Mission, Vision, Values

CWF is the Global and Intercultural Network of Coaching-Oriented Professionals and Institutions, including:

  • High Quality Coaching Schools
  • Coaching Programs and Academies
  • Business Schools
  • Coaches, Coaching Professionals
  • Trainers
  • Training Managers
  • HR Directors
  • Publishers
  • Leaders
  • Top Managers
  • CEOs

The mission is to help professionals and institutions in developing a coaching culture, have professional accreditation and useful tools for supporting a widespread Coaching Philosophy and Human Potential Development.

How to do active management training. The guiding principles of good business education, management training and active coaching are:

  1. involvement
  2. concreteness
  3. participation
  4. experiential immersion
  5. do and not just listen.

Management Training and Business Coaching: Guiding Principles for High Quality Training and Coaching

Coaching Schools and Academies, Leaders, Training Managers, HR Directors, and CEOs, form a global network of people that work towards building Human Potential and Personal Growth in any field.

Our scope is also to encourage and support a culture of “Leading by Coaching” for Trainers and Training Managers, HR Directors. Leaders and Managers, and CEOs.

The Vision is to become the largest and highest quality network worldwide for serious and professional Coaching Schools, Academies, Coaching Programs and individual Coaching Professionals, together with Trainers And Training Managers, HR Directors. Leaders and Managers, and CEOs of any institution, firm or corporation.

Tha Values are the improvement of the world through professional and high quality “helping relations” aimed at the expression of the full Human Potential in any form (management, arts, sports, business, science, health, psychology and others).

A core value is the contribution towards building a truly intercultural community in which members can learn both from trainers and coaches and from eachother, and share best practices and useful tools.


Statement of Active Coaching and Active Training Philosophy for Coaching and HR

by Dr. Daniele Trevisani, Fulbright Scholar in Communication & Human Potential, President

Doing active coaching, active training and teaching, means acting on the human factor to feed talents and bring out the extraordinary features of people, and not mortify everything in a “plain of skills” immersed in the fog of “all alike”. Human Resources are really “resources” only when we are able to leverage their full personal potential.

The fundamental model of contemporary training is still that of the “skills gap”: based on the latent question “what gaps do you have compared to the average?” Few trainers and coaches really ask themselves the question of which traits still unexpressed the person has, of what performance he/she could still achieve if only his/her energy, motivation and skills could increase.

Bringing a person back to the average isn’t my teaching goal. Getting people to be the best of what they can be is.

A real coaching and educational event must be sensitive, passionate, powerful, inspiring, and, most of all, true.

Active management training: a manifesto for learning action

To do active and not passive management training and active coaching, you need to go from a “listened” coaching and training – a “one-way coaching/training model” where we have a teacher who speaks and students who listen – to active, experiential training, where the students and clients “act” and get firsthand experience about the critical variables we are working on, and the content we are dealing with.

There are hundreds of active training and active coaching techniques and the real role of a coach and teacher is to be able to choose which of these active techniques gives you more real inner learning and instead of bringing just external knowledge. When an attitude is learned, it can remain for life. When you learn knowledge intended as “knowing” or simple data, this data can disappear from memory in a few hours. On a standard lesson, on one hundred concepts transmitted, how many remain the next day? If, on the other hand, we manage to convey an attitude or a value, this can take root in the person’s mind and in the repertoire of skills forever.

An example is active listening and/or public speaking, for which not even tens of hours are enough to make the person become a truly empathetic and good listener, or a good public speaker, while practical, experiential active listening exercises and/or public speaking exercises, make this goal more achievable and above all, more permanent.

The same goes for sports coaching where the latent question is “how different are you from the average?” so that with a program I can bring you back to an “average level. A serious mistake, which makes one forget which strengths and diversity the person has, and which precisely can be enhanced with coaching.

If we only think of gaps, if we fill them, everything seems to be going well, but so you return to the flock. Nothing to do with the model of “Talent leveraging” (literally, leveraging talent), which would ask “what exceptional and talented person hides in this person, what can this splendid person have to offer to the world, and how can we make his/her talents emerge, enhance them, transform them into concrete expressiveness?”

The central issue is therefore whether to aim for a flattening of skills, or for a healthy balance on which some peaks of skill can stand that make the person unique or extraordinarily useful, effective, happy.

Modifying and strengthening the structure and balance of the person is a difficult art. Increasing and reviewing people’s skills, energies and motivations is one of the most delicate tasks. This result requires decidedly different methods that start with academic lectures and progress more and more into active training.

Management training: to be, not just to appear

The main techniques to be used fall into the repertoire of active training, of Deep Coaching or transformational coaching, as opposed to only incremental coaching, which aims only to add or over-stratify.

It goes all the way to experiential learning, intentional learning deriving from practical, sensorial experiences, which focus entirely on “making people feel”, on “making live” a piece of experience in training and coaching, and not only in telling it.

Doing active training literally means carrying out active training, action-based learning. This means revolutionizing how concepts and teachings are transmitted from the “storytelling” plan (saying, speaking, teaching aloud) to the plan of making something happen (training events, instructional events, training experiences, interpersonal exercises, team exercises, or other experiential inputs).

While in classical training the written text (reading) or oral production of the teacher (listening to a lesson, in any format) is essential, in active training and active coaching the focus becomes the type and modality of practical experience that I manage to generate with a “Direction of training ” and the phase of subsequent internal, and not only external, assimilation that we will be able to produce in the participant.

The behavioral revolution of actively training consists of “speaking” as little as possible and in creating as much action as possible, carried out by those who must learn or be trained.

Touching with your hand has decidedly more effect than “hearing”. Making a participant “stumble” on an error and then reflecting on it has more effect than telling the hypothetical possibility that it will occur.

Being able to enhance a talent is not luck, it is no accident, it is science applied to human potential. A new science of the expressiveness of the person, of the emergence of his most fascinating, unique, rich in value for himself, for others, for companies, even for the human race as a whole.

Coaching and Education that aim at increasing human potential are sacred. And you can start from the small, from the very small, from every single coaching and training session, personal training, or active training, up to an entire course.

If someone (or the economic need) had forced Leonardo da Vinci to be a Chef, maybe we would have had an excellent Chef, but many unrepeatable inventions lost.

And if Einstein hadn’t had someone to discuss his theories without considering him “that strange employee of the Bern Patent Office who believes himself to be a Physicist”, we would probably still be in the Middle Ages of physics and astrophysics.

Facilitating the emergence of potential is the real reason for the existence of teaching. Teaching becomes a deep, inspired and immense act of giving, an active and committed training. Any real educational intervention on the human level become a very wise way to invest energy and time.

I teach and coach with these thoughts in my head and prepare any lesson or coaching session with this approach, even when doing active training is harder that simply “speaking”.

Whenever we are able to increase someone’s human potential, he / she becomes an extra weapon that the Human Race has against ignorance, poverty, misery and an extra beacon for an enlightened humanity, a powerful tool for the material and spiritual freedom of all of us.

Dr. Daniele Trevisani, Fulbright Scholar in Communication

President, Coaching World Federation