The OLCI Overview and Information

Mission/Vision

Mission, Vision of Education & Learning Program

​

The Broad Mission of the OLCI is to…
 

“Spread coaching methodology to all leaders so they “Can Re-Produce Legacy (Servant) Leaders® who can Impact the World through a coach approach."

The Strategic Vision of the OLCI is to…
 

“Develop OLCI over the next 3 years into a measurably more effective coach training system that engages 200 more learners annually with the capability to help them navigate the ICF certification process from ACC to MCC and ACTC with a 90% pass rate while embedding the Core Competencies for masterful use in coaching others.”
 

The Vision Mantra of OLCI is:

​

“Producing professional servant leader coaches who are (being) the change they seek in the world.”

​

The Heartbeat of the Company and Institute…

Organizational Leadership Coaching®, LLC is a Consulting/Training Company specializing in Coach Training, Leader Development and Organizational Alignment. Using state of the art strategy & methodology, OLC helps organizations design cultures that maximize mission accomplishment while investing in human capital for workplace stability and employee longevity.

​

Organizational Leadership Coaching® (OLC) was born out of a desire to encourage corporate cultures to be more appreciative of workers gifts/talents and to influence leaders at all levels to accomplish bold organizational visions while building Legacy Leaders®. We really mean it when we say, “We are Coaching Legacy Leaders® to Impact the World."In a world that is flat (Thomas Friedman – The World is Flat), anyone can have a global impact and collaborate to spread ideas, innovations, and co-creations. We believe in the human spirit and that valued contributions can come from workers (employees) at all levels if leaders are better listeners and encouragers. We want to help move organizational cultures down the road toward bold achievement with providing a coach approach within leadership development.

The Institute is about training coaches to walk along-side “Leaders (Coachees) in Motion” to clear the way for continued thoughtful movement without the interjection of the coach’s personal preferences or biases.

​

The Primer and Competent Courses (our Level 1 offering) is intended as a labor of love to servant leaders and organizations who want to grow people and make organizations places of targeted leader development and intentional strategic movement. The Primer Coach: “A Guide to Integrating Coaching into Practical Leadership” Handbook and Manual are intended to be studied along the journey of becoming a professional leader-coach and developer of the human spirit. The Primer, The Competent and The Professional (our Level 2 offering) Coach Institutes (30, 40 and 62 hours prospectively) reflect 15 years of coaching study with thousands of hours of coaching experience. The OLCI has trained over a thousand coaches and mentored 100’s toward certification with the International Coach Federation (ICF).

​

That said, The OLCI is a learning community for growing coaches and a place to continue to move from being a “good” coach to becoming a “great” one. Our style is a conglomeration of insights and techniques learned indirectly from the founders such as Thomas Leonard and Laura Whitworth, Coach University, and many continuous learning opportunities over the years. 

​

The Learning Philosophy that Guides Delivery and Accreditation Management

The OLCI Learning Philosophy has at its core the belief, “the student brings the gifts into the room/space that begins the process of moving from the known to the unknown of self and coaching methodology.” The reality is, coaching is a very intuitive and innovative process, and many enter the space with capabilities that are organic to the coaching milieu. Our job is to assess student inner awareness and reflective cognitive insight then move on to the task of employing coach techniques, tools, and skills to develop a thoughtful and effective competent professional coach. Our course moves from the basic coaching skills and knowledge on to the more intuitive and emotive insights that open a world to coaching “the person (who) not the problem.” In The Primer Course we are comfortable encouraging the student to address “the ‘what’ of a problem” within the structure of the OLCI Dialogue Model while pushing ever so diligently in The Competent Course to address the “Who” of issues in addressing “the person” within The OLCI Expanded Reality Model. These two models facilitate this subtle shift in approach that highlights our learning philosophy and allow us to intentionally manage the learning curb toward accreditation level competency. 

The OLCI Process Deliverables in Coaching Mindset

​

These OLCI Best Practices, Guiding Principles and Coaching Backdrop provide a snapshot of our philosophy of learning and highlights/clarifies our beliefs, values, and understandings of the Core Competencies while training coaches or groups with respect to coaching education. Over each courses training period we are embedding these core beliefs, values, and understandings so the coach might be able to perform at the desired accreditation level (ACC-PCC-MCC).

OLCI Coaching Best Practices

​

Coaches are to be…

​

• Nurturers of Dreams and Ambition

• Liberators of Fear and Doubt

• Challengers of Limits and Boundaries

• Advocators of Change and Exploration

• Acknowledgers of Accomplishment & Effort

• Collaborators of Accountability & Responsibility

​

OLCI Personal Guiding Principles

​

• People have a spirit guiding them toward wholeness...

• People do best when they own their own actions...

• People can figure things out given space and permission...

• People have more ability than they realize...

• People function best in a trusting environment...

• People can and will act on what they become aware of...

• People can thrive when they know what they are responsible for and who they    are accountable to...

• People work best when their goals and values are aligned...

• People's energy is highest when the goal is clear...

• People's awareness of self enables authentic movement...

• People are hindered in growth if judged and not allowed to risk...

• People's imagination and intuition are foundations for self-realization...

​

Coaching Philosophical Backdrop - Ten Imperatives

​

• Coaching is a dialogue - they talk you listen...

• Coaching is about them not you… "It's so not about you"...

• Coaching is NOT about providing input - but about drawing it out...

• Coaching is about following in the dance not leading...

• Coaching seeks internal directions not external persuasion...

• Coaching matches the tone and intensity of the Coachee...

• Coaching is designing the future not analyzing the past...

• Coaching is about permission seeking not teaching or imposing judgement...

• Coaching is about "asking" not "telling"

• Coaching always moves forward in focus and intent..."

​

OLC Organizational Guiding Principles

​

• Organizational culture is defined by its values...

• Organizations that have a clear vision function with aligned focus...

• Organizations function best in an "asking" rather than "telling" environment...

• Organizations function at higher level when people have ownership...

• Organizations do well to invest heavily in future goals and assets...

• Organizations must realize "what you measure gets done"...

• Organizations do best in strategic movement...

• Organizations with process improvement continuously evolve...

• Organizations who anticipate growth points transition smoother with

prepared plans...

• Organizations that value diversity and inclusion engage the future with advantages...

​

Why We Became a Coaching Education Provider

​

It’s been fifteen years since my (Gary C. Patterson - Founder) first coach training. To move from the thought, “I don’t know what coaching is,” to now meeting the committee at the International Coach Federation (ICF) to apply for the Master Certified Coach (MCC) Certification has been a journey. I started with the Coach University (Coach U) Fast Tract then to the Coach U Corporate Clinic Certification and finally through the Coach U Coach Certification Program. I am truly grateful for the quality coaching education I gained, and it is truly the foundation from what I teach and write now.

After my first few days of coach training, I knew that coaching was a calling for me. Not just to be a coach to help individual people accomplish aspirational dreams, but to train hundreds of coaches to impact the world and soften its harsh treatment of people who work hard every day to make ends meet. The toxicity of the world be it opportunist politicians, rude managers, mean employers or obstinate city/government workers – all serve to make the world an unnecessarily stressful and painful place. My soul cries, “Something must be done!” But the question is/was, who will do it? I answered my own call and entered the domain of coaching as a way to mitigate this awful predicament. I know it’s like walking the seashore and throwing starfish back into the water, but for the one that was thrown - it made a difference. If I can impact one leader/manager who creates a pleasant work culture for a few workers, my intention is accomplished. In the forward to my first book - The Primer Coach “A Guide to Integrating Coaching into Practical Leadership,” I wrote about our coach training process – it is:
 

“A labor of love to those who serve others daily year after year in the hope that we can build work/community cultures where people are appreciated, leaders are cultivated and society is elevated.” Gcp2021
 

Coaching for me is indeed a calling to impact culture thereby civilizing the world. I close my book 300 pages later on the final page with the thought…

“May we all find the divinity in which we were created and let its vast potential emerge that we might see each other with grace and seek each other’s well-being… “

​

Gary Charles

April 21, 2022

​

Coaching enables this to happen more than any other institution in society except perhaps the church or other forms of organized religion. I provide coach education as a spiritual and social intervention to societies sometimes harsh and obstinate culture. 

Number of Student Contact Hours Included in Program

Organizational Leadership Coaching® Institute

​

“The Coaching Primer”

Class Room Hours  (Synchronous)                           16

Homework (Asynchronous)                                         4          

Coaching Lab Practicum (Synchronous)                  10

Total                                                                           30

​

“The Competent Coach”

Class Room Hours (Synchronous)                             25

Homework (Asynchronous)                                         5          

Coaching Lab Practicum (Synchronous)                   10

Total                                                                            40

​

“The Professional Coach”

Class Room Hours (Synchronous)                             46

Homework (Asynchronous)                                          4 

Coach Mentor Integration Calls (Synchronous)          12

The Legacy Leadership® Coaching Institute             50

​

Total OLC Coaching Institute                          182

In Development...

The OLC Strategic Team Coaching Course (Jun 24)       64
 

Learning Goals

​

·  To train students to coach at the ACC and PCC levels of coaching   prospectively…

·  To help students understand organizational culture, the processes of change and organizational “shifts”…

·  To influence the hearts of students to engage the world compassionately by developing Legacy Leaders® who coach as a leadership style…

·  To help students understand more about themselves in order to serve as a foundation for coaching others to wellness and greatness…

·  To inspire students to step into the mystery of the souls of coachees/ organizations to accomplish bold visions and objectives…

·  To promote awareness in students of the power of intuition and curiosity and how they are essential to movement toward “essence”…

·  To alert students to unconscious transference issues that may contaminate positive coachee autonomy…

·  To provide a Leadership Training Model that will serve as a practical template and support the development of a coaching culture… 

·  To practice a coaching model so consistently that it disappears into the coaches’ unconscious and integrates seamlessly into coaching methodology… 

·  To present a clear method of strategy development that supports both personal and organization development…     
 

Coaching Philosophy/Model/Approach

The OLC Coaching Philosophy can best be observed in the OLC Coaching Best Practices (listed below).  These Six Best Practices serve to provide eighteen elements of focus in the coaching encounter. The Best Practices are a combination of “being” and “doing” elements.  OLC believes that “who people are” when they show up will determine their actions in “what they do” after they show up. Coaches are encouraged to embed these Best Practices into conscious awareness and allow them to serve as foundational guiding principles for each coaching encounter.  

​

We are to be…

​

Nurturers of Dreams and Ambition

Liberators of Fear and Doubt

Challengers of Limits and Boundaries

Advocators of Change and Exploration

Acknowledgers of Accomplishment & Effort

Collaborators (Encouragers) of Accountability & Responsibility

​

The OLC Coaching Approach can be viewed in the OLC Coaching Guiding Principles listed here:

​

1.   People and organizations can and will solve their own issues if given a constructive space and structure to do so…

2.   There is power and motivation in autonomy and facilitated awareness… 

3.   Where people/organizations want to go is totally a self-governed choice…

4.   As coach, I don’t lead – I follow…

5.   Guiding the coachee into spaces unexplored is a privilege, not at right…

6.   Coach (limited) input is to be carefully crafted with coachee permission…

7.   Movement to “essence” is to be swift and targeted…

8.   The coaching dance is to always be collaborative and respectful… 

Policies/Ethics

Organizational Leadership Coaching LLC, &

Institute Policies
 

General Disability Policy

​

The Organizational Leadership Coaching, LLC and Institute (OLCI) supports individuals with disabilities and is committed to providing disabled individuals with access to reasonable accommodations. In addition, Organizational Leadership Coaching, LLC and Institute prohibits discrimination on the basis of disability and ensures equal opportunity for all qualified individuals with disabilities. The Organizational Leadership Coaching, LLC and Institute is committed to providing reasonable accommodations in compliance with all local, state/territory, and federal laws. Individuals with questions about this policy, or who wish to request accommodation should contact the Institute Dean - Gary Patterson @ gpatter573@aol.com or (210) 710-0998. 

​

Our goal is to create a learning environment which meets the needs of each individual student. We are able to accommodate a variety of learning disabilities to make our program more accessible. Please contact Gary Patterson @ gpatter573@aol.com or (210) 710-0998 before enrolling to determine if your needs can be met. 

​

DEIJ Statement
 

The work of OLCI evolves and is conducted in a global community. Therefore, OLCI is committed to a shared vision of making coaching an integral part of our thriving society and help transform organizational cultures into places of human and organizational growth. Our mission is to be a leader in the global advancement of coaching and convert all leaders into Legacy (Servant) Leaders®. To do this, we must reflect on our blind spots and be aware of opportunities for improvement. We cannot ignore the challenges that many coaches and coaching clients face due to systemic problems in their communities. 

Also, as members of the ICF community, we ascribe to the core values of integrity, excellence, collaboration, and respect. The foundation of these values is a shared commitment to diversity, inclusion, belonging and justice. 

We place diversity, inclusion, belonging and justice at the forefront of every decision we make within our organization. As we continue the journey toward our vision, we will commit ourselves to valuing the unique talents, insights, and experiences that every coach and client brings to the world. 

Non-Discrimination Policy
 

It is the policy of The Organizational Leadership Coaching, LLC, and Institute that:

• Recruitment and hiring of all personnel is conducted without discrimination against any individual with regard to race, age, religion, color, creed, national origin, gender, sexual orientation, gender identity, marital status, disability, or veteran status. 

• All staff and personnel will not discriminate against any employee or participant because of race, age, religion, color, creed, national origin, gender, sexual orientation, gender identity, marital status, disability, or veteran status. 

• All individuals are welcome to participate regardless of race, age, religion, color, creed, national origin, gender, sexual orientation, gender identity, marital status, disability, or veteran status. 

• All employees, students, and other participants should be able to enjoy an environment free of discrimination and harassment. This includes, but is not limited to, discrimination or harassment in the areas of race, age, religion, color, creed, national origin, gender, sexual orientation, gender identity, marital status, disability, or veteran status. Our organization does not and will not tolerate conduct by any employee, student, volunteer, contractor, visitor, or vendor which unreasonably interferes with an individual’s ability to learn in a welcoming environment. 

Participants who wish to report discrimination are encouraged to follow the grievance policy outlined on our website at www.olcoaching.com. The Organizational Leadership Coaching, LLC and Institute Dean will promptly investigate all claims and reports of inappropriate conduct.

​

Grievance Policy
 

Organizational Leadership Coaching, LLC and Institute seeks to ensure equitable treatment of every person and to attempt to solve any grievance in a timely and fair manner. Participants have the right to file a grievance regarding presentation or content, facility concerns, or instructor/faculty behavior. All grievances will be addressed to the best of our ability to prevent further problems. A process for filing grievances can be found below: 

​

• A participant should first attempt to resolve the issue directly with the educator/trainer, staff, or participant with whom they have an issue. If participants are not comfortable approaching the individual, they can proceed to step 2. 

• If participants are not comfortable approaching the individual with whom they have a grievance, or are unable to resolve the issue directly, participants should submit a written grievance to the program manager/Dean within 3 days. The program manager/Dean will review the issue and talk to the student within 2 days of receiving the complaint. The program manager/Dean will work with all parties involved to resolve the issue. 

• If a participant does not feel the issue is resolved, a written request for an appeal should be sent to Priscilla A. Patterson – CEO-President, Organizational Leadership Coaching, LLC (ppatterson573@aol.com) and Institute for review. This appeal should include the original complaint and reason(s) the participant is unsatisfied with the resolution attempt(s). Appeals are reviewed and a written response will be provided to the participant within 5 days. All appeal decisions are final. 

​

Participation Policy

​

Success in our program requires full commitment by all participants. By enrolling in this course, participants agree to being fully present during all sessions and participate to the best of their ability. This includes arriving on time, abiding by the code of conduct, and engaging in course activities. 

​

Attendance

​

In order to provide you with the minimum required training hours for certification, it is important that you are present at all course meetings. 

If you have an emergency or become ill and are not able to attend a coaching session, please contact your instructor or the Institute Dean immediately. You will be expected to complete the session materials, review the session recording (filling out a Missed Session Completion Form), and complete a coaching session outside the live session to make up for the missed session. 

​

If you need to miss more than 6 hours of the course, you will have the option to work with the instructor to cover the missed material at your own expense or register for another course. If you miss more than 2 hours of mentor coaching, you will need to arrange and pay for individual mentor coaching sessions to complete the required 10 hours of mentor coaching to satisfy the International Coaching federation requirements. 

​

Petitions to this policy are considered on a case-by-case basis and must be submitted in writing to the instructor and the Institute Dean. 

​

Course Engagement​
 

Our courses are designed to be interactive and engaging for our participants. It is therefore an expectation that you participate in course activities, including dialogue with the course instructor and peers, mock coaching activities, and experiential learning exercises. If you are unable to participate in an activity, please inform your instructor as soon as possible. Please refer to the code of conduct for additional details. 

Code of Conduct​
 

Participants are expected to conduct themselves in a professional manner during all sessions. This includes, but is not limited to: 

• Arriving on time to all sessions. 

• Attending all live sessions and mentor coaching sessions. 

• Having your camera on for virtual live sessions. 

• Participating fully in all sessions and mentor coaching sessions. This includes being prepared for the session, involving yourself in discussions and activities, assuming responsibility for your learning, and contributing to the learning of others. 

• Engaging in discussions with integrity and honesty. 

• Being respectful of your fellow participants and instructors, including silencing your cell phone, not texting, and other disruptive behaviors. 

• Embracing diversity and inclusion while respecting the dignity and humanity of others. 

Partial Completion Policy​
 

Organizational Leadership Coaching, LLC and Institute will offer credit for partial completion of a course. The number of hours awarded will depend on the number of hours of curriculum received. If you are interested in receiving partial credit for a course in which you are currently or were previously enrolled, please contact Dean Gary Patterson at gpatter573@aol.com no more than 5 days after the course has ended. Please include details about the course in which you were enrolled, the number of credit hours you are seeking, and any additional relevant information. If approved, you will receive a certificate of credit from Organizational Leadership Coaching, LLC and Institute indicating the number of training hours completed. You may pick up at the incompletion spot and continue in the joined course till the end assuming the previous full course was paid for in its entirety. 

​

Payment/Fees Policy​
 

All registrations are secured on a first-come, first-served basis. Your registration in a course is dependent upon receipt of full payment. We accept payment by Personal Check, Money Order, Zille, Cash App, Visa/Master Card/American Express, PayPal. All payment will be in US currency. 

​

Refund Policy

​

Cancellation of a course must be made a minimum of 10 business days prior to the course to be eligible for a full refund. Cancellations made less than 10 days before the course are not eligible for a refund. Written notice of cancellation shall be effective on the date the withdrawal is received by the Organizational Leadership Coaching, LLC, and Institute. Refunds will be made within 10 days following receipt of cancellation or withdrawal requests. 

​

Registration Modifications​
 

Modifications to registration, including substitutions of participants or transfer of course dates, must be completed at least seven days before the program date. Participants may contact Organizational Leadership Coaching, LLC and Institute to modify their registration at gpatter573@aol.com or (210) 710-0998. Course changes will be allowed as long as there are spots available. 

Transfer of Credit Policy​
 

When we are approved at Level 2 we will accept partial credit from other organizations or programs. If you have completed a Level 1 or equivalent ICF Accredited Program at another organization, we may be able to apply your completed credit hours to your Level 2 program. You must provide documentation of your Level 1 or equivalent ICF Accredited Program completion, including the organization, number of hours completed, completion certificate, and contact information for the organization or trainer. You may be asked for additional details or documentation on an as-needed basis. Please contact Gary Patterson at gpatter573@aol.com for more information.

Illness Policy

​

In order to provide you with the minimum required training hours for certification, it is important that you are present at all course meetings. If you have an emergency or become ill and are not able to attend a coaching session, please contact your instructor and Institute Dean immediately. You will be expected to complete the session materials, review the session recording, and complete a coaching session outside the live session to make up for the missed session. 

​

If you need to miss more than 6 hours of the course, you will have the option to work with the instructor to cover the missed material at your own expense or register for another course. If you miss more than 2 hours of mentor coaching, you will need to arrange and pay for individual mentor coaching sessions to complete the required 10 hours of mentor coaching to satisfy the International Coaching Federation requirements. 

Petitions to this policy are considered on a case-by-case basis and must be submitted in writing to the instructor and the Institute Dean. 

​

Ethics, Integrity & Transparency
 

Statement on Ethics, Integrity, Transparency
 

As an ICF Accredited provider, our organization adheres to and emphasizes the International Coaching Federation Code of Ethics. The ICF Code of ethics describes the ICF core values, ethical principles, and standards of behavior for all ICF professionals. Meeting these ethical standards of behavior is the first of the ICF core coaching competencies. You can read more about the ICF Code of Ethics on the ICF website. 

​

Additionally, Organizational Leadership Coaching, LLC and Institute commits to acting with integrity and transparency. We hold ourselves and our participants to the highest level of integrity and strive to be as transparent as possible by explicitly stating measures being taken to provide programs in an ethical manner. We do not believe in using manipulative or dishonest sales tactics and strive to provide a safe and ethical sales process. Further, we work to provide fair and equitable pricing for all programs to ensure access and quality of coaching education. 

Education Process
Instructors
Mentoring

Our Training Process

​

OLC Coaching Institute Courses

​

The OLC Primer Coaching Course is designed to be an introduction into the world of professional coaching. The course starts with what coaching “is” and “is not” and moves on to impart the basic skills of performing as a beginning coach. A key element is the unlearning of what one thinks (i.e. basketball coach) coaching is and reshape thinking to the understanding of what coaching is under the umbrella of the International Coach Federation. In the course coaches are coaching in the first few hours and even tasked to craft their own definition of coaching for use in an “elevator speech.” The course is followed by six (6) one hour integration calls where students both coach and are coached with the learning that is organically gleaned. The students coaching ability after this course should be at the ACC level.      

​

The OLC Competent Coaching Course is designed as an advanced course and capitalizes on the accomplishments and abilities of The Primer Course. Coaching theory is expanded as well as additional advanced skills to further equip coaches to perform at a competent coaching level. In this course the coaching sessions are longer and the feedback (written) is even more intense and targeted. The Competent Coach enters into the mystery aspects of coaching and inspires coaches to coach at the edge or awareness that moves toward “essence” in a more rapid and efficient manner. The course explores the nuances of coaching practices and pushes to extend the coaches intuitive ability.  The student’s ability after this course should be at the PCC level.  
 

The Professional Coaching Course takes the student to even more advance skills in coaching and a deeper understanding of coaching theory and practice. Supplemental learnings like Legacy Leadership®, Emotional/Social Intelligence (EQ), additional coaching models and personality inventories are unpacked to give the professional coach advanced tools to work with.  This course is both virtual and “in the room” (Legacy Leadership® Institute) and fulfils all the requirements for application for PCC. The student’s ability after this course should be at the PCC level and beyond.     

Synchronous verses Asynchronous

The OLC Institute training system capitalizes on both synchronous and asynchronous learning methodology.  While 90%+ of the Institute is synchronous (either “in the room,” on the telephone or webinar) the other 10% is in the form of course homework, readings, and or practical exercises/coaching. OLC is careful to assign asynchronous course work that accentuates the courses learning and exponentially enhance course content.  

In - the - Room Courses

The in the room courses (The Primer & Competent) are three days each.  It is the most comprehensive learning environment and allows for direct “eyes on” evaluations and feedback. These courses can also be altered to fit an organizations calendar and can spread over several sessions as needed to accommodate the training hours. The normal training day starts at 8:00 am and ends at 4:30 pm.  The first two courses (Primer & Competent) can be split three days each or done over a six continuous day period.  Most clients have found it practical to do it in two sessions of three days each with several months in between.  This format allows for the integration coaching calls/practices to be conducted and the entering of the second course (The Competent) with enhanced coaching experience.  In the event the six continuous day course is selected the integration coaching practice calls will be longer in duration both per session (90 minutes) and the number of sessions (12).    

​

Virtual Courses

All three courses can be taken over a virtual platform. Because of the number of hours required, it may take up to a year or more to accomplish all the courses in the curriculum.  Groups are encourage to journey in cohorts (i.e. Class OLCP 01-2016 = Organizational Leadership Coaching Primer Institute 1-2016) for group cohesiveness and training support. Cohorts start twice a year in January and June.  Students that fall out of one cohort can join another at no additional cost up to three years after original starting date. Student are expected to journey in the Institute until they finish the curriculum selected.  Student who do not complete their selected course in three years must make special arrangements with OLC Institute Administration.    

Coaching Practices

The aim of the Institute is to get students coaching as soon and as much as possible.  Although many of the coaching opportunities in class are short (10-15 minutes) they are targeted to the learnings just taught.  The aim in these cases is not to complete a full coaching session but rather to practice the skill just taught in the session. Toward the end of each course the practice coaching sessions are longer allowing for the five movements in the Coaching Dialogue Model to be traversed.  Each coach will get a chance to coach several times during the Coaching Integration Calls and will be evaluated by an ICF credentialed coach in writing. 

Coaching Practice Final Evaluation

At the end of The Competent Coach Course coaches are to set up a full coaching opportunity with a client.  The session can either be recorded or the student may ask an OLC Credentialed Coaching Staff member to sit in on a live session.  Either way, an ICF credentialed coach must evaluate the session and provide written feedback to the coach and verify its accomplishment for the OLC Coaching Institute Transcript. This is the final requirement to complete The OLC Competent Coach Course.     

Observed Coaching Sessions

In our 70-hour Level 1 Course (The Primer and Competent Courses) there are 16 observed coaching opportunities embedded in the course curriculum. These sessions range from 5 min in the first few sessions to 20 minutes toward the end of the course. Mentioned later will be the coaching integration calls (Mentor Coaching) that will offer sessions more than 30 minutes and cover a full coaching session with written feedback. The observed coaching sessions in the L1 curriculum are tied to the skills being taught in the parallel block of instruction and are aimed to focus on the skill being emphasized just before the observed coaching session. Over these 16 sessions the time segments are 5 minutes, 10 minutes, 15 minutes, and 20 minutes. These tend to unfold along the 5 steps of the OLCI Dialogue Model (Determine the Need - Decide the Direction - Design the Strategy - Disrupt the Obstacles - Describe the Actions) in that it takes a longer time to get to the later steps in the model. As the course moves into The Competent Course (the later 40 hours) the OLCI Re-Engineered Dialogue Model (Establish Expanded Reality – Seek What is Helpful – Explore the Deeper Issue – Structure Sustained Stability - Exercise Targeted Support) is used to calibrate development and insight.

In our 62-hour Level 2 Course (The Professional Course) there are 10 observed coaching opportunities embedded in the course curriculum. 5 of these (with formal written feedback) are in the mentor portion of the course and the other 5 are in the blocks of instruction during curriculum (with written student/faculty informal feedback). 

There are a total of 26 observed coaching opportunities embedded in the course curriculum of 132 total hours of the Level 1 & 2 courses. 
 

Session Process

​

In many cases, the curriculum coaching sessions are in a dyad or triad depending on the number of students. If a triad is used the third participant is the student observer and offers feedback to the coach. In the OLCI our policy is to always have two certified L1 or L2 Master Trainers/Instructors and an intern in the room/class. These three (master certified trainers/instructors and intern) move in and out of sessions (coaching dyads/triads - breakout rooms virtually) making observations to be shared at the end of the coaching period. The feedback always starts with how the coach feels/thinks he/she did in the session and what would they improve if they had the chance. We ask the coach to comment on what went well and what could be improved. Then we turn to the coachee and ask how the experience was for them and what observations they would offer. If a student observer was present, we ask what feedback they would offer. After these comments the trainer observer offers comments directed at the level being calibrated on the learning/development curb. If this is an online course, we bring all the students from the breakout rooms and the certified training observers offer comments in open forum for all to learn. 4 sessions of L1 are evaluated in formal written feedback - along verbal comments and the final 5 sessions of L2 are evaluated with formal written feedback along with verbal feedback. 

​

Progression of Movement 
 

In the progression of movement of the observed coaching sessions we are over the course developing the coaches’ skills and insights to interact with the client (coachee) starting at a basic level then on to that of a more reflective and intuitive competency. Our aim in the beginning observations is to train the coach to see the dynamics of the issues that emerge (possible focus items) on the table for consideration - on to synthesizing them into a focus of “essence.” In the Primer Course we are teaching didactically the foundations of coaching methodology and introducing a model of coaching that will start their understanding of intentional movement through (gap) a session. In this early phase we encourage them to tee up the “what” of issues, analyze problems, move toward and set goals, design actions, isolate the persons locus of control (conscious thoughts), seek what is in the façade (present thinking) of the client, then help the client to project an action of intervention. In the Competent Course we raise the focus to the “who” (emotional connection) of matters, shining light on the person, moving beyond goals to aspirations that can undergird sustainably, to notice and treat the person in the midst of a system so that through conscious reflection application can be made with the most focused intention. The coaching observation process moves along this axis in development and the certified trainer observers are ever vigilant to calibrate the level of skills and insights of coaches to grow competency. 

You could say we are moving the coaches’ skills… 

• From the “what” to the “who”

• From the “problem” to the “person”

• From the “goal” to the “aspirations”

• From the "action” to the "sustainability”

• From the “person” to the “system”

• From the "conscious” to the “unconscious”

• From the "projection” to the "application” 

• From the "simple” to the “complex”

In The Professional Coaching Course – L2, we attempt to double down on coaching the “’who’ within the client’s system” with a major emphasis on the integration of the Core Competencies and the PCC Markers. 

​

Mentor Coaching to Each Participant

​

OLCI Mentor Coaching Process and Requirements

The three paragraphs below outline and describe the parameters and requirements of our Curriculum Mentor Coach Program (32 total hours). As noted after each course phase (The Primer and Competent Courses) there is an integration phase (6 hours and 9 hours prospectively) we render that is our Curriculum Mentor Coach Program for L1. Before the requirements of the Level 1 Conversion were published, we already had these practices in place, we are simply adding the PCC Internal Evaluation Requirements. Please read the three sections below and I will describe at the end our process as revised to meet the Level 2 Requirements. (In short, we added a 5-hour one-on-one segment to The Professional - L2 course along with 3 (four hour) Mentor Coaching Practicums – also see below in OLCI Professional Terminal Coaching Mentor Phase Evaluation (1) Asynchronous and (4) Synchronous)

The OLCI Primer Coaching Integration Calls (6 hrs) Synchronous

After the formal twenty-five hours of the The Primer Coaching Course, six hours of integration (Mentor) coach training is offered to students who complete the course. During each call two students are allowed to coach for 20 minutes each with feedback both verbally and 2 written. During the coaching sessions coaches are evaluated by the standards of the Core Competencies of the International Coach Federation. In addition to the coaching sessions, additional coaching technique and knowledge are provided to continue the learning of the coaches for professional development. The OLCI Primer Coaching Course ends with these six sessions and the competency level of students at The Primer Coach level. Each student coaches at least twice.

The OLCI Competent Coaching Integration Calls (9) Synchronous

​

After the formal thirty-four hours of the The Competent Coaching Course, nine hours of integration (Mentor) coach training is offered to students who complete the course. During each call two students are allowed to coach for 30 minutes each with feedback both verbally and 2 written. During the coaching sessions coaches are evaluated by the standards of the Core Competencies of the International Coach Federation and are expected to integrate the learning from both The Primer and Competent Courses. In addition to the coaching sessions, additional coaching technique and knowledge are provided to continue the learning of the coaches for professional development. The academic portion (still have the 5 hours of mentor one-on-one coaching to go – see below) of the OLCI Competent Coaching Course ends with these nine sessions and the competency level of students at The Competent Course level and prepared to engage the ICF Credentialing Exam at the International Coach Federation. Each student coaches at least twice.

OLCI Competent L1 Terminal Coaching Mentor Phase Evaluation (1 hr) Asynchronous and (4 hrs) Synchronous

The OLCI Competent Coach Courses’ final requirement is the attendance of 3 one-on-one mentor coaching sessions with an OLCI Mentor Coach/Team (PCC Credentialed and PCC Markers Trained) and the submission of a 40–50-minute coaching session using solid ICF Competency Coaching technique and skill. The student coach is to coach a student peer (only the student coach, student peer and Mentor/s coaches are in the session) in the first 2 mentor sessions with formal verbal and written feedback from the Certified Mentor Coach and peer. After the session we have the student coach and his peer to fill out an OLCI Coaching Evaluation Form on the session that has been loaded into his/her Dropbox. The Evaluation Forms are summitted to the Mentor Coach and is part of the academic record of the student coach. These 2 sessions provide 2 of the required written feedbacks for the Level 1 requirements (the earlier written feedback are not counted for the Level 1 written feedback requirements). 

The final requirement is for a coach to conduct and record a formal coaching session with a client of 30 minutes plus using formal OLCI Training, ICF Core Competency and Ethics. After the session the coach is to listen to his/her coaching session and fill out an OLCI Coaching Evaluation Form on him/herself and submit it with the recording. We also ask the coach to request and pay for a formal transcription of the session that is separated by each person’s comment and time stamped. They are to load the recording and transcription into their file in Dropbox and set up a final 2-hour session with the OLCI Mentor Coach assigned to their formal evaluation process. We provide an example of what we expect and suggest a vendor and product to purchase to conform to the requirements. When the OLCI Mentor receives the recording and transcript, it is evaluated by 2 OLCI Credentialed Mentor Coaches and feedback is recorded on an OLCI Coaching Feedback Form prepared by the assigned Certified Mentor Coach. The Assigned Mentor Coach will then conduct the 2-hour final one-on-one mentor session by providing the results of the formal ACC Level Evaluation. The OLCI written and verbal feedback is to be the most thorough and candid evaluation for the entire Institute and is intended to detail any growing edges along with final Coaching Acknowledgments. The coach is either approved to apply for ACC advancement or unapproved. In the event of non-approval, the coach can submit up to two more final recording/transcripts to attempt to gain approval over a six-month period. The approved coaches at this point are ACC Competent Coaches and ready to engage the ICF questions on the Credentialing Exam at the International Coach Federation.

The OLCI Professional Coaching Practicums (12 hrs) & Individual Mentoring Sessions (5 hr) - Synchronous 

During the formal 62 hours of the The Professional Coaching Course, 3 four-hour Practicums (Mentor) and 5 hours are Individual Mentor coaching are offered to students who complete the course. The 12 hour mentor coaching are periods of peer coaching with the final two sessions formally evaluated in writing by a PCC Marker Trained Mentor Coach. The PCC Marker Trained Mentor Coach then works with the coach to provide 5 hrs of Individual Mentor Coaching with two formal PCC Marker evaluations in writing. These sessions are done with a peer student and one with a real-world client – full transcripts and recording are required and filed in the students record. A total of 17 hours of mentor coaching is offered in The Professional Course.

OLC Monthly Coaching Collaboration Calls

All OLC graduates are encouraged to attend the OLC Coaching Collaboration Calls. These calls are on the forth Monday of each month at 7:00pm CST.  The purpose of these calls is to build and connect with our coaching community for fellowship and continue to develop coaching skills.  Each session highlights a coaching skill and continues to allow volunteers to practice coaching for peer feedback and encouragement.    
 

Listing of Lead Instructors 

Gary C Patterson, M. Div., Th. M., D.D., MCC, CCUCG

John Ellis III, BS, M. Div., D. Min., PCC

​

Adjunct Instructors

Ch (COL-Ret) Jay Johns, M. Div., PCC

Dr. Jeannine Sandstrom, Ph.D., MCC

Dr. Lindy Backues, Ph.D., M.Div., ACC

​

Legacy Leadership Instructors

Brenda Chaddock – Legacy Leadership Facilitator/Assessments

Steven Jordan Sr., BA, BSW, M. Div., Ph. D. (x2), Ed. D
 

Mentor Coaches

Dr. Gary Patterson, M. Div., Th. M., MCC

Ch (LTC-R) John Ellis, III – M. Div., PCC

Ch (COL) Jay Johns, M. Div., PCC

Dr. Jeannine Sandstrom, Ph.D., MCC
 

Performance Evaluation Reviewers

Dr. Gary Patterson, M. Div., Th. M., MCC

Ch (LTC-R) John Ellis, III – M. Div., PCC

​

Director of Education

Ch (LTC-R) John Ellis, III – M. Div., PCC (OLC Coaching Institute)

Dr. Jeannine Sandstrom, Ph.D., MCC (Legacy Leadership Leadership Institute)

Learning Methods Used in the OLCI

The objective of our teaching methods are to make learning engaging, inspiring and at times fun for students. Our methods aid our facilitators/trainers in fulfilling the responsibility of guiding the coaching capabilities and emotional/intuitive/mental/spiritual development of students. By using our insightful strategies, we organically instill values of respect, empathy and cultural sensitivity into our offerings. We also use our teaching methods to prepare students to engage the ICF Certification Process and Exam. Our Institutes mission, values, vision, philosophies and principles are unique and create a culture of learning that honors the ICF Core Competencies and Code of Ethics. 

Our Teaching methods are intended help students to understand and remember what they've learned. We work hard to convey information in a clear and concise way while also ensuring students retain it over the long term (sustainability). We want students to comprehend coaching facts/skills/techniques/competencies on a deep level and practice the skills properly in the Institute, so they can apply that wisdom and those abilities to their personal practice and future careers.

Below are a list of Learning/Teaching skills we employ to train our students:

Differentiated Instruction

​

We use differentiated instruction to create a curriculum tailored for students based on differing needs and objectives.

​

Lecture-based Learning

​

We use traditional ways to structure learning in lecture format, where facilitators/trainers explain information while students observe.

Technology-based Learning

​

We use technology in all our efforts to make the learning processes more efficient to maximize student learning/retention.

Group Learning

​

We segment students into groups often to foster collaborative learning and integration.

Individual Learning

​

We use individual projects/assignments to challenge students and promote individual learning so that they can maximize individual growth potential.

Inquiry-based Learning

​

We use inquiry-based learning to promote learning by investigation, where students can complete projects, ask questions and find answers by themselves.

Kinesthetic Learning

​

We use kinesthetic learning to promote learning through movement and observation.

Game-based Learning

​

We use games in our sessions to be a more exciting way to learn whether in-person or online.

Expeditionary Learning

​

We use expeditionary learning to foster a process of learning through participating in practical experiences.

That said, the OLCI learning environment and culture is very dynamic and diversified in its approach. Our courses are offered in-the-room and on-line virtually – both asynchronous and synchronous. At present our offerings are about half and half (in-the- room vs on-line virtually.) The OLCI learning methods incorporate lots of current technology/media as well as highly effective facilitative skill to manage personal interactions.

Our in-the-room offerings are presented using state of the art facilitation best practices as taught by Leadstrat (www.leadstrat.com) of Atlanta, Georgia. Our Lead Facilitator and Trainer (Dr. Gary Patterson, MCC) was certified in both The Effective Facilitator and Secrets to Facilitating Strategy. These methods/skills are utilized in OLCI’s methods of learning and training. All OLCI Master Trainers must demonstrate competency in the basics of these methods/skills and be able to use current technology /media that supports it. In our facilitator training we provide the basics of facilitator training in - The Ten Principles of Facilitation: A Facilitator’s Methodology. We start with these facilitation principles and build on them with practical exercises, communication processes and learning style awareness. A quick overview of the facilitation principles we teach for learning are:

1. Preparing for Success – Be able to cover all the bases 

We insist that all facilitators must achieve a clear understanding of the “5 Ps.”

The “Purpose” explains the overall aim of the session/course. Why are we teaching this session? 

The “Product” defines the items that must be taught to achieve the purpose. What do we want students to know when we are done? 

The “Participants” identifies the students who are to be involved. Who are the participants and what are their perspectives or expectations? 

The “Probable Issues” defines the concerns/hindrances that may likely arise. What are the probable issues that will need to be prepared for and addressed? 

The “Process” details the steps/movements that will be taken to create the learning, taking into account the Participants and Probable Issues. How will we go about achieving the purpose, given the learning outcomes desired, the participants and the probable issues that might be encountered? 

​

2. Getting the Session Started – Be able to inform, excite, empower, involve

The opening of any facilitated session is critical; facilitators must realize the principle that the first fifteen minutes are sacred. During this time facilitators must set the stage for everything that follows. Start poorly, and you are fighting an uphill battle. 

3. Focusing the Group - Be able to establish the course; avoid detours

Principles 3, 4 and 5 make up the facilitation cycle. For every major learning item/subject in a facilitated session, you must focus the group (Principle 3), use the power of the pen (Principle 4) and perform information gathering (Principle 5). When you are done with the first learning focus, you go back to focusing the group (Principle 3) and go through the cycle for the second learning item/subject, and so on, until all leaning subjects are covered. 

4. The Power of the Pen - Be able to use the pen, not abuse it, make it theirs 

We remind facilitators that they can drive a group dysfunctional simply by abusing the pen. We teach them not to unintentionally devalue a participant’s comments by NOT recording or affirming a remark with which they disagree or waiting until the remark is validated by other students/facilitators. Often times, they reword the participant’s comment, then emphasize the reworded version (tacitly implying that the original words were not good enough!) In time, the group can lose complete ownership (confidence) over the learning content simply because the comments/thoughts aren’t theirs, but instead the facilitators. We caution facilitators here!

5. Information Gathering - Be able to know the tools and how to use them 

Facilitators must have a wealth of tools at their disposal in order to address a variety of needs. The most important tool for a facilitator are powerful questions. Rather than using just open - and closed-ended questioning techniques, a Smart facilitator has a plethora of different dynamic questioning tools.

6. Managing Dysfunction - Be able to apply conscious prevention, early detection, clean resolution 

We want facilitators know that the key to dysfunction is to address it before it occurs (conscious prevention), detect it early if it does happen (early detection) and cleanly resolve it so that it goes away for good (clean resolution). 

7. Consensus Building - Be able to create and maintain a consensus - focused process 

We teach facilitators to know that people disagree for only three reasons. It is the facilitators job to create an environment in which consensus is the goal and identifying and resolving sources of disagreement is seen as a vehicle for achieving the goal. When disagreements occur, recognize why people are disagreeing and be able to apply the appropriate consensus building strategy based on the source of the disagreement. 

8. Keeping the Energy High - Be able to set the pace, anticipate the lulls, react accordingly 

Whether facilitators are leading a single two-hour meeting or a series of day meetings, we insist high energy is essential to keeping the group’s interest and engagement. 

9. Closing the Session - Be able to review, evaluate, end, debrief 

Often courses end without a clear understanding of what was accomplished, what was learned, etc. We emphasize to facilitators to know that in closing a session it is important that everyone is clear on what was learned, the benefits of what was studied, the actions to take place once the course is over, and the methods for ensuring that the objectives were accomplished. 

10. Agenda Setting - Be Able to adapt agendas to address the need 

The tenth principle ends at the beginning with constructing agendas that incorporate the other nine principles. 

All of the learning and courses in the OLCI Curriculum are set up and designed with these 10 Principles in mind. We have inserted these principles in our design and train facilitators to intentionally implement them with all behaviors and intentions. 

When it comes to learning styles in The OLCI, we ascribe to a creative and non-prescriptive mode of learning. What we mean here is that much of the learning is “caught” not just “taught.” Often students are facilitated into lands of not-knowing, and we accommodate that environment by adopting an intuitive learning approach. Just like in a coaching session, we are open to where the spirit blows in learning and heed the blessings of these un-directional insights. While the Teaching Methods and Facilitation Process above seem logical and liner, the OLCI Content Learning Process/Stylecan float into territories unknown – but where insight (reflection) is the best teacher – “the light comes on and the teacher just appears.” This may seem a little mystical, and it is, in that all learning is not logically directed but some may come intuitively especially as it pertains to the matters of human understanding and interacting with the soul/spirit. Logic is sometimes useless in this sacred space.

As one peruses over the OLCI curriculum and its execution one would notice that there are lots of teaching materials, diverse modalities, state of the art technology, current media references, role play exercises, illustrative videos, leader assessments, personality inventories, brainstorming clusters, and application homework’s. All these facilitate the learning and keep things exciting with high energy as advocated above. When we further survey the learning styles offered in OLCI these come to mind:  OLCI Content Learning Process/Style
 

OLC Styles of Learning/Teaching 
 

• Didactic teaching

• Experimental actualization 

• Applicational reflection

• Theoretical integration 

• Repetitious Unconscious-Competence. 

Without getting in the woods with these lets define what we mean by each.

Didactic Teaching
 

Didactic teaching is the OLCI’s use of the printed material and PowerPoint Slides with course content that explain the core principles, competencies, and ethics of coaching methodology. We teach the OLCI models, concepts, and theories in a clear and compelling way that allow for efficient student comprehension and practical application. The course tends to move from heavy didactic in the beginning hours (first 5 hours) of the course to heavy interactive (and integrative) later in the course. We front load history, background, theory, and doctrine then shift to application, experimentation, and evaluation in the later part of the course. There is an attractive (kinetic) set of slides, bound syllabus for all courses (The Primer, Competent, Professional & Legacy Leadership®), and a published book (The Primer Coach: “A Guide to Integrating Coaching into Practical Leadership”) that has a full presentation/explanation of all the course content. Each presented session tends to move from “why”(“Start with Why” Sinek – “Begin with the end in mind” Covey) the session is important, to “what”material is going to be presented/covered, then a method to “embed” the material and finally a way to make “application” of what was taught. (Note: 50% of The Competent Book (The Competent Coach: “A Guide to the Application of Great Coaching Skills to Impact Sustaining Change and Civility”) is written – we give out the chapters completed at the end of the corresponding teaching block) During the beginning phase of the course there is a huge effort to get students to unlearn common perceptions/assumptions about what coaching is and replace those misunderstandings with correct ICF Core Competency Methodology/Theory Understanding. 

Experiential Actualization ​
 

Experiential actualization is the effort during the course to walk students into the application of the material presented to foster sustainability and confidence. Example: During The Primer Course our model calls for Disrupting the Obstacles in the 4th movement of the model. There is a shift in The Competent Course to Structure Sustained Stability in the 4th movement to challenge the student (coach) to find a way to walk the coachee into the change/action experimentally so that he/she might start to actualize the efforts of the session. This is what we call sculpturing a scenario where the coachee tries out part of the accomplishments of the session as a prelude to the real application in the future. In other words, when the coachee faces the real challenge, this will not have been his/her “first rodeo” with the issue. The learning method here is experiential and intended to equip the coach with this additional tool/method to instill confidence in the coachee in the implementation of sustaining change. 

Applicational Reflection​
 

In The OLCI we are very appreciative of the value of reflective inquiry and the use of reflective learning. We attempt as much as possible in the course to cause students to reflect on performed activity/coaching concepts and structure ways to provide immediate feedback for reflection and integration. This space of learning is valuable real-estate in the course in that it is the place for true awareness to develop that allows for coach authenticity and insight. This tends to be something that cannot be “taught” but has to be “caught.” The learning method employed here is the internal development of coaching presence and enable walking in a coaching mindset. These are more about awareness than skills or techniques. It is in the applicational reflecting learning space that we cultivate this sense of “being” over “doing” in the coach. Reflection develops the “Who-ness” of who I am… We use this learning method (space) as much as possible in the later portions of the course to challenge the “being” of coaches to show up authentic and whole. To coach the “who” one must know his/her own “who!” gcp  The only path to this “WHO” is reflection…

Theoretical Integration

​

The OLCI is filled with great theory and methodology gathered from the years of education and experience of mentors, teachers, practitioners, writers, and coaching pioneers. These learnings have been synthetized into the OLCI learning system to be integrated into the coaching behaviors, abilities and mindsets of students. We attempt to stay on the cutting edge of coaching and developmental knowledge and seek to integrate this wisdom progressively for student effectiveness and awareness. Our goal in many cases is to expose learning opportunities rather than master all the content. What we mean here is, we want our students to know the language and current emerging doctrine/insights of the coaching genres while not necessarily mastering all content. The student simply knows such content exist and can access and study it as needed for growth and development. Our job is exposure as much as possible. 

Repetitious Unconscious-Competence​
 

Producing Unconscious-Competence is a big objective in our system of learning. We structure the courses and materials, so they connect across the Institute and are intentionally repetitive for integration and unconscious memorization. We especially do this with the ICF Core Competencies across the course so that at the end they have a solid grasp of the Core Competencies and are able to interact with them in an Unconscious-Competence manner. We do the same with the OLCI Coaching Models, key definitions and concepts (ie. “Coach the person – not the problem,” coach the “who” over the “what”), and the OLCI Best Practices and Guiding Principles. 

​

Alumni/Staff &
Career Development 

The OLCI Promotes Career Development

​

We promote career development in the following ways:

​

By providing each graduate access to our OLC Business Development Mentor Coach (BDMC) and career development resources. One of our faculty is assigned the responsibility of being our Business Development Mentor Coach who serves as the point of contact for student interactions and contributes to the quarterly OLCI Coach Community Newsletter on career development matters. The BDMC establishes training opportunities in The Community Connection and Enhancement Meetings. 

By offering career development enhancement/opportunities in the OLCI Community Connection and Enhancement Meetings. This is often in the form of training and is accompanied with resources and networking connections.

By publicizing learning and job/contract opportunities across all our media outreach and trainings. Typically, OLC and OLCI receive request for services other than training. In these cases, we look over our student graduates and pair up their skill set with requested needs. If the need requires a skill set coaches don’t have, we often can step in the gap and train to equip per the need. The OLC Business Development Mentor Coach manages this process.

By helping students to develop initial business plans, webs site and domain name generation, providing marketing templets/models, gain paid coaching hours through the OLC Student Coaching Exchange Program, apply for small business and not-for-profit certifications, and be aware of contract opportunities for application. All of these are available through our BDMC and published in our OLCI Community Connection and Enhancement Meetings and OLCI Coach Community Newsletter. 

By inviting graduates to Annual/Semi ICF and WBECS Cluster gatherings where our OLCI members fellowship and learn together. During these meetings many career opportunities are exposed, and we discuss them in our cluster gatherings. 

The OLCI Provides Alumni Support

​

We support our alumni by communicating with them in our OLCI Quarterly Newsletter, inviting them to participate in our Simi Annual OLCI Community Connection and Enhancement Meetings, keeping them updated on ICF and Global Coaching Developments, answering their questions/inquiries in our Business Development Mentor Community question and dialogue chat box on our website and in the newsletter, and posting job/contract/learning opportunities. Previous graduates of OLCI can audit all offerings in OLCI free of charge with tailored participation. 

​

In our newsletter, Community Connection and Enhancement Meetings, and our Business Development Mentor Community we offer support to alumni and graduate students the following but not limited to:

Business Support

• Templates and links to develop inexpensive websites

• Templates and examples of not-for-profit applications

• Coaching forms and letters for Client information and contracts

• LLC application templates

• Coaching business legal forms and links

• Suggested links to apply for government and state coaching and leadership contracts

​

Educational Support

• Access to OLCI Coaching materials and content

• Access to master coaching demonstration sessions

• Access OLCI session videos

​

Instructor Training Process

​

Instructors are all required to attend four (4) hours of training each year conducted under the direction of the Organizational Leadership Coaching® Executive Director.  This training is synchronous and in virtual space live.  Each year topics are chosen to enhance the competency of instructors and to address state of the art training methodologies.  Our attempt is to stay current with technological advances as well as introduce new course curriculum with training opportunities.  Trainers are encouraged to share best practices and additional information that sheds light on current curriculum.  These sessions are conducted in late February and August of each year. 

​

Evaluating Faculty Members

​

The OLC Executive Director attends and participates in the conducting of all offerings in the OLC Institute.  Facility members/instructors are continuously evaluated in course presentations and content mastery. At the close of each course students are asked to give an evaluation that evaluates course administration, the meeting of the course objectives, skill levels obtained, course materials and tools, course experience/atmosphere and what they would like to have seen.  Faculty members are provided with this feedback, and it is reviewed in a lessons learned session with the Institute Director after each course.  Once a year in November the Institute Director will provide written feedback to each faculty member that serves as an encouragement for enhanced performance.         

Language(s) that are used in program delivery.

At present English is our only option.  

​

Formats of program delivery:

​

The program is delivered face-to-face, webinar, virtual zoom, and in combination.

​

Intended participants

​

OLC Institute participants are to be developing leaders with 5 or more years workplace experience and intellectual maturity.  Students must be competent in the English language and function on at least on a basic college level. Most helpful would be a high degree of emotional intelligence (EQ) and a passionate willingness to help others and organizations accomplish bold visions.   

Requirements students must meet to enter the program

Students are generally accepted into the OLC Coaching Institute per application and evaluated on the basis of performance.  If performance concerns are noted, students are advised in The Primer Course and not allowed to move to higher expected learning such as The Competent Course.  In these cases students will be allowed to finish The Primer Course without credit from OLC for ICF consideration.  The student and organization will be advised in writing of the decision of the OLC staff not to allow a student to go further for OLC transcript credit.  The confidentiality of the student will be considered in all interactions with the organization and students will receive a copy of any correspondence generated by OLC to the organization.  In cases where we are teaching an organizations internal course – students who cannot meet OLC Institute standards may continue to sit and interact in all that organizations training but will not receive an approved transcript from OLC for ICF consideration.  

Policies on payment of tuition and fees

We share with students that we know that unexpected things happen along the way.  If a student must cancel or reschedule a course, we ask them to email us using to use a Contact Form.  They will have the opportunity to enroll in the next available scheduled course, or choose a different course.  All required class hours must be completed to receive full credit.

​

Organizational Leadership Coaching reserves the right to reschedule or cancel a course or program for any reason.  This may be caused by low enrollment or unforeseen situations beyond our control.  If a course or program is rescheduled or canceled, participants will be notified by email.  Participants may then enroll in the next available scheduled course, choose another course or request a full refund.

Policies on withdrawals and refunds

​

Refunds: Unless there is a cancellation or a mistake on our part, all refunds will include a 5% administration fee.  We ask students to please register carefully and acknowledge this policy with an electronic check mark! 
 

Coaching Ethics

​

As Certified Coaches through the International Coach Federation, We adhere to the ICF CODE OF ETHICS.

​

The ICF Pledge of Ethics

As professional coaches we acknowledge and agree to honor our  ethical obligations to our coaching students, clients and colleagues and to the public at large. We pledge to comply with the ICF Code of Ethics, to treat people with dignity as independent and equal human beings, and to model these standards with those whom we teach/coach. If we breach this Pledge of Ethics or any part of the ICF Code of Ethics, we agree that the ICF in its sole discretion may hold us accountable for so doing. We further agree that our accountability to the ICF for any breach may include loss of our ICF accreditation, membership and/or our ICF credentials.