EMCC Accreditation for Coaches

Team Coaching – Practitioner

A comprehensive, six-month accreditation in team coaching skills

EMCC Level 5 Certificate in Team Coaching (Includes Exam): OTS10583

What is Team Coaching?

“Partnering in a co-creative and reflective process with a team on its dynamics and relationships in a way that inspires them to maximize their abilities and potential in order to reach their common purpose and shared goals.” 

Programme Purpose

For you to develop a high level of confidence conducting team coaching assignments with intact teams internally or externally.

Successful completion results in personal accreditation as a Team Coach with EMCC Global at Practitioner level within six months.
EMCC Global Logo

Target Audience

Participants on this programme must have at least 100 hours of coaching experience, working with a range of clients.

Ideally, your individual coaching will be accredited at Practitioner level or above (equivalent to ICF ACC or ILM Level 5). 

Prior experience as a facilitator of teams or groups is also recommended.

Our Approach

We have designed this programme to align well with the life of a busy professional. Training modules are short and well-spaced over six months.

Sessions are closer together in the first half of the programme, with more emphasis on self-directed learning in the second. All modules are delivered virtually.

Practice with a real team is an essential element of the course. Participants are expected to find at least one team to coach during the training.

The Course at a Glance

6 months total duration

75 hours total qualification time

10 × live online workshops

5 × practice sessions

Self assessment against learning outcomes

3,000 word essay

Download the course prospectus

Session 1

Programme Launch

The purpose of this initial session is to ensure clear expectations for the entire programme and set the process in motion. Following this session, learners will meet with their practice team leaders to explore the requirement and agree dates for the forthcoming team coaching relationship. They will also schedule discovery calls with members of their practice teams, to take place prior to Session 3. We use this session to outline  fundamental principles and processes of team coaching.

Session Summary

Programme Introduction

Welcome. Introductions. Definitions, principles, standards, models and processes of team coaching. Course overview. Accreditation details. 

Homework

Reflective Journal

Reflective journal entry linking to team coaching core standards. Review and discuss content relating to the team coaching journey and process.

Intitial Tutorial

Initial 1:1 with Faculty

Meet programme faculty to discuss your learning journey and personal objectives. Why are you attending the programme and what do you want to get out of it?

Session 2

The Team Coaching Journey

We begin by reviewing initial contact with practice teams – “What are the idiosyncrasies, blockers, enablers and surprises emerging as you initiate your team coaching relationships? How can we learn from this to develop a mature, robust and flexible model of team coaching?”. In-depth discussion of the ‘enquiry’ stage: how best to learn about a team before the first session. Link to core models of team coaching, notably Peter Hawkins’ Five Disciplines model, and also David Clutterbuck’s PERILL.

Session Summary

A Special Focus on Team Coaching Models

We introduce a range of team coaching models, clarifying the strengths and focus areas of each. Inviting learners to select or develop their preferred approach.

Client Contact

Discovery Interviews

Conducting discovery interviews with members of the practice team. Collating the data from this to draw out themes and design the first session.

Homework

Reflective Journal

The reflective journal for this stage includes creating an agenda for the first session, explaining the rationale for the approach taken.

Session 3

Team Purpose

The purpose of this session is for learners to prepare for their first encounter with their practice teams.  Each individual’s plan will be unique, and we’ll start the session by comparing notes, observing how each team coach has adapted the template according to the distinctive requirements of their team’s context. We revisit Team Purpose and discuss various techniques learners may employ to address this in their first session.

Session Summary

Clarifying Team Purpose

We discuss principles and techniques for uncovering team purpose, including exercises such as Stakeholder Voices and Three Horizon Thinking.

Client Contact

 

Team Coaching Session One

Meet team leader to agree agenda, then conduct Team Coaching Session One (TC1), including clarification of team purpose.

Homework

Reflective Journal

How did your first team coaching practice session go? What are you proud of? What went well? What do you wish you had done differently? 

Session 4

Team Ways of Working

The focus is now on supporting practice teams to define their working agreements, or team charter in preparation for team coaching practice session two. This format, i.e. clarifying team purpose and ways of working at the start of the relationship is a powerful way to get the conversation started. But it is not mandatory – this programme encourages the development 

Session Summary

Introduction to Team Charters

The rationale for a team contract. Principles of team ‘working agreements’. Goals, Roles, Processes and Interpersonal Relationships. Introducing working ’emergently’.

Client Contact

Team Coaching Session Two

Meet team leader to review progress. Conduct Team Coaching Session Two (TC2). Including development of team charter, focusing on ways of working together.

Homework

Reflective Journal

How was Team Coaching Session Two? How well did your plan survive contact with the group? What did you learn about ‘working emergently’?

Session 5

Team Diagnostics

As learners progress into their team coaching relationships, the focus expands and becomes less predictable. Team diagnostics provide guidance, ensuring energy is spent on topics that demand the greatest attention. The purpose of this session is for learners to come away feeling confident working with at least one team diagnostic and have a plan for how they will use this in their third team coaching session.

Session Summary

Application of a Diagnostic

All learners will use Clutterbuck’s PERILL survey with their teams. Understanding and using the report to ensure the success of Team Coaching Session Three.

Client Contact

Team Coaching Session Three

Conduct TC3 – using the PERILL report to enhance and focus the conversation that the team members most need to have between each other.

Homework

Reflective Journal

Evaluation of practice team progress. What is working, and why? Consideration of other factors, e.g. diversity and intercultural intelligence.

Session 6

Psychological Safety

The first three team coaching practice sessions were planned in advance. But TC4 and TC5 have no predefined agenda, allowing learners to work in an ’emergent’ way. The focus is more on enabling psychological safety and trust, allowing team members to give voice to the issues they feel most demand discussion. Session 6 is focused on creating the conditions in which team members feel safe enough to do this. 

Session Summary

Creating the Conditions for Trust

We offer several points of entry, e.g Amy Cuddy’s work on Psychological Safety, Patrick Lencioni’s Five Dysfunctions of a Team, and the use of experiential activities.

Client Contact

Team Coaching Session Four

Meet with team leader to plan TC4, including time for the team to define its own agenda, e.g. to explore PERILL results not yet addressed. Conduct TC4.

Homework

Reflective Journal

This journal entry dives deeper into your thoughts and observations about group dynamics, with a specific focus on the psychological roles that people play.

Session 7

Overcoming Stuckness

We take a deep dive into ‘handling stuckness’. This refers to those times when dynamics within the team inhibit forward movement, creativity, or productivity. How do we unlock the team? Answering this question involves understanding psychological roles in groups, focal issues that often lead to stuckness, and using ‘polarities’ to understand opposing perspectives. We cover these topics and discuss how to initiate the conversation. Learners also use this session to prepare for TC5.

Session Summary

Overcoming Stuckness

Looking at what to do when stuckness occurs: focal issues, polarity management. Preparing for the final practice session with volunteer teams.

Client Contact

Team Coaching Session Five

Closing down the relationship with the group also involves supporting the team leader to take over as the team coach – integrating this into their ongoing role.

Homework

Written Work

Exploring lessons learnt from completing one full team coaching practice relationship. Making a start on the 3000 word essay: ‘Who am I as a Team Coach?’

Session 8

Thinking Systemically

Now that the practice sessions are over, the final stages of the programme are more reflective and less experiential. Session 8 reviews the completed series of team coaching practice sessions via a systemic lens. With recently gained experience, how do learners make sense of systems thinking theory. We discuss what a systemic lens actually means for a team coach.

Session Summary

Introducing Systems Theory

Reviewing models of system, including a focus on Interconnectedness, Feedback loops, Emergence, Adaptability. Complex dynamic systems. Living systems.

Homework

Your Personal Philosophy of Team Coaching

Prepare a brief presentation for Session 9, to answer the following question: what is your overarching, integrated framework or core philosophy of team coaching?

Homework

Submit Recording

Graduation and accreditation as a team coach requires you to submit a 30-minute recording of your work, selected to provide an insight into how you work.

Session 9

Your Team Coaching Model

Learners present their own model of team coaching to the group. This has the dual benefit of focusing the mind of each learner on their own work and also providing everyone with opportunities to learn from each other. Following this session, individuals carry out a self-assessment exercise, based on the learning outcomes. This forms part of the overall assessment process and acts as preparation for the final tutorial with course faculty.

Session Summary

Your Unique Approch

Check-in and peer support. Individuals to present and discuss their team coaching model. Feedback and discussion.

Homework

Self-Assessment

Our approach to assessment combines faculty observation with your own, personal self-assessment, linked to the course learning outcomes.

Homework

Submit Essay

The 3000-word essay is due after before Session 10. It consolidates everything you have learnt on the course and describes your identity as a team coach.

Session 10

Practicing Professionally

The final session closes the programme by looking at what it means to practice in a professional way. This means abiding by a code of ethics, receiving regular supervision, attending the requisite amount of CPD, maintaining accurate logbooks, and reflecting on team coaching practice amongst other things. 

Session Summary

Setting you up to Succeed

Time is taken to consider ethical dilemmas that may arise in team coaching, we also discuss how to approach ‘development planning’ as a team coach.

Homework

Formative: the Developmental Function

How the supervisor supports the supervisee to improve their competence as a coach.

Final Tutorial

Final 1:1 with Faculty

One-to-one meeting with faculty to discuss overall learning experience and outcomes.

Programme Standards

The following EMCC standards are integrated throughout the course

  1. Multi-stakeholder contracting; relationship management.
  2. Multi-stakeholder diagnostics.
  3. Evidence-based methods of team effectiveness.
  4. Systems thinking and group dynamics.
  5. Team coaching models and approaches.
  6. Managing the team coaching process.
  7. Experimentation and adaptability.
  8. Partnering with other coaches and facilitators.
  9. Developing your own team coaching practice.
  10. Supervision and reflective practice.
  11. Understanding self and self-development.
  12. Self-care and resilience.

Online Learning Platform

We use a very user-friendly online learning platform which acts as a secure base for all the work that we do over the 6-month period.

All the handouts contained within the programme will be available here, along with homework assignments and space for community discussion.

The platform acts as a container for the learning journey undertaken by participants. Progress is indicated visually, and overdue tasks are highlighted.

Each module has a Community Discussion area where participants will share resources and reflections. Sessions are also followed up with a fun quiz.

Online Learning Platform
ENQUIRE ABOUT THIS PROGRAMME
CTP Preferred Supplier
EMCC Global ESQA
EQA EMCC Global

EMCC Accreditation for Coaches

Coaching Skills
Team Coach Training
Supervision Training
CPD for Coaches
©2025
EMCC Accreditation for Coaches
EMCC Accreditation for Coaches
Privacy Overview

This website uses cookies so that we can provide you with the best user experience possible. Cookie information is stored in your browser and performs functions such as recognising you when you return to our website and helping our team to understand which sections of the website you find most interesting and useful.