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Peer Assistance | Mentoring | Coaching | Join the Peer Resources Network
The Coaching News
ISSN 1708-9026
(July 5, 2006)
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TOPICS:
- Navigating the Future of Evidence-Based Practice
- Companies Realize Significant Return from Executive Coaching
- Attend Any of 21 Coaching Conferences or Events
- Nine Studies to Guide Coaching Practice
- What's New in Coaching Schools and Coaching Associations
- Trends May Predict a Dismal Future for Coaching
- Subscribing and Unsubscribing to Coaching News
NAVIGATING THE FUTURE OF EVIDENCE-BASED PRACTICE
Rey Carr, PhD, NCPC
In a highly informative and shocking article in the May 29, 2006 issue of Business Week magazine, the author quotes medical experts who conclude: "Even today, with a high-tech health-care system that costs (the US) $2 trillion a year, there is little or no evidence that many widely used treatments and procedures actually work better than various cheaper alternatives." Many physicians agree, saying that "the portion of medicine that has proven effective is still outrageously low -- in the range of 20 to 25 percent."
What is needed, the medical experts argue, is evidence-based medicine. However, according to one experienced health care executive and medical practitioner, "We are not investing very much in getting the evidence."
This exposé on the lack of evidence-based medicine echoes the current trends in mentoring, coaching and peer assistance in that many experts in these areas are also calling for evidence-based practice. What is ironic about this call for evidence, is that the mentor, coach, and peer assistance experts often point towards medical practice as the model or discipline to emulate.
Executive coaching was recently called "a billion dollar industry," but is there evidence to justify what executive coaches actually do? Mentoring has been recommended as a strategy to save companies millions of dollars in turnover and succession costs, but what evidence exists that such savings actually occur? Peer assistance has been proposed as an intervention to deal with a variety of social and developmental issues in a variety of settings, but how does it stack up against the evidence?
Without definitive answers, potential users of coaching services, candidates for coaching schools and possible members of coaching associations, for example, are highly susceptible to the whims of who they know and who they talk to. Like doctors, coaches and their schools and associations not only hold a professional interest in the methods they recommend, but they also have a strong financial stake. While the focus on evidence-based practice in coaching is on the increase, it pales in comparison to the emphasis on the marketing of coaching services or the bragging of a professional association about the size of its membership.
An Alternative Approach to Gathering Evidence
One thing that coaching, mentoring, and peer assistance have in common with each other (and with medicine) is the extensive use of intuition. Academics and other experts in these fields will often disparage intuition as unworthy of being called "evidence-based" and instead require that more "rigorous" methods such as clinical or experimental methods be used. But this may just be a way for academics and researchers to access the fountain of wealth associated with these fields. Publishing their studies may be a way for academics to contribute to their own institutional career development. Calling for research standards may be a way to carve out a niche that has status and prestige that leads to paid speaking engagements and book deals. Suggesting research methods that already elude practitioners in other fields, may be a way to appear intelligent and erudite in a field dominated by self-taught practitioners.
Some critics of evidence-based practice suggest that an emphasis on proof of practice stifles the spirit of innovation and defies the personal experimentation that was associated with the historical origins, beliefs and convictions of the early founders of peer, coach and mentor work. The early adopters and pioneers in these fields brought forward advances primarily based on belief and intuition. Their commitment to and advocacy for coaching, peer work, and mentoring was based on both personal conviction and the feedback they received from the people with whom they worked.
While the movement toward increasing evidence-based practice is worthwhile, there are at least three other ways to improve the knowledge and wisdom associated with what we do in coaching, mentoring and peer assistance: build on intuition, engage in education, and practice transparency.
Build on Intuition
"The only really valuable thing," Albert Einstein said, "is intuition." In reality, intuition is a combination of personal history, deeply experienced sensory data and acute observation. Anyone can learn to pay greater attention to intuition and use it to build a reservoir of wisdom. Not surprisingly, modern physics, particularly as depicted in the popular motion picture, "What the Bleep Do We Know!?", is paying more attention to the relationship between intuitive modes of consciousness and rational modes of thinking.
By recognizing and celebrating intuition, rather than diminishing or dismissing intuition as a legitimate avenue for understanding what we do, both practitioners and those we help will be better served. In addition, as Dr. David deRosenroll, a leader in peer assistance, has stated, "Attending to intuition enables us to include a more wholistic and spiritual element in our practice. Basically, we can take the traditional science dictum that 'seeing is believing' and turn it on it's head so that 'believing is seeing.'"
Engage in Education
"Education," historian Will Durant posited, "is a progressive discovery of our ignorance." With increasing popularity, practitioners of mentoring, coaching and peer assistance, are providing educational information to assist members of the general public as well as potential users of their services learn about general principles, definitions, and resources associated with their respective fields. What criteria to use in selecting a coach; how coaching differs from mentoring; what are the key elements of an effective mentoring relationship; or what program standards are associated with peer assistance are a few of the educational topics appearing more frequently at respective websites.
With notable exceptions, the majority of coaching, mentoring, and peer assistance services, associations and practitioners are minimalists when it comes to education, often restricting the information to that which is more likely to promote their own service. One of the largest coaching associations, for example, publishes a newsletter that purports to be a global perspective on coaching, yet the items carried in its monthly newsletter promote only the association's own activities and ignore events, trends or issues in coaching around the world.
By providing educational information, practitioners not only demonstrate ethical principles, but also make it easier for the public to become more confident about, learn about, and understand what is important in making decisions associated with the field.
Establish Transparency
"The most popular version of evidence-based practice is about proving things," according to Dr. Paul Wallace of the Care Management Institute at Kaiser Permanente, "but it is really about transparency -- being clear about what we know and don't know." Providing individuals with a full picture, including controversies, legitimate differences of opinion, as well as information about what is solid information, what is opinion, and what is conjecture improves the relationship with the public, increases trust and regard, and treats potential clients, members, and participants with respect. Some might call this perspective the "integrity factor."
Too few organizations representing the fields of coaching, mentoring or peer assistance pay attention to transparency. A Peer Resources Network member informed us that "In the twelve years that I have been a member of the largest coaching association, I have sent more than a dozen letters to the editor as well as two issue papers all of which posed alternative viewpoints regarding various association policies and practices. None have been published or acknowledged."
"An organization associated with an international perspective on mentoring," said another Peer Resources Network member, "has consistently failed to inform its members of any issues, trends or research or provide any assistance with evidence-based information."
In the midst of an Enron-style business climate, where lack of trust, cynicism, and a variety of moral and ethical transgressions are rampant, transparency, or the ability to see alternatives and their positive or negative consequences, clearly is essential to regain and maintain the confidence of the public (and users of our services).
Coaching, mentoring and peer assistance are tied to each other in many ways. Let's hope that by collecting evidence through intuition, education, and transparency, we can avoid the cynical dictum associated with the current status of the health profession: "Recommended today, carcinogenic tomorrow."
References:
Arntz, W. (Producer), Chasse, B. (Producer), Vicente, M. (Director), Chasse, B. (Director), and Arntz, W. (Director). (2004). What the bleep do we know!? [DVD]. (Available from http://www.whatthebleep.com)
Blumenthal, C. (January/March, 2003). Consumers and office of mental health join to promote evidence-based practices: Peer advocates believe science can work for the people. New York City Voices: A Consumer Journal for Mental Health Advocacy, 8, 1 (Retrieved May 25, 2006 from http://www.newyorkcityvoices.org/2003janmar/20030305.html).
Carey, J. (May 29, 2006). Medical guesswork. From heart surgery to prostrate care, the health industry knows little about which common treatments really work. Business Week, 3986, 73-79.
Cavanagh, M., Grant, A.M., and Kemp, T. (Eds.) (2005). Evidence-based coaching. Volume I: Theory, research and practice from the behavioural sciences. Bowen Hills, QLD: Australian Academic Press.
deRosenroll, D. (2004). The brain behind coaching. Compass: A Magazine for Peer Assistance, Mentorship and Coaching, 17, 1, 10-14.
Laske, O.E. (2005). From coach training to coach education: Teaching coaching within a comprehensively evidence-based framework. International Journal of Evidence Based Coaching and Mentoring, 3, 2, 1-14.
Miller, A. (2002). Mentoring students and young people: A handbook of effective practice. Oxford, UK: Routledge.
Pawson, R., Boaz, A., Grayson, L., and Sullivan, F. (November, 2003). Mentoring and evidence based policy. The International Journal of Mentoring and Coaching, 1, 1.
Stober, D.R. & Grant, A.M. (Eds.) (2006). Evidence-based coaching handbook: Putting best practices to work for your clients. Hoboken, NJ: Wiley.
Stober, D., Wildflower, L, and Drake, D. (2005). Evidence-based practice: A potential approach for effective coaching. In F. Campone and J.L. Bennett (Eds.) Proceedings of the third International Coach Federation coaching research symposium (pp. 71-78). Lexington, KY: International Coach Federation.
"If the facts don't fit the theory, change the facts."
~ Albert Einstein ~
(Who is this?)
COMPANIES REALIZE SIGNIFICANT RETURN FROM EXECUTIVE COACHING
By Jeffrey E. Auerbach, Ph.D.
As the College of Executive Coaching’s State of the Coaching Industry Research Report indicated in 2005, executive coaching has grown into an estimated $1 billion industry. Now the Wall Street Journal (May 16, 2006) reports executives from General Electric’s Chief Executive Jeffrey Immelt to eBay’s Chief Executive Margaret Whitman use a coach to help them be a better leader. The WSJ emphasizes that a big part of a coach's job is often helping executives work on such people skills as controlling their temper and recognizing the feelings of others -- management gurus emphasize how this helps with everything from influencing the boss to attracting loyal workers.
Companies like Yahoo Inc. and Genentech Inc. offer coaches to managers they are grooming for top posts. The Wall Street Journal article focused on Kitchell, a $725 million-a-year construction business that builds hospitals and government facilities. Each of Kitchell's top 22 executives has an outside coach, at a cost of $300 an hour or more for sessions every two to four weeks.
Kitchell’s Chief Executive William Schubert, 65, says coaching has helped curb his hasty disposition. "It helps you to be more open with each other."
Kitchell began using coaching in 2001, when Mr. Schubert and his deputies, while working on a 10-year plan, realized that many senior managers would retire soon and they observed an annual turnover rate of 27%. Top management worried about a looming management shortage.
Kitchell executives contend that the coaching is producing better bosses and more motivated staff. Management is pleased that annual turnover is down to 19% overall, and to 4% among younger staffers who are being coached by senior employees. Mr. Schubert says Kitchell spends about $200,000 a year on coaching, adding, "Half a million wouldn't be too much."
One of the executives being coached, Mr. Judge, says that he and his coach crafted a coaching plan to address his challenges. It featured 12 "action items" including scheduling regular staff meetings and distributing rewards to recognize employees' hard work. The coaching client keeps a tally of what he has done and reports his progress to his coach during biweekly sessions. Like most other Kitchell executives, Mr. Judge gets his coaching over the phone.
During a coaching session last month, Mr. Judge told his coach that he wants to work on improving his working relationships with the Kitchell employees. "What can you do to increase your social awareness?" asked the coach. "I guess I've got to keep my ear on the informal lines of communication," Mr. Judge responded. "I'm not a particularly outgoing individual." The coach suggested that by the next coaching session, Mr. Judge read a Harvard Business Review article with a section on leadership and social skills.
The coaching client’s employees like the changes. Staffers say Mr. Judge always typed on his computer while they were talking with him in his office, which made them feel that he wasn't paying attention. The employees report that their boss has made changes that show them more respect and has led to a better daily working environment.
References:
Auerbach, J.E. (2005). Seeing the light: What organizations need to know about executive coaching (2005 state of the coaching industry). Pismo Beach, CA: College of Executive Coaching. (Available from http://www.executiveocoachcollege.com/state_of_coaching_industry.htm)
Begalla, J. (2006). Coaching enriches lives at butterball farms. Compass: A Magazine for Peer Assistance, Mentorship and Coaching, 18, 1, 28-31.
Dvork, P. (May 16, 2006). Construction firm rebuilds managers to make them softer: Kitchell embraces coaching. Wall Street Journal, A1.
About the Author
Dr. Jeffrey E. Auerbach is the Founder and President of the College of Executive Coaching, a Post-Graduate Institute, accredited by the International Coach Federation. Dr. Auerbach is a leader in the fields of executive coaching, positive psychology, leadership and emotional intelligence. He has been fortunate to have been mentored by: Ernest Rossi, Ph.D., a mentee of Milton Erickson, M.D., and author of over fifteen popular books; internationally recognized Terry Oleson, Ph.D., past UCLA Associate Professor and expert in personal growth; and Marielle Fuller – the esteemed “Grandmother” of guided visualization. To contact Dr. Auerbach go to http://www.executivecoachcollege.com or call (888) 764-8844.
"Those who turn good organizations into great organizations are motivated by a deep creative urge and an inner compulsion for sheer unadulterated excellence for its own sake."
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:
Coaching Psychology Second National Symposium
July 14-15, 2006
Palazzo Versace, Gold Coast, Queensland, Australia
www.psychology.org.au/units/interest%5Fgroups/coaching
0405 229 290
wade@csaconsulting.biz
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
Annual Coaching at Work Conference
September 12, 2006
London, United Kingdom
www.cipd.co.uk/cande/coach/
+44 (0) 20 8612 6200
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
European Mentoring and Coaching Council (EMCC) Conference
November 1-3, 2006
Radisson SAS Hotel, Cologne (Köln), Germany
www.emccouncil.org
Tel: +44 (0)20 8386 5304
lenora.jones@emccouncil.org
Association for Coaching Conference 2006
November 10, 2006
Radisson SAS, Edinburgh, Scotland
Call for speakers and workshops: acscotland@associationforcoaching.com
www.associationforcoaching.com
Tel: 0131 226 5757
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
First International Conference of the Special Group in Coaching Psychology
December 18-19, 2006
City University, London, United Kingdom
www.coachingpsychologyforum.org.uk
Tel: 01344 319544
sgcpcomm@bps.org.uk
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
Seminar at Sea for Coaches with Patrick Williams and Lynn Meinke
February 4-12, 2007
On board cruise ship that travels to Colon, Panama, Limon, Costa Rica, Belize
www.mindbodytravel.com/cruises/williamsgroup_2007.htm
(800) 874-1996 or (310) 546-962
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
Third Annual Association for Coaching Conference
October, 2007
www.associationforcoaching.com
ktulpa@associationforcoaching.com
For additional coaching events, go to http://www.peer.ca/coaching.html. To add an event, contact Rey Carr at rcarr@peer.ca.
"Conversation with others, and information that comes from your outer world, are like rays from the sun. They cause the seeds within you to grow. Things in your outer world can lead you in the direction of your inner truth."
NINE 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:
BAnonymous. (May 24, 2006). Minority employees often get less coaching. Chief Learning Officer Executive Briefings, 4, 21.
Minority employees receive less executive coaching at many companies, according to a survey of 3,100 senior human resources executives. Of those employers that provide coaching, 25 percent reported that minorities get coaching at a lower rate than their proportional presence in the workforce. The balance of respondents that provide coaching indicated minority employees are coached in proportion to their numbers. Virtually no respondents reported that minorities receive executive coaching at a higher rate.
Bachkirova, T. and Cox, E. (July, 2004). A bridge over troubled water: Bringing together coaching and counselling. The International Journal of Mentoring and Coaching, 2, 1, (not paginated).
This article addresses the issue of forced estrangement between coaching and counselling. The separation between the two fields is explored and the consequences of this for coaching in particular as a newly established profession are discussed. The authors suggest that the source of differences and similarities between various types of 'helping-by-talking' lies in the dynamics of the relationship between the initial motivation of the client and the ultimate goals of the helping process. Finally, they propose a model of coaching which takes account of the theories of counselling.
Bolt, J. (May, 2006). Coaching: A fad that won't go away. Five suggestions for getting the most out of a coach. Fast Company [Online] (Retrieved May 15, 2006 from http://www.fastcompany.com/resources/learning/bolt/041006.html)
As one article in a three-part series on leadership development methods, the author focuses on the exceptional growth and development of executive coaching into a billion dollar industry. The bulk of the article reports on the results of a study that included 48 organizations and 86 leaders being coached. One of the key findings was the evolution of coaching from a "fix-the-problem" approach to a "leader development" approach. Having a coach is now seen as an asset and at least 92% of those leaders using a coach would do so again. Another key finding from the leaders involved was their recommendation that business experience and ability to develop rapport were much more important than coach certification and cost - a finding that contradicts the primary direction of the International Coach Federation. The four additional suggestions include: be prepared to work hard and be challenged; make sure supervisors or bosses are supportive of coaching; use assessments to determine your own personal ROI; and find an appropriate ending point rather than letting the coaching continue indefinitely.
Haidt, J. (2006). The happiness hypothesis: Finding modern truth in ancient wisdom. New York: Basic Books.
Positive psychology (a movement based on the work of Martin Seligman and Mihaly Csikszentmihalyi) explores topics such as hope, wisdom, courage, well-being and spirituality, and as such emphasizes human strengths rather than frailties. Probably no other area from the discipline of psychology has as much relevance for coaching than the positive psychology movement. This book examines the ideas about happiness, the conditions necessary for optimal development and flourishing, and the role of meaning, purpose and fulfillment. The author draws upon many classic works, integrates humor into his writing, and has created a work that can be easily read by both professionals and novices.
Hogarth, M. (January 13, 2006). Law firms turn to outside coaches to stay in the game. Business development goals increasingly drive trend of launching or expanding formal coaching programs. The Recorder. (Retrieved January 13, 2006 from http://www.law.com/jsp/law/careercenter/lawArticleCareerCenter.jsp?id=1136541910740).
Difficult client relationships are common in law firms. How such relationships are handled has an impact on the success of the firm and also on the career advancement of individual lawyers. Coaches are being used more extensively by the legal profession to help with senior management and client retention. This article describes how several different firms use coaches for resolving personality conflicts (as a result of MBTI assessments) and building business practice. While different approaches to coaching are described including the amount of time needed, the use of role-play, delivery by telephone, and the use of group round-tables, all agree that the relationship between the lawyer and the coach is paramount to the success of coaching. Even so, some critics say the impact doesn't last (or transfer); others believe the return on investment is limited and has less impact than other internal strategies. Who pays (firm or individual lawyer) is open to question, but for the most part, the persons interviewed for this story are very supportive of coaching.
Laske, O.E. (2006). From coach training to coach education: Teaching coaching within a comprehensively evidence-based framework. International Journal of Evidence Based Coaching and Mentoring, 4, 1, 1-14.
The leader of a coach training organization describes his approach to training. Their training focuses on changes in adult cognition and social-emotional capability as derived from research by Jean Piaget, his followers in the Kohlberg School at Harvard University, and the Frankfurt School. Coaching is seen as a way of changing other minds by way of consulting to clients’ mental process (process consultation). The author argues that research-based coach education should supersede coach training by strengthening capabilities grounded in the cognitive and social-emotional development of adult learners. Opening and changing minds is seen as a precondition of bringing about lasting behavioral change in others, and thereby improving performance, not only in coaching but in coach education as well. The author believes that other coach training programs do not adequately take into account an evidence based perspective in their offerings. (A complete copy of this paper is available to members of the Peer Resources Network.)
Little, P.F.B. (April, 2005). Peer coaching as a support to collaborative teaching. Mentoring & Tutoring, 13, 1, 83-94.
In a collaborative classroom, teachers combine their strengths to work together, coach one another, and provide the best possible environment for their students. Similarly, peer coaching provides educators with a chance to utilize a natural support system at their school. When peer coaching is used in conjunction with collaborative teaching, it enhances teacher improvement and student learning by providing ongoing opportunities for educators to share their unique knowledge bases and expertise, allowing exploration of new ideas and expansion of professional skill repertoires. The author is associated with Dale Mabry Elementary School in Tampa, Florida.
Peterson, D.B. (2006). People are complex and the world is messy: A behavior-based approach to executive coaching. In D.R. Stober & A.M. Grant (Eds.), Evidence-based coaching handbook: Putting best practices to work for your clients (pp. 51-76). Hoboken, NJ: Wiley.
Dr. Peterson believes that the purpose of coaching is to not just change behavior, but to create lasting change, better results, and greater satisfaction. In this highly informative and practical chapter he outlines four additional assumptions that drive his coaching practice: reducing the complexity of human behavior to simple systems will not succeed; life is basically complicated, ambiguous and unpredictable, therefore, coaching should be aimed at producing better learners; what happens in the coaching session is less important than what happens at work/home; and that a coach must be able to demonstrate a positive, caring, warm and respectful relationship with a client. He then details how he uses the "development pipeline" which consists of insight, motivation, capabilities, real-world practice, and accountability to help clients change their behavior. By using a series of actual cases, Dr. Peterson shows how blocks or breakthroughs in each of these area contribute to progress in coaching. He presents a grid system as a useful tool to determine a client's perspective on where he or she sees him/herself, what matters most to the client, and what others within the client's context see and believe. In all, this chapter is exceptionally informative about conducting coaching sessions with clients, and the specific details from the cases presented are highly generalizable to other executive coaching opportunities. (The author of this chapter, Dr. David B. Peterson, can be reached by email at david.peterson@personneldecisions.com)
Wilson, C. (March, 2004). Coaching and coach training in the workplace. Industrial and Commercial Training, 36, 3, 96-98.
The author focuses on coaching and how the workplace is changing from authoritarian bosses and jobs for life towards self directed learning and portfolio careers. Outlines how the Virgin Empire was built using a coaching culture and provides case histories of the implementation of coaching and coach training in the workplace. Provides some facts and figures about Return On Investment (ROI), and why companies introduce coaching. Concludes with a look into the future.
"What wisdom can you find that is greater than kindness?"
~ Jean Jacques Rosseau ~
(Who is this?)
WHAT'S NEW IN THE COACHING WORLD
With 222 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 details on new coaching associations.
North Carolina State University Business Coaching Certificate - This program is designed to prepare course members to become business coaches. The website states that the course is for people who want to pursue coaching as a full time occupation or who want to make coaching skill a central part of their practice as manager, business consultant, HRD and HRM professionals, OD consultants, technical specialists and other professionals who are moving into a coaching or training role. Their program consists of 10 monthly weekend blocks for a total of 21 days. During the course, participants' work with clients is supported by an experienced coach in small groups. In addition to the workshops each participant will work with their own mentor coach for three months. Participants are expected to research and report on a special coaching topic. The school believes that their training will help participants qualify for ICF certification. Program locations include Raleigh, North Carolina and Charlotte, North Carolina. The registration fee for 2006 is $5495.00 which includes individual coaching sessions.
The NLP and Coaching Institute of California - This organization offers an in-person, 120-hour (16-day) program that has been accredited by the International Coach Federation. The program combines "traditional coaching practices" with the "clear how-to's of NLP" (Neuro-Linguistic Programming). A list of the topics covered is available on the website. While the organization is located in California, the courses are offered in other locations. Tuition is $3900.00.
Creative Results Management Core Coaching Skills Certification Program - This Singapore-based organization provides a combination of in-person and telecourse trainings for a total of 65 hours. The estimated cost for this training is expected to be only $600.00(US). To obtain certification, participants must attend all class sessions, pass written tests on all course content, receive coaching, coach at least three people for a minimum of 25 hours total, and complete coaching practicum assignments. The curriculum appears to focus primarily on personal and life coaching. While the organization is based on Singapore, they also provide training in Thailand.
eLifePlans - This organization has created a certified eLife Coach system that can be completed in 6 weekly one-hour sessions that take place through teleconferencing and web conferences. Groups of three to six participants are guided through a series of topics by an eLife Coach faculty member, each of whom is a successful life planner. The core of the training is learning the eLifePlans Coach Success System for life planning. A demonstration of the eLifePlans system is available on the website. The cost for the training is $699.00.
Lifestyle Coaching Institute provides core competency coach training for health and fitness professionals. Four levels of training are available. Instruction is provided through teleclasses, delivered through two, one-hour classes per week for three months for a total of 24 hours (Level I); and 24 ninety-minute sessions for a total of 36 hours (Level II). The tuition for Level I is $995.00 (plus tax) and includes a manual and 24 hours of interactive instruction; tuition for Level II is $1395.00 (plus tax). Upon completion of Level II and completion of graduation requirements, successful participants will be able to use the designation of Licensed Level Two Lifestyle Coach. For more information contact: Carollyne Conlinn, #26 - 20543 96th Avenue, Langley, British Columbia V1M 3W3 (Canada); Tel: (604) 874-4757.
The Coaching Supervision Academy in Great Britain specializes in coach supervision and also provides training for coaches in how to supervise other coaches. They provide a two-day training for senior and executive coaches who wish to use supervision in a peer learning context. They also provide a number of other courses to help coaches develop advanced skills (metaskills) such as developing a coaching presence, building the internal supervisor, working with difficult client situations, building boundaries, psychology of relationships, group coaching, and masterful interventions. Individual one-hour sessions are £70 for individuals; £100 for corporate; group telephone sessions are £180 for a series of six 1.5 hour sessions; live group sessions are £70 for three hours; and a one-day training that includes two trainers is £2200 (all fees are in pounds sterling) Contact Edna Murdoch, Tel: 01323 897344; email: edna@coachingsupervisionacademy.com
Executive Coach Japan provides advanced training for coaches who would like to expand their skills, and senior managers who want to integrate coaching techniques in their management style. Courses are available in systems thinking, emotional intelligence, cross cultural management and communications skills. The courses are based on the principles of Accelerated Learning, a methodology that approaches learning as a whole mind/body experience. Courses combine content from best practice coaching models, books and articles, discussion of models and techniques, and include practice sessions with case studies and real time examples from the facilitator and the participants themselves. All advanced courses have been certified by the Japan America Institute of Management Science (JAIMS). Graduates receive a certificate of completion from JAIMS. Fee information is not available on their website. For more information contact: contact: Chris Lamatsch at chris@lamatsch.net
Four new coaching organizations are seeking members:
Formed for coaches who specialize in attention deficit hyperactivity disorder (ADHD), the ADHD Coaching Organization (ACO) provides a membership directory, a monthly round table conference discussion for members, a newsletter, and an ADHD coach toolkit. For details about the ACO including their benefits, bylaws, fees, and founders go to: http://www.adhdcoaches.org/
International Association of Career Coaches (IACC) (http://www.iaccweb.org) was founded by Master Certified Career Coach Marcia Bench to provide inspiration, professionalism, excellence, respect, innovation, and cutting-edge information for members. Membership is open to participants from around the world and includes both private practitioners and career coaches within out-placement companies and corporations. Benefits include a discount on the annual career coaches summit teleconference; access to an online resource library (includes, among others: assessment tools and member directory); monthly tele-forums, marketing tips and assistance; a speakers bureau; mentoring opportunities. The membership fee is $9.95 per month as a charter professional (individual member) until August 30, 2006 after which the fee will be $14.95/month.
Institute for the Advancement of AD/HD Coaching (IAAC) (http://www.adhdcoachinstitute.org) has been created to support AD/HD coaching by offering resources, research, credentialing and certification worldwide. Benefits and fees are yet to be determined, but interested coaches can sign-up to receive updates by email.
The American Coaching Association (ACA) (http://www.americoach.org) specializes in Attention Deficit Disorder (ADD) and links people who want coaching with people who do coaching; acquaints the general public with the concept of coaching; and provides coaches with training, supervision, and a professional community. There are two types of ACA memberships: full and associate. To qualify for a full membership, applicants must have been practicing ADD coaching for at least one year, and have a minimum of ten clients. The annual fee for a full member is $200/year. Beginning coaches who do not yet meet these criteria can join for $125/year. Anyone wishing to join ACA must have received coach training. The ACC credential from the ICF in addition to specialized ADD coach training are preferred. Individuals who can demonstrate that their stand-alone ADD coach training included the foundations of general coaching will also be considered.
"Beware of thinkers whose minds function only when they are fuelled by a quotation."
~ E.M. Cioran ~
(Who is this?)
TRENDS MAY PREDICT A DISMAL FUTURE FOR COACHING
At a recent teleconference of coaching experts a number of trends were noted that could be predictive of some difficult times ahead for coaching. Here is a summary of the key points.
• No consensus exists as to whether coaching qualifies as a "profession." While it is often referred to as a "discipline," "area," "field," or "arena," coaching has yet to fully embrace the criteria typically associated with the definition of a profession. Some experts noted that this was a "good thing" in that coaching maintained its connection with its grass roots origins.
• Too few coaches are actually able to make a living as coaches. More coaches are leaving the field after finding that the reality of practice falls far below the promise expressed by coaching schools and others. While many new coaches realize that establishing a coaching business is essential to their practice, too few find that practice creation actually yields financial growth or stability. While data is not yet available, it may be that more coaches are now terminating their coaching practice than starting a practice.
• Too many coaches are basing their revenue model on providing services to other coaches. Persuading novice coaches that the key to success is more training, becoming certified, marketing ability, or business skill, may be a form of exploitation of fears or vulnerability rather than a realistic appraisal of the field. In addition, many coaches have added the term "mentor" or "mentor coach" to their list of services. They have taken a term that typically is associated with informal or volunteer service and have attached a fee to it. Mentor coaches appear to be primarily interested in charging fees to other coaches for their services.
• The International Coach Federation (ICF) has made changes to its membership policy so that after a certain date only coaches certified by the ICF will be voting members. This may mean that approximately 75% of its current membership may no longer be able to participate as voting members. This policy change, while on the surface appearing to be supportive of standards of practice, may actually demonstrate a disconnect from the roots and foundation as to the origins and purpose of coaching. In addition, this move towards exclusion rather than inclusion may signal a change in perspective with regards to the basic tenets associated with coaching outcomes.
• A monthly newsletter published by a major coaching association primarily focuses on marketing the services of the association and has too little emphasis on the education and development of its readers, and virtually no acknowledgement of world events, trends or issues in coaching, despite the newsletter's title. The content of this publication is quite different than the type of content in flagship publications of most other professional associations.
• The emphasis on certification contradicts the research on the key factors associated with choosing a coach. Several studies have shown that experience in the field as well as other criteria rank higher as factors for choosing a coach than whether a coach is certified or a member of a coach association.
• The majority of persons who provide coaching and have attained national or international reputations in their field as well as gaining significant financial rewards from coaching are neither certified as coaches or members of coaching associations. This is not the case with other helping professions.
• Too few coach training organizations and too few of their trained coaches know about or acknowledge the roots or antecedents of coaching. This lack of awareness has led other professions, particularly those that have contributed to the creation of coaching, to be skeptical, cynical, or dismissive of coaching.
While these perceptions were discussed during the teleconference not all participants believed that such trends indicated a dismal future or a doom and gloom scenario for coaching. Some participants believed that the trends indicated that the "cream was rising to the top" and that only the best and brightest were going forward in the field of coaching. Others believed that the struggle for coaching to define itself was a healthy trend that would lead to greater commitment and accountability.
On August 10-12, 2006 some of North America's leading authorities on coaching are meeting in Vancouver, British Columbia for "Evolving the Conversation: A Summit on the Future of Coaching. A report from that conference will likely be available and detailed in The Peer Bulletin.
"Too err is human; to blame someone else is even more human."
~ Grey Owl ~
(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
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