A comparison of face-to-face and distance coaching practices: Coaches' perceptions of the role of the working alliance in problem resolution.

Abstract

This study investigated the relationship between working alliance and problem resolution, among other variables, from the perspective of 102 coaches with psychology or counseling backgrounds. Results of the analyses suggested that coaches' perceptions of the working alliance were positively associated with problem resolution in both face-to-face and distance (e.g., phone) coaching. No significant differences were found in working alliance or problem resolution between the face-to-face and distance coaching conditions. The findings offer tentative evidence that distance coaching may be as effective face-to face coaching. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

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A COMPARISON OF FACE-TO-FACE AND
DISTANCE COACHING PRACTICES:
COACHES’ PERCEPTIONS OF THE ROLE
OF THE WORKING ALLIANCE IN
PROBLEM RESOLUTION
Rhonda M. Berry and
Jeffrey S. Ashby
Georgia State University
Philip B. Gnilka
Kent State University
Kenneth B. Matheny
Georgia State University
This study investigated the relationship between working alliance and problem resolu-
tion, among other variables, from the perspective of 102 coaches with psychology or
counseling backgrounds. Results of the analyses suggested that coaches’ perceptions of
the working alliance were positively associated with problem resolution in both face-
to-face and distance (e.g., phone) coaching. No significant differences were found in
working alliance or problem resolution between the face-to-face and distance coaching
conditions. The findings offer tentative evidence that distance coaching may be as
effective face-to face coaching.
Keywords: distance coaching, working alliance, face-to-face coaching, problem resolution
Executive and personal coaching have become popular specialties for psychologists and others with
training in the helping professions. Recent years have seen an expansion in training programs
devoted to coaching, an exponential increase in practitioners identifying themselves as a coach, and
a greater emphasis on coaching in the professional and popular literature. However, the increase in
interest and practice has not been met with a corresponding increase in research, leaving many to
express concern about the lack of empirical validation of coaching practices (Kilburg, 2004;
Lowman, 2005). Much of the existing literature is anecdotal, based on case studies or field studies
completed by doctoral students (Kilburg, 2004; Weller, & Weller, 2004).
Coaching draws from a variety of well-established disciplines, including psychology, business
management, and the leadership training movement (Pinchot & Pinchot, 2000). However, without
Rhonda M. Berry and Jeffrey S. Ashby, Department of Counseling and Psychological Services, Georgia State
University; Philip B. Gnilka, Counseling and Human Development Services, Kent State University; and Kenneth
B. Matheny, Department of Counseling and Psychological Services, Georgia State University.
Correspondence concerning this article should be addressed to Jeffrey S. Ashby, Department of Counseling
and Psychological Services, Georgia State University, P.O. Box 3980, Atlanta, GA 30302. E-mail:
jashby2@gsu.edu
Consulting Psychology Journal: Practice and Research © 2011 American Psychological Association
2011, Vol. 63, No. 4, 243–253 1065-9293/11/$12.00 DOI: 10.1037/a0026735
243
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