Contents
1. Introduction
2. Outline of Coaching Philosophy
3. Application of Theoretical Models
4. Stages of the Coaching Process
5. Conclusion
6. Bibliography
1. Introduction
This essay outlines my philosophy of coaching and the theoretical models underpinning my executive coaching practice. The benefits of identified models are explained, and comparisons with other interventions are made. The stages of the coaching process are identified and the Association for Coaching Code of Ethics are referred to throughout.
2. Outline of Coaching Philosophy
Sir John Whitmore (2004) says the essence of coaching is' unlocking a person's potential to maximise their own performance. It is helping them to learn, rather than teaching them. ' Performance coaching has a long heritage in psychology, education and sports coaching, and is radical in its approach: it begins with the assumption that people are able to find their own solutions, set their own goals and devise their own strategies for change.
Let us compare the role of coach with two other helping roles commonly used in organizations, those of the mentor and the consultant. Both may support learning and professional development through work with individuals or teams, but both tend to adopt the role of 'expert', providing the solutions for the client. The coach on the other hand adopts the role of a 'partner in learning', working with the client to find their own solutions. The benefit of this approach is that the client is able to internalise changes in skills and behaviors; the learning is not lost when the coach departs. My coaching philosophy is broadly based on theoretical models derived from 'humanistic psychology', specifically 'person-centered counseling' (Rogers, 1961) and 'experiential learning' (Kolb, 1984). In the next section, I will describe how I apply these models within my coaching practice.
3. Application of Theoretical Models
The essence of person-centred counseling is the belief that, given the time and space to do so, the client will find their own solutions (Rowan, 1988). The role of the counsellor is to facilitate the client's personal growth through being 'genuinely there' for the client, by holding the client in 'unconditional positive regard', and through empathic understanding established through active listening (Rogers, 1961). The benefit of the use of this model in coaching is that it informs the way the coach listens empathically and without judgement to enhance the client's awareness and to help them to find their own solutions.
'Experiential learning' provides the framework with which I facilitate clients to take responsibility for their own learning, to set their own goals and devise their own strategies for change. Kolb (1984) observes that all learning involves four phases which follow each other in a 'learning cycle' of Interpreting, Reviewing, Concluding and Experimenting. Experience must be reflected upon, conclusions drawn, tried out and practiced, for learning to take place – there must be a link between theory and action. The benefit of the use of this model in coaching is that it provides structure to support the client to reflect on their experiences and experiment with these in new situations. Self-directed learning is further supported through preparation, feedback, record-keeping, review and evaluation at appropriate stages in the coaching process (see below).
4. Stages of the Coaching Process
My coaching programs have clearly defined stages, including a beginning, middle and end. Each program starts with an 'Intake Session', in which the client tells me about their business or their executive role and we establish the broad topic and End Goals for the program. I explain the process of coaching, emphasizing that coaching does not involve giving advice, and I provide the client with my Confidentiality Policy and Code of Ethics. If the client is happy to proceed, we complete the Coaching Contract, which covers issues of costs and frequency of meetings, and the client's right to terminate coaching at any time.
I use the GROW model (Whitmore, 2003) to structure sessions around the client's 'Goal', 'Reality', 'Options' and commitment to action, or 'Will', working with the client to set 'End Goals' in line with their values, and 'Performance Goals' that are 'SMART' (Specific, Measurable, Achievable, Realistic and Time-bound). I facilitate the realization of goals through the exploration of current realities, possible options for action and commitment to carrying out agreed actions. Half way through, and at the end of a program, I conduct a 'Mid-Point Review' and 'Final Review' respectively with the client to reflect on progress against agreed measures. After the program is finished, I ask the client to complete an 'Evaluation' of my performance as coach, using questions relating to the Code of Ethics and Competency Framework. These stages of the coaching process are key to establishing and maintaining a professional coaching relationship, and addressing issues of confidentiality, ethics and commitment. On occasions it is necessary to refer clients to other professionals. For example, issues are often raised during business coaching requiring qualified assistance, and at these times, I refer clients to an accredited Business Adviser.
5. Conclusion
I have outlined my coaching philosophy and the theoretical models underpinning my executive coaching practice, specifically 'person-centered counseling' and 'experiential learning'. The benefits of identified models have been explained, and comparisons with other interventions made. I have identified the stages of the coaching process as key to the professional, ethical coaching relationship.
6. Bibliography
Kolb, DA (1984) 'Experiential Learning: Experience as a Source of Learning and Development', New Jersey: Prentice Hall
Rogers, C (1951) 'Client-Centered Therapy: Its Current Practice, Implications and Theory' London: Constable
Whitmore, J (2004) 'Coaching for Performance: GROWing People, Performance and Purpose', Third Edition, Nicholas Brealey Publishing
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