Morality on the executive’s couch: Ethical perspectives on coaching psychology

Prof Mias de Klerk Sasol University of Pretoria

SIOPSA 2014

better together ... we deliver

Background Executive & life coaching one of the fastest growing industries in the world.

• 47 500 coaches globally (World Bank, 2012) Reasons for dramatic growth – the positive effect of coaching on improvement in personal performance and organisational outcomes. Coaching practitioners originate from a wide variety of professional backgrounds: • psychologists, consultants, managers and executives, social workers, teacher. • Fees $200 to $3,500/h, clustered between $500 and $725/h (Kauffmann & Coutu, 2009). Ethical development in this new industry and its praxis are not growing at the same rate. Even the most highly qualified coaches and best of managers can find themselves involved in situations that create or involve serious ethical issues or dilemmas.

better together ... we deliver

Background coaching associations attempt to improve the situation: • certification of coaches and committing their practitioners to their respective codes of ethics, • But, no accepted standard ethical issues in coaching psychology need to be identified and addressed on a broader basis. Unless these situations are prepared for and addressed properly, the integrity of coaching or the individual is likely to be compromised.

• decreased trust of both coaches and managers. • harm individuals psychologically and organizations reputationally.

better together ... we deliver

Ethical issues in coaching based on three principles Legality • Adherence to letter and spirit • Law, codes, policies, procedures • e.g., any coaching is acceptable as long as it is not illegal or explicitly prohibit by a relevant code or policy. Teleology • Consequentialism - end satisfies the means • Utilitarianism – more good than bad in outcome • e.g., any type of coaching is acceptable if it brings benefit to the client organisation and coachees Deontology • certain types of behaviour are considered, by themselves to be ‘right’ or ‘wrong’ (Passmore, 2009) • Morality is in the action itself, not the outcome • e.g., coaching ethical problems if there is something wrong in the coaching itself Most ethical issues: • immature regulation and science • assumption of good consequences is very doubtful. better together ... we deliver

Definitions Coaching definition

• Coaching = executive coaching? • a short- to medium-term helping relationship between a senior leader and a consultant who uses a wide variety of behavioural techniques and methods that builds a leader's capability to improve individual performance and achieve organizational goals (American Management Association, 2008; Harakas, 2013).

Coaching psychology: systematic application of behavioural science to the enhancement of life experience, work performance and wellbeing for individuals who do not have clinically significant mental health issues or abnormal levels of distress (Grant, 2006, p. 12).

Coaching ≠ coaching ≠ coaching

Changing face of coaching, from fixing specific behavioural issues to …………….

better together ... we deliver

Background Most coaches do not have a background in behavioural science • Research > 2500 coaches – 4.8% background in psychology • 150 coaches – 20% background in behavioural sciences Absence of serious mental health is central to most definitions of coaching • managers seek coaching as a more socially acceptable form of counseling • between 25% and 50% of individuals presenting for life coaching meet clinical pathological criteria. Coaches without substantial psychological background?! Commercial coaching training • short courses based on proprietary models of coaching • little or no psychological or even theoretical grounding, • finish with some kind of coaching ‘certification’.

better together ... we deliver

Research methodology philosophical analysis through a meta-theoretical literature review include normative analysis

• value judgments and critique • offers the opportunity to include personal experiences identify ethical issues in coaching psychology and coaching theory and praxis

better together ... we deliver

Research findings Potential ethical problems in coaching psychology

1. Coaching psychology: scientific discipline or industry praxis? 2. Proficiency: Doing no harm ≠ doing good. 3. Boundary: type of coaching; coaching vs therapy vs consulting 4. Diagnostic: sufficient and correct diagnostic assessments 5. Normative: value judgments; basic human differences and diversities; 6. Confidentiality: multiple clients in the organisational hierarchy; conflicting third party interests; disclosures;

7. Dependency: trust and co-dependency without dependency.

better together ... we deliver

Research findings: Coaching psychology – science or industry praxis? Science:

• study and knowledge of the physical world and its behaviour • based on experiments and facts • that can be proved by using scientific methods Coaching psychology is an applied psychology, that is focused on the systematic application of behavioural science and validated psychological methods to facilitate the growth and development of coaching clients (Whybrow, 2008) Defining coaching as science is ethically problematic:

• absence of rigorous debate and vigorous empirical tests, • focus on praxis • Little scientific focus on theory and practice

better together ... we deliver

Research findings: Coaching psychology – science or industry praxis? Do not meet the criteria for a profession

• Lacks barriers to entry, • Lacks formal university-level qualifications,

• Lacks regulatory bodies, enforceable body of ethics, and state-sanctioned licensing. Accreditation by self appointed bodies

• “Anyone can call themselves a ‘Master Coach’”(De Haan & Duckworth, 2013) • “Executive coaching does not have an influential trade association. There is no standard source for training. No licensing board for coaches has been established as of yet. Until one of those roles in the industry is filled, we are likely to see continued confusion about what coaching really is, and how we define it.” (Corbett & Kennedy, 2014). Coaching is a practice without limits on its scope, lacking theoretical foundations and meaningful accreditation, one that has yet to develop a significant empirical base (Seligman, 2007). Science - legality and deontological tests?

better together ... we deliver

Research findings: Ethical issues – Scientific foundations But it works, we all must get prizes! (consequentialism) Corbett and Kennedy (2014) • 1% problems with the results of coaching, • 58% described results as “excellent”, • 40% + described results as “good”. • 1000% coaches described results in positive way, • 65% coaches say results were excellent Scientific research vis a vis satisfaction surveys? • (De Haan & Duckworth, 2013)

better together ... we deliver

Research findings: Ethical issues - Proficiency Doing no harm does not equate to doing good, it merely represents the absence of harm Absence of productive outcomes? 25% and 50% of those seeking coaching have clinically significant levels of anxiety, stress, or depression (Kauffmann & Coutu, 2009) Duty of care and safeguarding mental health and wellbeing “Psychologists” fewer coaching sessions than non-psychologists (Bono et al., 2009) Lack of psychological expertise • What happens in coaching sessions? • Appreciation for need of psychological expertise? • only 5 to 20% of coaches come from the field of psychology?! Growing coaching industry attracts many younger coaches, • questionable skill sets and years of relevant experience • older executives well suited to coach the younger generations?

better together ... we deliver

Research findings: Ethical issues - Proficiency UK – 50 organizations issue coaching certificates Coach education is big issue (ICF Global Coaching Study, 2012) • Untrained individuals who call themselves coaches viewed as the main obstacle for coaching (43%), • followed by marketplace confusion (30%). Raising the bar…………… • “Trust me, I am a doctor!” Legalistic – absent; deontological and consequential issues

better together ... we deliver

Research findings: Ethical issues - Boundary Top business coaches are as clear about what they don’t do as about what they can deliver (Allan & Law, 2009). “First, do no harm………….” Can we all get prizes? Central to definitions of coaching are the assumptions of an absence of serious mental health problems in the client (Grant, 2006; Whybrow, 2008) 25 – 50% clinical level pathologies realistic and unrealistic expectations of coaching, Coaching ≠ therapy; coaching ≠ consulting, Remain within boundaries 94% coaches agreed goals shifted over the course of an engagement (Kauffmann & Coutu, 2009). Recognise covert mental health issues and refer Coaching ≠ coaching ≠ coaching Remain within boundaries

Legalistic, consequentialistic, deontological problems.

better together ... we deliver

Research findings: Ethical issues - diagnostic Making sufficient diagnostic assessments to enable appropriate developmental coaching efforts; Refraining from incorrect or inappropriate assessments Making or pursing misplaced clinical diagnostic assessments, Ability to work with unconscious and make valid interpretations? Who use psychometric instruments? • 86% coaches reported that interviewing skills were paramount, • 77% cited 360-degree feedback • 39% to 46% actively apply cultural assessment, and psychometrics (Kauffmann & Coutu, 2009)

What is important for coaches? • 65% - coaching experience • 61% - clear methodology • 50% - personal references • 25% - reputation • 13% - psychological experience • ?% - diagnostic skills (Kauffmann & Coutu, 2009). better together ... we deliver

Deontological and consequential questions

Research findings: Ethical issues - Normative Coaching in culturally diverse environments requires sensitivity to acknowledge and identify differences in cultural values, and flexibility to tailoring coaching techniques to such cultural values (Coultas, Bedwell, Burke, & Salas, 2011). Imposing value judgments onto others

Misunderstanding or not dealing appropriately with basic human differences and diversities such as ethnicity, religion, culture, sexual orientation, etc. Difficulty to stay with client’s agenda Deontological and consequentialism questions

better together ... we deliver

Research findings: Ethical issues - Confidentiality Multiple-dyadic and dual relationships Third parties - 53% of coaching engagements initiated by organization • 29.5% HR • 23% by manager of the coachee • What feedback – both ways? inability to uphold appropriate confidentiality with the individual and organisation What if………..? • In what circumstances has the coach the right to break confidentiality? • How much evidence does the coach need to believe harm may come to their coach or others? • What is serious enough to represent potential threat? • What about information that the coachee is committing fraud? • Other issues, e.g., infidelity, etc. Psychology - three exceptions risk of harm to the client, risk of harm to others, and serious illegality. 41% of coaches have assisted in outplacement, or counselling people out of employment (Kauffmann & Coutu, 2009). Can this be ethical? better together ... we deliver

Deontological and consequential questions

Research findings: Ethical issues - Dependency Good coaching relationships require trust and a certain level of co-dependency. Selfish needs and desires can create excessive or undue dependencies or promote unnecessary continuation of coaching efforts.

better together ... we deliver

Research findings: Ethical issues - Dependency

40% of coaches said that a client had become overly dependent upon them (Kauffmann & Coutu, 2009). Unrealistically low - coaches have an economic incentive to ignore dependency Rescuer trap (Kets de Vries, 2014) Although almost 90% of the respondents establish a time frame prior to starting an engagement, 94% said that the focus of the assignment shifts from the original intent,

extending the coaching relationship (Kauffmann & Coutu, 2009). Consequentialism and deontological problems

better together ... we deliver

Conclusions Scientific behaviour foundations for coaching psychology Distinguish the work and professional practices of coaching psychologists from coaches

who are not psychologists Accredited coaching education Accreditation of coaches Ethical awareness and education Rigorous empirical research; outcome research Clarify and respect boundaries Proactively clarify confidentiality boundaries Cultural sensitivity and adaptability in coaching education Address dependency and ethics in coaching programme better together ... we deliver

Questions or discussion?

better together ... we deliver

21

Confidential Document

better together ... we deliver