Certificate in Corentus Team Coaching
Core Competencies & Program Graduates

 
Nancy Nachbar  Founder and Executive Coach, Nachbar & Associates

Nancy Nachbar
Founder and Executive Coach, Nachbar & Associates

I appreciate the rigor that Corentus brings to teaching team coaching. This showed up throughout the program and includes the use of frameworks for thinking about team effectiveness and performance; tools for gathering and presenting data; and tools and techniques to help teams test out and sustain new ways of thinking, doing, and being.

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CORENTUS TEAM COACHING COMPETENCIES

Our Team Coaching Certificate Program integrates more than 25 years of organizational theory, research, and practice. Professionals with a Certificate in Corentus Team Coaching have received focused training and practice in our uniquely powerful approach to working with teams—in real time, in the context of real work, to produce real, sustainable results. In the course of our program, they have received:

  • Intensive instruction in team coaching methods, approaches, and tools

  • Live, in-the-moment feedback from trained faculty during the in-person sessions

  • Extensive feedback throughout their real team coaching client engagement (with a pro bono client)

We can attest that this select group of highly valued professionals have developed the full range of competencies listed below.


Team Coaching Competencies  

NOTE: The Corentus approach is just one of several approaches to team coaching. We honor and respect our team development colleagues around the world, many of whom are our partners. The following competencies pertain specifically to the Corentus style of team coaching.  

Mindset

  • MS1. Makes, keeps, and proactively renegotiates commitments to all stakeholders.

  • MS2. Takes time for reflection and introspection.

  • MS3. Acknowledges mistakes or missteps with the client.

  • MS4. Adjusts approach based upon critical feedback, making a mistake, reflection, or new information.

  • MS5. Puts continuous effort into personal growth and improvement.

  • MS6. Employs physical, spiritual, mental, and emotional practices to ensure a fitness to coach.


Presence and Self-management
In the team setting...

  • P1. Fosters rapport with each team member.

  • P2. Remains centered.

  • P3. Allows for appropriate periods of silence.

  • P4. Responds to team members in a way that honors their perspectives.

  • P5. Maintains an open mind.

  • P6. Regains presence when distracted or thrown off center.

Staging
In the team setting...

  • ST1. Articulates objectives, approach, and outcomes.

  • ST2. Describes the roles and responsibilities of all stakeholders (including the team leader, team members, team coach, and other stakeholders).

  • ST3. Guides the team to establish stakeholder relationships that support the team’s performance.

  • ST4. Inquires about ethical or legal issues when they arise.

  • ST5. Sets clear expectations for the total resources (time and money) required to successfully complete the engagement.

  • ST6. Completes a thorough proposal/contract that accurately reflects all aspects of the engagement.


Sensing
In the team setting...

  • S1. Identifies appropriate data collection tools.

  • S2. Uses relevant data collection tools (O-P-N Chart, sociograms, and/or various Sensing Grids) to accurately assess the team.

  • S3. Relies on rational and intuitive capacities to observe and gather data.

Making Moves
In the team setting...

  • M1. Signals that s/he is shifting between various modalities—e.g., coach, facilitator, trainer, consultant.

  • M2. Applies the various plays of the team intervention model.


Communication

  • M3. Communicates using clear and simple language.

  • M4. Adapts her/his communications to the individual or team.

  • M5. Uses and shares a variety of speech acts.

Inquiry & Advocacy

  • M6. Uses questions (open and closed, general and specific) appropriately.

  • M7. Uses various forms of advocacy appropriately.


Listening

  • M8. Engages in level three listening.


Individual Coaching: Coaching the Leader

  • IC1. Describes the purpose of the team leader coaching in the context of team coaching.

  • IC2. Sets clear expectations with the team leader about the team leader coaching.

  • IC3. Ensures that the predominant focus of coaching is team leadership.

  • IC4. Establishes coaching scope, boundaries, and integration points with team leader’s individual coach, if applicable.

  • IC5. Demonstrates ICF competencies.

Facilitation
In the team setting...

  • F1. Employs facilitation judiciously when coaching does not serve the team’s results or growth.

  • F2. Drives the process, method, or tool effectively and efficiently.

  • F3. Sustains a focus on the desired outcomes of the facilitation.

  • F4. Limits the facilitation to ensure that the team assumes responsibility for using the process, method, or tool.

  • F5. Creates and sustains a participatory learning environment.

  • F6. Models and describes how team members can facilitate the method the coach uses.


Education and Training
In the team setting...

  • T1. Employs education and training judiciously when coaching does not serve the team’s results or growth.

  • T2. Makes a move to employ education or training when the team needs it.

  • T3. Educates or trains the team with tools, methods, best practices, advice, similar team experiences, new distinctions, etc.

  • T4. Clearly communicates the purpose, process, and outcomes of the education or training.

  • T5. Makes a clear link between the education or training and team’s development needs.


Systems Awareness
In the team setting...

  • SA1. Makes moves that support the leader and team in the context of the broader organization and system in which the team operates.

  • SA2. Makes moves that bring awareness to the impact of current state functioning on the broader system.

  • SA3. Makes moves that bring awareness to the impact of the broader system on the team.

  • SA4. As relevant, meets with other parts of the organizational system to support the team coaching engagement.

 
Margaret Cary  MD, MBA, MPH Board-certified Physician Executive, Leadership Coach & Consultant

Margaret Cary
MD, MBA, MPH Board-certified Physician Executive, Leadership Coach & Consultant

The skills I've learned in this course have increased my effectiveness with individual AND team coaching clients.

Corentus offers an extensive library of tools and personalized instruction on using the tools. Corentus exemplifies adult education every step of the way—as a Cohort participant you will be doing what you're learning in real time, both in your learning group and with your client organization. There's more! The instructors are top of their game. The faculty and staff show that much time and effort has been put in creating an effective, fun, agile course for all participants.

If you have any questions, please do not hesitate to contact us.