INLPTA Master Coach

Standards for INLPTA Master-Coach

Definition of coaching

Coaching is a non psycho-therapeutic ongoing interaction between the coach and the client/coachee that helps the client/coachee to produce results and reach goals in their personal and professional lives. The coach facilitates change through verbal and non-verbal communication (e.g. questions, reflections, explanations, stories, metaphors, tasks, guiding attention, exercises, etc.) Through the process of coaching, the client/coachee deepens its learning, improves its performance, and enhances its quality of life.

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Training Principles

The coaching training is highly practical with plenty of coaching practise and exercises. The participant is urged to reflect its own communication, give feedback to peers, provide supervision sessions for peers, and use own cases and real life cases to enhance its coaching abilities. The training is also application and experience focused, spanning the bandwidth of coaching and provides examples of coaching cases and typical problems.

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Training Structure

Requirements for certification as an INLPTA NLP Coach Practitioner are:

  • Trained by an INLPTA registered NLP Trainer
  • The certification training meets INLPTA training structure requirements
  • minimum of  105 hours of formal course room training. (excluding breaks longer than 30 minutes)
  • minimum of  14 days of formal course room training
  • The attended training meets the INLPTA accreditation competency standards and guidelines
  • The candidate has successfully met the competency standards of INLPTA of NLP Master Practitioner, as assessed by the registered INLPTA Trainer
  • The certificate needs to be signed be at least one INLPTA NLP Trainer (who is certified as a coaching Trainer) recommended two
  • The certificates need to have the the starting and ending dates, aswell as the numbers of hous and dates written on them
  • And all certificated need to ordered by the international or national INLPTA coordinator and be numbered and sealed with the official INLPTA seal

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Coach Master certification requirements

The candidate is of INLPTA Practitioner accredited status.

The candidate has successfully met the following INLPTA competency standards requirements for an NLP Master Practitioner, as assessed by the registered INLPTA Trainer:

  • Behavioral competency in all Master Practitioner level skills and the demonstrated ability to do several patterns simultaneously
  • The ability to identify, utilize and demonstrate one's integration of the Coach Master content, skills, frames, concepts, principles, processes, techniques and distinctions
  • The ability to do complex individualized coaching interventions based on Practitioner and Master-Practitioner models
  • Demonstrated ability to operate from an ecological framework and philosophy, and to do ecological change work with others
  • Demonstrated ability to operate on different topics and areas of coaching
  • Create and design different constructive and productive settings for coaching sessions
  • Ability to detect patterns, habits and sequences in the coachees behavior, thinking, emotional states and behavior
  • Ability to detect the coachees world-view, values, motives, structure of the problem, structure of solution process, expectations and structures in the model of the world
  • Ability to select the appropriate coaching tools to facilitate the process
  • Ability to select the appropriate change technology (technique/intervention/question) to facilitate the change
  • Ability to maintain resourceful states for intellectual, emotional, and physical choice
  • Ability to process one's own modeling of the world and to re-organize one's processing as appropriate to the context and outcome
  • Ability to act in different coaching roles appropriate to the person (coachee), process, situation and context
  • Embodiment of the Presuppositions of NLP

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Certification requirements include the successful completion of the following

  1. min. 2 coaching demos each min 30 min with feedback from peers and trainer
  2. min. 3 documentations of coaching cases (each min. 3 sessions) including interpretation, analysis and description of processes, methods and interventions ( min. 5 pages each)
  3. coaching plan (min. 2 pages)
  4. personal coaching profile (min 2 pages)
  5. 40h of coaching experience
  6. 15h of peer or coach supervision

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Assesement criteria for NLP Coach-Practitioner

Skills

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Content Knowledge

An INLPTA NLP Coach Master is expected to know the following content at appropriate levels of frames, concepts, principles, processes, techniques, and distinctions:

  • Practitioner and Master-practitioner refresher
  • Connection, relationship,  distinctions and function and commonalities between the nlp practitioner and master practitioner techniques and interventions
  • General Coaching Process
  • Get into resourceful state, rapport, setting, gather information, techniques, ecological check, futurepace
  • Types of change
    (to detect, to create,to handle, to facilitate)
  • Minimal – grave
  • Linear – sudden (threshold)
  • Steps – continuous
  • Causal – systemic
  • Principles and methodology of coaching
  • Tasks of the coach: create and facilitate change: being able to select and switch, and being able to facilitate, train, teach, ask, motivate, reflect, provoke, create insight, explain, task, challenge
  • Tracking of change processes
  • Using notes and documentation to track the change, to convince the coachee, to shift attention, to enhance learning, to follow-up
  • A form to create a documentation
  • Process vs. content coaching
  • Coaching approaches
  • Systemic approach
  • Provocative approach
  • Behavioristic approach
  • Modeling approach
  • Coaching tools:
    (ability to use different coaching tools, know their purpose and function, select the appropriate tools, innovate and combine tools)
  • Notes, tasks, puppets, figurines, pictures, drawing, writing, checklists, mind-mapping, typologies, questionnaires, trances, role-play, games, scenarios, plans, sketches, music, visualisations, letter writing, telephone, pager, short/text messaging, computer, hats, cards, mood-barometer, chairs, cloth, brainstorming, exercises, trance, email, feedback, free association, metaphors, ...
  • Topics of coaching:
    (identifying topic, eliciting structure and patterns, set outcome, create plan, intervention)
  • Career development, leadership competencies, time management, work-life balance, conflicts, motivation, decision finding, decision making,  losses, handling power issues, strategic communication, negotiation, stress management, learning issues, test anxiety, relationship issues, presentations skills, company positioning, change of position, procrastination, stage anxiety, job selection, social competencies, mobbing, self-esteem issues, language precision, gender language, pc issues, anger management, performance issues, project planning, future planing, love sickness, home sickness, cultural differences, nervousness, dedication, identity issues, role issues, gender issues, divorce, adaption to new situation, stress issues
  • Areas of coaching
    (knowing how to frame, address and work in different areas)
  • Executive, business, teams, personal life, sports, relationships, education, learning, parents, kids, adolescents
  • Conflict resolution model (D. Weeks, F. Glasl, Ury/Fisher, ...)
  • Stages of conflict (escalation model from Glasl)
  • Steps of conflict resolution
  • Mediation/conflict resolution
  • (principles, methods, process)
  • Graves Values Model (personal development)
  • World-views, transitions, problem solving types (each level)
  • Types of clients (e.g. DeShazer)
    (identify, address, change, transform, adapt)
  • Client, visitor, complainer, co-coach
  • Model of type of crisis (eg. Erik Erikson)
    (but non-analytical interpretation meaning all crisis are possible in any order and any age)
  • Identifying and addressing the different crisis appropriately:
  • Trust vs. Mistrust
  • Autonomy vs.Shame/Doubt
  • Initiative vs. Guilt
  • Industry vs. Inferiority
  • Identity vs. Role Confusion
  • Intimacy vs. Isolation
  • Generativity vs. Stagnation
  • EgoIntegrity vs. Despair
  • Model of types of values/motives (eg Steven Reiss, or Hall, ...)
  • Identifying and addressing the different motives/values appropriately:
  • Understanding the intrinsic drivers/motives, understanding the differences in people
  • Acceptance, the need for approval
  • Curiosity, the need to think
  • Eating, the need for food
  • Family, the need to raise children
  • Honor, the need to be loyal to the traditional values of one's clan/ethnic group
  • Idealism, the need for social justice
  • Independence, the need for individuality
  • Order, the need for organized, stable, predictable environments
  • Physical Activity, the need for exercise
  • Power, the need for influence of will
  • Romance, the need for sex
  • Saving, the need to collect
  • Social Contact, the need for friends (peer relationships)
  • Status, the need for social standing/importance
  • Tranquility, the need to be safe
  • Vengeance, the need to strike back
  • Questions to facilitate change
    (e.g. circular questions, wonder question, outcome re-engineering questions)
  • Couple or 2 person coaching
  • Couples, interactions
  • Co-workers
  • Team/group coaching
  • Differences when coaching of groups and teams
  • Team development
  • Group dynamics
  • Group interventions (fishbowl, flashlight, feedback, ...)
  • Relationship descriptions (eg. Leary, TA, non-violent communication)
  • Mentoring
  • Definitions and methods
  • Tools
  • Tutoring
  • Definitions and methods
  • Tools
  • Supervision
  • Definitions and methods
  • Tools
  • Moderation
  • Definitions and methods
  • Tools
  • Contracting
  • Sample contract
  • Formal and informal contract
  • Breach of contract
  • Contracting traps
  • Impossible tasks
  • Lack of ownership
  • Different stakeholders
  • Hidden agendas
  • Building up a coaching business
  • Marketing, business plans, advertising, positioning
  • Ethics
  • INLPTA
  • Business
  • Society


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