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Transformational coaching. Advanced Coach Training.
Head coach:
Leda Turai
Vertical Development & Identity Transformation (Advanced Coach Training – ICF Level 2 Certification Track)
Program submitted for ICF Level 2 accreditation
(Stage 2 of our coaching journey)
General description
This program, which is seeking Level 2 accreditation, is a two-stage professional development pathway designed for coaches and organizational professionals seeking deeper mastery and the ICF PCC designation.
Stage 1 – Coaching Essentials – provides a solid foundation in professional coaching.
Stage 2 – Vertical Development and Identity Transformation – delves into inner changes, more complex thinking, identity development and transformational coaching.
The full program includes:
• 190 hours of training (in-person + asynchronous assignments)
Of which the second stage consists of 90 training hours:
• 6 intensive training days
• 2 intensive practice days (observed practice and written feedback)
• 11 hours of mentoring
• Integrated preparation for the PCC-level coaching exam
The program content is based on theories of adult development, the identity formation process, principles of transformational learning, leadership maturity models and ICF competencies.
Connection to Coaching Essentials (Stage 1)
Stage 1 (the Coaching Essentials program) develops:
• coaching structure,
• building a partnership,
• coaching mindset, philosophy and methodology,
• the logic of ICF competencies,
• coaching ethics,
• the fundamentals of practical coaching,
• the application of coaching in various contexts (life situations, organizations, etc.)
The second stage builds on this foundational knowledge and moves on to:
• a deeper exploration of the client’s thinking,
• principles of vertical development,
• dynamics of identity,
• understanding resistance to change,
• topics of systemic thinking and leadership maturity,
• subtle PCC-level behaviors.
The second stage expands the coach’s ability to work with complexity, uncertainty, and the client’s internal thresholds.
What the Stage 2 includes
• 3 two-day modules
• Asynchronous learning (7 hours after each module)
• 2 days of observed practice
• Group mentoring (two 4-hour meetings)
• Individual mentoring (two 1.5-hour sessions)
Key focuses:
• Vertical audult development
• Identity change, inner sub-personalities, narrative self
• Thresholds of transformation, liminality, emotional resistance
• Existential, dialogical, and systemic coaching
• Leadership maturity and role transformation
• Deepening the quality of coaching states and intuitive thinking
• Integrating PCC competencies into real-world practice
Who is the second stage intended for?
• Coaches seeking ICF Level 2 certification (PCC level)
• Internal coaches and HR professionals guiding transformation in organizations
• Leaders and facilitators who want to deepen their presence and impact
• Graduates of the Coaching Essentials program or other ICF Level 1 trainings
This is not a beginner’s course. It is a rigorous, reflective, and professionally structured developmental process for those who wish to work at a deeper level of human development and identity.
(Note: Submission does not guarantee accreditation. However, we have significant experience in accrediting programs, and if necessary, we will make the necessary adjustments and do everything on our part to ensure accreditation is granted.)
Program submitted for ICF Level 2 accreditation
(Stage 2 of our coaching journey)
General description
This program, which is seeking Level 2 accreditation, is a two-stage professional development pathway designed for coaches and organizational professionals seeking deeper mastery and the ICF PCC designation.
Stage 1 – Coaching Essentials – provides a solid foundation in professional coaching.
Stage 2 – Vertical Development and Identity Transformation – delves into inner changes, more complex thinking, identity development and transformational coaching.
The full program includes:
• 190 hours of training (in-person + asynchronous assignments)
Of which the second stage consists of 90 training hours:
• 6 intensive training days
• 2 intensive practice days (observed practice and written feedback)
• 11 hours of mentoring
• Integrated preparation for the PCC-level coaching exam
The program content is based on theories of adult development, the identity formation process, principles of transformational learning, leadership maturity models and ICF competencies.
Connection to Coaching Essentials (Stage 1)
Stage 1 (the Coaching Essentials program) develops:
• coaching structure,
• building a partnership,
• coaching mindset, philosophy and methodology,
• the logic of ICF competencies,
• coaching ethics,
• the fundamentals of practical coaching,
• the application of coaching in various contexts (life situations, organizations, etc.)
The second stage builds on this foundational knowledge and moves on to:
• a deeper exploration of the client’s thinking,
• principles of vertical development,
• dynamics of identity,
• understanding resistance to change,
• topics of systemic thinking and leadership maturity,
• subtle PCC-level behaviors.
The second stage expands the coach’s ability to work with complexity, uncertainty, and the client’s internal thresholds.
What the Stage 2 includes
• 3 two-day modules
• Asynchronous learning (7 hours after each module)
• 2 days of observed practice
• Group mentoring (two 4-hour meetings)
• Individual mentoring (two 1.5-hour sessions)
Key focuses:
• Vertical audult development
• Identity change, inner sub-personalities, narrative self
• Thresholds of transformation, liminality, emotional resistance
• Existential, dialogical, and systemic coaching
• Leadership maturity and role transformation
• Deepening the quality of coaching states and intuitive thinking
• Integrating PCC competencies into real-world practice
Who is the second stage intended for?
• Coaches seeking ICF Level 2 certification (PCC level)
• Internal coaches and HR professionals guiding transformation in organizations
• Leaders and facilitators who want to deepen their presence and impact
• Graduates of the Coaching Essentials program or other ICF Level 1 trainings
This is not a beginner’s course. It is a rigorous, reflective, and professionally structured developmental process for those who wish to work at a deeper level of human development and identity.
(Note: Submission does not guarantee accreditation. However, we have significant experience in accrediting programs, and if necessary, we will make the necessary adjustments and do everything on our part to ensure accreditation is granted.)
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Register and buy service
3 000,00 € (Early bird price 2 700,00€ up till 01.08.2026 Europe/Vilnius EEST +03:00)
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1
Virtual
Day 1
12.10.2026 09:00 - 17:00
The Basics of Vertical Development
During this day participants explore the logic of adult development—how people transition to more complex thinking, how new levels of understanding emerge and how this impacts coaching. Participants work with the Kegan, Cook-Greuter and Torbert models, exploring their own developmental stories.
Focus:
• horizontal vs. vertical development
• subject–object dynamics
• the evolution of thought structures
• recognizing signs of development in the client
• practicing with PCC behaviors and markers as well as deeper questions
During this day participants explore the logic of adult development—how people transition to more complex thinking, how new levels of understanding emerge and how this impacts coaching. Participants work with the Kegan, Cook-Greuter and Torbert models, exploring their own developmental stories.
Focus:
• horizontal vs. vertical development
• subject–object dynamics
• the evolution of thought structures
• recognizing signs of development in the client
• practicing with PCC behaviors and markers as well as deeper questions
2
Virtual
Day 2
13.10.2026 09:00 - 17:00
Identity as a Process of Development
Participants explore how identity is formed, how the “self” changes and how language constructs the self. We draw on our Personhood Model, narrative identity and the ideas of Ibarra, McAdams and Heidegger.
Key Focus Areas:
• identity as a dynamic system
• the work of subpersonalities (Assagioli)
• disidentification and the creation of inner space
• coaching identity transitions
• a safe space for deep exploration
Participants explore how identity is formed, how the “self” changes and how language constructs the self. We draw on our Personhood Model, narrative identity and the ideas of Ibarra, McAdams and Heidegger.
Key Focus Areas:
• identity as a dynamic system
• the work of subpersonalities (Assagioli)
• disidentification and the creation of inner space
• coaching identity transitions
• a safe space for deep exploration
3
Virtual
1st observed practice
28.10.2026 09:00 - 17:00
Observed practice days are one of the most important elements of Stage 2. They are designed to ensure that participants not only “learn” the ICF competencies but also demonstrate their ability to apply PCC behaviors in real-life coaching situations.
Observed practice is an ICF Level 2 requirement.
In our program, each participant must complete at least 6 observed coaching sessions during Stage 2, of which at least 4 receive detailed, structured written feedback based on the PCC Markers.
Structure of Supervised Practice
Each supervised practice lasts a full day (approximately 6 hours) and follows a consistent, clear process that helps participants develop professionally and methodically.
1. Observation of coaching sessions (live or via recordings)
• Participants work in pairs or triads.
• Coaching sessions last 30–60 minutes.
• Sessions are observed by qualified mentors or faculty members holding PCC or MCC accreditation.
Observation may be:
o in person, during the session, or
o via a recording provided by the participant in advance.
Evaluators observe not only technical elements but also the coach’s demeanor, presence, listening, contracting, probing, recognition of body and emotional cues, the quality of the dialogue, and the impact on the client.
2. Written Feedback Based on PCC Markers
Observed sessions selected for formal evaluation receive a structured written assessment:
• each competency is evaluated according to clear PCC Markers;
• behaviors that meet, exceed or fall short of the PCC level are highlighted;
• missed opportunities are identified—these are moments when the coach could have:
o listened more deeply to the client’s subtext;
o provided more space;
o partner more deeply;
o explore the client’s thinking, meaning, feelings or identity;
o enhance the transformational conversation.
This written feedback is considered one of the most profound ways of learning.
3. Group Reflection and Dialogue
After each session a guided reflection takes place in which:
• the coach shares their experience and self-reflection;
• the group analyzes what they observed and what they learned;
• the mentor identifies key behavioral patterns and developmental boundaries;
• emotional, psychological and technical aspects of coaching are discussed;
• the group explores how the session would look from a PCC-level perspective.
This stage enables participants to develop professional thinking, recognize subtle structural details of coaching and clearly understand their direction for growth.
4. Targeted coaching practice based on identified development themes
Following the analysis the mentor helps each participant:
• identify 1–2 specific areas for development;
• try out new behavioral patterns in small groups;
• practice more precise Presence, listening, deepening, partnership or structure;
• experience real-time learning moments.
This is a highly practical, experimental learning space that helps transform theory into skill.
5. End-of-day synthesis
Each day of observed practice concludes with:
• clearly articulated individual insights;
• the identification of a direction for development;
• a commitment to integrate new behavioral patterns into real coaching sessions.
This approach ensures that the observed practice is not a one-time assessment, but rather consistent professional growth.
Observed practice is an ICF Level 2 requirement.
In our program, each participant must complete at least 6 observed coaching sessions during Stage 2, of which at least 4 receive detailed, structured written feedback based on the PCC Markers.
Structure of Supervised Practice
Each supervised practice lasts a full day (approximately 6 hours) and follows a consistent, clear process that helps participants develop professionally and methodically.
1. Observation of coaching sessions (live or via recordings)
• Participants work in pairs or triads.
• Coaching sessions last 30–60 minutes.
• Sessions are observed by qualified mentors or faculty members holding PCC or MCC accreditation.
Observation may be:
o in person, during the session, or
o via a recording provided by the participant in advance.
Evaluators observe not only technical elements but also the coach’s demeanor, presence, listening, contracting, probing, recognition of body and emotional cues, the quality of the dialogue, and the impact on the client.
2. Written Feedback Based on PCC Markers
Observed sessions selected for formal evaluation receive a structured written assessment:
• each competency is evaluated according to clear PCC Markers;
• behaviors that meet, exceed or fall short of the PCC level are highlighted;
• missed opportunities are identified—these are moments when the coach could have:
o listened more deeply to the client’s subtext;
o provided more space;
o partner more deeply;
o explore the client’s thinking, meaning, feelings or identity;
o enhance the transformational conversation.
This written feedback is considered one of the most profound ways of learning.
3. Group Reflection and Dialogue
After each session a guided reflection takes place in which:
• the coach shares their experience and self-reflection;
• the group analyzes what they observed and what they learned;
• the mentor identifies key behavioral patterns and developmental boundaries;
• emotional, psychological and technical aspects of coaching are discussed;
• the group explores how the session would look from a PCC-level perspective.
This stage enables participants to develop professional thinking, recognize subtle structural details of coaching and clearly understand their direction for growth.
4. Targeted coaching practice based on identified development themes
Following the analysis the mentor helps each participant:
• identify 1–2 specific areas for development;
• try out new behavioral patterns in small groups;
• practice more precise Presence, listening, deepening, partnership or structure;
• experience real-time learning moments.
This is a highly practical, experimental learning space that helps transform theory into skill.
5. End-of-day synthesis
Each day of observed practice concludes with:
• clearly articulated individual insights;
• the identification of a direction for development;
• a commitment to integrate new behavioral patterns into real coaching sessions.
This approach ensures that the observed practice is not a one-time assessment, but rather consistent professional growth.
4
Virtual
Day 3
16.11.2026 09:00 - 17:00
Thresholds of Transformation and States of Inner Transition
Participants will explore liminality, inner boundaries, uncertainty and psychological transitions. Participants examine the Bridges model, the Immunity to Change process and the principles of emotional transformational learning.
Topics:
• The ark of transformation: end–liminal zone–beginning
• Resistance to change
• The emotional and physical aspects of transformation
• The coach’s state and attention in the face of uncertainty
Participants will explore liminality, inner boundaries, uncertainty and psychological transitions. Participants examine the Bridges model, the Immunity to Change process and the principles of emotional transformational learning.
Topics:
• The ark of transformation: end–liminal zone–beginning
• Resistance to change
• The emotional and physical aspects of transformation
• The coach’s state and attention in the face of uncertainty
5
Virtual
Day 4
17.11.2026 09:00 - 17:00
The Evolving Self and the Existential State and Attitude of Coaching
Participants will explore the polyphonic self, existential inquiry, the I-Thou relationship, and the fluidity of identity.
Focus:
• authenticity, choice, inner tensions
• working with the client’s uncertainty
• the ability to hold paradox
• the practice of quality being and presence
Participants will explore the polyphonic self, existential inquiry, the I-Thou relationship, and the fluidity of identity.
Focus:
• authenticity, choice, inner tensions
• working with the client’s uncertainty
• the ability to hold paradox
• the practice of quality being and presence
6
Virtual
2nd observed practice
07.12.2026 09:00 - 17:00
Observed practice days are one of the most important elements of Stage 2. They are designed to ensure that participants not only “learn” the ICF competencies but also demonstrate their ability to apply PCC behaviors in real-life coaching situations.
Observed practice is an ICF Level 2 requirement.
In our program, each participant must complete at least 6 observed coaching sessions during Stage 2, of which at least 4 receive detailed, structured written feedback based on the PCC Markers.
Structure of Supervised Practice
Each supervised practice lasts a full day (approximately 6 hours) and follows a consistent, clear process that helps participants develop professionally and methodically.
1. Observation of coaching sessions (live or via recordings)
• Participants work in pairs or triads.
• Coaching sessions last 30–60 minutes.
• Sessions are observed by qualified mentors or faculty members holding PCC or MCC accreditation.
Observation may be:
o in person, during the session, or
o via a recording provided by the participant in advance.
Evaluators observe not only technical elements but also the coach’s demeanor, presence, listening, contracting, probing, recognition of body and emotional cues, the quality of the dialogue, and the impact on the client.
2. Written Feedback Based on PCC Markers
Observed sessions selected for formal evaluation receive a structured written assessment:
• each competency is evaluated according to clear PCC Markers;
• behaviors that meet, exceed or fall short of the PCC level are highlighted;
• missed opportunities are identified—these are moments when the coach could have:
o listened more deeply to the client’s subtext;
o provided more space;
o partner more deeply;
o explore the client’s thinking, meaning, feelings or identity;
o enhance the transformational conversation.
This written feedback is considered one of the most profound ways of learning.
3. Group Reflection and Dialogue
After each session a guided reflection takes place in which:
• the coach shares their experience and self-reflection;
• the group analyzes what they observed and what they learned;
• the mentor identifies key behavioral patterns and developmental boundaries;
• emotional, psychological and technical aspects of coaching are discussed;
• the group explores how the session would look from a PCC-level perspective.
This stage enables participants to develop professional thinking, recognize subtle structural details of coaching and clearly understand their direction for growth.
4. Targeted coaching practice based on identified development themes
Following the analysis the mentor helps each participant:
• identify 1–2 specific areas for development;
• try out new behavioral patterns in small groups;
• practice more precise Presence, listening, deepening, partnership or structure;
• experience real-time learning moments.
This is a highly practical, experimental learning space that helps transform theory into skill.
5. End-of-day synthesis
Each day of observed practice concludes with:
• clearly articulated individual insights;
• the identification of a direction for development;
• a commitment to integrate new behavioral patterns into real coaching sessions.
This approach ensures that the observed practice is not a one-time assessment, but rather consistent professional growth.
Observed practice is an ICF Level 2 requirement.
In our program, each participant must complete at least 6 observed coaching sessions during Stage 2, of which at least 4 receive detailed, structured written feedback based on the PCC Markers.
Structure of Supervised Practice
Each supervised practice lasts a full day (approximately 6 hours) and follows a consistent, clear process that helps participants develop professionally and methodically.
1. Observation of coaching sessions (live or via recordings)
• Participants work in pairs or triads.
• Coaching sessions last 30–60 minutes.
• Sessions are observed by qualified mentors or faculty members holding PCC or MCC accreditation.
Observation may be:
o in person, during the session, or
o via a recording provided by the participant in advance.
Evaluators observe not only technical elements but also the coach’s demeanor, presence, listening, contracting, probing, recognition of body and emotional cues, the quality of the dialogue, and the impact on the client.
2. Written Feedback Based on PCC Markers
Observed sessions selected for formal evaluation receive a structured written assessment:
• each competency is evaluated according to clear PCC Markers;
• behaviors that meet, exceed or fall short of the PCC level are highlighted;
• missed opportunities are identified—these are moments when the coach could have:
o listened more deeply to the client’s subtext;
o provided more space;
o partner more deeply;
o explore the client’s thinking, meaning, feelings or identity;
o enhance the transformational conversation.
This written feedback is considered one of the most profound ways of learning.
3. Group Reflection and Dialogue
After each session a guided reflection takes place in which:
• the coach shares their experience and self-reflection;
• the group analyzes what they observed and what they learned;
• the mentor identifies key behavioral patterns and developmental boundaries;
• emotional, psychological and technical aspects of coaching are discussed;
• the group explores how the session would look from a PCC-level perspective.
This stage enables participants to develop professional thinking, recognize subtle structural details of coaching and clearly understand their direction for growth.
4. Targeted coaching practice based on identified development themes
Following the analysis the mentor helps each participant:
• identify 1–2 specific areas for development;
• try out new behavioral patterns in small groups;
• practice more precise Presence, listening, deepening, partnership or structure;
• experience real-time learning moments.
This is a highly practical, experimental learning space that helps transform theory into skill.
5. End-of-day synthesis
Each day of observed practice concludes with:
• clearly articulated individual insights;
• the identification of a direction for development;
• a commitment to integrate new behavioral patterns into real coaching sessions.
This approach ensures that the observed practice is not a one-time assessment, but rather consistent professional growth.
7
Virtual
Day 5
11.01.2027 09:00 - 17:00
Systems, Roles and the Evolution of Leadership
Participants learn to recognize the evolution of a client’s identity within organizational and leadership contexts. The workshop explores roles, systemic dynamics, Torbert’s Action Inquiry and leadership maturity models.
Topics:
• role transformation
• systemic sensitivity
• changes in a leader’s identity during transitional phases
• power dynamics in the coaching relationship
Participants learn to recognize the evolution of a client’s identity within organizational and leadership contexts. The workshop explores roles, systemic dynamics, Torbert’s Action Inquiry and leadership maturity models.
Topics:
• role transformation
• systemic sensitivity
• changes in a leader’s identity during transitional phases
• power dynamics in the coaching relationship
8
Virtual
Day 6
12.01.2027 09:00 - 17:00
Integration, Professional Maturity and Coaching Philosophy
The final day of Stage 2 is dedicated to reflection, integration and strengthening professional identity. Participants develop their coaching philosophy and plan for long-term professional development.
Topics:
• the coach as a tool
• reflective practice and professional maturity
• planning for vertical growth
• developing your own coaching philosophy
The final day of Stage 2 is dedicated to reflection, integration and strengthening professional identity. Participants develop their coaching philosophy and plan for long-term professional development.
Topics:
• the coach as a tool
• reflective practice and professional maturity
• planning for vertical growth
• developing your own coaching philosophy
9
Virtual
1 st group mentor coaching session
Mentor coaching is a living, dynamic and adaptable process in which the group learns from real-life situations, session analysis and professional coaching challenges.
The mentor coach:
• does not focus solely on technique;
• explores the coach’s inner state, attitude, thought patterns, emotional resonance, intuition, beliefs and behavioral choices;
• helps the coach see what happens “in between” the conversation—what isn’t visible in the transcript.
Group mentor coaching structure
1. Analysis of 3–4 live or recorded sessions
During a 4-hour meeting, the group examines 3–4 participants’ sessions:
• a segment of the session or the entire recording is reviewed;
• the coach shares their experience;
• the group explores the session from the PCC Markers perspective.
2. Coaching the Coach Before Analysis
The mentor coach first:
• coaches the coach on a topic, challenge or state they’ve chosen that emerged during the session;
• helps identify the inner beliefs and tensions that shape behavior;
• prepares the coach for a more objective analysis of their work.
3. PCC markers and competency analysis
• analyzes what creates change in the session;
• explores how the coach partners with the client;
• analyzes subtle behaviors that determine the quality of the session;
• Identifies areas for development and strengths.
4. Group Reflection
Collective learning:
• enables the recognition of behavioral patterns that recur in many sessions;
• helps understand how other coaches think;
• develops a professional perspective on the application of competencies.
5. Integration
Each participant:
• formulates a personal development theme;
• plans practical experiments in real sessions;
• recognizes the limits and possibilities of their own maturity.
The mentor coach:
• does not focus solely on technique;
• explores the coach’s inner state, attitude, thought patterns, emotional resonance, intuition, beliefs and behavioral choices;
• helps the coach see what happens “in between” the conversation—what isn’t visible in the transcript.
Group mentor coaching structure
1. Analysis of 3–4 live or recorded sessions
During a 4-hour meeting, the group examines 3–4 participants’ sessions:
• a segment of the session or the entire recording is reviewed;
• the coach shares their experience;
• the group explores the session from the PCC Markers perspective.
2. Coaching the Coach Before Analysis
The mentor coach first:
• coaches the coach on a topic, challenge or state they’ve chosen that emerged during the session;
• helps identify the inner beliefs and tensions that shape behavior;
• prepares the coach for a more objective analysis of their work.
3. PCC markers and competency analysis
• analyzes what creates change in the session;
• explores how the coach partners with the client;
• analyzes subtle behaviors that determine the quality of the session;
• Identifies areas for development and strengths.
4. Group Reflection
Collective learning:
• enables the recognition of behavioral patterns that recur in many sessions;
• helps understand how other coaches think;
• develops a professional perspective on the application of competencies.
5. Integration
Each participant:
• formulates a personal development theme;
• plans practical experiments in real sessions;
• recognizes the limits and possibilities of their own maturity.
10
Virtual
2nd group mentor coaching session
Mentor coaching is a living, dynamic and adaptable process in which the group learns from real-life situations, session analysis and professional coaching challenges.
The mentor coach:
• does not focus solely on technique;
• explores the coach’s inner state, attitude, thought patterns, emotional resonance, intuition, beliefs and behavioral choices;
• helps the coach see what happens “in between” the conversation—what isn’t visible in the transcript.
Group mentor coaching structure
1. Analysis of 3–4 live or recorded sessions
During a 4-hour meeting, the group examines 3–4 participants’ sessions:
• a segment of the session or the entire recording is reviewed;
• the coach shares their experience;
• the group explores the session from the PCC Markers perspective.
2. Coaching the Coach Before Analysis
The mentor coach first:
• coaches the coach on a topic, challenge or state they’ve chosen that emerged during the session;
• helps identify the inner beliefs and tensions that shape behavior;
• prepares the coach for a more objective analysis of their work.
3. PCC markers and competency analysis
• analyzes what creates change in the session;
• explores how the coach partners with the client;
• analyzes subtle behaviors that determine the quality of the session;
• Identifies areas for development and strengths.
4. Group Reflection
Collective learning:
• enables the recognition of behavioral patterns that recur in many sessions;
• helps understand how other coaches think;
• develops a professional perspective on the application of competencies.
5. Integration
Each participant:
• formulates a personal development theme;
• plans practical experiments in real sessions;
• recognizes the limits and possibilities of their own maturity.
The mentor coach:
• does not focus solely on technique;
• explores the coach’s inner state, attitude, thought patterns, emotional resonance, intuition, beliefs and behavioral choices;
• helps the coach see what happens “in between” the conversation—what isn’t visible in the transcript.
Group mentor coaching structure
1. Analysis of 3–4 live or recorded sessions
During a 4-hour meeting, the group examines 3–4 participants’ sessions:
• a segment of the session or the entire recording is reviewed;
• the coach shares their experience;
• the group explores the session from the PCC Markers perspective.
2. Coaching the Coach Before Analysis
The mentor coach first:
• coaches the coach on a topic, challenge or state they’ve chosen that emerged during the session;
• helps identify the inner beliefs and tensions that shape behavior;
• prepares the coach for a more objective analysis of their work.
3. PCC markers and competency analysis
• analyzes what creates change in the session;
• explores how the coach partners with the client;
• analyzes subtle behaviors that determine the quality of the session;
• Identifies areas for development and strengths.
4. Group Reflection
Collective learning:
• enables the recognition of behavioral patterns that recur in many sessions;
• helps understand how other coaches think;
• develops a professional perspective on the application of competencies.
5. Integration
Each participant:
• formulates a personal development theme;
• plans practical experiments in real sessions;
• recognizes the limits and possibilities of their own maturity.
11
Virtual
1st individual mentor coaching session
Structure of individual mentor coaching
1. Agreement
The coach and mentor coach agree on:
• what the coach wants to explore;
• which competency or behavioral pattern is causing challenges;
• what the main direction of development is.
2. Coach’s Self-Reflection
The mentor coach invites the coach to “bring him/herself to the table”:
• how they feel about the session;
• what went well, what was difficult;
• what they notice in their own behavior and state of mind.
3. Detailed session analysis
The mentor coach:
• uses the PCC Markers;
• identifies specific moments where the coach demonstrated mastery;
• points out areas where presence, listening or partnership can be deepened;
• analyzes the impact of the coach’s choice of words, intonation, pauses and questions.
4. Transformational dialogue
The mentor coach works not only on technique but also on:
• the coach’s thinking patterns;
• beliefs about their own values, competences and the client;
• recognition of emotional reactions;
• strengthening intuition and awareness.
5. Real-time learning moments
The mentor coach can:
• invite the coach to try out new behaviors;
• demonstrate an alternative question;
• help the coach experience a new state (presence, letting go, deep listening).
6. Integration and next steps
At the end of the session, the coach:
• identifies what Structure of Individual Mentoring
1. Agreement
The coach and mentor agree on:
• what the coach wants to explore;
• which competency or behavioral pattern is causing challenges;
• what the main direction of development is.
2. Coach’s Self-Reflection
The mentor invites the coach to “bring themselves to the table”:
• how they feel about the session;
• what went well, what was difficult;
• what they notice in their own behavior and state of mind.
3. Detailed session analysis
The mentor:
• uses the PCC Markers;
• identifies specific moments where the coach demonstrated mastery;
• points out areas where Presence, listening, or partnership can be deepened;
• analyzes the impact of the coach’s choice of words, intonation, pauses, and questions.
4. Transformational dialogue
The mentor works not only on technique but also on:
• the coach’s thinking patterns;
• beliefs about their own value, competence, and the client;
• recognition of emotional reactions;
• strengthening intuition and awareness.
5. Real-time learning moments
The mentor can:
• invite the coach to try out new behaviors;
• demonstrate an alternative question;
• help the coach experience a new state (presence, letting go, deep listening).
6. Integration and next steps
At the end of the session, the coach:
• identifies what Structure of Individual Mentoring
1. Agreement
The coach and mentor agree on:
• what the coach wants to explore;
• which competency or behavioral pattern is causing challenges;
• what the main direction of development is.
2. Coach’s Self-Reflection
The mentor invites the coach to “bring themselves to the table”:
• how they feel about the session;
• what went well, what was difficult;
• what they notice in their own behavior and state of mind.
3. Detailed session analysis
The mentor:
• uses the PCC Markers;
• identifies specific moments where the coach demonstrated mastery;
• points out areas where Presence, listening, or partnership can be deepened;
• analyzes the impact of the coach’s choice of words, intonation, pauses, and questions.
4. Transformational dialogue
The mentor works not only on technique but also on:
• the coach’s thinking patterns;
• beliefs about their own value, competence, and the client;
• recognition of emotional reactions;
• strengthening intuition and awareness.
5. Real-time learning moments
The mentor can:
• invite the coach to try out new behaviors;
• demonstrate an alternative question;
• help the coach experience a new state (presence, letting go, deep listening).
6. Integration and next steps
At the end of the session, the coach:
• identifies what he/she have learned;
• selects 1–2 practical experiments;
• plans how he/she will integrate the new behavior into his/her coaching practice.
1. Agreement
The coach and mentor coach agree on:
• what the coach wants to explore;
• which competency or behavioral pattern is causing challenges;
• what the main direction of development is.
2. Coach’s Self-Reflection
The mentor coach invites the coach to “bring him/herself to the table”:
• how they feel about the session;
• what went well, what was difficult;
• what they notice in their own behavior and state of mind.
3. Detailed session analysis
The mentor coach:
• uses the PCC Markers;
• identifies specific moments where the coach demonstrated mastery;
• points out areas where presence, listening or partnership can be deepened;
• analyzes the impact of the coach’s choice of words, intonation, pauses and questions.
4. Transformational dialogue
The mentor coach works not only on technique but also on:
• the coach’s thinking patterns;
• beliefs about their own values, competences and the client;
• recognition of emotional reactions;
• strengthening intuition and awareness.
5. Real-time learning moments
The mentor coach can:
• invite the coach to try out new behaviors;
• demonstrate an alternative question;
• help the coach experience a new state (presence, letting go, deep listening).
6. Integration and next steps
At the end of the session, the coach:
• identifies what Structure of Individual Mentoring
1. Agreement
The coach and mentor agree on:
• what the coach wants to explore;
• which competency or behavioral pattern is causing challenges;
• what the main direction of development is.
2. Coach’s Self-Reflection
The mentor invites the coach to “bring themselves to the table”:
• how they feel about the session;
• what went well, what was difficult;
• what they notice in their own behavior and state of mind.
3. Detailed session analysis
The mentor:
• uses the PCC Markers;
• identifies specific moments where the coach demonstrated mastery;
• points out areas where Presence, listening, or partnership can be deepened;
• analyzes the impact of the coach’s choice of words, intonation, pauses, and questions.
4. Transformational dialogue
The mentor works not only on technique but also on:
• the coach’s thinking patterns;
• beliefs about their own value, competence, and the client;
• recognition of emotional reactions;
• strengthening intuition and awareness.
5. Real-time learning moments
The mentor can:
• invite the coach to try out new behaviors;
• demonstrate an alternative question;
• help the coach experience a new state (presence, letting go, deep listening).
6. Integration and next steps
At the end of the session, the coach:
• identifies what Structure of Individual Mentoring
1. Agreement
The coach and mentor agree on:
• what the coach wants to explore;
• which competency or behavioral pattern is causing challenges;
• what the main direction of development is.
2. Coach’s Self-Reflection
The mentor invites the coach to “bring themselves to the table”:
• how they feel about the session;
• what went well, what was difficult;
• what they notice in their own behavior and state of mind.
3. Detailed session analysis
The mentor:
• uses the PCC Markers;
• identifies specific moments where the coach demonstrated mastery;
• points out areas where Presence, listening, or partnership can be deepened;
• analyzes the impact of the coach’s choice of words, intonation, pauses, and questions.
4. Transformational dialogue
The mentor works not only on technique but also on:
• the coach’s thinking patterns;
• beliefs about their own value, competence, and the client;
• recognition of emotional reactions;
• strengthening intuition and awareness.
5. Real-time learning moments
The mentor can:
• invite the coach to try out new behaviors;
• demonstrate an alternative question;
• help the coach experience a new state (presence, letting go, deep listening).
6. Integration and next steps
At the end of the session, the coach:
• identifies what he/she have learned;
• selects 1–2 practical experiments;
• plans how he/she will integrate the new behavior into his/her coaching practice.
12
Virtual
2nd individual mentor coaching session
Structure of individual mentor coaching
1. Agreement
The coach and mentor coach agree on:
• what the coach wants to explore;
• which competency or behavioral pattern is causing challenges;
• what the main direction of development is.
2. Coach’s Self-Reflection
The mentor coach invites the coach to “bring him/herself to the table”:
• how they feel about the session;
• what went well, what was difficult;
• what they notice in their own behavior and state of mind.
3. Detailed session analysis
The mentor coach:
• uses the PCC Markers;
• identifies specific moments where the coach demonstrated mastery;
• points out areas where presence, listening or partnership can be deepened;
• analyzes the impact of the coach’s choice of words, intonation, pauses and questions.
4. Transformational dialogue
The mentor coach works not only on technique but also on:
• the coach’s thinking patterns;
• beliefs about their own values, competences and the client;
• recognition of emotional reactions;
• strengthening intuition and awareness.
5. Real-time learning moments
The mentor coach can:
• invite the coach to try out new behaviors;
• demonstrate an alternative question;
• help the coach experience a new state (presence, letting go, deep listening).
6. Integration and next steps
At the end of the session, the coach:
• identifies what Structure of Individual Mentoring
1. Agreement
The coach and mentor agree on:
• what the coach wants to explore;
• which competency or behavioral pattern is causing challenges;
• what the main direction of development is.
2. Coach’s Self-Reflection
The mentor invites the coach to “bring themselves to the table”:
• how they feel about the session;
• what went well, what was difficult;
• what they notice in their own behavior and state of mind.
3. Detailed session analysis
The mentor:
• uses the PCC Markers;
• identifies specific moments where the coach demonstrated mastery;
• points out areas where Presence, listening, or partnership can be deepened;
• analyzes the impact of the coach’s choice of words, intonation, pauses, and questions.
4. Transformational dialogue
The mentor works not only on technique but also on:
• the coach’s thinking patterns;
• beliefs about their own value, competence, and the client;
• recognition of emotional reactions;
• strengthening intuition and awareness.
5. Real-time learning moments
The mentor can:
• invite the coach to try out new behaviors;
• demonstrate an alternative question;
• help the coach experience a new state (presence, letting go, deep listening).
6. Integration and next steps
At the end of the session, the coach:
• identifies what Structure of Individual Mentoring
1. Agreement
The coach and mentor agree on:
• what the coach wants to explore;
• which competency or behavioral pattern is causing challenges;
• what the main direction of development is.
2. Coach’s Self-Reflection
The mentor invites the coach to “bring themselves to the table”:
• how they feel about the session;
• what went well, what was difficult;
• what they notice in their own behavior and state of mind.
3. Detailed session analysis
The mentor:
• uses the PCC Markers;
• identifies specific moments where the coach demonstrated mastery;
• points out areas where Presence, listening, or partnership can be deepened;
• analyzes the impact of the coach’s choice of words, intonation, pauses, and questions.
4. Transformational dialogue
The mentor works not only on technique but also on:
• the coach’s thinking patterns;
• beliefs about their own value, competence, and the client;
• recognition of emotional reactions;
• strengthening intuition and awareness.
5. Real-time learning moments
The mentor can:
• invite the coach to try out new behaviors;
• demonstrate an alternative question;
• help the coach experience a new state (presence, letting go, deep listening).
6. Integration and next steps
At the end of the session, the coach:
• identifies what he/she have learned;
• selects 1–2 practical experiments;
• plans how he/she will integrate the new behavior into his/her coaching practice.
1. Agreement
The coach and mentor coach agree on:
• what the coach wants to explore;
• which competency or behavioral pattern is causing challenges;
• what the main direction of development is.
2. Coach’s Self-Reflection
The mentor coach invites the coach to “bring him/herself to the table”:
• how they feel about the session;
• what went well, what was difficult;
• what they notice in their own behavior and state of mind.
3. Detailed session analysis
The mentor coach:
• uses the PCC Markers;
• identifies specific moments where the coach demonstrated mastery;
• points out areas where presence, listening or partnership can be deepened;
• analyzes the impact of the coach’s choice of words, intonation, pauses and questions.
4. Transformational dialogue
The mentor coach works not only on technique but also on:
• the coach’s thinking patterns;
• beliefs about their own values, competences and the client;
• recognition of emotional reactions;
• strengthening intuition and awareness.
5. Real-time learning moments
The mentor coach can:
• invite the coach to try out new behaviors;
• demonstrate an alternative question;
• help the coach experience a new state (presence, letting go, deep listening).
6. Integration and next steps
At the end of the session, the coach:
• identifies what Structure of Individual Mentoring
1. Agreement
The coach and mentor agree on:
• what the coach wants to explore;
• which competency or behavioral pattern is causing challenges;
• what the main direction of development is.
2. Coach’s Self-Reflection
The mentor invites the coach to “bring themselves to the table”:
• how they feel about the session;
• what went well, what was difficult;
• what they notice in their own behavior and state of mind.
3. Detailed session analysis
The mentor:
• uses the PCC Markers;
• identifies specific moments where the coach demonstrated mastery;
• points out areas where Presence, listening, or partnership can be deepened;
• analyzes the impact of the coach’s choice of words, intonation, pauses, and questions.
4. Transformational dialogue
The mentor works not only on technique but also on:
• the coach’s thinking patterns;
• beliefs about their own value, competence, and the client;
• recognition of emotional reactions;
• strengthening intuition and awareness.
5. Real-time learning moments
The mentor can:
• invite the coach to try out new behaviors;
• demonstrate an alternative question;
• help the coach experience a new state (presence, letting go, deep listening).
6. Integration and next steps
At the end of the session, the coach:
• identifies what Structure of Individual Mentoring
1. Agreement
The coach and mentor agree on:
• what the coach wants to explore;
• which competency or behavioral pattern is causing challenges;
• what the main direction of development is.
2. Coach’s Self-Reflection
The mentor invites the coach to “bring themselves to the table”:
• how they feel about the session;
• what went well, what was difficult;
• what they notice in their own behavior and state of mind.
3. Detailed session analysis
The mentor:
• uses the PCC Markers;
• identifies specific moments where the coach demonstrated mastery;
• points out areas where Presence, listening, or partnership can be deepened;
• analyzes the impact of the coach’s choice of words, intonation, pauses, and questions.
4. Transformational dialogue
The mentor works not only on technique but also on:
• the coach’s thinking patterns;
• beliefs about their own value, competence, and the client;
• recognition of emotional reactions;
• strengthening intuition and awareness.
5. Real-time learning moments
The mentor can:
• invite the coach to try out new behaviors;
• demonstrate an alternative question;
• help the coach experience a new state (presence, letting go, deep listening).
6. Integration and next steps
At the end of the session, the coach:
• identifies what he/she have learned;
• selects 1–2 practical experiments;
• plans how he/she will integrate the new behavior into his/her coaching practice.
