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Book: Mastery in Coaching by Passmore

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What is mastery in coaching? - Chapter 1

What is mastery in coaching? - Chapter 1


Over the past two decades, coaching has shown a rise in popularity that seems unstoppable. In this first chapter, it will be discussed what it means to be a master in coaching and how to measure coaching. Further, a brief discussion of the existing literature about the effectiveness of coaching will be discussed. Yet, what is coaching? And what is meant by 'mastery' in coaching? Using the term 'mastery' already indicates that coaching is a skill. Although scientific knowledge underlies this skill, coaching is foremost about the application of the skill, similar to that a chef of surgeon has to understand the science of food or the human body, as well as being able to master the use of their tools.

How to assess coaching?

While competencies have emerged over the past years, work needs to be done to refine these, making them more behaviourally based, so it is possible to observe the behaviour during an assessed coaching session, as well as to underpin each aspect with evidence. This is a hard task and the field is still struggling to fully achieve this after more than fifty years of attempts of codifying intervention methods. Despite some challenges, we now have methods for assessing levels of competence and thus mastery and an evidence base which supports our knowledge of whether coaching works, what coaching can positively impact upon and how it works. 

What are the characteristics of the AC Executive Coaching Framework?

To assess coaching, a number of models of competence have been offered. One of these, is called the AC's Executive Coaching Framework, which can be visualized by three overlapping constructs: (1) relationship; (2) being, and; (3) doing. AC stands for Association for Coaching, a professional organization that played a significant role in the development and professionalization of coaching. The Association for Coaching Framework uses the following coach competencies for general or all coaches:

  1. Meeting ethical, legal and professional guidelines.
    Example indicators of competence: (a) acts ethically and with the highest integrity; (b) clearly communicates how coaching is different from other helping professions. 
  2. Establishing the coaching agreement and outcomes.
    Example indicators of competence: (a) clearly explains the coaching process and own coaching approach, models and techniques; (b) helps the client to establish coaching goals and outcomes and agrees an approach to working with the client that will achieve them.
  3. Establishing a trust-based relationship with the client.
    Example indicators of competence: (a) treats people equally and fairly, with respect and dignity; (b) is optimistic for and encourages self-belief in the client.
  4. Managing self and maintaining coaching presence.
    Example indicators of competence: (a) pays close attention to the client, staying fully present and engaged; (b) remains focuses on the agreed client agenda and outcomes.
  5. Communicating effectively.
    Example indicators of competence: (a) communicates clearly, confidently and credibly with the client; (b) adapts communication style to reflect the client's needs and outcomes.
  6. Raising awareness and insight.
    Example indicators of competence: (a) asks questions to challenge the assumptions of the client, to elicit new insights and to raise self-awareness and gain learning; (b) helps to broaden a client's perception of an issue and challenges to stimulate new possibilities.
  7. Designing strategies and actions.
    Example indicators of competence: (a) supports the client to build strategies to meet their outcome; (b) provides support while the client tries out new ways of working/behaviours.
  8. Maintaining forward momentum and evaluation.
    Example indicators of competence: (a) maintains an outcome-focuses approach; (b) checks and acknowledges client progress and achievements.
  9. Undertaking continuous coach development.
    Example indicators of competence: (a) regularly requests client feedback; (b) participates in regular coaching supervision to reflect on, and improve, own practice.

Additionally, some additional competencies are formulated for executive coaches:

  1. Working within the organizational context.
    Example indicators of competence: (a) understands the organizational context in which the client operates, that is, is aware of the long term vision, mission, values, strategic objectives, competitive pressures and so on; (b) is aware of, and works with, the organization's values, policies and practices, including human resource and people policies and practices. 
  2. Understanding leadership issues.
    Example indicators of competence: (a) recognizes the challenges faced by leaders working in organizations; (b) identifies ways of, and opportunities for, developing leadership behaviours and attributes through coaching.
  3. Working in partnership with the organization.
    Example indicators of competence: (a) develops relevant networks and strategic partnerships in the organization; (b) identifies ways of adding value to the client at both the individual, team, and organizational level. 

Is coaching magic?

Still too often, people lay claim to the 'magic of coaching', or that coaching is the solution to all organizational and personal problems, like a 'silver bullet'. However, coaching is no magic, and the coach is not a magician. Scientific research has come to the general conclusion that outcomes are influenced by the ability of the coach to build and maintain a relationship with their client, along with wider competence in adapting to and working with a wide range of individuals, issues and frameworks responding in the moment flexibility and empathically towards their client. In fact, the number of such randomized controlled trial (RCT) studies has rapidly increased since 2000, showing the positive effects of coaching on client's wellbeing, learning and skills development. Research has also shown that change is hard work and occurs slowly over time. The work achieved by clients, supported by their coaches, is not magic, but human.

Recently, statistical techniques have allowed meta-studies to supersede the RCT studies as the ultimate research methodology for demonstrating impact, as measured by effect size, often described as g. The effect size is considered small if it is below 0.3. It is moderate between 0.31 and 0.5, and it is considered large when it is over 0.5. Meta-analysis involves combining research from different RCT studies, with the aim of identifying patterns among study results. In the simplest form, the average effect size from the included studies is used. Next, it is weighted relative to the sample sizes within the individual studies, to reduce the impact of small-scale studies on the overall results. By combining results, meta-analysis removes variables such as differences in individual population groups, researchers or individual coaches. The meta-analysis results provide therefore a more accurate view as to the effect or impact of a particular method. 

Recent meta-studies combined with the growing literature on coaching using RCT methodologies, provides conclusive evidence that coaching does work. With this knowledge, practitioners can now support their claims with scientific evidence. The power of coaching is not magic, it is science. 

What is positive psychology coaching? - Chapter 2

What is positive psychology coaching? - Chapter 2

Positive psychology coaching is a term that is used to signify coaching methods and approaches alongside similar approaches including evidence-based coaching and strengths coaching. Although these approaches overlap, this chapter describes PPC as having unique characteristics, such that is can be referred to as a separate endeavour. The definition used here is as follows: positive psychology coaching (PPC) refers to coaching approaches that seek to improve short-term wellbeing (hedonic wellbeing) and sustainable wellbeing (that is: eudaimonic wellbeing) using evidence-based approaches from positive psychology and the science of wellbeing and enable the person to do this in an ongoing manner after coaching has completed. In this definition, two types of wellbeing are distinguished. Short-term hedonic wellbeing can be considered as analogous to cash flow: something that is great to have, but short term and easily gone if there is no long-term supply. On the other hand sustainable (eudaimonic) wellbeing is considered as analogous to an asset: it can be built or lost and also impacts upon cash flow. 

What is psychodynamic coaching? - Chapter 3

What is psychodynamic coaching? - Chapter 3

In the third chapter, psycodynamic coaching will be discussed. The core aim of psychodynamic coaching is to create change with a purpose, which implies that the change is realistic and permanent. By acknowledging and providing insight into someone's own history, personal patterns, inner structure, as well as into the present and its dynamics, the coachee is enabled to combine past, present and wishes for the future with realistic and feasible actions. Typically, psychodynamic coaching focuses on the individual, but it may also help a group who want to understand and change some aspect(s) of life. Hence, central is the wish for change. Psychodynamic coaching starts out from the idea that what is going on now in life is not happening by chance, but it is connected with things that happened earlier. The underlying patterns that originate in childhood have an important bearing on the way situations will be managed later in life. 

What is narrative coaching? - Chapter 4

What is narrative coaching? - Chapter 4

In the fourth chapter, narrative coaching will be discussed. Stories are an essential part of cultures and communities. They are fundamental to the way we make sense and meaning. Stories shape how we see what is happening within and around us and enable us to mentalize. By telling and living one's stories in new ways, people can increase their capacity for intimacy (making connections) and agency (making contributions), and consequently live more authentic, meaningful and fulfilling lives. Yet, a narrative frame is relatively new in the field of psychotherapy and coaching. Narrative coaching provides a safe and structured space in which people can hear themselves tell their stories and experiment with new ones, without the need for specialized terminology or normative labels. In doing so, coaches play an important role in helping people to re-author their stories about themselves, others and life itself in service of the development tasks at hand.

What is gestalt coaching? - Chapter 5

What is gestalt coaching? - Chapter 5

In the fifth chapter, the gestalt approach to coaching will be discussed. A gestalt is a shape, pattern, configuration, the structural whole, the totality of a person, an organization or pattern of data. It is something that is whole in itself. In other words, gestalt refers to a unified or meaningful whole. The aim of the gestalt therapeutic approach is a process of becoming aware of what one is doing, how sone is doing it, and how one can change himself or herself, and at the same time, learn to accept and value himself or herself. Awareness and acceptance lead to wholeness through integration. 

How to apply neuroscience research to the development of coaching practice? - Chapter 6

How to apply neuroscience research to the development of coaching practice? - Chapter 6

This chapter discusses the rise and application of neuroscience research to the development of coaching practice. The emergence of neuroscience into the practice of coaching is relatively new. The application of neuroscience to coaching was in particular encouraged by the founding of the NeuroLeadership Institute (NLI) by Rock and Ringleb in 2007 as well as the setting up of Master's level degree studies through distance learning in this field of interest. The aim of the NLI is 'to encourage, generate and share neuroscience research that transforms how people think, develop and perform'.

What is cognitive behavioural coaching? - Chapter 7

What is cognitive behavioural coaching? - Chapter 7

This chapter discusses the characteristics and application of cognitive behavioural coaching. Cognitive behavioural coaching (CBC) is underpinned by the theory that thought and beliefs about a situation shape emotions and that these emotions generated by the beliefs shape behaviours and actions. In other words: thoughts and beliefs > emotions > behaviours and actions. Cognitive behavioural coaching has been a growing practice since the early 1990s. CBC is frequently applied in business contexts. In this chapter, CBC is defined as: an integrative approach which combines the use of cognitive, behavioural, imaginal and problem-solving techniques and strategies within a cognitive behavioural framework to enable clients to achieve their realistic goals. CBC is a cooperative model between coach and client. This collaboration is key as, for change to occur, the client needs to accept responsibility for their part of the process. To change thoughts, beliefs and behaviours requires hard work and reinforcement. The remainder of this chapter will introduce examples of models and methods of cognitive behavioural coaching and how these are being applied in both business and personal life. In addition, some theoretical background of CBC will be discussed briefly. 

What is mindful coaching? - Chapter 8

What is mindful coaching? - Chapter 8

This chapter discusses the definition and application of mindful coaching, as well as the evidence underpinning the approach. Mindful coaching (MC) combines coaching with the principles, traits, state(s), processes and philosophy of mindfulness. Although mindfulness in itself is not new with its Buddhist roots going back more than 2500 years, mindful coaching is an emerging coaching approach. One benefit of mindful coaching is that is can be woven into everyday life. You do not have to distance yourself to meditate in a cave. It can be done at home, school, work, everywhere and every day. It is important to be aware of the fact that mindfulness is not about emptying the mind and does not merely involve the mind, but the body, heart (soul) and the wider environment. More generally, we can think of mindfulness as a way of training the mind. 

What is compassionate mind coaching? - Chapter 9

What is compassionate mind coaching? - Chapter 9

This chapter discusses the characteristics and application of compassionate mind coaching. Compassionate mind coaching (CMC) involves a progressive series of exercises and practices derived from mindfulness, compassion, Buddhism and other therapeutic and coaching approaches. CMC suggests that in order for people to make progress in their lives, it is better if they get in touch with their own and other people's suffering and to take steps to alleviate and prevent such suffering in the future. CMC is commonly applied with clients who engage in excessive self-monitoring, are self-critical, are shame-prone, and lack confidence. It aims to change thoughts like 'I am a failure' into 'Well, it is a new skill, everybody struggles to begin with, but with practice I will gradually improve and I cannot expect myself to be so good right now'. It is important for the coach to be familiar with the background of the client's self-monitoring system and the degree to which that is harsh, aggressive or even hating, and to get better at helping their clients to start mindfully noticing the emotional tone of their self-monitoring system, as well as to help clients to generate different emotions when they are trying to be helpful to themselves, such as affiliation, acceptance and kindness. 

What is acceptance and commitment coaching? - Chapter 10

What is acceptance and commitment coaching? - Chapter 10

This chapter described the theoretical underpinnings, empirical support, key concepts, tools and strategies of acceptance and commitment coaching. Acceptance and commitment (AC) coaching aims to help clients increase their psychological flexibility, a state that is characterized by being clear about living in harmony with your own values, spending time in the present moment, defusing and gaining separation from thoughts, accepting unwanted, unpleasant and unhelpful feelings and sensations and cultivating the perspective of observing the self. Different from other cognitive-behavioural coaching approaches, AC coaches help their clients to change their relationship with their cognitions rather than trying to change their form or content of their client's thoughts. Clients are guided and encouraged to notice the rise and fall of unpleasant and unhelpful thoughts and feelings, and to take these with them as they go about living the life they want for themselves.  

What is motivational interviewing? - Chapter 11

What is motivational interviewing? - Chapter 11

This last chapter describes the motivational interviewing approach. Motivational interviewing (MI) a directive, client-centered counselling style for eliciting behaviour change by helping clients to explore and resolve ambivalence. It was originally developed as an intervention to address drugs and alcohol addiction within the health care sector. Nowadays, it is used and found to be effective in various domains and under different conditions. MI is most centrally defined not by technique but by its spirit as a facilitative style for interpersonal relationship. 

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