Classes, Modules, and Parts

MMS COACH TRAINING

Session 1: Welcome and Expectation Management

  • Part 1
    • Welcome
    • How to succeed in this course
    • My Commitment to MMS Coach Training
    • Standards for Continuing Participation in the program
    • MMS Assumptions
    • MMS Coaching Definition
    • Individual Coach Training Objectives (goals)
    • How to select a Coaching Topic
    • Demonstration Coaching Session, questions and answers from students
  • Part 2
    • Aristotle and Socrates: two antithetical educational models
    • MMS Model of Coaching
    • Purpose of Coaching
    • Definition of Choice and the conditions favorable to one making a choice
    • The two sides of the client
    • Personal Development in general
    • ICF Ethical Guidelines are presented

First 2 Lab Days: Life-quakes and Breaking Through Blocks in Coaching

  • Ground Rules reinforced
  • Sharing for awareness within the group
  • Relationship of personal development and its relationship to coaching
  • MMS Model for Personal Development
  • Objectives (goals)
  • Incomplete statements…written in workbooks
  • Demonstration coaching sessions
  • Overcoming blocks to becoming an MMS/ICF Coach
  • Tools to Overcome Negativity
  • Trusting your Gut (Go with the Gut)
  • Review of Feedback Form (coach session evaluation)

Session 2: Being present, Awareness, Listening, “Core Competencies”

  • Part 1
    • Sharing for awareness
    • Questions regarding homework and practice sessions
    • Demonstration Coaching Session, student questions and faculty answers
  • Part 2
    • Coaching presence, being fully present, what gets in the way?
    • Self awareness and awareness of others
    • Direct Communication (ICF)
    • Powerful questioning (ICF)
    • The Art of Asking questions
    • Various ways to ask “What do you want?”
    • Listening then ICF Core Competencies regarding listening
    • What prevents you from listening
    • What to do when…the client’s attention is elsewhere
    • Conscious communication cues
    • Components of active listening
    • Restating and recapping
    • What is a quiet mind
    • Techniques to quiet the mind
    • MMS Core Competencies

Support Group #1 Connection, skill practice, how to create objectives

  • Mentor group sessions (ICF)

Session 3: Articulating Objectives and How the Brain Works

  • Part 1:
    • Sharing for student awareness
    • Questions regarding homework and practice sessions
    • Demonstration Coaching Session, student questions and faculty answers
  • Part 2:
    • ICF Core Competencies: Co-Creating the Relationship
    • Establishes trust and intimacy
    • Articulating objectives (goals)
    • Appropriate coaching topics
    • Problem objectives
    • What objectives work…and don’t work and why
    • Anatomy of the “I want” moment
    • How the brain works: RAS
    • Brain waves and functionality
    • The Brain and its relationship to coaching
    • Steps to attract what you want
    • Self-fulfilling prophecy…how beliefs work
    • Three parts to every session

Session 4: Judgment, connection, feelings, five levels of communication

  • Part 1:
    • Sharing for awareness
    • Questions regarding homework and practice sessions
    • Demonstration Coaching Session, questions and answers
  • Part 2:
    • Introductory Interview for new coaching candidates
    • Three phases of coaching
    • ICF Core competencies: Setting the Foundation
    • Judgments and connections
    • Judgment exercise
    • Judgments Conceal the Feelings Underneath
    • Connection exercise
    • Feelings: how to deal with emotions in coaching
    • Five levels of communication

Support Group #2 Asking Powerful questions, Skill Practice

  • Mentor group sessions (ICF)

Second 2 Lab/Process Days: Breaking through blocks in Coaching

  • Ground Rules Reviewed
  • Sharing for student awareness
  • Breaking through blocks to coaching
  • What constitutes a session
  • Sessions are demonstrated with feedback from instructors
  • Ability to communicate effectively during coaching sessions, and using language that has the greatest positive impact on the client.
  • Is clear, articulate and direct in sharing and providing feedback ICF
  • Reframes to help the client understand from another perspective what he/she wants or is uncertain about. Demonstrates confidence in working with strong emotions, and can self-manage and not be overpowered or enmeshed by client’s emotions. ICF
  • Uses metaphor and analogy to help to illustrate a point or paint a verbal picture. ICF

Session 5: Choice & Decision, Negaholism, Creating Positive Imprints, Managing beliefs, Ways to Change Reality

  • Part 1:
    • Sharing for student awareness
    • Questions regarding homework and practice sessions
    • Demonstration Coaching Session, student questions and faculty answers
  • Part 2
    • Choice and Decision
    • Definition and Anatomy of Choice
    • What constitutes a Decision
    • Awareness, Acknowledgment, Choice
    • What Constitutes a Choice
    • Choice vs. Decision
    • “Want vs. Should” MMS model
    • Discussion, Questions and Answers
    • Negaholism
    • Cycle of negativity and its relationship to coaching
    • Indecisiveness and “I don’t know”
    • Change, challenges, and choices
    • The two sides of the self
    • I can’t side = Negaholics
    • Standard/Reality Bind
    • What is a Negattack?
    • The Triple Imprint…locking in a pattern
    • Creating positive imprints
    • Managing beliefs and ways to shift reality

Session 6: Flow, Chakras and Energy Management (part of the 20%)

  • Part 1:
    • Sharing for student awareness
    • Questions regarding homework and practice sessions
    • Demonstration Coaching Session, student questions and faculty answers
  • Part 2
    • Flow in a coaching session
    • Chakras and the 7 power centers in their relation to ethics
    • Chakra exercises to heighten awareness
    • ICF Core Competencies: Facilitating Learning and Results
    • Energy and its Impact on Coaching Sessions
    • Energy Exchange
    • Traditional Mentor Model vs. the Coach Model
    • MMS/ICF Coach model
    • Examples of unconscious projection
    • Group discussion

Session 7: MBTI and how to coach people who are different from you (part of the 20%)

  • Part 1:
    • Sharing for awareness
    • Questions regarding homework and practice sessions
    • Demonstration Coaching Session, questions and answers
  • Part 2
    • Psychometric instruments and their value in coaching
    • MBTI instrument and its value
    • 16 personality types
    • Extrovert/Introvert
    • Intuition/Sensor
    • Thinker/Feeler
    • Judging/Perceiving
    • ICF Ethical Guidelines

Session 8: Approval syndrome, Voices in the mind, Internal Voice ID, Mind dialogue (part of the 20%)

  • Part 1:
    • Sharing for student awareness
    • Questions regarding homework and practice sessions
    • Demonstration Coaching Session, student questions and faculty answers
  • Part 2:
    • Being at One with yourself
    • The Approval Syndrome
    • The Voices of the Mind, Internal Voice Identification
    • Voice management
    • Mind Dialogue
    • Sub-personalities in the context of coaching
    • Sub-personalities pulling the client in different directions
    • Five stages of Synthesizing sub-personalities
    • Partner exercise to address sub-personalities

Session 9: Human Development Options, Transitions, Breakdown and Breakthrough, When to Refer a Client, the “Wow” factor

  • Part 1
    • Sharing for student awareness
    • Questions regarding homework and practice sessions
    • Demonstration Coaching Session, student questions and faculty answers
  • Part 2
    • Transitions: how to frame them, resistance
    • Breakdown
    • Breakdown to Breakthrough
    • Breakdown
    • Who is the client
    • When to refer
    • Professional Conduct at Large as a coach
    • Distinctions between coaching, consulting, psychotherapy and other support professions
    • Guidelines on referring a client to another support professional as needed, knowing when this is needed and the available resources
    • The “Wow” factor
    • Sessions are demonstrated and videotaped in triads: Coach, Client, and Assessor

Support Group #3 Components of Active Listening, Not knowing for another, what gets in the way of listening, recapping and restating

  • Mentor group sessions (ICF)

Third set of Lab/Process Days:

  • Ground rules are reviewed
  • Sharing for student awareness
  • Breaking through blocks to coaching
  • Sessions are demonstrated with feedback from instructors written, verbal, and videotaped
  • The client is encouraged to vent or “clear” the situation without judgment or attachment in order to move on to next steps. ICF
  • Promotes active experimentation and self-discovery, where the client applies what has been discussed and learned during sessions immediately afterwards in his/her work or life setting, ICF
  • Challenges client’s assumptions and perspectives to provoke new ideas and find new possibilities for action. ICF
  • Advocates or brings forward points of view that are aligned with client goals and, without attachment, engages the client to consider them ICF
  • Helps the client “Do It Now” during the coaching session, providing immediate support ICF
  • Encourages stretches and challenges & comfortable pace to learn  ICF
  • Celebrates client successes and capabilities for future growth ICF

Session 10: Maslow and Life Conditions, Brilliant sessions, Group Dynamics, Session progression, Paradox

  • Part 1:
    • Sharing for student awareness
    • Questions regarding homework and practice sessions
    • Demonstration Coaching Session, student questions and faculty answers
  • Part 2:
    • Maslow and his five levels related to Coaching (part of the 20%)
    • ICF Core Competencies: Designing Actions in partners
    • ICF Core Competencies: Planning and Goal Setting in partners
    • ICF Core Competencies: Managing Progress and Accountability in Partners
    • Review of Competencies as needed
    • Brilliant sessions MMS
    • What differentiates MMS Coaching
    • Group dynamics
    • Session Progression

Session 11: Evolutionary Scale of Life, The Rules for Being Human, Consider This…

  • Part1:
    • Sharing for student awareness
    • Questions regarding homework and practice sessions
    • Demonstration Coaching Session, student questions and faculty answers
  • Part 2:
    • Life after the MMS Coach Training
    • The New Species
    • The shift in the CT that happens
    • Evolutionary Scale of Life
    • Shifting Paradigms and coaching
    • Paradoxes that persist
    • The Rules for Being Human
    • Consider this…

Session 12: Building Community, Living the Process, Tools for Daily Living

  • Part 1:
    • Sharing for student awareness
    • Questions regarding homework and practice sessions
    • Demonstration Coaching Session, student questions and faculty answers
  • Part 2:
    • ICF: Coaching with Ethical consciousness
    • Building Community
    • Living the Process
    • Tools for Daily Living
    • Pathway to Serenity
    • Never ending Cycle of Growth
    • Ability to hold attention on what is important for the client, and to leave responsibility with the client to take action ICF
    • Demonstrates follow through by asking the client about those actions that the client committed to during the previous session(s) ICF
    • Acknowledges the client for what they have done, not done, learned or become aware of since the previous coaching session(s) ICF & MMS
    • Effectively prepares, organizes and reviews with client information obtained during sessions ICF & MMS
    • Clearly requests of the client actions that will move the client toward their stated goals ICF & MMS
    • 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) ICF
    • 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 ICF & MMS
    • 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 ICF
    • 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 ICF & MMS
    • 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) ICF & MMS