Jonathan Passmore

University of Reading · Henley Business School

This article is based on original qualitative research involving key stakeholders from across the coaching eco-system and advances a call to action inspired by a growing vanguard of coaching practitioners, researchers and thought leaders seeking to deploy coaching in support of the global movement for racial justice and equity. The research, using...

While leaders are scrambling to take up the issue of Diversity and Inclusion (D&I) in the context of the heightened consciousness of systemic and structural racism prompted by the BLM campaign, the world of coaching has been slow to engage with the issue of racial justice. This year-long qualitative study responds to a gap in coaching literature wh...

What is Coaching? Almost every coach knows the answer to this question. However, a comprehensive answer requires a description of coaching which differentiates it from other interventions. Defining coaching, and describing its unique characteristics, is a cornerstone of the profession. With a definition in place, the coach can start to construct th...

This is a handbook with contributions from experts from both science and practice, which contribute to the further development of evidence-based coaching by providing current, scientifically founded, and practically applicable knowledge for coaches and coaching trainings. In our handbook, we have chosen to focus on basic scientific constructs, theo...

The original inspiration for this handbook came from discussions with academics and coaching practitioners at the European Association of Work and Organizational Psychology (EAWOP) Congress in Münster, Germany, in May 2013. A position paper on “Coaching – Practice or science based?” (Greif, 2013) traced the history of coaching and its relationship...

Workplace coaching is a rapidly growing industry, and while there has been some research carried out to explore the effectiveness of coaching and to evaluate coaching outcomes, there has been very little research to underpin coach development and how coaches best develop coaching competence for workplace coaching. Self‐awareness is perceived by man...

This conceptual paper explores the development of coaching, as an expression of applied positive psychology. It argues that coaching is a positive psychology dialogue which has probably existed since the emergence of sophisticated forms of language, but only in the past few 1000years, has evidence emerged of its use as a deliberate practice to enha...

The Global Coach Survey, undertaken in partnership with Henley Business School, EMCC, and CoachHub, contains the results from a survey of 1200 coaches from across the world. Undertaking in Summer 2021 it explored themes as the coach community emerged from Covid-19, from the impact of the virus, to the growth of digital coaching, from team coaching...

Aims and purpose This report, informed by original research by Roche and Passmore (2021) with key stakeholders across the coaching ecosystem , is a call to action inspired by coaching practitioners, researchers and thought leaders seeking to deploy coaching in support of the global movement for racial justice and equity. The research gives primacy...

This report, informed by original research by Roche and Passmore (2021) with key stakeholders across the coaching eco-system, is a call to action inspired by coaching practitioners, researchers and thought leaders seeking to deploy coaching in support of the global movement for racial justice and equity. The research gives primacy to the marginalis...

It is proposed that it is critical that coaches are highly self-aware to be effective at facilitating the development of self-awareness in their clients. Accordingly, self-awareness is included in the competency frameworks of the coaching professional bodies, yet there is a lack of evidence supporting how coaches develop self-awareness. This is pro...

Purpose: More context-specific research regarding the praxis of organisational coaching was needed for increased understanding of this emerging profession. Whilst progress was being made internationally, African coaching practice research was sparse, leading to potentially false assumptions about local praxis based on international trends. The aim...

LEGO® SERIOUS PLAY® (LSP) within a positive psychology (PP) framework is an under-researched, creative group-work tool that aims to develop positive qualities through the creation of Lego models, metaphors and storytelling. The paper’s purpose is to explore the potential use with individual coaching clients as a means to opening up coaching convers...

Self-awareness is often seen as a critical component in leadership and career success, and has therefore become a feature in MBAs, leadership development, and management education. It has become a popular “buzzword” in management literature, yet when reviewing this literature, there appears to be no consistent definition of the construct. This arti...

Learning to reflect in order to improve one’s own practice is seen as increasingly important across a range of professions, from teaching to counseling, and from management to clinical work. We have argued in Chap. 1 that knowing the self and managing the self are key skills for every coach. The ICF competencies also draw our attention to reflectiv...

The Gestalt approach aims to help clients to reconnect with their ‘whole selves’, to understand their physiological reactions to the issues, as well as their thoughts and feelings, and how these affect them in the here and now. Gestalt coaching encourages clients to identify and reflect on their patterns of behavior and through their insights to te...

While many of the other psychological approaches to behavioral change focus on the problem, solution-focused approach challenges this mindset. The approach has its origins in Brief Solution Focused therapy which avoids analyzing the problem and instead encourages a focus on identifying solutions. Solution focused coaching, like many of the other ap...

The GROW model is possibly the most popular coaching framework in use across the world. Its popularity is due to the combination of its simplicity as a ‘four box model’ combined with its power to summarize a step-by-step route to problem solving, making use of psychological theory along the way.

All coaches come across ethical dilemmas in their practice. This may be about whether they can work with two different members of the same team in an organization, or whether to report illegal practices to regulators. Ethics is about making choice about what we consider as “right” or “wrong” and is an essential component of good coaching as well as...

As part of a self-regulating industry, coaches can provide consistent value to their clients by actively engaging in Continuing Professional Development (CPD) activities so that they can ensure that their skills are still active, current, relevant, and of a high standard. Such professional development can come in many different forms and is covered...

This chapter introduces the ICF Coach Knowledge Assessment (CKA), explains its purpose and describes the assessment process (ICF, 2020a). We also look at how you can best prepare for this assessment for a successful outcome.

A common challenge for many coaches is remaining present during a coaching session. We can often be distracted by events that have taken place before the session, as we think about the previous coaching session, by events during the coaching sessions, as our mind wanders on from what the client has been saying, or as our mind moves on to think abou...

With this competency, we continue to look at how the coach co-creates the relationship with their client and in this case the focus is on the extent to which the coach is present to and curious about what the client is saying and who the client is. The skill and quality of this partnering is also significant in terms of how and how much the coach a...

Many coaches ask what best practice is in taking notes during a coaching session. The ICF does not offer any specific guidance on note taking. Advice is limited to maintaining the confidentially of information and expecting coaches to be in compliance with national legislation, such as data protection. In this chapter we explore ideas around note t...

This chapter introduces the International Coaching Federation (ICF) Core Competency model. We begin with a brief history of how the core competency model came about along with an overview of the job analysis that gave rise to the most recent body of work being approved in September 2019. We also share a high-level overview of the model, along with...

Cognitive behavioral coaching (CBC) emerged from cognitive behavioral therapy and the work of therapists like Arnold Lazarus, Aaron Beck, and Albert Ellis in the 1960s and 1970s and has been developed by writers such as Windy Dryden in the 2000s. The approach aims to help clients recognize the connection between their thoughts, feelings, and behavi...

From our experience we find that new coaches like to learn new techniques to try out. For this reason, we have included a selection in this book. We have included techniques in the individual chapters and added to these in this section with additional techniques.

In Chap. 3 we argued that self-awareness was an important aspect for the coach, and we offered some ideas for becoming more self-aware through using different lens to consider who we are. These included psychometrics as well as self-reflection and journaling. We believe the same principles apply to thinking about our clients. We believe each is a u...

The second competency in the Foundation Domain is Embodies a Coaching Mindset. This is a new competency that emerged from the most recent coaching job analysis conducted by the ICF as well as a qualitative study of coach’s learning journeys completed by the ICF Academic Research team. Many of the core coaching tasks, knowledge and attitudes identif...

This domain comprises the three competencies of (3) Establishes and Maintains Agreements, (4) Cultivates Trust and Safety and (5) Listens Actively. It is a collection of competencies which relate to the logistics involved prior to and within coaching engagements and sessions, as well as those which lead to client growth and development.

This final competency sits under the domain of Cultivating Learning and Growth and epitomizes the overarching function and purpose of the coaching process. The specific use of the words learning and growth immediately tells us that coaching is not just about solving a problem, working on an issue, reaching a goal, or addressing a challenge. It is a...

The humanistic approach (sometimes called person-centered approach) is in some ways at the very heart of coaching. This approach embraces the belief that within all of us is a ‘self-righting reflex’. This links well to coaching, where we hold the perspective that our clients are creative, resourceful, and whole. It also relates well to the idea tha...

In coaching, understanding who we are, is as important as understanding what is coaching. The coach plays a central role in the work with the client. We might even say the coach is the tool in the coaching relationship. By understanding themselves the coach can help get out of the way of the work the client needs to do, as well as using themselves...

We now look at the first of two competencies concerned with the effective communication of the coach which involve communication and methods of evoking awareness in the client.

This paper aims to provide an analytic review of contemporary coaching evidence and future research directions through reviewing the development of coaching (e.g., executive, health, and life coaching) and coaching psychology definitions. We offer alternative perspectives from psychologist and nonpsychologist coaching practice in the development of...

Coaching supervision has become the dominant model of reflective practice in the UK. This study sought to explore coach and supervisor perceptions of supervision, and critically observe supervision practice. The study utilized an observational design and semi‐structured interviews. The study involved an observation of a coaching session, which was...

Resistance from coachees is a problem met by executive coaches in all fields. The continued interest in executive coaching by organizations has seen coaching beginning to be used more widely. An increasing number of low and average performing managers are following their high performing peers into the executive coaching room. One particular challen...

Psychodynamic psychology has its roots in the therapeutic setting and is an approach that focuses on the psychological forces that underlie human behavior, feelings and emotions. It particularly focuses on the dynamic relationship between conscious and unconscious motivation.

A systems approach can describe how the client’s scope of attention might expand beyond that of their immediate goal and extend to include factors such as their role, the team, the organization, industry sector, economic sector and even national, cultural and historical background. Having some level of understanding of and sensitivity to these fact...

In this chapter we will review the Universal Eclectic Coaching model. The model draws on the eight most popular approaches from psychology and applies these to coaching. We will look at each of the psychological models and how each can be applied to coaching, with a focus on the most popular approaches used within coaching; person-centered, behavio...

Continuing Professional Development (CPD) is an important aspect of professional coaching and is integral to the embodiment of a coaching mindset. This chapter looks at how CPD is defined as well as the many benefits it offers to coaches, not just in terms of their professional growth and development, but also its positive impact on the development...

Since coaching started its development as a separate discipline in the early 1980s (Brock, 2012; Passmore & Theeboom, 2016) definitions of coaching have been part of the debate within coaching practice and research. Almost every book, article and blog has offered a viewpoint as to ‘what is coaching?’

The second of the two competencies concerned with the effective communication of the coach is Evokes Awareness. The competency and job analysis process identified and analyzed certain “kernels” that emerged as highly effective characteristics in the coaching process. These included:

Supervision has become an important element within coach continuing professional development, and while it’s not the only way for coaches to reflect on their practice, the use of supervision as a mechanism is now widely accepted. Moreover, purchasers of coaching services want to know that they are buying the best and knowing that a coach is in supe...

In this chapter we focus on Personal Development Plans (PDP). PDPs are an important aspect of developing our coaching practice and we begin by sharing what is understood by the term personal development plan along with the purpose and benefits of this as an ongoing process. We also look at some of the underlying theory in support of PDPs and the pr...

There is much discussion in professional coaching circles about coach development. The ICF have their own terms for the journey a coach takes in their development from student to associate credentialed coach (ACC) to professional credentialed coach (PCC) and finally to master coach (MCC). In this book we have focused our thinking around the term ‘m...

Contracts are an essential element in the work we do with clients. They enable a shared understanding between the main parties; the organizational clients who be paying for the coaching, as well as individual clients. Research evidence (Passmore et al. 2017) confirms that a reasonable proportion of coaches don’t use written contracts in their pract...

The completion of the ACC accreditation is only the first step in your coaching journey. Most coaches aspire to become a PCC or an MCC. The journey toward these is based on reflective practice, during which the coach continues to apply their skills, builds their experience as a coach and also engages in further coach training.

The next competency in this domain is Cultivates Trust and Safety. Whilst this chapter focuses Competency 4 specifically, its close relationship with Competency 5: Maintains Presence is significant. It is the combination of these two competencies along with the depth and thoroughness of partnering undertaken in Competency 3: Establishes and Maintai...

Coaching has grown dramatically over the past two decades with a proliferation of different models. While a number of coaching schools and coaches still adopt a one size fits all approach to their coaching, we have consistently argued throughout this book that coaches are likely to be best placed to help their clients when they are able to draw fro...

The Foundation Domain is focused on how coaches should conduct themselves while coaching and in all interactions with related individuals. From a broader competency-development view, the competencies within the foundation domain would be considered a set of coach-focused competencies (i.e., describing who the coach “is;” the “being” of the coach),...

This mixed‐methods study reviewed the role of coaching in the driver development environment. The study sought to explore the impact of coaching as a learning methodology and to compare this with an instruction‐based approach. The study involved a mixed‐methods sequential design. The first part of the study was a randomized controlled trial (RCT) a...

This paper explores whether coach training or coaching experience leads to better coaching quality and quality control. In two large studies, both coaches (N1 = 2267) and personnel managers who book coaches for their company (N2 = 754) answered questions about coaching quality and quality control. The results show that more coach training leads to...

Purpose Collaboration and psychological safety are key factors to effective teams. LEGO® SERIOUS PLAY® (LSP) has emerged over the past decade as a development tool used in both educational and workplace settings for a range of purposes. In this study, the authors sought to investigate the impact of the experience of participating in a LSP away-day...

Authored by masters in the field of coaching, this book is designed as a course textbook for those studying coaching in general, but with a specific reference to the updated competences introduced by the International Coaching Federation in 2020. It focuses on core coaching skills, knowledge, and developing self-awareness. This is a definitive text...

The Visegrad Four countries (the Czech Republic, Slovakia, Poland, and Hungary) share common traits in economics (Capik/Drahokoupil 2011), common history (Fawn 2013) and some political and social challenges (Förster/György Tòth 1997). In this article, we seek to determine common trends in the relatively narrow field of (executive) coaching. In the...

This report explores coaching practice across the Middle East in 2019 including UAE (Dubai), Qatar, Saudi Arabia, Egypt, Bahrain, Kuwait, Jordan, Oman and Lebanon and compares the results with the results from the European study undertaken in 2017.

This report explores coaching practice in Israel in 2019, and compares the results with a study of coaching practice in Europe conducted in 2017.

Workplace coaching is an organizational intervention that is designed to support and enhance individual and organizational performance. This article deals with workplace coaching, not life coaching, personal coaching, or sports coaching, although some publications cited may also have relevance for life coaching, personal coaching, or sports coachin...

A survey on African Coaching Practice and comparison to a similar study in Europe

This report explores the state of coaching and mentoring in Greece.

This paper aims to provide an analytic review of contemporary coaching evidence and future research directions through reviewing the development of coaching (e.g. executive, health and life coaching) and coaching psychology definitions. We offer alternative perspectives from psychologist and non-psychologist coaching practice in the development of...

Strengths approaches have grow in popularity over the past decade, with a profileration of writing, models and questionnaires used for strengths assessment and in coaching. These questionnaires include including VIA, Strengthscope and StrengthsFinder and Strengths Profile. The questionnaires have become a popular intervention for consultants, HR pr...

Coaching has grown dramatically over the past two decades to the point where most managers, trainers, facilitators and consultants describe part of what they do as ‘coaching’. However, any examination of practice reveals many coaches are using a one-size-fits-all approach: a standard formula for every person and every problem. The best coaches use...

Contracts are an essential agreement in the work we do with clients; both the organisational clients who pay for most business coaching, as well as individual clients (coachees). Many coaches either do not use contracts at all, or rely on a verbal agreement with the coachee or the organisation. This leads to the potential risk of misunderstanding o...

Coaches setting up a coaching business often focus most on the coaching process, upgrading their skills or obtaining coach accreditation. But business considerations are just as important. These include deciding which coaching niche to focus on, arranging professional indemnity insurance and addressing basic business management issues, such as regu...

Coaching is generally a confidential conversation between the coach and their coachee. Confidentiality is an essential ingredient and usually forms part of the contract between the coach and their coachee. But coaching can be an emotional journey, and on some occasions it can stir deep emotions within coachees. On rare occasions this might create a...

The Manifesto for Supervision is a call to arms for a collaborative approach to exploring the nature and benefits of coaching supervision. The Manifesto starts by offering a comprehensive review of coaching supervision research over the past two decades, drawing on work by three of the leading authors in this field: Peter Hawkins, Eve Turner and Jo...

Purpose The purpose of this paper is to explore the application of mindfulness in organizational development and provide a useful guide for practitioners in their work as managers, consultants and coaches. Design/methodology/approach The paper offers practical applications of mindfulness in organizations, specifically its use in leadership devel...

Purpose The purpose of this paper is to explore the growing science and application of mindfulness as an intervention within organizations. Design/methodology/approach This is the first in a pair of papers exploring the science and application of mindfulness in organizations. The first section of the paper provides a brief review of the research...

This research sought to identify distinctions in the practice of coaches within Scotland. A survey design was adopted, with a snowball sampling strategy generating 74 responses. The data from coaches within Scotland, compared with that from respondents in other European nations, suggest that: a greater proportion of the Scottish coaching community...

This article aims to explore current coaching practice, and national variations, with a specific focus on the Czech Republic. The data from this study was drawn from a large scale research study involving researchers in 45 European countries and approaching 3000 participants engaged in coaching and mentoring, in a variety of roles: coaches, coach c...

This report explores the development of coaching and mentoring in Hungary.

This report explores coachng and mentoring in Italy.

This report explores the state of coaching and mentoring in Scotland. A copy of the UK data is also available in a seperate report.

This report explores the state of play of coaching and mentoring in Slovakia

This report explores the state of coaching and mentoring in Ukraine.

This report explores the state of play in coaching and mentoring in Sweden / Nuläget i Svensk Coaching

This report explores the state of play of coaching and mentoring in Switzerland.

This report explores the state of play of coaching and mentoring in the Baltic States of: Estonia, Latvia & Lithuania.

This report explores the state of play in coaching and mentoring in the UK.

This report explores the state of play of coaching and mentoring in Wales. A seperate report exists for UK wide data.