|
Peer Assistance | Mentoring | Coaching | Join the Peer Resources Network
The Coaching News
ISSN 1708-9026
(April 19, 2006)
|
 |
This free newsletter is only sent to subscribers and to those persons and organizations that are listed on the Peer Resources' website. We strongly support a privacy policy that prohibits sending unwanted email. If you wish your address to be removed from this list, please let us know. We do not sell or forward your address to any other source. |
|
TOPICS:
- Challenging Questions for Mentors and Peer Coaches
- TV Program Confuses Viewers about True Life Coaching
- Attend Any of 30 Coaching Conferences or Events
- Ten Studies to Guide Coaching Practice
- What's New in Coaching Schools
- Subscribing and Unsubscribing to Coaching News
CHALLENGING QUESTIONS FOR MENTORS AND PEER COACHES
Rey Carr, PhD, NCPC
In most training programs for peer coaches and mentors the curricula focuses on their ability to understand and support the peers, partners and clients with whom they interact. A common element of most coach training manuals, for example, is an emphasis on listening skills and an admonition to stay in the listening role and refraining from giving answers or advice.
But what happens when the partner or client directly asks, "What would you do if you were in my shoes?" "How would you handle this situation?" or "What do you think I should do about this?" In other words, what happens when the peer coach or mentor is being challenged to supply an answer or some advice?
This is not an uncommon situation. As a long-time peer coach and peer coach trainer, I've often been asked one of these questions. And I've also been the person to ask such questions when I've been the client, partner or trainee. Whether we are facilitating a training session, coaching a client, working with a peer, or acting as a mentor, we are bound to be asked directly to switch out of our listening and supporting role and move into our expert or advising role.
In a recent series of postings to a discussion group, of which I am a member, this situation was discussed by a variety of experts. Experienced coaches contributed their methods for handling these types of questions. What follows is a summary of the techniques and perspectives they offered.
"Where you are within your own career development will often determine how you respond," one coaching school leader pointed out. In his experience, there is a tendency for the novice to move immediately into the "expert" role and supply an answer to such questions without really even understanding (or enquiring about) the intention or motivation of the questioner or even really understanding the meaning of the question itself. "The novice is eager to demonstrate expertise," the coaching leader stated, "which is typically not the need of a person further along in his or her career development."
But is withholding that expertise the answer? For example, should the coach or mentor turn the question around and ask the questioner, "What would/should you do?" or "How do you feel/think about that?"
My favorite example of this very situation was portrayed in the cancelled, but very funny TV-series, "Ellen," starring the comedian, Ellen DeGeneres. In one episode Ellen is laying prone on the office couch, talking to her psychiatrist, played by the wonderful comic actor, Harvey Korman. As she is telling him her woes and troubles and getting no response, she lifts her head and sees that 'Dr.' Korman has fallen asleep. She coughs; he wakes up; and she says, "You were sleeping." "No, I wasn't!" he quickly replies. "If you weren't sleeping," she asks, "what did I just say?" In one of the greatest responses to parody our profession, 'Dr.' Korman replies, "What do you think you were saying?"
Focusing on Motivation Can Backfire
Some experts believe it is important to understand more fully what the question asker's intention or motivation might be. "Find out where the person is coming from," was one suggestion. "It could be that the person wants to really express his or her own opinion or viewpoint, or the person may be just building some confidence to share something that contrasts with what has been discussed so far."
"Regardless of the questioner's intention," another list member said, "it's important to respond in a respectful way. Turning the question back to the questioner can backfire and create some hostility. I've had clients get pretty mad and tell me (when I've asked them to reflect on their own question) 'Hey, you're the expert, you tell me; that's what I'm paying you for!' or 'I thought you were going to provide me with some real answers; not just psycho-babble!' or 'What difference does it make what I think; management isn't going to change!'"
Maybe the questioner's annoyance or hostility reflects frustration with not getting his or her needs met through the interaction. "Maybe," says one peer coaching group facilitator, "the annoyed expression of one participant reflects what others in the group are experiencing, but are not yet confident enough to express." At the same time, the client of a coach or the partner of a mentor may be feeling that his or her expectation about the relationship has not been met.
In other words, understanding the purpose of the question, the context within which the person is asking it, and what he or she hopes to achieve through the answer (by the coach, mentor, or peer trainer) can provide considerable guidance to the practitioner about how to respond in a way that adds to rather than detracts from the learning as well as the quality of the relationship.
The skilled practitioner can use such questions to engage the individual or group, discuss group norms or individual expectations, provide individualized feedback, connect the questions to the training objectives, or use the questions to develop new topics that may have even more relevance for the interaction.
Practicing the Five-Step Respectful Conversation
I like responding to the kind of "how would you handle it" or "what would you do" type questions. I've heard them many times, and I've developed a way of responding that demonstrates respect for the questioner, increases the likelihood of meeting needs, and strengthens our relationship.
Typically I like to know the context, circumstance, or situation that has prompted the question. Sometimes I can determine this from the demeanor, tone of voice, or other non-verbal cues. In other words, I make an "assessment" of our interaction to determine whether the questioner is truly ready to listen to an answer or possibly has some other agenda in mind. I also like to check out whether the question asker has any ideas or feelings of their own on the topic. I refer to this phase of the process as the "invitation" or "story-telling" phase. This may take more than a single question to assist the other person to gain confidence to talk about his or her own views in front of experts, colleagues or peers.
Sometimes in this invitation phase I like to find out how my answers might be valuable and what my answer might help them do or think. "From what you've told me so far about yourself, you've been in the job for three months. You're asking me, who has been doing the job for 32 years, what I would do. I think I could better answer the question, if you supplied me with more context." "Tell me more about your situation, so I can frame my response more accurately."
After I've fully learned about the context (or story), and I truly understand the questioner's deeper level intention, I'm very open to sharing my perspective, idea, feeling, experience or reaction. I call this step the "disclosure phase" of responding. With this step my current practice and what my experience has taught me separate themselves from my early professional training in clinical and coaching practice. For the most part, this type of disclosure by a practitioner is still considered "de rigeur" or taboo. While such a prohibition may be appropriate for some clinical practices, it does not fit the mutuality of peer coaching or peer mentoring.
Most importantly, when I do share my ideas, actions, and feelings, I always conclude my disclosure with what can be called the "soliciting" phase. In this step I solicit from the questioner his or her reaction to my disclosure. I ask, for example, how what I said fits, matches, or is different from what they think, feel, believe, or experience, and then I listen closely to the response. In other words, I switch gears from talking to listening.
These five simple steps (assess, invite, disclose, solicit, and switch gears) have been very helpful whenever I experience a challenging question in a training, coaching, or mentoring relationship. I'm able to respond in a genuine, non-defensive manner, typically meeting both the question asker's needs and my own needs, and, on occasion, the needs of others participating in our interaction. Being able to demonstrate regard and respect for the people I work with and maintain integrity in our relationship are characteristics that have great rewards. (Contact the author at rey@peer.ca)
"We should give as we would receive, cheerfully, quickly, and without hesitation; for there is no grace in a benefit that sticks to the fingers."
TV PROGRAM CONFUSES VIEWERS ABOUT TRUE LIFE COACHING
By Bill Dueease and Christy Donner
The daytime television program called Starting Over has been on the air for about three years. It is a scripted, Hollywood-style, reality TV-show, featuring women with many different life problems, who have been sequestered in a house under controlled conditions. The show is an entertaining drama as the women are followed around 24/7 with cameras recording their struggles to overcome their problems.
The show provides at least two people they call "Life Coaches" and at least one consulting psychologist to help these women overcome their problems. The show will also provide other resources including makeup artists, hair stylists, and even Jenny Craig to help the women improve their appearance and lose weight, as part of their path to overcome their problems.
To get a better understanding of the type of women who appear on the show and the problems they bring with them, here are brief biographies of the participants:
- A woman over 40 who lives at home and is still being supported by her parents.
- A woman facing cancer and struggling to survive and get on with her life.
- A woman whose mother was killed in one of the 9-11 airplane crashes and struggles to deal with the grief and life thereafter.
- An Olympic hopeful gymnast who missed her chance to make the team and is struggling with the guilt and depression of letting her family down.
- A young woman who suffered a sudden onset of blindness and struggling to cope and adjust.
- A young pregnant woman who is single, does not know the father of her child, and struggling to cope with motherhood alone.
- A woman who suffered physical and sexual abuse from her family and struggling to have a normal life.
- A woman who had a severe weight loss due to gastric bypass surgery and struggling to adjust to her new size and shape.
The show broadcasts edited video of taped interactions between two "Life Ccaches" who appear to do whatever they can to change the women as a means of overcoming their problems. The Life Coaches apparently have considerable power over these women to toss them from the show, if the women participants do not do what they are told to do. The women are mainly confined to the house and are subjected to cameras taping almost their every move, especially their interactions with the Life Coaches, therapists, makeup artists and weight loss guru’s.
We are happy that Starting Over alerts the general public about the life coaching process by showing how their two "Life Coaches" interact with these women with problems. Unfortunately, the producers and writers of the show are portraying the life coaching process and how life coaches help people in a very inaccurate and even sometimes negative way. Viewers are led to believe that true life coaches do what the supposed "Life Coaches" on Starting Over do to these women when they are experiencing typical life situations.
We believe it is important to point out how true life coaching differs from the Hollywood version shown on Starting Over. The reason we feel compelled to do this is because we receive more and more calls from Starting Over viewers everyday who want The Coach Connection (TCC) (http://www.findyourcoach.com) and TCC Member Coaches to do what the Starting Over "Life Coaches" do. But Starting Over "Life Coaches" are not providing life coaching or anything like it.
Here are the differences between the "Life Coaches” portrayed on Starting Over and true life coaches.
|
Starting Over Coaches
|
True Life Coaches
|
| Clients come to the program with problems, most often dramatic ones |
Clients come with a desire to improve their lives by achieving "Coachable Goals," which are future places they want to be that require them to grow and improve as a person to achieve them. They are not escaping or fixing problems. |
| Clients are housed in controlled environments where the "Life Coaches" judge the women to decide who stays, who is told to leave, and who graduates from the show. The women know it and respond to the authoritarian position of the "Life Coaches." |
Coaching clients are free to come and go as they please. True coaches do not judge or evaluate clients, and have no control over what their clients do. |
| "Life Coaches" act as their "clients" all-knowing superiors and come across as arrogant. |
True life coaches are equal partners and not the superiors of their clients. |
| "Life Coaches" constantly tell the women what to do, how to do it, and when to do it. |
True life coaches do not tell clients what to do or give advice. |
| Starting Over “Life Coaches” seem to demand the spotlight and take as much credit as possible for any changes. They are the stars of the show. They are paid to be the center of attention. |
True life coaches focus all of their energies on their clients, who become the true center of their attention. Life coaches concentrate on assisting their clients to achieve their goals, receive their rewards, and celebrate as they see fit, without the involvement of their life coaches, who remain behind the scene. |
| Starting Over coaching is performed in the open public and the "Life Coaches" do not care about the privacy or confidentiality of their relationships with the women on the show. |
True life coaches are bound by strict confidentiality ethics and protect the privacy and secrecy of what transpires between them and their clients at all costs. |
As you can see in the table above the differences are many and very substantial between the "Life Coaches" on Starting Over and true life coaching. These differences are so glaring that it can create very confusing and frustrating situations when Starting Over viewers seek their own "Life Coaches" to be in the same mold as portrayed by the "Life Coaches" on Starting Over. At TCC we have had some interesting conversations trying to explain that true life coaches will not perform the same activities as the "Life Coaches" on Starting Over.
We are not saying that the "Life Coaches" on Starting Over are good, bad, better, or worse, than true life coaching. That is not our place to judge. We are only saying that the writers and producers are mislabeling their star characters as "Life Coaches." Based upon our contact with the show and our understanding how and why it was formed, we believe that they purposefully mislabeled their stars as "Life Coaches" at the beginning to take advantage of the credibility and legitimacy of the true life coaching process. It worked for them. Yet, the power of their Hollywood show has created a very false and inaccurate picture of life coaching.
Unfortunately, the Starting Over TV-show has a much larger viewing public and far greater penetration into the hearts and minds of millions of viewers (and sponsors) than TCC and the entire coaching profession. We can only attempt to broadcast the truth from our little blog and through any other means we can find.
We hope that more viewers of the Starting Over show and other TV shows that feature supposed "Life Coaches" will be inspired to consider using life coaches to improve their lives. We also hope that these viewers will be able to learn the differences between what true life coaches can do for them and what they see on Starting Over. Once they learn about what true life coaches do, they will undoubtedly give life coaching much greater respect and consideration as a means to creating the future they really want.
About the Authors:
Bill Dueease is the President and Co-Founder of The Coach Connection (TCC), a service rated as the best in business for bringing coaches and clients together. TCC has matched over 700 clients with their ideal coaches in the last 3.5 years. He is a graduate of the University of Alabama, a former Chapter Host for the International Coach Federation, and currently lives with his wife and two of their four children in Fort Myers, Florida.
Christy Donner is the Vice-President of The Coach Connection and specializes in helping clients with career transitions. She has an MBA, and is a CoachU and Career Coach Institute graduate. She is an active member of the International Coach Federation and currently lives in Cape Coral, Florida with her husband and one of their two children.
The Coach Connection (TCC) (http://www.findyourcoach.com) can be contacted at (800) 887-7214 or (239) 415-1777. A paper comparing TCC to other "referral" services is available in Peer Resources' Coaching Literature.
"Everyone has a purpose in life. Perhaps yours is watching television."
~ David Letterman ~
(Who is this?)
ATTEND A TOP LEVEL COACHING EVENT
Several coaching conferences and training events are scheduled over the next few months. A selection of those events from the Peer Resources website include:
Mentoring System and Coaching Skills for Managers
April 21, 2006
Courtyard by Marriott, Jersey City, New Jersey
www.perrone-ambrose.com
(800) 648-0543 extension 551
ngorman@paamentoring.com
Life and Wellness Coaching: A New Powerful Profession
April 21, 2006
Franconia Heritage Center, Franconia, Pennsylvania
www.talktherapynetwork.com
(215) 703-3743
The Effective Coach
April 24-25, 2006
The Regency Hotel, South Kensington, London (UK)
www.mast.co.uk
01628 504919
simon.oak@mast.co.uk
Essential Coaching Skills
April 27-28, 2006
Atlanta, Georgia
www.linkageinc.com
(781) 402-5555
training-consulting@linkageinc.com
Advanced Coaching Leaders Workshop
May 1-2, 2006
New York, New York
www.linkageinc.com
(781) 402-5555
training-consulting@linkageinc.com
Coaching: A Strategic Tool for Leadership
May 1-3, 2006
150 York Street, Toronto, Ontario
www.cmctraining.org
(877) 262-2560
cmcinfo@cmctraining.org
College of Executive Coaching Intensive Training Institute
May 1-6, 2006
Indianapolis, Indiana
www.executivecoachcollege.com/calendar.htm
(888) 764-8844
training@executivecoachcollege.com
Power Coaching Fundamentals
May 2-4, 2006
Victoria, British Columbia
www.coachingandleadership.com
(250) 652-5390 or (866) 254-4357
5th Annual CoachVille Conference
May 9-13, 2006
Crown Plaza Chicago O'Hare, Rosemont, Illinois
www.cvcommunity.com
(847) 928-3722
maria@coachville.com
Coaching: A Strategic Tool for Leadership
May 15-17, 2006
Canadian Management Centre, Calgary, Alberta
www.cmctraining.org
(877) 262-2560
cmcinfo@cmctraining.org
ICF European Coaching Conference
May 18-20, 2006
Bedford Hotel, Brussels, Belgium
www.icf-ecc.org
Call for Papers
Marleen@ithaka.be
Body-Centered Coaching (Retreat) with Marlena Field
May 23-25, 2006
Bend of Ivy Lodge, Asheville, North Carolina
www.BodyMindSpiritCoaching.com
Tel: (250) 656-5212 or Toll-Free: (877) 778-2349
Mentoring System and Coaching Skills for Managers
June 7, 2006
Perrone-Ambrose, 161 N. Clark Street, Chicago, Illinois
www.perrone-ambrose.com
(800) 648-0543 extension 551
ngorman@paamentoring.com
Body-Centered Coaching with Marlena Field
June 9-14, 2006
Hollyhock Retreat Centre, Cortes Island, British Columbia
www.BodyMindSpiritCoaching.com
Tel: (250) 656-5212 or Toll-Free: (877) 778-2349
Oxford School of Coaching and Mentoring 8th Annual Conference
June 14-15, 2006
Oxford Hotel, Oxford, United Kingdom
www.oscm.co.uk/conference/summary.html
Coaching Skills for the Human Resources Professional
June 21-22, 2006
Perrone-Ambrose, 161 N. Clark Street, Chicago, Illinois
www.perrone-ambrose.com
(800) 648-0543 extension 551
ngorman@paamentoring.com
Introduction to Life Coach Training
June 25-27, 2006
Sonoma Valley Inn, Sonoma, California
www.fallingawake.com
(605) 390-2275 or (866) 325-5292
JoAnne@FallingAwake.com
Executive Coaching MasterClass
July 25-27, 2006
Singapore
www.linkageinc.com
(781) 402-5555
training-consulting@linkageinc.com
The Effective Coach
August 3-4, 2006
The Regency Hotel, South Kensington, London (UK)
www.mast.co.uk
01628 504919
simon.oak@mast.co.uk
Essential Coaching Skills
August 3-4, 2006
New York, New York
www.linkageinc.com
(781) 402-5555
training-consulting@linkageinc.com
College of Executive Coaching Intensive Training Institute
August 13-19, 2006
Santa Barbara, California
www.executivecoachcollege.com/calendar.htm
(888) 764-8844
training@executivecoachcollege.com
2nd National Congress on Coaching
October, 2006
Madrid, Spain
www.congresonacionalcoaching.com/
The Art of Mindful Coaching
October 16-18, 2006
Bend of Ivy Lodge, Asheville, North Carolina
septetcoaching.com/retreats.html
(828) 254-2021
silsbee@septetcoaching.com
College of Executive Coaching Intensive Training Institute
October 16-22, 2006
Santa Barbara, California
www.executivecoachcollege.com/calendar.htm
(888) 764-8844
training@executivecoachcollege.com
International Coach Federation Conference
November 1-4, 2006
Renaissance Grand Hotel, St. Louis, Missouri
www.coachfederation.org
(Call for contributions to the November 1 Research Symposium
Deadling for submission: April 3, 2006)
European Mentoring and Coaching Council (EMCC) Conference
November 1-3, 2006
Cologne, Germany
www.emccouncil.org
The Effective Coach
November 20-21, 2006
The Regency Hotel, South Kensington, London (UK)
www.mast.co.uk
01628 504919
simon.oak@mast.co.uk
College of Executive Coaching Intensive Training Institute
December 4-9, 2006
Las Vegas, Nevada
www.executivecoachcollege.com/calendar.htm
(888) 764-8844
training@executivecoachcollege.com
College of Executive Coaching Intensive Training Institute
January 22-27, 2007
Boca Raton, Florida
www.executivecoachcollege.com/calendar.htm
(888) 764-8844
training@executivecoachcollege.com
Worldwide Association of Business Coaching (WABC) Business Coaching Conference
May 18-19, 2007
Marriott Pinnacle Hotel, Vancouver, British Columbia
www.wabccoaches.com
info@wabccoaches.com
For additional coaching events, go to http://www.peer.ca/coaching.html. To add an event, contact Rey Carr at rcarr@peer.ca.
"How come we can't find the kind of educational information about coaching contained in the Coaching News in ICF publications?"
~ Peter Robinson, MCC ~
(Who is this?)
SEVEN STUDIES TO GUIDE PROFESSIONAL PRACTICE
Peer Resources continually scans the professional and popular literature for articles, books, videos and other useful reference materials. They provide a brief synopsis of the latest work as well as citation details and summaries on their website at http://www.peer.ca/coaching.html. They also provide a searchable format on their site at http://www.peer.ca/SearchB.html. Here are some recent additions:
Begalla, J. (2006). Coaching enriches lives at Butterball Farms. Compass: A Magazine for Peer Assistance, Mentorship and Coaching, 17, 1, 28-31.
The credibility of coaching in the workplace relies exclusively on the value it has for each employee. In this case example at a world famous workplace, employees report on how coaching makes a difference in what they can do differently as a result of coaching.
Berry, R.L.M. (2005). A comparison of face-to-face and distance coaching practices: The role of the working alliance in problem resolution. Unpublished doctoral dissertation, Georgia State University, Atlanta, Georgia.
(One of the requirements for researchers who ask for Peer Resources Network members to participate in a study is that they must provide a summary of their findings back to the membership. Here is what Rhonda Berry (now "Dr. Berry" and also a member of the Peer Resources Network) found with the help of volunteers from the PRN plus other coaches.) One-hundred and nine coaches completed an online survey and were asked to think of one face-to-face client and one distance client with whom they had met at least three times over the past year. The coaches completed the Working Alliance Inventory, which describes the relationship that develops between the coach and the client. No significant differences between the face-to-face and distance condition with regards to working alliance or client change were found. A significant relationship between working alliance and client change in the distance condition was found but did not appear in the face-to-face condition. Neither the number of meetings nor the coach's experience were related to working alliance or client change. This study supports the idea that coaches are able to develop and sustain strong working relationships with their clients, regardless of how they meet. This lends empirical support to coaches' anecdotal assertions that they perceive coaching to be effective in producing client change. The results of this study also lend support to the idea that the changes that occur in distance coaching are comparable to the changes that occur in face-to-face coaching. (The full summary is available to Peer Resources Network members.)
Corbett, K.A. (2006). A day in the life: Results from the global Sherpa Coaching Survey. (Available from Sasha Corporation, PO Box 417240, Cincinnati, Ohio 45241; Tel: (513) 403-0346.)
Four hundred executive and personal coaches as well as 130 HR personnel, mostly from US locations, completed an online survey prepared by Sherpa Coaching in partnership with a business newspaper and local university. Some of the results described in this paper include: (1) value and credibility of coaching is highly rated; (2) a discrepancy exists between what coaches say they charge and what HR personnel actually pay; (3) coaching is used for people in transition, leadership development, and individuals with specific problems; (4) while training and certification is important for coaches new to the field, a large number of coaches and HR professionals reject the International Coach Federation as the most qualified to train and certify coaches; (5) one-third of those surveyed deliver in-person coaching, while another one-third delivery coaching by phone and one-quarter use email, yet, the majority of HR personnel believe in-person is more likely to effective; (6) "as needed" coaching appears more popular than regularly scheduled sessions; (7) veteran coaches believe coaching typically requires six months or more, whereas novice coaches say coaching should require six months or less; (8) businesses that hire coaches typically rate experience as the most important qualification; (9) hourly rates and yearly earnings depend on amount of experience and coaching focus; and (10) formal monitoring of coaching outcomes is rare. The study concludes with some comments about certification, the role of academic institutions, and a specific suggestion about how to unite the coaching industry.
Dembkowski, S., and Eldridge, F. (December, 2004). The nine critical success factors in individual coaching. The International Journal of Mentoring and Coaching, 2, 2, (not paginated).
The authors believe a positive result in the eyes of a client is essential for the future development of the coaching profession and the establishment of quality criteria and standards. They explore findings from an empirical study in Germany, Switzerland and Austria that set out to identify success factors in individual executive coaching. The success factors include: qualifications of the coach (experience, education, expertise), trust in the relationship, clarity of roles, selectivity of who to coach, autonomy of the coachee, creation of rapport, availability of a 'tool box' of methods, and the (lowest factor) testing, observation, and feedback from management. The authors build on the results of this study with their own insights from their international executive coaching practice.
Dennis, J. (March, 2006). The coach of your dreams. Profit, 19.
The author, an entrepreneur and founder of a wealth management company, details what he went through to find a coach. While coaches are plentiful, he says, finding the right one requires careful shopping. There are many business models and considerable diversity in the coaching field. After developing a short list of coaches that he learned about through referrals, he interviewed each one as if he were hiring a key employee. The sense that he could trust the coach to hold the conversation in confidence and could understand his concerns seemed to be the criteria that sold him the most on selecting the coach he chose from a group of ten.
Fitzgerald, S. (December, 2004). Principals coaching principals. Principal, 84, 2.
A school principal details what he learned about engaging in shared observations. A collaborative peer coaching model is presented that relies on creating conversations, providing information, support, resources, modeling and feedback, and a protocol for shared observations. Some of the benefits of this approach included improved trust, improved skill in observation for the participants, developing a common language, improved self-reflection and improved peer coaching skills.
Holloway, A. (March 13-26, 2006). Be your own boss. Canadian Business, 79, 6, 39.
Becoming a life/business coach is rated as one of the top ten home business opportunities for 2006.
Salerno, S. (2005). SHAM: How the self-help movement made America helpless. New York: Crown Publishers.
The author critically attacks self-help books and other self-improvement activities including life coaching experts, people who publish books about learning from mistakes, AA and other recovery groups, Dr. Laura, Dr. Phil, Tony Robbins, Marianne Williamson, and many other people, programs and movements. He believes that most of these activities are scams that have no scientific basis, and play on people's vulnerability with the only result being financial wealth for their creators. In addition to criticizing the leaders of these activities for idiosyncrasies, hypocrisy, and inflated resumes, he also believes that most of the ills of society have come about as a result of American obsession with self-help. This book is entertaining and enlightening and can help the reader think more critically about self-help claims, but his argument that self-help has unleashed a social force that has ruined the stability of modern society and his lack of serious challenge of the ideas professed (as compared to their professors, their foibles, and their incomes) reduces the credibility of the arguments presented.
Whitney, K. (February 22, 2006). Strong growth for executive coaching industry. Chief Learning Officer. (Retrieved March 5, 2006 from www.clomedia.com/content/templates/clo_article.asp?articleid=1277&zoneid=180
The author reports on the results of a study of executive coaching and identifies key issues such as using executive coaches to deal with problem executives or executive development; relying on internal or external coaches; and how companies determine who requires coaching.
"What wisdom can you find that is greater than kindness?"
~ Jean Jacques Rosseau ~
(Who is this?)
WHAT'S NEW IN THE COACHING WORLD
With With 218 coach training organizations to choose from and more than 50 varieties of certification available in the coaching field, what was once a relatively easy decision has become infinitely more complicated.
In addition, with the upcoming changes in membership requirements planned by the International Coach Federation, other organizations are forming or expanding to accommodate the anticipated number of qualified coaches who will be seeking an alternative for professional association.
Here are a few of the latest entries to the Coaching Schools and Training Organizations Directory and the details on two new coaching associations:
The Clergy Leadership Institute in Hillsboro, Oregon provides training for (1) clergy to coach peers, staff, and volunteers; and (2) psychologists who are interested in coaching clergy and consulting to congregations. CLI focuses on transformational coaching and provides three areas of study: introduction to transformational coaching, advanced coach training, and a certificate in clergy coaching. The basis for their training is Appreciative Inquiry. Training primarily is done in an in-person, week-long, workshop format that includes presentations, personal practice and time for reflection and synthesis. Tuition is $350-$400, depending on how soon participants register. Residential accommodation is available, but not included in the fee; however, meals are included.
Seneca College in North York, Ontario can be added to the list of higher education institutions that provide a focus on coaching. Their "Performance Coaching for the Workplace" is an interactive training program bringing together the Coaching Essentials provided by Coach U (their "Core Essentials" program) and curriculum of the Interdevelopmental Institute (their "Developmental Coaching Gateway" course). The program requires 94 hours divided between in-person and telecourse delivery. The program is designed for professionals and managers and can lead to certification through Coach U's graduate and certified coach designations or through the Interdevelopmental Institute's Developmental Coach Certification or through the International Coach Federation. Tuition is $4489.00 for both courses.
Holistic Learning Centers (HLC) A Life Coaching and Spiritual Counseling School describes itself as the "Harvard University of Life Coaching and Spiritual Counseling schools" and offers a number of distance learning telecourses, leading to a self-mastery home study certificate, a basic life coaching certificate, or a professional certification in life coaching. Tuition for the basic courses is $6,070 and for the professional certification course is $8,960 (but check their website for the most up-to-date fee schedule).
University of Portsmouth MSc in Coaching and Development is a joint venture between the University, Performance Consultants, and The Performance Coach. All courses are delivered in-person and participants have opportunities to practice skills and receive feedback as well as develop coaching skills between modules, and receive tutor and mentor support throughout the program. Participation in the program can lead to three levels of postgraduate credential: a diploma, a certificate, and a master's degree. The master's level component includes all the work from the diploma and certificate plus the completion of research courses and either a dissertation or two work-based learning projects. An assessment process is available to help potential candidates know at what level they can begin the course work. Tuition for 2006 was stated as: Postgraduate Certificate: £4,965; Postgraduate Diploma: £5,250; and Masters: £2,315.
Culture at Work Performance Coach Training specializes in training for individuals to establish a business as a performance coach or become an internal coach for an organization. Courses are recognized by the Association for Coaching and can also be used to obtain credit towards Postmouth University's MSc in Coaching. All course work is delivered by telephone conference calls. Courses focus on coaching skills (listening, questioning, and clarifying), structural skills (goal setting, strategic action planning), business planning, establishing a client base, and best practices in coaching in the workplace. Mentoring support from experienced coaches is provided as part of the course along with membership in a peer group e-mail forum. Tuition is £1,800 for twelve sessions.
The University of Strathclyde Certificate of Professional Development in Executive Coaching is a Scotland-based university program that offers a joint venture between the university and The School of Coaching in the U.K. The program is designed to develop expert coaching skills in leaders, managers, change agents, and those who wish to become independent business coaches. The program consists of nine on-site training days in Edinburgh, and three one-hour, one-to-one interviewing sessions with a course advisor. The "practicum" consists of working with a minimum of at least three clients for four or more hours each. Tuition for 2006 was stated as £7,600.
Chartered Institute of Personnel and Development Certificate in Coaching and Mentoring (CIPD) is designed for completion in 28 weeks and allows students to develop the skills needed for effective coaching and mentoring. Delivery is interactive and provides opportunity to practice coach-mentoring skills, build on these skills, network, and try out new techniques to increase knowledge.
Integral Coaching Canada, Inc., based in Ottawa, Ontario (Canada) provides three levels of in-person training: introductory, core training (foundation and apprenticeship module and a certification module), and continuing education (series of short courses and workshops). Leaders are ICF certified coaches and courses can be used for ICF certification.
Career Coach Academy is designed by career-services professionals and Master Certified Coaches (MCC). This organization provides a 15-week intensive telecourse training that results in eligibility for certification as a Certified Career Management Coach (CMCC). Their curriculum is accredited by the International Coach Federation, and includes discussion, peer coaching practice, written materials, and outside readings. They also provide on-site training.
Gallup University Strengths Performance Coach Program is based on the work of Marcus Buckingham and Donald O Clifton (known as the "father" of strengths-based psychology). The training is typically a three-day session available only to Gallup clients whose organizations are participating in a performance management engagement. Participants in this program learn how to apply strength management concepts and practices in a business environment. Gallup delivers this training to organizations at its campuses in the US and worldwide. The training can also be provided at the client location.
Yale University in New Haven, Connecticutt offers a series of coaching courses: Coaching Skills for Managers, Coaching for Supervisors and Managers, Coaching for Development, and Coaching for Performance.
Villanova University Executive MBA Program in Pennsylvania has included as part of its executive MBA curriculum, an executive coaching stream as one of its five core areas. The coaching area includes one term of introduction to executive coaching and four terms of supervised coaching experience. Prior to the introduction all students participate in an Orientation and Learning Readiness week-long residency program.
Escuela Europea de Coaching in Madrid, Spain offers a Coaching Certification Program (in Spanish) which is divided into two modules: Introduction to Coaching (40 hours) and Certification in Coaching (125 hours.) All sessions are in direct interaction with students, all face to face classes and supervised coaching sessions are held in the school. They also offer continued training for professional executive coaches by means of specialized seminars. Courses are offered in both Barcelona and Madrid and are tailored to match the ICF core competencies.
The International Society of Neuro-Semantics focuses on meta-coaching, a model of facilitating a relational conversation. Based on NLP and Neuro-Semantics, the courses, or coaching "fast track," include a two-day Coaching Essentials course; a three-day Coaching AGenius course, a Meta-Coaching for Associate Certified Meta-Coach course, which is a seven-day intensive that focuses on "yourself as coach," "skills for coaching," and coaching practice. There is also a longer curriculum called the "Ultimate Coaching Track" that includes 400 hours of verifiable coaching experience, and enables participants to apply to become a Professional Certified Meta-Coach. Trainings appear to be available in the U.S.A., South Africa, the UK, and Europe. No tuition fee information appears on the website.
Two new coaching organizations are seeking members:
The American Federation of Coaches (http://www.americanfedcoaches.org/index.html) was launched in 2005 and provides training, three levels of certification for coaches, benefits to members that includes different types of insurance, a set of competencies, and a code of ethics. The organization also provides details about its view of coaching. They offer four categories of membership: Student-in-Training (in an accredited program); Certified Business Coach (1st Degree); Certified Business Coach (2nd Degree); and Certified Master Business Coach. Details about the founders of the organization appear on the website, but no location or telephone contact information is provided for the organization. Two of the three founders describe themselves as holding coach certification, but no information is provided as to the source of the certification.
Noble Manhattan's Business for Coaches (http://www.businessforcoaches.co.uk) is a member-based community in the United Kingdom of business people dedicated to educating, training and supporting fellow members. NMBC offers discounts on products, a range of telecourses, an archive of documents, opportunities for members to list their own products and services with the benefit of a skilled proofreader, incentives to contribute resources and recruit new members, free book reviews of key books from the business community, and other features. Membership fees are scheduled to increase from £79 to £109 by mid-March. Any Peer Resources Network members who wish to join can do so at the lower rate until May 1, 2006 by stating that they heard about this organization from "Rey Carr."
"An organization's ability to learn, and translate that learning into action rapidly, is the ultimate competitive advantage."
~ Jack Welch ~
(Who is this?)
The Coaching News is a copyrighted publication of Peer Resources, 1052 Davie Street, Victoria, British Columbia V8S 4E3 Canada. All articles are written by Rey Carr unless otherwise indicated. Back issues are available online at http://www.peer.ca/thecoachingnews.html. To subscribe or unsubscribe send an email to info@peer.ca
To learn more about the people quoted in this issue or to access more of what they have to say, consider becoming a member of the Peer Resources Network (PRN). Members receive a monthly newsletter 60-90 days earlier than The Coaching News that contains the same text plus additional articles not available in The Coaching News plus links to all quoted sources. Membership is fee-based and the benefits and features are listed at: www.peer.ca/PRN.html
|
|
|