Become the best coach you can be: the role of coach training and coaching experience in workplace coaching quality and quality control

Diller, Sandra J.; Passmore, Jonathan; Brown, Hazel; Greif, Siegfried; Jonas, Eva

doi:10.1007/s11613-020-00662-8

Cited by 10 publications

(10 citation statements)

References 46 publications

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“…In addition, experienced coaches were chosen because it was felt that newly practising and novice coaches would not be able to identify which training and development activities are most impactful in terms of developing self‐awareness. While it is acknowledged that coaching experience, in terms of hours, is not an indicator of coaching quality (Diller et al, 2020), we wanted to interview coaches who had been coaching for several years as we considered (based on our own experience) that they would have engaged in several forms of development, and as self‐awareness develops over time (Carden et al, 2021), they would consequently have already started to develop their capacity to be self‐aware. Therefore, the participants selected had undergone coach training and were experienced accredited coaches (EMCC Senior Practitioner or above, ICF Professional Certified Coach (PCC) or above, or an equivalent), or with over 500 h coaching experience if they had no accreditation from a professional coaching body.…”

Section: Methodsmentioning

confidence: 99%

Exploring the role of self‐awareness in coach development: A grounded theory study

Carden

Passmore

Jones

2022

Int J Training Development

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Workplace coaching is a rapidly growing industry, and while there has been some research carried out to explore the effectiveness of coaching and to evaluate coaching outcomes, there has been very little research to underpin coach development and how coaches best develop coaching competence for workplace coaching. Self‐awareness is perceived by many, including the professional coaching bodies, to be a core‐competency for practising coaches. However, there is a lack of research evidence to underpin this perception and therefore this study, using an inductive grounded theory approach, explores the linkages between self‐awareness and coach development. It finishes by presenting a conceptual framework to identify the linkages between self‐awareness and coach development. The paper aims to make a theoretical contribution to the literature supporting workplace coaching and in particular coach development, by developing theoretical principles to underpin those providing coach development. The findings indicate that self‐awareness is an important competency for coaches to develop as it provides the backbone to developing deep and meaningful connections both for the coach in terms of self‐acceptance and confidence, and for the client in terms of the depth of the relationship, thereby creating an environment in which challenging work can be carried out.

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Section: Methodsmentioning

confidence: 99%

Exploring the role of self‐awareness in coach development: A grounded theory study

Carden

Passmore

Jones

2022

Int J Training Development

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“…Sociodemographic information included sex, age, academic education, coach training, membership in a coaching association, and work experience as a coach. Building on the frequent operationalization in various coaching market analyses of coaching experience in terms of steps of experience (e.g., Diller et al, 2020; ICF, 2016), we dichotomized work experience as a coach into either novices (defined as coaches with 3 years or less of coaching experience) or experts (with more than 3 years of coaching experience)…”

Section: Methodsmentioning

confidence: 99%

Participating in coaching research?! Attitudes of coaches toward coaching research and their impact upon research participation.

Hinn¹,

Kotte²

2021

Consulting Psychology Journal: Practice and Research

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In order to advance coaching as a field of evidence-based practice, it is necessary to further extend its empirical basis and to actively involve practitioners in research. We therefore analyzed coaches’ attitudes toward coaching research, factors that impact upon their attitudes, and how their attitudes in turn impact upon their willingness to participate in coaching research. We surveyed 252 coaches with an adapted version of the Attitudes to Psychotherapy Research Questionnaire (APRQ; Taubner et al., 2014). Factor analysis revealed four distinct attitude factors: (1) benefit of and (2) damage through coaching research, (3) fear of exposure of coaching inefficacy, and (4) effort related to participation in coaching research. Coaches’ experience (i.e., novices vs. experts; having undergone coach training vs. not) and their membership in a coaching association predicted attitudes toward coaching research, namely for factors (1), (2), and (3), while disciplinary background did not. All four factors as well as previous research participation significantly predicted willingness to participate in coaching research. Our findings can help narrow the practice–research gap by stimulating coaches to reflect upon their engagement with research and by aiding researchers to design future studies in ways that take into account practitioners’ interests and concerns.

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“…Moreover, although empathy is a vital factor for coaching success (Kinder et al, 2020), coaching success itself was not measured in our studies because our client was not a real client. In addition, the general population of coaches seems to be between 30 and 60 years (Diller, Passmore, et al, 2020). However, we mostly attracted young coaches to come to the lab in Study 3, meaning that results might not generalize to the general population.…”

Section: Limitationsmentioning

confidence: 99%

How client affiliation and competition influence the authenticity of a coach’s empathy.

Diller¹,

Jutzi²,

Eberhard³

et al. 2021

Consulting Psychology Journal: Practice and Research

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In this set of studies we explored the influence of the client's affiliation and potential competition on the coach's empathy. We expected that both competition and low affiliation would negatively affect the coach's inner empathy. In three studies we manipulated the coaching client in terms of affiliation and competition. In the first study (N 1 = 198) the participants were asked to coach either an affiliating, competing, or neutral client. In the second study (N 2 = 155) they were asked to coach either a less affiliating, competing, or neutral client. In the third study (N 3 = 52) they coached either a neutral client or a client who was both competing and less affiliating. The results of all three studies revealed that both competition and affiliation influenced the coach's affiliation feelings and inner empathy but not their expressed empathy. We further found that coaches felt less authentic in their behavior and their empathy when coaching a competing and less affiliating client than when coaching a neutral client. The set of studies provides evidence for the client's influence on a coach's empathy with a valuable degree of external validity because a mixed sample, future psychologists, and real coaches were tested. The results of these studies suggest that the coach's expressed empathy does not change dependent on the client. Thus, coaches stay in their professional role. However, staying authentic seems to be difficult when being confronted with a competing and less affiliating client.

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Become the best coach you can be: the role of coach training and coaching experience in workplace coaching quality and quality control

Cited by 10 publications

References 46 publications

Exploring the role of self‐awareness in coach development: A grounded theory study

Exploring the role of self‐awareness in coach development: A grounded theory study

Participating in coaching research?! Attitudes of coaches toward coaching research and their impact upon research participation.

How client affiliation and competition influence the authenticity of a coach’s empathy.

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