Session 18 Lesson Plan - Creating Learning Opportunities

According to the COMENSA Coaching Behavioural Standards Framework, Behavioural Standard 4: Creating Awareness and Opportunities for Learning is the coach's ability to:¹

• Express insights to the client in a way that provides useful and meaningful feedback.

• Enable the client to recognise the impact of their own thoughts and feelings.

• Use the coach's knowledge and experience as a resource without imposing decisions on the client.

COMENSA Standard 4 Markers

These are the practical markers assessors typically look for during a coaching demonstration:

1. Provides constructive feedback respectfully

• Feedback is direct but non-judgmental.

• Feedback increases awareness rather than creates defensiveness.

• Observations are factual rather than interpretive.

• The client remains empowered.

• Feedback serves the client's agenda.

Master Coach example:
"I'm noticing that every option you describe seems to begin with what could go wrong. What are you making of that?"

2. Explores client insights deeply

• Does not stop at the first insight.

• Encourages deeper reflection.

• Expands perspectives.

• Explores assumptions behind conclusions.

• Helps clients connect patterns across situations.

Master Coach example:
"What else might this insight be showing you about yourself?"

3. Stimulates new thinking

• Uses questions that provoke reflection.

• Encourages different perspectives.

• Challenges assumptions respectfully.

• Promotes curiosity.

• Creates opportunities for discovery.

Master Coach example:
"If you knew success was guaranteed, what might you do differently?"

4. Explores thoughts and feelings

• Works with cognition and emotion.

• Helps clients recognise emotional patterns.

• Links emotions to behaviour.

• Explores internal drivers.

• Supports emotional awareness.

Master Coach example:
"What feeling seems to be driving that decision?"

5. Uses coaching tools appropriately

• Selects tools in service of the client.

• Does not overuse models.

• Adapts techniques to the client.

• Uses exercises to deepen awareness.

• Maintains coaching partnership throughout.

Master Coach example:
"Would it be useful to map these competing priorities visually?"

6. Encourages self-discovery

• Client generates their own answers.

• Coach avoids solving problems.

• Learning emerges from the client.

• Client arrives at their own conclusions.

• Ownership remains with the client.

Master Coach example:
"What answer are you discovering for yourself?"

7. Facilitates perspective shifts

• Helps clients see new possibilities.

• Identifies limiting beliefs.

• Encourages reframing.

• Broadens understanding.

• Creates transformational awareness.

Master Coach example:
"How might someone who admires you view this situation?"

8. Creates learning from experience

• Uses current situations as learning opportunities.

• Encourages reflection on actions taken.

• Extracts lessons from success and failure.

• Connects experiences to future growth.

• Integrates learning into daily life.

Master Coach example:
"What is this experience teaching you?"

9. Allows silence and reflection

• Does not rush insight.

• Uses silence effectively.

• Gives space for thinking.

• Allows emotional processing.

• Trusts the client's internal wisdom.

Master Coach example:
"Take your time with that..."

10. Trusts the client's capacity

• Does not force awareness.

• Believes the client is resourceful.

• Respects client pace.

• Supports autonomy.

• Avoids attachment to outcomes.

Master Coach example:
"I trust you'll know what is right for you when you're ready."

11. Invites learning review

(COMENSA Senior Coach marker)

• Asks what was learned.

• Encourages reflection on insights.

• Consolidates awareness.

• Captures key takeaways.

• Reinforces learning.

Master Coach example:
"What have you learned about yourself during this conversation?"

12. Creates transformational awareness

(COMENSA Master Coach marker)

• Awareness shifts identity, not just behaviour.

• Insights create lasting change.

• Client experiences new possibilities.

• Learning affects future decisions.

• Transformation emerges naturally.

Master Coach example:
"How is this changing the way you see yourself?"

Closest ICF Equivalents

COMENSA Standard 4 aligns most closely with:

• ICF Competency 7 – Evokes Awareness

• ICF Competency 8 – Facilitates Client Growth

• Parts of ICF Competency 6 – Listens Actively

Quick Assessment Question

If you are being evaluated by COMENSA, assessors will often ask:

1. Did the coach increase awareness?

2. Did the client generate their own learning?

3. Did the coach avoid giving advice?

4. Was feedback respectful and useful?

5. Was there evidence of new thinking?

6. Did the client gain insight?

7. Were assumptions explored?

8. Was learning consolidated?

9. Did the client own the outcome?

10. Was there evidence of transformation rather than problem-solving?

These are often the strongest markers that separate a competent coach from a senior or master-level coach.

Below is an overview of COMENSA Behavioural Standard 4: Creating Opportunities for Learning

1. Creating Awareness for Learning Opportunities

1. Helps the client recognise that every experience contains learning potential

2. Brings attention to patterns in thoughts, behaviours, and emotions

3. Uses powerful questions to surface hidden assumptions

4. Encourages reflection on both successes and failures as data

5. Supports the client in noticing “what is happening” without judgment

2. Encouraging Self-Discovery

1. Guides the client to generate their own insights rather than giving advice

2. Uses silence and presence to allow deeper thinking

3. Asks exploratory questions like “What do you notice about this?”

4. Reflects client language to deepen awareness loops

5. Helps the client connect past experiences to current behaviour patterns

3. Expanding Perspectives

1. Challenges limited thinking by offering alternative viewpoints through questions

2. Encourages the client to step outside fixed narratives

3. Explores multiple interpretations of the same situation

4. Helps the client see systems, relationships, and wider context

5. Supports cognitive flexibility and openness to new possibilities

4. Facilitating Reflection-in-Action

1. Encourages real-time awareness during coaching conversations

2. Pauses the client when insight emerges to deepen learning

3. Helps the client observe their thinking while speaking

4. Uses summarising to highlight emerging patterns

5. Links present insights to immediate behavioural shifts

5. Linking Learning to Real-World Application

1. Translates insights into practical behavioural experiments

2. Helps the client define clear actions from learning moments

3. Encourages accountability for trying new approaches

4. Explores barriers to implementation before they arise

5. Reinforces learning through reflection on outcomes after action

6. Strengthening Client Ownership of Learning

1. Ensures insights are client-generated, not coach-imposed

2. Reinforces “you discovered this” language

3. Avoids rescuing or over-explaining

4. Encourages clients to articulate their own conclusions

5. Builds independence in the client’s thinking process

7. Using Questions to Deepen Learning

1. Uses open-ended, exploratory questioning

2. Avoids leading or suggestive questions

3. Layers questions progressively to deepen insight

4. Asks “what else?” to expand thinking space

5. Focuses on meaning-making rather than problem-solving only

8. Reinforcing Awareness Through Reflection

1. Summarises key insights without interpretation bias

2. Mirrors client language to reinforce self-recognition

3. Highlights shifts in thinking during the session

4. Helps the client notice progress in real time

5. Encourages journaling or post-session reflection practices

9. Supporting Emotional Learning

1. Helps clients notice emotional triggers and responses

2. Links emotion patterns to behaviour choices

3. Creates safety for exploring difficult emotions

4. Encourages curiosity instead of avoidance

5. Normalises emotional responses as part of learning

10. Embedding Continuous Learning Mindset

1. Encourages seeing life as an ongoing learning process

2. Reinforces experimentation over perfection

3. Frames setbacks as feedback loops

4. Builds resilience through reflective practice

5. Helps clients develop lifelong learning identity

The ICF equivalent of COMENSA Behavioural Standard 4: Creating Opportunities for Learning sits mainly in the ICF “Cultivating Learning and Growth” domain, specifically across three Core Competencies:

• 8. Facilitates Client Growth (Creating Awareness)

• 9. Designing Actions

• 10. Planning and Goal Setting

• (plus part of) 11. Managing Progress and Accountability

But the closest direct match to your COMENSA Standard 4 is:

ICF Core Competency 9: Designing Actions (this is the strongest equivalent)

This competency explicitly includes creating opportunities for learning and action during and between sessions.

1. Closest Equivalent: ICF 9 – Designing Actions (Primary Match)

This is the direct ICF mirror of COMENSA “Creating Opportunities for Learning.”

5 Key Points (ICF equivalent thinking)

1. Creates opportunities for the client to experiment with new behaviours during coaching

2. Encourages exploration of alternative actions and possibilities

3. Supports client-led brainstorming of strategies and solutions

4. Promotes “learning through doing” (action-based learning)

5. Helps the client integrate insights into real-life application

👉 This aligns almost exactly with COMENSA’s focus on learning through awareness → experimentation → application

2. Supporting Equivalent: ICF 8 – Creating Awareness

(COMENSA equivalent: Awareness for learning opportunities + reflection)

5 Key Points

1. Helps client see patterns in thinking, emotion, and behaviour

2. Facilitates new perspectives and reframing of experience

3. Uses questioning to deepen insight and self-discovery

4. Identifies gaps between perception and reality

5. Builds awareness that becomes the foundation for learning

👉 This is the “inner learning engine” behind COMENSA Standard 4

3. Application Layer: ICF 10 – Planning and Goal Setting

(COMENSA equivalent: Linking learning to structured development)

5 Key Points

1. Translates insights into structured development goals

2. Creates clear, measurable learning outcomes

3. Adjusts plans based on ongoing learning

4. Identifies resources to support continued growth

5. Aligns learning with long-term client vision

4. Accountability Layer: ICF 11 – Managing Progress

(COMENSA equivalent: Embedding learning into behaviour change)

5 Key Points

1. Holds client responsible for implementing learning actions

2. Tracks progress between sessions

3. Encourages reflection on results of experiments

4. Reinforces consistency in behavioural change

5. Strengthens client ownership of growth process

Simple Mapping Summary

COMENSA Behavioural Standard 4

Closest ICF Equivalent

Creating opportunities for learning

ICF 9: Designing Actions (core match)

Awareness for learning

ICF 8: Creating Awareness

Turning learning into structure

ICF 10: Planning & Goal Setting

Sustaining learning outcomes

ICF 11: Managing Progress

Master Coach Insight (Important Distinction)

• COMENSA language: “Creating opportunities for learning” (explicit developmental intent)

• ICF language: “Facilitating learning and results” (more outcome + action oriented)

So:

COMENSA is slightly more learning-process focused,
ICF is slightly more results-and-action integrated

Here are 20 points on Facilitating Client Growth (ICF + COMENSA-aligned coaching practice), framed at a professional/master coaching level:

1. Elicits awareness that leads to action – Helps the client connect insight to real-world behaviour change.

2. Supports client-defined goals – Keeps growth anchored in what the client truly wants, not what the coach assumes.

3. Encourages ownership of outcomes – Ensures the client takes full responsibility for decisions and progress.

4. Facilitates insight over advice-giving – Uses powerful questions instead of directing or instructing.

5. Identifies limiting beliefs – Gently surfaces assumptions that restrict growth and possibility.

6. Reframes perspectives – Helps the client see situations from expanded or alternative viewpoints.

7. Strengthens client resourcefulness – Draws attention to existing strengths, skills, and past successes.

8. Encourages experimentation and action learning – Promotes learning through doing rather than overthinking.

9. Holds space for discomfort in growth – Allows tension, uncertainty, and resistance without rushing to fix it.

10. Tracks progress without judgment – Reviews movement toward goals neutrally and constructively.

11. Aligns actions with values – Ensures behavioural change is consistent with client identity and values.

12. Builds accountability structures – Co-creates clear commitments and follow-through mechanisms.

13. Encourages reflection and integration – Helps clients make meaning from experiences and sessions.

14. Explores consequences of choices – Deepens awareness of impact before decisions are made.

15. Supports behavioural change planning – Turns insight into practical, step-by-step actions.

16. Reinforces client autonomy – Avoids dependency and strengthens independent decision-making.

17. Facilitates breakthrough thinking – Challenges habitual thinking patterns to unlock new possibilities.

18. Normalises setbacks as learning – Frames failure or resistance as data, not defeat.

19. Connects present actions to future identity – Helps clients act from who they are becoming, not just current habits.

20. Closes sessions with clarity and commitment – Ensures each session ends with defined next steps and intention.

Here are 20 points on ICF Core Competency 9: “Designing Actions, Planning and Goal Setting” aligned with COMENSA coaching standards:

1. Co-creates action steps with the client – Ensures actions are designed collaboratively, not prescribed by the coach.

2. Aligns actions with client goals – Keeps every step directly connected to the client’s stated outcomes.

3. Encourages realistic and achievable planning – Supports plans that fit the client’s current capacity and context.

4. Breaks goals into manageable steps – Translates big goals into clear, actionable milestones.

5. Explores multiple action options – Helps the client generate several possible pathways forward.

6. Supports prioritisation of actions – Assists the client in deciding what matters most right now.

7. Ensures actions are time-bound – Encourages clear timelines for accountability and momentum.

8. Checks alignment with values and identity – Ensures actions reflect who the client is and wants to become.

9. Identifies potential obstacles in advance – Helps the client anticipate challenges before they occur.

10. Develops contingency strategies – Plans alternative actions if obstacles arise.

11. Encourages client ownership of action plans – The client, not the coach, owns the plan and execution.

12. Strengthens commitment to action – Elicits clear verbal or written commitments from the client.

13. Supports experimentation and flexibility – Encourages trying, adjusting, and iterating rather than perfection.

14. Links insight to concrete behaviour change – Converts awareness gained in session into real-world actions.

15. Explores motivation behind actions – Deepens understanding of why the action matters to the client.

16. Uses scaling and progress measures – Helps clients assess readiness and track advancement.

17. Encourages accountability structures – Co-designs ways the client will stay on track between sessions.

18. Reinforces learning through action – Treats every action as an opportunity for feedback and growth.

19. Ensures clarity of next steps before session ends – Leaves no ambiguity about what happens after coaching.

20. Supports sustainable behaviour change – Focuses on actions that can be maintained over time, not just short-term wins.

Below is a COMENSA-aligned interpretation of ICF Core Competencies 10 and 11 (2019). These reflect professional/master coaching expectations around planning, goal setting, progress, and accountability.

10. Planning and Goal Setting (ICF + COMENSA aligned)

1. Co-creates clear, meaningful goals with the client

2. Ensures goals are client-defined, not coach-imposed

3. Aligns goals with the client’s values and identity

4. Translates broad aspirations into specific outcomes

5. Clarifies what success looks like for the client

6. Ensures goals are realistic within the client’s current context

7. Breaks long-term goals into short-term milestones

8. Identifies priority goals when multiple objectives exist

9. Explores motivation behind each goal

10. Strengthens emotional commitment to the goal

11. Encourages ownership of goal selection and design

12. Identifies required resources for goal achievement

13. Anticipates potential barriers to goal attainment

14. Builds flexibility into goal structures where needed

15. Encourages experimentation in how goals are approached

16. Connects goals to broader life purpose or direction

17. Ensures clarity on timelines and expected outcomes

18. Helps client distinguish between urgent vs important goals

19. Encourages review and refinement of goals over time

20. Supports goals that promote sustainable change, not quick fixes

11. Managing Progress and Accountability (ICF + COMENSA aligned)

1. Establishes clear measures of progress with the client

2. Co-creates accountability structures agreed by the client

3. Encourages consistent tracking of commitments

4. Reviews progress without judgment or criticism

5. Helps client reflect on successes and challenges objectively

6. Identifies patterns in follow-through or resistance

7. Supports client responsibility for their own actions

8. Encourages honesty in reporting progress

9. Holds space for setbacks as learning opportunities

10. Recommits client to goals after deviations or delays

11. Explores what supports or hinders accountability

12. Encourages client-driven solutions to maintain momentum

13. Reinforces learning from both success and failure

14. Adjusts plans when circumstances change

15. Strengthens intrinsic motivation for follow-through

16. Encourages regular reflection between sessions

17. Ensures accountability is empowering, not punitive

18. Uses progress to refine future actions and goals

19. Celebrates meaningful milestones and shifts

20. Ensures each session ends with clear next steps and commitments

COMENSA Integration (Applied Coaching Standard Lens)

Across both competencies, COMENSA-aligned coaching emphasises:

• Ethical partnership – client autonomy is never compromised

• Client-centred process – the client defines direction and meaning

• Non-directive facilitation – coach avoids prescribing solutions

• Cultural and contextual sensitivity – goals and accountability fit lived reality

• Respect for client dignity – progress is explored without judgment

• Transformation through awareness and action – insight must translate into behaviour

• Sustainable change focus – emphasis on long-term integration over short-term performance

• Reflective practice – learning is continuously integrated into action cycles

COMENSA 4 + ICF Equivalent: Creating Opportunities for Learning

1. Core Principle of Learning

What is the primary purpose of “creating opportunities for learning” in coaching?

A) To teach the client new skills
B) To help the client gain awareness through experience
C) To give expert advice
D) To correct client behaviour

Answer: B

Explanation: Learning in coaching is experiential and awareness-based, not instructional.

Master Coach would say:
“What are you noticing about yourself as this situation unfolds?”

2. Learning Through Awareness

What best supports learning in a coaching session?

A) Explaining concepts
B) Asking reflective questions
C) Providing solutions
D) Giving feedback only

Answer: B

Explanation: Reflection creates internal insight and learning.

Master Coach would say:
“What did you just become aware of in that moment?”

3. Experience-Based Learning

How does a coach best facilitate learning?

A) Theorising about behaviour
B) Encouraging experimentation
C) Teaching models
D) Analysing mistakes

Answer: B

Explanation: Learning is strengthened through action and experimentation.

Master Coach would say:
“What is one small experiment you could try this week?”

4. Client Insight

What indicates learning has occurred?

A) The client agrees with the coach
B) The client memorises advice
C) The client gains new awareness
D) The session ends quickly

Answer: C

Explanation: Learning is internal insight, not compliance.

Master Coach would say:
“What is the key insight you’re taking from this?”

5. Non-Directive Learning

What should a coach avoid when creating learning opportunities?

A) Asking questions
B) Allowing reflection
C) Teaching solutions
D) Exploring options

Answer: C

Explanation: Teaching limits client discovery.

Master Coach would say:
“What do you think is the right direction for you here?”

6. Encouraging Exploration

What best supports learning expansion?

A) Narrowing options quickly
B) Exploring multiple perspectives
C) Giving answers
D) Avoiding uncertainty

Answer: B

Explanation: Learning grows through expanded perspectives.

Master Coach would say:
“What else might be true here that you haven’t considered?”

7. Reflection in Learning

What is the role of reflection?

A) To summarise facts
B) To deepen meaning and awareness
C) To judge performance
D) To speed up decisions

Answer: B

Explanation: Reflection converts experience into insight.

Master Coach would say:
“What stands out most for you when you reflect on this?”

8. Emotional Learning

How should emotions be treated in learning?

A) Ignored
B) Used as data for insight
C) Controlled by coach
D) Reframed immediately

Answer: B

Explanation: Emotions carry important learning signals.

Master Coach would say:
“What is this emotion teaching you right now?”

9. Learning Through Challenge

What role does challenge play in learning?

A) It should be avoided
B) It creates discomfort but deepens awareness
C) It reduces trust
D) It speeds up coaching

Answer: B

Explanation: Growth happens through constructive discomfort.

Master Coach would say:
“What is uncomfortable here that might be important for your growth?”

10. Experimentation

Why is experimentation important?

A) It replaces reflection
B) It tests learning in real life
C) It reduces thinking
D) It avoids planning

Answer: B

Explanation: Learning is validated through real-world testing.

Master Coach would say:
“What would happen if you tried this in a small way this week?”

11. Pattern Recognition

What helps deepen learning?

A) Ignoring patterns
B) Identifying repeated behaviours
C) Changing topics
D) Giving advice

Answer: B

Explanation: Awareness of patterns leads to transformation.

Master Coach would say:
“What pattern are you starting to notice in your decisions?”

12. Client Ownership of Learning

Who owns the learning process?

A) Coach
B) Client
C) Organisation
D) Training model

Answer: B

Explanation: Learning must be self-generated to be sustainable.

Master Coach would say:
“What are you discovering for yourself here?”

13. Insight vs Advice

What distinguishes learning from advice?

A) Advice is faster
B) Insight is internally generated
C) Advice is more accurate
D) Insight comes from experience only

Answer: B

Explanation: Insight is self-generated, making it more powerful.

Master Coach would say:
“What conclusion are you drawing from your own experience?”

14. Awareness Expansion

What is a key coaching function?

A) Limiting options
B) Expanding awareness
C) Giving instructions
D) Evaluating performance

Answer: B

Explanation: Coaching expands perception and understanding.

Master Coach would say:
“What becomes possible when you look at this differently?”

15. Learning from Setbacks

How should setbacks be treated?

A) As failure
B) As data for learning
C) As mistakes to avoid
D) As coach responsibility

Answer: B

Explanation: Setbacks are feedback, not failure.

Master Coach would say:
“What is this situation teaching you about your approach?”

16. Integration of Learning

What ensures learning lasts?

A) Repetition of advice
B) Reflection and application
C) Coach reminders
D) Session summaries

Answer: B

Explanation: Integration requires reflection and action.

Master Coach would say:
“How will you apply this insight in your daily life?”

17. Curiosity in Learning

What is the role of curiosity?

A) To test the client
B) To deepen exploration
C) To challenge authority
D) To close sessions faster

Answer: B

Explanation: Curiosity opens new learning pathways.

Master Coach would say:
“I’m curious—what else might be underneath this for you?”

18. Learning Ownership

What supports stronger learning?

A) Coach interpretation
B) Client meaning-making
C) Structured teaching
D) External validation

Answer: B

Explanation: Meaning-making must come from the client.

Master Coach would say:
“What meaning are you making from this experience?”

19. Learning Momentum

What builds learning momentum?

A) Over-analysis
B) Small consistent actions
C) Long discussions
D) Avoiding change

Answer: B

Explanation: Action reinforces learning.

Master Coach would say:
“What small step will help you build on this insight?”

20. Transformational Learning

What defines transformational learning?

A) Behaviour change only
B) Deep shift in awareness and identity
C) Advice implementation
D) Performance improvement only

Answer: B

Explanation: Transformation changes perception, identity, and behaviour.

Master Coach would say:
“How is this changing the way you see yourself?”