Certified Professional Coach Programme with ACSTH ICF Accreditation

Unlocking Potential to Maximise Performance through Coaching

Certified Professional Coach Programme Overview

The Certified Professional Coach Programme (CPC) is a certification programme from start to finish, the first step to the International Coach Federation (ICF) accreditation. Upon graduation, participants will receive the Approved Coaching Specific Training Hours (ACSTH) certificate.

This training and development programme is suitable for participants who are genuinely seeking change and transformation in their lives. Wether you are a manager or a parent, this programme helps to improve your communication skills in order to build more robust relationships. Start unlocking your full potential to impact the world through coaching!

Centre for Career Excellence provides an authentic platform for coaches to experience the benefits of a coaching community that lets you practice applying your coaching skills through real-life experiences, case studies, role-plays, small group discussions, assessments, observation and feedback channels.

To be a great coach, one must first be coached. The CPC Programme not only helps to develop every participant into a great coach, but they will also be enriched by the experience of being coached and see transformations in their personal and professional lives.

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Lesson Plan

The lessons in the Certified Professional Coach Programme will be conducted in English. We follow the ICF core competencies and professional standards. All classes will be conducted online.

  • 4 hours of Pre-Course Preparation

  • 36 hours of Virtual/In-person Training

  • 12 hours of Group Coaching Sessions

  • 6 hours of Post Training Coaching Sessions

  • 4 hours of Course Assessment

Training Duration: 11 modules

Potential candidates will be able to select one of the following delivery:

  • In-class person (4 Saturdays, 9am – 6pm) OR
  • virtual training (every Monday – Friday, 7pm – 10pm)

According to the ICF Core Competency Model

Programme Modules

Understands and consistently applies coaching ethics and standards of coaching.

1. Demonstrates personal integrity and honesty in interactions with clients, sponsors and relevant stakeholders.

2. Is sensitive to clients’ identity, environment, experiences, values and beliefs.

3. Uses language appropriate and respectful to clients, sponsors and relevant stakeholders.

4. Abides by the ICF Code of Ethics and upholds the Core Values.

5. Maintains confidentiality with client information per stakeholder agreements and pertinent laws.

6. Maintains the distinctions between coaching, consulting, psychotherapy and other support professions.

7. Refers clients to other support professionals, as appropriate.

Ability to understand what is required in the specific coaching interaction and to come to agreement with the prospective and new client about the coaching process and relationship.

1. Understands and effectively discusses with the client the guidelines and specific parameters of the coaching relationship (e.g., logistics, fees, scheduling, inclusion of others if appropriate).

2. Reaches agreement about what is appropriate in the relationship and what is not, what is and is not being offered, and about the client’s and coach’s responsibilities.

3. Determines whether there is an effective match between his/her coaching method and the needs of the prospective client.

Ability to create a safe, supportive environment that produces ongoing mutual respect and trust

1. Shows genuine concern for the client’s welfare and future.

2. Continuously demonstrates personal integrity, honesty and sincerity.

3. Establishes clear agreements and keeps promises.

4. Demonstrates respect for client’s perceptions, learning style, personal being.

5. Provides ongoing support for and champions new behaviors and actions, including those involving risk-taking and fear of failure.

6. Asks permission to coach client in sensitive, new areas.

Ability to be fully conscious and create spontaneous relationship with the client, employing a style that is open, flexible and confident.

1. Is present and flexible during the coaching process, dancing in the moment.

2. Accesses own intuition and trusts one’s inner knowing—”goes with the gut.”

3. Is open to not knowing and takes risks.

4. Sees many ways to work with the client and chooses in the moment what is most effective.

5. Uses humor effectively to create lightness and energy.

6. Confidently shifts perspectives and experiments with new possibilities for own action.

7. Demonstrates confidence in working with strong emotions and can self-manage and not be overpowered or enmeshed by client’s emotions.

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.

1. Attends to the client and the client’s agenda and not to the coach’s agenda for the client.

2. Hears the client’s concerns, goals, values and beliefs about what is and is not possible.

3. Distinguishes between the words, the tone of voice, and the body language.

4. Summarizes, paraphrases, reiterates, and mirrors back what client has said to ensure clarity and understanding.

5. Encourages, accepts, explores and reinforces the client’s expression of feelings, perceptions, concerns, beliefs, suggestions, etc.

6. Integrates and builds on client’s ideas and suggestions.

7. “Bottom-lines” or understands the essence of the client’s communication and helps the client get there rather than engaging in long, descriptive stories.

8. Allows the client to vent or “clear” the situation without judgment or attachment in order to move on to next steps.

Ability to ask questions that reveal the information needed for maximum benefit to the coaching relationship and the client.

1. Asks questions that reflect active listening and an understanding of the client’s perspective.

2. Asks questions that evoke discovery, insight, commitment or action (e.g., those that challenge the client’s assumptions).

3. Asks open-ended questions that create greater clarity, possibility or new learning.

4. Asks questions that move the client toward what they desire, not questions that ask for the client to justify or look backward.

Gain the ability to communicate effectively during coaching sessions, and to use language that has the greatest positive impact on the client.

1. Is clear, articulate and direct in sharing and providing feedback.

2. Reframes and articulates to help the client understand from another perspective what he/she wants or is uncertain about.

3. Clearly states coaching objectives, meeting agenda, and purpose of techniques or exercises.

4. Uses language appropriate and respectful to the client (e.g., non-sexist, non-racist, non-technical, non-jargon).

5. Uses metaphor and analogy to help to illustrate a point or paint a verbal picture.

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.

1. Goes beyond what is said in assessing client’s concerns, not getting hooked by the client’s description.

2. Invokes inquiry for greater understanding, awareness, and clarity.

3. Identifies for the client his/her underlying concerns; typical and fixed ways of perceiving himself/herself and the world; differences between the facts and the interpretation; and disparities between thoughts, feelings, and action.

4. Helps clients to discover for themselves the new thoughts, beliefs, perceptions, emotions, moods, etc. that strengthen their ability to take action and achieve what is important to them.

5. Communicates broader perspectives to clients and inspires commitment to shift their viewpoints and find new possibilities for action.

6. Helps clients to see the different, interrelated factors that affect them and their behaviors (e.g., thoughts, emotions, body, and background).

7. Expresses insights to clients in ways that are useful and meaningful for the client.

8. Identifies major strengths vs. major areas for learning and growth, and what is most important to address during coaching.

9. Asks the client to distinguish between trivial and significant issues, situational vs. recurring behaviors, when detecting a separation between what is being stated and what is being done.

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.

1. Brainstorms and assists the client to define actions that will enable the client to demonstrate, practice, and deepen new learning.

2. Helps the client to focus on and systematically explore specific concerns and opportunities that are central to agreed-upon coaching goals.

3. Engages the client to explore alternative ideas and solutions, to evaluate options, and to make related decisions.

4. Promotes active experimentation and self-discovery, where the client applies what has been discussed and learned during sessions immediately afterward in his/her work or life setting.

5. Celebrates client successes and capabilities for future growth.

6. Challenges client’s assumptions and perspectives to provoke new ideas and find new possibilities for action.

7. Advocates or brings forward points of view that are aligned with client goals and, without attachment, engages the client to consider them.

8. Helps the client “Do It Now” during the coaching session, providing immediate support.

9. Encourages stretches and challenges but also a comfortable pace of learning.

Ability to develop and maintain an effective coaching plan with the client.

1. Consolidates collected information and establishes a coaching plan and development goals with the client that address concerns and major areas for learning and development.

2. Creates a plan with results that are attainable, measurable, specific, and have target dates.

3. Makes plan adjustments as warranted by the coaching process and by changes in the situation.

4. Helps the client identify and access different resources for learning (e.g., books, other professionals).

5. Identifies and targets early successes that are important to the client.

Ability to hold attention on what is important for the client, and to leave responsibility with the client to take action.

1. Clearly requests of the client actions that will move the client toward his/her stated goals.

2. Demonstrates follow-through by asking the client about those actions that the client committed to during the previous session(s).

3. Acknowledges the client for what they have done, not done, learned or become aware of since the previous coaching session(s).

4. Effectively prepares, organizes, and reviews with client information obtained during sessions.

5. Keeps the client on track between sessions by holding attention on the coaching plan and outcomes, agreed-upon courses of action, and topics for future session(s).

6. Focuses on the coaching plan but is also open to adjusting behaviors and actions based on the coaching process and shifts in direction during sessions.

7. Is able to move back and forth between the big picture of where the client is heading, setting a context for what is being discussed and where the client wishes to go.

8. Promotes client’s self-discipline and holds the client accountable for what they say they are going to do, for the results of an intended action, or for a specific plan with related time frames.

9. Develops the client’s ability to make decisions, address key concerns, and develop himself/herself (to get feedback, to determine priorities and set the pace of learning, to reflect on and learn from experiences).

10. Positively confronts the client with the fact that he/she did not take agreed-upon actions.

Source: Core Competencies by ICF – Global Academy of Coaching

To find out more about the Certified Professional Coaching Programme, you may first schedule an appointment with our Career Advisor to determine if the programme is the right fit for you.

Your Lead Master Certified Coach Trainer

Jedidah Alex Koh

The Certified Professional Coach Programme will be led by ICF Master Certified Coach (MCC), Jedidiah Alex Koh with a team of  Coaching Specialists to enable you to achieve your credentialing. He has recently been awarded top 101 Global Coaching Leaders at the World Coaching Congress 2020 and is also featured as one of Expert Coaches in Forbes Coach Council. 

Jedidiah has empowered and equipped leaders, coaches and influencers from across 5 continents with the Art and Science of Conversational Mastery. With over a span of 13 years of coaching and impacting lives, he has been actively helping individuals and organizations to build resilience and tenacity for the future economy. 

As a highly sought-after result and transformation coach, he believes that coaching is the key to creating positive and impactful change in people. Having coached clients from around the world, he found that coaching was a key enabler in driving peak performance and creating results. Being a mentor coach to coaches around the world, he constantly seeks to improve his coaching practice and founded The Coach Advantage (a network for coaches to meetup and share best practices) to help connect coaches and empower people.

He developed the C.O.A.C.H coaching framework build upon the ICF core competencies of coaching to empower coaches with coaching strategies to create breakthroughs for their clients. His coaching process focuses on helping clients gain deeper awareness and clarity, create solutions, establish progress and accountability, and generate the results the client desires. His experience in both the public and private sectors has helped him impact clients across various industries. 

Ready to kickstart your career coaching journey?

Contact our Career Advisor to assess your admission criteria for the course: