EXCELLENCE IN COACHING THE INDUSTRY GUIDE i
ii Praise for Exceence in Coaching What a wonderfu offering that covers an impressive range of materia from practica issues to appicabe theories to ethica and supervisory issues in coaching! Diane Stober, facuty, Organizationa and Management Deveopment, Fieding Graduate University, co-editor of Evidence-Based Coaching Handbook: Putting best practice to work for your cients Top managers are increasingy turning to speciaist coaches to hep them think, earn and redirect... This very hepfu book is for those in the growing profession of coaching, the faciitative partners who are heping today s executives maximize their own performance. Greg Parston, Director, Institute for Pubic Services Vaue, Accenture The variety of chapter contributions is commendabe and the cumuative effect is both affirming and edifying. Dr Eaine Cox, Director of Postgraduate Coaching and Mentoring Programmes, Westminster Institute of Education, Oxford Brookes University Offers a breadth of perspectives on the subject... Written by experts in the different fieds, it eaves the reader to judge which of these various methods are the most appropriate for their particuar needs. Peope Management Anyone who invests in this book wi not fee cheated. Training and Coaching Today If you ony have one coaching book on your shef, this is the one to have. Resource Magazine
iii EXCELLENCE IN COACHING THE INDUSTRY GUIDE 2nd edition EDITED BY JONATHAN PASSMORE
iv Pubisher s note Every possibe effort has been made to ensure that the information contained in this book is accurate at the time of going to press, and the pubishers and authors cannot accept responsibiity for any errors or omissions, however caused. No responsibiity for oss or damage occasioned to any person acting, or refraining from action, as a resut of the materia in this pubication can be accepted by the editor, the pubisher or any of the authors. First pubished in Great Britain and the United States in 2006 by Kogan Page Limited Second edition 2010 Apart from any fair deaing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act 1988, this pubication may ony be reproduced, stored or transmitted, in any form or by any means, with the prior permission in writing of the pubishers, or in the case of reprographic reproduction in accordance with the terms and icences issued by the CLA. Enquiries concerning reproduction outside these terms shoud be sent to the pubishers at the undermentioned addresses: 120 Pentonvie Road 525 South 4th Street, #241 4737/23 Ansari Road London N1 9JN Phiadephia PA 19147 Daryaganj United Kingdom USA New Dehi 110002 www.koganpage.com India The Association for Coaching, 2006, 2010 The right of The Association for Coaching to be identified as the author of this work has been asserted by them in accordance with the Copyright, Designs and Patents Act 1988. ISBN 978 0 7494 5667 2 E-ISBN 978 0 7494 5924 6 Association for Coaching formed in the United Kingdom in 2002, the Association for Coaching is a non-profit and independent professiona body whose aim is to promote best practice and to raise awareness and standards of coaching whie providing vaue-added benefits to its members whether they are professiona coaches or organizations invoved in coaching. www.associationforcoaching.com promoting exceence & ethics in coaching British Library Cataoguing-in-Pubication Data A CIP record for this book is avaiabe from the British Library. Library of Congress Cataoging-in-Pubication Data Exceence in coaching : the industry guide / Association for Coaching, Jonathan Passmore. 2nd ed. p. cm. Incudes bibiographica references and index. ISBN 978-0-7494-5667-2 ISBN 978-0-7494-5924-6 (ebk) 1. Empoyees Coaching of. I. Passmore, Jonathan. II. Association for Coaching. HF5549.5.C53E93 2010 658.3 124 dc22 2010006389 Typeset by Graphicraft Limited, Hong Kong Printed and bound in India by Repika Press Pvt Ltd
v Contents About the editor Contributors Foreword Preface Acknowedgements ix x xvi xvii xix Introduction 1 Jonathan Passmore Part 1 The business of coaching 7 1 What is coaching? 9 Frank Bresser and Caro Wison Coaching: the new profession 9; Defining coaching 9; Coaching quaities, skis and competencies 14; Coaching, counseing, psychotherapy and mentoring 21; The benefits of coaching 22 2 Coaching within organizations 27 Katherine Tupa (iustrations by Phiip Cornwa) The need for the human touch 27; Organizationa coaching framework 28; Buiding the business case 30; Ensuring focus 33; Creating aignment 35; Contracting 38; Deivering success 40 3 Leveraging the coaching investment 44 Katherine Tupa Introduction 44; Strategic framework for everaging externa coaching 44; Environment 46; Defining the coaching requirements 48; Coach seection and appointment 51; Embedding best practice 55; Engagement 58; Considering externa market trends 60; Summary 61 4 Setting up and running your coaching practice 63 Aex Szabo Panning for success 63; Setting up a coaching practice 64; Your operations 68; Your financia management 70; Saes and marketing 73; Yoursef 77; Concusions 80
vi Contents Part 2 Coaching modes and approaches 81 5 Behavioura coaching the GROW mode 83 Graham Aexander The GROW coaching mode expained 83; The GROW mode 83; When does the GROW mode work best? 86; Toos and techniques 87; Ten key questions to guide your way 92 6 Soution-focused coaching 94 Anthony M Grant The soution-focused coaching mode expained 94; Core characteristics of soution-focused coaching 95; When does the soution-focused approach work best? 98; Toos and techniques 100; Strategic overview of a soution-focused coaching intervention 102; Ten key questions to guide your way 105; Summary 108 7 Cognitive behavioura coaching 110 Michae Neenan The cognitive behavioura coaching mode expained 110; When does CBC work best? 115; Toos and techniques 115; Ten key questions to guide your way 119; Concusion 121 8 NLP coaching 123 Ian McDermott The NLP coaching mode expained 123; When does NLP coaching work best? 124; Toos and techniques 125; Ten key questions to guide your way 129; Summary 133 9 Transpersona coaching 134 John Whitmore and Hetty Einzig The transpersona coaching mode expained 134; When does transpersona coaching work best? 135; Toos and techniques 137; Ten key questions to guide your way 143; Summary 146 10 Appreciative coaching: pathway to fourishing 147 Ann L Cancy and Jacqueine Binkert Introduction 147; The appreciative coaching mode expained 147; Positive methods underying the appreciative coaching mode 149; When does appreciative coaching work best? 151; Toos and techniques in action 151; Concusion 155
Contents vii 11 Integrative coaching 157 Jonathan Passmore The integrative coaching mode expained 157; When does integrative coaching work best? 164; Toos and techniques 165; Ten key questions to guide your way 168 Part 3 Coaching issues 173 12 Intercutura coaching 175 Phiippe Rosinski and Geoffrey Abbott Integrating cuture into coaching 175; Embracing diversity 178; Leveraging aternative cutura perspectives 180; The goba coaching process 183; Cross-cutura work in practice 185; Concusions 187 13 Coaching and stress 189 María Aicia Peña and Cary L Cooper Why focus on stress? 189; How can coaching hep to manage stress? 191; Managing stress: a comprehensive approach 193; How can stress be prevented? 201 14 Coaching ethics: integrity in the moment of choice 204 Aard de Jong Why are ethics important in coaching? 204; What is meant by ethics? 205; The foundations of ethica thinking 206; Ethica principes that guide coaching practice 207; Modern society and new ethics 209; Ethica standards for coaching 211; Ethica themes and scenarios from coaching 211 15 Coaching supervision 215 Peter Hawkins What is supervision? 215; Roe and purpose of supervision 216; Simiarities and differences to counseing and psychotherapy supervision 218; The stages in a supervision session 219; The seven-eyed coaching supervision mode 221; Training as a coaching supervisor 225 16 Evauating coaching programmes 228 Aison Carter and David B Peterson Why evauate? 229; How to evauate 230; Pitfas to avoid 233; Cases in point 234; Fina thoughts 238
viii Contents 17 Coach accreditation 240 Diane Brennan and Aison Whybrow Introduction 240; The case for accreditation 240; Coach accreditation: recent history and deveoping trends 244; Understanding existing and emerging professiona accreditation systems in the coaching space 245; Coaching and coaching psychoogy 250; Where to from here? 255; Concusion 257; Appendix 259 The Association for Coaching 260 Index 263
ix About the editor Jonathan Passmore is one of the UK s eading coaches. He is a chartered psychoogist, an accredited coach, a coaching supervisor and feow of the CIPD. He has wide business consuting experience having worked for PricewaterhouseCoopers, IBM Business Consuting and OPM, and as a chief executive and company chairman in the sports and eisure sector. He is based at the Schoo of Psychoogy, University of East London, and is Director for the Coaching and Coaching Psychoogy programmes. He has pubished widey and is the author of severa books incuding tites on the psychoogy of socia networking and on organizationa change, pus the five books in this series; Exceence in Coaching, Psychometrics in Coaching (2008), Diversity in Coaching (2009), Leadership in Coaching (2010) and SuperÂvision in Coaching (2011). He can be contacted at: jonathancpassmore@yahoo.co.uk.
x Contributors Geoffrey Abbott is an executive coach and researcher currenty based in E Savador where he has been competing his doctora studies on coaching with the Austraian Nationa University. Geoff was previousy an executive with the Specia Broadcasting Service in Sydney, Austraia, where he managed strategic panning processes and cross-cutura research. He is an Associate of ESEN (the Schoo of Economics and Business) in San Savador. Geoff works mainy in Centra America with cients from the commercia and deveopment sectors. He has a particuar interest in cross-cutura coaching as a strategy for enhancing goba competitiveness. He can be contacted at geoffabbott@yahoo.com. Graham Aexander is often described as a super coach and has been attributed with introducing business coaching to the UK. He is one of the few peope coaching at the top eve of UK/internationa business, specificay CEOs, boards and senior executives, and has coached more UK CEOs than anyone. Graham deveoped the GROW mode, which has become the word s bestknown business coaching framework. He has pubished two books and is Senior Vice President, Europe, of the Hudson Highand Center for High Performance. Graham can be contacted at graham@grahamaexander.com. Dr Jacqueine Binkert is principa of Appreciative Coaching Coaborative, LLC, is co-author of Appreciative Coaching: A positive process for change, a researched, evidence-based approach to coaching founded on appreciative inquiry. She presents appreciative coaching workshops internationay and teaches an academic onine appreciative coaching course with The Fieding Graduate University. Jackie speciaizes in executive coaching and for over 20 years she has worked with cients from non-profit organizations and internationa corporâ ations to educationa institutions, governmenta agencies and manufacturing, incuding the Executive Deveopment Center of a Fortune 50 company. Diane Brennan is passionate about the power of coaching. She became invoved as a eader within the Internationa Coach Federation (ICF) to expand goba conversations and professionaization across the community. Diane served as the ICF goba President in 2008. She is an executive coach, consutant, author and co-editor of the book, The Phiosophy and Practice of Coaching. She hods an MBA, ICF Master Coach and is feow of the American
Contributors xi Coege of Medica Practice Executives. She was aso the first Director of Training for Fieding University coaching programme. She can be reached at diane@coachdiane.com. Frank Bresser is a eading, goba business expert for the successfu impementation and improvement of coaching. Supported by his wordwide team, he advises companies on the effective use of coaching. His expertise is used and put in practice successfuy in organizations across the gobe and has set internationa standards in the impementation and improvement of coaching. He hods an MBA with Distinction in Internationa Management from the University of East London, and aso is a visiting ecturer on coaching at the UEL today. He is based in Germany and can be contacted at www.frank-bresser-consuting.com. Dr Aison Carter is a Principa Research Feow at the Institute for Empoyment Studies (IES). Formery a corporate management deveopment practitioner, for the past 10 years she has undertaken research on coaching and HR strategy/ function issues as we as heping organizations evauate the impact of their coaching schemes. She is a Feow of the CIPD and a former Director of EMCC. Aison can be contacted on aison.carter@empoyment-studies.co.uk. Dr Ann L Cancy is a principa of Appreciative Coaching Coaborative, LLC. She is co-author of Appreciative Coaching: A positive process for change, a researched, evidence-based approach to coaching founded on appreciative inquiry. She traves internationay offering appreciative coaching workshops and teaches an academic onine appreciative coaching course with The Fieding Graduate University. Over the past 20 years, she has worked with a wide range of executive and business cients from corporations, retai companies, governmenta agencies, community groups and non-profit organizations. Professor Cary L Cooper is Distinguished Professor of Organizationa Psychoogy and Heath and Pro Vice Chanceor at Lancaster University. He is the author of over 120 books (on occupaâtiona stress, women at work and industria and organizationa psychoogy), has written over 400 schoary artices for academic journas, and is a frequent contributor to nationa newspapers, TV and radio. Professor Cooper is the immediate past President of the British Academy of Management. He is a Feow of the Academy of Management (having aso won the 1998 Distinguished Service Award) and in 2001 he was awarded a CBE in the Queen s Birthday Honours List for his contribution to organizationa heath. Hetty Einzig is a Performance Consutants partner and executive coach working in the areas of business coaching, transpersona coaching, organâ izationa and team deveopment, transformationa eadership, organizationa synthesis and emotiona iteracy. Her coaching stye is hoistic, spanning
xii Contributors work, ife and strategic deveopment issues. She is a UKCP registered psychoâ therapist and a Feow of the Roya Society of Arts. Hetty can be contacted at hetty@performanceconsutants.co.uk. Dr Anthony M Grant is a coaching psychoogist. He hods a BA (Hons) in Psychoogy, a Masters of Arts in Behavioura Science and PhD. Anthony eft schoo at the age of 15 with no quaifications, competed his training as a carpenter and ran his own contracting business. He embarked on a second career in direct saes and marketing, before beginning tertiary studies in 1993 as a mature-age student and commencing a third career in his 30s as a coaching psychoogist. In January 2000 Anthony estabished the word s first Coaching Psychoogy Unit at the Schoo of Psychoogy at Sydney University where he is the director. He has co-written and/or co-edited five books on evidence-based coaching and has over 30 coaching-reated pubications. He can be contacted at anthonyg@psych.usyd.edu.au. Dr Peter Hawkins is Chairman of Bath Consutancy Group, a eading internationa consutancy in the fied of organizationa transformation, cuture for performance and eadership, which he co-founded in 1986 and which runs eading training courses in coaching supervision. He aso co-founded Centre for Staff Team Deveopment in 1979, one of the eading organizations in the fied of supervision deveopment across a the professiona fieds. He is author of The Wise Foo s Guide to Leadership and co-author of the best-seing Supervision in the Heping Professions and Coaching, Mentoring and Organizationa Consutancy. Peter can be contacted at peter.hawkins@bathconsutancygroup.com. Aard de Jong is an internationa deveopment speciaist, performing team coaching, process faciitation and eadership coaching. He is currenty Director of Change and Chaenge, and an associate at Penna and LHH. He ectures on coaching, eadership and change throughout Spain. He hods a Master s Degree in Communication Studies and Bacheor Degree in Internationa Business Administration. Aard can be contacted at aard@changeandchaenge.com. Ian McDermott is founder and Director of Training for Internationa Teaching Seminars (ITS). For neary 20 years ITS has been committed to training the next generation of NLP trainers, practitioners and coaches. Named one of Britain s Top 10 Coaches and described as the Coaches Coach (Independent on Sunday), Ian has pioneered the integration of NLP and Coaching. He continues to work personay with key senior executives focusing on strategic issues. His work is featured in the Open University MBA course Creativity, Innovation and Change. His numerous books incude the bestseers The Art of Systems Thinking, Way of NLP, The NLP Coach, Your Inner Coach and The Coaching Bibe and have been transated into 15 anguages. Ian can be reached on +44 (0) 1268 777125 or at www.itsnp.com.
Contributors xiii Michae Neenan is an honorary vice-president of the Association for Coaching, co-director of the coaching training programme at the Centre for Coaching, Backheath, an accredited cognitive-behavioura therapist and a visiting tutor at Godsmiths Coege, University of London. He has co-written (with Professor Windy Dryden) over 20 books on cognitive behaviour therapy incuding the best-seing Life Coaching: A cognitive behavioura approach. His coaching practice focuses on both persona and professiona deveopment. Michae can be contacted at neenanmike@ao.com. Dr Jonathan Passmore is a chartered psychoogist, accredited coach and coaching supervisor. He works with senior executives on coaching, organization change and eadership programmes. He hods five degrees and is an active contributor through artices, books and conference speeches. Jonathan has worked at board eve in the private, pubic and not-for-profit sectors and has worked for a range of firms incuding PricewaterhouseCoopers, IBM and OPM. In his spare time he keeps bees. Jonathan can be contacted at jonathancpassmore@yahoo.co.uk. María Aicia Peña is a chartered counseing psychoogist and occupationa psychoogist. She has worked both in the NHS and in the private sector, and is now Acting Head of Counseing and We-being, Reading University. For her doctorate she is researching the factors that ead to an effective return to work after absence due to stress, burnout, anxiety or depression. Her cinica work focuses on both individuas and coupes across a wide range of menta heath issues. She is quaified to use EMDR, an effective method to hep peope overcome the effects of trauma. Aicia can be contacted at apena@hotmai.co.uk. David B Peterson, PhD, is Senior Vice President at PDI Ninth House, where he has been eading executive coaching services wordwide for over 20 years. Based in San Francisco, he coaches CEOs and senior executives in Goba 1000 companies, as we as heping organizations design their own coaching programmes. He has authored numerous artices and two best-seing books. David can be reached at david.peterson.phd@gmai.com. Phiippe Rosinski is an expert in executive coaching, team coaching, and goba eadership deveopment, sought after by eading internationa corporations. He is principa of Rosinski & Company (www.phirosinski.com). He is the author of Coaching Across Cutures and his pioneering work in bringing the crucia intercutura dimension into the practice of coaching has won him wordwide accaim. Phiippe is the first European to have been designated Master Certified Coach by the Internationa Coach Federation. COF is avaiabe at www.phirosinski.com/cof.
xiv Contributors Aex Szabo is a quaified and accredited persona and professiona coach. She is a business professiona with extensive experience in strategic management and operations. Her background of psychoogy, training, merchant banking, and entrepreneuria experience ed her to found Taiored Coaching, which provides resuts-orientated persona, business, executive and group coaching. Aex was a nominee for the Honorary AC Awards Infuencing Coaching category; and is co-founder of the Association for Coaching, the UK s eading professiona body. She can be contacted at www.taioredcoaching.com. Katharine Tupa is Founding Chair and CEO of the Association for Coaching, and Co-Founder of Wisdom8, a firm speciaizing in Cross-cutura and CEO/ Top Team Coaching. A driving force for coaching exceence, she has won a number of awards, incuding Infuencing and Impacting the Coaching Profession and Coaching/Mentoring Person of the Year by Coaching at Work. Katherine is aso a sought-after board-eve goba coach, speaker, coach mentor and author, with contributions to the AC s Exceence in Coaching, Diversity in Coaching, and Leadership Coaching (Kogan Page 2006, 2009, 2010). She can be contacted on ktupa@wisdom8.com. Sir John Whitmore was a successfu professiona racing driver before moving into business. He then moved to Caifornia to study and promote the emerging psychoogies, before returning to the UK to set up a tennis and ski schoo based on a new earning method caed The Inner Game, which redefined coaching. He then teamed up with former Oympians to found Performance Consutants, bringing coaching into business. In 2004, he was made recipient of the AC Honorary Award for Impacting the Coaching Profession and his book Coaching for Performance is a business best-seer and has been transated into 14 anguages. www.performanceconsutants.co.uk. Dr Aison Whybrow has been at the forefront of the deveopment of the coaching psychoogy profession in the UK. She has hed an executive position within the Coaching Psychoogy group of the British Psychoogica Society since 2004 and has supported the deveopment of professionaism in coaching and coaching psychoogy gobay. As we as having a strong coaching and consuting pracâtice, Aison contributes as an editor and writer to coaching and coaching psychoogy pubications. She is continuay deighted by the power of purposefu conversation and can be contacted at aison@i-coachacademy.com. Caro Wison is Managing Director of Performance Coach Training, a joint venture with coaching pioneer Sir John Whitmore s Performance Consutants Internationa, and Head of Professiona Standards & Exceence at the Association for Coaching. She designs and deivers programmes to create coaching cutures for organizations incuding the Arts Counci, IKEA, NCR, CLM 2012 Oympic Deveopment Partner, various pubic sector organizations incuding schoos and county councis, and open programmes to train coaches. She experienced
Contributors xv the vaue of a coaching cuture at first hand during a decade working at board eve with Sir Richard Branson. Caro was nominated for the AC Awards Infuence in Coaching and Impact in Coaching and is the author of Best Practice in Performance Coaching. She can be contacted via her web page: www.performancecoachtraining.com.
xvi Foreword Books about coaching generay offer the perspective of a singe coach drawing on their experiences from the fied. My book Coaching for Performance is one of those. They serve to contribute to the body of coaching knowedge and to the income and reputation of the author. This one is different. It brings together a range of the best writings on the subject without judgement or favour. As such, it gives the reader an opportunity to sampe the fied and take responsibiity for their own choice of which path or paths to foow or combine, or whether to carve out a new path of their own. Any coach, or woud-be coach, is bound to gain from the richness that is offered, from practica experience of, and advice on, running a coaching practice to important issues such as standards, ethics and supervision; this book embraces many different methodoogies. A recenty emerging theme in the coaching industry is the recognition of the need to coaborate for the benefit and the reputation of the industry as a whoe and its cients, rather than maintaining the protective sef-interest that has characterized much of business in the past. This book refects this view; for exampe, the editor and contributors have not received any payment for their efforts, and have thereby made a genuine contribution to the industry as a whoe, one that transcends persona gain. Coaching has been estabished for more than two decades, and it is now coming into maturity and reveaing more of its depth. At a superficia eve, coaching heps peope to carify their goas, to schedue their actions and to succeed more readiy at work and in ife. It heps peope to earn and perform better by enhancing their awareness, responsibiity, sef-confidence and sef-reiance. At a deeper eve, when undertaken we and responsiby, it heps peope aong their evoutionary journey towards higher or deeper eves of themseves to discover who they reay are. It is a psycho-spiritua journey that is both universa and as pre-programmed as is the Darwinian one of bioogica evoution. The principe and practice of coaching is a choice of making kit on a micro scae, and et us hope that these principes wi spread to the macro in time. We are a fedging industry but, as Margaret Mead said, Never beieve that a sma group of dedicated individuas can not change the word indeed it is the ony thing that ever has. Is the Association for Coaching such a group? Let us cast aside our sef-imiting beiefs and cooperate towards a higher goa, higher version. This end is something to which this book contributes and of which it is an exampe. John Whitmore Author of Coaching for Performance
xvii Preface This book came about during a conversation at an Association for Coaching event in London. Katherine Tupa and I refected on the need for a singe guide to coaching practice that woud bring current issues together. With the hep of the back of an enveope and a deayed train from King s Cross station this book moved from a vague conversation over coffee to a book proposa. The simpe idea was to bring together the top Engish-speaking coaching writers to contribute to a singe book. This book assembes two dozen of the word s top coaches, a of whom have written and pubished esewhere and are experts in their individua fieds. It covers issues which have not been written about widey, such as coaching supervision and coaching ethics, but which are of importance if coaching is to deveop as a profession. It aso aims to offer the reader a seection of the most popuar coaching modes, written by the eaders in each of these areas, aong with guidance on getting started in coaching. The book is divided into three sections. The first is what we have caed Coaching basics, and covers the themes of What is coaching?, Coaching within organizations and Running your coaching practice. If you are new to coaching, studying coaching or are setting up your coaching practice, this section wi be of interest to you. The second section contains a seection of the most popuar coaching approaches, with chapters by the eading writers in each of these areas. Most coaches use a singe mode in their coaching practice; by offering an accessibe description of a range of modes we hope coaches wi be abe to deveop their practice further, first by reading and then securâ ing further training in some of the speciaist areas such as cognitive, transâ persona and motivationa interviewing. The third section expores current issues within coaching, from supervision to ethics and diversity. Much of the materia in this section is new thinking and seeks to take forward the debate in these areas. As aways with editions ike this, as editor I end up frustrating authors who wanted to bring a creative touch to their writing whie I attempted to create some consistency in ook and fee throughout the book. On the other side is the frustrated pubisher keen to move forward whie I attempt to herd authors towards the finish post of the pubication deadine. The resut is never the perfect book, but I hope it wi be a usefu addition to every coach s book shef. Throughout the book we have tried to use the term coachee for the person who sits in the session with the coach, and the term cient for the person who commissions the coaching and pays the bi. Sometimes these are the same person; however, often in organizationa settings they are different peope.
xviii Preface The ideas and views expressed in each chapter are those of the individua authors, and do not necessariy represent my own views as editor or those of the Association for Coaching. As the editor, a chartered psychoogist, coaching practitioner and a researcher into coaching practice, I am interested to hear your views.
xix Acknowedgements I woud ike to express my thanks to Katherine Tupa and Aex Szabo who supported the idea of the book and for their encouragement during the process. Thanks are aso due to the authors who gave of their time, without payment, to contribute to this coaborative piece and for putting up with my desire for redraft after redraft. I woud ike to pay tribute to my wife, Katharine, who has aowed me to spend many hours at the keyboard typing and engaged in discussions about the book during the past year. Her hep was invauabe. This book is dedicated to her. Jonathan Passmore
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1 Introduction Jonathan Passmore Coaching: the future Since we aunched the first edition of Exceence in Coaching in 2006 the book has estabished itsef as a popuar read for practitioners and those studying coaching. The book has sod across the word and is now a course text on severa coaching programmes. Its popuarity has ed to numerous reprints, and after four years we have decided to produce a second edition. Since the origina book, severa other coected editions have been pubished which have offered a more academic focus, incuding exceent contributions to the fied by Stephen Pamer and Aison Whybrow (The Handbook of Coaching Psychoogy), Eaine Cox, Tatiana Bachkirova and David Cutterbuck (The Sage Handbook of Coaching) and Bob Garvey and his coeagues. In revising this edition we have stuck to the origina mode: a short and accessibe book for practitioners interested in how coaching works, with references for readers who want a deeper coverage of issues to foow up. In this new edition we have added severa chapters to refect the changing market in standards and evauation. We have aso added a mode on a positive psychoogy approach to coaching; Appreciative Inquiry, and have updated the other chapters. In the new edition we have retained the division into three sections. The first deas with the nature of coaches. These chapters cover how coaches can estabish and best manage their business and how to work in parae with cients and coachees. The second section of the book is concerned with coaching modes and techniques. Rather than concentrate on a singe mode we have offered a number of modes: behavioura, cognitive behavioura, NLP, transâ persona, soution-focused, Appreciative Inquiry and integrative. Our aim is to hep coaches to extend their professiona practice. Most peope are taught a singe coaching mode in their coach training; we have tried to encourage trainers and coaches to use a diverse range of modes which meet the needs of their coachee and of the issue. I have previousy advocated that coaches deveop a persona integrated mode of coaching which bends together different approaches, and I hope that the range of modes wi hep coaches in this endeavour. The third
2 Introduction section of the book focuses on issues facing coaches, from working with stress to ethics, cross-cutura working and standards. Coaching at work The research evidence from the Chartered Institute of Personne and Deveop ment (CIPD) and others demonstrates that coaching has become a popuar organizationa intervention that now ranks aongside eadership deveopment and management skis programmes. Further, there is growing evidence that coaching can have a positive impact on individuas and on individua perâ formance. It is cear that coaching as an intervention is here to stay. It has been suggested that coaching is the most powerfu method for deveoping managers (Lee, 2003). However, the abiity to harness this gain takes sefawareness, sef-beief, persona motivation and toos to enabe the coachee to put new ideas into new ways of behaving. The roe of the executive coach in the reationship is to faciitate and coordinate these eements, working in harmony with his or her coachee. Some have suggested that the harmonic reationship in coaching shoud be ike conducting a band, waving the baton of the question and focusing attention on each eement in turn. I woud prefer to see this more ike paying jazz, with the coach and coachee working together to weave the journey that emerges from the process. In organizations there is the added compexity of working with a second cient : the organization sponsors. They have their own views about what needs to be deivered from coaching. In 2006 I suggested that organization sponsors were reativey naïve about how they can direct coaching, possiby fearing that they may cross the confidentiaity boundary. In the past four years organizations have become increasing savvy at the commissioning process, as some of our new contributions note. As the market continues to deveop and HR professionas become more confident in managing coaching contracts, it is ikey that organizationa coaching reationships wi start with tripartite meetings to set the scene and agree the objectives, and wi cose with a simiar review, and that organizations wi review the competencies and quaifications of their coaches. We are ikey to see a continued shift to professionaization, which means more coaching degrees and accreditation from professiona bodies. Life coaching In the arena of ife coaching the market too has been growing. The market itsef is even more diverse, ranging from coaches working in heath areas such as smoking cessation, stress and diet management, to more traditiona ifestye work. For these heath interventions, coaches with backgrounds in heath services or psychoogy are typicay trained. The emergence of this work may deveop further as the heath sector recognizes the potentia of coaching as an aternative to counseing, with its associated negative images. At the ifestye end of the spectrum coaches and coachees are working on reationships, faith and work ife baance.
Introduction 3 Coaching training standards What is cear from the deveopments in the sector is a need for robust training and the maintenance of ethica practice. As of 2010, becoming a coach is sti as easy as saying the word. There are no standards or icensing arrangements in the United States, the UK or Austraia. Whie nationa or state-managed icensing is some way off, accreditation and training through professiona bodies are continuing to grow. The chaenge, however, with such vountary schemes is ensuring that coaches participate and that the pubic understand the scheme, and this is why we have incuded a chapter on the issue in the second edition. The issue is sti not setted and there is ongoing debate about the benefits and vaue of accreditation, training and icensing. Such debate mirrors much of what has gone before in other professions, such as counseing and psychotherapy, as they moved towards standards in the 1980s (Mowbray, 1995). Whie the debate continues, the professiona bodies have responded through estabishing accreditation schemes. Such schemes wi hep coaches and aso hep cients identify the good from the ess good in the market. Coaching competencies In an environment where few coaches were trained, knowing which behaviours were effective was arguaby of imited importance. The deveopment of coaching and its journey towards becoming a profession brings with it the question of standards and training. What does a coach need to earn to be effective? A sma number of writers have sought to answer this question. Aexander and Renshaw (2005) suggest that a number of key competencies are important. They fet that coaching competencies shoud be divided into three custers: reationship, being and doing. In the first of these, reationship, coaches need to demonstrate that they are open and honest and that they vaue others. In the second custer, being, coaches need to have sef-confidence to be abe to work with their coachee through difficut chaenges. They aso need to maintain an enabing stye, to avoid sipping into a directive approach with their coachee, and to be sef-aware. In the third custer, doing, coaches need to hod a cear methodoogy, to be skifu in appying the method and its associated toos and techniques, and to be fuy present. Few of these competencies easiy end themseves to a forma training. Research suggests that coachees have a very cear view of what they vaue within a coaching reationship. They expect their coaches to have strong communicaâ tion skis, to be abe to isten, to reca information accuratey, to chaenge whie maintaining support for them as an individua and to direct attention through questions. The senior executives in the study aso expressed the view that reationship skis were important. In this respect, credibiity and previous experience heped to estabish and maintain the reationship, aongside empathy and affirming the coachee. There was aso a view that knowedge about human behaviour and knowedge of the sector were vaued. The second of these, sector knowedge, is often contested but this may refect a desire to divide coaching
4 Introduction and mentoring into neat boxes. My experience suggests that the two areas are intertwined and mixed; see Tabe 0.1. The tabe suggests pure forms, whie in reaity coaching and mentoring run between the poarities iustrated. What this means for training is that we need to review the coaching training that is being offered to ensure it meets the needs of the sector. First, training shoud have a strong skis component. Coaches shoud be encouraged to use earning ogs as a minimum, and where possibe to record their coaching practice for discussion with their supervisor at a ater date. Second, coaching and mentoring shoud be viewed in parae, as the skis between these two areas overap. Third, coaches shoud have two or more sub-quaifications of speciaism. This may incude areas such as executive coaching, heath coaching, stress coaching and ifestye coaching. A coach skied in one area may not necessariy have the skis to operate successfuy in another. A fourth impication is the need for coaches to deveop an understanding of a range of modes. We shoud expect trained coaches to be abe to move from basic intervention using behavioura modes, through intermediate stages of using cognitive modes, to more advanced skis in speciaist trained areas such as motivationa interviewing and eye movement desensitization and reprocessing (EMDR). The fina area is that training needs to be evidence based. Coaching students need to understand which interventions wi offer the best resuts in different cases. As yet the research is sti deveoping, but experience from the counseâ ing word eads us to beieve that certain intervention modes are better suited to specific chaenges. There is no reason to assume that coaching is any different, and that cognitive behavioura may be the best intervention to address ow sefesteem and poor performance, whie transpersona may offer a more effective mode to work on issues of ife purpose. Concusions This book, we hope, wi provide readers with an enjoyabe, stimuating read across the current debate within coaching. References Aexander, G and Renshaw, B (2005) Supercoaching, Random House, London Cox, E, Bachkirova, T and Cutterbuck, D (2010) The Sage Handbook of Coaching, Sage, London Garvey, R, Stokes, P and Megginson, D (2008) Coaching and Mentoring: Theory and practice, Sage, London Lee, G (2003) Leadership Coaching: From persona insight to organisationa performance, CIPD, London Mowbray, R (1995) The Case Against Psychotherapy Registration, Trans Margina Press, London Pamer, S and Whybrow, A (2007) The Handbook of Coaching Psychoogy, Routedge, London Passmore, J (2007) Coaching & mentoring: the roe of experience and sector knowedge, Internationa Journa of Evidence based Coaching and Mentoring, Summer, 10 16
5 Tabe 0.1 Contrasting coaching and mentoring Coaching 1. Leve of formaity More forma: contract or ground rues set, often invoving a third-party cient 2. Length of contract Shorter term: typicay between 4 and 12 meetings agreed over 2 to 12 months 3. Focus More performance-focused: typicay a greater focus on short-term skis and job performance 4. Leve of sector knowedge More generaist: typicay coaches have imited sector knowedge 5. Training More reationship training: typicay coaches have a background in psychoogy, psychotherapy or HR 6. Focus Dua focus: more typicay a dua focus on the needs of the individua and the needs of the organization Mentoring Less forma: agreement, most typicay between two parties Longer term: typicay unspecified number of meetings with reationships often running over 3 to 5 years More career-focused: typicay a concern with onger-term career issues, obtaining the right experience and onger-term thinking More sector knowedge: typicay mentors have knowedge of organization or business sector More management training: typicay mentors have a background in senior management Singe focus: more typicay a singe focus on the needs of the individua
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7 Part 1 The business of coaching
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1 What is coaching? 9 Frank Bresser and Caro Wison Coaching: the new profession This chapter sets out to describe the nature of coaching: its boundaries with other heping interventions, the skis required to make an effective coach and the evidence of the impact of coaching on individuas and organizations. Coaching is one of the fastest-growing professions. Having emerged from the area of sports in the 1960s, coaching transferred to business throughout the 1970s and 1980s, underwent a high degree of diversification and popuarizaâtion in the 1990s, and is today accepted as a respected and widey used resource for persona deveopment. Accordingy, various forms of coaching (ife coaching, executive coaching, career coaching, sports coaching, etc) now exist. This chapter addresses the question of what is the essence of coaching, what quaities, skis and competencies a coach actuay needs, what are the reevant differences between coaching and other discipines, and what benefits coaching offers. Defining coaching Leaving aside the hyperboe that currenty surrounds the term coaching, there exists a common understanding of what it actuay means. Athough different definitions abound, they mosty describe the same phenomenon. Coaching is... unocking a person s potentia to maximize their own performance. It is heping them to earn rather than teaching them (Whitmore, 2009); a coaborative, soution-focused, resuts-orientated and systematic process in which the coach faciitates the enhancement of work performance, ife exâperiâ ence, sef-directed earning and persona growth of the coachee (Grant, 1999; basic definition aso referred to by the Association for Coaching, 2006);
10 The business of coaching a professiona partnership between a quaified coach and an individua or team that supports the achievement of extraordinary resuts, based on goas set by the individua or team (ICF, 2005); the art of faciitating the uneashing of peope s potentia to reach meaningfu, important objectives (Rosinski, 2003). At the heart of coaching ies the idea of empowering peope by faciitating sefdirected earning, persona growth and improved performance. Beyond this shared understanding, a host of issues are sti under discussion within the profession. We have summarized 12 dimensions (Bresser, 2005, 2008, 2010) that are part of this wider debate; see Figure 1.1. Terminoogy History Goas/Benefits Fundamenta Principes Coaching Reationships Coaching Techniques Coaching Target Groups Reationship to other Services Quaification Leves of Impementation Cutura View Individua Coaching Experience Figure 1.1 The 12 dimensions of coaching 1. Terminoogy The term coaching is used to describe a wide range of interventions, which is in part a resut of the absence of a egay binding definition. So, anyone is free to ca anything coaching. The sow movement to professionaization of the sector wi hep both coachees and cients better understand what coaching is, how it can hep and when to use it. 2. History A number of writers argue that coaching, as a one-to-one earning conversation, has existed since the dawn of civiization. A contrary approach presents this discipine as a new invention of the second haf of the 20th century. Most writers recognize that athough singe coaching eements may aways have existed, the deveopment of modes and their use in workpace environments are more recent. Questions sti, however, remain about what modes, methods and techniques are most effective.
3. Goas/Benefits What is coaching? 11 Commony mentioned benefits of coaching incude enhanced persona and organizationa performance, better work ife baance, higher motivation, better sef-refection, optimized decision making and improved change management. One question remains the subject of ongoing debate: whose goas those of the coachee or the sponsor organization shoud be primariy served by coaching? Some argue that above a it is in the very nature of coaching to serve the coachee s goas, others emphasize the sponsor s payment and organizationa context as dominant eements and prioritize the interests of the sponsor organâ ization. A midde view stresses the importance of professiona contracting in the beginning to ensure a win win situation a the time. In any case, an effective coach needs to be abe to identify and address the issue of competing priorities. 4. Fundamenta principes Commony agreed fundamenta principes of coaching are sef-responsibiity, respect, acceptance, confidentiaity, integrity, transparency, fexibiity and neutraity. However, debate continues about the interpretation and practice of the principes. How shoud the coach hande possibe conficts of interest? How can the coach be resiient towards externa pressures? How does the coach most effectivey dea with his or her own bind spots? 5. Coaching reationship There is a broad consensus that the coachee retains responsibiity and ownership of the outcomes and is the eader of the whoe coaching process, whie the coach taiors the coaching around the coachee s needs and remains detached. Coaching requires a coaching contract as the fundamenta basis for a good coaching reationship. This reationship is commony described as an equa one, neither participant being superior nor subordinate to the other. But what happens in more compex reationships where coaching is used within organâ izations? Can a manager coach a direct report at a? What impact does deivery by human resources within the organization have on the coachee s wiingness to share fuy his or her story? 6. Coaching techniques The techniques of istening, questioning, carifying and giving feedback are essentia. What other toos are admissibe and how these may be appied in coaching, however, is subject to debate. Aso, the pros and cons of aternatives to face-to-face communication, such as the teephone, e-mai or videoconferenâ cing, are open to dispute. What effect do these have on the coaching process and outcomes?
12 The business of coaching 7. Target groups Coaches vary in whom they offer services to. Some coaches are wiing to work across issues and sectors, others are more speciaist. A debate persists over whether and to what extent coaching is equay appicabe to a these target groups, what approaches work best with different issues and whether coaches are more, or ess, effective when they attempt to work across a domains. 8. Reationship to other services A cear distinction between coaching and other services (eg mentoring, therapy, counseing) is crucia and is deat with beow. Where coaching and another service are mixed, some argue that this is not coaching; others argue that the term coaching encompasses every service that incudes any eement of coaching. 9. Quaification Listening, questioning and carifying skis are indispensabe for any coach. Depending on each coaching approach, additiona coaching skis may aso be required. But how far shoud the coach understand the issues faced by the coachee? Shoud the coach have management or sector knowedge? The main source of coaching proficiency (taent/natura abiity, earning/training, experiâ ence or a combination of these) is aso a topic for controversy, and contributes to the debate about training and deveopment of coaches. 10. Leves of impementation The importance of each eve is assessed differenty depending on the schoo of thought (Figure 1.2). However, that coaching is a professiona service provided by professiona coaches is commony accepted. Whether it is preferabe that such coaches are externa (from outside the company) or interna (own staff ) is again a matter of debate. Aso, there is no doubt that companies are now increasingy starting to make use of coaching forms beyond the one-to-one coaching paradigm as we and to ingrain the coaching principes at the workpace. One distinction that is usefu to be aware of is between managers who coach their direct reports and managers who demonstrate a coaching eadership stye. Whie the first category are acting ike professiona coaches and giving forma sessions, the atter maintain their roe as eaders and integrate coaching eements, such as istening, skifu questioning and empowerment, into their everyday methods of eadership. It is advisabe to be very reuctant and carefu about using the first category due to the inherent, ikey conficts of roes. 11. Cutura view Coaching extends across various cutures at the goba, regiona, nationa, organizationa and individua eve and is a wordwide phenomenon today.