SCHOOL OF

PSYCHOLOGY

Developing an Integrated Model for Coaching Psychology Institut for Idræt, Københavns Universitet, 5 May 2009

Dr Jonathan Passmore Coaching Psychology Unit University of East London, UK www.uel.ac.uk/psychology

University of East London, School of Psychology, Romford Road, London E15 4LZ, UK

SCHOOL OF

PSYCHOLOGY

Objectives • The aim of the session is to: – Review the nature of coaching & coaching psychology – Review coaching research: Outcome & behaviour research – Drawn from the parallel research domain of therapy – Offer a model for Integrating coaching practice

University of East London, School of Psychology, Romford Road, London E15 4LZ, UK

www.uel.ac.uk/psychology

SCHOOL OF

PSYCHOLOGY

Definition of executive coaching “a helping relationship formed between a client who has managerial authority and responsibility in an organization and a consultant who uses a wide variety of behavioural techniques and methods to help the client achieve a mutually identified set of goals to improve his or her professional performance and personal satisfaction and, consequently, to improve the effectiveness of the client’s organization within a formally defined coaching agreement” (Kilburg, 2000).

University of East London, School of Psychology, Romford Road, London E15 4LZ, UK

www.uel.ac.uk/psychology

SCHOOL OF

PSYCHOLOGY

Definition of Coaching Psychology • Coaching psychology is for enhancing well being and performance in personal life and work domains underpinned by models of coaching grounded in established adult learning or psychological approaches. (adapted from Grant & Palmer , 2002)

University of East London, School of Psychology, Romford Road, London E15 4LZ, UK

www.uel.ac.uk/psychology

SCHOOL OF

Executive coaching

PSYCHOLOGY

‘Executive coaching “ a one to one relationship between an external coach and a senior manager coachee, paid for by the organisation, with the purpose of enhancing the performance of the manager, and thus the organisation, through the use of a range of behavioural, cognitive and motivational interventions” (Passmore, 2006).

www.uel.ac.uk/psychology

University of East London, School of Psychology, Romford Road, London E15 4LZ, UK

SCHOOL OF

Outcome research

PSYCHOLOGY

• Gyllensten & Palmer (2006) – Found Anxiety and stress decreased more in the coaching group compared to control group

• Evers, Brouwers & Tomic (2006) – Found Coaching increased outcome expectancies’ and self-efficacy

• Green, Oades & Grant (2006) – Found coaching increased goal attainment, wellbeing, and hope. 30-week follow-up found gains were maintained

• Green, Grant & Rynsaardt (2007) – Found coaching increased cognitive hardiness, mental health and hope.

University of East London, School of Psychology, Romford Road, London E15 4LZ, UK

www.uel.ac.uk/psychology

SCHOOL OF

PSYCHOLOGY

Outcome Research 2 • Spence & Grant (2007) – Found professional coaching more effective in increasing goal commitment, goal attainment and environmental mastery.

• Passmore & Brown (2008) – Found student aged 16 exam performance increased in poor performing schools to national average.

• Passmore (In review) – Found coachees identified improved performance with coaching.

www.uel.ac.uk/psychology

University of East London, School of Psychology, Romford Road, London E15 4LZ, UK

SCHOOL OF

Meta -analysis • • • •

PSYCHOLOGY

Peterson (1993): 1.98 (N = 100) Luthans & Peterson (2003): 0.02 (N = 20) Evers et al. (2006): 0.34 (N = 30) Wolfred (2003): 0.46 (N = 23)

• De Meuse & Dai (In Press) – The true effect size corrected for sampling error is 1.27 for self rating – The true effect size is 0.60 for others rating

University of East London, School of Psychology, Romford Road, London E15 4LZ, UK

www.uel.ac.uk/psychology

SCHOOL OF

PSYCHOLOGY

What behaviour’s make a difference?

University of East London, School of Psychology, Romford Road, London E15 4LZ, UK

www.uel.ac.uk/psychology

SCHOOL OF

PSYCHOLOGY

Learning from other domains • • • •

Client Relationship Hope & expectation Theory & approach

Lambert and Barley, 2002 University of East London, School of Psychology, Romford Road, London E15 4LZ, UK

www.uel.ac.uk/psychology

SCHOOL OF

PSYCHOLOGY

Therapy lesson: 1 • The client – Readiness to change – Organisational culture – Support system: Boss and colleagues

(McKenna & Davis 2009; Passmore 2009a)

University of East London, School of Psychology, Romford Road, London E15 4LZ, UK

www.uel.ac.uk/psychology

SCHOOL OF

PSYCHOLOGY

Principals to practice • • • • • •

Never believe it is all about you; it is the client who ultimately makes magic and makes meaning. Take the time to understand readiness and the personal elements that contribute to ability to learn and change. When needed, work with the individual to increase readiness to change. Terminate the coaching relationship or don’t take it on in the first place if there is no way to activate this ingredient. Tap into the individual’s networks for change and other modalities she uses to learn – like social networks, books, mentors, friends, etc. Help the client identify specific strengths and resources that he can put into action to make changes back at work.

University of East London, School of Psychology, Romford Road, London E15 4LZ, UK

www.uel.ac.uk/psychology

SCHOOL OF

PSYCHOLOGY

Therapy lesson: 2 • The relationship – Coachee involvement / empowerment – Coaching partnership (alliance) – Flexibility: changing approach – Coachee sensativity – Awareness of criticality of sessions 3-5

University of East London, School of Psychology, Romford Road, London E15 4LZ, UK

www.uel.ac.uk/psychology

SCHOOL OF

PSYCHOLOGY

Principals into practice: 2 With new clients: • Make building the alliance a high priority right from the start. • Organize your thinking and interaction with the client around establishing the three elements of the alliance: goals, tasks, and bonds. • Set the client’s expectation that you will have regular conversations about the relationship itself and how it’s working for them. Then follow up and ask them for their evaluation of the elements of the alliance. With existing clients: • Take stock of the quality and strength of your alliances; ask yourself how the state of the alliance is affecting progress in each engagement and what you can do to improve each relationship. • Assess your own strengths and weaknesses in building client alliances; where are your opportunities for improvement? • Recognize that you are half the equation in an alliance. You can’t be effective when distracted, anxious, fatigued, or unprepared. Take care of yourself to be a more effective partner. University of East London, School of Psychology, Romford Road, London E15 4LZ, UK

www.uel.ac.uk/psychology

SCHOOL OF

PSYCHOLOGY

Therapy lesson: 3 • Hope & expectation – Hold high expectations of coachees – Be hopeful and provide evidence of your past successes;

University of East London, School of Psychology, Romford Road, London E15 4LZ, UK

www.uel.ac.uk/psychology

SCHOOL OF

PSYCHOLOGY

Principals into practice: 3 • • •

Don’t be shy about describing your capabilities or the changes you have seen individuals make in their lives through coaching. Treat hope as a cognitive variable: consider how you are helping your coachee create pathways and agency thinking. Recognize you are part of the equation. Constantly ask yourself whether you believe in your coachee’s ability to change and your own ability to assist. If you lose faith, figure out whether you can regain it. If not, terminate the coaching engagement.

University of East London, School of Psychology, Romford Road, London E15 4LZ, UK

www.uel.ac.uk/psychology

SCHOOL OF

PSYCHOLOGY

Therapy lesson: 4 • Theory & approach – Clear understanding of model and its application – Belief model works – Flexibility in drawing from different approaches to meet different needs

University of East London, School of Psychology, Romford Road, London E15 4LZ, UK

www.uel.ac.uk/psychology

SCHOOL OF

PSYCHOLOGY

Principals into practice: 4 • • • •

Use theory, models, tools, and techniques that you believe in and can deliver with competence and confidence. Use your expertise on leadership and organizations to draw out and deepen the coachee’s own theory of his situation Use your expertise in individual differences to help the coachee understand his strengths. Be confident and clear about how the coaching process will work.

University of East London, School of Psychology, Romford Road, London E15 4LZ, UK

www.uel.ac.uk/psychology

SCHOOL OF

PSYCHOLOGY

How much of this do you do in your own coaching practice?

www.uel.ac.uk/psychology

University of East London, School of Psychology, Romford Road, London E15 4LZ, UK

Literature research: Key behaviours • Reflecting back (Hall et al 1999)

• Probe and challenge (Gonzalez, 2004, Hall et al, 1999)

• Be credible (Hall et al, 1999, Sue-Chan & Latham, 2004)

• Bring a rich career history (Bush, 2005, Hall et al, 1999)

• Be collaborative (Gonzalez, 2004, Hall et al 1999)

• Be discursive (Gonzalez, 2004)

University of East London, School of Psychology, Romford Road, London E15 4LZ, UK

SCHOOL OF

PSYCHOLOGY

• Be authentic (Gonzalez, 2004) • Be confident in their own abilities (Jones & Spooner, 2006) • Be friendly without becoming a friend (Jones & Spooner, 2006, Lubbe, 2005)

• Be confidential (Lane & Spooner, 2006)

• Be candid with feedback (Lubbe, 2005)

• Be committed to the process (Bush 2005) www.uel.ac.uk/psychology

Integrative Coaching Model th pa Em ar Aw

DEVELOPING THE COACHING PARTNERSHIP MAINTAINING THE COACHING PARTNERSHIP

y

so es en

fs

el f

Aw a

BEHAVIOURAL FOCUS

SCHOOL OF

PSYCHOLOGY

U po nco sit nd ive itio ren re nal es ga so rd fc oa c

Aim: deepen problem-solving and planning behaviour

UNCONSCIOUS COGNITION Aim: Deepen awareness of self Actions: Draw unconscious thought and motivation into consciousness

he e

Actions: objectives, assessment, option-planning

CONSCIOUS COGNITION

on C

Aim: deepen understanding of relationship between thoughts and behaviour

u gr

Action: explore thoughts and beliefs, dispute irrational thoughts, reference

en ce

on N

-p

si es s os

on

Adaptation of behaviour More effective behaviour

Positiv e self re gard Improved self regard

Non-ju

ental d g em

Stronger motivation to act

Deeper understanding of self

Improved performance at work University of East London, School of Psychology, Romford Road, London E15 4LZ, UK

©Passmore 2006

www.uel.ac.uk/psychology

SCHOOL OF

PSYCHOLOGY

Steam 1 & 2: Working with the relationship

• Focus on building a relationship from the start of the contract • Use your interpersonal skills to develop a friendly aspect to the relationship • Use notes to remind you between sessions of personal aspects of coachee’s life • Use emotional intelligence competences to manage the on going relationship

University of East London, School of Psychology, Romford Road, London E15 4LZ, UK

www.uel.ac.uk/psychology

SCHOOL OF

PSYCHOLOGY

Stream 3: Working with coachee behaviour • Where the coachee is seeking performance improvement of a skill, use as a starting point behavioural approaches. • Teach coachee the approach • Set home work to work on these between sessions

University of East London, School of Psychology, Romford Road, London E15 4LZ, UK

www.uel.ac.uk/psychology

SCHOOL OF

PSYCHOLOGY

Stream 4: Working with conscious cognition

• Where the coachee is seeking understanding themselves, or you identify feels or PIT’s are an issue in performance improvement problem, use a cognitive approach approaches. • Teach coachee the approach • Set home work to work on these between sessions

University of East London, School of Psychology, Romford Road, London E15 4LZ, UK

www.uel.ac.uk/psychology

SCHOOL OF

Stream 5: Working with unconscious cognitions

PSYCHOLOGY

• Where the coachee is seeking to explore a deeper understanding, or where the coach identifies parallel processes that deepen coachee understanding • Caution in use, be able to mange emotionla reactions • Use later once relationship of trust is in place

University of East London, School of Psychology, Romford Road, London E15 4LZ, UK

www.uel.ac.uk/psychology

SCHOOL OF

PSYCHOLOGY

Stream 6: Working with systemic themes

• Use as relationship develops to help coachee recognise that they are part of a wider system and play a ‘role’ in the system. • Most effective in wider coaching across organisation • Feed back issues into system, where able to maintain confidentiality

University of East London, School of Psychology, Romford Road, London E15 4LZ, UK

www.uel.ac.uk/psychology

SCHOOL OF

What’s next in research?

PSYCHOLOGY

• More impact studies – – – –

Larger samples Control groups Random allocation to conditions Control group receives some form of intervention:

• Better understanding of different approaches in different situations

www.uel.ac.uk/psychology

University of East London, School of Psychology, Romford Road, London E15 4LZ, UK

SCHOOL OF

Coaching publications

2006

University of East London, School of Psychology, Romford Road, London E15 4LZ, UK

2008

PSYCHOLOGY

2009

www.uel.ac.uk/psychology

SCHOOL OF

References • • •

•

•

•

•

PSYCHOLOGY

De Meuse & Dai (In Press). Does executive coaching work? Coaching: An International Journal. Downey, M (1999). Effective coaching. London. Evers, W. J., Brouwers, A., & Tomic, W. (2006). A Quasi-experimental Study on Management Coaching Effectiveness. Consulting Psychology Journal: Practice and Research, 58(3), 174-182. Green, L., Oades, L., & Grant, A. (2006). Cognitive-behavioral, solution-focused life coaching: Enhancing goal striving, wellbeing, and hope. Journal of Positive Psychology, 1(3), 142-149. Green, S., A. Grant, et al. (2007). Evidence-based life coaching for senior high school students: Building hardiness and hope. International Coaching Psychology Review 2(1): 24-32. Gyllensten, K. and S. Palmer (2006). Experiences of coaching and stress in the workplace: An Interpretative Phenomenological Analysis International Coaching Psychology Review 1(1): 86-98. Kilburg, R. R (2000). Executive coaching: Developing managerial wisdom in a world of chaos. Washington, DC. American Psychological Association www.uel.ac.uk/psychology

University of East London, School of Psychology, Romford Road, London E15 4LZ, UK

SCHOOL OF

PSYCHOLOGY

References 2 • Lambert, M.J. & Barley, D.E. (2002). Research summary on the therapeutic relationship and psychotherapy outcome. In J.C. Norcross (Ed.), Psychotherapy relationships that work: therapist contributions and responsiveness of patients. New York: Oxford University Press. • McKenna, D. D & Davis, S. (2009). Hidden in Plain Sight: The Active Ingredients of Executive Coaching. Industrial & Organizational Psychology, APA. 2(3). • Passmore, J. (2009a). Hidden in Plain Sight: A Commentary. . Industrial & Organizational Psychology, APA. 2(3). • Passmore (In review). • Passmore, J. & Brown, A. (2009). Coaching non-adult students for enhanced examination performance: a longitudinal study. . Coaching: An International Journal of Theory, practice and research. 2(1), 54- 64. University of East London, School of Psychology, Romford Road, London E15 4LZ, UK

www.uel.ac.uk/psychology

SCHOOL OF

PSYCHOLOGY

References 3 •

•

Spence, G. and A. M. Grant (2007). Professional and peer life coaching and the enhancement of goal striving and well-being: An exploratory study . Journal of Positive Psychology 2(3): 185-194. Whitmore, J (1996). Coaching for performance. London: Nicholas Breadley

University of East London, School of Psychology, Romford Road, London E15 4LZ, UK

www.uel.ac.uk/psychology