Rachel | 10 Questions to Ask your ICF Mentor Coach

What is ICF Mentor Coaching and what are the roles and responsibilities of an ICF Mentor Coach? 

The International Coaching Federation (ICF) defines Mentor Coaching as 'a collaborative, appreciative and dialogued process based on an observed or recorded coaching session to increase the coach’s capability in coaching, in alignment with the ICF Core Competencies'.

It can be seen as a sub-set of coaching super-vision, exclusively focused on helping coaches to develop and demonstrate coaching skills and competencies.  For ICF credentialing purposes, 'Mentor Coaching' must be provided by a coach who has already obtained the ICF credential the mentee seeks.  

The ICF has outlined the Duties and Responsibilities of ICF Mentor Coaches.  CLICK HERE for further details.

Is ICF-inspired 'Mentor Coaching' of value even if I am NOT an ICF Member nor seeking an ICF coaching credential?

YES!  While ICF Mentor Coaching is a requirement of the ICF Credentialing process, it also provides a highly effective methodology for all coaching professionals, of any professional affiliation, to deepen their coaching skills. 

I have found the ICF Mentor Coaching approach to have been an exceptionally valuable aspect of my CPD.  It is a challenging and affirming methodology for moving from competence to proficiency to mastery of coaching skills.  In addition, partnering with my Mentor Coaches always helps me to overcome my resistance to listening back to my recordings, to listen for strengths and stretches in my coaching skills and to notice blind-spots. of which I was previously unaware (both strengths and stretches!!!).  

If you are a coach affiliated with a coaching organisation other than ICF, I recommend that you review my Coaching Super-Vision page, book a 'Next Steps' call with me and share that you are interested in including a 'Mentor Coaching' approach to your coaching super-vision.  NOTE: In addition to being a member of ICF, I am also a credentialed member of EMCC and NBHWC.  

What level of ICF Credential do you hold? 

ICF Mentor coaches must hold an ICF credential at the same level or above as the mentee is seeking.  Therefore, it is your responsibility to select an ICF Mentor Coach that meets the criteria specified in your (re)credential application.

As I am an ICF-MCC Credentialed coach, Mentor Coaching with me meets the Mentor Coaching requirements for all ICF credentials.  In addition, up to 10hr of ICF Mentor Coaching can also count as CCEUs for re-certification applications.    

Have you completed ICF Assessor training?

Part of the ICF Credential Application Process involves a performance evaluation assessment of one or two recorded coaching sessions. These assessments are conducted by trained ICF Assessors who are responsible for evaluating and assessing coaching sessions that are submitted by coaches who are seeking an ICF credential.  To become an assessor, coaches must hold at least a PCC credential AND undergo rigorous, specialised training, which is designed to teach them how to evaluate coaching sessions against ICF's core competencies and ethical standards.  

If, in addition to holding the credential you seek, your mentor coach has also completed the ICF Assessor training, this means they have demonstrated a deep understanding of both the coaching competencies required AND how these competencies are assessed in a performance evaluation.  

Yes, I am a trained ICF-PCC Assessor.  

What is your experience mentoring coaches at my level of experience and certification?

For several years, I have been mentoring coaches in training from University College Cork and the Irish Lifecoach Institute

Since 2018, when I renewed my ICF-ACC credential, and became eligible to serve as an ICF Mentor Coach, I have mentored numerous coaches towards their ICF-ACC, both one-to-one and group mentoring.

Since 2022, when I gained my ICF-PCC credential and also trained as an ICF-PCC assessor, I have been mentoring coaches towards their ICF-PCC.  These coaches range from highly experienced coaches, who have been practising for years (sometimes decades) who are applying for an ICF credential for the first time.  Others have already attained their ICF-ACC credential and are committed to the ongoing professional development path provided by pursuing the credentialing journey.   

Since 2023, when I gained my ICF-MCC credential, I have been serving as a mentor coaching to ICF-PCC coaches aspiring to their MCC credential and also peer mentor coaching with my ICF-MCC colleagues.  However, I have not received training as an MCC Assessor. 

What is your mentoring style and approach and how does it fit with my learning style and needs?  

Mentor Coaching with me involves us listening together to some/all of a recording of a coaching session.  Prior to the session, it is best practice to listen to the recording yourself and to have sent me the transcript of the session recording.  During our session, we initially agree on the developmental focus you, as the mentee, want to set for the session.  Then together, we listen to the recording for evidence of competencies demonstrated (strengths), additional opportunities to demonstrate a competency (stretches) and explore choice points and alternative possibilities inspired by the recorded session.  Feedback is provided based on the ICF core competencies, PCC Markers and Minimum Skills Requirements for ACC and MCC Credentials. 

My approach is that of a scientist, being an experimenter, experimenting.  Together we observe, explore and experiment with different coaching approaches, mindsets and skills.  Then you go out into the field to run the latest experiment, inspired by our mentoring session.  You observe what worked, what didn't work so well and select another recording to continue your progress towards coaching mastery at our next session. 

I believe the most common failure is not experimenting.  Therefore, as your mentor coach, I will always champion your learning and growth, especially from the experiments that don't work perfectly the first time you try them!  'Failed' experiments are feedback and we grow and learn from our mis-takes.  

There are a number of theoretical principles that I draw upon which under-pin my mentor coaching approach.  All of these principles are in service of empowering and equipping a coach to develop their skill in demonstrating the ICF Core Competencies.  

• Adult learning theory recognises that adult learnings have different learning needs, preferences, motivations and experiences and promotes a tailored approach.
• Reflective practice is a fundamental component of mentor coaching which aims to analyse an experience or situation in order to create new understandings, and ultimately develop greater self-awareness.  Listening to recordings of coaching sessions, through the lens of the ICF core competencies is a powerful reflective practice technique. Resistance to this form of reflective practice can also show us where our self-sabotaging patterns might be holding us back. 
• Positive psychology and strengths based approach to support mentees to overcome challenges and enhance persistence, optimism and hope.
• Mindfulness practices to support coaching presence and embody a coaching mindset
• Self-determination theory to support focus on autonomy, competence and relatedness, as it relates to demonstration of 'partnering,' and 'trust and intimacy' within a coaching session. 
• Cognitive behavioural theory, that explores the relationship between thoughts, behaviours and emotions.
• Growth-mindset theory provides a framework for promoting continuous learning and development, fostering resilience, encouraging constructive feedback and a focus on the process of self-development and growth.
• Psychological safety is essential to create a supportive, constructive and non-judgemental learning environment in both 1-2-1 and group mentor coaching.

Can you share some Mentor Coaching feedback?

How do you understand and apply the ICF Code of Ethics in Mentor Coaching? 

The primary code of ethics applicable in ICF Mentor coaching is the ICF Code of Ethics.  I see it as a framework for deepening my own and my mentees’ understanding of how ethical principles apply to our ethical practices, ethical maturity, ethical decision making, ethical sensitivity, uncovering and exploring (often unconscious) biases and for navigating ethical dilemmas to a point where we can find peace and integrity in our coaching relationships.  

As I subscribe to other codes of ethics as well (e.g. EMCC/AC Global Code of Ethics, NBHWC and PSI), this helps me to explore and navigate scope of practice challenges with mentees and discuss cross-professional boundaries or conflicts of interest which might arise during mentor coaching. 

My awareness and practice in integrating different codes of ethics has deepened my interest and ability to encompass a variety of frameworks to assist mentees and myself to objectively identify, assess and evaluate our ethical processes to support conscious, ethical decision making.

The ICF codes of ethics give me a lens through which I can scan for potential breaches, dilemmas and deficits in ethical conduct within mentor coaching.  While many people see codes of ethics as providing minimum standards of behaviour, I see codes of ethics as an inspiration for deep practical philosophical dialogue towards trust-based, rather than rule-based ethical behaviour, as we navigate competing priorities and complex situations.   

A question I like to ask is ‘If we were to consider at least five possible ethical dilemmas in this situation, what potential ethical dilemmas could there be?’ 

1. Shared Learning:  Mentees can share their recordings, developmental focus, challenges and questions with each other, which can lead to expanded insights and learning.
2. Diversity of Perspectives:  Mentees bring different recordings which demonstrate different approaches, perspectives, experiences and styles, which can provide a rich learning environment and offer a broader range of feedback and support. 
3. Sense of Community and Support: Being in a learning community both in and between sessions reduces a sense of professional isolation and increases the sense that 'we are on this learning journey together.'
4. Practice Self-Reflection and Appreciative Feedback Skills: By hearing different coach/client relationships, and having the opportunity to learn and share reflections from coach, client and observer positions offers mentees the opportunity to develop observation and appreciative feedback skills. 

Group Mentoring Cons

1. Scheduling and Coordination: The timing of available group mentoring sessions may not suit your schedule.
2. Reduced Individual Attention: While 2 mentees will get to play their recording, the remaining mentees are in observer mode, unless we do live coaching during the mentoring session.    
3. Hesitancy in Obtaining or Sharing a Recording: It is the responsibility of the mentee to obtain permission from a client(s) to record and share a coaching session for the purposes of mentoring/credentialing.  A coach may hesitate to share a recording, if their fear of judgment exceeds their desire to learn and grow. 

1. Flexibility: Logistics is limited to coordinating just two people's calendars! 
2. Individualised attention: Mentees receive individualised attention and feedback from the mentor coach, which can be tailored to their specific needs and challenges.
3. Confidentiality: One-to-one mentor sessions provide a safe and supportive environment for mentees to discuss learning challenges or growth edges.
4. Requirement of ICF Credentialing Process: ICF credentialing process requires that a coach have at LEAST 10 hours of mentor coaching, of which at LEAST 3 hours is 1-2-1 mentor coaching. 

1. Limited learning from others: Mentees may not have the opportunity to learn from others in the same way as they would in a group setting. 
2. Higher financial investment: One-to-one services generally cost more that one-to-several services

• All mentor coaching feedback is based on coaching skills observed in a recorded or live coaching session and referenced back to the ICF PCC Markers, ICF Core Competencies and ICF Code of Ethics and Core Values. 
• For optimal value and to deepen self-mentoring skills, mentees listen back to the session recording, to identify strengths and stretches in advance of mentoring.  
• Mentees typically avail of mentor coaching for two reasons 1) development and mastery of core competencies within a coaching conversation and 2) selection of recordings for credential application.  In either case,  
• Mentees typically complete a pre-mentoring call strategy form and come to the mentoring session having chosen a developmental focus for the session.
• In our mentoring, together we listen to segment(s) of the recording and highlight competencies demonstrated and discuss choice points or alternative approaches, aligning any alternatives to opportunities to demonstrate core competencies.  
• Based on the session learnings, the mentee chooses a core competency focus to practice to bring their coaching to the next level. 
• For mentees focusing on skill development, the next mentoring session will explore learnings from practising in this focus area.  For mentees whose focus is selecting recordings for credential application, a longer session may be required for the mentor and mentee to listen to the entire session together. 

If you are interested in mentor coaching with me, CLICK HERE to book a call.  Based on our conversation, we can review and tailor my standard, written mentor coaching agreement.  Among other topics, this agreement includes financial investment, time commitment, confidentiality responsibilities and constraints and each of our responsibilities as mentor and mentee, logistics etc.  

Discounted Mentoring Rate for Reciprocoach Members