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Self-management and the coaching relationship: Exploring coaching impact beyond models and methods
Abstract
Whilst there is growing interest within the emerging coaching psychology literature in exploring specific coaching methods and their relative efficacies, little attention has been afforded the investigation of the relationship itself that is formed between coach and client. In addition, any exploration of the personality, psychodynamic and cognitive-behavioural constructs unique to the coach herself and the potential impact, both facilitative and detractive, of these factors, has remained largely unaddressed. This paper seeks to begin this process of exploration and highlights the importance for ethical and professional executive coaching practice in coaches establishing robust and accountable supervision relationships. The paper provides a theoretical framework for operationalising this supervisory relationship and facilitating coaches own process of introspection and continuous development.
... The coaching alliance is a mutual process in which the self of the coach and coachee impact on the other in the interpersonal dynamics of the coaching relationship (Kemp, 2008a). Stober and Grant (2006, p.361) for instance note: ...
... Likewise in coaching, we are witnessing an increasing interest and emphasis on interpersonal processes in coaching (Luebbe, 2005;Bachkirova, 2007;Spinelli, 2008;De Haan, 2008) including the coaching relationship (Bluckert, 2006;Gyllensten & Palmer, 2007;Kemp, 2008a) and the coaching alliance, (Kemp, 2009). ...
... Cavanagh and Grant (2004) emphasise the importance of working with the cognitivebehavioural dynamics of coachee and coach in the coaching process. The personal development, self-regulation and self-management of the coach are increasingly becoming a focus (Bachkirova, 2007;Kemp, 2008a;2008b), as is the self-management of the coachee (Kemp, 2009;O'Broin & Palmer, in press a). ...
This paper reviews the coaching relationship from a Cognitive Behavioural Coaching (CBC) perspective.
Using empathy as one example of a key relationship component it identifies how building, establishing and
maintaining an optimal coaching alliance for the specific coachee, through an explicit process of
negotiation and renegotiation epitomises ‘the collaborative relationship’ a central tenet of the Cognitive
Behavioural framework. It also highlights how extending to the relationship itself an emphasis on the
cognitive-behavioural dynamics of the coachee and the coach, individually and in interaction can
potentially assist in fostering, maintaining, and where necessary managing disruptions in, the coaching
alliance. Power dynamics and time constraints are highlighted as themes possibly differentiating the
coaching alliance from the therapeutic alliance. The broader-based explicit stance of the coach resulting in
a reciprocal requirement for greater adaptability to the coachee’s needs are tentatively proposed as further
differentiators of the coaching alliance from a CBC perspective.
Keywords: Cognitive Behavioural Coaching (CBC), coaching relationship, coaching alliance,
collaborative relationship, empathy, coach stance.
Citation: O’Broin, A. & Palmer, S. (2009). Co-creating an optimal coaching alliance: A Cognitive Behavioural Coaching perspective, International Coaching Psychology Review, 4, 2, 184-194.
... A characterization of the roles in the coaching process can be taken as a basis for understanding which facets of the working alliance in coaching influence its success. Comparing coaching with other "helping relationships," such as therapy, consulting, or counseling, it shows some unique, specific characteristics: in its various forms, coaching is more work centered and is shaped by personal development rather than by restoration (Kemp, 2008;McKenna & Davis, 2009). Coaching focuses solely on healthy clients ( Theeboom et al., 2013) that are fully functioning (compared with therapy clients) and motivated to develop themselves (McKenna & Davis, 2009). ...
... Coaching focuses solely on healthy clients ( Theeboom et al., 2013) that are fully functioning (compared with therapy clients) and motivated to develop themselves (McKenna & Davis, 2009). The objectives of coaching are the achievement of personal goals and the enhancement of performance or career outcomes (Grant, Cavanagh, Parker, & Passmore, 2010;Kemp, 2008). Suggesting that a usual subject matter is less intimidating during coaching compared with therapy, the bonds of attachment and trust that are required are weaker in coaching compared with therapy (e.g., Bordin, 1979). ...
... This leads to a relatively lower level of depth regarding the "bond" in coaching compared with therapy (McKenna & Davis, 2009). By contrast, the agreement about goals and tasks as the other facet of working alliance behavior seems to be an important factor for coaching success (e.g., Grant, Curtayne, & Burton, 2009;Kemp, 2008). Regarding the specific facets of working alliance behavior ("agreement of goals/tasks" and "bonding") and their influence on coaching success, we have made two more assumptions: ...
Despite growing research on coaching and its positive impact on clients' self-efficacy and goal-attainment, to date, there is hardly any empirically based knowledge on which communicative strategies cause these improvements. To address this research gap and examine the role of clients' self-efficient statements for coaching success, coach and client behavior was investigated. For each of 31 coaching dyads, 3 coaching sessions (first, middle, and last session) were videotaped. By using clients' self-efficient statements as spontaneous indicators for self-efficacy during the coaching, the link to coaching success was investigated. To analyze which coach behaviors enhance clients' self-efficacy in different sessions, sequential analysis was applied. Clients' self-efficient statements increased in the course of coaching, and the total amount of these statements was strongly related to clients' final goal progress. Coaches can use open questions, solutions, and support to trigger clients' self-efficient statements directly. Whereas directive approaches (i.e., solutions) were beneficial at the beginning of the coaching, more nondirective methods (i.e., open questions and solutions) showed their positive influence later on. These findings underpin the importance of studying interaction processes to identify successful communication strategies for coaches. Focusing on the microlevel of communication, the results contribute to the understanding of the dynamics leading to successful coach-client interactions. In detail, coaches should adapt their behavior during coaching processes to promote clients' self-efficient language, which, in turn predicts coaching success. (PsycINFO Database Record
... In an effort to provide a structured framework for coaches to explore their unique perspectives and experiences, Kemp (2007Kemp ( , 2008aKemp ( , 2008b proposed an introspective framework for coaches. Refi nements made to the original framework emphasize four key human factors that contribute to one ' s own unique understanding of and interaction with our environment. ...
... By actively pursuing his own growth and development, while concurrently refi ning and implementing his Self -Management Plan (Kemp, 2008b), John was better able to listen to, observe, and illuminate Peter ' s " blind spots " and challenge him appropriately and empathetically with positive regard and without unresolved anger. John was able to identify the triggers for his automatic reactions and behaviors to situations similar to what he was experiencing with Peter more effectively and, by appropriately self -managing, John was able to modify his behavior within the coaching relationship. ...
... Self -management has been described as a process through which an individual develops a deep understanding of her own unique cognitive, behavioral, perceptual, and emotional patterns and subsequently refi nes the skills necessary to effectively manage these patterns ' externalized impact on her client (Kemp, 2008b). Having commenced the process of developing deeper insight and understanding of the self, the progressive process now allows for the coach to begin to mold this awareness into what has been referred to previously as a " Self -Management Plan " (SMP) (Kemp, 2008b). ...
This chapter seeks to deepen one’s theoretical understanding of the human relationship formed within a coaching engagement. Further, it highlights the critical importance of the inherent intimacy and complexity of this relationship and its impact on coaching clients’ ability to achieve positive and efficacious outcomes. In support of this intention, the chapter offers a set of theoretical lenses that can be utilized by practitioners to explore the critical core elements that surface both from within the coach and from within the client during the coaching process, and how these elements influence the outcomes of coaching. The coaching alliance lens (CAL) is a reflective template that guides coaches’ self-development and applied practice. coaching; Human resources and internal relationships
... organizations using coaching (de Haan, Duckworth, Birch, & Jones, 2013;Jowett et al., 2012). This growing relevance has given rise to an increasing number of empirical studies that have found the relationship between coach and client to be the most important success factor in the coaching process (Baron & Morin, 2009;de Haan et al., 2013;Gyllensten & Palmer, 2007;Kemp, 2008). The call for a broader theoretical foundation has led researchers to adapt the construct of the working alliance, established in the field of therapy and counseling research (Hersoug, Høglend, Monsen, & Havik, 2001;McKenna & Davis, 2009) as a theoretical framework to coaching relationships (Baron & Morin, 2009;Baron, Morin, & Morin, 2010;de Haan et al., 2013). ...
... A characterization of the roles in the coaching process can be taken as a basis for understanding which facets of the working alliance in coaching influence its success. Comparing coaching with other "helping relationships," such as therapy, consulting, or counseling, it shows some unique, specific characteristics: in its various forms, coaching is more work centered and is shaped by personal development rather than by restoration (Kemp, 2008;McKenna & Davis, 2009). Coaching focuses solely on healthy clients (Theeboom et al., 2013) that are fully functioning (compared with therapy clients) and motivated to develop themselves (McKenna & Davis, 2009). ...
... Coaching focuses solely on healthy clients (Theeboom et al., 2013) that are fully functioning (compared with therapy clients) and motivated to develop themselves (McKenna & Davis, 2009). The objectives of coaching are the achievement of personal goals and the enhancement of performance or career outcomes (Grant, Cavanagh, Parker, & Passmore, 2010;Kemp, 2008). Suggesting that a usual subject matter is less intimidating during coaching compared with therapy, the bonds of attachment and trust that are required are weaker in coaching compared with therapy (e.g., Bordin, 1979). ...
... zations using coaching (de Haan, Duckworth, Birch, & Jones, 2013;Jowett et al., 2012). This growing relevance has given rise to an increasing number of empirical studies that have found the relationship between coach and client to be the most important success factor in the coaching process (Baron & Morin, 2009;de Haan et al., 2013;Gyllensten & Palmer, 2007;Kemp, 2008). The call for a broader theoretical foundation has led researchers to adapt the construct of the working alliance, established in the field of therapy and counseling research (Hersoug, Høglend, Monsen, & Havik, 2001;McKenna & Davis, 2009) as a theoretical framework to coaching relationships (Baron & Morin, 2009;Baron, Morin, & Morin, 2010;de Haan et al., 2013). ...
... A characterization of the roles in the coaching process can be taken as a basis for understanding which facets of the working alliance in coaching influence its success. Comparing coaching with other "helping relationships," such as therapy, consulting, or counseling, it shows some unique, specific characteristics: in its various forms, coaching is more work centered and is shaped by personal development rather than by restoration (Kemp, 2008;McKenna & Davis, 2009). Coaching focuses solely on healthy clients (Theeboom et al., 2013) that are fully functioning (compared with therapy clients) and motivated to develop themselves (McKenna & Davis, 2009). ...
... Coaching focuses solely on healthy clients (Theeboom et al., 2013) that are fully functioning (compared with therapy clients) and motivated to develop themselves (McKenna & Davis, 2009). The objectives of coaching are the achievement of personal goals and the enhancement of performance or career outcomes (Grant, Cavanagh, Parker, & Passmore, 2010;Kemp, 2008). Suggesting that a usual subject matter is less intimidating during coaching compared with therapy, the bonds of attachment and trust that are required are weaker in coaching compared with therapy (e.g., Bordin, 1979). ...
The relationship between coach and client is an essential factor for coaching success. Although researchers have repeatedly called for an investigation of the actual interaction between coach and client to better understand their relationship, previous research has been based primarily on questionnaire data. We analyzed the working relationship of 31 videotaped coaching dyads by means of interaction analysis and questionnaires. We coded relationship-relevant behaviors initiated by the coach or the client, focusing on indicators of the working relationship such as (a) their agreement on goals and tasks and (b) appraisal and bonding. Results showed no correlation between behavioral and questionnaire data. As expected, client-initiated agreement on goals/tasks was positively related to coaching success. Surprisingly, coach-initiated agreement on goals/tasks had the opposite effect, whereas bonding behaviors did not influence coaching success. Results underscore the importance of an active client in the coaching process, and promote interaction analyses in coaching research.
... Research has found the relationship to be the most critical factor in the coaching relationship as a result of its contribution to executive coaching effectiveness (Albizu, Rekalde, Landeta & Fernández-Ferrín, 2019;de Haan, Duckworth, Birch, & Jones, 2013). Irrespective of the theoretical approach, the coaching relationship is where a working alliance is formed between the coach and the coachee, where goals are collectively defined, and a specific action plan is devised in order to attain the goals (Grant, Curtayne & Burton, 2009;Kemp, 2008). ...
... There is a minimum of three stakeholder in an executive coaching intervention: the coachee, the coach and the representatives of the organisation (Augustijnen, Schnitzer & Van Esbroeck, 2011;Gyllenstyn & Palmer, 2007;Kemp, 2008;Pandolf, 2020;Pliopas, 2017). Even though the executive may have independently initiated the coaching session, the organisation is usually another stakeholder in the coaching partnership (Bozer, Sarros & Santora, 2013;Scriffignano, 2011). ...
Due to the executives’ key role in the business sphere, organisations have shown great interest and
investment in developing their executives to understand their work context and the people they
work with so that a constructive, productive and healthy environment can be created in the
workplace. One way in which executives can be assisted to learn as well as develop themselves is
executive coaching. However, executive coaching is still a young research field, with the practice
in this field ahead of the relevant theory. It is necessary for executive leadership coaching theory,
frameworks, and models to be critically reviewed, and a focus on Positive Psychology Coaching
as well as Cognitive Behavioural Coaching will offer greater insight.
This study used an exploratory qualitative constructivist research approach, to gain insight into
executive leadership coaching, allowing the researcher to focus on greater understanding of this
complex social phenomenon. The researcher adopted a critical analysis strategy of existing
secondary sources, followed by a deductive content analysis to retest the existing knowledge in a
new setting, through the analysis of models, concepts, and categories. The research was limited to
testing existing exploratory models or theories about executive leadership coaching against the
data, moving from a more general and abstract focus to a more specific and concrete one. However,
the study does not seek to operationalise the findings.
The critical content analysis in the study discovered various elements necessary for effective
executive leadership coaching and these are: coaching process aspects; personal development;
leader and leadership competencies; personality traits and behaviour; business environment and
context; relational and team leadership; diversity and culture; and leadership style and influence.
The main contribution of the study was the development of an executive leadership coaching
framework that describes all the steps in a full coaching intervention.
... Whatever the theoretical background, the coaching relationship could be viewed as one where the coach and coachee form a co-operative alliance by setting defined goals and working out concrete actions in steps which hopefully lead to the desired goal (Kemp, 2008). The coachee is responsible for establishing such plans, and the coach's role is to help keep the coachee on track. ...
... The relationship is considered an essential factor in both therapy and coaching interventions (Kampa-Kokesh & Anderson, 2001;O'Broin & Palmer, 2006), and for the coaching intervention outcome (McGovern et al., 2001;Gyllensten & Palmer, 2007). Coaching and coaching psychology literature repeatedly underline the need to establish and maintain a meaningful relationship (Wasylyshyn, 2003;Bluckert, 2005;Stober & Grant, 2006;O'Broin & Palmer, 2007;Kemp, 2008). Critical factors associated with the coaching relationship include feelings of trust (Lowman, 2007;Luebbe, 2005). ...
A series of studies evaluating different applications of solution focused
cognitive behavioural coaching (SFCBC) were performed to explore the feasibility of
methods, designs and the randomised research process. The aim of the main and last
study was to explore if different applications SFCBC could increase psychological and
subjective well-being in a work environment setting. The SFCBC was
delivered face to face, virtually by Skype and in the form of a computerised selfcoaching program, all applications were based on the PRACTICE framework (Palmer,
2011). Virtual coaching solutions could provide cost‐effective ways to reach larger
work populations and potentially lower the threshold for seeking further assistance with
issues at work, issues that if not detected and handled, could lead to decreased wellbeing. Research regarding coaching has taken place primarily face to face, and there is a
lack of studies on the effects of assisted and non-assisted, cognitive behavioural virtual
coaching programs in the workplace.
Design/procedure: A randomised controlled trial design was used, consisting of 86
working adults that were randomly allocated to either one of the three intervention
groups or a waiting list control group. Comparisons were performed between
intervention groups and the control group. The coaching program was used for 8-12
weeks, and online surveys were conducted at three time points, pre-coaching, at the end
of the programme and three months after completion. Primary outcome measures were:
psychological and subjective well-being and secondary outcomes investigated the
coaching applications effects on goal attainment and perceived psychosocial risk/health
factors. The results showed that the PRACTICE framework had a direct effect on
subjective well-being (SWB) through the Skype application. Furthermore, that SFCBC
had mediating effects on the participant’s perceptions of demands (Skype) at work. The
study also gave information about which goals participants chose to work with (like role
ambiguity) to increase their SWB at work, and solutions chosen, to increase, for
example, job clarity through support seeking behaviour and development of cognitive behavioural aspects.
... It is important to remember that the coach is learning about themselves in each interaction. For example, Kemp (2008) suggests that the coach is 'a central instrument in facilitating the relationship' (p.33) and would describe the above example as 'the coach's Achilles Heel' where the coach has 'a tendency to overestimate the accuracy of his beliefs and opinions and to be more confident in these opinions then accurate' (p.35). Also playing out here are the powerful phenomena of transference and countertransference 6 (Racker, 2002). ...
Business coaching is defined as occurring within an organisational context with the goal of promoting success at all levels of the organisation by affecting the actions of those being coached. Its success is based in the quality of the coaching relationship and the degree to which it successfully aligns with the organisation from which it takes direction and sanction. This paper explores an integrative and systemic approach to business coaching which captures the way it interfaces with organisational, interpersonal and intrapsychic systems. The integrative orientation ensures the coach is unrestricted theoretically and practically in delivering the most viable intervention and the systemic orientation works with the relational interfaces between coach, coachee and organisation to ensure alignment with organisational reality. These interfaces are viewed in three dimensions, the environment, the individual and the coaching relationship, existing on an axis that a coach may track thematically. A practical dialogical process is offered to elicit insights and test actions systemically along this axis. A detailed case study is provided.
... Sponsorship support between the supervisor and HR will increase engagement and create check points aimed at continued success. (Kemp, 2008). ...
... The role of coach's skills and competences To achieve a strong connection with the coachee, coaches develop skills of interpersonal effectiveness, listening, empathy, and self-management (Kemp, 2008;Peterson, 1996;Stern, 2004). A coach with good understanding of leadership, different business disciplines, organizational politics or management principles as part of their core competences, and knowledge about a given business context positively affect the perceived value of the coaching relation by coachees (Diedrich and Kilburg, 2001;Kampa-Kokesch and Anderson, 2001;Levinson, 1996;Saporito, 1996;Tobias, 1996). ...
Purpose
The goal of this qualitative study is to explore how different elements of the coach–coachee setting can affect the perceived outcome from coaching sessions by the coachee.
Design/methodology/approach
Using thematic analysis on 197 semi-structured interviews of bank executives, the authors suggest an evidence-based sequential model on how the perceived value of the coaching process might be contingent on four elements.
Findings
As a result of the exploratory analysis, the authors’ suggest that the coach's guidance, coach's reliableness, coachee's willingness and coachee's self-awareness can determine the coachees' perceived effectiveness or usefulness from their coaching sessions.
Originality/value
There is little empirical data regarding the coachee's perceived value. The current study attempts to fill the gap in the existing literature by considering the coaching outcomes with particular regard to the executive's perceived value of coaching. This research adds to the literature on how to deliver effective coaching in organizations and provides empirical evidence to practitioners on how coachees perceive value from coaching.
... Coaching relationship is described as a directionally influential helping dynamic that is established between unique psychological entities (coach and coachee). Kemp, 2008 andO'broin &. ...
The interest in evidence-based coaching practice has been awakened since the beginning of this millennium; Grant’s literature review on coaching (Grant, 2001) was one of the pioneering studies to highlight the importance of psychological principles in coaching practice. Unlike other similar helping interventions (e.g. counselling and therapy), coaching is recognised as a cross-disciplinary intervention (such as management, psychology, social science, etc.). Therefore it is a big challenge to integrate the best available knowledge for evidence-based coaching practice. Several coaching related professional bodies (e.g. British Psychological Society, European Mentoring and Coaching Council, etc.) started to focus on defining the distinctions between coaching and other similar interventions because this is an essential step to identifying the most fitting principles for evidence-based coaching practice (Briner & Rousseau, 2011). Some special interest groups of coaching psychology were established (e.g. Interest Group Coaching Psychology by the Australian Psychological Society in 2002 and Special Group of Coaching Psychology by the British Psychological Society in 2004) to promote and strengthen psychological principles in coaching and coaching psychology practice. After more than a decade’s endeavour on the development of evidence-based coaching, the psychological standing in the coaching field was assured through three meta-analysis studies and four systematic reviews (Theeboom, Beersma, & van Vianen, 2014; Lai & McDowall, 2014; Jones, Woods, & Guillaume, 2015; Sonesh et al., 2015; Grover, & Furnham, 2016; Athanasopoulou, & Dopson, 2018; Bozer, & Jones, 2018). However, some evidence-based practice advocates still have doubts on the effectiveness of coaching interventions because the quality of the evidence is questioned (Briner, 2012). For instance, the majority of the coaching studies relied on qualitative research methods. However, randomised controlled trials (RCTs) are regarded as the most appropriate methodology to examine the effectiveness of interventions (Guyatt et al., 1995; Guyatt et al., 2000). Thus, the numbers of solid quantitative studies (e.g. trials with definite results) are expected to increase. According to Briner and Rousseau (2011), a systematic review (SR) which assesses all available evidence is identified as the most rigorous methodology for the evolution of evidence-based practice. Therefore, this chapter aims to provide an overview of up-to-date coaching psychology research evidence through synthesising two SRs on coaching psychology (Lai & McDowall, 2014; Lai, 2016). This analysis mainly scrutinises contemporary coaching research methodologies (1995–2016) and makes a comparison between two reviews. This will provide an in-depth understanding of the journey of evidence-based coaching in the past decade and identify future areas of research.
... The final distinction between therapeutic as opposed to goal-focussed approaches relies on whether the coaching is viewed as kind of psychological "therapy" with a special emphasis on the practitioner-client relationship (see e.g. Kemp, 2008) where the coaching is backward looking with an aim of understanding the client dysfunction. GFC, on the other hand, assumes healthy clients who are able to focus in a forward looking way on work and life improvements (see Parsloe and Wray, 2000;Grant, 2003). ...
Purpose
The purpose of this paper is to provide a theoretical framework that is of practical use to those who are coaching for enhanced communication in the contact centre industry.
Design/methodology/approach
The conceptualization of this framework has emerged after several years of working, as an applied linguist and consultant in this industry.
Findings
The interdisciplinary framework proposed in this paper draws on the adult learning theory, on language assessment and applied linguistic practices and studies carried out looking at how competency is developed at work. It proposes four levels of competency from novice to expert with the attendant coaching approach to best target the needs of communications coachees in this industry.
Research limitations/implications
Implications for improved coaching practices in the contact centre industry where there is heavy investment in coaching on the floor. Research limitations are that although there is strong anecdotal evidence that this framework and approach to coaching is effective, the authors need to carry out a large-scale study showing business impact.
Practical implications
The implications for coaching practitioners are that they have an informed theoretical framework upon which to base their coaching activity. This provides a more targeted approach to the needs of coachees of different levels of experience.
Social implications
As a result of effective coaching, particularly at the early stages of working in a contact centre, the level of attrition may drop thus providing employees with work in a supportive environment.
Originality/value
No previous study has looked at how theoretical studies in adult learning and applied linguistic practice can inform communications coaching in this industry. It has also involved the quality assurance specialists in collaborating and contributing to this model.
... In addition to learning, this conceptualization also emphasizes the importance of the coaching relationship (e.g., de Haan, 2008). Different from seeing coaching as a relational and learning process (Cox, 2013;Kemp, 2008), there are other conceptualizations of coaching process. Gessnitzer and Kauffeld (2015) for example lent support to the argument that coaching is essentially relational (de Haan, 2008). ...
Research into work-based coaching has been led by the need of a new discipline to demonstrate effectiveness of this practice, often assuming that coaching is a homogeneous activity. A multifaceted and multi-purposeful nature of coaching now requires development of meaningful typologies that reflect this diversity and grounded in the analysis of coaching process. There are many reasons empirical investigations of the coaching process are extremely rare. The aim of this article is to present such a study leading to an empirically derived model representing a 4-demensional coaching typology. The research was based on a 'qualiquantological' Q methodology involving 47 participants. Actual coaching sessions were evaluated from the perspective of professional coaches, their clients and professional coaches observing recordings of these sessions. A Q methodological factor analysis led to a clear identification of two types of coaching: 'Client-led coaching' in which the coach and client work together in a flowing dialogue exploring the client's issues and 'Process-led coaching,' characterized by an actively engaged coach using a wide range of coaching techniques, visibly structuring the coaching process. There was partial support for a third type of 'Dialogic Coaching' and a fourth approach was inferred as being the inverse type of client-led coaching.
... These comments reinforce one of the most prevalent themes in the coaching literature about the critical importance of forming a productive relationship between the coach and learner to improve the success of a coaching approach to learning and teaching (for example, Kemp 2008;O'Broin and Palmer 2010). ...
This article reports on a design-based research investigation of Real-Time Coaching in an initial teacher education program. The findings highlight three broad themes in the data: positive learner experiences which confirm elements of the Real-Time Coaching design, beneficial learning outcomes which highlight the potential of Real-Time Coaching in teacher education and negative user experiences which inform ongoing improvement of the design. In particular, the findings confirm the value of Real-Time Coaching as a means to accelerate skills development and promote affective learning as part of professional learning in the teacher education course described herein.
... The coaching relationship can be described as a directionally influential helping dynamic that is established between two unique psychological entities: the coach and the client (Kemp, 2008). Through the research of Gregory and Levy (2009), the important elements of the coaching relationship include genuine care and interest in other people and an orientation towards help, improvement, and continuous learning for the subordinate (Gegner, 1997). ...
This quantitative descriptive study aimed to identify the influence of coaching
relationship on the coaching communication by the perception of polytechnic lecturers. A
total of 411 lecturers randomly selected from the five polytechnics which successfully
obtained an overall excellent performance including academic standards and quality
management through the recognition of the polytechnic ratings. Data for this survey were
collected through a questionnaire which was adapted from an instrument used by Heslin,
VandeWalle, and Latham (2006), and Gregory and Levy (2010). The results of multiple
regression analysis showed that coaching relationship had positive and significant
influence on coaching communication. In term of the implications, this study showed the
role of the middle manager is extremely important in creating the coaching relationship
in order to improve coaching communication performance.
... Therefore, PPC draws from aspects of executive and life coaching, specifically by using a client-centred and client-driven approach that includes assessments, goal setting, and discussion focused on emotions and relationships with the objective of increasing EI skills. Furthermore, while many different styles of coaching exist within and outside of education, all coaching styles, including PPC, adhere to the best practices of a collaborative relationship that supports the client in setting and achieving specific goals (Kemp, 2008). ...
In recent years, school leaders have recognised the need for developing emotional intelligence (EI) skills, such as self-awareness and emotion management, in students and educators. As they seek professional development (PD) to cultivate these skills in educators and their students, they may look to coaching, grounded in EI theory, as a feasible and effective PD option. This article describes findings from a case study conducted with 12 internal coaches in one school Federation in Kent, England from 2008 to 2010. This study explored the benefits and challenges of implementing a coaching programme delivered by educators for educators responsible for teaching EI skills to students. Twelve educators participated in a yearlong coach certification and delivery process grounded in EI theory and skills. Data collection included pre- and post- interviews and online reports from each of six coaching sessions. Findings revealed benefits for both coaches-in-training and clients, including: deeper commitment to teaching EI skills, increases in self-awareness and self-management, and improved relationships with others. While coaches and clients reported positive behavioural changes, lack of support at the leadership level was found to negatively impact successful implementation of the programme.
... This refers to the relationship between therapist and patient (or coach and coachee) and is evaluated along a number of dimensions such as respect, openness, and affect (DiGiuseppe, Leaf, & Linscott, 1993;Horvath & Symonds, 1991;Saltzman, Luetgert, Roth, Creaser, & Howard, 1976). Although there are several theoretical frameworks used to describe the coaching process (Feldman & Lankau, 2005), above all, the coaching relationship is one in which the coach and coachee form a collaborative working alliance, set mutually defined goals, and devise specific action-steps to ultimately achieve goal attainment (Kemp, 2008;Grant et al., 2009). ...
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.
... 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.
... She later realised that "it was like I was back at the dining room table as a teenager with my father". Kemp (2008) suggests that the coach is "a central instrument in facil- itating the relationship" (p. 33) and would describe the above exam- ple as "the coach's Achilles Heel" where the coach has "a tendency to overestimate the accuracy of his beliefs and opinions and to be more confident in these opinions then accurate" (p. ...
This book offers an approach to business and executive coaching that properly aligns the practice in the culture of business through the use of a relational "coaching axis" that helps to manage the complexity of the organisation and the individual as dual clients. Business and executive coaching occurs within an organisational context with the goal of promoting success at all levels of the organisation by affecting the actions of those being coached. This form of coaching is distinct from other types in two ways, firstly it is focused on achieving business outcomes, and secondly, both the individual being coached and the sponsoring organization are simultaneously the client. This book explains how a coach manages the complexity of helping these two clients by acting as a narrative bridge between their stories. It offers a relational approach which resists remedial or curative notions born from coaching’s human science roots and instead aligns to workplace realities. Chapters 1 -3 explore three interlocking paradigms for coaching that culturally align to the context of business. Firstly, in working with the complexity of client, systems theory is explored. Secondly, in working with the complexity of organisational culture, the notion of culture is unpacked. Thirdly, in exploring the complexity of theory, an eclectic and integrative theoretical approach is unpacked and the notion of the scientist-practitioner is explored. The remainder of the book explains the "Coaching on the Axis" approach. This approach captures the way coaching interfaces with business across three systemic dimensions situated on a hypothetical "axis." It further outlines a method to track themes, elicit insights and test actions systemically along this axis using a narrative methodology. Finally, a case study is provided. Ultimately, the book aims to assist coaches in properly aligning their practice with business, honouring the culture from which this work derives its legitimacy and sanction, and significantly increasing its likelihood of success.
... It is important to remember that the coach is learning about themselves in each interaction. For example, Kemp (2008) suggests that the coach is 'a central instrument in facilitating the relationship' (p.33) and would describe the above example as 'the coach's Achilles Heel' where the coach has 'a tendency to overestimate the accuracy of his beliefs and opinions and to be more confident in these opinions then accurate' (p.35). Also playing out here are the powerful phenomena of transference and countertransference 6 (Racker, 2002). ...
Business coaching is defined as 'a process of engaging in meaningful communication with individuals in businesses, organisations, institutions or governments , with the goal of promoting success at all levels of the organisation by affecting the actions of those individuals' (Worldwide Association of Business Coaches, 2007). The past decade has seen a significant increase in literature addressing the way coaching interfaces with organisations to deliver) established the theoretical and practical foundations for a relational and systemic approach to business coaching in which success of the intervention is based in the quality of the coaching relationship and the degree to which it successfully integrates and aligns with the sponsoring organisation. These authors show that business coaching is more an engagement of relatedness than any one particular method or skill (Kemp, 2008, p.32; Passmore, 2007, p.69) and that this relatedness is embedded in a greater sys-temic context, commonly an organisational culture (Rosinski, 2003; Schein, 1992). Successful approaches to business coaching, therefore, incorporate significant consideration of the relational dynamics between the triad of coach, coachee and organisation, and focus on the coaching relationship and its systemic interface with the business environment. From a theoretical perspective many coaching offerings have tended to be effective conversions from established psycho-therapeutic approaches (Passmore, 2007; Stout Rostron, 2009) with 'a focus on transferring a single model from its therapy origins to coaching' (Passmore, 2007, p.68). In many respects this has been a blessing as it has ensured that early coaching practices were automatically underpinned by rich and deep theory and research. However, business coaching occurs within the context of a marketplace not a therapy room, and thus there is a clear argument for more coaching offerings that begin with this as the starting point informed by psychotherapy and other
... Using Shediac-Rizkallah and Bone's (1998) model, for example, we could identify that the cost of external coaches may be a great obstacle to sustainability. In fact, any business that involves external coaches would have noted the cost factor (Grant et al. 2009;Kemp 2008). The pragmatic concerns regarding financial sustainability and long-term institutional commitment are always substantial and pervasive. ...
During the last decade, positive behavior interventions have resulted in improvement of school behavior and academic gains in a range of school settings worldwide. Recent studies identify sustainability of current positive behavior intervention programs as a major concern. The purpose of this article is to identify future direction for effective implementation of positive behavior interventions based on a comprehensive review of the current status of positive behavior interventions in terms of sustainability. The review will also examine implementation fidelity, as a factor that impacts upon sustainability. Literature reviewed in this study demonstrates that administrator support and professional development were the most frequently cited influential factors in previous research on sustainability of positive behavior interventions. In particular, the review highlights the significance of implementation fidelity at the classroom level for sustaining positive outcomes of positive behavior interventions over time. It is argued that in order to sustain positive effects of positive behavior intervention, future implementation efforts need to emphasize administrator support for the school team, ongoing high-quality professional development, and technical assistance. Moreover, a focus on coaching classroom-level implementation fidelity is of significant importance, as is the development and validation of evaluation tools for sustainability based on large-scale longitudinal international studies and more in-depth qualitative investigations.
... However, coaching can be defined as a method that can be used in various contexts, especially professional settings, with the aim of improving effectiveness and interpersonal relationships and providing help to adjust to change (this is justification for the importance that is ascribed to the diagnostic stage of the coaching process). Coaching is usually regarded as a process which is designed to lead a person or a team to develop an awareness of their main modes of functioning, with the aim of progressing beyond the situation which this person or team is in (Augustijnen et al., 2011;Kemp, 2008). Therefore, not only is the objective not identical, but the focus of the guidance and counselling is not the same either: as regards APEL guidance and counselling, the focus is the candidate's past experience, whereas with coaching the focus is the individual himself. ...
In this article, we take a look at guidance and counselling provided in French Business Schools, which are part of higher education sector, during the process of accreditation of prior and experiential learning (APEL) based on skills-oriented frames of reference. Based on qualitative research carried out on a sample of APEL guidance counsellors, we focus on three characteristics of the guidance provided in Business Schools, i.e. a characteristic tied to the nature of the required exercise, the impact of a skills-oriented and skills-based approach, and its similarity to certain coaching stances. We then analyse the central role played by self-examination in the APEL process, as well as the similarities and differences between guidance and counselling and guidance and counselling stances in APEL and coaching processes.
... In other words, regardless of the model used by the coach, it is the skill of the coach which makes the difference. Kemp goes further, suggesting that there is little evidence to support the belief that specific coaching models lead to successful client outcomes [4]. He states, however, that there is evidence of the importance of the relationship between coach and coachee. ...
... These questions include what qualities or behaviours help to create an ideal coaching relationship, and whether, how and when the coach being attuned to their coachee may be valuable in establishing, developing and maintaining the coaching relationship. In the meantime, research studies tentatively indicating an association between the coaching relationship and coaching outcome (Baron & Morin, 2009;Dingman, 2004) are beginning to join those discussion papers suggesting the importance of the coaching relationship in the coaching process (Bluckert, 2005;Kemp, 2008aKemp, , 2009O'Broin & Palmer, 2006, 2009, 2010a. A few studies have also begun to highlight those qualities and characteristics of the coaching relationship considered important to its creation and development, (Gyllensten & Palmer, 2007;Luebbe, 2005). ...
This article explores coachees and coaches views on aspects important in the formation of the coaching relationship. The research uses a qualitative methodology. Semi-structured repertory grid interviews were conducted with six coachees and six coaches in the UK. Using content analysis, three primary themes, of bond and engagement, coach attitudes and characteristics, and collaboration were elicited. Findings suggest that coach self-awareness and awareness of the coachee are important to both coachees and coaches; adaptation of the coach to the individual coachee was important to some participants; that the bond and collaboration were perceived differently by participants, however not by coachees and coaches; and that trust was a key aspect of bond and engagement. The quality of interpersonal interactions between coachee and coach, and an emphasis on co-creation of the coaching relationship were highlighted as superordinate themes subsuming several of the study's findings. Recommendations for coaching research and practice and implications of the study's findings are also discussed.
Citation: O’Broin, A., & Palmer, S. (2010). Exploring key aspects in the formation of coaching relationships: initial indicators from the perspective of the coachee and the coach. Coaching: An International Journal of Theory, Research and Practice, 3(2), 124–143. https://doi.org/10.1080/17521882.2010.502902
... These principles sit at the heart of the applied positive psychological enterprise and include collaboration and accountability, awareness raising, responsibility, commitment, action planning and action. That is, regardless of theoretical formulation, the coaching relationship is one in which the coach and coachee form a collaborative working alliance, set mutually defined goals and devise specific action steps which lead to goal attainment (Kemp, 2008). The coachee's responsibility is to enact such plans, the coach's role is to help keep the coachee on track, helping them to monitor and evaluate progress over time as well as providing an intellectual foil for brainstorming and self-reflection. ...
In a randomised controlled study, 41 executives in a public health agency received 360-degree feedback, a half-day leadership workshop, and four individual coaching sessions over 10 weeks. The coaching used a cognitive-behavioural solution-focused approach. Quantitative and qualitative measures were taken. This is the first published randomised controlled study in which coaching was conducted by professional executive coaches external to the organisation. Compared to controls, coaching enhanced goal attainment, increased resilience and workplace well-being and reduced depression and stress. Qualitative responses indicated participants found coaching helped increase self-confidence and personal insight, build management skills and helped participants deal with organisational change. Findings indicate that short-term coaching can be effective, and that evidence-based executive coaching can be valuable as an applied positive psychology in helping people deal with the uncertainly and challenges inherent in organisational change. Practical impactions are discussed and recommendations are made for the effective measurement of coaching outcomes.
... Third, the coaching relationship itself may be a vehicle of change for at least some participants. A number of coaches have argued that the relationship is actually the most significant factor in effective coaching (e.g., Kemp 2008aKemp , 2008bMcKenna & Davis, 2009), largely on the basis of analogy to therapeutic findings. The therapy research on the working relationship was nicely summed up by Highlen and Hill (1984), who concluded that "clients have always consistently attributed success in therapy to relationship factors, whereas therapists have associated outcome success with their techniques and skill" (p. ...
Executive coaching has exploded in popularity over the past decade and has many passionate advocates, including coaches, participants who have personally benefited from coaching, and their organizational sponsors who have seen the transformational power of coaching firsthand. Yet there is still considerable debate about such fundamental issues as the definition and effectiveness of coaching, the competencies and qualifications of effective coaches, and how to match coaches and participants. This chapter examines these and other issues important to coaches, researchers, users of coaching services, and those who train coaches. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
... These include the notions of collaboration and accountability, awareness raising, responsibility, commitment, action planning, and action. That is, irrespective of theoretical orientation, the coaching relationship is one in which the coach and coachee form a collaborative working alliance, set mutually defined goals, and devise specific action steps orientated toward goal attainment (Kemp, 2008). The coachee's responsibility is the enactment of such steps, and the coach's role is to keep the coachee focused on the goals, helping to monitor and evaluate progress over time as well as providing an intellectual foil for brainstorming and self-reflection (Grant et al., 2009). ...
Teachers are in a very real sense the embodiment of leadership, providing direction, guidance, and feedback to their students in addition to acting as role models. Teachers may well thus benefit from developmental coaching that draws on theories of leadership. This study was both an experimental (randomly assigned conditions) and a quasi-experimental (pre–post) study. A randomized controlled design was used to explore the impact of coaching on goal attainment, mental health, workplace well-being, and resilience, and a quasi-experimental (pre–post) design was used to explore the impact of coaching on leadership styles. Forty-four high school teachers were randomly assigned to either coaching or a waitlist control group. The coaching used a cognitive–behavioral, solution-focused approach and was informed by theories of self-leadership and transformational leadership. Participants in the coaching group received multirater feedback on their leadership style and undertook 10 coaching sessions conducted by professional coaches over a 20-week period. Compared with randomly allocated controls, participation in coaching was associated with increased goal attainment, reduced stress, and enhanced workplace well-being and resilience. Pre–post analyses for the coaching group indicated that coaching enhanced self-reported achievement and humanistic–encouraging components of constructive leadership styles and reduced self-reported aggressive/defensive and passive/defensive leadership styles. Findings suggest that coaching, as a professional development methodology, has great potential to contribute to the development and well-being of society beyond the corporate and organizational settings with which leadership coaching and executive coaching are normally associated. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
... According to Kemp (2008), coaching (or intervention) involves a collaborative working alliance in which the coach and coachee (speech-language pathologist and client) set mutually defi ned goals and devise specifi c steps which lead to goal attainment. Grant, Curtayne, & Burton (2009) notes that, regardless of theoretical orientation, coaching includes principles such as accountability, awareness raising, responsibility, commitment, planning, and action. ...
Healthcare professionals, including speech-language pathologists, generally assume that their clients will be happy after they have "gotten better" or somehow achieved their goals; which is not an unreasonable assumption, and which is a belief shared by the majority of clients. It may not, however, be entirely helpful. Such an approach may well contribute to a range of problems including negative, self-defeating emotions such as frustration which could impede treatment progress. Rather than waiting until success is achieved, happiness and positivity should come first and foremost. By promoting the "primacy of positivity" speech-language pathologists can help their clients better achieve their goals, leveraging off the energy and motivation created.
Efforts to conceptualise and design facilitative models that support coaching practice have been prevalent in both the peer-reviewed and industry-based literature since the popularisation of coaching as a human development methodology. A myriad of models claim to provide robust and efficacious methodologies that produce effective and targeted change and growth for clients. Whilst some of these models have gained greater popular acceptance from practitioners than others, many make erroneous and unfounded claims within the industry literature of relative superiority over other proprietary models. In apparent contradiction to the popular discourse, the current paper suggests that all coaching psychology interventions occur within a broad androgogy (or in the case of minors, pedagogy) or specifically, within a generic experiential learning process. With this assumption established it is proposed that future exploration and research into coaching intervention efficacy may be more valuably focussed on understanding and examining the techniques, methods or strategies that are utilised within this generic experiential coaching process in an effort to build a unique evidence base for coaching psychology practice.
Objective: This paper targets the development of an experimental based model of executive coaching using a qualitative analysis of interview data with coachees.
Design: In this study data on the process of executive coaching were collected ex post facto with 10 persons who had gone through executive coaching during 2008–2009.
Methods: The data were collected through semi-structured interviews and analysed following the grounded theory method.
Results: The analysis of the interview data results in a coaching model constructed around six essential interconnected central themes. The six themes are divided into four phases related to the development of the coaching process and two central variables directing the development.
Conclusions: The model of executive coaching developed in this study presents a coherent set of phases and variables and gives an insight into the development of a coaching process based on the experience of the coachee. The importance of the model lies in the indication of how the coaching process evolves, under which circumstances an executive coaching process can start and which variables play a role in continuing and completing a coaching process. Study limitations are discussed.
This paper reviews the coaching relationship from a Cognitive Behavioural Coaching (CBC) perspective. Using empathy as one example of a key relationship component it identifies how building, establishing and maintaining an optimal coaching alliance for the specific coachee, through an explicit process of negotiation and renegotiation epitomises ‘the collaborative relationship’ a central tenet of the Cognitive Behavioural framework. It also highlights how extending to the relationship itself an emphasis on the cognitive-behavioural dynamics of the coachee and the coach, individually and in interaction can potentially assist in fostering, maintaining, and where necessary managing disruptions in, the coaching alliance. Power dynamics and time constraints are highlighted as themes possibly differentiating the coaching alliance from the therapeutic alliance. The broader-based explicit stance of the coach resulting in a reciprocal requirement for greater adaptability to the coachee’s needs are tentatively proposed as further differentiators of the coaching alliance from a CBC perspective.
This paper explores how coaching supervision develops the coach’s ability to use themself effectively and successfully in coaching work. The aim is to contribute to the important conversations already occurring in coaching psychology regarding supervision by linking them to the well-developed dialogue of ‘use of self’ existent in counselling related disciplines. The following is a thought piece meant to begin to fill the gap between theory and practice in coaching psychology supervision. Specifically, drawing from more established helping disciplines, it is clear that the helper’s ability to use themself effectively is an integral part of client outcomes and change. Supervision has emerged as a fruitful way to develop the particular skill of ‘use of self’. In coaching psychology, the idea of ‘self-management’ captures the essence of ‘use of self’. The following discussion extrapolates from more established helping disciplines to make the case that coaching psychology supervision is integral to the development of the coach’s ability to self-manage, and as such, to the professional and ethical standards of training and practicing coaches.
The importance of the role of the relationship between the coach and the individual has been emphasised in the literatures of both sports coaching and executive coaching. Two relationship models from the sport psychology and coaching psychology domains respectively that share an assumption of the centrality of the relationship to the coaching process; that have been used in research to assess associations with important outcomes; and share similarities at conceptual, operational and measurement levels were compared and contrasted. Both models highlight affective ties of closeness and bond for effective coaching outcome, and reflected potential synergies in the area of co-operation, as well as possibly diverging on their emphasis on the chronological sequence of the development of bond in relation to other aspects of the relationship. It is concluded that cross-fertilisation of ideas across psychological disciplines and future work with both models may be useful in contributing to the extant literature in their own and the other’s domain in promoting our understanding of the purposive and collaborative work of coaching and in establishing, developing and maintaining effective and successful relationships.
Dysfunctional personality characteristics can derail the career of an otherwise competent executive. Personality predicts both leadership effectiveness and derailment, and assessment of these characteristics is critical for effective coaching and leader development. This paper reviews the relationship between personality and leadership and offers a taxonomy of flawed interpersonal strategies that can degrade a leader’s capacity to build and maintain high-performing teams. Assessment of these dysfunctional dispositions facilitates the coach’s ability to build an effective coaching relationship, enhance the executive’s strategic self-awareness, and identify appropriate targets and strategies for intervention.
This paper responds to Grant (this issue), Developing an agenda for teaching coaching psychology.
Representatives of key stakeholder groups were asked to respond to the issues raised in Grant’s article. These groups included practicing coaching psychologists, coaches, coach educators, Professional bodies in coaching psychology and corporate purchasers of coaching. An agenda for training is intimately bound up with issues of identity for coaching psychology. It raises the questions of how we define ourselves and our relationship to the world. Our respondents also focused on four key questions.
1. Purpose/Agenda – What is the curricula trying to achieve and for whom?
2. Contextual issues – important considerations beyond psychology that might shape training in coaching psychology education.
3. Curriculum content – topic areas, theories, models, approaches and perspectives.
4. Teaching process – Considerations about how the curriculum should be taught.
A range of perspectives are brought to bear on these questions. The diversity of responses reflect the reality of working in a diverse world. This is not something to be overcome, but embraced by coaching psychology. Any discussion of the training of coaching psychologists should include multiple models of training, and multiple curricula. In this way we reflect the adaptive quality of the coaching conversation, and its ability to incorporate cross-disciplinary insights and understandings. This is what gives coaching its unique responsiveness to the emerging needs of our clients.
Keywords: Coaching psychology; teaching coaching psychology; coach training; evidence-based coaching;
cross-disciplinary.
Citation: Cavanagh, M., & Palmer, S., et al., (2011). Educating coaching psychologists: Responses from the field. International Coaching Psychology Review. 6(1), 100-127.
This study builds upon the previous research that recognised coaching as a triangular political space generating power relationships. We integrate social identity theory into this power negotiation process and consider that the ultimate purpose of coaching is to facilitate a shared coaching identity among all related collaborators. To gain in‐depth understanding of factors that promote a three‐way joint coaching identity; we conducted 25 critical incident interviews and two levels of Q‐sorting (n = 10) with coaches, coachees and organisational stakeholders. The research results indicated that a workplace coaching identity is a flexible space underpinned by coaches’ attitude, all collaborators’ positions and the contracting process. Coaches’ accommodated communication techniques determine the relationship climate (instrumental or influential). Coaches’ position in the coaching space regulates their self‐interests and motivation to change. Moreover, a transparent contracting process encourages communication flows and psychological exchanges among all collaborators that may gain more support from stakeholders.
This study builds upon the previous research that recognised coaching as a triangular political space generating power relationships. We integrate social identity theory into this power negotiation process and consider that the ultimate purpose of coaching is to facilitate a shared coaching identity among all related collaborators. To gain in-depth understanding of factors that promote a three-way joint coaching identity; we conducted 25 critical incident interviews and two levels of Q-sorting (n = 10) with coaches, coachees and organisational stakeholders. The research results indicated that a workplace coaching identity is a flexible space underpinned by coaches’ attitude, all collaborators’ positions and the contracting process. Coaches’ accommodated communication techniques determine the relationship climate (instrumental or influential). Coaches’ position in the coaching space regulates their self-interests and motivation to change. Moreover, a transparent contracting process encourages communication flows and psychological exchanges among all collaborators that may gain more support from stakeholders.
The Handbook of Coaching Psychology: A Guide for Practitioners provides a clear and extensive guide to the theory, research and practice of coaching psychology.
In this new and expanded edition, an international selection of leading coaching psychologists and coaches outlines recent developments from a broad spectrum of areas. Part One examines perspectives and research in coaching psychology, looking at both the past and the present as well as assessing future directions. Part Two presents a range of approaches to coaching psychology, including behavioural and cognitive behavioural, humanistic, existential, being-focused, constructive and systemic approaches. Part Three covers application, context and sustainability, focusing on themes including individual transitions in life and work, and complexity and system-level interventions. Finally, Part Four explores a range of topics within the professional and ethical practice of coaching psychology. The book also includes several appendices outlining the key professional bodies, publications, research centres and societies in coaching psychology, making this an indispensable resource.
Unique in its scope, this key text will be essential reading for coaching psychologists and coaches, academics and students of coaching psychology, coaching and mentoring and business psychology. It will be an important text for anyone seeking to understand the psychology underpinning their coaching practice, including human resource, learning and development and management professionals, and executives in a coaching role.
Why should we consider the coaching relationship? Regardless of which psychological theories, techniques, and frameworks that are used within coaching, the coaching process rely on interpersonal interaction in one form or another. Indeed, “the essence of coaching is putting people first” (Palmer & McDowall, 2010, p. 1).
This is a follow-up study and collaborated with Helen Smith in Manchester Metropolitan University. We collected extra data in Manchester in May 2017.
This study reports on an investigation into a comprehensive coaching relationship competency framework. Having an effective coaching relationship has been confirmed to have a positive impact on coaching outcome, for instance employees’ self-efficacy and learning. Critical incident interviews (N=25) and two-level Q-sorting sessions (N=6) were conducted to identify essential skills for coaching practitioners to establish constructive coaching relationships. This study distinguished three essential competencies (for example active communication skills) underpinned by 38 behavioural indicators. This research could address the gaps of previous competency frameworks in the coaching field and provide HR professionals and programme evaluators with initial guidelines for future coach selection and development.
There is a growing demand and a global shift towards universal holistic healthcare. The work context of health professionals is often marked with numerous stressors and demands affecting the outcomes of clients. Current individual wellness interventions often lack a holistic and self-regulation approach needed to ensure optimal individual wellness. An Appreciative Inquiry (AI)-based strategy was utilised. In-depth, one-on-one semi-structured interviews were conducted with somatology health professionals in order to determine their peak experience of holistic individual wellness and to question their ideal wellness dream. Field notes and reflective notes allowed for triangulation. The findings of this study indicated that participants utilise various personal, interpersonal and financial wellness options to facilitate their individual holistic wellness. The research team, therefore, suggests seven self-coaching strategies to address the findings of this study. These strategies aim to facilitate behavioural change in a flexible and interconnected process in order to promote holistic individual wellness.
This chapter takes a competence focused approach to coaching in order to outline relevant knowledge, skills and abilities (KSAs) for Coaching Psychologist to enhance coaching relationship towards positive outcomes. We commence with a comparison of relevant existing competency frameworks for coaching practitioners, such as the International Coach Federation (ICF), Association for Coaching (AC) and also the Special Group in Coaching Psychology (BPS, UK) to determine their similarities and differences. Our analysis outlines how the different models feature in terms of their development process, conceptual robustness and also how they address cross cultural issues in coaching. As a next step, we outline a rigorous role analysis to develop a comprehensive Coaching Relationship Competency Framework (CRCF), focusing furthering the effectiveness of the coaching relationship. A Systematic Review which can inform us about current knowledge as well as gaps and research trends in the field therein is essential prior primary research. The review results determined the need to focus on the coaching relationship and in particular the coach’s competencies for facilitating this in an effective way. It then fed into three subsequent studies to draw up a new competence framework, which has been tested out through a pilot study. A Coaching Relationship Competency Framework with 75 behavioural indicated was identified and provided a guideline for future practice and research by spelling out (a) ‘Soft Skills’ which are key behaviours needed in any coaching relationship such as “listening actively”, and (b) ‘Hard Skills’, such as “establishing mutually agreed goals”, which can inform concrete coach training and development. In short, we argue that a behavioural focus and framework has much to offer by providing benchmarks for training and reflective practice. We illustrate the chapter with brief interactive exercises and reflections for practice, giving attention to cross cultures issues as appropriate. In conclusion, the key contribution of the framework presented here is that it was designed from the outset to acknowledge the perspectives of coaches, coachees and also commissioning clients.
Executive coaching literature was investigated to uncover common themes within definitions, models and approaches, and effectiveness. An integrative literature review of 533 publications found relationship, goals, performance, and learning to be keywords used most often in defining executive coaching. The most prominent approaches included cognitive, and goal oriented coaching. Effectiveness was most often described as goal achievement, quality of relationships, and levels of trust and support. Finally, executive coaching was summarized as consisting of two critical tasks: 1) establishing a collaborative relationship, and 2) enhancing the vision of the learner. Effectiveness was determined by success in developing and implementing a systematic process that may be adapted to each learner and demonstrating the patience necessary to allow change to occur.
Objective:
This submission is an extension of a previous poster presented in SGCP Annual Conference of Coaching Psychology in 2012. This study developed and validated effective coaching attributes for enhancing a constructive coaching relationship based on the initial findings from the previous Systematic Review on Coaching Psychology.
Design:
A job analysis which combined qualitative (Critical Incident Interviews) and quantitative (cross validation questionnaire) methods was undertaken to define a Coaching Psychologist Competency Framework.
Method:
There are three main research stages:
(1) To collect the effective coach’s behaviours for facilitating a constructive coaching relationship through interviewing 25 participants (coaches, coachees and organisational stakeholders). Thematic Analysis and Q-sorting which were in collaboration with eight occupational psychology experts (including two coaching psychologists) were undertaken to extract and define key behavioural indicators.
(2) To examine the reliability of the Coaching Psychologist Competency Framework by conducting a cross-validation study with Working Alliance Inventory. A total of 107 (N=107) questionnaires were collected, including 77 professional coaches with average 12. 8 year coaching programme providing experiences and 35 coachees who had taken part in coaching sessions for average 12.4 months.
Results:
(1) A total of 100 effective coach’s behavioural indicators for establishing a constructive coaching relationship clustered into 13 competences (e.g. active communication skills) were outlined from the first stage study.
(2) The identified effective behavioural indicators were reviewed and screened based on item analysis and an explanatory cross-validation with WAI. Thus, a total of nine competencies with 75 underpinned behavioural indicators (e.g. actively listening) were validated as a preliminary Coaching Psychologist Competency Framework (CPCF) focusing on a constructive coaching relationship.
Conclusion:
This is the first study which aimed to define a standard framework for professional coach to facilitate an effective coaching relationship through a rigorous job analysis process. This study identified and examined hygiene factors and trainable behavioural indicators to generate greater effect on coaching process; which could be applied to coaching training programmes and evaluation schemes. The present development framework (CPCF) emphasises a balance between effective interpersonal interaction and focused development process benefits to the coaching relationship and toward effective outcomes.
Coaches generally assume that their clients will be happy after they've achieved their goals, which is not an unreasonable assumption, and which is a belief shared by the majority of clients. It may not, however, be helpful as it will be argued in this paper that such an approach may well contribute to a phenomenon labelled as the ‘tyranny of when’ and also to a range of problems including negative, self-defeating emotions such as frustration. As an alternative, the author proposes that rather than waiting until success is achieved, happiness and positivity should come first and foremost. By promoting the ‘primacy of positivity’ coaches can help their clients’ achieve their goalsby capitalising on the significant findings of Fredrickson, Lyubomirsky and others and by leveraging off the energy and motivation created.
This chapter explores what coaches can do to accelerate their journey towards great coaching by examining what differentiates good coaching from great coaching; why it is relatively easy to become a good coach, why it is relatively difficult to become a great coach, and what is known about how experts in a variety of fields develop mastery and how that applies to coaching. For the purposes of the chapter, good coaching refers to the work of competent coaches who have successfully completed at least thirty coaching engagements. Great coaching refers to coaches who demonstrate mastery and deep expertise. Executive coaching
Researchers examining the therapy relationship are encouraged "to study both patients' and therapists' contribution to the relationship and the ways in which these contributions combine to impact treatment outcome" (Steering Committee, 2002, p. 443). Research on the therapeutic alliance, however, is dominated by studies that examine the individual contributions of the counselor and client. Relationship researchers have developed alternative ways to analyze dyadic data that do take into account the relationship. One alternative paradigm is to model the interdependence in dyadic alliance data with the Actor-Partner Interdependence Model (APIM; D. A. Kashy & D. A. Kenny, 2000). The APIM examines interdependence by modeling the impact of 1 dyad member's alliance ratings on the other member's session impact rating. APIM can also examine how alliance agreement interacts with alliance ratings to predict session impact. The other alternative paradigm is to use the latent group model (R. Gonzalez & D. Griffin, 2002) to examine the individual-level and dyad-level covariance in alliance and session impact ratings. The APIM and latent group models are illustrated with alliance and session impact measures from 53 client-counselor dyads. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Discusses 4 aspects of therapeutic context: therapeutic alliance, client's expectations of change, treatment rationale, and therapeutic impact. To illustrate the central role of the therapeutic context in treatment outcome, a clinical case is discussed in which systematic desensitization was used to treat a choking phobia. Throughout the therapy process, there was minimal client collaboration and the treatment failed to produce any symptom change. However, significant improvement did occur subsequent to an event high in therapeutic impact that provided a plausible treatment rationale to the client, increased the client's expectation of change, and established a therapeutic alliance. This case illustrates the importance of relationship and context in psychotherapeutic change. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The patients' view of curative and hindering factors in psychoanalytic psychotherapy was explored, starting from conducting the Private Theories Interview with 22 young adult patients at termination of their therapies. A tentative theoretical model of therapeutic action was constructed using grounded theory methodology. Talking About Oneself, Having a Special Place and Relationship, and Exploring Together With the Therapist were perceived as curative factors by the patients, leading to therapeutic impacts such as New Relational Experiences and Expanding Self-Awareness. Hindering aspects included experiencing that Talking Is Difficult and that Something Was Missing in therapy, interacting with negative impacts such as Self-Knowledge Is Not Enough and Experiencing Mismatch. Methodological issues, the question of common versus specific factors, and implications for clinical practice are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Present stages of development and preliminary validation of a self-report instrument for measuring the quality of alliance, the Working Alliance Inventory (WAI). The measure is based on Bordin's (1980) pantheoretical, tripartite (bonds, goals, and tasks) conceptualizaton of the alliance. Results from 3 studies were used to investigate the instrument's reliability and validity and the relations among the WAI scales. Data suggest that the WAI has adequate reliability. The instrument is reliably correlated with a variety of counselor and client self-reported outcome measures. Nontrivial relations were also observed between the WAI and other relationship indicators. Results are interpreted as preliminary support for the validity of the instrument. Although the results obtained in the reviewed studies are encouraging, the high correlations between the 3 subscales of the inventory bring into question the distinctness of the alliance components. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This article makes the major point that events, feelings, thoughts, and patterns of behavior that are outside of the conscious awareness of executives can significantly influence what they decide and how they act. It provides a succinct overview of the conflict and object relations approaches to understanding psychodynamics and embeds the material in recent scientific reviews of unconscious mental and emotional phenomena. The situations in executive coaching in which psychodynamic material may be relevant are described along with the purposes that these concepts and methods may serve in coaching engagements. Conflicts, attachment styles, and methods of using interpretations appropriately are described and discussed. Pitfalls and limitations of using these approaches in coaching engagements are also reviewed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Results of 24 studies (based on 20 distinct data sets) relating the quality of the working alliance (WA) to therapy outcome were synthesized using meta-analytic procedures. A moderate but reliable association between good WA and positive therapy outcome was found. Overall, the quality of the WA was most predictive of treatment outcomes based on clients' assessments, less so of therapists' assessments, and least predictive of observers' report. Clients' and observers' rating of the WA appear to be more correlated with all types of outcomes reported than therapists' ratings. The relation of WA and outcome does not appear to be a function of the type of therapy practiced, the length of treatment, whether the research is published, or the number of participants in the study. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This article is an attempt to evaluate the appropriateness of the cognitive-behavioral approach for use in executive coaching engagements. The basic tenets of cognitive- behavior therapy, as well as its conceptual underpinnings, are reviewed. Following this, a discussion of how well the goals of executive coaching are met by a cognitive-behavioral approach is presented. The author recommends that for stress management and skill development purposes, cognitive-behavioral coaching is appropriate and likely to be highly efficacious. However, for coaching situations that call for a more in-depth analysis of unconscious motives and conflicts, this approach is not suggested. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The authors suggest the use of A. Ellis's (1971, 1994) rational-emotive behavior therapy (REBT) as a tool to help clients effect behavioral change in the context of a coaching relationship. The article begins with a brief overview of REBT followed by an argument for its usefulness in an executive coaching context. The authors outline the therapeutic components of REBT that may facilitate executive coaching and discuss the circumstances under which REBT may not be appropriate. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Reviews and elaborates the psychoanalytic concept of the working alliance. It is argued that various modes of psychotherapy can be meaningfully differentiated in terms of the kinds of working alliances (WA) embedded in them. Moreover, the strength, rather than the kind of WA, will prove to be the major factor in change achieved through psychotherapy. Strength of alliance will be a function of the goodness of fit of the respective personalities of patient and therapist to the demands of the WA. The WA includes 3 features: agreement on goals, assignment of tasks, and the development of bonds. (36 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Two decades of empirical research have consistently linked the quality of the alliance between therapist and client with therapy outcome. The magnitude of this relation appears to be independent of the type of therapy and whether the outcome is assessed from the perspective of the therapist, client, or observer. Although the strength of the connection between alliance and therapy outcome appears to be relatively uniform throughout therapy, the client's report of the early alliance may be the most clinically useful indicator. In successful treatments, the therapist's and client's assessments of the alliance tend to converge over time. Recent research suggests that the therapist's skills and personal factors both influence the likelihood of developing a good therapeutic alliance with the client. Though the relation between the therapist's level of training and the quality of the alliance is inconsistent, it is likely that the more trained therapists are able to form better alliances with severely impaired clients. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Research on the alliance is reviewed in a historic context. Different conceptualizations of the nature and role of the alliance are examined within the framework of theories about the role and function of the relationship in treatment. The evolution of these concepts is cast in the broader context of the current debate concerning an appropriate conceptual framework for empirically supported therapy. Using these perspectives, several persistent challenges are highlighted: the need to develop a clearer definition of the alliance; the challenge of reaching a broad consensus about the alliance's relation to other elements in the therapeutic relationship; and the task of more clearly specifying the role and function of the alliance in different phases of treatment. The paper concludes with an examination of how such a historically informed perspective might offer useful indicators for future research. (PsycINFO Database Record (c) 2010 APA, all rights reserved).
"For constructive personality change to occur, it is necessary that these conditions exist and continue over a period of time: (1) Two persons are in psychological contact. (2) The first, whom we shall term the client, is in a state of incongruence, being vulnerable or anxious. (3) The second person, whom we shall term the therapist, is congruent or integrated in the relationship. (4) The therapist experiences unconditional positive regard for the client. (5) The therapist experiences an empathic understanding of the client's internal frame of reference and endeavors to communicate this experience to the client. (6) The communication to the client of the therapist's empathic understanding and unconditional positive regard is to a minimal degree achieved." (PsycINFO Database Record (c) 2006 APA, all rights reserved).
Purpose: Being ‘in flow’ or ‘in the zone’ enables individuals to focus on tasks more fully and to maximise performance. As this phenomenon results in pleasure being experienced whilst mastery is gained, it can be a natural aid to goal-oriented activities such as coaching. This paper explores the applications of flow theory to coaching psychology.
Method: Various conditions are thought to influence the acquisition and maintenance of psychological flow. These are reviewed and linked to the work of coaches and coaching psychologists.
Results: The literature and models reviewed indicate that flow theory has a number of applications to coaching psychology, and that it can provide a useful framework for coaching psychology practice.
Conclusions: This paper suggests how these factors may be captured by coaching methodology thereby: (i) helping the client and coach to find focus and fulfilment during sessions; and (ii) encouraging the client to remain ‘on task’ whilst engaging in goal actioning activities afterwards.
This chapter describes the naive explanation of human actions, theory of correspondent inferences, personal involvement and correspondence, and the recent research concerning phenomenal causality and the attribution of intentions. The cognitive task of establishing sufficient reason for an action involves processing the available information about, or making assumptions about, the links between stable individual dispositions and observed action. The dispositional attributes are inferred from the effects of action, but not every effect is equally salient in the inference process. The perceiver's fundamental task is to interpret or infer the causal antecedents of action. When a person's actions have certain consequences, it is important for the perceiver to determine whether the person was capable of producing these consequences in response to his intentions. Where an actor fails to produce certain effects that might have been anticipated by the perceiver, there may be ambiguity as to whether the actor did not want to produce the effects, or wanted but was not able to. The attribution of intentions is that actions are informative to the extent that they have emerged out of a context of choice and reflect a selection of one among plural alternatives. However, the distinctiveness of the effects achieved and the extent to which they do not represent stereotypic cultural values, determine the likelihood that information about the actor can be extracted from an action. To say that an inference is correspondent, then, is to say that a disposition is being rather directly reflected in behavior, and that this disposition is unusual in its strength or intensity. In-role behavior is supported by too many reasons to be informative about the actor. However, out-of-role behavior is more informative because the effects of such actions are distinctive and not to be dismissed as culturally desirable.
• As the title suggests, this book examines the psychology of interpersonal relations. In the context of this book, the term "interpersonal relations" denotes relations between a few, usually between two, people. How one person thinks and feels about another person, how he perceives him and what he does to him, what he expects him to do or think, how he reacts to the actions of the other--these are some of the phenomena that will be treated. Our concern will be with "surface" matters, the events that occur in everyday life on a conscious level, rather than with the unconscious processes studied by psychoanalysis in "depth" psychology. These intuitively understood and "obvious" human relations can, as we shall see, be just as challenging and psychologically significant as the deeper and stranger phenomena. The discussion will center on the person as the basic unit to be investigated. That is to say, the two-person group and its properties as a superindividual unit will not be the focus of attention. Of course, in dealing with the person as a member of a dyad, he cannot be described as a lone subject in an impersonal environment, but must be represented as standing in relation to and interacting with another person. The chapter topics included in this book include: Perceiving the Other Person; The Other Person as Perceiver; The Naive Analysis of Action; Desire and Pleasure; Environmental Effects; Sentiment; Ought and Value; Request and Command; Benefit and Harm; and Reaction to the Lot of the Other Person. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
• As the title suggests, this book examines the psychology of interpersonal relations. In the context of this book, the term "interpersonal relations" denotes relations between a few, usually between two, people. How one person thinks and feels about another person, how he perceives him and what he does to him, what he expects him to do or think, how he reacts to the actions of the other--these are some of the phenomena that will be treated. Our concern will be with "surface" matters, the events that occur in everyday life on a conscious level, rather than with the unconscious processes studied by psychoanalysis in "depth" psychology. These intuitively understood and "obvious" human relations can, as we shall see, be just as challenging and psychologically significant as the deeper and stranger phenomena. The discussion will center on the person as the basic unit to be investigated. That is to say, the two-person group and its properties as a superindividual unit will not be the focus of attention. Of course, in dealing with the person as a member of a dyad, he cannot be described as a lone subject in an impersonal environment, but must be represented as standing in relation to and interacting with another person. The chapter topics included in this book include: Perceiving the Other Person; The Other Person as Perceiver; The Naive Analysis of Action; Desire and Pleasure; Environmental Effects; Sentiment; Ought and Value; Request and Command; Benefit and Harm; and Reaction to the Lot of the Other Person. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The therapeutic encounter involves multiple identities for professional and client alike and yet can be seen as somehow entirely separate from the everyday worlds of both people. This paper examines the complexity of therapeutic relationships and suggests supervision as one, admittedly flawed, way in which the concerns arising from this complexity can be explored. A friend recently told the first author that at her first appointment with a Relate counsellor she had been informed that if the two should meet outside of their sessions the counsellor would ignore her. The counsellor had explained that this was local policy; that it was felt to be the best way of dealing with any potential awkwardness that might otherwise exist. The friend had apparently accepted this at face value and said she had gone on to develop a productive counselling relationship. We were taken aback, knowing that we do not choose to say something similar to our clients and yet unable to easily articulate why this should be. In a recent article Taylor and colleagues (1998) talk about "the thrills and spills of living a life in which the personal, the professional and the political overlap and intrude upon one another in ways which are rarely acknowledged in the literature and which were certainly never addressed in our training". They are talking specifically about working as gay men delivering an HIV counselling service in a town with an above average gay population. We have had the experience of setting up and co-ordinating a Staff Counselling Service (providing counselling within the organisation that employs us) and a psychotherapy service for local GPs seeking personal help. In both cases, the likelihood of meeting clients in another context is likely to be statistically higher than it would be under different circumstances. If we took a position whereby contact outside the therapy context precluded the possibility of a therapeutic relationship then a huge range of people might be denied a service. Our Staff Counselling Service would not be able to see local employees. It is equally absurd that gay people might be denied the right to see a therapist who understood in very personal ways some of the meaning attached to being gay in a particular community.
Attribution theory is concerned with the attempts of ordinary people to understand the causes and implications of the events they witness. It deals with the “naive psychology” of the “man in the street” as he interprets his own behaviors and the actions of others. For man—in the perspective of attribution theory—is an intuitive psychologist who seeks to explain behavior and draw inferences about actors and their environments. To better understand the perceptions and actions of this intuitive scientist, his methods must be explored. The sources of oversight, error, or bias in his assumptions and procedures may have serious consequences, both for the lay psychologist himself and for the society that he builds and perpetuates. These shortcomings, explored from the vantage point of contemporary attribution theory, are the focus of the chapter. The logical or rational schemata employed by intuitive psychologists and the sources of bias in their attempts at understanding, predicting, and controlling the events that unfold around them are considered. Attributional biases in the psychology of prediction, perseverance of social inferences and social theories, and the intuitive psychologist's illusions and insights are described.
It is a basic and an undeniable fact of social life that one form impressions of other people whom they encounter in the day-to-day lives. As a direct result of generations of theory and research on impression formation and person perception, investigators have learned a great deal about the way individuals process information to form beliefs and impressions of other people. Accordingly, there exists considerable knowledge about the antecedents of social beliefs. The practical implications of these reality-constructing consequences of social beliefs are considerable, both at the level of individual lives and at the level of society. This chapter highlights that the processes of social thought are intimately woven into the fabric of social interaction and interpersonal relationships. The events of the lives are very much a reflection of one's beliefs about other people in the social worlds. Finally, it is in this sense that beliefs can and do create reality.
Coaching ethics: Integrity in the moment of choice
- A De Jong
Evidence based coaching handbook: Putting best practices to work for your clients
- J E Auerbach
Evidence based coaching handbook: Putting best practices to work for your clients
- S Allcorn
Heuristics and biases: The psychology of intuitive judgment
- T Gilovich
- D Griffin
The proactive behaviour framework: A reflective process for exploring thinking, behaviour and personal insight
- T J Kemp
The Johari window, a graphic model of interpersonal awareness
- J Luft
- H Ingham
Relational flow: A theoretical model for the intuitive dance
- M Moore
- D B Drake
- B Tschannen-Moran
- F Campone
- C Kauffman
People are complex and the world is messy: A behaviour-based approach to executive coaching
- D B Peterson