The State of Play in European Coaching and Mentoring

Abstract

The State of PLay in European Coaching and Mentoring is the Executive Report for the large scale European survey of coahcing and mentoring practice. The research took place in Spring 2017, with the support of Henley Business School and EMCC. Approximately 3000 individuals responded from some 50 European countries, and with support from some 100 professional bodies including ICF, AC, ILM, CIPD and others.

Full text

EXECUTIVE REPORT 2017
The State of Play in European
Coaching & Mentoring
Jonathan Passmore, Hazel Brown, Zoltan Csigas et al

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European Coaching and Mentoring Research Consortium
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• Maral Amanyazova
• Ines Basta
• Bramson Bean
• Hans Bodingbauer
• 
• Chiara Borg
• 
• Hazel Brown
• Billy Byrne
• Ayse Cinar
• Zoltan Csigas
• 
• 
• 
• 
• 
• Ian Edwards
• 
• Jenny Georgieva
• 
• 
• 
• 
• 
• 
• Pavlina Honsova
• Therese Høyer
• 
•
• Eva Jarosova
• Tanja Ryberg Jensen
• 
• Ingibjorg Kaldalóns
• Christine Kranz
• 
• 
• 
• 
• 
• Irina Maltseva
• 
• 
• Paul O Olson
• Katrina Osleja
• Xavier Panades
• Jonathan Passmore
• 
Pedersen
• 
• Ana Penim
• Kevin René
• Wendy Robinson
• Tatiana Rowson
• 
• Arjeta Spahiu
• 
• 
• 
• 
• Toomas Tamsar
• 
• 
• Tonia Tsirogianni
• Cristian Tudoran
• 
• Judit van Bartheld
• Tony Wall
• Alexander Waring
• 
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

Consortium researchers and authors


Contents
Lead research partners ............................................ 4
Introduction .............................................................5
Biographical information ..........................................6
Mentoring .................................................................8
Management of mentoring schemes .......................10
Coaching practice ................................................... 12
Reective practice and supervision ........................15
Continuous professional development ................... 17
Conceptual models and approaches ........................19
Diversity of approaches ..........................................20
Evaluation ..............................................................23
Contracting for corporate coaching assignments .... 24
Ethics ...................................................................... 27
Commissioning coaching ........................................31
Research partners ................................................... 33
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

henley.ac.uk/coachingcentre
The Henley Centre for Coaching
The EMCC exists to
develop, promote and set
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    
   
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

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






Poland, Romania, Spain, Sweden, Switzerland, Serbia,




emccouncil.org/eu/en/accreditation

Researchers

Dr Jonathan Passmore


Dr Hazel Brown






This report provides an overview of the
main ndings from the 2017 European
Coaching and Mentoring Research Project,
undertaken by Jonathan Passmore and
Hazel Brown, in partnership with the EMCC
and the wider European coaching and
mentoring industry. The study was planned
in 2016 and undertaken during a 12-week
period, between March and May 2017.
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
Research methodology
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
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


































Diagram 1: Gender (all participants)
Diagram 2: Age (all participants)
Male 
1142
1798
  Age 18-29


140 84


Diagram 3: Membership of professional coaching association (coaches only)
Diagram 4: Years of coaching experience (coaches only)







B











91
400
410

747

0 200 400  800 1000 1200
0 100 200  400   700 800
More than 20 years


8-12 years
4-7 years




240

729


7

Mentoring
What is mentoring ?


mentoring relationships that support individuals at




‘A long term relationship that meets a
development need, oered by a senior
or more experienced individual to a junior
or less experienced individual where the
less experienced individual receives
guidance, advice and support to help
their development’.
Evidence of the contribution of
mentoring to the workplace








1 

groups, helping them to address disadvantage and
2




Responses
The responses from this section were generated
from 245 mentors, although not all participants
(mentors) answered all questions. The results
indicates that mentoring is most frequently used
for supporting leadership development and that
the average mentor is contributing 3-7 hours per
month to mentoring, although many are
contributing more hours per month.
he Wiley Blackwell Handbook of the Psychology of
Coaching & Mentoring
2The Wiley Blackwell
Handbook of the Psychology of Coaching & Mentoring
Academy of Management Journal,
8
Diagram 5: Types of Mentoring (mentors only)

the programme
New employees to
the organisation
Employees on leadership
development programmes


90

128
81
0 20 40  80 100 120 140

9
Diagram 6: Mentoring time (mentors only)
> 24 hours per month








24
0 10 20  40   70 80 90
Diagram 7: Evaluating mentoring (mentors only)


The organisation


the assignment





19

14

0 20 40  80 100 120



Scheme design and management

Europe, the USA and beyond has allowed examples

4





Responses
The respondents to this section were in-company
mentoring scheme managers. In total 93
respondents completed questions in this section,
of which 89 were in Europe and from 26 dierent
countries. The results conrm most organisations
(53%) run both formal and informal mentoring, with
mentoring making a large contribution to higher
sta morale (57%) and improved communication
in the organisation (62%).
Diagram 8: Types of mentoring






4The Wiley Blackwell Handbook of the
Psychology of Coaching & Mentoring
10
Diagram 9: Who receives mentoring
Others

the programme
New employees to
the organisation
Employees on leadership
development programmes


18
28



010  20    40  

Exposure and visibility to





Improved managerial and



the organisation



Superior business learning

and motivation



14   7
1 2
9 
14 24 488 
1
724  10

27  8

942 40 
2
11   

4  7
2
729  7
49 48 

12   
2
10   
2
  
812   10
     
Diagram 10: Benets of mentoring





11













0 100  200    400  


70


202
188


417
249
21
Diagram 11: Coaching time

What is coaching?








‘A Socratic-based future-focused dialogue
between a facilitator (coach) and a participant
(coachee/client), where the facilitator
uses open questions, active listening,
summaries and reections which are aimed at
stimulating the self-awareness and personal
responsibility of the participant’.5




respondents did, spending on average around a









Responses
The respondents in this section were coaches.
They were engaged in a diverse set of activities,
typically spending 10-30% of their time on
coaching and most commonly supporting clients
to improve their performance at work (Diagram 13).
In terms of fee rates, the results indicated these
varied widely between respondents and varied
between individual and corporate coaching
assignments (Diagrams 14-15).
An International
Journal of Theory, Practice & Research
12

Diagram 12: Supervisor time
Diagram 13: Focus of coaching work



mental health issues






1149

0 1000  2000 












1
2
1
2
4

11





0 100 200  400   700


Diagram 14: Fee rates, Corporate funded coaching (per hour)
Over €1000
€800 - 1000

8
17
29


€101 - 199




127


299



0 100 200  400  
Diagram 15: Fee rates, Individual funded coaching (per hour)
Over €1000
€800 - 1000



€101 - 199




2

11


497




0 1000  2000 
14


and supervision
What is reective practice?








What is supervision?







The process that occurs when a mentor or
coach brings their work to a supervisor in
order to be supported, reective and engage
in collaborative learning for their personal
development for the benet of themself,
their clients and their organisational clients.
Responses
Respondents in this section were coaches.
The coaches most commonly used self-reection
(Diagram 16), typically spending 60-90 minutes per
week on this activity (Diagram 17). In terms of more
formal reection, such as supervision, rates were
lower than rates for coaching clients (Diagram 18)
Diagram 16: Methods of Self Reection
None
Co-Mentor









789

Mentor 




0 1000  2000 


More than 240 minutes
120-140 minutes
90-120 minutes



178

979

0 200 400  800 1000 1200




No supervision



Diagram 17: Personal reection time (per week)
Diagram 18: Fees paid for reective practice (per hour)

0
2






0 100 200  400   700 800
Over €1000
€800 - 1000



€101 - 199



Diagram 19: Frequency of supervision
(based on ratio of 1 hour of supervision: per X hours of coaching)





development
What is continuous professional
development?



A learning process employed by professionals to
ensure that their standards and competencies
are maintained and enhanced over time.
The development of CPD








Responses
The coaches in this section responded to
questions about CPD. They felt that CPD for
coaches should typically involve 16-30 hours per
annum (Diagram 20), with reading forming the
most popular activity, including books and research
articles, followed by attending conferences and
networking (Diagram 21).
Diagram 20: Investment of time in CPD (per annum)










 Supervision, Ethics and Continuous Professional Development 17

Diagram 21: Keeping up to date
18

University program

0 1000  2000
228







1211
















7
Diagram 22: Coaching practice vs Coaching training
Other
Existential
Transpersonal

Motivational
interviewing
Gestalt

analysis
Cognitive
behavioural


Behavioural 



210

212

280








890

1299
1190

1888


0 1000  2000
19
7 Essential Research Findings in Counselling and Psychotherapy











8 Other writers have argued that this




9


Responses
In this section we asked coaches to imagine they
were faced with clients with dierent presenting
issues and asked them what method or approach
they would select. Behavioural or cognitive
behavioural coaching were the preferred methods
for the majority of the presenting issues we invited
coaches to consider.
8Consulting Psychology Journal: Practice
and Research
9Project Match Monograph Series - Volume 2
Essential Research Findings in Counselling and Psychotherapy
Diagram 23: Presenting issue 1 - Career change
Diagram 24: Presenting issue 2 - Workplace stress


Cognitive behavioural


Gestalt
Motivational interviewing

Transpersonal
Existential







 



Cognitive behavioural


Gestalt
Motivational interviewing

Transpersonal
Existential










20

Diagram 25: Presenting issue 3 - Improving presentation skills





 
  
Diagram 26: Presenting issue 4 - Habitual checking of email / social media





 




Cognitive behavioural


Gestalt
Motivational interviewing

Transpersonal
Existential


Cognitive behavioural


Gestalt
Motivational interviewing

Transpersonal
Existential
21

Diagram 27: Presenting issue 5 - Anxiety of travelling on public transport








 


Cognitive behavioural


Gestalt
Motivational interviewing

Transpersonal
Existential
22

Evaluation


10 Organisations
are interested in evaluation to help them understand


are interested in evaluation to help them understand




Does coaching work?





11
Responses
The coaches who responded to this section revealed
most were evaluating either informally at the end of
a meeting or formally at the end of an assignment.
10
11
Journal of Positive Psychology
Journal of Occupational and Organizational Psychology
Diagram 28: Evaluating impact
Diagram 29: Sources of feedback




 





every meeting with





random sample



and the line manager


manager
 

and line manager











In writing in a multi-part

In writing separately with all parties
In writing with the organisation and
verbally with the other parties

HR department
Verbally in a multi-partite
agreement
Verbally with all three separately

HR department
Verbally with the sponsor
line manager
Verbally with the individual



444

107
94





Coaching contracting

-


-







Multi-party coaching agreement


not always, tri-partite agreements, jointly signed







Diagram 30: Agreeing the contract
0 100 200  400   700
24

Diagram 31: The primary client
Organisational HR department



Whoever is paying







Diagram 32: Contract clauses – Individual client agreements
Diagram 33: Contract clauses – Organisational client agreements


















0 10 20  40   70 80 90 100











0 10 20  40   70 80 90 100










What are ethics?








Why is ethics important in coaching?



12 However, the diversity




Responses
The coaches who responded to this section typically
share their ethical code (56%) and they typically
tell the client about it at the start of the coaching
conversation (32%).
Diagram 34: Sharing ethical codes - 1

No - never




Diagram 35: Sharing ethical codes - 2
12The Wiley Blackwell Handbook of the Psychology of Coaching
& Mentoring
Other









0 200 400  800 1000 120






27













Diagram 36: Ethical Dilemma 1 - Coach pays a fee to secure the contract




register permanently
Nothing






Diagram 37: Ethical Dilemma 2 - Coach enters a sexual relationship with client




register permanently
Nothing






28

Diagram 38: Ethical Dilemma 3 - Coach enters a sexual relationship after
coaching relationship has ended

 






register permanently
Nothing

Diagram 39: Ethical Dilemma 4 - Coach fails to report ‘low-level’ drug taking by client




register permanently
Nothing






29

Diagram 40: Ethical Dilemma 5 - Coach fails to report theft of commercially sensitive information









register permanently
Nothing














Coach commissioners






Who are commissioners?










Responses
In total 131 coach commissioners responded to
this section of which 4 were outside Europe. Not
all respondents answered all questions. The
responses showed that the two most important
factors for commissioners when appointing
coaches were coach experience (50%) and
professional qualications (23%). In terms of who
was the ‘primary client’ they were divided, with
40% seeing the organisation and 40% stating that
the individual and the organisation were of
equal importance.
Diagram 41: Criteria used in coach selection








Diagram 42: Who do you believe is the primary client when you are
delivering Corporate / Organisational coaching?


Diagram 43: What aspects are explicitly included in your contract with the organisation?


What would not be







88

108

91

0 20 40  80 100 120 140



International research partners
• 
 
• 
• 
• 
 
National research partners
• 
• 
 
• 
• 
 
• 
• 
 
• EMCC UK
• 
• EMCC Poland
• 
• 
• 
• 
• Collegium Civitas University
• WSB Universities
• 
• 
• Norman Bennett Group
• 
• 
• 
• 
• 
• 
 
• 
• 
• 
 
• 
• 
• 
• HR Centar
• 
• 
• 
 
• 
• 
• Johdon työnohjaajat Ry
• Henry Ry
• 
• 
• 
• 
• EMCC Hungary
• 
• ENI Corporate University
• SCP Italy
• 
• 
• Edinburgh Napier University
• 
• 
• 
• 
• 





• 
• 
• 
 
• 
• 
 
• 
• 
• 
• 
• EMCC Switzerland
• 
 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
International research partners
• 
• 
• 
• 
• 
• Zoltan Csigas
• Eve Menezes Cunningham
• 
• 
• 
• 
• Gilles Gambade
• Adam Gieniusz
• 
• 
• 
• Wendy Johnson
• Kiril Kalev
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• Jeannette Marshall
• 
• 
• 
• 
• 
• 
• Marita Salo
• Gill Smith
• 
• Anna Srebrna
• 
• Reinhard Stelter
• 
• Adina Tarry
• 
• Katharine Tulpa
• Christian van Nieuwerburgh
• 
• 
• 
• William Wong




Henley Centre for Coaching
at Henley Business School
For more information, please contact:


Greenlands,
Henley-on-Thames,


United Kingdom
T: E: 
henley.ac.uk/coachingcentre

EFMD