Coaching – The Under Five’s Metaphor and Authenticity
Angus I McLeod
Sign up for access to the world's latest research
checkGet notified about relevant papers
checkSave papers to use in your research
checkJoin the discussion with peers
checkTrack your impact
Abstract
The under-fives have traits that can help us understand more about the needs of coachees. Coaches can also learn from an understanding of child traits. In this article we explore some of these traits and how they can widen our perception. This may help HR professionals to review structures and communication needs. It may also help coaches to create or modify their mindsets (for coaching) and thus help coachees risk more and achieve faster. The metaphor does not invoke understanding about Transactional Analysis (TA, where people are assumed to have a number of behaviour traits based upon three states, parent, adult and child). Child Traits and the Coachee There are numerous traits that may make a coachee more or less amenable to, and productive in, coaching. Here are a number that arise from using the child as a metaphor: Trepidation Reluctant Anxious Needy for attention Needy for support/advice/help rather than facilitation Displacement Activity (tics, humming etc) Fear & Flight Emotional Stubborn Whatever the definitive list may be, what is it that HR Managers and the coach can do to reduce the likelihood of these traits becoming counter-productive? Ideally, we want to establish a good working relationship between coach and coachee and hope to stimulate coachee progress at the highest possible level.
Key takeaways
- The whole tone of coaching should already be overt: the coach will not offer any judgements and will not have taken a particular space in the room, instead offering that choice to the coachee.
- The coachee may also need a level of reassurance in the early stages of the relationship or if the experience of coaching is new.
- The metaphor predicts that the coachee may be needy for support, advice or help rather than coaching facilitation from time to time.
- In building and maintaining rapport, the degree of comfort the coach has with themselves (as well as their behaviours and mindset) make an impression on the coachee that can be more or less helpful to them.
- In the coaching relationship it is quite possible to have many sessions without any open statement from the coach.
Related papers
At the intersection of performance: Personality and adult development in coaching
Developmental coaching is increasingly recognised as an important and distinct approach in coaching as it aims to help the coaching client successfully master challenges arising out of the developmental process (Bachkirova, Cox, & Clutterbuck, 2010). Within personality theory – one of the most influential areas of psychology – the Five-Factor Model (FFM or ‘Big Five’, Goldberg, 1990; McCrae & Costa, 1990) is one of the most widely used and has been researched extensively, including with respect to work-based performance. This paper examines the established research literature to ascertain the impact of personality on adult development in the context of adult development theory, developmental coaching and work-based performance. In particular, it addresses the question to what extent, if at all, personality impacts adult development and whether interventions that address personality and performance can also be helpful and relevant to the developmental coaching process. Major findings suggest that personality changes over time, is heavily influenced by both genetic influences and environmental factors, and is strongly linked to work-based performance. Implications of findings for coaching practice suggest that developmental coaching needs to consider both developmental stage as well as personality traits, not because existing research indicates a strong link between the two – this is an area of suggested future research – but rather because both have clear but distinct empirical links to work-based performance.
Developmental coaching: theory and practice
Coaching als individuelle Antwort auf gesellschaftliche Entwicklungen, 2016
Although coaching is often portrayed in the literature and amongst coaches as a developmental enterprise, the concept of developmental coaching is less than clear and open to misinterpretations. This paper introduces a theory specifically developed for coaching practice and fully described in the author's book »Developmental Coaching: Working with the Self«. The theory is based on a new conceptualisation of the self and suggests a developmental framework that implies a certain trajectory in the adult development process. For coaching practice this theory advocates an individual approach to coaching clients of the three different groups and suggests three mechanisms of influencing development.
Psychological Characteristics of Younger and Older Coaches
Kinesiology, 2009
A coach is a key to developing an athlete's career and one of the most important factors in his/her success. The career of a coach is a stressful one, it requires a lot of work and dedication, and a great amount of involvement. The goal was to find any differences that might arise between coaches who were in this profession for a longer time and were thus older and those who worked as coaches for a shorter period of time. We assumed that such differences occur in coaches due to the stressfulness of the occupation. Our hypothesis was confirmed by the results obtained on the sample of 275 Slovene coaches. The group of younger coaches consisted of those who were up to 34 years old, whilst the older coaches were 35 years of age or older. Their personality traits, social skills, leadership styles, achievement motivation and self-motivation, emotional competences and attitudes were measured. The younger coaches are more accurate, more open to novelties, more conscious, more agreeable and they know how to manage their emotions better. The older coaches behave in a more democratic manner, but they more frequently behave autocratically as well. The older coaches report more frequently that working as a coach is a source of problems for them.
Psychological Development in Adulthood and Coaching
2018
The strength of coaching in comparison to other ways of facilitating learning and change is in providing support in a way that is unique to each client. Therefore understanding the role of individual differences in coaching is important. Theories of psychological developmental of adults address a significant dimension to the knowledge of individual differences by suggesting that people differ in ways that cannot simply be explained by personality types, learning styles or personal preferences, all of which are usually seen as relatively stable for each individual. These theories propose that people undergo significant changes during their adult life in the way they make meaning of their experiences, reason about their values and act in the world. In addition to identifying certain patterns in the above changes, common to all people, theories of adult development suggest that changes occur in sequential stages through which people progress. Although such development occurs naturally ...
The Psychology of Coaching and Mentoring
John Wiley & Sons, Ltd eBooks, 2012
may reflect both the multiple applications of the approach, with multiple clients and multiple environments, and more importantly a lack of a single body to pull together diverse strands and establish a single overarching definition. Key early writers such as and provide definitions that have informed the course of the debate. One of the most frequently quoted defintions is Whitmore's. He suggests that: "Coaching is unlocking people's potential to maximise their own performance. It is helping them to learn rather than teaching them" (Whitmore, 1992 , p. 10). Here Whitmore draws on the work of Gallwey's Inner Game (1986). Gallwey notes in his own writing the critical nature of the self in enhancing personal performance; the "opponent within one's own head is more formindable that the one on the other side of the net." Whitmore's response to overcome the self, is to use the self as a tool for reflection, raising self-awareness and through this personal responsibility for success or failure. Whitworth places a stronger focus on the relational aspects of coaching, which are fostered by the coach. She notes coaching is, "a form of conversation with unspoken ground rules of certain qualities that must be present: respect, openness, compassion, and rigour, our committment to speaking the truth" . Both definitions are simple and widely drawn. In this sense it may be argued that they fail to deliniate coaching from many of the other interventions identified above, although their wide embracing nature makes them attractive. In short these may be considered "big tent" definitions of coaching. Other writers have attempted to be more specific in defining the nature of coaching, with the objective of more clearly establishing boundaries with other interventions. in their largely Australian edited textbook of evidenced based coaching offer a definition: "A collaborative and egalitarian relationship between a coach, who is not necessarily a domain-specific specialist, and Client, which involves a systematic process that focuses on collaborative goal setting to construct solutions and employ goal attainment process with the aim of fostering the on-going self-directed learning and personal growth of the Client" (Grant and Stober, 2006 , p. 2). This view of coaching can be contrasted with other definitions in edited texts. in his US edited textbook of executive coaching psychology suggested that those trying to define coaching often start by stating what coaching is not: " Coaching is specifically not therapy." After a review of systems and consulting psychology, Peltier offers his own definition of coaching: "Someone from outside an organisation uses psychological skills to help a person develop into a more effective leader. These skills are applied to specific present moment work problems in a way that enables this person to incorporate them into his or her permanent management or leadership repertoire" ( Peltier, 2001 , p. xx). Peltier's definition reflects his background in psychology, combined with a desire to encourage the development of a stronger evidenced-base approach. This contrasts with earlier writers, such as Whitworth, who highlighted the strong intuitive nature of coaching. As a comparison with another popular UK edited title Cox and her colleagues (Cox et al ., 2010 ) offer a "workman-like" definition: "Coaching can be seen as a human development process that involves structured, focused interaction and the use of appropriate strategies, tools, and techniques to promote desirable and sustained change for the benefit of the coachee and potentially other stakeholder" . However, in the following debate they acknowledge that coaching is difficult to define. They note that definitions often seek to define coaching through reference to its ultimate purpose (what's it for), the type of clients (who uses the service), or the process (how is it
Coaching- a crucible for change.doc
Coaching Education and Training falls broadly into three disciplines: psychology management and adult education. Which discipline the starting point is matters less in my opinion than a “theory to practice approach”. This paper positions coaching in organisations as an adult learning activity (rather than a ‘therapeutic’ or managerial one), that it includes the whole person-in-the-world (we don’t leave ourselves at the door when we go to work), a strength-based orientation rather than a problem orientation and embedding in a systemic framework of interdependence (or “spirituality”). These assumptions create three arenas for coaching learning: 1. The systemic landscape: a systemic model to include the coach/coachee/organisation interface shapes structure of the coaching conversation. The context of the learning is as important as the individual who learns. 2. A crucible: the heart of coaching and coaching learning is relational. With the presence of psychological safety (trust) a coach can encourage exuberant learning by using subtle microskills to shape a relationship of creative tension. 3. A toolbox: a variety of skills and tools that help broaden and deepen the learning.
International Coaching Psychology Review
2020
Within the context of an expanding market for coaching in all its forms organisations are asking the questions 'Does coaching work?' They seek evidence of a return on investment. We argue within this paper that this is the wrong question. Before we can ask whether coaching works we must ask how is it being used, is a coherent framework of practice and finally is it perceived or quantified as being effective within that framework? We review the practitioner and academic literature as well as our own research to address each of these questions in turn. We posit a framework of practice based upon the coaching agenda identify by coachee and coach within the contracting phase of the engagement. This encompasses the coaching mode and role as well as the supervisory relationships which exist. The research literature is then considered in the context of the framework.
Cox et al 2014 Theoretical Traditions and Coaching Gentres.pdf
The Problem. The interdisciplinary nature of the theoretical base of coaching creates practical approaches that are strongly influenced by organization-friendly theories, and fields such as counseling, psychotherapy, and philosophy. This eclectic use of theory creates uncertainty and sometimes leads to criticisms of coaching as being atheoretical and underdeveloped empirically. So, it is a difficult task for human resource development (HRD) professionals and particularly buyers of coaching to judge the relevance of numerous traditions of coaching and evaluate them for their HRD agenda. The Solution. We highlight the theoretical foundations of coaching and develop a structural analysis of coaching engagement to indicate the potential interplay between organizational and individual agendas and to help HRD professionals become better informed about the value of coaching in the context of wider HRD paradigms. The Stakeholders. HRD professionals, external coaches, internal coaches, and line managers who use a coaching approach, peer coaches, and leaders will benefit from the content of this article.
Features of a coach: perspectives from the coachee
2015
Little critical, systematic, empirical research has been published on the effectiveness of coaching for either the individual or the organizations they work for despite the many articles written about coaching or how to coach (Joo, 2005; Leedham, 2005). "The literature on coaching has mushroomed over the past five years, reflecting the growth in coaching practice" (Passmore, 2010, p. 48). This emerging empirical literature offers an opportunity to begin to assess the many claims made for and about coaching. Much of the literature is based on coach perceptions or single cases of coachees (Passmore, 2010). This Coaching for Effectiveness survey was developed based on variables identified in a literature review and to test the extensive number of claims made by coaches. The survey was different from others previously conducted as it only gathered responses from a range of coaches. This study contributes to the literature and provides evidence for coaches, organizations paying...
Coaching: an emerging profession - or just a spanner in the HRD toolbox?
This paper reports on a global study that sought to identify the extent to which coaching is a distinct occupation, or task, performed within a portfolio of HR or other roles. The study also sought to ascertain the extent to which coaches identify with coaching as a profession and to explore how their professional identity (or multiple identities) are created and maintained.
The Importance of Understanding Personality Types in the Coaching Relationship
The members of the human race come in all shapes, sizes, colors, ethnicities, as well as any other means of categorization. The human race was also intended to be relational in nature and thus personality plays a major role in any relationship. For the coaching relationship, understanding the coach's personality as well as that of the client is vital. The chapters to follow will describe various personality styles and traits, as well as an assortment of assessment tools available to establish the for mentioned personalities. Likewise, the physical makeup of the human brain will be briefly discussed as it pertains to personality. Differing personality interaction scenarios will show why understanding the various personality types is relative in the coaching practice. This THE IMPORTANCE OF UNDERSTANDING PERSONALITY TYPES 2 assignment is part of the Liberty University's LIFC 502, Advanced Life Coaching Skills, course work.
Making sense of how the detail of behaviour works in Coaching
This paper outlines a basis for using the behaviour between Coach and Coachee as a means of understanding, and measuring, the effectiveness of how Coaching operates.. The paper begins with an appreciation of where the Coaching field is up to in its abilities to understand what happens during effective coaching. It then moves on to outline the author’s own research ( for a doctorate ) into the use of behaviour, And then integrates this research into an advanced framework introduced and reported by Robert Carkhuff. The Carkhuff framework is then used to stimulate how personal coaching practice can continue to be better understood, and developed by the Coaching practitioner.
The coaching kaleidoscope: insights from the inside
Coaching: An International Journal of Theory, Research and Practice, 2010
This book continues a tradition from the executive education programs at INSEAD of taking us 'inside' their approaches to coaching and developing leaders. I admire their willingness to be transparent around their platforms, pedagogies and processes. While this new book does not offer a lot that is new to those of us who are familiar with their clinically-based programs, they deliver on their objective to 'go deeper into what actually happens in the processes of human transformation triggered by coaching interventions' (xvii). The Coaching Kaleidoscope provides a good introduction to many of their key frames and processes and, as such, it is valuable for those wanting to know more about how to apply a clinical psychology frame to organisational coaching and executive development. The book is timely because it draws on work with an international body of leaders to address the challenges of leading in 'an age of permanent, unrelenting change [where] the traditional business organisation of the past has disappeared, and for many people, the resulting uncertainty triggers fear, anxiety, distress, and resistance' (xxvi). My primary critique of the book is that it would have benefited from the use of more overt 'red threads' in order to weave together the chapters and themes into a more compelling and complete whole for the reader. My hope is that they will continue to engage us with reflections on their experiences and practices while also strengthening their arguments by incorporating more critical analysis of their work from both internal and external perspectives.
Differentiated coaching: developmental needs of coachees
International Journal of Mentoring and Coaching in Education, 2014
A cognitive-developmental approach for coach development
Handbook of Coaching Psychology, 2018
Coach training courses and postgraduate courses for coaches and coaching psychologists have grown in number very considerably during the last decade. We are now more aware how important a role the self of the coach plays in their coaching practice. It is also widely accepted that not only relevant knowledge but also psychological development of coaches is of paramount importance in the process of becoming a coach. A number of theories that address the nuances of developmental processes in adulthood have become better known in the coaching field and accepted as helpful for working with clients. However, very few authors write about developmental benchmarks for coaches and coaching psychologists. In this chapter, we consider existing theories of individual development and suggest a developmental framework for coaches based on these theories that can be used in the context of coach education and training.
A critical introduction to coaching and mentoring
Action Learning: Research and Practice, 2017
Rational Coaching: A cognitive behavioural approach1
2009
title for the full name: Rational Emotive Behavioural Coaching (REBC). Rational Coaching has been developed over the past two decades (see Neenan & Palmer, 2001a, b) and was influenced by a combination of Rational Emotive Behavioural Therapy (REBT) (Ellis, 1962, 1994), Rational Effectiveness Training (Ellis & Blum, 1967; DiMattia & Mennen, 1990) and other adaptations of REBT to the workplace (e.g. Ellis, 1972; Dryden & Gordon, 1993; Palmer & Burton, 1996; Palmer, 1995a, b; Richman, 1993). In the UK Cognitive Behavioural Coaching which has developed is based on an integration of the Rational Emotive Behavioural and the Cognitive Behavioural approaches, strategies and techniques (see Palmer & Szymanska, 2007). Theorists can readily recognise the Rational Emotive Behavioural Approach in the early cognitive behavioural coaching literature (e.g. Neenan & Palmer, 2001a; Neenan & Dryden, 2002) and the distinctions between them have been illustrated (Palmer & Gyllensten, 2008). This integra...
The Complex Choreography of Becoming a Coach
Emerald Publishing Limited eBooks, 2020
Ask a coach about their coach training experience and you are likely to hear something like, “It was transformational!” This is largely true, regardless of the coach training program s/he attended. Is there a connection between these consistently enthusiastic reports and what scholar-practitioners refer to as adult development? As an instructor in coaching education programs, I have witnessed inexplicable deep personal transformations, as well as a predictable pattern of regression in performances, followed by more artful deliveries. In this book chapter, I provide an overview of calls to bridge the developmental divide and make the case for why coaching skills training may be one way to stretch a leader’s ability to better manage complexity. I describe the few studies of coaching students that have been conducted, then describe in more detail my own study that set out to answer whether coach training incites development. I then propose a theoretical model to explain these transformations. This is a first step to look into a relatively unexplored question: what might we learn about facilitating adult development from the process of becoming a coach?
Loading Preview
Sorry, preview is currently unavailable. You can download the paper by clicking the button above.