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E-Coaching: Theory and practice for a new online approach to coaching

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Abstract

In a rapidly moving world where so many of our day-to-day activities are now online, it has become essential to adapt coaching processes in order to better suit clients’ circumstances and needs. Above all, clients want sustainable and time-efficient results. Electronic coaching (e-coaching) is an inevitable development for every professional who coaches, mentors, teaches, supervises, guides or helps people in their jobs. The book is underpinned by a theoretical framework that introduces a new model of people development (the ABC model), inspired by Graham Alexander’s GROW model, and a new text-based coaching method inspired by Brown and Levinson’s politeness theory. E-coaching is practical in its approach, with explanations on safeguarding the security and privacy of your clients, how to calculate rates, managing expectations and other important aspects of coaching online. The first English-language text available on e-coaching, this book presents a unique combined approach of method and technique, supplemented with a sample e-coaching programme. It is a must-read for all coaches, mentors, supervisors, teachers or HR professionals who want to coach in a modern way, as well as students studying on coaching courses.
E-COACHING
In a rapidly moving world where so many of our day-to-day activities are now
online, it has become essential to adapt coaching processes in order to better suit
clients’ circumstances and needs. Above all, clients want sustainable and time-
efficient results. Electronic coaching (e-coaching) is an inevitable development for
every professional who coaches,mentors, teaches,supervises, guides or helps people
in their jobs.
The book is underpinned by a theoretical framework that introduces a new
model of people development (the ABC model), inspired by Graham Alexander’s
GROW model, and a new text-based coaching method inspired by Brown and
Levinson’s politeness theory. E-coaching is practical in its approach, with explanations
on safeguarding the security and privacy of your clients, how to calculate rates,
managing expectations and other important aspects of coaching online.
The first English-language text available on e-coaching, this book presents a
unique combined approach of method and technique,supplemented with a sample
e-coaching programme. It is a must-read for all coaches, mentors, supervisors,
teachers or HR professionals who want to coach in a modern way, as well as
students studying on coaching courses.
Anne Ribbers is a researcher in the field of coaching at the Department of
Human Resource Studies, Tilburg University, the Netherlands.She is a psychology
graduate from Tilburg University and Columbia University, co-founder of
eCoachPro (www.ecoachpro.org) and the editor of the European Mentoring &
Coaching Council’s International Journal of Mentoring and Coaching.
Alexander Waringa is a social psychologist and certified e-coach. He is co-founder
of eCoachPro (www.ecoachpro.org) and a board member of the European
Mentoring & Coaching Council, the Netherlands. He is Ambassador of eHealth at
the Dutch Association of Psychologists and currently completing his Ph.D. research
on the effectiveness of e-coaching atTilburg University, the Netherlands.
‘This is a terrific book. It is an extremely comprehensive guide to all aspects of
every type of e-coaching. It is a must for anyone interested in e-coaching and
indeed has a lot to teach all coaches in any field.
Graham Alexander,Founder and Chairman of The Alexander Partnership, originator
of the GROW model, and author of SuperCoaching and Tales from the Top
‘This comprehensive book defines and documents e-coaching such that coaches
and clients can understand the multitude of modes for interaction.The ABC model
stages of analyze,internalize and sustain are practical and useful for all coaches.
Dr Vikki G. Brock,Master Certified Coach (ICF), international speaker, and author of
Sourcebook of Coaching History
‘E-coaching is becoming an increasingly important performance and develop-
mental tool for both individuals and organizations. This well-grounded book
addresses a timely issue how to coach using a range of distance e-technologies.
Insightful, informative and highly practical this is a great addition to every coach’s
bookshelf.
Anthony Grant (Ph.D.),Associate Professor and Director, Coaching Psychology Unit,
University of Sydney, and co-author of Evidence Based Coaching Handbook: Putting
Best Practices to Work for Your Clients
‘E-coaching breaks new ground in offering coaches a detailed coverage of phone
and internet based coaching. The authors provide a rich collection of research,
personal insights and tips to help the experienced practitioner, as well as the new
coach reflect on their practice.
Prof Jonathan Passmore,University of Évora, Portugal, and Managing Director of
Embrion: developing high performance cultures
‘E-coaching is an innovative approach for making coaching more accessible to a
wider audience through the use of online text-based media. The emphasis is on
how to use language effectively in online communication and is therefore an
invaluable resource for both coaches and clients…This is a recommended read for
those wishing to take advantage of the opportunities emerging from globalization
and who want to offer a valuable addition to face-to-face coaching practice.
Dr Lise Lewis,European Mentoring & Coaching Council (EMCC) Master Practitioner,
EMCC International President, Managing Director of Bluesky International, and provider
of EMCC accredited training for Coaches,Mentors and Coach Supervisors
E-COACHING
Theory and practice for a new
online approach to coaching
Anne Ribbers and Alexander Waringa
First published 2012
by Uitgeverij Boom Nelissen, Amsterdam
English language edition 2015
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
711 Third Avenue, New York, NY 10017
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2015 Anne Ribbers, AlexanderWaringa and Uitgeverij Boom Nelissen
The right of Anne Ribbers and Alexander Waringa to be identified as authors of
this work has been asserted by them in accordance with sections 77 and 78 of the
Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or utilised
in any form or by any electronic, mechanical, or other means, now known or
hereafter invented, including photocopying and recording, or in any information
storage or retrieval system, without per mission in writing from the publishers.
Every effort has been made to contact copyright holders for their permission to
reprint material in this book. The publishers would be grateful to hear from any
copyright holder who is not here acknowledged and will undertake to rectify any
errors or omissions in future editions of this book.
Trademark notice: Product or corporate names may be trademarks or registered
trademarks, and are used only for identification and explanation without intent to
infringe.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging in Publication Data
Ribbers, Anne.
[E-coaching. English]
E-coaching : theory and practice for a new online approach to coaching /
Anne Ribbers and Alexander Waringa.
pages cm.
“First published 2012 by Uitgeverij Boom Nelissen, Amsterdam.
Includes bibliographical references and index.
1. Personal coaching. 2. Telematics. 3. Internet in psychotherapy.
I.Waringa, Alexander. II.Title.
BF637.P36R5313 2015
158.3—dc23
2014036636
ISBN: 978-1-138-77873-3 (hbk)
ISBN: 978-1-138-77874-0 (pbk)
ISBN: 978-1-315-77167-0 (ebk)
Typeset in Bembo
by FiSH Books Ltd, Enfield
CONTENTS
List of illustrations viii
Foreword ix
PART I
Introduction to the world of e-coaching 1
1 E-coaching: the new world of online coaching 3
1.1 Existing forms of online learning/coaching 4
1.2 Definition of e-coaching 5
1.3 E-coaching and coaching: similarities and differences 6
1.4 Practical reasons to get started with e-coaching 7
1.5 Summary 8
Note 9
2 Different types of e-coaching 10
2.1 Four types of e-coaching 10
2.2 Telephone coaching 11
2.3 Video coaching 14
2.4 Chat coaching 16
2.5 E-mail coaching 19
2.6 Summary 22
3 E-communication: the new world of communication 23
3.1 Characteristics of e-communication 23
3.2 Omission of communication 24
3.3 Using linguistic tools 26
3.4 Enriched communication 27
3.5 Summary 29
4 The power of e-coaching 30
4.1 The fifteen ingredients of e-coaching 30
4.2 The three pillars of e-coaching 36
4.3 Summary 43
5 The ABC model for actual change 45
5.1 Development of the ABC model 45
5.2 The Accelerated Behavioural Change model in detail 47
5.3 E-coaching based on the ABC model 54
5.4 Summary 55
Notes 56
6 The eCoachPro method for online text-based coaching 57
6.1 The coach–client relationship 57
6.2 Politeness theory: the heart of the eCP method 58
6.3 An arsenal of linguistic strategies 59
6.4 Politeness theory for e-coaching: three relevant language strategies 61
6.5 Linguistic analysis and speech acts 64
6.6 Efficient use of language 65
6.7 Summary 66
PART II
Working as an e-coach 67
7 Experiences of e-coaches 69
7.1 Reasons for getting started with e-coaching 70
7.2 Important similarities and differences between e-coaching and F2F
coaching 70
7.3 Important advantages and disadvantages of e-coaching 72
7.4 What skills do e-coaches need? 73
7.5 Tips for both beginner and experienced e-coaches 74
7.6 Hybrid coaching: combining F2F coaching with e-coaching 76
7.7 Summary 77
Note 78
8 The ABC model in practice 79
8.1 A practical example of the ABC model 80
8.2 Summary 85
vi Contents
9 The eCoachPro method in practice 86
9.1 eCP method process 1: Communication from the client 86
9.2 Analysis using speech acts 90
9.3 eCP method process 2: Communication from the coach 92
9.4 Other aspects of written messages 100
9.5 Summary 102
10 E-coaching technology 103
10.1 Professional Internet applications: advantages and disadvantages 103
10.2 Requirements of a digital coaching environment 106
10.3 Development of Pluform 109
10.4 Summary 114
Note 114
11 Facilitating the e-coaching process 115
11.1 Preparation 115
11.2 Designing e-coaching programmes 116
11.3 Deciding what to charge 118
11.4 The e-coaching agreement 121
11.5 Expectation management 125
11.6 Summary 128
PART III
Detailed e-coaching programme 129
Introduction 129
Example coaching programme 130
List of contributors 163
References 164
Index 169
Contents vii
IILLUSTRATIONS
Figures
4.1 The client’s level of engagement in coaching and e-coaching programs 33
5.1 The ABC model 47
6.1 Overview of strategies to build closer connections 62
8.1 The ABC model 79
8.2 Execution of the ABC model 83
10.1 Pluform Dialogue window 110
10.2 Pluform Worksheet window 112
11.1 Formula fee-calculation e-coaching 120
11.2 Example fee-calculation e-coaching 120
Table
2.1 Types of e-coaching in comparison with F2F coaching 11
FOREWORD
Language is what connects us, and coaches know this better than anyone. It is one
of the most essential tools in the coaching profession, and we use it every day. With
this powerful tool, we can carefully shape the coaching dialogue and the
coach–client relationship. The essential click between coach and client can only be
realized once the two parties feel they are speaking the same language.
As young children, we both learned the vital importance of speaking the same
language when our families moved to countries where our mother tongue was
entirely foreign.By mastering these new languages as soon as possible,we were able to
connect with the people around us. We later learned the scientific principles of this
process during social psychology lectures given by Prof. John Rijsman (this was also
where we met and started working together) at Tilburg University. Prof. Rijsman
introduced us to the world of social constructionism.This philosophical theory asserts
there is no such thing as a uniform objective reality. In dialogue and interaction with
other individuals reality is created. Establishing a common language and mutually
agreeing upon the meaning and interpretation of words create shared realities. Take
the word ‘love’, for example. By agreeing on a common understanding of the word
‘love’, we can determine its nature, put it in context and give it substance.The words
contained in each language allow its speakers to create and define a communal reality.
The effect of this principle is wonderfully illustrated in George Orwell’s novel
1984. It describes how a totalitarian state diminishes its citizens’ everyday
subjective realities by systematically limiting the number of words available to
express particular thoughts, ideas and emotions.Each new edition of the dictionary
of Newspeak the state-sanctioned language contains fewer words than its
predecessor. The reasoning behind this is that if the words do not exist, the
thoughts and feelings that corresponded to them can no longer be expressed and
will simply wither and die. In this way, the state imposes its reality on its subjects,
who are no longer able to voice any alternative realities.
The world depicted in 1984 would have no place for coaches. ‘Newspeak’
would paralyze us, as its purpose is entirely contradictory to the basic principle of
coaching, i.e. to help the client express their inner thoughts, emotions, insights,
answers and solutions.
Another aspect of 1984 is the omnipresence of technical communication
media. The totalitarian state uses this technology to exert maximum control over
its subjects (‘Big Brother is watching you!’). Although we may not realize it
sometimes, we live in an age in which electronic communication equipment is all
around us every second of every day. Thankfully, in our culture, this technology is
used to a limited extent as a method of controlling the populace. The wide variety
of available media is used to share and exchange information and to communicate
in the easiest and most convenient way possible. Boundaries are fading and physical
distances are overcome by the unlimited possibilities of a wide variety of online
media. Coaches use language to collaboratively shape a relevant reality together
with their clients. By combining this mission statement with modern communi-
cation media, we believe a whole new world of opportunities can be opened up in
the field of coaching. Our e-coaching methods and models are built upon this
fundamental belief and this book offers us the perfect opportunity to share these
insights with you.
Co-creation was a vital factor in writing this book, as we worked together with
a huge number of experts in the field to develop a new, ready-to-use online
coaching medium. Without the tireless contribution of all of these people, we
couldn’t possibly have written this book. Particular thanks go out to the following
people: Stephanie Bode,for the vast quantity of preparatory work she contributed;
Marjanne Peters, a trainer in our education programs who gave us the benefit of
her extensive knowledge while fine-tuning the eCP method; Lidwien Kamp,
whose enthusiasm convinced her coaches to adopt our e-coaching methods;
Marcel Herwegh, who drew upon all of his experience as an e-coach to provide a
fantastic example of a full e-coaching program; Lia Ribbers and Marieke Schipper
for their contribution to the original version of this book; Sabrina Gomersall for
her native English support with some difficult terminology; Suzanne Van Groos for
her enthusiastic support in realizing our English manuscript; and all of the
coaches/e-coaches who were willing to share their realities with us during the
writing process Finally, we would of course like to thank both of our families, who
provide us with an invaluable and inexhaustible source of inspiration, support and
love.
The ethos of this book is that by working together, you can create a workable
and pleasant reality. We hope the book will help you incorporate this principle into
your daily online coaching practice.We wish you a pleasant and enlightening read!
Anne Ribbers and Alexander Waringa
April 2015
xForeword
PART I
Introduction to the world of
e-coaching
Electronic coaching, or e-coaching for short, is a new branch of coaching that is
rapidly gaining popularity. In Part I of this book, we will explain the relevant
theory behind the field e-coaching and how the discipline came into being. We
will also talk about the various possible applications of e-coaching. We then go into
greater detail, discussing the underlying processes involved in e-coaching from
both a client and coach perspective. In order to fully comprehend the concept of
e-coaching, it is important to gain insight into these specific psychological and
psycho linguistic processes and the dynamics involved especially for text-based
coaching. In our experience, most coaches that try e-coaching without proper
preparation tend to throw in the towel quickly. This happens because they
communicate with their e-coachees in the same way as they do during face-to-
face (F2F) coaching. For this reason, we will discuss the advantages and
disadvantages of online communication. Subsequently, we will introduce the ABC
model, which stands for Accelerated Behavioural Change. This model is specifically
developed for online facilitation of behavioural change. To close Part I of the book,
we will introduce the eCoachPro (eCP) method for text-based e-coaching and
discuss a number of theories upon which it is based. We developed this method
ourselves in order to ensure that online communication within e-coaching
programmes is conducted effectively and efficiently.
In Part II, we describe the practical application of the ABC model and the eCP
method. We also provide a summary of all of the essential preconditions for
successful e-coaching programmes. Part III then perfectly combines the theory
from Part I and the practical application from Part II in the form of a compre-
hensive example of a real-life e-coaching programme.
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1
E-COACHING
The new world of online coaching
The Internet phenomenon is here to stay. Around the world, there are nearly
three billion Internet users, which is approaching half of the world’s population.
We live in a rapidly changing world with more and more being demanded of both
our cognitive and social skills. For the generation born within the last ten years,
clicking a mouse or tapping a touchscreen is as natural as breathing or blinking.
Internet via the World Wide Web is almost limitlessly accessible and creates
opportunities that have been available to no other generation in history. The
Internet not only satisfies an increasing demand for information, it also creates a
wealth of opportunities for entertainment, social contact, communication and
interaction.
Technology is the driving force behind this rapidly changing environment.
However, due to the increasing complexity of the world we live in, there is a risk
that we will be expected to absorb and process more information than the human
brain can possibly handle. This problem demands that new applications are
developed to provide order and structure, reducing the complexity to manageable
levels. Innovative concepts such as e-coaching can help people to adapt to the
constant change of our increasingly complex world. Until now, e-coaching has
mainly been associated with speed, availability and accessibility: support at the
click of a mouse. This viewpoint mainly focuses on the benefits and opportunities
offered by technology and the Internet. However, the opportunities for intra- and
interpersonal processes get far less airtime. It is in these intra-personal and
interpersonal processes where the true benefit of e-coaching lies. In this chapter,
we will explain the various aspects of e-coaching and introduce a new definition
of e-coaching. To close the chapter, we will give a number of reasons why you
should embrace this innovative coaching approach.
1.1 Existing forms of online learning/coaching
Although coaching is practiced on an enormous scale, there is few empirical data
on why it works; about the active ingredients. Very little if any scientific
research has been conducted into e-coaching. However, research is available about
various other successful forms of online guidance. For this reason, we have
examined how much overlap there is between e-coaching and two other online
guidance methods: e-learning and e-therapy.
1.1.1 E-learning
No matter which of the various definitions of coaching you subscribe to, one
aspect is always prevalent: the facilitation of learning. Learning is an essential part
of the coaching process. Online learning is also known as e-learning, and can be
described as the provision of educational programmes or training by means of
various electronic media such as the Internet, intranet, extranet, audio-visual
devices,VIOP (Voice over Internet) and/or CD-ROMs.For this type of education,
technology is used to enrich the lessons and learning experiences. By using online
media, you can create a virtual learning environment that provides information
over the Internet. It also facilitates new applications for the data and in-depth
investigation of specific information, which offer fantastic new insights. As with the
analogue variety, the main goal of online learning is to gain new knowledge.
Within the field of coaching, learning new information is an instrumental factor
in achieving specific behavioural change.
1.1.2 E-therapy
The term e-therapy encompasses all forms of remote therapy conducted using
technology. There are many different forms, such as e-health and e-counselling.
Despite the widespread use of e-therapy, there is still no absolute definition. In our
opinion, the American National Board for Certified Counselors (NBCC) gives a
useful definition. Although this definition relates to e-counselling, it can easily be
used to define e-therapy in the broadest possible sense of the term. Their definition
is as follows:‘Internet counseling involves asynchronous and synchronous remote
interaction among counselors and clients using e-mail, chat,and videoconferencing
features of the Internet to communicate.’This definition includes another aspect in
addition to the use of ICT, i.e. that it involves remote interaction. In other words,
it states that you can offer therapy that is potentially time and location
independent.
It is no coincidence that e-therapy is popular with clients both young and old.
Various studies have shown that e-therapy is extremely effective in treating psycho-
logical conditions such as depression, anxiety and trauma. Further research has
shown that online therapy is also effective for conditions such as asthma or chronic
fatigue syndrome, and a recent study showed that online therapy helps to lower
4Introduction to the world of e-coaching
patients’ blood pressure. Pilot studies have also been conducted that compare in-
person therapy and e-therapy. The initial results show that e-therapy can be just as
effective, and in some situations, even more effective than regular therapy. One of
the important advantages of e-therapy is its accessibility, as communication can be
conducted remotely and with a large degree of anonymity.
E-therapy can be seen as a technological response to society’s demand for care that
is unrestricted by geographical, physical, psychological and/or financial obstacles. It
makes care more accessible for groups such as young people, people in full-time
employment, the hard of hearing, lonely and isolated people or housebound people.
Anyone with an Internet connection can gain access to e-therapy.
1.1.3 Similarities and differences
Although e-coaching does have a degree of overlap with e-learning and e-therapy,
there are a number of fundamental differences. In general, e-therapy is conducted
via supply-driven programmes with a modular set-up. Often, it consists of self-help
books and programmes that have been adapted for online usage. It involves
therapies and programmes that are mainly protocol-based, with the client
completing a number of standard modules and conducting sporadic online contact
with a professional. Important aspects of e-therapy include psychoeducation,1
written assignments, behavioural experiments and homework. These types of
programme involve weekly online contact with a psychologist or therapist.
Research shows that a large amount of personal online contact greatly benefits the
effectiveness of the treatment.
Coaching is rarely supply-driven, protocols are infrequently used and personal
contact is of essential importance to the nature and structure of the process. Every
coaching objective is unique, personal and requires a made-to-measure approach.
Furthermore, the central aspect of coaching is the dialogue. During the dialogue,
the client is confronted with the coaching issue by means of questions, reflection
exercises and introspection. To compare e-coaching with e-therapy, it is best to
look at e-therapy programmes that involve interpersonal contact. E-coaching and
e-therapy both involve written exercises, behavioural experiments and knowledge
transfer. Due to this overlap, we can learn a lot about e-coaching from the research
into e-therapy and the experiences of those that practice it.
1.2 Definition of e-coaching
E-coaching is also known as online coaching, remote coaching, web coaching,
cyber coaching, digital coaching, i-coaching, distance coaching and virtual
coaching. There are also other types in which specific software is used, such as chat
coaching (via a chat program), video coaching (using a webcam), SMS coaching
(via text messages) and Skype coaching (combination of Voice over Internet
(VIOP) and webcam). The authoritative Handbook of the Psychology of Coaching and
Mentoring edited by psychologist Jonathan Passmore and colleagues includes one
The new world of online coaching 5
chapter on ‘virtual coaching’. In this chapter several interesting examples of e-
coaching are described, including a variety of definitions. Top coach and leadership
expert David Clutterbuck (2010, co-founder of the European Mentoring and
Coaching Council) defined e-coaching as a developmental partnership in which the
learning dialogue is conducted online.
Based on this definition and the overlap between e-therapy and e-learning
described in Section 1.1.3, we have formulated a more specific definition of
e-coaching:
E-coaching is a non-hierarchical developmental partnership between two parties
separated by a geographical distance, in which the learning and reflection process is
conducted via both analogue and virtual means.
This definition is made up of three key aspects:
1 Coaching is involved. The lack of a hierarchical and advisory relationship is
characteristic of e-coaching, which intrinsically distinguishes it from e-
learning and e-therapy.
2 The learning and reflection process is conducted both in a practical setting (on
the job) and in the client’s everyday environment (analogue). This learning
and reflection process is facilitated by using the Internet (digital). This
approach enables the client to practice new skills in relevant real-life situations.
3 Communication between the coach and client is not conducted in close
proximity (in person), but at a distance (remote). Furthermore, in the case of
email coaching each party decides when to read the messages sent to them
(asynchronous). As a result, the coaching programme is both time and location
independent.
1.3 E-coaching and coaching: similarities and differences
Remote one-on-one interaction is the central aspect of e-coaching, with little to
no direct contact, i.e. face-to-face (F2F) coaching. The goal of both e-coaching
and traditional F2F coaching is to provide effective personal guidance to induce
the desired behavioural change, hopefully resulting in the client achieving his/her
primary objectives. Coaching enables clients to improve their knowledge,skills and
competencies and apply these new abilities in their everyday life. One of the most
famous researchers in our field is the coaching psychologist Anthony Grant, who
has formulated six essential steps in the coaching process based on recent research
into the application of solution focused, appreciative and cognitive behavioural
coaching, in addition to the discipline of ‘positive psychology’. These six steps can
be used to realize any coaching objective that a client wants to achieve:
1 Identify the desired result.
2 Set specific goals.
6Introduction to the world of e-coaching
3 Boost motivation by identifying strengths and building self-confidence.
4 Identify available tools and formulate specific action plans.
5 Monitor and evaluate progress until goals are achieved.
6 Adjust the action plans based on feedback.
The last two steps are known as a self-regulating cycle in which the monitoring,
evaluation and adjustment initiate a process of learning by self-reflection. In the
field of e-coaching, the emphasis is on steps 3 and 4. This enables acceleration of
the coaching process, which in turn gets the client to truly internalize what they
have learned. As a result, it is possible to achieve more enduring results with e-
coaching in a shorter space of time. This principle is explained in greater detail in
Chapter 5:The ABC model for actual change.
1.4 Practical reasons to get started with e-coaching
Online generation
Today’s society is undergoing a boom in online technology, resulting in a growing
need to work online. The average person spends 23.8 hours online every month.
For example in North America people spend 37.2 hours online versus Europe with
26.8 and Asia Pacific 17.2. Around the world, there are 35 billion online devices
(computers, tablets and smartphones) and this number is only going to increase.
Nearly every one uses the Internet to chat, send e-mails and play games.In the top
ten most used Internet applications, e-mail is at number one (96 per cent of
Internet users send e-mails). On an average day we globally send more than
100.000.000 e-mails! According to researchers at the University of Twente, the
Internet has undergone a social revolution: research has shown that academics and
others with a higher vocational or university degree use the Internet for a greater
variety of tasks. However, ordinary people, with a lower educational degree, tend
to be the greatest consumers of online media.
TheNewWorldofWork
E-coaching is perfectly suited to the New World of Work (a.k.a New Way of
Work). According to research group Kluwer, the flexibility to organize your own
work and workplace is extremely popular. Employers are also increasingly
enthusiastic about embracing the New World of Work. In fact, in the USA, the
number of mobile workers is expected to grow to 119.7 million by 2015 and
similar growth trends are expected across the globe; In the Asia-Pacific region
mobile workers are expected to hit 734.5 million, compared to 546.4 million in
2008 while Western Europe’s mobile worker growth should reach 129.5 million by
the same date. Countries like Switzerland, the USA, Japan, Great Britain and
Germany are knowledge-based economies where 70 per cent of jobs are in the
service sector. According to a study conducted by Erasmus@Work, knowledge
The new world of online coaching 7
... The method of e-coaching requires to answer two key questions: 1) how do (Hui, 2015). Many authors define e-coaching and mentoring as training for which key communication is online, so that the base of mentor-protégé association depends on a more diverse kind of communication than that in customary mentoring (Boyce & Hernez-Broome, 2010;Geissler, Hasenbein, Kanatouri, & Wegener, 2014;Grant & Zackon, 2004;Hamilton & Scandura, 2003;Headlam-Wells et al., 2006;Hernez-Broome, 2002;Hernez-Broome et al., 2007;Kamphorst, 2017;Petsani et al., 2019;Pulley, 2007;Ribbers & Waringa, 2015). Ensher, Heun, and Blanchard (2003) suggested three stages of CMC-empowered mentoring that are required for training: CMC-only with no person-to-person or telephonic communication, CMC Primary in which greater than half of the dealings are carried out in person, accompanied by phone, electronic message, and other CMC expertise. ...
... Berry (2005) claims that training should include a "distinct and commissioned association between two persons" and that for some levels of people, custom-made communication is vital for training to proceed (Moore, 2022). In this current research, describe e-coaching as training that is carried out partly or fully at a distance, via telephone, electronic message or other CMCs (Boyce & Hernez-Broome, 2010;Geissler et al., 2014;Grant & Zackon, 2004;Hamilton & Scandura, 2003;Headlam-Wells et al., 2006;Hernez-Broome, 2002;Hernez-Broome et al., 2007;Kamphorst, 2017;Petsani et al., 2019;Pulley, 2007;Ribbers & Waringa, 2015), in groups with person-to-person training, for determination other than participants planning engagements and completing managerial jobs (Boyce & Hernez-Broome, 2010;Geissler et al., 2014;Grant & Zackon, 2004;Hamilton & Scandura, 2003;Headlam-Wells et al., 2006;Hernez-Broome, 2002;Hernez-Broome et al., 2007;Kamphorst, 2017;Petsani et al., 2019;Pulley, 2007;Ribbers & Waringa, 2015). This research offers a comprehensive and wideranging definition of e-coaching that embraces the tools and assets that trainers use with their pupils for instructional purposes to facilitate the training procedure (Boyce & Hernez-Broome, 2010;Geissler et al., 2014;Grant & Zackon, 2004;Hamilton & Scandura, 2003;Headlam-Wells et al., 2006;Hernez-Broome, 2002;Hernez-Broome et al., 2007;Kamphorst, 2017;Petsani et al., 2019;Pulley, 2007;Ribbers & Waringa, 2015). ...
... Berry (2005) claims that training should include a "distinct and commissioned association between two persons" and that for some levels of people, custom-made communication is vital for training to proceed (Moore, 2022). In this current research, describe e-coaching as training that is carried out partly or fully at a distance, via telephone, electronic message or other CMCs (Boyce & Hernez-Broome, 2010;Geissler et al., 2014;Grant & Zackon, 2004;Hamilton & Scandura, 2003;Headlam-Wells et al., 2006;Hernez-Broome, 2002;Hernez-Broome et al., 2007;Kamphorst, 2017;Petsani et al., 2019;Pulley, 2007;Ribbers & Waringa, 2015), in groups with person-to-person training, for determination other than participants planning engagements and completing managerial jobs (Boyce & Hernez-Broome, 2010;Geissler et al., 2014;Grant & Zackon, 2004;Hamilton & Scandura, 2003;Headlam-Wells et al., 2006;Hernez-Broome, 2002;Hernez-Broome et al., 2007;Kamphorst, 2017;Petsani et al., 2019;Pulley, 2007;Ribbers & Waringa, 2015). This research offers a comprehensive and wideranging definition of e-coaching that embraces the tools and assets that trainers use with their pupils for instructional purposes to facilitate the training procedure (Boyce & Hernez-Broome, 2010;Geissler et al., 2014;Grant & Zackon, 2004;Hamilton & Scandura, 2003;Headlam-Wells et al., 2006;Hernez-Broome, 2002;Hernez-Broome et al., 2007;Kamphorst, 2017;Petsani et al., 2019;Pulley, 2007;Ribbers & Waringa, 2015). ...
... Yet, digital coaching has so far not been the subject of in-depth review with "an apparent lack of consensus around its meaning" (Geissler et al., 2014, p. 166). In addition to digital coaching being ill-defined, there have been many names for this new digital method of coaching, including e-coaching, virtual coaching, distance coaching, online coaching, and remote coaching (e.g., Berry et al., 2011;Rock et al., 2011;Ribbers and Waringa, 2015;Jackson and Bourne, 2020;Crawford et al., 2021). This missing definition leads to a lack of clarity about the boundary: When should the intervention be called 'digital training' or 'digital mentoring, ' and when 'digital coaching'? ...
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