Assessor Mindset: Insider thoughts

It’s hard to believe that 2025 is my 20th year of being an active and continuous ICF Assessor for MCC, PCC and ACC credential reviews! So I thought I’d share some insights into Assessor Mindset, from my perspective. My intention is this article can support coaches who are preparing for their first or next ICF credential. And perhaps some value too for coach educators, coach mentor / supervisors.

I’ve estimated that since 2005, I’ve reviewed and assessed over 2000 coaching sessions. This is a total between ICF Assessing, and reviewing coaching sessions of my mentor coaching clients. I began offering mentor coaching programs in 2013 and I’m about to lead Group #80 mentoring program. That’s a real number of programs, and a lot of mentoring .

Here’s a blog article I’ve written on The Top Ten Tips for recording coaching sessions for your ICF MCC, PCC or ACC credential application.

First though, a brief history of my coaching to credentialing to assessing journey. And later, why I’m still as passionate as ever about reviewing and assessing coaching sessions.

A Brief History…

The first coach training program I attended was in 1998. The PCC and MCC credentials were the path of development, and I always intended to progress, as I wanted to be the best coach I could be. ACC credential was only introduced in 2004. I received my PCC credential in 2001, and MCC credential in 2004.

Early 2005, I was invited by ICF to be trained to assess for PCC and MCC credential applicants, and then for ACC when ICF created their evaluation system. I was so surprised at how much more I learned by training to be an ICF Assessor! I especially found studying MCC from an Assessor Perspective, to bring so much more awareness about another level of coaching available, even though I already held the MCC credential.

Following are some “Insider” thoughts about my ICF Assessing experience, that also inform my mentor coaching approach.

How well does the coach understand each coaching behavior?

This is the core of assessing of coaching sessions – how well does the coach understand each coaching behavior?

Each coaching skill level has specific behaviors being assessed for the credential being sought. On this page you can learn more about each ICF credential “minimum skills requirements.”

Below is an example of some of how I approach assessing a coaching session:

Using the PCC minimum skills requirements, referred to as PCC Markers, here are the four published behaviors measured for Core Competency #3: Establishes and Maintains Agreements:

• 3.1. Coach partners with the client to identify or reconfirm what the client wants to accomplish in this session.
• 3.2. Coach partners with the client to define or reconfirm measure(s) of success for what the client wants to accomplish in this session.
• 3.3. Coach inquires about or explores what is important or meaningful to the client about what they want to accomplish in this session.
• 3.4. Coach partners with the client to define what the client believes they need to address to achieve what they want to accomplish in this session.

As an Assessor, I’m listening to the demonstration of each of these behaviors. I’m listening to evidence “for” each coaching behavior.

I most often listen to a coaching session twice – once without the transcript, as I want to get a sense of the flow of the whole session. The second time, I listen while reading the (hopefully) accurate, verbatim transcript that’s been provided by the coach with their session recording.

I then pause the recording when I hear the coach demonstrate one of the behaviors, and transfer that verbatim information into a template document I’ve created. This includes the timestamp and the words said by the coach. And sometimes I will write the words of the client in, that reminds me of what the client said, and how the coach responded.

Going back to the four PCC Markers for Competency #3, here’s an example of verbatim ‘evidence’ I might capture for each of the behavior statements. I’m quoting from one of my own transcripts of a coaching session recording, so the examples are real.

3.1. Coach partners with the client to identify or reconfirm what the client wants to accomplish in this session.

Coach 00:17: We’ve had an intake session and talked about your overall goals for these coaching sessions. What would you like to focus on today?

Coach 2:01: So you gave a little more information there that it’s confidence in a certain context to do with selling yourself and talking about leadership. Where else does this show up in your life, or is this it?

Coach 5:02: It seems like you’ve got a very specific thing in mind when you describe flow and normal to not normal and the hiccup. And it seems to be in this environment of leadership and selling your services. So what would be a good useful outcome to focus on in this session?

3.2. Coach partners with the client to define or reconfirm measure(s) of success for what the client wants to accomplish in this session.

Coach 13:27: So I just want to check now, confidence has come up, being in the flow. You’ve mentioned confidence pretty well each time I’ve asked you. What would tell you have made some progress around flow and confidence and by the end of this session?

Client response: 14:00: Understanding the hinders more. And why my confidence is playing that trick, they’re not good enough, not worth it, not interesting.

*Coach 14:25: And again, it’s interesting you came back to hindrances. So it sounds like that’s where you want to explore? We can always check in and see how that’s supporting you the direction.

3.3. Coach inquires about or explores what is important or meaningful to the client about what they want to accomplish in this session.

Coach 6:31: When you have this confidence, the blockage is gone, what will be different about you?

3.4. Coach partners with the client to define what the client believes they need to address to achieve what they want to accomplish in this session.

Coach 3:34: You said your confidence swings and now you’re saying between normal and not normal. What is normal confidence for you?

Coach 9:36: Yeah. I just get a sense when you say take up space and not seen that this could be a deeper concern. And I just wanted to check whether that is or if it’s really you’re okay with, it’s just this environment that’s giving you this feeling of not being seen and taking up space?

*Coach 14:25: And again, it’s interesting you came back to hindrances. So it sounds like that’s where you want to explore?

*One response from the coach, may demonstrate more than one of the coaching behaviors, within a competency like here. Or also be evidence for other competencies.

Gathering evidence “against” demonstration of each coaching behavior

From the granular example I’ve given above, you can see that there was a demonstration of each of the PCC behaviors for Competency #3. I’ve used the PCC Markers for the example.

An Insider Tip is that Competency #3 has to be demonstrated at ACC and MCC skill level too. In fact, 3 of the 4 PCC Markers are actual wording from ICF Core Competency #3, being 3.6, 3.7, 3.8.  For MCC, these same 4 behaviors are to be evidenced.

Having collected evidence “for” I’m also listening for where the coach might be doing something that is “against” or contradicts the intent of the behavior.

For example, for 3.1 in my example above, if the coach instead tells, assumes or asserts the coaching session focus, that would be evidence “against” that behavior. Once I’ve completed listening and collecting evidence for and against each behavior, I can then determine how well the coach understood each coaching behavior, and then mark accordingly.

How fluidly is the coach speaking?

Another way I listen to coaching sessions is, with how much ease and fluidity does the coach speak? How naturally is the coach speaking?

For example, it’s very rare for a coach (or client) to speak in perfect sentences and perfect comments for an entire coaching session. If I hear that, I may question the authenticity of the coaching session. Hearing imperfect use of words and concepts is what makes a coach (and client) more human.

At the same time, if a coach is speaking in a way that adds more words, or sounds, that may be evidence “against” some of the coaching behaviors being demonstrated.

An example of adding more words might be, “So uhm, you want to explore your confidence as a leader, right? Okay, and when you said leadership uhm, I heard less confidence and you want more confidence, right? And uhm you said something uh hindering you and you’re not sure why, okay? Hindering sounds like something that isn’t as good as being confident, right? Did I hear you correctly?”

This example seems like coach summarizing back. Yet it is complex, repetitive and leading the client. Coach use of “small words” or sounds add to the complexity of what coach is saying. “Small words” and sounds include, Right? Okay? Uhm. Hmm-mm. The example given above has shifted out of summarizing and reflecting, to leading the client with closed-ended questions by adding Right? or Okay? to end of sentences.

How is coach presence creating safety, or not, for the client to fully express themselves?

Another aspect of coach presence I’m listening for is how comfortable is the coach with allowing client to fully speak, and allow space for client to further reflect, and consider.

If a coach interrupts the client without having a good reason for doing so, coach is communicating that what the coach has to say, is more important than what client is saying. If a coach says small words or sounds while client is speaking, this can further take away from client use of the space for them to hear themselves think, feel, consider, or integrate. A coach may also use small words and sounds as a way to interrupt at any time, perhaps because the coach is feeling impatient, or is not really listening with deep curiosity to what the client is saying.

Every coaching session is unique; I have to listen to how this client is communicating, and how this coach is responding, noticing the impact of coach presence on the client ability to feel safe to speak, and further explore. For example, use of some small words and sounds may be a way to connect with the client, while excessive may not be.

How well does this coach understand the concept of Partnering?

The ICF definition of coaching features the use of the word, Partnering, “Coaching is partnering with clients in a thought-provoking and creative process that inspires them to maximize their personal and professional potential.”

Having Partnering in their definition of coaching, highlights the importance of the concept as a mindset to embrace as a coach. Partnering is “shoulder-to-shoulder” approach, with the client in way that has the client be at choice about their topic, what to explore, how to explore, or where to go next in the session.

As an Assessor, I’m listening for where the balance of power is. Does the coach know how to follow the lead of the client and be responsive? Or is the coach taking the lead and being directive?

How is the coach responding to the client?

As an Assessor, I’m listening for how the client is expressing themselves. Then, how does the coach respond to the client. If the client says something, and the coach responds with something that doesn’t appear to be present to what the client just said, that is evidence “against” coach ability to listen and respond to the client.

An example might be:

Client says, “I’m really excited about going to my first in-person leadership retreat. It will be so great to be able to be in the same room as my peers, discussing things that are important to us as leaders. I can’t wait.”

Coach response, “So what do you want to talk about today?”

The coach response doesn’t let the client know the coach heard anything the client just said. Instead, it seems coach isn’t in-the-moment listening to the client. Perhaps the coach is ‘in their head’ and following a checklist of what to do to pass their coaching exam.

Being responsive might be, “I hear how excited you are about going to your first in-person leadership retreat.”

Why I’m still as passionate as ever about reviewing and assessing coaching sessions

Simply, I learn so, so, so much! I continue to evolve.

Without doubt I have become a much better coach, and mentor coach, as a result of listening to so many coaching sessions. I hear the impact on clients of being coached on their life events, the impact of national or global events, and personal and professional situations they are seeking more clarity around. I hear how coaches with different training and backgrounds respond to clients in ways I wouldn’t have done myself. Which in turn expands my capabilities as a coach.

Many of the coaching recordings I listen to are non-native English speakers, and I enjoy the imperfect use of English. And hearing how words, metaphors and other concepts are used differently than English native speakers do.

I have expanded my capacity to bring more humanity to my own clients. I feel I’ve become a more compassionate person. I’m truly honored to be a silent witness to a wide range of human experiences, from different backgrounds and life circumstances.

Written by Carly Anderson, MCC

Are you ready to upgrade your coaching skills, prepare for your next ICF credential, or renew your credential?

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A long term experienced and continuously active MCC Assessor since 2005, assessing and mentoring for all 3 credential levels. Including being trained to assess using ICF ACC Behaviors, PCC Markers, and MCC Behaviors. As at February 14, 2025, 212 of the coaches I’ve mentored for their MCC preparation have passed ICF MCC exam process, as well as hundreds of coaches passed their ACC and PCC exam process. I do my best to communicate ICF publicly available credential information in a simple manner. Mentoring Supervision clients have access to an incredible and exclusive member-only library that includes 40+ coaching recordings that have actually passed ICF MCC, PCC and ACC credential process.

I’m passionate about supporting the professionalism of coaching, which includes often engaging in ICF projects as a volunteer to continue to develop and evolve our profession.