Brochure The Coach Academy academy-november 2014 (2)
1. The Coach academy
coaching & consultancy excellence
academy
coaching & consultancy excellence
academy
coaching & consultancy excellence
academy
register now
icf accredited
with 98,75 cce
&
68,25 resource
points
2. Intact, International Training Coaching and Consultancy, is dedicated to
providing state-of-the-art coaching and consultancy methods and tools
to improve business performance.
Since 1985, we have been working mostly in:
• Strategic team agility – creating businesses that thrive in turbulent
environments
• Reorganisation – restructuring, business process improvement,
outsourcing
• Changing organisational culture: enhancing customer focus,
innovation, entrepreneurship, cross functional cooperation
• Leadership development: setting up talent development, succession
planning, leadership training programs, executive coaching, team
development
• International Coach, Team Coach, Leadership and OD and Supervision
Academies.
You are the experts in what you do. We are the experts in helping you to
change it.
4. The Coach Academy allows you to be more successful in your
own (work) life and to help others to do the same.
Specifically participants learn:
• Different models of coaching to facilitate change
• Intervention skills at the individual and relationship level
• To work in the context of ethical and professional standards
• To reflect on their own identity and behaviour as coach.
The coach academy is based on many theoretical frameworks,
including TA, NLP, family constellations and systems theory.
5. coach academy summary
This unique academy offers a series of practitioner-based,
competency-led modules facilitated by the experienced
international Intact coach-supervisors with the objective of
qualifying you as a TA and/or ICF accredited coach.
The total program consists of a two-day introduction
workshop, a basic and an advanced coach program, consisting
of six workshops each, an international assessment and peer
supervision.
The coach academy programs have been awarded a total of 98
Continuing Education Credits by ICF.
6. You can register for each program separately. The whole set of
programs will provide you with an Intact Coach certificate and
enough hours to apply for ICF accreditation.
TA101
• Two-day introduction
TA01 foundation
• Six workshops
• Intervision groups
• Written exam
TA02 advanced
• Six workshops
• Intervision groups
• Case study
7. entry requirements
In order to be admitted to the program you need the following
experience and qualities:
• A TA101 introduction workshop
• At least 20 hours of coaching or consultancy practice
• Commitment to critical self-reflection
• Commitment to developing your own professional practice
• Willingness to contribute to other participant’s
• Credibility, authenticity, self-awareness and self-regulation.
8. description of the programs
TA101 introduction to transactional analysis coaching
icf accredited 6,5 cce and 6,25 resource points
Transactional Analysis (TA) is a practical theory of personality,
communication and change. It is a powerful tool for professional
and personal growth. The goal of transactional analysis is
to increase awareness, spontaneity and the capacity for
relationship.
This workshop is for anyone who is interested in expanding his or
her insight into human behaviour and change.
Through short presentations, exercises and sharing of personal
and professional experiences we will enable you to create new
possibilities in your life, relationships and your organisation.
9. During the training you will learn about:
• Development of TA and TA values
• Structural analysis: who am I and development of self
• Transactional Analysis: effectiveness in communication
• Rackets and games: miscommunication and getting out of
games
• Script analysis: rewriting your life story
• Strokes as a motor for change.
relevant literature
Joines, V. Stewart, I. (1987), TA Today, A New Introduction to
Transactional Analysis, Life Space Publishing, Nottingham
10. TAO1 basic coach program
icf cce 44,75 and 31,5 resource points
TAO1 is for people who want to develop personally and
professionally as a basic coach. We will be using transactional
analysis as a frame of reference. It includes six two-day
workshops, intervision groups and accreditation as a basic coach.
TAO1 is open to participants from all fields of application.
1. Structure of personality and contracts: Within TA we use
several different models of ego states to describe the structure
and development of personality. Structural models can be used
to understand the contents of your personality. Functional
models can be applied to understand how you behave and
communicate with others. In this workshop we will also spend
time establishing learning goals and personal contracts.
11. 2. Communication at work: Eric Berne, the founder of TA,
calculated that there are 6,600 options in communication, and
that all communication can be reduced to three basic types. Each
type of communication has a specific function. Knowledge of
parallel, crossed and ulterior transactions helps you focus your
communication and your ability to ask powerful questions.
3. Games and rackets: A game is a repetitive pattern of non-
problem solving behaviour that leads you to your ‘favourite’
rotten feeling, your racket feeling. Rackets are continuous
complaints that get you the attention you crave. Games are
the basis of every conflict. A core competence of coaches and
consultants is to recognise these patterns and help clients create
options to solve their problems.
12. 4. Breaking through script: Script is an unconscious life plan
learned in early childhood, reinforced by parents and by
later events, resulting in a known pay-off. It is a story, your
interpretation of events linked to a familiar emotion. These
stories are like the bass tone of your life. We will use different
perspectives to access your script and discuss different
approaches to change your script.
5. Developmental cycles: There are many theories about how
people grow and develop. Most ideas are based on a linear way
of thinking about development. By considering Levin’s iterative
Cycle of Development, we can identify what developmental
issues and basic needs need to be met to insure a healthy
development.
13. 6. Basic TA coach assessment: Before this workshop participants
need to have completed the written TA101 exam. During
the workshop we will revise the concepts learned and each
participant will demonstrate 20 minutes of coaching based on
one of the concepts.
14. relevant literature basic coach program
• Joines, V. Stewart, I. (1987), TA Today, A New Introduction to
Transactional Analysis, Life Space Publishing, Nottingham
• Berne, E. (1964), Games People Play: The Psychology of Human
Relationships, Grove Press, New York
• Steiner, C. (1974), Scripts People Live, Transactional Analysis of
Life Scripts, Grove Press, New York
15. specific assessment requirements basic coach program
written ta exam
The written TA101 exam is an open book review of all the basic
TA concepts. It is an internationally recognised exam (for more
information go to www.intact1.com).
coaching practice
Participants are expected to build up their coaching practice
during the year. They need to have a minimum of two coaching
clients by the end of the year.
16. assessment criteria basic coach program
At this level we expect participants to:
• Be aware of own values and beliefs that guide their practice
• Practice and evaluate own skills
• Be able to build a relationship based on trust and respect
• Be able to practice active listening, ask powerful questions
and give appropriate feedback to enable learning
• Be focussed on realisation of client contract
• Reflect on own effectiveness and request and accept
feedback.
17. TAO2 Advanced coach program
ICF CCE = 47,5 and resource development = 30,5 units
TAO2 is for people who want to deepen their coaching skills.
It includes six two-day workshops, intervision groups and
accreditation as an advanced coach. The TAO1 program is
mandatory before attending TAO2.
1. Coaching in fives: A five-step model of coaching is used as
a guideline for practice. The five steps are: contact, contract,
problem definition, intervention plan and evaluation. The role
and tasks of the coach in each step will be explored. We will pay
special attention to relationship management in coaching.
2. Contact and contract: The ability to build a trusting
relationship and clear contracting is central to effective coaching.
We will explore three levels of contracting: administrative,
18. professional and psychological. We will use the process
communication model to enable understanding of the contact
and contract needs of different personality types. It will help you
develop a flexible approach to supporting the development of
your client.
3. Problem definition: Using various concepts and models we can
create a picture of key issues for the client that are preventing
change. During this workshop we will discuss various ways to
prioritise key issues and practice problem definition on live cases.
Goal is to enable insight and learning for your client.
4. Interventions in coaching: In coaching there are three levels
of intervention – behavioural, relational patterns and narrative
or script. We will practice different intervention techniques at
each level. Powerful questions and active listening are essential.
The goal is to make a minimal intervention for a maximum shift
towards realising the contract with the client.
19. 5. Evaluation in coaching: Coaches can fulfil four roles –
facilitative, consultative, teaching and normative. This workshop
is focussed on the normative role. We will explore the role of
feedback and evaluation processes in coaching to enable an
action and outcome orientation. Part of the normative process
is also to reflect on your ethical and professional standards in
coaching.
6. Assessment advanced coaching: During this workshop we
will review the steps of the coaching process in depth. Each
participant will present their case study and a recording of the
work with the client.
20. relevant literature advanced coach program
• Egan, G. (2013), The Skilled Helper: A Problem-Management and
Opportunity-Development Approach to Helping, Wadsworth
Publishing, Belmont, CA
• Fitzgerald, C. Garvey Berger, J. (2002), Executive Coaching:
Practices and Perspectives, Nicholas Brealey, Boston, MA
• O’Neill, M. (2000), Executive Coaching with Backbone and
Heart: A Systems Approach to Engaging Leaders with their
Challenges, Jossey-Bass, San Francisco, CA
Other articles can be found on the Intact member website.
21. specific assessment requirements advanced coach program
coaching process
The participants will coach one client for a minimum of
eight sessions over the nine-month period of the program.
The coaching will be a powerful process that will enhance the
performance of clients and coaches alike.
If you do not have own clients, Intact may provide clients
through the ISI outreach program. Because this is a work
placement for learning, coaches will work free of charge, in
exchange for the supervision they receive during the program.
All data collected by the coaches will be used to develop their
case study.
22. case study of the coaching
The purpose of the case study is to show that you have
integrated knowledge of coaching concepts and can apply them
in practice in your field of work.
The case study has to illustrate a process with the client, which is
part of your usual field of work.
The case study should describe the following areas:
1. Relevant data on client incuding relevant history
2. Contact: How did you come into contact with this
client? Was it a referral, direct approach by the client
or indirect through someone else? What was your
client’s and your initial definition of the problem? What
concepts did you use in your initial hypotheses?
23. 3. Contract: Describe the administrative, professional and
psychological levels of the contract you made. What
evidence was this based on?
4. Problem definition and planning: Describe the
strategies and short and long-term goals you defined.
What relevant concepts did you apply for this (describe
and illustrate)?
5. Interventions: Explain how you put your plan into
action. Describe the process of interventions using a
timeline. What interventions had a positive influence
on your client? Give concrete examples. Describe your
own values and ideas that may have been important
for this. Where there any key events that may have led
you to change your original goals and plans? What was
happening with the client, between you and the client,
and with you in the process of supervision?
24. Did that reflect the process of the client with their
clients? What interventions did you use to contain the
parallel process?
6. Evaluation and prognosis: To what extent has the
contract been realised? Describe current state and
possible future steps.
7. Concluding remarks: What have you learned in the
process? Would you do anything differently next time?
What are you proud of?
25. The case study is a maximum of ten pages, and a minimum of
seven pages (A4, single spaced) and includes an abstract, a short
description of you the author and a list of references at the end.
The outline of your case study is due 12 weeks before the final
workshop. The draft is due six weeks before the final workshop.
Intact will edit the draft, after which you will complete the case
study. The definite case study is due the first day of the final
workshop.
During the last workshop you will present the results of your
case study together with a recording of your work with this
client.
26. final assessment criteria advanced coach program
At this level we expect participants to:
• Be able to respond to client needs flexibly and be aware of the
effect of their own behaviour on the client
• Rigorously reflect on own practice and get regular supervision
• Be able to establish appropriate contracts, based on ethics and
an awareness of boundaries of own competencies
• Build a relationship of genuine empathy and support to
facilitate client autonomy
• Use a range of techniques to generate options with client
• Be able to plan actions, identify potential barriers and help the
client take responsibility for their actions.
27. general requirements both programs
1. Intervision groups
The intervision groups take place in between the workshops.
Each group consists of three to four participants. The goal of the
intervision groups is to work on assignments, discuss practical
application of concepts and reflection in your work and get
coaching on your personal learning contract.
2. Presentation
During the year participants are expected to give a 15-minute
presentation of a TA concept, followed by questions and
feedback. The goal of the presentation is to integrate theory and
get feedback on your presentation skills in light of your personal
learning goals.
28. 3. Logbook
All participants have access to the Intact member website that
includes articles, homework per workshop and logbook. The
logbook has to be filled out after every workshop, and is a part
of your certification process.
Your learning logbook contains a personal summary of the
workshops, the results of your homework and a log of your
learning experiences in each workshop. The logbook will be
presented at the last workshop.
29. trainers
Sari van Poelje (Drs, TSTA, EMCC / ICF registered coach, PCM
licensed trainer) is an internationally recognised coach, manager
and consultant. She has been working on the interface of
people and organisational development for more than 25 years
in a variety of roles and companies, amongst others Shell,
ASML, KLM, Transavia, Berenschot and EMI. Her current role is
that of managing director of Intact, International Training and
Consultancy.
Sari will be joined by at least two international guest trainers per
year, including Matthias Sell, Giles Barrow, Sandra Wilson and
Gloria Noriega.
