Coaching can be described as a method and technique which can be used for
guiding an individual to new learning in defined time frames.
There are many definitions for coaching. With so many varying and contradictory
definitions, it has been suggested that entering the debate of defining coaching
is at this present time an exercise in abstraction (Jackson, 2005). Even prolific
academic writers (Clutterbuck and Megginson, 2005) change their viewpoint,
indicating that the field is still developing and fluid. As far back as 1994,
Garvey (1994) refers to 'one-to-one helping' and thus proposes the concept
of redefining the term, with the almost Esperanto-like hope that 'one-to-one
helping' might be the rebirth of a muddied term which though effective in
descriptor terms is not 'sticky' in branding terms.
Some writers have suggested that mentoring is the model for coaching and
that mentoring, as a working title is too formal. They utilize the word coach
as it is a more readily palatable (Hudson, 1999). More recently, in a heroic
attempt to create some form of cohesion within this confused vista, we see
that prominent writers in the field are not happy to accept either activity
as a subset of the other. They state categorically that the distinctions between
these two terms causes confusion and that the community should start to move
to an agreed Coach-Mentor term (Parsloe & Wray, 2005).
Coaching definitions can be as simple and inclusive as, ‘the process
of empowering others’ (Whitmore, 1997). Or more definitive: ‘a process
that enables learning and development to occur and thus performance to improve'.
To be a successful Coach requires a knowledge and understanding of process
as well as the variety of styles, skills and techniques that are appropriate
to the context in which the coaching takes place’ (Parsloe, 1999). Perspective
also plays a huge part in the interpretation of an individual contributors
definition. Mentors view coaching as predominantly skills-related,
with specific capabilities linked to outcome (Cranwell et al, 2004). The coach
shifts the focus to the results of the job (Megginson and Clutterbuck, 1995)
and a primary focus on performance within the current job and emphasizes the
development of skills (Clutterbuck, 2004).
Definitions by coaches have developed over the years. From the somewhat
quaint, potentially dangerous and insular belief that the ‘most important
aspect of coaching is being accepted, respected and taken care of, rather
than the exchange of information between the coach and the coachee’ (Olalla,
1998). To the business definition that pronounces that ‘coaching is an enabling
process to increase performance, development and fulfillment’ (Alexander &
Renshaw, 2005). Interestingly, Megginson (1988) as far back as 1988 proffers
the view that coaching is more effective in a person’s development if actioned
at specific stages. Thus in the context of the business world coaching is
more role, job and project specific (Williams, 2000). If we follow this line
of thought that specific interventions at appropriate times in a persons development
is the most effective methodology, then a review of the broad range of coaching
interventions is required. And we will see that what is new, is that coaching
has amalgamated psychology, sports psychology and education (Zeus & Skiffington,
2000), and is now busy building ‘marketability and credibility’.
Origin of Coaching. History
The term ‘coach’ is first seen in the 1500’s referring to a method of carriage,
actually a horse drawn vehicle, originating in the small Hungarian town of
Kócs (pronounced "koach"). In the mid 1850’s the word coach was utilized in
English universities referring to a person who aided students in exam preparation
(Zeus and Skiffington, 2005) and appears to have links with "cramming" apparently
recalling the multitasking skills associated with controlling the team of
a horse-drawn stagecoach (Wikipedia, 2005). Coaching sees it's roots in
Humanistic Psychology (Zeus & Skiffington, 2000), focusing on a persons
dignity and intrinsic value.
Coaching in the Business World
As the Humanist movement started to emerge we begin to see a parallel emergence
of coaching within the business world, which can be seen within peer reviewed
journals. Gorby (1937) describes older employees coaching new employees to
reduce waste, so as to achieve a performance bonus. Bigelow (1938) recounts
Sales Managers coaching sales people. Mold (1951) reported a 'manager as coach'
program. Hayden (1955) argued that 'follow up' coaching improved appraisals.
Mahler (1964) indicated the difficulties of organizations getting their managers
to be effective coaches. Gersham (1967) evaluated the effect of supervisors
on 'attitude & job performance'. Tobias (1996) reports on a technically 'excellent'
44 yr old manager, who is coached on 'soft skills'. Though reported in ‘peer
reviewed journals’ the referrals are predominantly ‘case studies’ and ‘comment’
as opposed to rigorous analytical works such as the more recent study by the
Manchester Consulting Group (Zeus & Skiffington, 2005). This group reports
a 5.7 times ROI in regard to a coaching program launched between 1996-2000.
Also the research focus was geared towards a manufacturing biased as this
was the financial powerbase at the time and the concepts of ‘empowered workforces’
and ‘human capital’ other than an operational resource was yet to emerge.
Ostensibly the ‘life coaching’ concept demonstrated the first, by
modern definitions, coaching like activity, in a program aimed at high school
dropouts. This work at the forefront of the war on poverty commenced in the
1950’s from a YMCA-sponsored training program in Bedford-Stuyvesant, Brooklyn,
N.Y. Its aim was to search for more powerful counseling/learning methods in
helping people learn the psychological and social skills for coping with the
predictable developmental problems of life (Adkins, 2006). Towards the end
of the 60's research became more rigorous (Grant & Cavanagh, 2004). This focus
on more academic methodologies was the catalyst for the credibility required
by the more progressive commercial bodies. And as such the birth of executive
& business coaching emerged from leadership Programs in the 1980's (Zeus &
Skiffington, 2005).
The real breakthrough of Coaching came with the mix of sports and the
business world, virtually re-inventing itself. Tim Gallwey (1974) with
his Inner Game of Tennis, was a primary catalyst for coaching in a business
context with the quick succession of other notable sports-coaches, such as:
John Whitmore (champion racing driver), David Hemery (Olympic Hurdles Medalist),
and David Witaker (Olympic Hockey Coach).
Coaching in it's modern guise was born out of the Constructionist Learning
Theory (Williams & Irving, 2001), with a core belief that there is no
single, true interpreter or interpretation of reality (Zeus & Skiffington
2005). One can see the birth of coaching from principles that state: we ‘all
construct our own understanding of the world we live in, through reflection
on our experiences’. And interestingly with the 1990's seeing what some believe
to be an upsurge in ‘quasi-philosophical’ groups, finding particular favor
with those involved in management and communications development (Parsloe
& Wray, 2005), it is possible to see how phenomenon's such as NLP (Grinder
& Bandler, 1989) have ‘cherry picked’ from such areas such as Constructionist
theory, Bateson’s (2000) Cybernetics, Chomsky’s (1972) Language Theory and
Landamatics (Landa, 1974). It is this ‘cherry pick’ approach and the demands
of a commercial corporate world that has generated the call for a ‘scientist-practitioner
model of coaching’, where a more academic and rigorous methodology will act
as a benchmark and validation of the field. For many coaching is a long way
from being a profession, despite the existence of those that coach professionally
(Grant, 2003b). The current concerns of definition and validity can be explained
by a profession that has ‘converged’ rather than ‘emerged’ onto its current
position.
Usage of Coaching. Applications
Business Coach.
Executive Coach.
Life Coach.
Performance Coach.
Sports Coach.
Workplace Coach.
Steps in Coaching. Process
Not universally agreed.
Strengths of Coaching. Benefits
The predominant benefit of coaching to the individual and business is
the facilitation of self-directed learning. Though learning is enabled via
a coach, the true underlying benefit of coaching is in the ability of the
individual to 'move on' from the experience as a more able contributor.
In terms of retaining and developing talent studies indicate considerable
advantages to companies that actively encourage coaching during transition/change
phases.
ROI for coaching is considerably higher than standard classroom training,
especially in the executive community, where studies show they disconnect
up to 30 quicker than middle tier staff.
Limitations of Coaching. Disadvantages
Coaching is not therapy. If it is then the coachee can become dependent.
Can be seen as a prestige position in a business and thus can create
a cliché of coaches and political influencers.
Try telling your boss he's a crap coach!
Assumptions of Coaching. Conditions
Coaching really pulls on the idea of Malcolm Knowles and 'Adult Learning',
which in essence says that the individual has responsibility for their own
learning and all engagements, should be 'guided, rather than led'.
This is an incredibly complicated topic, for such a simple thing. The
reason being that coaching itself is not by definition a model, models such
as GROW, are the tools of coaching.
Currently there are no central models that offer a universally accepted
definition.
Book: Zeus & Skiffington
- The Coaching at Work Toolkit
Book: Mary Beth
O'Neill - Executive Coaching with Backbone and Heart
Book: Bruce Peltier
- The Psychology of Executive Coaching
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Information Sources
Various sources of information regarding Coaching. Here you will find powerpoints, videos, news, etc. to use in your own lectures and workshops.
Coaching, Mentoring, Management, Leadership Managers and executives often don't realize how much influence they have over their staff, by just being their superior...
Introduction to Managing People. Know Thyself This good introduction presentation is about how to be a Master Manager. By J. S. Osland, D. A. Kolb, I. M. Rubin and M....
10 Principles for Facilitative Consultancy Superb article by MIT Professor and OD consultant Edgar H. Schein in which he concludes that:
"... The decisive factor ...
Career Management, Career Planning, Personality Types This presentation elaborates on how to define your personality and the career that suits best to you. The presentation i...
6 layers to view at the reality of a person or issue Neuro Linguistic Programming (NLP) is used increasingly by businesses and individuals in HR, marketing, sales and organi...
Communicating Effectively, Active Listening, Coaching, Mentoring A comprehensive presentation about listening and how to do it well.
Includes a scheme of the steps in the listening pro...
Competence Development, Coaching, Mentoring Daniel Goleman gives 5 steps on how to develop a personal competence:
1. Ask yourself: Do I really care?
2. Get honest...
Initial Understanding of Coaching Chris Ruisi explains:
1. What is coaching?
2. What makes a good coach?
3. What is special about executive coaching?
...
Understanding the 8 Habits of Covey. Leadership Development, Management Development, Coaching, Mentoring In this video Steven Covey explains his 7 habits plus the 8th habit he added later:
1. Be proactive
2. Begin with the ...
People Management, Conflict Management, Persuasion, Challenging Situations This presentation is about the management of Conflicts, other challenging situations and about managing challenging peop...
Management Skills, Coaching Skills, Mentoring Skills, Management Development, Leadership Development Effective managers understand the difference between their role as a mentor and as a coach in developing their people an...
Management Skills, Leadership Skills, Management Development, Leadership Development, Situational Leadership As manager you need to combine professional expertise and experience with specific character traits, interpersonal and c...
Communication Skills, Personal Skills, Confidence, Power, Influence, Sincerity, Trust Presentation about communication skills, including non-verbal and verbal communication and listening skills. The present...
Wellbeing, Well-being, Mindfulness, Motivation, Employee Commitment Time Management, Coaching This presentation elaborates on the concept of mindfulness in the workplace, and includes the following sections:
1. Ou...
Skills of a Supervisor, Supervisor Role, Supervisor Behavior This presentation elaborates on the skills that supervisors need in order to be successful in their business/organizatio...
Impression Management, Communication Explanation of the main ideas of sociologist Erving Goffman regarding Impression Management.
Shakespeare wrote: "A...
Coaching, Mentoring, Goal Setting, Teamwork In this video legendary Dutch football player and coach Johan Cruijff (1947-2016) presents some of his inimitable ideas ...
Management, Leadership, Talent Management, Talent Acquisition, Talent Development This video is a nice start for any management course. Jobs shares some ideas on managers (in a high-tech environment) an...
Self Development, Coaching, Mentoring, Management Development, Leadership Development Coach Tony Robbins explains that you can only achieve good results in changing or improving yourself if you:
Not onl...
Relationship Management, Emotional Intelligence, Coaching, Emotional Work, Relationship at Work, Employee Relationships This presentation is about the relationship between peer and co-workers, and includes the following sections:
1. Nature...
Coaching Employees, Performance Reviews, Giving Effective Feedback Presentation that provides information about the ways to effectively coach employees. The presentation includes the foll...
Research Links
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