Running Head: ASPECTS OF COACHING RELATIONSHIPS

Exploring Key Aspects in the Formation of Coaching Relationships: Initial Indicators from the Perspective of the Coachee and the Coach Qualitative Research Analysis Galleno, L., Green, N., & Jones, J. Queens University of Charlotte

ASPECTS OF COACHING RELATIONSHIPS The speed at which change is occurring in modern society requires that human beings constantly effort to improve skills, performance and productivity. Coaching is a growing approach used to catalyze this introspective work of the individual in a manner that ultimately impacts the systems within which that person functions. In order for the coaching engagement to reach maximum potential, it is necessary that a solid coachcoachee relationship be established. Though coaching is a developing sect of the helping profession, research that substantiates the vital nature of this relationship abounds. This research, albeit significant, often fails to identify the precise elements that must be

present in order for the coach-coachee relationship to be successful. This might very well indicate the complexity of this matter. In their article entitled Exploring Key Aspects in the Formation of Coaching Relationships: Initial Indicators from the Perspective of the Coachee and the Coach, Alanna OBroin and Stephen Palmer seek to examine the specific markers of a meaningful and effective coaching relationship. OBroin, an Associate Member of the British Psychological Society, and Palmer, founder and executive editor of Coaching: An International Journal of Theory, Research and Practice, are both esteemed professionals in the field of coaching psychology who have made indelible contributions to their practice. OBroin and Palmer conducted a qualitative, pragmatic research endeavor as a means of gathering and classifying the explicit qualities necessary to the success of the coaching relationship. This paper aims to analyze the purpose, methodology and results of their study as a means of clarifying the tenets of a successful coach-coachee relationship.

ASPECTS OF COACHING RELATIONSHIPS Purpose

In order to name environmental and personal characteristics that define a positive coaching experience, it is essential to actually survey the individuals involved in the engagement. Consequently, OBroin and Palmer (2010) designed an analysis that explored both coach and coachee perspectives of these critical traits. The researchers grounded their work in the following central questions: 1. What qualities or behaviors help to create an ideal coaching relationship? 2. [When can] how and when the coach being attuned to their coachee be valuable in establishing, developing and maintaining the coaching relationship? (OBroin & Palmer, 2010, p. 125). The researchers aimed to explore qualities and characteristics that coachees and coaches view as central in the formation of the coaching relationships, determine how these qualities and characteristics contribute to the coaching relationship and research how coachees and coaches considered that the coach can adapt to the coachee in the coaching relationship (OBroin & Palmer, 2010, p. 125). In addition, the researchers used specific probing questions in order to generate authentic and explicit responses. These included the following: How important do you think the coaching relationship is? How important is the coach-client relationship to the outcome? Is there a bond between the coach and client? What is the coaching relationship like at the beginning of coaching?

ASPECTS OF COACHING RELATIONSHIPS Does the context of the coaching have any relation to the coach-client relationship? If so, how? How does the client influence the coach-client relationship? How does the coach influence the coach-client relationship? How does the coach maintain the coaching relationship? How does the coach handle a rupture in the coaching relationship? (OBroin & Palmer, 2010, p. 147). Methodology This study took place in London, United Kingdom using a small sample population of six coaches and six coachees selected from the researchers business network. It was intended that a small sample of contributors with backgrounds in the

field of psychology might provide a general representation of coaches and coachees. The demographic breakdown of the coach participants included two males and four females. The mean age of the coaches was 46 years with an age range of 35-62 years. Further, five out of the six coaches had provided more than one type of coaching that included executive, performance, business, and career and life coaching. All six coaches were based out of the United Kingdom. The demographic breakdown of the coachee participants included three males and three females. The mean age of the coachees was 36.5 years with an age range of 26-50 years. Two of the six coachees had received more than one type of coaching that included executive, performance, business, and career and life coaching (OBroin & Palmer, 2010).

ASPECTS OF COACHING RELATIONSHIPS The researchers used their experience in coaching psychology to build intentionality around eliciting unbiased and genuine responses. Data was collected from

an interpretive perspective using interviewing is based on Personal Construct Psychology theory developed by George Kelly in 1955/1991, the Repertory Grid Interview method as a form of semi-structured interviewing without repertory grid ratings (OBroin & Palmer, 2010, p. 126).This method of data collection is a flexible model for allowing new questions to be brought up during an interview as a result of what the interviewee states. OBroin and Palmer (2010) interviewed participants in either their workplace or the interviewers office in sessions that lasted between 42 and 67 minutes. Each interview was audio-recorded and transcribed. Numbered reference codes were then assigned to participants with the designation CL for coachee or CO for coach in order to ensure the confidentiality of participant identities. Furthermore, the data collection process involved eliciting elements of the coaching relationship. Index cards were used to record these elements sequentially in the participants words. The researchers used a triadic method to group three elements at a time together based on their similarity or difference. Using Core-Categorisation content analysis, the researchers assigned each element to an existing or new category. In addition, the authors modified categories as was necessary as they moved through the data. From this, researchers were able to generate themes in the element findings. The study in its entirety took the following sequence:

Research Question & Design

Participant Selection

Interview Process

Categorize & Code Data

Analyze Data

Determine Findings & Publish

ASPECTS OF COACHING RELATIONSHIPS

Researchers attempted to take precautionary measures to ensure credibility within this study. The audio recording and utilization of semi-structured interviews allowed the authors to capture precise and accurate descriptions untainted by the interviewers perspective. OBroin and Palmer (2010) made efforts to avoid selective attention or interpretation during the data collection. They maximized measurement quality by crossexamining their collection using a reflexive journal, multiple interviews and an inter-rater reliability exercise using additional data raters to enhance the credibility and believability of the study. Results The study revealed coach attitudes and characteristics, bond and engagement and collaboration as the major themes integral to the development of the coaching relationship. In fact, these three categories accounted for nearly 75% of all elicited elements in this study. Researchers used a chi-square test to compare coaches and coachees responses and to determine whether or not a difference existed in the overall results across the themes identified in the content analysis categorization. The chi-square test showed no significant difference (OBroin & Palmer, 2010, p. 134). Prior research has concluded that coaches must have a specific skill base, but has not necessarily been able to elaborate on the exact characteristics that a coach must possess. In this study, the findings within the theme of coach attitudes and characteristics focused primarily on the need for a coach to have an authentic style. Both coach and coachee responses elicited empathy, self-awareness, sensitivity to feedback, objectivity and self-reflection as key components to developing this authentic style. Further, both

ASPECTS OF COACHING RELATIONSHIPS participant groups noted the need for a coach to hold an aptitude for adapting to the coachee at different points throughout the coaching relationship. Beyond basic attitudes and skills on behalf of the coach, a theme of bond and engagement emerged throughout this study. The bond and engagement category consisted of two sub-themes: engagement and dis-engagement and characteristics of the bond (OBroin & Palmer, 2010, p. 134). The strongest element that surfaced in this category was the idea of trust within the coaching relationship. All coachees and all but one of the coaches emphasized the importance of the presence of trust (OBroin & Palmer, 2010, p. 130). Participants also noted that the depth of trust between the coach and coachee was dependent upon listening, rapport and openness. Even more so, it became clear that listening in and of itself was not enough; participants messaged the notion that the quality of listening was what was of most importance. One participant went so far as to say If you didnt trust the coach you probably wouldnt believe in what hes doing you probably wouldnt put your effort into it (CL5:78) (OBroin &

Palmer, 2010, p. 131). Finally, both groups of participants noted that a coachs ability to manage disruptions was critical to the bond and engagement between the coach and coachee. The final theme that materialized in this study was the concept of collaboration. Under this hood, participants noted the necessity of a two-way relationship, mutual respect and support. The concept of a two-way relationship centers on the fact that the coaching engagement is not simply comprised of one person. Both individuals in the relationship must act, offer perspective and reflect in, on and upon what is taking place. Additionally, respect and support were noted by more than half of both participant groups

ASPECTS OF COACHING RELATIONSHIPS as being integral to a successful coaching relationship. There was, however, some dissonance in the manifestation of support between the participant groups. Some participants saw support as simply guidance while others concentrated more on the continuous nature of support beyond the initial engagement. The most striking of these results are those of listening and collaboration. New

coaches are taught to listen, but are not necessarily attuned to the idea of quality listening or of actually hearing what a coachee is saying. The skill of genuine listening will allow coaches to move past a personal agenda and embrace the actual needs of the coachee. Practicing genuine listening from the start will ensure that time is maximized so that ideal levels of success can be experienced within the coaching relationship. In addition, oftentimes coaches are viewed as the expert and therefore rely on themselves to guide the coaching relationship. Although taught that all individuals have the answers within themselves, many coaches still operate as if the answer stems from the expert. According to the results of this study, a two-way collaborative relationship is crucial to overall achievement. Allowing the coaching relationship to be collaborative ascribes empowerment and value to the coachee that significantly impacts the overall nature of the change. All research endeavors require some level of interpretation in order to be fully internalized. Based on this study, the following questions can be used to guide the research interpretation and, more importantly, the application of knowledge gained. 1. What parameters can be set to define genuine or quality listening? How can we quantify the success of a coachs listening quality?

ASPECTS OF COACHING RELATIONSHIPS 2. Many of the necessary tenets of a successful coaching relationship are

complex. How can we, as coaching professionals, ensure that new coaches are trained to develop the aptitudes necessary for these skills? Consider, more specifically, trust, support, feedback sensitivity, self-awareness and the adaptation to a coachees needs. 3. What reasoning can be hypothesized for why the responses from coaches and coachees were so strikingly congruent? Do the necessary characteristics of a coaching relationship at all parallel characteristics commonly ascribed to successful personal and/or intimate relationships? Conclusion Human beings crave intimacy in many forms. Individuals desire to trust each other, to build rapport with those around them, to develop bonds with other humans, and to enjoy the relationships that are afforded in a grouping of people. Authentic intimacy is often what allows humans to feel safe. In a coaching relationship, many individuals are working on a part of themselves that wants to change. Being in a state of recognition about growth is a vulnerable place to be, so it only follows that an individual must feel safe within the coaching relationship if change is to occur. A coaching relationship must exude some level of intimacy in order to be successful. Intimacy is an intricate entity to define, and as something oft sought-after in many different structures, deserves research focus. This study, in identifying concrete components of a successful coaching relationship, offers insight into the composition of an intimate relationship. The themes proposed in this study can be used as a basis for examining intimate relationships and the effect that intimacy has on an individuals

ASPECTS OF COACHING RELATIONSHIPS capacity for transformation. Intimacy, and the various components that comprise it, illuminates the exact definition of success for coaching relationships that increases the effective function of the systems that surround the individual.

10

ASPECTS OF COACHING RELATIONSHIPS References OBroin, A. & Palmer, S. (2010). Exploring key aspects in the formation of coaching

11

relationships: Initial indicators from the perspective of the coachee and the coach. Coaching: An International Journal of Theory, Research and Practice, 3(2) 124143.