M.S.

in Instructional Science and Technology

California State University 
Monterey Bay

CALIFORNIA STATE UNIVERSITY

MONTEREY BAY
  
Getting to the Core for Your Client
 
CAPSTONE Report
 
Submitted in partial satisfaction of requirements of the degree of
 
MASTER OF SCIENCE in
 
Instructional Science and Technology
 
Julia Heatherwick
 
12/07/2021
  
Capstone Approvals: (At least one advisor and capstone instructor should approve)
 
Dr. Sarah Evanick   ___________________________ _____________
Advisor Name                                 Signature                                       Date
 
Dr. Bud Su ___________________________ _____________
Capstone Instructor Name              Signature                                       Date
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Table of Contents
Abstract................................................................................................................................3
Introduction/Background.....................................................................................................4
Background on Project....................................................................................................4
Problem Description........................................................................................................5
Target Audience and Context..........................................................................................5
Literature Review............................................................................................................7
Introduction..................................................................................................................7
Going Deep..................................................................................................................8
Going Wide..................................................................................................................9
Conclusion.................................................................................................................10
Solution Description..........................................................................................................11
Solution..........................................................................................................................11
Goals of the Project.......................................................................................................11
Learning Objectives for the eLearning Module:...........................................................12
Declarative Knowledge.............................................................................................12
Concepts....................................................................................................................12
Attitudes.....................................................................................................................13
Learning Theories, Instructional Principles...................................................................13
Learning Strategies and Justification.............................................................................14
Media Components........................................................................................................15
Challenges......................................................................................................................16
Methods/Procedures..........................................................................................................17
Design, Development, and Implementation..................................................................17
Steps to Complete Project..............................................................................................18
Resources...........................................................................................................................20
Timeline Report.................................................................................................................21
Milestone Checklist.......................................................................................................21
Evaluation and Testing......................................................................................................23
Usability and Learner Experience Evaluation...............................................................23
Formative Evaluation Plan............................................................................................24
Summative Evaluation Plan...........................................................................................25
Conclusion.........................................................................................................................36
References..........................................................................................................................37
Appendices........................................................................................................................39
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Abstract

The eLearning module assists a credentialed professional coach describe and apply the updated

International Coach Federation (ICF) core competencies in their professional work as a coach.

The eLearning module will be used with a group coach mentoring program designed to support

credentialed coaches to define and demonstrate the ICF Core Competencies while meeting their

continuing coach education units of ten hours of mentor coaching. The module covers the

International Coach Federation’s eight core competencies through lectures and case-study

simulations. The International Coach Federation updated the core competencies in 2019.

Professional coaches must demonstrate the new competencies during 2022 ICF assessor reviews

to earn their credential.

There are three coach credential levels. Each level requires more skill in demonstrating the core

competencies. The challenge for professional coaches is to define the core competencies, apply

the competencies to their own coaching skill set, and recognize when they demonstrate them or

deviate from them during a coaching conversation. The group mentor coaching cohort

participants will complete the module in sections and debrief the content during the group

mentoring cohort discussions.

The program will be submitted to the International Coach Federation for review and approval for

coach continuing education credits. If approved by the ICF, the eLearning module will provide

1.5 or more continuing coach education units. The eLearning module will be included in the

Redwood Coaching School group mentoring development series in April 2022. The capstone

final report reviews the solutions, methods, procedures, evaluation, testing, and conclusions.
 4

Introduction/Background

Background on Project

In my professional work as a certified and credentialed professional leadership coach, I

provide evidence-based coaching to leaders in all stages of their career. As a credentialed coach,

I adhere to a code of ethics and promise to deepen my skills and practice to support coaching

clients. The International Coaching Federation (ICF), a governing body standardizing the

practice and ethics of coaching, defines coaching as “partnering with clients in a thought-

provoking and creative process that inspires them to maximize their personal and professional

potential, which is particularly important in today’s uncertain and complex environment.

Coaches honor the client as the expert in their life and work and believe every client is creative,

resourceful, and whole” (International Coach Federation Website, 2021).

Professional coaches with their ICF coaching credential must attend approved training

and participate in mentor coaching with a credentialed coach to apply for a credential for the first

time or renew an existing credential. Every three years, a credentialed coach must renew their

credential by completing 40 hours of approved continuing coach education (CCE). Of the 40

hours of CCE training, 10 of those hours must be mentor coaching hours with an ICF

credentialed coach.

The purpose of the capstone project is to provide an online eLearning module to support

and deepen the learning on the ICF Core Competencies (Appendix B) during their 10 hours of

group coach mentoring. The eLearning module covers each of the updated ICF Core

Competencies in detail and tests the learners’ knowledge of the competencies. The capstone

project includes the eLearning module and does not include the group coach mentoring program.
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Problem Description

Professional leadership coaches have a small window of opportunity to quickly build

trust with client and set the client up for success in a coaching program. There isn’t a right way

to conduct a coaching session; however, there are best practices, frameworks, and coaching

competencies to follow to create a meaningful coaching engagement. The International Coach

Federation created core competencies to use by assessors when they review a credential

applicant’s coaching sessions. In 2019, the ICF updated their core competencies. The ICF

assessors will be implementing them in 2022. Professional coaches applying for their credential

will need to demonstrate the updated ICF Core Competencies in their coaching sessions.

Target Audience and Context

The International Coach Federation requires coach credential applicants to have a

minimum of 100 hours of paid coaching, completion of 60 hours of coach-specific training, 10

hours of mentor coaching, and a coaching performance evaluation for an Associate Certified

Coach (ACC). For a Professional Coach Credential (PCC), the applicant must have 125+ hours

of approved training and 500+ hours of paid coaching. In addition, the PCC applicant must have

10 hours of mentor coaching and a coaching performance evaluation of two recorded coaching

sessions. A credentialed coach must renew their credential every three years by completing 40

hours of continuing coach education units. Within the 40 hours, there must be 10 hours of mentor

coaching. Professional coaches applying for their ACC credential is the primary audience for the

module. The secondary audience includes ACC and PCC credentialed coaches renewing their

Associate Coach Credential.

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Analysis of Learners

A coach applying for their ACC credential or renewing their ACC or PCC credential is

the core audience for this program. The learners include internal coaches and independent

coaches. Internal coaches typically perform some coaching as part of their learning and

development analyst work. External coaches work with clients more regularly but could offer

coaching as their core service in addition to consulting and training services. They have in

common the requirement to toggle between coaching and another area of expertise.

A coach holding an ICF credential has successfully proven to demonstrate the ICF core

competencies based on the markers for their credential level. The updated core competencies

began their introduction into training programs in 2021 and implemented into coach assessments

in 2022 (International Coach Federation Website, 2021). A challenge for credentialed coaches is

knowing when they provide coaching, consulting, training, therapy, or other forms of support.

Even a skilled coach can cross the line into another domain unless diligent about ensuring

adherence to the core competencies.

A review of professional coaching forums surfaced challenges coaches faced during

coaching. A common posting theme was asking other coaches how to handle a coach’s specific

challenge with a client. Often the challenge was identified in detail with a follow-up ask on

resources and tips on how to solve the client’s problem. At the core, this shows a lack of

understanding of the role of the coach. It isn’t to solve the client’s problem but ask questions to

help the client think through their solution to their challenge. Therefore, it is important to study

the ICF core competencies for a deeper understanding of them and their application in a

coaching conversation. It is the differentiator between a credentialed coach and a consultant

advertising they also provide coaching services. Although a consultant could understand the
 7

difference between coaching and consulting, a credential increases the confidence for the client

about the services offered by the person they hired.

As a mentor coach, I have found most coaches know about the updated ICF core

competencies and understand they are assessed on their performance of the competencies but

can’t name them or describe them in their own words. The most meaningful mentor coach

conversations happen when we dissect each competency in detail and explore specifics in how

they demonstrate them in their work with clients.

Literature Review

Introduction

The CEO of IDEO and creative innovator, Tim Brown, socialized the T-shaped skills

interviewing model in pursuit of diverse and collaborative employees (T-shaped skills, 2020).

The horizontal bar of the T represents a wide range of knowledge and interest in other

professions and the vertical bar of the T represents the depth of knowledge in the person’s

professional domain. Bringing the focus to the professional domain of leadership coaching, Dr.

Anthony Grant introduced the concept of Informed Practitioner Model of evidence-based

coaching and the skills needed to be an effective leadership coach (Grant, 2005). Grant’s

academic contemporaries expanded on his work to differentiate a good leadership coach from a

great leadership coach (Peterson, 2010). This review will explore the literature researching the

breadth of knowledge and skills a great coach should have and the depth of understanding and

hands-on experience to be an effective leadership coach (Grant, 2005).

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Going Deep

Professional coach and researcher, Dr. David Peterson, asserts it is “relatively easy to be

a good coach” (Peterson, 2010, p. 87) if you have some basic skills. Professionals working in

human resources, or the learning and development field often have the people skills,

certifications, and emotional maturity to make good coaches. However, there is a large gap of

knowledge and skills needed between being a good coach and being a great coach (Peterson,

2010). The coach must actively pursue development to diversify their skills as a coach and

acquire a broad knowledge base, however, the coach must first have a solid foundation in

coaching skills (Peterson, 2010). Using the T-shaped skills to illustrate the knowledge and skills

needed to be a great coach, the coach must have a strong vertical axis in evidence-based

coaching.

Rabbi Dr. Yossi Ives’ research illustrates the depth and breadth of evidence-based

coaching models by identifying and defining nine approaches to coaching. There is a divide and

splintering in the coaching community on the best approaches and theories suggesting there isn’t

one right way to coach (Yossi, 2008). In fact, there may be several methods used in a single

coaching session. A skilled coach can assess the client’s need and determine the coaching

framework and approach needed for the situation. Peterson contends that the coach needs to have

more than emotional maturity, professional background, and knowledge of coaching

frameworks. The coach also needs to understand psychology and learning theory (Peterson,

2010).

As the profession advances, researchers are blending and borrowing from other

professions. Dr. Elaine Cox uses adult learning theory as the framework for her coaching. She

pulls from transformative learning theory, experiential learning, self-efficacy, and reflective
 9

process in her work with clients (Cox, 2006). For a coach to move from being a good coach to a

great coach (Peterson, 2010) or informed coach practitioner (Grant, 2005) they need a deep

understanding of evidence-based coaching. However, to bridge the gap from a good to a great

coach, the learning must continue beyond the understanding and professional practice of

evidence-based coaching (Peterson, 2010).

The capstone project eLearning module provides in-depth description of the core

competencies required of a credentialed coach. It also provides additional reading and resources

to deepen the learner’s understanding of the competency and evidence-based coaching.

Going Wide

Continuing with the T-shaped skills illustration, the leadership coach needs to develop

the horizontal bar at the top of the T with knowledge adjacent and outside of their professional

domain. Grant proposes coaches develop their “rational intelligence (the ability to conceptualize

and reason from first principles), systems intelligence (an understanding of how business

functions…), and emotional intelligence (the awareness of self and others…)” [in their pursuit of

becoming an informed coach practitioner] (Grant, 2003, as cited in Chapman, 2005, p. 184). In

addition to coaching knowledge, the Executive Coaching Forum states a competent coach needs

psychological knowledge, business acumen, and organizational knowledge (Executive Coaching

Forum, 2008 as cited in Peterson, 2010, p. 92). Peterson layers on top of these core areas of

competence the need to have access to a range of topics from leadership, psychology, strategic

planning, and organizational culture (Peterson, 2010). Supporting the need for a broad

knowledge base with a model that overlaps Peterson’s summary and Grant’s conclusions is Dr.

David Drake’s four domains of knowledge for coaching mastery. He states a coach needs

foundational knowledge of theories and models, professional knowledge of evidence-based

 10

research, self-knowledge, and contextual knowledge of the client’s organization and

development challenges (Drake, 2007 as cited in Drake 2009).

All three researchers agree that an expert coach must understand their client’s

organization, and the challenges they face. Dr. Jennifer Garvey-Berger and Dr. Catherine

Fitzgerald take the need for a coach to have broad knowledge further by exploring how the coach

can help a client navigate the complexity of the challenges they face. Their work challenges the

coach to have a deep understanding of the problems a leader faces and the tools a leader could

use to tackle those challenges. They don’t suggest for a coach to turn into a consultant, but their

research shows a coach can bring out effective results with their client by presenting new

thinking models and coaching clients through the exploration of the new models (Garvey-Berger

& Fitzgerald, 2015).

Conclusion

Advancing to a skilled coach that gets client results and referrals takes a dedication to

developing a deep understanding of coaching scholarship, and broad knowledge of other

professional domains. The focus of my capstone project is to help professional coaches uncover

their opportunities for development to progress in their profession. To revisit the T-shaped skills

illustration, a coach must build their practice on the scholarly research of their profession. An

informed coach practitioner (Grant, 2005) goes deep in their understanding of evidence-based

coaching and easily navigates coaching models and framework based on the client’s need. More

knowledge, skills, and self-awareness are required to best support a client looking to make

significant changes. A coach must also go wide with their knowledge and skills by exploring

ancillary research, professions, and cultural context. Much like a beloved dinner guest that can

connect through deep conversations with everyone at the party, a coach needs to understand the
 11

person they are listening to, the challenges they face, and have the self-awareness to stand aside

and allow the client to be at the center of the coaching conversation.

The eLearning module provides reflection questions at the end of each core competency

review. The final set of reflection questions ask the learner to consider their gaps in knowledge

such as theories and models, evidence-based research, self-awareness, and the culture of the

organization their client works in. The final request of the learner is to identity what they will do

to close their gap to embody a growth mindset and facilitate client growth.

Solution Description

Solution

The solution is a 1.5-hour eLearning module covering each of the eight ICF Core

Competencies. Each competency section requires the learner to watch a short two-minute lecture,

review the highlighted competency, and then practice the competency with a coaching client

simulation. Throughout the module, the learners hear from four different clients facing personal

and professional challenges. The scenarios provide feedback and an opportunity for learner self-

reflection by following the course workbook and section reflection questions. The client

simulation interaction coupled with learner self-reflection allow them to consider how they will

apply the competencies to their coaching practice. The module is hosted on the teachable.com

platform, making the format flexible to the adapting needs and changes to the group coach

mentoring program.

Goals of the Project

The eLearning module will support the learning and development of professional coaches

participating in a group mentor coaching cohort by providing an in-depth review of the eight ICF
 12

Core Competencies. The learners will practice coaching through coaching simulations in the

eLearning module. They are prompted to select the best coaching questions that exemplify the

featured ICF Core Competencies. The group meets eight times to discuss the core competencies

and practice applying the core competencies by coaching each other during the session.

The project enhances the learning experience for a group coach mentoring program

currently offered with coach colleague, Debby Neely. Debby Neely is a credentialed coach

holding her Professional Coach Credential (PCC) with over fifteen years of executive coaching

experience. She works with corporate clients as an organizational development coach and

consultant.

Learning Objectives for the eLearning Module:

Declarative Knowledge

From memory, coach mentoring learners will be able to describe the International Coach

Federation’s core competencies in their own words. Their descriptions will be consistent with the

standards of the updated International Coach Federation Core Competencies released in

November 2019 (Appendix B).

Learning friendly goal: Describe the ICF Core Competencies in your own words.

Concepts

Using the updated ICF Core Competencies, coach mentoring learners will be able to

identify them during a coaching simulation role-play with 90% accuracy.

Learner friendly goal: Apply ICF Core Competencies during the coaching simulations.
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Attitudes

Without prompting, coach mentoring learners will choose to review the optional

resources for 100% completion of the module.

Learning invitation: You may choose to explore optional resources to gain a deeper

understanding of the competency.

Learning Theories, Instructional Principles

The capstone project used the following learning theories and instructional principles:

Cognitivism: The module applies Gagne’s 9 Events of Instruction strategy.

Constructionism: The learning modules used case-based and role-play learning scenarios with

real challenges experienced by a typical coaching client. Each lecture provides an opportunity for

the learner to self-reflect and journal on how they use the core competencies in their practice and

how they plan to apply the core competencies in their coaching practice. The learners have two

opportunities to share their definition of one of the eight competencies with other participants in

the course. They will share their thoughts during the group mentoring cohort meetings, present

their reflections, and provide more context for connecting what they learned to what they already

know about coaching. During the in-person portion of the mentor coaching, learners will use

active learning by participating in one-on-one coaching to apply the core concepts.

Merrill’s First Principles of Instruction: The learners use a problem-centered case study

requiring recall of prior knowledge covered in the instructional material. Additionally, learners

are prompted to demonstrate their knowledge by selecting the best questions to ask the coaching

client. Finally, the learners apply and integrate what they learned during the group mentoring

cohort coaching calls.

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Learning Strategies and Justification

It is important to engage the learner early with case-study content that references and build-upon

the knowledge of the learner. Gagne’s 9 Events of Instruction provides the engagement

framework for the eLearning module.

1. Gaining attention: A short opening course theme song was selected to gain the

attention of the learner and as a theme throughout the course videos. The on-

screen agent is the program facilitator and speaks directly to the learners.

2. Informing the learner of the objective: The learning objectives are written in the

welcome lecture and read in the video lecture by the on-screen agent.

3. Stimulating recall of prior learning: The module references coaching concepts the

learner has prior knowledge of and weaves them into complex coaching problems

for a deeper learning experience. The client simulations reference previous client

simulations to make connections to previous competency lectures.

4. Presenting the stimulus: The module uses four coaching case studies for the

learner to listen to and select the best coaching question to demonstrate the core

competency covered.

5. Providing learning guidance: The on-screen agent, provides guidance during the

client simulations. The learner also receives feedback during the simulations

through a quiz feature built into the video.

6. Eliciting performance: The learners will interact with the eight case studies and

practice coaching through simulated coaching client sessions.

 15

7. Providing feedback: The learners receive feedback for their answers in the client

simulation. If they select the incorrect answer, they are given a detailed response

on why that isn’t the best answer.

8. Assessing performance: Each learner participating in the in-person portion of the

group mentoring cohort program will provide three recorded examples of their

coaching. The mentor coach will evaluate the coaching and give verbal and

written feedback.

9. Enhancing retention and transfer: The case study simulation will provide feedback

and consequences resulting in the incorrect choice. The learners have two

opportunities to share their own core competency definition with other group

participants. During the in-person group mentoring cohort, the learners will

review what they learn together, practice coaching other members of the cohort,

and provide feedback to other coaches during the practice coaching sessions.

Media Components

The following media components were used:

 Teachable.com: The course is hosted on the platform providing additional features to sell

and promote the program to learners.

 Camtasia: The videos were recorded, edited, and exported to YouTube.

 YouTube: The videos were exported to YouTube and closed captioning edited in the

YouTube studio.

 EdPuzzle: The client simulation videos were exported from YouTube into EdPuzzle.

Each client simulation has one or more interactions with feedback provided to the learner.
 16

 International Coach Federation videos: The International Coach Federation created short

videos covering each of the eight core-competencies. The videos will be included in the

learning module as optional learning resources.

 Snagit: A job aid was created for MIST faculty to enroll in the course using Gifs created

in Snagit.

 Knowmia: A yearly membership was purchased to update the EdPuzzle videos. The

EdPuzzle videos have a distracting warning viewable by learners and do not allow the

collection of learner data.

Challenges

The learning module provides targeted learning for learners taking an in-person group

mentoring series. It was essential to have discussions with the program co-collaborator to

determine how the work will be connected and create working agreements. Discussions with

coach and colleague, Debby Neely, uncovered different perspectives on program goals. It

provided an opportunity to calibrate and agree on how to handle future program iterations.

Specifically, she will want to appear in future revisions of the eLearning module.

Another challenge faced was the timing of the in-person group mentoring calls and

completion of the program module did not coincide. The in-person group mentoring was in

progress when the in-person group coach mentoring cohort concluded. The participants could

still participate as program testers, but the timing didn’t allow for the eLearning module to be

used during the in-person discussions. A steep program discount will be offered to the cohort

participating in the April 2022 pilot program combining the in-person session with the eLearning

module. Their participation in the program and program feedback will allow for program
 17

adjustments to be made to the in-person delivery and how the class is connected to the eLearning

module.

Methods/Procedures

Design, Development, and Implementation

Ten lecture videos were filmed and edited in Camtasia and uploaded to YouTube. Eight

client case studies were recorded to simulate a coaching conversation. A course navigation video

was added after the course testing based on test learner feedback. The voice-overs for the female

clients were performed by the on-screen agent and the male voiceovers were performed by Dave

Geare. The audio pitch was altered to create variety for the learner. Each lecture in the module

included a detail of the highlighted core competency and key takeaways for the competency. The

learner has optional resources to read and explore after they complete the course. The learner

receives feedback for each answer they select. At the end of each core competency sub-module,

the learner will self-reflect and capture their insights in the digital workbook. The learners have

two opportunities to engage with each other through a discussion board assignment.

The learning module is hosted on the eCommerce platform, Teachable.com. The learners

gain access to the learning module upon registration of the in-person coach mentoring course.

The learners are guided throughout the program using email communications driven by a

customer response system, online platform prompts, and in-person guidance by the facilitators.

The full integration of the in-person sessions and the eLearning module will be offered in

2022 for all group coaching mentoring program participants.

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Steps to Complete Project

The following were critical steps to completing the project:

Step Description
The topic of the program has always been coaching-related; however,
Research: Topic
it transitioned from creating a coach program for leaders to a coach
program for professional coaches. The choice to switch topics was
decided early on due to the easy access the target learner group. In
addition, a literature review was completed for both topics. The initial
project idea will be explored for future eLearning program through the
Redwood Coaching School.

The eLearning module was part of an existing co-led coaching

Stakeholder
program. Stakeholder conversations was an important part of the
conversations
planning process.

An essential step of the program development was the creation of the

Storyboard
storyboard. Initially, a high-level storyboard was created, but it did not
draft the content word-for-word. It was quickly realized this is a
critical step and required considerable time writing the course content.
In addition, the storyboard was used to input the script content into the
teleprompter, review for the closed captioning, and reference for the
assessment instruments.

Lecture videos The lecture videos were recorded using Camtasia, Logitech video
camera with audio, and the free online teleprompter resource,
Speakflow. Additional visuals were created in Canva.com. The edited
videos were uploaded to YouTube and closed captioning was
automated and edited. The YouTube videos were embedded into the
LMS using iFrames.

Client simulations The client simulations were recorded using Camtasia, Logitech video
camera with audio, and the free online teleprompter resource,
Speakflow. Additional visuals were created using characters and
objects from eLearningart.com and Canva.com. The characters and
background photos were edited in Photoshop. The voiceovers for the
four characters were provided by me and my husband. The edited
videos were uploaded to YouTube and closed captioning was edited.
The YouTube videos were embedded into the LMS using iFrames.

Research: LMS The following commerce-based hosting platforms were researched:

 19

Kajabi.com, Thinkific.com, and Teachable.com. The pricing plan, the

look and feel of the final product, and the key features offered by each
service were evaluated in addition to comparing the reviews of the
platform and customer support. The platform Teachable.com was
selected based on their pricing structure. The platform offered a free
basic program. They also allowed embedding of custom code for
Adobe Captivate and assets created in H5P.

Evaluation The Google forms survey was used to create the pretest, posttest, and
instruments user experience survey. The usability assessment was created in word.
This was a challenging portion of the project design. The program is
designed for ACC level coaches; however, there was a range of testers
reviewing the course from introductory to advanced knowledge in
coaching.

Workbook and The workbook and worksheets were created in Canva.com and made
worksheets editable using Adobe Acrobat Pro DC. The workbook and forms are
provided with a download link for the learners. They could choose to
print them or use them digitally. The workbook was designed to match
the branding of the program materials.

Testing Finding qualified testers was a challenge. The testing window

happened during the Thanksgiving break. About half of the testers
were delayed in completing the course due to the holiday break.

Documentation The documentation required a considerable amount of time throughout

the program. It is added as an important and final step in the program
process. It is important to document the process and progress along
the way.
 20

Resources

The eLearning module design required software and professional expertise. The below
table provides a description of the resources and cost required to complete the project.

Asset Description Cost

Subscription
Teachable.com 1428.00/year
Note: The free version was used during the
design phase, however, the plan was
upgraded to a paid version to have access to
premium features for learning experience
enhancement.

Subscription
Adobe Creative Cloud 635.88/year
Subscription
Software: Adobe 399.00/year
Captivate Note: This program was not used in the final
project, however, it was purchased for the
program.

Camtasia Product upgrade 62.49/year

eLearningart.com Subscription 299.88/year
Note: Used for photo characters and object
graphics.
Snagit Subscription 47.24/year
Note: Used to create gifs for job aids.
Knowmia Subscription 149.99/year
Note: Purchased to replace EdPuzzle assets
for future content updates. It will provide
better learner experience and the option to
collect learner data.
Total Investment 3022.48/year
 21

Timeline Report

Milestone Checklist

Deliverable Description Due Date Status

Module Finalize module research. January, Complete
Research  Review ICF core-competencies in detail 2021
and identify examples or case studies to illustrate
core-competencies.

 Select essential readings for the learning

module and additional learner resources.

Learning Revise learning objectives to include project February, Complete

Objectives changes. 2021
 Create measurable learning objectives for
program design.
 Create learner-friendly learning objectives
to include in the course.

Course Agenda Revise course agenda to include project changes. February. Complete
 Remove GROW Model 2021

 Break up module into shorter sub lectures

to weave into the in-person class discussion.

Co- Review module development with co- February, Complete

Collaborator collaborator. 2021
discussion  Discuss revision of the in-person session
to include mini-module courses between sessions.

 Gain buy-in from co-collaborator.

 Review in-person session to include

discussion and debrief of module topics.

Storyboard Create storyboard draft for course agenda. April, 2021 Complete
Module  Sketch out module sequence.

 Determine the visual design and module

 22

branding.

 Review the storyboard draft with faculty

advisor for feedback.

 Research the authoring tool and LMS

Format May, 2021 Complete
support structure.
Delivery
 Select the authoring tool and LMS support
structure.
Module Draft Request feedback on module draft from co- May, 2021 Complete
collaborator.
Storyboard Finalize storyboard for course agenda. September, Complete
 Create module sequence. 2021
Module
Final
 Review the storyboard draft with faculty
version due
advisor for final feedback.
Sept. 21

Create Module Script and record audio for coaching scenarios: November, Complete
Media  Identify talent to record audio. 2021

 Provide final script.

 Record audio.

 Create testing instruments

Finalize testing November, Complete
instruments  Finalize usability instrument 2021

 Finalize pretest and posttest

Module Request feedback on module. November, Complete

Feedback  Conduct usability interviews 2021
Sessions
 Review module with faculty advisor for
feedback.

 Review module with a coach peer for

feedback.

 Create pretest and posttest questions.

Finalize Collect final feedback from module review and November, Complete
Module identify changes needed. 2021
 Review feedback and make changes to
 23

learning module.

 Assess and evaluate program and effect

size

 Complete module.

 Finalize learning module for delivery.

Evaluation and Testing

Usability and Learner Experience Evaluation

The online learning module went through several subject-matter expert reviews prior to

developmental testing. The initial module outline and draft was reviewed through conversation

with my faculty advisor, Dr. Evanick. The program was then reviewed by business partner and

colleague, Debby Neely. An in-person usability survey (Appendix A) was conducted and initial

feedback from early testers was received. The following feedback was received through the

usability testing:

 Course invitation did not provide details about the program. It came from

Heatherwick Coaching making it difficult to search email for the confirmation

link.

o Solution: Provide a welcome email with details on how to log in to the

course material prior to enrolling learners.

 Course enrollment marketing page was sending learners to the coaching school

page. It did not link to the course enrollment page.

o Solution: The URL link was changed to Enroll in Course button to go

directly to the course confirmation and login page.

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 Learners that did not complete the course in one-sitting found it difficult to return

to the page.

o Solution: The learners were informed to bookmark their course page in the

welcome communication and through the navigation video included in the

welcome section of the course. A job aid was created with a link to the

course and instruction gifs for learner login assistance.

 Learners didn’t fully understand how to navigate the course and how long they

would have access to the course.

o Solution: A navigation video was included in the welcome section of the

course. It provided learners with information on how much time they and

can expect to invest in the course and how long they would have access to

the content.

 A learner felt like the material was running together and would like an indication

on their progress in the course.

o Solution: A visual checklist was added showing the competencies they

completed.

 A learner suggested more variety in the optional course material.

o Solution: Additional resources were added authored by MCC credentialed

coaches on each competency topic.

Formative Evaluation Plan

The formative assessments include quizzing during the client simulation videos.

Currently, the simulations are not graded and tracked to create a safe learning experience for the

learner. In the future, a new resource, Knowmia, will be considered to provide tracking and data.
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However, test learners reported the client simulations being their favorite and most engaging part

of the learning module. Additional learner tests will be performed for future iterations of the

module to determine if grading and tracking client simulation performance will increase the

learning experience.

Summative Evaluation Plan

Level 1: A learner experience evaluation form was administered to the learners in a

survey using a 5-point Likert scale (Appendix C). The learners were asked if the program

increased their knowledge as a coach and met learning objectives. Additionally, learners were

asked for their feedback on how the material was delivered, their overall satisfaction with the

course, and if they would recommend it to their coaching colleagues (Figure 1).
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Learner Experience Survey Results:

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Figure 1
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Level 1 Conclusion:

 The client simulations were the most referenced for what learners liked the most.

They liked the context setting before the client simulations and the feedback on

why one coaching question was better than the other options provided in the

simulation quizzes.

 Given the opportunity to identify their least favorite part of the module, most said

they had nothing to share. There were two comments about the client simulations.

Both comments thought there was something wrong with the video. The people

and setting were so realistic they thought it was a video and the video was

buffering.

 The learners offered additional feedback that included:

o Request for more client simulations. Perhaps two or three per competency.

 Solution – under consideration: Provide a more advanced or higher

priced solution with additional simulations.

o Clarity on how to save their progress.

 Solution: A navigation video was added to the welcome section of

the course.

o More optional resources.

 Solution: Additional resources added from master coaches for each

competency.

o The pre-test and post-test felt very difficult. Based on this feedback, the

questions will be simplified by making them all one choice only.

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 Solution – under consideration: Simplify pretest and posttest or

vary it by credential level.

o The time investment. Some people completed the course in 1.5 hours

while others to 2.5 hours to complete it. More information on the time

investment involved and how they can get the most out of the course will

be provided.

 Solution – under consideration: Provide additional resources at the

end of the course to clearly label it is optional reading.

Level 2: The learners took a pretest to create a baseline measurement for their knowledge

and understanding of the ICF Core Competencies (Appendix D). The learners were tested on

their knowledge throughout the course through client simulations. At the conclusion of the

course, the learners were administered a post-test to compare to the pre-test score to measure if

learners acquired the intended knowledge (Table 2).

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Pretest Summary:

Figure 2

Posttest Summary:

Figure 3
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Overview:

Table 1

Overview Graph:

Figure 4
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Results:

Table 2
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Level 2 Conclusions:

 The pretest identified gaps in knowledge for all the participants, however, the

questions were too difficult. All higher scores were obtained by working coaches with

a PCC credential. A PCC is a higher-level coaching credential than ACC. Only one

learner, A PCC coach, was able to get 100 percent on the posttest quiz (Figure 3,

Figure 4). The assessment instrument will be reviewed, and the lecture material

revised to ensure that learning takeaways are more clearly stated. There was a high-

level of nuance in each of the questions posed. This is an opportunity to offer more

advanced versions of the course for coaches with their PCC and MCC credential.

 The pretest and posttest will be updated to include only one correct answer.

 Some test learners didn’t receive the Google survey feedback results. The results may

have ended up in their spam folder. The program platform on teachable.com was

upgraded to a paid version to include a quiz feature. The quiz feature will be kept

within the class, so they will be able to see the results and jump to portions of the

class where the content was covered.

 The pretest and posttest data proved to be statistically significant with large effect

(Table 2).

Level 3: The Level 3 data will be collected through the in-person group mentoring class.

The application of their knowledge will be tested in the form of observation and written

assessment by the learners during future versions of the class that include the in-person program.

Each learner will be asked to coach a peer on a call. They will share with the group what they are

working to develop during the coaching session. At the conclusion of their coaching session,

they will share with the group what they felt worked well and what they would like to improve.
 34

They will receive feedback from their peers and from the mentor coaches. The mentor coaches

will follow-up the learner coaching sessions with detailed feedback written report identifying the

competencies demonstrated and the competencies needing improvement.

Level 4: The Level 4 data will be collected through the in-person group mentoring class.

The impact and results of the training on the business outcomes for each learner will not be

measured. The program is a learner-initiated self-development program.

Level 5: The return on investment will not be measured. It would require each learner to

share their coaching income pre-class and post-class over a designated period.

Learning Gains

The pretest and posttest are identical in content, containing the same ten questions in the

same order. The evaluations were delivered to learners as a Google Form Survey embedded in

the course. The survey questions aligned with the instructional content of online module. The

questions aim to measure the learning of updated ICF Core Competencies. The questions were

carefully crafted using some nuance from the core competency definition in addition to verbatim

responses from the core competencies. At times this proved to be too difficult for learners with

entry to intermediate level knowledge of coaching.

An analysis of the pretest and posttest question responses was conducted. The most

significant learning gain is evidenced in posttest responses to question six indicating nine out of

10 learners answered it correctly. In the pretest only two out of 10 answered it correctly. The best

answer was taken directly from the ICF Core Competency definition. The question was difficult

because is used definitions from other ICF Core Competencies as possible answers. This

question was testing knowledge of the individual core competencies and not good coaching

practices. Another example of significant growth was question one, which asks learners to
 35

describe the best course of action when a client brings up weight loss as a possible coaching

topic. This went from a five of 10 learners answering it correctly to nine of 10 learners answering

it correctly. This is a difficult question because it taps into outdated knowledge of what a

coachable topic is and what might be a topic falling outside of an ethical coaching practice.

There were two instances of neutral or negative gains. One participant scored an eight on

the pretest and an eight on the posttest. This learner missed different questions from the pretest

and posttest. Feedback from the learner stated it took them three hours to complete the course

and they were very tired at the end of it. This learner has advanced coaching skills. Based on

their feedback, it could have been due to the time investment and their state of mind. Another

coach with advanced coaching skills scored a nine on the pretest but scored an eight on the

posttest. They missed the same question on the pretest and posttest. This question proved to be

difficult for most learners in the pretest and received and eight out of 11 on the posttest. This

question references the old ICF Core Competency and can cause confusion for experienced

coaches. The additional question the learner got right on the Pre-Test was one of the two

multiple answer questions. They neglected to check all the possible answers.

Data Summary

The dependent pretest and posttest scores were analyzed using a paired t-test. The t Stat

at 4.11 was larger than the t Critical one-tail at 1.83, indicating statistical significance. Therefore,

the null hypothesis was rejected. Furthermore, the Post-Test mean of 7.6, minus the pretest mean

of 4.6, divided by the pooled standard deviation of 2.29, results in Cohen’s d = 1.31, exceeding

the .8 minimum criteria for a large effect size (Table 2).

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Conclusion

The eLearning module provided engaging and effective instruction with measurable

learning results in the learner test group. The instruction received positive feedback from the

learners. The difference between pre and post-instruction scores demonstrates that learning

occurred. The navigation was user-friendly, with some suggestions for edits and refinement. The

product motivated all test learners to learn more about the ICF Core Competencies (Figure 1).

The content was a review for some test learners; however, they reported feeling more confident

with the ICF Core Competencies and interested in exploring the additional resources provided.

Four of the test learners asked if they could continue to have access to the course. One test

learner stated they took notes throughout the course and became reengaged in the topic of

coaching and may pursue their coaching credential.

The project will be used as a business product for my business and be offered through my

Redwood Coaching School. The next group mentoring program cohort will start in April 2022. I

will submit the module to the International Coach Federation for review and assignment of

continuing coach education units. If approved this will provide me a marketing differentiator of

the program compared to others on the market. In addition, it will justify an increase in program

fee and eventually lead to an increased profit. This will be offered as a stand-alone resource

potentially providing passive income while helping coaches obtain CCE units for their credential

applications.
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References

Chapman, M. (2005). Emotional Intelligence and Coaching: An Exploratory Study. In M.

Cavanagh, A. Grant, & T. Kemp. (Eds.), Evidence-Based Coaching Volume 1: Theory,

Research and Practice from the Behavioral Sciences (1st ed., p.183-192). Australian

Academic Press.

Cox, E. (2006). An Adult Learning Approach to Coaching. In Stober, D. R. & Grant, A.M.

(Eds.), Evidence Based Coaching Handbook: Putting Best Practices to Work for Your

Clients (1st ed., pp. 193-217). John Wiley & Sons, Inc..

Drake, D. B. (2009). Evidence Is a Verb: A Relational Approach to Knowledge and Mastery in

Coaching. International Journal of Evidence Based Coaching and Mentoring, 7(1) 1-12.

DOI: 10.24384/IJEBCM/7/1

Garvey Berger, J. & Fitzgerald C. (2015). Coaching for an Increasingly Complex World: A

Cultivating Leadership Whitepaper [White paper].

https://www.growthedgecoaching.com/site/uploads/Berger-and-Fitzgerald-Coaching-for-

complexity-white-paper.pdf.

Grant, A.M., (2005). Introduction. In Stober, D. R. & Grant, A.M. (Eds.), Evidence Based

Coaching Handbook: Putting Best Practices to Work for Your Clients (pp. 1-7). John Wiley

& Sons, Inc..

International Coach Federation. (2021, September 5). About. Coaching Federation.

https://coachingfederation.org/about

International Coach Federation. (2021, September 5). ICF Core Competencies. Updated Core

Competencies. https://coachingfederation.org/core-competencies
 38

Peterson, D.B. (2010). Good to Great Coaching: Accelerating the Journey. In G. Hernez-Broome

& L.A. Boyce (Eds.), Advancing Executive Coaching (1st ed., pp. 83-102). Center for

Creative Leadership. DOI 10.1002/9781118255995

Yossi, I. (2008). What is ‘Coaching’? An Exploration of Conflicting Paradigms. International

Journal of Evidence Based Coaching and Mentoring, 6(2) 100-114. DOI:

10.24384/IJEBCM/6/2

T-shaped skills. (2020, August 28). In Wikipedia, The Free Encyclopedia.

https://en.wikipedia.org/w/index.php?title=T-shaped_skills&oldid=975392715
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Appendices

Appendix A: Usability Observation Checklist

Navigation

Describe how the user navigates the

eLearning module 1 and module 4.

Was the module easy to navigate?

Accessibility

Was the eLearning module accessible to the

user? What, if any, issues were encountered
by the user?

What portions, if any, of the eLearning

module caused confusion or questions from
the user?

Interactivity

Describe the user’s engagement in the

learning material?

Content

Was the user able to demonstrate

learning/knowledge of the content based on
the self-correcting quiz in each module?

Learning Guidance and Support

What comments or questions did the user

share while participating in the testing?
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Visual Design

How does the design of the module support

the learning?

Exit Questions

What is your overall impression of the

eLearning module?

What did you like best about the eLearning

module?

What did you like least about the eLearning

module?

Do you have any other final comments or

questions?

Would you describe the learning modules as

"user friendly"?

Is the content interesting and engaging?

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Appendix B: International Coach Federation Core Competencies

International Coach Federation Core Competencies

Understands and consistently applies coaching ethics and standards of
Demonstrates
coaching
Ethical
Practice
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
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
Develops and maintains a mindset that is open, curious, flexible, and
Embodies a
client-centered
Coaching
Mindset
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
Partners with the client and relevant stakeholders to create clear
Establishes and
agreements about the coaching relationship, process, plans and goals.
Maintains
Establishes agreements for the overall coaching engagement as well as
Agreements
those for each coaching session.

1. Explains what coaching is and is not and describes the process to

the client and relevant stakeholders
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
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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
Partners with the client to create a safe, supportive environment that
Cultivates
allows the client to share freely. Maintains a relationship of mutual
Trust and
respect and trust.
Safety
1. Seeks to understand the client within their context which may
include their identity, environment, experiences, values, and beliefs
2. Demonstrates respect for the client’s identity, perceptions, style,
and language and adapts one’s coaching to the client
3. Acknowledges and respects the client’s unique talents, insights, and
work in the coaching process 4. Shows support, empathy, and concern
for the client
5. Acknowledges and supports the client’s expression of feelings,
perceptions, concerns, beliefs, and suggestions
6. Demonstrates openness and transparency to display vulnerability
and build trust with the client
Is fully conscious and present with the client, employing a style that is
Maintains
open, flexible, grounded, and confident
Presence
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
Focuses on what the client is and is not saying to fully understand
Listens
what is being communicated in the context of the client systems and to
Actively
support client self-expression

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
6. Notices trends in the client’s behaviors and emotions across
sessions to discern themes and patterns
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Facilitates client insight and learning by using tools and techniques

Evokes
such as powerful questioning, silence, metaphor, or analogy
Awareness
1. Considers client experience when deciding what might be most
useful
2. Challenges the client 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
Partners with the client to transform learning and insight into action.
Facilitates
Promotes client autonomy in the coaching process.
Client Growth
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
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
International Coach Federation. (2021, September 5). ICF Core Competencies. Updated Core
Competencies. https://coachingfederation.org/core-competencies
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Appendix C: User Experience Survey

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Appendix D: Pre-test
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Appendix E: Post-test
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