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The Relationship between Coach and Coachee: A Crucial Factor for Coaching Effectiveness
Abstract
Coaching, and especially executive coaching
, is one of the fastest growing industries in recent years and is being used more and more often for the development of workers. This chapter seeks to explain the effectiveness of the relationship between the coach and the coachee in collegial coaching. For this purpose 35 coachees and their coaches were interviewed. The coachees were all managers working for the Dutch government. Their coaches were also managers who were trained to coach their colleague managers from other departments within the government. The findings show that coachees attributed the effectiveness of their coaching to a large part to the relationship they had with their coach. Receiving unconditional acceptance and respect from the coach was not only a facilitative condition, but also directly responsible for change. Furthermore, the findings indicate that although there should be a certain distance between the coach and the coachee, a purely formal unilateral helping relationship is less effective than a mutual relationship in which a deeper personal connection exists between the coach and the coachee. Also, the findings suggest that while differences between the coach and coachee in terms of personality may lead to useful challenge, when it comes to beliefs and values more similarity between coach and coachee is desired.
... Values that dictate treatment compliance and govern the therapist-client relationship are set according to the nature of therapy that often deals with significantly sensitive clinical matters (Beutler et al., 1991). In the context of coaching in the workplace, the literature also underscores the importance of building trust to enhance the effectiveness of coaching relationships (Bozer & Jones, 2018;Bluckert, 2005;Gan & Chong, 2015;Gyllensten & Palmer, 2007;Machin, 2010;van Woerkom, 2010). McMahon (2018) sheds light on what the International Coaching Federation (ICF) defines as confidentiality in the context of coaching as "the coach's duty to not disclose any information obtained during the course of the coaching" (para. ...
... Establishing confidentiality protocols includes ensuring that internal coaches are equipped with the necessary skills to demonstrate professionalism, which requires them to be knowledgeable about coaching practice, evidence-based frameworks, and relationship-building techniques. From a theoretical perspective, for example in a humanistic approach, coaches should clearly refrain from judgment (Yao & Kabir, 2023) and maintain the confidentiality and trust essential for coaching effectiveness (Bozer & Jones, 2018;Bluckert, 2005;Gan & Chong, 2015;Gyllensten & Palmer, 2007;Machin, 2010;Rekalde et al., 2015;van Woerkom, 2010). ...
Internal coaching is growing in popularity across various industries and sectors, either as a standalone resource or in conjunction with external coaching and other relevant programs and initiatives. Despite the growing popularity and reported benefits, there is a substantial dearth of research on the dynamics of "internal coaching" relationships, making it one of the least explored areas in organizational coaching literature. This paper contributes to addressing the research gap by presenting the outcomes of a study that explores the coach-client relationship and captures perspectives from internal coaches, external coaches, managers, and, notably, coachees, also known as coaching clients. Employing a mixed-methods approach, this study is a segment of a larger research project and focuses specifically on a subset of data that is relevant to the objective of this paper. Informed by a comprehensive literature review and insights from scholars and practitioners, including an exploration of the working alliance in therapy, the results of this study underscore the critical significance of confidentiality and trust in internal coaching, and its findings contribute to enhancing our understanding of internal coaching dynamics, offering guidance for the development of more effective internal coaching programs or the improvement of existing strategies.
... V uplynulom desaťročí došlo k obrovskému nárastu koučovania vo firemnom kontexte (Feldman a Lankau, 2005;van Woerkom, 2010). Globálny prieskum uskutočnený v rokoch 2008/2009 ukázal, že existuje asi 18.000 obchodných koučov v rámci Európy, a že koučovanie je široko prijímané a používané ako obchodný nástroj vo všetkých krajinách západnej a severnej Európy (Bresser, 2009 Arthur, 1994). ...
Human capital represents a set of practical knowledge, acquired skills and learned abilities of individuals who have increased the potential productivity of the individual and so allows him to get an adequate income in exchange for work. Along with land, labor, physical capital and technological progress, human capital is another determinant of economic growth. Also thanks to human capital the technological advance and the efficiency of physical capital are progressively increasing as well as a labor productivity growth. Just to reveal predisposition of an individual, properly defining life plans and career development of effective start-up of the individual in today's dynamically developing world, there could help a coaching. This modern science supports the development of skills and abilities of individuals, encourages man-thinking and so helps him to realize more clearly the context, increase his internal engagement and improve work performance. It serves to develop skills and competencies, human potential change in attitudes and motivation for individuals, employees, managers, as well as groups. Coaching is a method which works specifically with the release and strengthening human potential. It uses several techniques to draw. The most basic is that by asking questions to encourage man-thinking, which helps him to realize clearer context to increase its internal commitment, improving and solve problems while using man internal motivation. Nowadays, coaching is an important part of human resources development and the field of coaching is developing dynamically with the efforts of organizations to enhance the performance of their staff which will ultimately increase the reproduction of human capital.
... The C-PAL model requires students to engage in opportunistic learning that recognizes the value of knowledge within the workplace, the identification of opportunities on offer and what can be created as a result of each opportunity. The role of the coach is to help the student to unlock their potential utilizing a suitable approach such as the GROW model (Whitmore, 2017). This model is introduced to students in the form of a daily learning log and requires learners to set goals they would like to achieve; adjust goals based on what is realistic (as practice enfolds), and identify options and actions to meet their learning goals. ...
This paper will describe the theoretical and conceptual framework that underpins a new model of reflection designed for health and social care students in practice-based learning settings and qualified professionals engaged in work-based learning. The Me, My, More, Must approach has been designed to help learners consider who they are and what impact their values might have before a description of the particular experience, situation or incident. The paper outlines the influence of movements that have emerged to support the adoption of values-based approaches to clinical practice and the development of values-based reflection. A values-based approach to the delivery of healthcare has emerged in response to several high-profile ‘moral catastrophes’, such as the public inquiry led by Sir Robert Francis QC which described poor standards of care at Stafford Hospital; and the abuse inflicted on residents at the Winterbourne View unit. Re-conceptualisations of the purpose of reflection and initiatives such as the 6Cs (compassion, caring, communication, competence, courage and commitment) are influencing a post-Francis era where values are not only determining selection and recruitment of students and staff, but the nature of practice through the emergence of values-based reflection.
... Once a quality relationship is built, the coachee is more apt to take risks associated with positive change, learning, and development (Bluckert, 2005). The link between coaching relationships and outcomes has been identified both in theory (Kemp, 2008) andempirical research (e.g. de Haan, Duckworth, Birch, &Jones, 2013;Woerkom, 2010). De Haan et al. (2013) investigated 156 coachcoachee pairs and found the coaching relationship to be a significant mediator between inputs (i.e. ...
Coaching is defined as a one-to-one relationship in which the coach and coachee work together to identify and achieve organisationally, professionally, and personally beneficial developmental goals. However, it is often unclear what the relative effects of coaching are on specific coaching outcomes. We adopt meta-analytic techniques to investigate the predictive power of coaching on coach–coachee relationship outcomes, and coachee goal-attainment outcomes. Our findings suggest that coaching has stronger effects on eliciting relationship outcomes with the coachee than goal-attainment outcomes. Moreover, of the goal-attainment outcomes, coaching has the strongest effect on behavioural changes as opposed to attitudinal changes. Sample type, study design, background of the coach, and number of coaching sessions all emerged as significant moderators. Implications of these findings are discussed.
Introduction
This paper presents findings from a study that evaluated mental health nursing students’ experience of a team mentoring model called Coaching and Peer Assisted Learning (C‐PAL). At present there are no published research studies into the effectiveness of team mentorship utilised by nursing students within in‐patient mental health settings.
Aim
The study utilised an interpretist methodology where the focus was on individuals in their social world.
Method
Two focus groups were held with fifteen students who had experienced C‐PAL in four in‐patient wards.
Findings
Students’ overall experience of piloting C‐PAL was positive. Learning opportunities (Theme 3) appeared to be dependent on the quality of peer support (Theme 5) which in turn, enhanced the learner experience and increased the level of student confidence (Theme 6). Less positive experiences included inadequate preparation (Theme 1), poor understanding of the model and competition for learning experiences.
Implications for practice
We tentatively suggest that team mentorship models such as C‐PAL may be suitable for acute in‐patient mental health settings. The success of C‐PAL depends upon the preparation of nursing staff, mentors (Theme 4), coaches and students in relation to role expectations, shift rostering (Theme 2) and the implementation of ‘huddling’ to promote opportunistic learning.
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Although executive coaching has been shown to be effective, few research initiatives have attempted to understand the importance of the emergent relationship between a coach and coachee. This article explores the factors that influence coaching outcomes from both the coach and coachee's perspective and presents the results of the mediating effect that working alliance and information sharing have on coachee goal attainment and coachee insight outcomes. The authors explored these factors in both an academic coachee sample as well as an executive field sample. Results showed that coachee motivation was significantly positively related with coachee goal attainment and coachee insight in an academic sample but not in a field sample. Moreover, working alliance and information sharing partially mediated the relationship between a coach's psychological mindedness and coachee insight in an academic, but not field, sample. Another notable result was that the difficulty of the coaching goal did not impact how successful the coaching engagement was in terms of goal attainment. Implications of these findings for both research and practice are discussed.
Purpose
– Competent clinical teachers are essential for clinical teaching. According to the literature, coaching can contribute to improved levels of reflection and better performance of clinical teachers. By engaging in a dialogue about coachee's teaching behaviour, coaches can stimulate reflection of novice teachers. This study aims to gain insights into the effectiveness of coaching processes in which experienced clinical teachers act as coaches for less experienced teachers.
Design/methodology/approach
– A case study was conducted in a Dentistry Faculty of a University Medical Centre in The Netherlands. Semi‐structured interviews with nine coaching couples were conducted.
Findings
– The findings indicate that only one coaching couple succeeded in using coaching as an effective tool for stimulating reflection and the performance of the beginning clinical teacher. Instead of discussing and analysing coachees' teaching behaviour, the other couples merely discussed the knowledge and experience of the coach.
Originality/value
– This study provides insight into the pitfalls of collegial coaching, and discusses various factors that might affect coaching such as a hierarchical relationship between coach and coachee, the academic climate, the personality of coach and coachee, and finally the importance of using the right coaching model.
Every student and educator needs a trusted person to ask provocative questions and offer helpful critiques. A critical friend understands the context of the work presented and the person or group's desired outcomes. Critical friendships begin through building trust; critical friends must listen well, offer value judgments on the learner's request, respond honestly, and promote the work's success. (MLH)
Executive coaching (EC) has grown significantly in the past decade as an important organizational consulting intervention. This article proposes a working definition for EC that specifies its process and methods, differentiates it from other forms of coaching, and suggests a set of perspectives, principles, and approaches needed to guide its professional practice. It also puts forth a set of core competencies for professional executive coaches. Implications are also explored for how to select a coach, how to prepare for an EC practice, and how to understand why certain EC interventions are more effective than others. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Examined the association between patient–therapist pretreatment value similarity and subsequent improvement in 45 nonpsychotic psychiatric outpatients (aged 19–54 yrs) who were randomly assigned to 22 therapists. Pre-assignment assessment of similarity in 36 value dimensions on the Rokeach Value Survey was investigated to determine how the dimensions influenced symptomatic and global changes in the therapy process. Treatment outcome was assessed both by patient and therapist reports, and the SCL-90 was used to evaluate pre- to posttreatment symptom change on 9 symptom dimensions. In addition, therapists were asked to complete a subjective rating of improvement at the end of treatment. The results indicate that a complex pattern of similarity and differences in specific values promoted maximal improvement. Moreover, specific improvement measures were influenced differently by various patient–therapist value patterns. Generally, therapist ratings of outcome were enhanced by pretreatment dissimilarities in value placed on social ascendance and achievement and similar value emphasis being placed on humanistic and philosophical concerns. Patient ratings of outcome were also enhanced if patient and therapist shared philosophical and humanistic concerns, but were further facilitated if values relating to social attachment and independence were ranked differently for patient and therapist. (17 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
A review of the literature on coaching reveals that very little empirical research has focused on the executive coaching methods used by consultants with managers and leaders in organizations. Within the framework of a 17-dimensional model of systems and psychodynamic theory, the author provides an overview of a conceptual approach to coaching activities that incorporates 5 identifiable components plus an emphasis on goal setting, intervention methods, and hypothesized factors in negative consulting outcomes. A definition of executive coaching is offered as a way of summarizing the literature and differentiating these consulting activities from others for the purpose of improving conceptual clarity and encouraging specific research on the concepts, methods, and outcomes of such activities. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This article reports a study of current perceptions among professionals regarding therapy and coaching. Whereas therapy and counseling have been traditional fields of study and practice, coaching is not as well developed. It is helpful to examine the perceptions of practicing professionals in order to delineate the distinctions and overlaps in these modalities. A set of 7 questions was used to explore these viewpoints with a participant pool of professional coaches--therapists. Interview data and narrative summaries provide a perspective on the controversy of coaching versus therapy. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Executive coaching can focus on personal behavior change, enhancing leadership effectiveness, fostering stronger relationships, personal development, and/or work-family integration or specific performance issues on the job. K. M. Wasylyshyn (2003a) and H. Levinson (personal communication, 2003) suggested that executive coaching reaches for a deeper level of clinical and therapeutic intervention. The authors propose a health-enhancing, developmental model of coaching anchored in a process of deep interpersonal communication. This approach is neither a surface approach nor a therapeutic approach. It is an interpersonal approach focused on safe, secure communication in which difficult, complicated issues are addressed and where crucial conversations occur. In this process, the executive is approached as a person, one who stands behind the executive mask or facade. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Two experiments examined whether interpersonal complementarity or similarity influences people's satisfaction with dyadic interactions. Participants in complementary partnerships (submissive people with dominant partners, dominant people with submissive partners) reported more satisfaction than did those with similar partners. In Study 1
complementarity referred to the match between the participants' self-reported interpersonal style (dominant or submissive) and the role enacted by a confederate (dominant or submissive). In Study 2 participants interacted in pairs, and
complementarity referred to the match between one participant's interpersonal goals and the other's overt behavior. Participants whose goals were complemented by their partners' behavior were more satisfied with the interaction than those whose goals were not. In both studies satisfied participants perceived their partners as similar to themselves. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
We examine the nature of peer coaching and frame it as a type of developmental tool that can enhance personal and professional development. We begin with a discussion of the relational perspective on career learning, which provides a context for peer coaching as a tool that can accelerate career learning. We distinguish between peer coaching and the related concepts of mentoring and peer mentoring and discuss factors that facilitate the development of this type of helping relationship. We offer a discussion of the key characteristics of effective peer-coaching relationships, and we provide an empirical test of the impact of these characteristics with a survey of MBA students. We also offer a theoretical model of peer coaching, along with propositions for future research. We conclude that when peer coaching works best for a person, it happens through a 3-step process of (1) building the developmental relationship, (2) creating success in development, and (3) internalizing the learning tactic by applying the peer-coaching process in future relationships.
This study investigated (a) the nature and extent of perceived changes in patients' values (reported retrospectively), (b) the relationship between patients' assimilation of their therapists' values and outcome, and (c) the relationship between the similarity of patient-therapist values (posttherapy) and outcome. A great deal of perceived values change was reported by the patients, but (contrary to expectations) not primarily in values concerning interpersonal morality. Values assimilation demonstrated a fairly substantial positive correlation with therapist's outcome assessment, but not with other measures of outcome, suggesting that the phenomenon may be related more to the therapist's rating bias than to genuine improvement. Patient-therapist dyads whose values were moderately similar showed the most improvement, indicating that an intermediate range of values similarity may function as a predictor of positive outcome. Secondary findings (including the seemingly unique role of religious values) and suggestions for future research directions are discussed.
Theorists have long debated the wisdom of therapists disclosing personal information during psychotherapy. Some observers have argued that such therapist self-disclosure impedes treatment, whereas others have suggested that it enhances the effectiveness of therapy. To test these competing positions, therapists at a university counseling center were instructed to increase the number of self-disclosures they made during treatment of one client and refrain from making self-disclosures during treatment of another client. Analyses revealed that clients receiving psychotherapy under conditions of heightened therapist disclosure not only reported lower levels of symptom distress but also liked their therapist more. Such findings suggest that self-disclosure by the therapist may improve both the quality of the therapeutic relationship and the outcome of treatment.
Therapist characteristics were explored as possible predictors of working alliance, rated early and later in therapy both by therapists (n=59) and patients (n=270) in an ongoing multisite project on process and outcome of psychotherapy. Patients and therapists had divergent perspectives on the working alliance. Therapists' experience, training, skill, and progress as therapists did not have any significant impact on alliance as rated by patients. Training and skill were positively related to alliance as rated by therapists. Interpersonal relationships on the cold-warm dimension had a moderate impact for both patients' and therapists' alliance ratings. Some implications for therapist training are discussed.
The study subjected two ‘sacred cows’ in coaching, goal-setting, and the use of personality instruments, to empirical testing. In an experimental between-subjects design (N=117) with two conditions, goal-setting and non-goal-setting, coaching occurred under standardised procedures, and both coach and coachee completed the MBTI and NEO-PIR questionnaires and post-coaching evaluations. Outcomes were re-tested at two and eight weeks. Surprisingly, given the extensive research basis for goal-setting, multiple regression analyses showed no significant difference between goal-setting and non-goal-setting conditions. Personality difference was, however, found to be significant.
This paper highlights the paradox of the potential importance of the coach-client relationship to coaching outcome, with a serious lack of studies in this area. Formal research into the coach-client relationship is critical, as its confirmation as a factor instrumental in coaching outcome would have implications for coaching effectiveness, coaching competencies, and coach training.
A variety of conceptualizations of the relationship between therapist and client, as well as the impact the quality of this relationship has on the client, are reviewed. Different hypotheses about bow the alliance might influence therapeutic progress are also presented. The review pays attention to both the historical and conceptual dimensions of this issue, and provides a summary of the empirical bases of the claims made of the value of a good alliance. The article concludes with a discussion of an integrated model of the alliance and a discussion of the clinical and training implications of our current understanding of this concept. © 1995 John Wiley & Sons, Inc. J Clin Psychol/In Session 56: 163–173, 2000.
Describes the inner world and needs of today's executives and how psychologists and psychiatrists can respond to their need for consulting, coaching, and counseling. Profiles of the healthy, distressed, and impaired executive are sketched, and 3 types of services are described: executive consulting, executive counseling, and executive coaching. Although there is some overlap among these 3 services, there are considerable differences requiring specific competencies. Even though the numbers of psychological and psychiatric consultants who are attuned to the inner world and the process of executive consulting, counseling, and coaching are increasing, the demand seems greater. Networking among such professionals (especially in the division of consulting psychology of the American Psychological Association and the Academy of Organizational and Occupational Psychiatry) must be encouraged. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The use of executive coaching as a developmental intervention for managers has increased dramatically during the past decade. Consequently, there has been a burgeoning practitioner literature on the topic of executive coaching. Empirical research on executive coaching, however, has lagged far behind, and theoretical work on the processes underlying effective coaching has been limited. In this review, we investigate the construct of executive coaching and examine how coaches’ professional training, client characteristics, and types of coaching impact the effectiveness of this intervention. The article concludes with an agenda for future research on this emerging form of management development.
A variety of conceptualizations of the relationship between therapist and client, as well as the impact the quality of this relationship has on the client, are reviewed. Different hypotheses about bow the alliance might influence therapeutic progress are also presented. The review pays attention to both the historical and conceptual dimensions of this issue, and provides a summary of the empirical bases of the claims made of the value of a good alliance. The article concludes with a discussion of an integrated model of the alliance and a discussion of the clinical and training implications of our current understanding of this concept.
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