Professional Coach Diploma Program (In-Class and Online)

Brief Course Description

This course introduces students to the concept of meeting ethical guidelines and professional standards. Understanding of coaching ethics and standards and the ability to apply them appropriately in all coaching situations will be explored. Students will learn how to establish the coaching agreement, and gain the ability to understand what is required in the specific coaching interaction and how to come to an agreement with both prospective and new clients about the coaching process and relationship.

Prerequisites

None

Learning Objectives*

Upon completion of this course, the successful student will have reliably demonstrated the ability to:

• Demonstrate personal integrity and honesty in interactions with clients, sponsors and relevant stakeholders
• Be sensitive to clients’ identity, environment, experiences, values and beliefs
• Use language appropriate and respectful to clients, sponsors and relevant stakeholders
• Abide by the ICF Code of Ethics and uphold the Core Values
• Maintain confidentiality with client information per stakeholder agreements and pertinent laws
• Maintain the distinctions between coaching, consulting, psychotherapy and other support professions
• Refer clients to other support professionals, as appropriate
• Acknowledge that clients are responsible for their own choices
• Engage in ongoing learning and development as a coach
• Develop an ongoing reflective practice to enhance one’s coaching
• Remain aware of and open to the influence of context and culture on self and others
• Use awareness of self and one’s intuition to benefit clients
• Develop and maintain the ability to regulate one’s emotions
• Be mentally and emotionally prepared for sessions
• Seek help from outside sources when necessary

Brief Course Description

This course focuses on active listening and the ability to focus completely on what the client is saying and is not saying, to understand the meaning of what is said in the context of the client’s desires, and to support client self-expression. Students will learn powerful questioning and the ability to ask questions that reveal the information needed for maximum benefit to the coaching relationship and the client. They will also consider direct communication and the ability to communicate effectively during coaching sessions, and to use language that has the greatest positive impact on the client.

Prerequisites

Students must pass PCD 01 before moving to PCD 02.

Learning Objectives*

Upon completion of this course, the successful student will have reliably demonstrated the ability to:

• Consider the client’s context, identity, environment, experiences, values and beliefs to enhance understanding of what the client is communicating
• Reflect or summarize what the client communicated to ensure clarity and understanding
• Recognize and inquire when there is more to what the client is communicating
• Notice, acknowledge and explore the client’s emotions, energy shifts, non-verbal cues or other behaviours
• Integrate the client’s words, tone of voice and body language to determine the full meaning of what is being communicated
• Notice trends in the client’s behaviours and emotions across sessions to discern themes and patterns
• Consider client experience when deciding what might be most useful
• Challenge the client as a way to evoke awareness or insight
• Ask questions about the client, such as their way of thinking, values, needs, wants and beliefs
• Ask questions that help the client explore beyond current thinking
• Invite the client to share more about their experience in the moment
• Notice what is working to enhance client progress
• Adjust the coaching approach in response to the client’s needs
• Help the client identify factors that influence current and future patterns of behaviour, thinking or emotion
• Invite the client to generate ideas about how they can move forward and what they are willing or able to do
• Support the client in reframing perspectives
• Share observations, insights and feelings, without attachment, that have the potential to create new learning for the client

Brief Course Description

This course focuses on establishing trust with the client, and the ability to create a safe, supportive environment that produces ongoing mutual respect and trust. There is also a focus on coaching presence, and the ability to be fully conscious and create spontaneous relationships with the client, employing a style that is open, flexible and confident.

Prerequisites

Students must pass PCD 02 before moving to PCD 03.

Learning Objectives*

Upon completion of this course, the successful student will have reliably demonstrated the ability to:

• Explain what coaching is and is not and describe the process to the client and relevant stakeholders
• Reach agreements about what is and is not appropriate in the relationship, what is and is not being offered, and the responsibilities of the client and relevant stakeholders
• Reach agreements about the guidelines and specific parameters of the coaching relationship such as logistics, fees, scheduling, duration, termination, confidentiality and inclusion of others
• Partner with the client and relevant stakeholders to establish an overall coaching plan and goals
• Partner with the client to determine client-coach compatibility
• Partner with the client to identify or reconfirm what they want to accomplish in the session
• Partner with the client to define what the client believes they need to address or resolve to achieve what they want to accomplish in the session
• Partner with the client to define or reconfirm measures of success for what the client wants to accomplish in the coaching engagement or individual session
• Partner with the client to manage the time and focus of the session
• Continue coaching in the direction of the client’s desired outcome unless the client indicates otherwise
• Partner with the client to end the coaching relationship in a way that honours the experience
• Seek to understand the client within their context which may include their identity, environment, experiences, values and beliefs
• Demonstrate respect for the client’s identity, perceptions, style and language and adapt one’s coaching to the client
• Acknowledge and respects the client’s unique talents, insights and work in the coaching process
• Show support, empathy and concern for the client
• Acknowledge and support the client’s expression of feelings, perceptions, concerns, beliefs and suggestions
• Demonstrate openness and transparency as a way to display vulnerability and build trust with the client
• Remain focused, observant, empathetic and responsive to the client
• Demonstrate curiosity during the coaching process
• Manage one’s emotions to stay present with the client
• Demonstrate confidence in working with strong client emotions during the coaching process
• Be comfortable working in a space of not knowing
• Create or allow space for silence, pause or reflection

Brief Course Description

This course focuses on the ability to integrate and accurately evaluate multiple sources of information and to make interpretations that help the client to gain awareness and thereby achieve agreed-upon results. Designing actions will focus on the ability to create with the client opportunities for ongoing learning, during coaching and in work/life situations, and for taking new actions that will most effectively lead to agreed-upon coaching results. Planning and Goal setting will focus on the ability to develop and maintain an effective coaching plan with the client. Managing progress and accountability will be explored with a focus on the ability to hold attention to what is important for the client, and to leave responsibility with the client to take action.

Prerequisites

Students must pass and complete PCD 03 before moving to PCD 04.

Learning Objectives*

Upon completion of this course, the successful student will have reliably demonstrated the ability to:

• Work with the client to integrate new awareness, insight or learning into their worldview and behaviours
• Partner with the client to design goals, actions and accountability measures that integrate and expand new learning
• Acknowledge and support client autonomy in the design of goals, actions and methods of accountability
• Support the client in identifying potential results or learning from identified action steps
• Invite the client to consider how to move forward, including resources, support and potential barrier
• Partner with the client to summarize learning and insight within or between sessions
• Celebrate the client’s progress and successes
• Partner with the client to close the session

Brief Course Description

This course focuses on the ability to integrate and accurately incorporate what has been learned in the previous modules to start one’s own coaching practice.

Prerequisites

Students must pass PCD 04 before moving to PCD 05.

Learning Objectives*

Upon completion of this course, the successful student will have reliably demonstrated the ability to:

• Determine what it takes to establish their own practice
• Create a welcome package and initial consultation
• Understand the ICF credentialing process & CPD requirements
• Provide Mentor Coaching Sessions (one-on-one)

Brief Course Description

Whether diagnosed in childhood or adulthood, ADHD is a condition that impacts an individual’s impulsivity, attention and hyperactivity. Coaching is an up-and-coming supplement to the management of adult ADHD. The use of coaching in ADHD treatment targets areas of functioning such as: organization, planning, time management, goal setting and problem-solving.

Prerequisites

Students must pass PCD 01, PCD 02, PCD 03, PCD 04, and PCD 05.

Learning Objectives*

Upon completion of this course, the successful student will have reliably demonstrated the ability to:

• Outline the symptoms of ADHD
• Identify the impact adult ADHD can have on relationships, work life and personal life
• Discuss procrastination, time management and impulsivity
• Identify techniques for enhancing focus
• Identify strategies for organizations
• Identify strategies for self-management and planning one’s own work and life schedules
• Develop a goal-setting framework for a client
• Identify techniques in translating goals into actions
• Identify the importance of determining motivation in behaviour change
• Explain ways to incentivize behaviour

Brief Course Description

This course focuses on life coaching, and the strategies and techniques used in life coaching. Life coaching helps individuals become more self-aware, set goals and grow their mindset. Life coaches use both questioning and listening to aid in forward-focused thinking and helping individuals make steps towards reaching their goals.

Prerequisites

Students must pass PCD 01, PCD 02, PCD 03, PCD 04, and PCD 05.

Learning Objectives*

Upon completion of this course, the successful student will have reliably demonstrated the ability to:

• Define life coaching
• Explain the different areas of one’s life that can be supported with life coaching
• Describe the importance of active listening and powerful questioning in a life coaching session
• Discuss tackling doubts, self-sabotage, fears and distractions
• Identify techniques in building accountability
• Identify strategies in encouraging clients to expand their thinking
• Explore values with clients
• Identify your clients’ sources of motivation and passion

Brief Course Description

A business coach helps drive the strategic plan of a business. In this course, students will explore how to work with a client to develop a goal for their business and understand the actionable steps needed to reach that goal. Students will explore the importance of mindset and self-awareness in business coaching.

Prerequisites

Students must pass PCD 01, PCD 02, PCD 03, PCD 04, and PCD 05.

Learning Objectives*

Upon completion of this course, the successful student will have reliably demonstrated the ability to:

• Explain the role of a business coach
• Explain how to visualize what success looks like for the client
• Understand the strategic plan of the business
• Understand the targets and goals of the business owner
• Describe the process of working through a backwards approach, considering the goals and breaking down the actionable steps needed to reach that goal
• Discuss where the challenges have been in previously meeting these goals
• Explain how to help a client identify their blind spots
• Identify how to evaluate a goal if the target is not met

Brief Course Description

Career coaching involves the process of supporting clients to navigate career change and exploration. In some cases, clients may be feeling stuck in their role or looking to develop their skills for that next promotion. A large portion of life is spent on a career, and many are eager to secure a role they love. In this course, students will explore how career coaching emphasizes interests, motivation and confidence. Students will also become familiar with the necessary steps for providing guidance on resume building and interviewing skills.

Prerequisites

Students must pass PCD 01, PCD 02, PCD 03, PCD 04, and PCD 05.

Learning Objectives*

Upon completion of this course, the successful student will have reliably demonstrated the ability to:

• Explain what career coaching is
• Identify techniques in building rapport and communication with a client
• Discuss theories of career and approaches to career coaching
• Explain techniques in identifying motivation
• Identify the coaching questions needed to narrow down the interests of the individual rather than the external pressures or motivations of others
• Identify techniques in identifying transferable skills and exploring new avenues
• Describe strategies in building confidence
• Identify common career assessments and identify how to interpret the results I.e. Myers Briggs Type Indicator, Strong Interest Inventory
• Identify components of a strong cover letter and resume
• Identify strategies for confidence when interviewing, and how to provide feedback in a mock interview

Brief Course Description

Executive coaching is coaching aimed at developing an executive. Executives run organizations and often offer a level of authority, supervision and leadership over a group of individuals. In this course, students will explore how executive coaching targets performance and achievement to drive results for the client.

Prerequisites

Students must pass PCD 01, PCD 02, PCD 03, PCD 04, and PCD 05.

Learning Objectives*

Upon completion of this course, the successful student will have reliably demonstrated the ability to:

• Outline the value of executive coaching in an organization
• Identify the correlation between executive and leadership coaching
• Discuss the range of organizations an executive coach could be contracted in or have a permanent placement in
• Discuss management communication and open feedback with subordinates
• Explain the need for creating an action plan on goals set and the importance of accountability in goal setting
• Discuss the evaluation process of a development plan and how to make changes based on feedback received

Brief Course Description

Leadership coaching is the practice of developing and enhancing leadership qualities in the client. Individuals from all walks of life, careers and ranks in their careers can benefit from leadership coaching. Anyone can be a leader, even individuals on small teams can develop their leadership to show up with an impact on those around them. Students will explore how to adopt a mindset of always moving forward and foster this mindset in clients.

Prerequisites

Students must pass PCD 01, PCD 02, PCD 03, PCD 04, and PCD 05.

Learning Objectives*

Upon completion of this course, the successful student will have reliably demonstrated the ability to:

• Identify what leadership coaching looks like
• Discuss coaching for peak performance
• Determine how to assess one’s current leadership approach and practices
• Identify your client’s motivation in developing their leadership skills
• Identify how to address unconscious bias and assumptions
• Identify how to create an action plan for a client
• Discuss relationship and trust building activities
• Discuss the process of setting clear expectations
• Identify how to ask powerful questions
• Explain how to engage and involve others to take ownership and buy into a goal
• Describe how to measure leadership and evaluate performance as a leader
• Explain the power of feedback at all levels
• Explore leadership concepts in assisting clients to always be aimed at moving forward
• Discuss trends in leadership coaching

Domestic students need ONE of the following:

• Canadian Passport
• Certificate of Canadian Citizenship
• Confirmation of Permanent Residence
• Legal documentation from IRCC

And you must prove the following:

• You have successfully completed a B.C. Secondary School diploma or the equivalent of one
• You are at least 19 years old before the first day of your program

Are you a domestic student?

You must show your language proficiency in ONE of the following ways:

• Completion of BC English Studies 12, English First Peoples 12 or Literary Studies 12 with a minimum grade of C+ (or equivalents); or
• Completion of three or more consecutive years of secondary education or two or more consecutive years of post-secondary education at a recognized institution where the language of instruction is English; or
• Achieve the competency standard of a Test of English Language Proficiency as set out in Section 5.4 below. Scores for standardized English language tests are only valid for a 24-month period from the date of testing.

English is presumed to be the language of instruction in the following countries:

American Samoa, Anguilla, Antigua and Barbuda, Australia, Bahamas, Barbados, Belize, Bermuda, Botswana, British Virgin Islands, Cayman Islands, Dominica, Falkland Islands, Fiji, Gambia, Ghana, Gibraltar, Grenada, Guam, Guyana, Ireland, Jamaica, Kenya, Lesotho, Liberia, Malta, Mauritius, Montserrat, New Zealand, Nigeria, Seychelles, Sierre Leone, Singapore, South Africa, St Helena, St. Kitts and Nevis, St. Lucia, St. Vincent & The Grenadines, Tanzania, Trinidad & Tobago, Turks and Caicos Islands, Uganda, United Kingdom, United States of America, US Virgin Islands, Zambia, Zimbabwe

Approved English Language Proficiency Tests and Scores

• Cambridge English Advanced (CAE): minimum score of 58 or C
• The Canadian Academic English Language Assessment (CAEL): minimum score of 55
• Canadian English Language Proficiency Index Program (CELPIP): General 6
• Duolingo: minimum score of 110 (temporary due to COVID)
• International English Language Testing (IELTS): academic level with a minimum overall score of 6.0
• Test of English as a Foreign Language (TOEFL) internet-based test: academic level with a minimum score of 79-80 and a minimum of 19-20 on each band
• Test of English as a Foreign Language (TOEFL) paper-based test: minimum score of 550 and a minimum of 23 each for reading, writing, and listening

International students need:

• A valid passport from their country of citizenship and a valid study permit

And you must prove the following:

• You have successfully completed a B.C. Secondary School diploma or the equivalent of one
• You are at least 19 years old before the first day of your program

Are you an international student?

You must show your language proficiency in ONE of the following ways:

• Completion of BC English Studies 12, English First Peoples 12 or Literary Studies 12 with a minimum grade of C+ (or equivalents); or
• Completion of three or more consecutive years of secondary education or two or more consecutive years of post-secondary education at a recognized institution where the language of instruction is English; or
• Achieve the competency standard of a Test of English Language Proficiency as set out in Section 5.4 below. Scores for standardized English language tests are only valid for a 24-month period from the date of testing.

English is presumed to be the language of instruction in the following countries:

American Samoa, Anguilla, Antigua and Barbuda, Australia, Bahamas, Barbados, Belize, Bermuda, Botswana, British Virgin Islands, Cayman Islands, Dominica, Falkland Islands, Fiji, Gambia, Ghana, Gibraltar, Grenada, Guam, Guyana, Ireland, Jamaica, Kenya, Lesotho, Liberia, Malta, Mauritius, Montserrat, New Zealand, Nigeria, Seychelles, Sierre Leone, Singapore, South Africa, St Helena, St. Kitts and Nevis, St. Lucia, St. Vincent & The Grenadines, Tanzania, Trinidad & Tobago, Turks and Caicos Islands, Uganda, United Kingdom, United States of America, US Virgin Islands, Zambia, Zimbabwe

Approved English Language Proficiency Tests and Scores

• Cambridge English Advanced (CAE): minimum score of 58 or C
• The Canadian Academic English Language Assessment (CAEL): minimum score of 55
• Canadian English Language Proficiency Index Program (CELPIP): General 6
• Duolingo: minimum score of 110 (temporary due to COVID)
• International English Language Testing (IELTS): academic level with a minimum overall score of 6.0
• Test of English as a Foreign Language (TOEFL) internet-based test: academic level with a minimum score of 79-80 and a minimum of 19-20 on each band
• Test of English as a Foreign Language (TOEFL) paper-based test: minimum score of 550 and a minimum of 23 each for reading, writing, and listening

Do you identify as a mature student?

To qualify, you must meet the following requirements:

• You are at least 19 years of age at the start of their program
• You have not completed a B.C. Secondary School diploma or the equivalent of one

Application Requirements

Mature Students must submit ALL of the following:

• At least one letter of reference from a person who is not related to you
• A statement of intent clearly outlining your career goals and your reasons for believing you will succeed in the program
• A personal profile of 250 words or less

Additional Requirements

You must meet all of the program-specific and non-academic requirements where listed. In some cases, you may need to complete a placement exam to determine academic readiness.