1 A Journey to Understanding How Race Impacts the Coaching Relationship Contents Introduction............................................................................................................................ 2 Josh’s Coaching Practice ....................................................................................................... 2 The Story of Josh’s Emerging Awareness of His Positionality............................................... 3 Historical Context of the Coaching Profession......................................................................... 5 Josh’s Applied Coaching Project............................................................................................. 6 Time for Change and New Approaches to Coaching Development........................................... 6 Exhibit 1: Demographic Change in Canada............................................................................. 7 Canada’s current Population Growth Statistics Canada Backgrounder, June 15, 2023 .......... 7 Exhibit 2: International Coaching Federation Core Competencies ............................................ 8 ICF Core Competencies ..................................................................................................... 8 A. Foundation ................................................................................................................ 8 B. Co-Creating the Relationship ..................................................................................... 9 C. Communicating Effectively ...................................................................................... 11 D. Cultivating Learning and Growth............................................................................. 12 Exhibit 3: International Coaching Federation Code of Ethics .................................................. 14 ICF Code of Ethics ........................................................................................................... 14 Introduction................................................................................................................... 14 Key Definitions.............................................................................................................. 15 ICF Core Values and Ethical Principles .......................................................................... 16 Ethical Standards.......................................................................................................... 16 Exhibit 4: Focus Group Participant Quotes............................................................................ 20
2 A Journey to Understanding How Race Impacts the Coaching Relationship Introduction In September 2023, Josh Smith was reflecting on how racism was experienced by his growing roster of coaching clients. His growth as a coach had started in 2016 when, after a coaching session, he had started to understand that he had not fully understood the experiences a racialized client had discussed with him. In early 2022, as part of a Master of Arts in Executive and Organizational Coaching, Josh decided to support his practice with research. To understand how to address racism in coaching practice, he looked at peer-reviewed literature and found that there was a lack of research and support for coaches in this area. One study by authors Roche and Passmorei caught his attention. This study identified that ‘lenses of oppression and racism’ were not used in many coaching education programs and that coaching accreditation organizations were reluctant to acknowledge this focus in coach development. Excited about the potential for change, Josh decided he wanted to support new and practicing coaches to become better prepared to recognize the impact of race in their coaching relationships. Josh’s Coaching Practice Self-employed since 1995, Josh had an HR Consulting practice that, over the years, included workplace counseling, leadership development, career transition consulting, and coaching. In 2018, Josh began to see coaching as his life’s work, so he decided to develop his business into a coaching practice. Josh decided to focus exclusively on executive coaching with emerging leaders in the not-for-profit, manufacturing, and government sectors. Josh surveyed the coaching industry and consulted with trusted colleagues. His conversations and considerations lead Josh to make two guiding commitments. The first commitment was to think about his work as more of a ‘practice’ than a ‘business’. Josh believed that being a competent coach required a commitment to increase his self-awareness so that he could be
3 open to the experience of others. Professional development had been a big part of his life and career for 25 years and Josh prided himself on continuously developing his coaching skills. This commitment enabled Josh to focus on the craft of coaching and his development as a coach. The second commitment was to build trusting relationships with clients and to focus on tailoring his services to their evolving needs. Josh would often say that “client relationships more than profits are a recipe for success”. Between 2018 and 2020, as a solo-preneur in his coaching practice, Josh partnered with like-minded coaches who brought diverse skill sets to projects. By 2020, he had many long-term corporate clients and individuals who sought out his support over the life span of their careers. In 2020, Josh decided to embrace his motivation to advance the coaching profession and shifted 40% of his practice to the development of coaches through mentor coaching, coaching supervision, and webinars. During this time, he noticed that other coaches often shared challenges that arose when they were coaching clients who experienced their workplaces differently or were disadvantaged because of race. In June 2022, to continue to advance himself personally and professionally, Josh enrolled in a Master of Arts in Executive and Organizational Coaching at Royal Roads University. Through the MA program, he reflected on his coaching practice and his commitment to support coaches as they worked with their clients. In January 2023, Josh started a research project that was a foundational part of the degree program. Josh was motivated to use this research opportunity to focus his study on the experience of white male coaches working with clients who had racialized experiences in their work and lives. The Story of Josh’s Emerging Awareness of His Positionality Josh identified as a white male cis gendered baby boomer. He came from a stable family and had lived in the same area for most of his life. Married in 1996, Josh had three stepchildren and three grandchildren. Josh had completed a master’s degree in theology in 1990. Josh enjoyed access to education and professional development throughout his life. When Josh looked back at his emerging awareness of his positionality, he recalled a particularly poignant experience. In March 2016, Josh had ended a call with a new client and had then referred to his notes. Josh preferred to take time to reflect on the coaching conversation at the end of a call when he still had a fresh memory of all the details. There was something that had unsettled him in this coaching conversation, and he realized that there was something he may not have understood about this client’s story. The client had a different racial background and came from a different culture than Josh, and he wondered if this was the reason for a gap in his
4 awareness and understanding. This question prompted Josh to be reflective in his coaching practice and to start to pay more attention. In 2017, Josh noticed that more clients who were coming to him were new Canadians and professionals who had social and cultural backgrounds that he did not share. Although proud of his past coaching successes, Josh felt challenged to understand the experiences of these clients and had come to realize that his life experience was different from theirs. Josh began to ask himself how his increasing self-awareness could positively impact his ability to be present and to support the creation of culturally safe coaching experiences with racialized clients. Many clients were from different races and ethnicities working and living in Canadian cities that were primarily white, leading to a range of discriminatory or disadvantaging experiences including unconscious bias and micro aggressions. Over time, Josh had become more aware of how he saw the world and the importance of his worldview in coaching relationships. Josh appreciated his privileges, and realized that he had not experienced racial discrimination, systemic racism, or racial disadvantage, and therefore held a worldview that did not include these experiences. Josh began to ask himself more about how his perspectives could limit his ability to be fully present with his clients. By 2020, Josh resolved to increase his awareness of how organizations, organizational cultures, and systems disadvantaged racialized clients. In doing so, he hoped to find ways to coach clients who lived these types of experiences. In April 2023, Josh completed some demographic research and learned that Canada was experiencing demographic shifts related to an increasing number of newcomersinto the country and that this trend was expected to continue (Exhibit 1). As Josh thought about the shifting client demographics and the evidence of systemic racism in society, he began to examine the coaching literature for insights. He found that peer reviewed articles on the science and practice of coaching showed that, until very recently, coaching education and practice had focused on the client from a psychological perspective and how the individual functioned in business environments. Recent research had resulted in a call to action to examine coaching from social-systemic lenses. These systemic lenses included racism, oppression as it existed in global cultures, and related impacts on the lives of leaders and coaches. As demographic shifts and social change were slowly changing society in Canada, Josh came to understand the value of the research he had read.
5 Historical Context of the Coaching Profession While completing his Applied Coaching Project for his MAEOC, Josh discovered that coaching, as a concept, was rooted in various disciplines, including sports coaching and mentorship. Coaching emerged as a distinct profession during the latter half of the 20th century. Starting in the 1970’s and until the 1990’s, executive coaching gained recognition as a valuable tool for professional and personal development. Coaching was primarily used in the corporate world to enhance leadership skills and individual performance. The focus for coaching was to achieve business goals and improve individual productivity. By the late 1990s to the early 2000s, the coaching profession began to expand beyond the corporate sector into life coaching, career coaching, and wellness coaching. Certification bodies, such as the International Coaching Federation (ICF) established in 1995, set industry standards and ethical guidelines (exhibit 2 & exhibit 3). In the early 2000s, coaching continued to grow and diversify, to become an integral part of talent development and organizational change strategies. In 2020, diversity and inclusion emerged as important issues in coaching, and this direction highlighted the need for coaches to adapt their approaches to a changing client demographic. Josh also found that the coaching industry was experiencing an increasing demand because individuals and organizations recognized the relationship between coaching and the achievement of personal and professional goals. In addition, coaches were becoming more specialized by focusing on various coaching niches, including executive coaching, life coaching, career coaching, wellness coaching, and leadership development. These specializations reflected the diverse needs of coaching clients. Furthermore, as organizations strived to have a diverse employee group and improve inclusivity, coaches were increasingly working with clients from different cultural and racial backgrounds. This presented shifting needs for coaches to develop cultural competency and sensitivity, which Josh could identify with. Josh also discovered that professional bodies like the ICF had established certification standards and core competencies (Exhibit 2) to ensure coaches were well-prepared, adhered to ethical guidelines, and participated in professional development to maintain certification. Coach educators aspired to take part in research projects to enhance their practice. Josh felt that his focus on research related to coaching racialized clients was aligned with the industry's aspirations for continuous improvement. In this context, Josh believed that his growing self-awareness and research into coaching preparation for working with clients from diverse cultural and racial backgrounds were significant. This commitment reflected the pressing need for coaches to adapt to the changing demographics of their clientele and address issues related to cultural awareness and
6 competency in coaching. His exploration aligned with the broader movement in the coaching profession to foster inclusivity and effectiveness in supporting clients from all walks of life. Josh’s Applied Coaching Project In January 2023, Josh decided to conduct research for his applied coaching project to address the overarching question: ‘How can white male coaches respond to the call-to-action challenging coaching educators to support anti-racism in coaching?’. To undertake this study, he decided to explore the experiences of other white-male coaches to find out how they felt about their preparation to coach racialized clients. To understand the experiences of white male coaches he held a focus group with three white-male coaches, and asked three questions which were: 1) What did your coach education include related to racism in coaching? 2) What, if anything, has changed your perspective on racism in coaching? and, 3) What is required to support anti-racism in coaching education? Josh found that the focus group participants shared experiences that he could relate to in his own experience as a coach. For example, each member acknowledged that their coaching education program did not explicitly prepare them to coach diverse clients and that they had developed their practice with ‘on the job training.’ The conclusion of the research was that the coaches in the study were ill equipped to coach racialized clients (Exhibit 4). After considering these findings, the current coaching literature, and his own experiences, Josh started to think about the next steps. Time for Change and New Approaches to Coaching Development In September 2023, Josh decided he wanted to support new and practicing coaches by designing learning experiences for this important aspect of coach development. He asked himself, how could coaches be better prepared to understand race and how race impacts the coaching relationship? How might this be accomplished?
7 Exhibits Exhibit 1: Demographic Change in Canada Canada’s current Population Growth Statistics Canada Backgrounder, June 15, 2023 • Canada's population is currently growing at a record-setting pace. In 2022, the number of Canadians rose by 1,050,110. This marks the first time in Canadian history that our population grew by over 1 million people in a single year, and the highest annual population growth rate (+2.7%) on record since 1957 (+3.3%). • While that previous record is mostly attributed to the high number of births during the post-war baby boom, international migration accounted for nearly all growth recorded in 2022 (96%). • This growth is reflected across Canada. In 2022, every single province and territory recorded a growing population, except for the Northwest Territories. • Canada is by far leading the G7 countries for population growth. This was certainly true in 2022 and has been the case for the last two decades. • If this rate of population growth was to stay constant in the years to come, the Canadian population could double in about 26 years. • In 2021, more than 8.3 million people, or almost one quarter (23%) of the population, were, or had ever been, a landed immigrant or permanent resident in Canada. This was the largest proportion since Confederation, topping the previous 1921 record of 22.3%, and the highest among the G7. • Canada's Indigenous population continues to grow much faster than the national average. It increased by 9.4% from 2016 to 2021, surpassing the growth of the nonIndigenous population over the same period (+5.3%). • The 2021 Census counted 1.8 million Indigenous people, accounting for 5% of Canada's total population, up from 4.9% in 2016. Source: Stats Canada
8 Exhibit 2: International Coaching Federation Core Competencies ICF Core Competencies The ICF Core Competencies were developed to support greater understanding about the skills and approaches used within today’s coaching profession as defined by ICF. These competencies and the ICF definition of coaching serve as the foundation of the Credential process, including the ICF Credentialing Exam. ICF defines coaching as partnering with clients in a thought-provoking and creative process that inspires them to maximize their personal and professional potential. The ICF Core Competencies are organized into four domains based on commonalities and interdependencies between competencies within each domain. There are no domains nor individual competencies that are weighted—they do not represent any kind of hierarchy. Rather, each competency is considered core and critical for any competent coach to demonstrate. The ICF Core Competencies were originally created in 1998, consisting of 11 Core Competencies. In November 2019, ICF released an updated version of the competencies. The updated Core Competencies were integrated in ICF-Accredited Coach Education Programs curricula beginning in January 2021. As of August 1, 2022, the updated Core Competencies were integrated into the Credentialing Performance Evaluation and written exam requirements. To learn more about the updated ICF Core Competencies, please watch the Updated Core Competency Video Series on ICF’s YouTube page. An overview video can also be found on ICF’s Vimeo. A. Foundation 1. Demonstrates Ethical Practice Definition: 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
9 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 2. Embodies a Coaching Mindset Definition: Develops and maintains a mindset that is open, curious, flexible and clientcentered. 1. Acknowledges that clients are responsible for their own choices 2. Engages in ongoing learning and development as a coach 3. Develops an ongoing reflective practice to enhance one’s coaching 4. Remains aware of and open to the influence of context and culture on self and others 5. Uses awareness of self and one’s intuition to benefit clients 6. Develops and maintains the ability to regulate one’s emotions 7. Mentally and emotionally prepares for sessions 8. Seeks help from outside sources when necessary B. Co-Creating the Relationship 3. Establishes and Maintains Agreements Definition: Partners with the client and relevant stakeholders to create clear agreements about the coaching relationship, process, plans and goals. Establishes agreements for the overall coaching engagement as well as those for each coaching session. 1. Explains what coaching is and is not and describes the process to the client and relevant stakeholders
10 2. Reaches agreement 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 3. Reaches agreement about the guidelines and specific parameters of the coaching relationship such as logistics, fees, scheduling, duration, termination, confidentiality and inclusion of others 4. Partners with the client and relevant stakeholders to establish an overall coaching plan and goals 5. Partners with the client to determine client-coach compatibility 6. Partners with the client to identify or reconfirm what they want to accomplish in the session 7. Partners 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 8. Partners with the client to define or reconfirm measures of success for what the client wants to accomplish in the coaching engagement or individual session 9. Partners with the client to manage the time and focus of the session 10. Continues coaching in the direction of the client’s desired outcome unless the client indicates otherwise 11. Partners with the client to end the coaching relationship in a way that honors the experience 4. Cultivates Trust and Safety Definition: Partners with the client to create a safe, supportive environment that allows the client to share freely. Maintains a relationship of mutual respect and trust. 8. Seeks to understand the client within their context which may include their identity, environment, experiences, values and beliefs 9. Demonstrates respect for the client’s identity, perceptions, style and language and adapts one’s coaching to the client 10. Acknowledges and respects the client’s unique talents, insights and work in the coaching process 11. Shows support, empathy and concern for the client
11 12. Acknowledges and supports the client’s expression of feelings, perceptions, concerns, beliefs and suggestions 13. Demonstrates openness and transparency as a way to display vulnerability and build trust with the client 5. Maintains Presence Definition: Is fully conscious and present with the client, employing a style that is open, flexible, grounded and confident 1. Remains focused, observant, empathetic and responsive to the client 2. Demonstrates curiosity during the coaching process 3. Manages one’s emotions to stay present with the client 4. Demonstrates confidence in working with strong client emotions during the coaching process 5. Is comfortable working in a space of not knowing 6. Creates or allows space for silence, pause or reflection C. Communicating Effectively 6. Listens Actively Definition: Focuses on what the client is and is not saying to fully understand what is being communicated in the context of the client systems and to support client selfexpression 1. Considers the client’s context, identity, environment, experiences, values and beliefs to enhance understanding of what the client is communicating 2. Reflects or summarizes what the client communicated to ensure clarity and understanding 3. Recognizes and inquires when there is more to what the client is communicating 4. Notices, acknowledges and explores the client’s emotions, energy shifts, non-verbal cues or other behaviors 5. Integrates the client’s words, tone of voice and body language to determine the full meaning of what is being communicated
12 6. Notices trends in the client’s behaviors and emotions across sessions to discern themes and patterns 7. Evokes Awareness Definition: Facilitates client insight and learning by using tools and techniques such as powerful questioning, silence, metaphor or analogy 1. Considers client experience when deciding what might be most useful 2. Challenges the client as a way to evoke awareness or insight 3. Asks questions about the client, such as their way of thinking, values, needs, wants and beliefs 4. Asks questions that help the client explore beyond current thinking 5. Invites the client to share more about their experience in the moment 6. Notices what is working to enhance client progress 7. Adjusts the coaching approach in response to the client’s needs 8. Helps the client identify factors that influence current and future patterns of behavior, thinking or emotion 9. Invites the client to generate ideas about how they can move forward and what they are willing or able to do 10. Supports the client in reframing perspectives 11. Shares observations, insights and feelings, without attachment, that have the potential to create new learning for the client D. Cultivating Learning and Growth 8. Facilitates Client Growth Definition: Partners with the client to transform learning and insight into action. Promotes client autonomy in the coaching process. 1. Works with the client to integrate new awareness, insight or learning into their worldview and behaviors 2. Partners with the client to design goals, actions and accountability measures that integrate and expand new learning
13 3. Acknowledges and supports client autonomy in the design of goals, actions and methods of accountability 4. Supports the client in identifying potential results or learning from identified action steps 5. Invites the client to consider how to move forward, including resources, support and potential barriers 6. Partners with the client to summarize learning and insight within or between sessions 7. Celebrates the client’s progress and successes 8. Partners with the client to close the session Source: International Coaching Federation
14 Exhibit 3: International Coaching Federation Code of Ethics ICF Code of Ethics The International Coaching Federation (ICF) Code of Ethics is composed of five (5) main parts: 1. Introduction 2. Key Definitions 3. ICF Core Values and Ethical Principles 4. Ethical Standards 5. Pledge Introduction The ICF Code of Ethics describes the core values of the International Coaching Federation (ICF Core Values), ethical principles and ethical standards of behavior for all ICF Professionals (see definitions). Meeting these ICF ethical standards of behavior is the first of the ICF core coaching competencies (ICF Core Competencies) – “Demonstrates ethical practice: understands and consistently applies coaching ethics and standards.” The ICF Code of Ethics serves to uphold the integrity of ICF and the global coaching profession by: • Setting standards of conduct consistent with ICF Core Values and ethical principles. • Guiding ethical reflection, education and decision-making. • Adjudicating and preserving ICF coach standards through the ICF Ethical Conduct Review (ECR) process. • Providing the basis for ICF ethics training in ICF-accredited training programs. The ICF Code of Ethics applies when ICF Professionals represent themselves as such, in any kind of coaching-related interaction. This is regardless of whether a coaching relationship (see definitions) has been established. This Code articulates the ethical obligations of ICF Professionals who are acting in their different roles as coach, coach supervisor, mentor coach, trainer or student coach-in-training, or serving in an ICF Leadership role, as well as Support Personnel (see definitions).
15 Although the Ethical Conduct Review (ECR) process is only applicable to ICF Professionals, as is the Pledge, the ICF Staff are also committed to ethical conduct and the Core Values and Ethical Principles that underpin this ICF code of ethics. The challenge of working ethically means that members will inevitably encounter situations that require responses to unexpected issues, resolution of dilemmas and solutions to problems. This Code of Ethics is intended to assist those persons subject to the Code by directing them to the variety of ethical factors that may need to be taken into consideration and helping to identify alternative ways of approaching ethical behavior. ICF Professionals who accept the Code of Ethics strive to be ethical, even when doing so involves making difficult decisions or acting courageously. Key Definitions • Client - the individual or team/group being coached, the coach being mentored or supervised, or the coach or the student coach being trained. • Coaching- partnering with Clients in a thought-provoking and creative process that inspires them to maximize their personal and professional potential. • Coaching Relationship - a relationship that is established by the ICF Professional and the Client(s)/Sponsor(s) under an agreement or a contract that defines the responsibilities and expectations of each party. • Code - ICF Code of Ethics • Confidentiality - protection of any information obtained around the coaching engagement unless consent to release is given. • Conflict of Interest - a situation in which an ICF Professional is involved in multiple interests where serving one interest could work against or be in conflict with another. This could be financial, personal or otherwise. • Equality - a situation in which all people experience inclusion, access to resources and opportunity, regardless of their race, ethnicity, national origin, color, gender, sexual orientation, gender identity, age, religion, immigration status, mental or physical disability, and other areas of human difference. • ICF Professional - individuals who represent themselves as an ICF Member or ICF Credential-holder, in roles including but not limited to Coach, Coach Supervisor, Mentor Coach, Coach Trainer and Student of Coaching • ICF Staff - the ICF support personnel who are contracted by the managing company that provides professional management and administrative services on behalf of ICF. • Internal Coach - an individual who is employed within an organization and coaches either part-time or full-time the employees of that organization.
16 • Sponsor - the entity (including its representatives) paying for and/or arranging or defining the coaching services to be provided. • Support Personnel - the people who work for ICF Professionals in support of their Clients. • Systemic equality - gender equality, race equality and other forms of equality that are institutionalized in the ethics, core values, policies, structures, and cultures of communities, organizations, nations and society. ICF Core Values and Ethical Principles The ICF Code of Ethics is based on the ICF Core Values (link) and the actions that flow from them. All values are equally important and support one another. These values are aspirational and should be used as a way to understand and interpret the standards. All ICF Professionals are expected to showcase and propagate these Values in all their interactions. Ethical Standards The following ethical standards are applied to the professional activities of ICF Professionals: Section I – Responsibility to Clients As an ICF Professional, I: 1. Explain and ensure that, prior to or at the initial meeting, my coaching Client(s) and Sponsor(s) understand the nature and potential value of coaching, the nature and limits of confidentiality, financial arrangements, and any other terms of the coaching agreement. 2. Create an agreement / contract regarding the roles, responsibilities and rights of all parties involved with my Client(s) and Sponsor(s) prior to the commencement of services. 3. Maintain the strictest levels of confidentiality with all parties as agreed upon. I am aware of and agree to comply with all applicable laws that pertain to personal data and communications. 4. Have a clear understanding about how information is exchanged among all parties involved during all coaching interactions. 5. Have a clear understanding with both Clients and Sponsors or interested parties about the conditions under which information will not be kept confidential (e.g., illegal activity, if required by law, pursuant to valid court order or subpoena; imminent of likely risk of
17 danger to self or others; etc.). Where I reasonably believe one of the above circumstances is applicable, I may need to inform appropriate authorities. 6. When working as an Internal Coach, manage conflicts of interest or potential conflicts of interest with my coaching Client(s) and Sponsor(s) through coaching agreement(s) and ongoing dialogue. This should include addressing organizational roles, responsibilities, relationships, records, confidentiality and other reporting requirements. 7. Maintain, store and dispose of any records, including electronic files and communications, created during my professional interactions in a manner that promotes confidentiality, security and privacy, and complies with any applicable laws and agreements. Furthermore, I see to make proper use of emerging and growing technological developments that are being used in coaching services (technologyassisted coaching services) and to be aware of how various ethical standards apply to them. 8. Remain alert to indications that there might be a shift in the value received from the coaching relationship. If so, make a change in the relationship or encourage the Client(s) / Sponsor(s) to seek another coach, seek another professional or use a different resource. 9. Respect all parties’ right to terminate the coaching relationship at any point for any reason during the coaching process subject to the provisions of the agreement. 10. Am sensitive to the implications of having multiple contracts and relationships with the same Client(s) and Sponsor(s) at the same time in order to avoid conflict of interest situations. 11. Am aware of and actively manage any power or status difference between the Client and me that may be caused by cultural, relational, psychological or contextual issues. 12. Disclose to my Clients the potential receipt of compensation and other benefits I may receive for referring my Clients to third parties. 13. Assure consistent quality of coaching regardless of the amount or form of agreed compensation in any relationship. Section II – Responsibility to Practice and Performance As an ICF Professional, I: 1. Adhere to the ICF Code of Ethics in all my interactions. When I become aware of a possible breach of the Code by myself or I recognize unethical behavior in another ICF Professional, I respectfully raise the matter with those involved. If this does not resolve the matter, I refer to a formal authority (e.g., ICF Staff) for resolution. 2. Require adherence to the ICF Code of Ethics by all Support Personnel. 3. Commit to excellence through continued personal, professional and ethical development. 4. Recognize my personal limitations or circumstances that may impair, conflict with or interfere with my coaching performance or my professional coaching relationships. I will
18 reach out for support to determine the action to be taken and, if necessary, promptly seek relevant professional guidance. This may include suspending or terminating my coaching relationship(s). 5. Resolve any conflict of interest or potential conflict of interest by working through the issue with relevant parties, seeking professional assistance, or suspending temporarily or ending the professional relationship. 6. Maintain the privacy of ICF Members and use the ICF Member contact information (email addresses, telephone numbers, and so on) only as authorized by ICF or the ICF Member. Section III – Responsibility to Professionalism As an ICF Professional, I: 1. Identify accurately my coaching qualifications, my level of coaching competency, expertise, experience, training, certifications and ICF Credentials. 2. Make verbal and written statements that are true and accurate about what I offer as an ICF Professional, what is offered by ICF, the coaching profession and the potential value of coaching. 3. Communicate and create awareness with those who need to be informed of the ethical responsibilities established by this Code. 4. Hold responsibility for being aware of and setting clear, appropriate and culturally sensitive boundaries that govern interactions, physical or otherwise. 5. Do not participate in any sexual or romantic engagement with Client(s) or Sponsor(s). I will be ever mindful of the level of intimacy appropriate for the relationship. I take the appropriate action to address the issue or cancel the engagement. Section IV – Responsibility to Society As an ICF Professional, I: 1. Avoid discrimination by maintaining fairness and equality in all activities and operations, while respecting local rules and cultural practices. This includes, but is not limited to, discrimination on the basis of age, race, gender expression, ethnicity, sexual orientation, religion, national origin, disability or military status. 2. Recognize and honor the contributions and intellectual property of others, only claiming ownership of my own material. I understand that a breach of this standard may subject me to legal remedy by a third party. 3. Am honest and work within recognized scientific standards, applicable subject guidelines and boundaries of my competence when conducting and reporting research. 4. Am aware of my and my clients’ impact on society. I adhere to the philosophy of “doing good” versus “avoiding bad.”
19 5. The Pledge of Ethics of the ICF Professional As an ICF Professional, in accordance with the Standards of the ICF Code of Ethics, I acknowledge and agree to fulfill my ethical and legal obligations to my coaching Client(s), Sponsor(s), colleagues and to the public at large. If I breach any part of the ICF Code of Ethics, I agree that ICF in its sole discretion may hold me accountable for so doing. I further agree that my accountability to ICF for any breach may include sanctions, such as mandatory additional coach training or other education, or loss of my ICF Membership and / or my ICF Credential. Source: International Coaching Federation
20 Exhibit 4: Focus Group Participant Quotes Add five or six quotes here Source: Author i Roche, C., Passmore, J. (2022). Anti-racism in coaching: a global call to action. Coaching: An International Journal of Theory, Research and Practice, 1-18. Page 1 photo by LinkedIn Sales Solutions on Unsplash. Page 3 Coaching Icon by Gilbert Bages on the Noun Project