that it enables client to stay focused, summarizing, offering some physical response such as putting hand on shoulder, “That must have been challenging.” Matching & Mirroring: pacing posture, breath, gesture, etc. Words, sounds that encourage to continue: “yes, and then?” “Hmmm,” “ahhhh!”

2 Only partial match and mirroring

Partially matching client’s words, posture, breathing, etc., listening for facts, details, ideas, failure to fully match output of other’s gestures and non-verbal expressions.

1 Fiddling

Listening with no or little eye-contact, fiddling with other things, failing to follow up statements expressing emotion, seemingly preoccupied with other things. Little or no attention to context and atmosphere to deal with noises, distractions, etc.

0 Impatience

Indicates of little interest: failing to track the content, repeatedly asking “What did you just say?”, firing off questions without time to respond. Interrupting. Making statements of judgment, evaluation, blame and interpretations.

3) Questioning:

Asking a person to turn reflect inwardly to respond with ideas, answers, resources, and solutions, inquiring about the client’s world of ideas, beliefs, frames, goals, etc.

5 Creating Movement

Asking that frames and explores structure, that challenges in a personal and intimate way, that creates forward movement, that the client evaluates as getting to the heart of things.

4 Inviting Higher Awareness

Asking that invites awareness and meta-awareness, that puts client at a choice, that produces energy for finding solutions, inviting client to be solution-focused, collaborative, and playful.

3 Open Ended Questions

Asking that invites a search without a prescribed end, asking for information in an open-ended way so there’s no wrong answer (“How do you best like to relax?”), to elicit relevant and pertinent answers, that shifts attention to what’s productive for moving toward outcome.

2 Leading Questions

Asking questions that lead to prescribe answer (“Don’t you want to handle this situation using X ?”) so that client either feels controlled and dominated in the conversation, or begins resisting the question and not playing the conversation coaching game.

1 Closed Questions

Asking closed-ended questions, rhetorical questions, and “nosy” questions about irrelevant details and content.

0 Telling and Advice-Giving

Telling, storytelling, and giving of personal judgments, no questioning.

4) Meta-Questioning:

Asking question about previous questions, asking about one’s mind-body states and about higher level states of awareness. Meta-Questioning invites a client to explore higher frames of mind, that is, thoughts and feelings about thoughts and feelings.

5 FBI-Frame By Implication

Asking richly layered frame by implication (FBI) questions (loaded with lots of presuppositions) which facilitate a paradigm shift for client. Using language patterns that have layers of phrases that presuppose the client’s values, outcomes, best dreams and which elicit the most relevant states, “How surprised will you be this next week when you find yourself using this new frame so that you stay comfortable and yet excited as you make that presentation, just how much will that fit into your primary goal, and how much will that enrich your sense of self?” FBI questions have significant effect.

4 Complex Meta-Questions with significant effect

Asking complex meta-questions relevant to KPI with significant effect for the client. “What does it mean now that you have made this decision; how will that affect your sense of self from now on?”

3 Simple Meta-Questions

Asking 10 or more (per 30 minute session) of simple meta-questions; delivered in matter-of-fact manner, directly and congruently, client responds with some effect.

2 6 or less Meta-Questions

Asking simple meta-questions that may be delivered with hesitation, without congruence, too quickly, etc. so client is confused. “What do you feel about that?” “About what? What are you talking about?”

1 Non-relevant

Asking meta-questions that do not have anything to do with the client’s outcomes “What do you believe about dogs?”

0 Primary Level

Asking only primary state questions, or failing to ask questions at all, asking only questions about objects “out there.”

5) Inducing States

To say words, use metaphors, tell stories in such a way that invites another to recall or imagine a mind-body-emotional experience. To use voice and gestures in such a way that a client begins to think-and-feel as if in that way of thinking and feeling.

5 Amplification

Asking client to amplify the state and to fully experience it in breathing, walking, moving, gesturing, speaking, etc. Teasing and testing to see how much of the state the client is experiencing. Amplifying it and anchoring the state for further use.

4 Leading

Speaking in metaphors, stories, using indirect methods to induce the state to layer multiple suggestions for the state. Asking client to be with the emotions of the state and to manifest them more fully in the body. Using a menu list of suggestive experiences that are likely to elicit the state.

3 Going First and Pacing

Speaking with a voice and using words that suggest and invite the desired state. Going into the state first and using it to invite the client into it, expressing it in one’s voice, gesture, face, breathing, etc.

2 Some Matching and Mirroring

Asking about the state, suggesting it. Some matching and mirroring to pace the person’s current state and then mentioning the desired state.

1 Facts without Pacing, Different state to Client

Mentioning state with a monotone, or with a tone of voice that does not correspond to desired state. The coach not in the state, or in a different state (i.e., impatient when wanting to evoke patience, tired and fatigued when evoking motivation). Perhaps mentioning the state and demanding the client experience it. “Don’t feel afraid, feel courage.”

0 Ignoring State, Incongruence

No mention of one’s state, let alone of the desired state, monotone use of voice, no use of tone, tempo, or story that corresponds to the state or outcome of the client.

6) Giving Feedback:

Saying words with the support of gestures, movements, voice tone, etc. that both provides support and a mirroring back to the client of a specific behavior that leads to an improvement in performance, state, belief, etc.

5 Measured Steps

The information is delivered with measured steps for improvement, offered in a tentative way so the client can reflect on it, given in a way that invites responsibility, and that even excites the client to make even more positive changes.

4 Individualized and Balanced

Giving the sensory-based information in a way that the client evaluates as respectful, given in slow (patient), measured, and calm way. Information is individualized to the person, precise to his or her situation, balanced with support, and in a way that opens up new possibilities for the client.

3 Specific and Sensory Based

Giving specific information that is see-hear-feel so the client can easily recognize and acknowledge it, giving it by pacing client’s experience, giving information that’s factual, concise, succinct, relevant, and useable for moving on toward objectives.

2 Convoluted

Giving convoluted and/or vague feedback that is not sensory based in description, using one’s own values and criteria about the behavior rather than the client’s criteria. “I think you ought to really stop thinking being egocentric about that job, and develop your skills.”

1 Negative

Giving feedback quickly without much thought (impatiently), without much consider about the state it would induce the client into, criticizing, blaming, arguing, telling, making the information personal, rather than about behavior. “You’re just not very good at this, are you?”

0 Withholding

Withholding any response from the client, judging the client or his or her behaviors

7) Receiving Feedback:

Hearing and asking about information that mirrors back how a response came across, taking that in, reflecting upon it, asking more questions about it, integrating what one finds useful in order to improve performance toward a desired outcome.

5 Celebrating and Implementing

Actively seeking and making comments of appreciation about the information, celebrating the information as useful for improvement, recognizing how the sensory information suggests patterns that call for implementing a change in some behavior, making plans for integrating it and enhancing one’s performance.

4 Questioning and Clarifying

Questioning the information by seeking clarification, asking for more details and precision about when, where, how, etc., reflecting upon the information and making statements about how it fits or doesn’t fit. Client in a state of interest, curiosity, etc.

3 Acceptance and Exploration

Accepting the information by acknowledging it and exploring it, “Yes I remember doing that. What did that mean to you?” “How did that affect him?” Some exploration and clarification, but client generally in a neutral state or a slightly negative one with low levels of anger, fear, stress, etc.

2 Silent

Silent listening to feedback, seemingly pondering some of it, but asking no questions, not exploring its meaning, asking for clarification.

1 Negative

Responding to the information in a negative emotional state (anger, fear, stress, frustration, etc.) so that client in a reactive and defensive state, saying things that immediately defend against the information, arguing, deflecting, discounting, and disagreeing with vigor.

0 Disengaged

Disengaged to the information, refusing to listen, walking away, avoiding it and not dealing with it.

Coaching Definitions

COACHING – WHAT IS IT AND WHAT IS IT NOT?

For the field of Coaching to graduate into a Profession a unified agreement will eventually be reached by peers and users of Coaching. MCF members agree Coaching is a distinctive modality apart from other professional modalities, such as consulting, training, mentoring and counselling.

MCF Defintion of Coaching

Coaching is unleashing untapped potential, by facilitating individuals or groups to mobilise their internal and external resources to an agreed upon outcome. The MCF recognize three levels of coaching: performance, development, and transformational. The process of coaching is a focused conversation that gets to “the heart of things” empowering a client with more choices and resources. Coaching is facilitating.

Meta-Coaching

We use the term “meta” with regard to Coaching to highlight that Coaching itself is a meta-discipline. This term “meta” refers to something that is higher than another thing. In meta-communicating, we communicate about how we are talking and communicating. In meta-cognition, we speak about how we are thinking. The term “meta” literally means “above, beyond, and about” and so in coaching a coach works primarily with the structure and process of a client’s experience rather than the content. In Meta-Coaching we also use numerous meta-models for training our skills and competency in working with processes.

Coaching is NOT Training

Training is a skill-based process for teaching and educating a person through a process to become able to perform new skills. Training is solution oriented and is skill-centred or focused. In training, an expert provides information and experience for the new skill to be developed and refined. While a Coaching participant may learn, Coaching is NOT teaching.

Coaching is NOT Mentoring

Mentoring is focuses on a particular skill that a person wants to develop. The mentor is typically more experienced, and skilled and gives suggestions, guidance, and direction. Mentoring presupposes an unequal relationship in that a senior person (the mentor) passes on specific information to a less experienced person. While a Coaching participant may gain clarity and direction, Coaching is NOT guiding others to replicate the Coaches success.

Coaching is NOT Counselling (and Therapy)

Counselling and therapy focuses on problems for the purpose of bringing resolution to them. Therapy refers to the healing of hurts and counselling typically focuses on the counsel or guidance for how to live life. In both there is a focus on the source or sources of problems and the symptoms that result from those problems. Both also typically (in traditional psychology, not the newer Cognitive therapies) consider people as broken and dysfunctional and needs to be helped or fixed. As such counselling and therapy focuses on healing hurts and bringing resolution to personal pain. Both imply that there’s something wrong that needs to be fixed. While Coaching may provide solutions, Coaching is NOT about fixing the past.

Coaching is NOT Consulting

Consulting involves giving advice and using one’s own expertise in a given field to inform or tell an individual what to do. While consulting can be facilitative, it can also involve procedures, and help people to do something new. Consulting most often takes responsibility for outcomes and results. A Professional Coach NEVER gives advice after contracting to work with a client.

Coaching Models

Above and beyond everything else, a coach is an expert in the meta-discipline of facilitating the processes of self-actualizing. As a meta-field coaching supports, enables, empowers, questions, and facilitates the expertise of the client. This makes the client the expert in his or her own life, in his or her own visions, dreams, values, potentials, and passions. As an expert in process, the coach does not determine what the client needs or wants. The coach has no informed agenda to impose. The coach facilitates the process of the client deciding on his or her own outcomes.

Because meta-coaching is therefore systematic, the MCF have set out an operational description of Coaching specific models that a professional coach will recognise as critical, be able to articulate that which they have studied, and are competent in using them in their Coaching.

Why are using models important? For a movement to become a profession, it has to create and operate from explicit models. This means having an explicit theory, set of variables, set of guidelines for using the theory, and patterns or processes that are derived from the theory. These four elements are critical in having an explicit model.

For a professional coach, the following different facets represent what coaching is and calls for models and processes for handling each of them. The first six govern the coaching process as a profession that works to unleash a person’s potentials, the seventh governs the coach’s business practice itself.

1) Advanced Communication Model – for a focused conversation

Coaching is a highly focused conversation, a specialized communication that gets to the heart of things as a client explores dreams, hopes, and values. Therefore an advanced model for communication is essential for the ability to quickly get to the heart of things. Otherwise, the coaching degenerates into “a nice chat.”

2) Reflexivity Model – For Facilitating Emotional Intelligence

Coaching, by definition, involves and facilitates a client stepping back to the thoughts in the back of the mind. This reflexive awareness of the multiple dimensions of communication refers to how we not only communicate the thoughts “on our mind,” but also those “in the back of our mind.” By bringing out the reflexive thinking of the self-dialogue which goes on simultaneously in the back of our mind, the coaching conversation is able to get to the heart of things.

The kind of consciousness that humans have is a very special kind, we call it self-reflexive consciousness. This speaks about our ability to think-about-our-thinking, feel-about-our-feelings, and to respond to our responses. A professional Coach will have studied the principles of meta-cognition and utilize a meta-cognitive Reflexivity Model for efficiently and effectively facilitating this degree of awareness.

3) A Generative Change Model – For Facilitating Change

Coaching first and foremost deals with performance change (a change in one’s quality and level of performance), yet it does not stop there. A coach also works with developmental change as when a client needs to evolve his or her sense of identify, beliefs, and values. Nor does it stop there. An even higher level of change is that of transformational change. This speaks about changing one’s direction, purpose, mission, and vision. These multi-dimensional levels of change indicate the generative change of coaching and calls for a Model of Generative Change so that a coach can determine at what level of change a client is seeking and how to facilite that level of change.

Regarding change, most change models come from therapy change models rather than change models specifically designed for the healthy self-actualizing person, a person who embraces change rather than fights it. In fact, this is one of the two key variables that differeniate generative change from the remedial change of therapy. In therapeutic models of change, clients are expected to Resist and Relapse. Not so in a generative model of change.

If a Coach is a change agent, he or she will obviously have to know how to dance with the mechanisms of change for a healthy person who simply wants to unleash more of his or her potentials, and will work from a Coaching Change Model that specifically deals with this kind of change.

4) An Implementation Model – For Measuring Change

Coaching, while a conversation, is not a nice chat. It is not merely about talking, the bottom line of coaching is doing. To that end, an effective Coach is able to bring about change by enabling and empowering a client to actually incorporate the change and embody it in his or her physiology. In this way the Coach facilitates implementation of the great ideas, visions, and values talked about in the coaching session. Coaching is ultimately about actualizing our potentials and visions. It is about executiing the action plans and following-through to make it real in lifestyle.

To that end, an effective Coach needs several models for Implementing the ideas and visons. At the most fundamental level, there needs to be a personal implementation that empowers the client to embody the changes so that they become part and parcel of his or her way of being in the world. Next, there needs to be a way to mark and measure the change, a way to benchmark even intangible and conceptual principles so that we can know that what we are talking about is making a difference. Therefore a Coach will work from an explicit Implementation Model for measuring change.

5) A Systems Model – For Systemic Change

Because Coaching works with the whole person, the mind-body-and-emotion within many systems— relational, family, work, cultural, organizational, etc., it has to be systemic in nature. This demands that a Coach has to be able to think, speak, and work systemically with clients. To that end, an effective Coach needs a systemic model that enables him or her to see and work with multiple systems simultaneously. This is critical for ecological reasons and it is critical for the purpose of being effective. It is also part and parcel of being able to get to the heart of things quickly, that is, finding the leverage point in the system.

To work systemically is to facilitate the whole person’s mind-body-and emotion system so that what is imagined and envisioned becomes a congruent change that is fully aligned within all of the contexts and relationships of life.

6) A Self-Actualization Model – For Unleashing Potential

Coaching depends upon a unique form of psychology, not abnormal psychology that deals with neurosis and psychosis, not even normal psychology dealing with the average. It deals with the healthy person who is self-actualizing to become his or her best. It deals with the psychology of the person seeking excellence. That’s because the kind of human psychology which an effective coach uses works to unleash potentials so that a client will activate his or her best and experience peak performances.

This kind of psychology is Self-Actualization Psychology and was pioneered by Abraham Maslow along with Carl Rogers, Rollo May, and many others in the Human Potential Movement. Given this psychology informs most coaching the professional Coach will work from the current Self Actualiszng Models in the field.

7) Business Model – For Ethical and Business Success

Coaching is ultimately a business. For it to become a credible force in the world, Coaches have to apply the coaching principles to say, develop the business acumen in adding value to customers in the marketplace, market themselves effectively, and create a successful and viable commercial business. Accordingly, Coaches need to create and operate from an explicit Business Model for how they will do business: their market, their niche, their financing of the business, administrative, marketing, etc.

In each Profession there are specific skills that the field identify and use for competency assessment and for setting the standard within the field.

The following are the Coaching skills identified by the MCF, distinct and apart from skills of other professional modaliites (such as training, mentoring, consulting, counselling). It is competency within these following Coaching skills that distnguishes a professional Coach.

The MCF has identified 29 Coaching specific skills,

7 Essential or Core Skills

9 Change Skills

13 Crticial Skills

Following are the competency benchmarks for each of theses skills. Competency ranges from 0 level of competency (no level of skill) to a level 5 (mastery of the skill). Level 3 or higher demonstrates competency in increasing degrees.

what is coaching
why meta coaching

What is Coaching?

Coaching is the mobilizing of a client’s resources to an agreed outcome that unleashes the talents, passions, and potentials of that client so that he or she can experience more, be more, know and feel more, do more, contribute more, and have more. Coaching is a very focused conversation that primarily uses questions and meta-questions tot get to the heart of things and facilitate change and transformation. Coaching is about the transformation of performance, beliefs and values, meanings and directions and so is about performance change, evolutionary change, and revolutionary change. Click here to learn more about Coaching. (take browser to page on Coaching).

What is Meta-Coaching?

Coaching is by its very nature a field or discipline that works at a higher or meta position to the client and the client’s experience. As a sports coach does not have to be an expert in the sport himself, he or she does have to know how to get the best out of the player. A meta-coach is an expert is structure and process rather than in content. The client is his or her own best expert in content.The Meta-Coach knows how people function and operate and is guided by the six models of communication, change, reflexivity, implementation, systems, and self-actualization. With that meta-knowledge and meta-skill, the meta-coach is skilled in getting the best out of the client.

What is Neuro Linguistic Programming (NLP)?

NLP is a communication model that describes how language (linguistics) affects our body and physiology (neurology). Words and symbols work indirectly, not directly. Words and symbols work in our mind like a map about a territory (“The map is not the territory”) just as our inner mental movies of sights, sounds, sensations, smells, etc. is not the external experience. But, and this is the magic of symbols, the movies we play in the theater of our mind do send messages (and even commands) to our nervous systems about what to feel and how to respond and so create our internal reality.As a model of human functioning, NLP describes the processes and patterns (programming) that is currently governing our mind-body system and the processes and patterns that could enable us to “run our own brain” in new and much more resourceful ways. NLP is about how to change the communication (mapping, movie-making) so that we can experience more resourceful states of mind-and-body.

What is Neuro-Semantics (NS)?

Neuro-Semantics is about meaning and meaningfulness (semantics) and how the meanings we create not only at the level of representation as we make movies in our minds, but at all of the higher levels of frames about those movies. The movies and meanings that we set not only create our frames of mind, but the emotions, skills, states, and abilities in our bodies (neurology).

Because we never just think or feel, but we think and feel about our thoughts and emotions and do so layer upon layer upon layer, thinking about our feelings, feeling about our feelings, etc., each layer creates another frame, another “logical level,” and so creates our matrix of frames of meaning. This is the construct of our inner world that comprises all of the Rules of the Games that we play in our actions, behaviours, and skills.

Neuro-Semantics works with the reflexivity of our states (Meta-States) that create our Matrix of Frames (the Matrix model, Frame Game model) and that leads to how we can actually close the knowing-doing gap. Neuro-Semantics focuses on the integration or synergy that results when we can translate the great ideas in our heads so that they are in our body (the Mind-to-Muscle pattern, for example),As a model with many sub-models for explicating the structure of experience, the heart of Neuro-Semantics is modelling experiences of excellence and mastery. This modelling process enables us then to create many models and patterns for replicating those highly desired experiences.

What is Performance Coaching?

Performance Coaching is the form of Coaching most people think of when describing Coaching. At this first level of Coaching, a Coaches focus will be on incremental change and modification of a Clients skills and behaviours; what the Client can preform or do in action. Performance Coaching is highly effective in Workplace Coaching, Sales Coaching, Sports Coaching, and task orientated Coaching such as writing a book, winning a competition, public speaking, finding a new job etc.

What is Developmental Coaching?

Developmental Coaching is measured by performance in skills and behaviours, yet focuses on evolutionary change, helping a Client to develop their beliefs, values, self-identity and other meanings for a change in their performance, in any area of their life. Developmental Coaching is highly effective for Leadership and Executive Coaching, Relationship Coaching, Health Coaching, Wealth Coaching, and for releasing interferences to untapped talents and potentials.

What is Transformational Coaching?

Transformational Coaching focuses on revolutionary change; change to an individual or organisations purpose and direction. Transformational Coaching helps a Client to make changes that ends up changing the very direction, meaning and purpose of their life, relationship or business. Transformational Coaching is highly effective for organisations to align the performance of employees with the highest intentions of Boards, Directors and for systemic career change, self-actualisation, and realising innate gifts and potential.

What is the Meta-States® Model?

Meta-States is a reflexivity model, developed by L. Michael Hall for accessing and refining the thoughts in the back of our mind— the thoughts-and-feelings that we have about our thoughts-and-feelings. We call these thoughts-and-feelings a meta-state. As a function of our ability to reflect upon ourselves and our experiences, we apply one state to another, and so layer state upon state. This model gives a Coach the ability to precision question to find these meta-state structures and to invite a client to become aware of these structures for quality controlling and evaluating. For more information on the Meta-States Model, see Secrets of Personal Mastery, by L. Michael Hall or The Meta-States Model, by L. Michale Hall.

What is the Axes of Change ModelTM?

The Axes of Change Model co-developed by L. Michael Hall was the first change specfic model in the field of Coaching for supporting healthy self actualisating individuals and groups facilitate the four stages of change, using nine different change specific Coaching skills. For more informaiton on the Axes of Change Model.

What is the Matrix ModelTM?

The Matrix Model developed by L.Michael Hall is a systemic framework that combines cognitive-behavioural psychology and developmental psychology to provide a dynamic way to think about how all of our meanings frames, such as beliefs, values, understandings etc are embedded within frames work as a unified system. The Matrix model is used in Neuro-Semantics to detect the meaning frames that governs a person’s life and experiences, and to transform limiting and even toxic meaning frames to more empowering and enhancing frames. This model gives a Coach a holistic model for working with both individuals and organisations for profiling and tracing a change through the entire system. For more information on the Matrix Model see the book by the same name by L.Michael Hall.

What is the NS Benchmarking ModelTM?

The NS benchmarking model co-developed by L. Michael Hall provides a model for measuring the iimplementation of change and way to begin to measure an intangible idea or skill. It begins by operationalizing a term by finding behavioural equivalents of the term and scaling them from 0 to 5 to specify the degree and extent of a skill from unconscious competence to high level conscious and unconscious competence. Benchmarking provides a way to measure and mark degrees of competence and to more easily replicate high quality skills of expertise.

What is the NS Self Actualisation ModelTM?

There are three NS self-actualization models developed by l. Michael Hall. the NS Self-Actualization model specifies the theoretical frameworks of the concept of self-actualizing (making actual one’s potentials by mobilizing resources), the Matrix of Self-Actualization, and the Self-Actualization Quadrants. These models detail the definition, meaning, components, and processes of actualizing one’s best possibilities. In the context of coaching, these models actualize the best visions in the human potential movement by Maslow, Rogers, Carl, and others by giving practical processes.

Why do we call it Meta-Coaching?

Mostly because we coach from higher or meta-levels. Also because we have seven meta-models that form the systematic framework of Meta-Coaching. Yet these are not the only reasons, there are more reasons for calling it Meta-Coaching.

1) Meta-coaching is meta to content.

Coaching at a meta-level means that we work with people from the level of structure and process about their content. It means that the dialogue and relationship we facilitate with our people empower them to run their own brain, access their resources, and achieve their highest outcomes.Meta-Coaching is a meta-field that focuses on process and structure more than content. Like NLP, Neuro-Semantics, consulting, meta-analysis, and modeling, coaching involves identifying the structure of an experience and facilitating a person or team to replicate that excellence. Our expertise is in process rather than content. That’s why we focus on the Inner Game. Meta-Coaching unites the best of NLP and Neuro-Semantics under the unifying framework of the Matrix Model and its sub-matrices.

2) Meta-coaching works meta to resources to empower people.

We do not teach, train, or give advice because we assume that people have the necessary internal resources to succeed. Instead we use models and processes to mobilize those internal and external resources. Coaching that empowers people accesses and develops their resources. Then people -Think for themselves and run their own brains.Solve their own problems as they develop critical thinking skills.Develop creativity to innovate new things.Own responsibility for their actions and becoming proactive in taking the initiative.Deal with problems when they first appear.Develop their own strengths.

3) Meta-coaching takes performance to a higher level.

In coaching. performance is “Job One.” In Meta-Coaching we work to enhance performance, achievements, and results. We work at a meta-level for more skilled performance in an area of expertise in the pursuits of self-mastery or within one’s career: customer service, sales, planning, etc. It’s about becoming masterful in mind, emotion, body, and spirit. This is the outer game.

4) Meta-coaching is transformational as it transcends performance.

In coaching we facilitate a client’s desire for transformation. Yet in doing so, we are simultaneously being affected.Meta-Coaching involves operating from our personal genius (an intense focused state) so that we can more effectively elicit and facilitate the personal genius of our clients in their given area of pursuit. In this, we go first and model for our client focus engagement.

5) Meta-coaching works holistically with a client’s system.

By uniting the multiple intelligences of I.Q., emotional intelligence (E.Q.), and spiritual intelligence (S.Q.), we coach the entire mind-body-emotion-spirit system as a systemic whole. We do this to elicit the synergy of a greater intelligence, namely, wisdom. Meta-Coaching works with the entire mind-body-emotion system as a whole using the Matrix model as a way to think and work systemically. This unites cognitive psychology with developmental and self-actualization psychology.

6) Meta-coaching focuses on primarily relationships.

Meta-Coaching involves an ongoing partnership that facilitates clients to produce fulfilling results in their personal and professional lives. Cheryl Gilroy says, “Through the process of coaching, you deepen your learning, improve your performance, and enhance your quality of life.” Through collaboration, we co-create a new inner game that manifests itself in a new outer game of the client.

7) Meta-coaching coaches to a client’s meta-programs.

In Meta-Coaching, we identify and coach to expand each client’s full range of perception by coaching to a person’s meta-programs, that is, the way they perceive information. Given the pervasive influence of our meta-programs as perceptual filters, coaching to meta-programs and thinking styles enables a Meta-Coach to quickly identify the heart of things where the leverage for change occurs.

The Neuro-Semantic Vision for Coaching

The models we have in Neuro-Semantics are especially designed to enable us to explore the dynamic structure of experience, especially the structure of excellence. These enable us to take coaching to a whole new level of expertise. In Meta-Coaching our vision is:

Facilitating excellence in clients and enabling them to discover the wonder and magic of taking charge of their lives.

Operating as a process expert to a client’s content of which he or she is the expert.

Facilitating the mapping of new strategies for skills, experiences, and top performances.

Co-inventing through language and patterns the right solution with the client in a real-time dialogue.

Facilitating a new use of language for precision (the Meta-Model) and for induction (the hypnotic language patterns of Meta-States, the meta-questions, Mind-Lines, etc.).

Modeling cutting edge experiences of high performance and modeling the client’s unique way of replicating that.

Inventing new patterns through the ruthless compassion and conversation so that we co-create new meanings, frames, and beliefs.

Using the Matrix of our client’s frames to invite reorganizations that transformation the client’s experiences.

Having lots of fun in the process, a relationship of respect and honor, and about operating from a sense of abundance of what the client brings to the encounter.

Believing in releasing the genius and potentials within each client.

Becoming the most effective coaches in the field of Professional Coaching.

Profiling clients to quickly assess and coach to the structure so that we know (and can articulate) what to do when, with whom, and why.

Able to identify why and how something doesn’t work and how and why something does work.Facilitate generative change in a person’s experience by coaching to the client’s meta-programs and matrix.

Facilitate generative change in a person’s experience by coaching to the client’s meta-programs and matrix.

Funding and Sponsorship

As volunteer not-for-profit organisation the MCF funding is entirely dependent on membership, private donations and sponsorship.

Funding includes promotion of the MCF and is primarily reserved for independent research and collaborative research with government, university, and community co-funded projects. For more information on MCF research and development mail to meta@onlinecol.com

Sponsorship

Would you like to sponsor an MCF event? Would you like to see your organisations name recognised for contributing to the development of the field of Coaching and Meta-Coaching?

Sponsorship may include MCF Professional Development events, MCF Conferences, MCF Research Projects, MCF Panels, and MCF Surveys etc.

To brainstorm or propose your Sponsorship opportunity contact meta@onlinecol.com –

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Sponsorship

MCF Funding and Sponsorship Committee welcome your time, passion, and expertise for increasing MCF funding opportunities worldwide. To offer your expertise in relationship building, sponsorship, etc, Mail to meta@onlinecol.com This email address is being protected from spam bots, you need Javascript enabled to view it

Donations

In most countries Donations of more than $10 can be recognised as a Tax Deduction. Each contributor donating more than AUD$500 annually will be recognised as an MCF Patron and recognised in the MCF newsletter, MCF website and at other MCF events. To make an MCF Donation email for Donation Details to meta@onlinecol.com This email address is being protected from spam bots, you need Javascript enabled to view it

MCF Patrons

2003, 2004, 2005, 2006, 2007, 2008, 2009, 2010, 2011,201,2013

L. Michael Hall

Research and Development

The MCF Research and Development Committee are currently developing and planning research initiatives for 2007.If you plan to or are currently completing a Masters or Doctorate Degree in a Coaching related topic, are working on an academic research project, committed to evidence based coaching research and wish to be involved in MCF research and development initiatives please email to L. Michael Hall, Director of Research and Development on meta@acsol.net This email address is being protected from spam bots, you need Javascript enabled to view it.

Developers

L. Michael Hall, Ph.D.

Michael developed a form of NLP Coaching in 1991 called “Empowerment Coaching” which was designed mostly as an empowerment training in businesses for managers and owners. That gave him interested in resilience as a key factor of personal success and effectiveness and so that led to his first modeling project on Resilience. In the midst of modeling resilience, Michael developed the Meta-States model which led to Neuro-Semantics and all of that took his mind off of coaching until 2002. That’s when Michael began researching and modeling the emerging field of Coaching and created the first Meta-Coach Certification training in November 2003, Sydney Australia.

Having met three truly awesome coaches who had become Neuro-Semantic trainers, Graham Richardson, and Cheryl Gilroy, Michael invited them to be the expert coaches at the first Meta-Coach Training. Part of his preparation for that training was interviewing the expert coaches prior to the training to get their input.

As a modeler and researcher, Michael’s creative genius lies in that of synthesizing materials and seeing patterns, and as a visionary leader in NLP and Neuro-Semantics that of awakening people to an exciting vision about what’s possible.

Meta-Coach Trainers

There are currently 4 Meta-Coach trainers. L. Michael Hall is the lead trainer and now has 8 colleagues who are leading the field of Meta-Coaching with him.

META-COACH TRAINERS:

L. Michael Hal, Ph.D. USA

David Murphy – Mexico

Mandy Chai, Hong Kong

L. Michael Hall Ph.D.Neuro-Semantics Ltd., Executive Director

ISNS – International Society of Neuro-Semantics

P.O. Box 8

Clifton, Colorado, 81520 USA

www.neurosemantics.com

www.meta-coaching.org

www.self-actualizing.org

Email: meta @onlinecol.com @acsol.net

(970) 523-7877

(970) 523-5790 FAX

(877) 686-2867 toll free in the USA only

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membership
license
fees
agreements

MCF Membership is open to any individual who is a Coach, Organisation using Coaching, Coaching Institution, or private user of Coaching. Membership options are dependant on level of Coaching field involvement, education, and level of credentialing. For more information on MCF Credentialing mail to:meta@acsol.net

MCF Foundational Member

Foundational membership is open to any individual or organisation who shares the Mission and Vision of the MCF, and agree to the MCF Code of Ethics and Conflict Resolution Process. Members are required to complete an application form and to pay an annual membership fee AUD $50. MCF Foundational Members will receive MCF newsletters, and 10% discount from participating MCF providers. To apply mail to:meta@acsol.net

Associate Certified Meta-Coach (ACMC) or Internal Certified Meta-Coach (ICMC)

ACMC Membership is open to individuals who have succeeded in ACMC credentialing and agree to the MCF Conflict Resolution agreement and the MCF code of Ethics and Standards. Members are required to complete an application form, provide copies of Credentialing Certification and pay in addition to the Foundational Membership Fee an annual membership fee of AUD $50. ACMC Members receive Foundational Member benefits plus access and participation in the Meta-Coaches international e-group and free advertisement on the MCF Coach Referral Database. To apply mail to:meta@acsol.net

Professional Certified Meta-Coach (PCMC)PCMC Membership is open to individuals who have succeeded in PCMC credentialing and agree to the MCF Conflict Resolution agreement and the MCF code of Ethics and Standards. Members are required to complete an application form, provide copies of Credentialing Certification and pay in addition to the Foundational Membership Fee an annual membership fee of AUD $100. On annual renewal PCMC members are required to demonstrate 10 days of Coach Specific professional development or continuing education in the previous 12 months. To apply mail to:meta@acsol.net

Master Certified Meta-Coach (MCMC)

MCMC Membership is open to individuals who have succeeded in MCMC credentialing and agree to the MCF Conflict Resolution agreement and the MCF code of Ethics and Standards. Members are required to complete an application form, provide copies of Credentialing Certification and pay in addition to the Foundational Membership Fee an annual membership fee of AUD $150. On annual renewal PCMC members are required to demonstrate 20 days of Coach Specific professional development or continuing education in the previous 12 months. To apply mail to: meta@acsol.net

ACMC Annual License Fees, Continued Education Requirements (CER) and Renewal Procedure

The MCF Membership Fees and ACMC License are payable in January of each year and term runs until 31 December of each year.

Keeping your MCF Membership and ACMC License Fees Current:

Annual Renewal payment for your MCF Membership and ACMC License Fees are payable in January of each year. Renewal Payment options for your MCF membership and ACMC License annual renewal are as follows.

Payments Procedure:

Renewal payments can be made on https://www.neurosemantics.com click “Business” OR
Renewal payment http://www.meta-coaching.org click “Modules” and you will see the Place to click for your License Renewal through Paypal. OR
Regional MCF (local) will be also offering a payment facility. This information will be available from you local MCF Regional Directors. See list of Regional directors and their contact details click here

Regional MCF (local) will be also offering a payment facility. This information will be available from you local MCF Regional Directors. See list of Regional directors and their contact details click here

Meta Coaches whose MCF membership and ACMC License fees are current can post their contact details on the website. Please contact Germaine Rediger germaine@indialogue.eu should you require assistance or have queries regarding accessing or posting your contact details on the MCF website. www.metacoachfoundation.org

Maintaining and Expiry of ACMC Certificate and Licensing

Your Certificate and Licensing is good for 4 years —during which period there are 8 days of continuing education in Neuro-Semantics which is required. (2 days NS training per year)For all Meta Coaches who were certified between 2002 – 2009 ACMC licenses will expire January 2013. From 2010 expiry will be 4 years from accreditation. Eg. 2010 expiry date 2014 plus (CER)

Continual Education Requirements (CER)

The ACMC Certificate and License is valid for 4 years, this requires keeping your MCF membership and ACMC License fee current and from expiring by paying this fee annually. (January of each year). Within the four years continual education requirement is a prerequisite as was indicated in 2009, every ACMC license obtained during the period 2003 – 2009 will expire in January 2013. From 2010 expiry date will be 4 years from year of accreditation. ACMC continued education requirements are as follows and are the prerequisite for License and certificate renewal for a further 4 years. The continued educational requirements are :

Revisiting ACMC – this renews your continued educational requirements for another 4 years or

Serve on the ACMC Assist Team and attend 80 hours of MCF Chapter meetings and Group Coach Practices and

Attending 2 days of training/workshops in Neuro Semantic specific per year so that there are a total of 8 days training in 4 years and attend 80 hours of MCF Chapter meetings and Group Coach Practices.

Please use the following link to renew your MCF membership.

RENEW MEMBERSHIP

Download file here.

Contact Details MCF Regional Directors

NAME	POSITION
Anthony Pinto	Regional Director Malaysia
Emilia Bleck	Regional Director Mexico
Jason Schneider	Regional Director USA
Germaine Rediger	Regional Director – Belgium
Alvin Samson	Regional Director Philippines
Janine Daniels	Regional Director Singapore
Shawn Dwyer	Regional Director Australia
Mandy Chai	Regional Director China
Mandy Chai	Regional Director Hong Kong
Mariani Ng	Regional Director Indonesia
Mitsuko Okamoto	Regional Director Japan
Nan Rogstad	Regional Director Norway
Nicola Riva	Regional Director Italy
Henrik Schalen	Regional Director Sweden
Rodrigo Santiago F de Oliveira	Regional Director Brazil

Brazil​Regional Director

BrazilRegional Director