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* First, do no harm;
* Have confidence;
* Commit yourself heart and soul to your approach, even if you know that it doesn't matter which professional approach you choose;
* Feed the hopes of your coachee;
* Consider the coaching from your coachee's perspective;
* Work on your coaching relationship,discuss it explicitly;
* If you don't 'click', find a replacement coach;
* Look after yourself;
* Stay as fresh and unbiased as possible;
* Don't worry too much about your specific behavior in the moment.
This book demonstrates how each of these commandments is underpinned by sound quantitative research.
Relational Coaching gives a complete overview not only of the profession and the latest developments in coaching but also of the state of the art in other respects. The second part of the book presents new quantitative and qualitative research into effects and experiences of coaching. part III contains an introduction to the activities that make a good coach and the mechanisms used to verify coaches' understanding of their profession. Other topics covered include Training, accreditation, supervision and recommended literature.
"Navigating through the coaching field is like finding one's way out of a confusing labyrinth. Too many books, too many quick-fix promises, too many snake oil salesmen, and, unfortunately, too little substance. given the present state of field, it was a great pleasure for me to read Erik de Haan's book relational Coaching. For a change, here is a contribution that goes beyond the trite and obvious. Instead, the author takes us on an exciting journey to explain what coaching is all about, providing us with a roadmap that is second to none. Anyone interested in better understanding what coaching is all about, would do well to have serious look at this book." - Manfred Kets De Vries.
* First, do no harm;
* Have confidence;
* Commit yourself heart and soul to your approach, even if you know that it doesn't matter which professional approach you choose;
* Feed the hopes of your coachee;
* Consider the coaching from your coachee's perspective;
* Work on your coaching relationship,discuss it explicitly;
* If you don't 'click', find a replacement coach;
* Look after yourself;
* Stay as fresh and unbiased as possible;
* Don't worry too much about your specific behavior in the moment.
This book demonstrates how each of these commandments is underpinned by sound quantitative research.
Relational Coaching gives a complete overview not only of the profession and the latest developments in coaching but also of the state of the art in other respects. The second part of the book presents new quantitative and qualitative research into effects and experiences of coaching. part III contains an introduction to the activities that make a good coach and the mechanisms used to verify coaches' understanding of their profession. Other topics covered include Training, accreditation, supervision and recommended literature.
"Navigating through the coaching field is like finding one's way out of a confusing labyrinth. Too many books, too many quick-fix promises, too many snake oil salesmen, and, unfortunately, too little substance. given the present state of field, it was a great pleasure for me to read Erik de Haan's book relational Coaching. For a change, here is a contribution that goes beyond the trite and obvious. Instead, the author takes us on an exciting journey to explain what coaching is all about, providing us with a roadmap that is second to none. Anyone interested in better understanding what coaching is all about, would do well to have serious look at this book." - Manfred Kets De Vries.
Erik de Haan is the director of Ashridge's centre for Coaching and a senior organisation development consultant for Ashridge Consulting near London. He is also an executive near London. He is also an executive coach, supervisor and accreditor of other coaches. In his role as programme director of the Ashridge masters in Executive coaching, he draws on the content of this book in the second year of study. His previous books in English include the Consulting Process as Drama (2003) Learning with colleges (2004), Coaching with colleagues (2004) and Fearless Consulting (2006). these books have all been published in Dutch, and the latter also in Russian.
Ashridge is one of the world's leading providers of executive education. established in 1959, it has acquired an outstanding international reputation in helping to make a difference to both individuals and organisations through its combination of executive development, research and consultancy expertise. Its activities include open & tailored executive education programmes, MBA, MSc & Diploma qualifications,organisations consulting, applied research and online learning. Clients include leading organisations in the private and public sectors in the UK and across the globe.
Preface vii
Part I: The Ways of Coaching 1
Introduction: the paths towards coaching 1
1. From intake to intervention: the outlines of a profession 5
1.1 Coaching: a new trend? 5
1.2 Developing a coaching relationship 8
1.3 The organisation coach 12
1.4 The coach's playing fi eld 13
1.5 A coach from inside or outside the organisation? 16
1.6 What works for whom? 17
2. From stigma to status: the growth of a profession 21
2.1 The exponential growth in coaching practice 21
2.2 Underlying social trends 24
2.3 What can we learn from these trends? 28
3. From prize-fi ghting to prizes for all: the active ingredients 31
3.1 Ample evidence of great effectiveness 34
3.2 No difference in effectiveness between approaches 34
3.3 The active ingredients are common to all approaches 37
3.4 Working alliance, therapist and client are the most effective active ingredients 39
3.4.1 The quality of the relationship 39
3.4.2 The person of the therapist 40
3.4.3 The person of the client 43
4. From intervention to interaction: relational coaching 47
4.1 Ten commandments for the executive coach 47
4.2 Effective coaching means relational coaching 52
4.3 The coaching relationship as a succession of critical moments 56
4.4 Relational coaching makes a difference at critical moments 61
Part II: The Ways Of Research 65
Introduction: the paths towards research 65
5. Coachees have their say: which interventions work for us? 69
5.1 Introduction 69
5.2 Description of the study 74
5.2.1 Participants 74
5.2.2 Questionnaires 74
5.2.3 Procedure 78
5.3 Quantitative results: helpfulness appears to be a generic experience 79
5.4 Qualitative results: evaluating the importance of the coaching relationship 86
5.5 Conclusion 89
6. 'I doubt therefore I coach': critical moments of less experienced coaches 93
6.1 Introduction 93
6.2 Initial classifi cation of the 80 moments 94
6.3 Summary in the form of a 'doubtful' story 95
6.4 How to handle these critical moments and doubts? 97
6.4.1 Analysis 97
6.4.2 Synthesis 102
6.5 Conclusion 106
7. 'I struggle and emerge': critical moments of experienced coaches 109
7.1 Introduction 109
7.2 Initial classification of the 78 moments 112
7.3 Summary in the form of a 'doubtful' story 114
7.4 How to handle these critical moments? 115
7.4.1 Analysis 115
7.4.2 Synthesis 122
7.5 Conclusion 126
8. Coaches have their say: how to handle critical moments? 131
8.1 Introduction 131
8.2 Description of the study 132
8.2.1 Comparison with previous study of critical moments of experienced coaches 133
8.2.2 Study method: the temporal process and supervision 135
8.3 The temporal patterns of the critical moments 137
8.4 How to handle these critical moments: the use of supervision 143
8.4.1 Analysis 143
8.4.2 Synthesis 148
8.5 Conclusion 150
Part III: The Ways of Excellence 155
Introduction: the paths towards excellence 155
9. Training and accreditation of the executive coach 159
9.1 Areas of competence of the coach 159
9.1.1 Convictions and values of the coach 159
9.1.2 Attitude of the coach 161
9.1.3 Knowledge of the coach 161
9.1.4 Strategic skills of the coach 162
9.1.5 Specifi c interventions of the coach 163
9.2 Coach education 164
9.2.1 First year of a masters programme 166
9.2.2 Second year of a masters programme 168
9.2.3 How coach education addresses the various areas of competence 171
9.3 Coach accreditation 172
9.3.1 Accreditation criteria 173
9.3.2 Accreditation process 176
9.3.3 How coach accreditation addresses the various areas of competence 181
10. Continuing professional development of the executive coach 185
10.1 Individual professional development: reflective practice 187
10.2 Co-coaching and peer consultation 187
10.3 Coaching supervision 189
10.3.1 Process of individual supervision 195
10.3.2 Process of group supervision 197
11. Library of the executive coach 203
11.1 Introduction: coaching and reading 203
11.2 A historical overview in fi ction 204
11.2.1 Homer's Odyssey: the triumph of mentor-coach Athena 204
11.2.2 Plato's Meno: the encounter with the numbfi sh 207
11.2.3 Yalom's When Nietzsche wept: the mid-life crisis 209
11.3 Milestones in the coaching literature 211
11.3.1 Stroeken's Kleine psychologie van het gesprek: a vade mecum for helping conversations 211
11.3.2 O'Neill's Executive coaching with backbone and heart: the coach as partner 214
11.3.3 Peltier's The psychology of executive coaching: systematic inspiration 216
11.4 Milestones in psychotherapy 218
11.4.1 Heron's Helping the client: specific helping interventions 218
11.4.2 Rogers' On becoming a person: sharing something of me 221
11.4.3 Malan's Individual psychotherapy: the science of coaching 223
11.5 Books about care for the coach 225
11.5.1 Miller's Das Drama des begabten Kindes: how did we actually become coaches? 225
11.5.2 Foucault's Fearless speech: the care of the self 228
11.5.3 Hawkins' & Shohet's Supervision in the helping professions: and who takes care of the coach?
231
12. Future of the executive coach 235
12.1 The role of research in coaching 237
12.2 The role of coaching in organisations 238
Appendix A: 80 Critical Moments of New Coaches 243
Appendix B: 78 Critical Moments of Experienced Coaches 261
Appendix C: Case Study: Tamara 291
Appendix D: Verbatim Transcript: Ken 303
Appendix E: Code of Conduct for Executive Coaches 311
1. General principles 311
2. Code of ethics 312
3. Code of Practice 313
Appendix F: Intake Instruments and Checklists 315
1. For the recipient of coaching 315
2. For the coach 317
3. For triangular contracts 318
Literature 321
Index 329
| Erscheinungsjahr: | 2008 |
|---|---|
| Fachbereich: | Management |
| Genre: | Wirtschaft |
| Rubrik: | Recht & Wirtschaft |
| Medium: | Buch |
| Inhalt: | 356 S. |
| ISBN-13: | 9780470724286 |
| ISBN-10: | 0470724285 |
| Sprache: | Englisch |
| Einband: | Gebunden |
| Autor: | De Haan, Erik |
| Übersetzung: | Stewart, Sue |
| Hersteller: |
Wiley
John Wiley & Sons |
| Maße: | 235 x 157 x 24 mm |
| Von/Mit: | Erik De Haan |
| Erscheinungsdatum: | 28.04.2008 |
| Gewicht: | 0,668 kg |
Erik de Haan is the director of Ashridge's centre for Coaching and a senior organisation development consultant for Ashridge Consulting near London. He is also an executive near London. He is also an executive coach, supervisor and accreditor of other coaches. In his role as programme director of the Ashridge masters in Executive coaching, he draws on the content of this book in the second year of study. His previous books in English include the Consulting Process as Drama (2003) Learning with colleges (2004), Coaching with colleagues (2004) and Fearless Consulting (2006). these books have all been published in Dutch, and the latter also in Russian.
Ashridge is one of the world's leading providers of executive education. established in 1959, it has acquired an outstanding international reputation in helping to make a difference to both individuals and organisations through its combination of executive development, research and consultancy expertise. Its activities include open & tailored executive education programmes, MBA, MSc & Diploma qualifications,organisations consulting, applied research and online learning. Clients include leading organisations in the private and public sectors in the UK and across the globe.
Preface vii
Part I: The Ways of Coaching 1
Introduction: the paths towards coaching 1
1. From intake to intervention: the outlines of a profession 5
1.1 Coaching: a new trend? 5
1.2 Developing a coaching relationship 8
1.3 The organisation coach 12
1.4 The coach's playing fi eld 13
1.5 A coach from inside or outside the organisation? 16
1.6 What works for whom? 17
2. From stigma to status: the growth of a profession 21
2.1 The exponential growth in coaching practice 21
2.2 Underlying social trends 24
2.3 What can we learn from these trends? 28
3. From prize-fi ghting to prizes for all: the active ingredients 31
3.1 Ample evidence of great effectiveness 34
3.2 No difference in effectiveness between approaches 34
3.3 The active ingredients are common to all approaches 37
3.4 Working alliance, therapist and client are the most effective active ingredients 39
3.4.1 The quality of the relationship 39
3.4.2 The person of the therapist 40
3.4.3 The person of the client 43
4. From intervention to interaction: relational coaching 47
4.1 Ten commandments for the executive coach 47
4.2 Effective coaching means relational coaching 52
4.3 The coaching relationship as a succession of critical moments 56
4.4 Relational coaching makes a difference at critical moments 61
Part II: The Ways Of Research 65
Introduction: the paths towards research 65
5. Coachees have their say: which interventions work for us? 69
5.1 Introduction 69
5.2 Description of the study 74
5.2.1 Participants 74
5.2.2 Questionnaires 74
5.2.3 Procedure 78
5.3 Quantitative results: helpfulness appears to be a generic experience 79
5.4 Qualitative results: evaluating the importance of the coaching relationship 86
5.5 Conclusion 89
6. 'I doubt therefore I coach': critical moments of less experienced coaches 93
6.1 Introduction 93
6.2 Initial classifi cation of the 80 moments 94
6.3 Summary in the form of a 'doubtful' story 95
6.4 How to handle these critical moments and doubts? 97
6.4.1 Analysis 97
6.4.2 Synthesis 102
6.5 Conclusion 106
7. 'I struggle and emerge': critical moments of experienced coaches 109
7.1 Introduction 109
7.2 Initial classification of the 78 moments 112
7.3 Summary in the form of a 'doubtful' story 114
7.4 How to handle these critical moments? 115
7.4.1 Analysis 115
7.4.2 Synthesis 122
7.5 Conclusion 126
8. Coaches have their say: how to handle critical moments? 131
8.1 Introduction 131
8.2 Description of the study 132
8.2.1 Comparison with previous study of critical moments of experienced coaches 133
8.2.2 Study method: the temporal process and supervision 135
8.3 The temporal patterns of the critical moments 137
8.4 How to handle these critical moments: the use of supervision 143
8.4.1 Analysis 143
8.4.2 Synthesis 148
8.5 Conclusion 150
Part III: The Ways of Excellence 155
Introduction: the paths towards excellence 155
9. Training and accreditation of the executive coach 159
9.1 Areas of competence of the coach 159
9.1.1 Convictions and values of the coach 159
9.1.2 Attitude of the coach 161
9.1.3 Knowledge of the coach 161
9.1.4 Strategic skills of the coach 162
9.1.5 Specifi c interventions of the coach 163
9.2 Coach education 164
9.2.1 First year of a masters programme 166
9.2.2 Second year of a masters programme 168
9.2.3 How coach education addresses the various areas of competence 171
9.3 Coach accreditation 172
9.3.1 Accreditation criteria 173
9.3.2 Accreditation process 176
9.3.3 How coach accreditation addresses the various areas of competence 181
10. Continuing professional development of the executive coach 185
10.1 Individual professional development: reflective practice 187
10.2 Co-coaching and peer consultation 187
10.3 Coaching supervision 189
10.3.1 Process of individual supervision 195
10.3.2 Process of group supervision 197
11. Library of the executive coach 203
11.1 Introduction: coaching and reading 203
11.2 A historical overview in fi ction 204
11.2.1 Homer's Odyssey: the triumph of mentor-coach Athena 204
11.2.2 Plato's Meno: the encounter with the numbfi sh 207
11.2.3 Yalom's When Nietzsche wept: the mid-life crisis 209
11.3 Milestones in the coaching literature 211
11.3.1 Stroeken's Kleine psychologie van het gesprek: a vade mecum for helping conversations 211
11.3.2 O'Neill's Executive coaching with backbone and heart: the coach as partner 214
11.3.3 Peltier's The psychology of executive coaching: systematic inspiration 216
11.4 Milestones in psychotherapy 218
11.4.1 Heron's Helping the client: specific helping interventions 218
11.4.2 Rogers' On becoming a person: sharing something of me 221
11.4.3 Malan's Individual psychotherapy: the science of coaching 223
11.5 Books about care for the coach 225
11.5.1 Miller's Das Drama des begabten Kindes: how did we actually become coaches? 225
11.5.2 Foucault's Fearless speech: the care of the self 228
11.5.3 Hawkins' & Shohet's Supervision in the helping professions: and who takes care of the coach?
231
12. Future of the executive coach 235
12.1 The role of research in coaching 237
12.2 The role of coaching in organisations 238
Appendix A: 80 Critical Moments of New Coaches 243
Appendix B: 78 Critical Moments of Experienced Coaches 261
Appendix C: Case Study: Tamara 291
Appendix D: Verbatim Transcript: Ken 303
Appendix E: Code of Conduct for Executive Coaches 311
1. General principles 311
2. Code of ethics 312
3. Code of Practice 313
Appendix F: Intake Instruments and Checklists 315
1. For the recipient of coaching 315
2. For the coach 317
3. For triangular contracts 318
Literature 321
Index 329
| Erscheinungsjahr: | 2008 |
|---|---|
| Fachbereich: | Management |
| Genre: | Wirtschaft |
| Rubrik: | Recht & Wirtschaft |
| Medium: | Buch |
| Inhalt: | 356 S. |
| ISBN-13: | 9780470724286 |
| ISBN-10: | 0470724285 |
| Sprache: | Englisch |
| Einband: | Gebunden |
| Autor: | De Haan, Erik |
| Übersetzung: | Stewart, Sue |
| Hersteller: |
Wiley
John Wiley & Sons |
| Maße: | 235 x 157 x 24 mm |
| Von/Mit: | Erik De Haan |
| Erscheinungsdatum: | 28.04.2008 |
| Gewicht: | 0,668 kg |
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