This study is exploratory and looks for meaningful ways of differentiating coaching approaches used by UK practitioners as a way of establishing a more solid foundation for comparative and evaluative research. The paper briefly explores how coaching is defined, arguing that current definitions provide an inadequate foundation for theoretical and evaluative research, compared with multi-dimensional models. A methodology for developing multi-dimensional models is sought within and outside the coaching literature. With little existing methodology to follow, a pragmatic approach is developed using a range of techniques from different traditions: data collection and analysis through interview (from Grounded Theory); synthesis through repertory grid (originally from Personal Construct Theory, but used in other contexts); and simplification of the resulting dimensions through qualitative clustering techniques. Interviews with 5 UK-based practitioners produced a five-dimensional typology reflecting attitudinal and co…
Coaching is inherently a reflective process. Constructivist theories of learning are well established and greatly inform thinking on coaching. The coaching practitioner literature promotes activities and offers many tools to aid reflection. While psychology provides some very pertinent theory, a review of practitioner literature finds little to help coaches understand how reflection actually works. This paper proposes a simple four-cornered model of the mechanism of reflection in coaching. The outcomes are illustrated in application to first hand accounts of reflection in a coaching context. This model is intended to have distinct practical utility, while being embedded in underlying theory.
We examined the buffering effects of virtual coaching during the COVID-19 pandemic. Through a pre-post quasi-experimental design, we compared change in well-being, social behaviour, and work outcomes for coached and non-coached samples (n = 1,005). We found that post-COVID outcomes were generally more positive for those who received coaching: they experienced positive gains in optimism, life satisfaction, authenticity, and productivity while those who did not receive coaching experienced a decline in those outcomes. Further, those who received coaching experienced larger growth in resilience and social connection. Changes in work engagement did not differ by group.
There is limited empirical efficacy evidence on the confluence of artificial intelligence (AI) and organisational and life coaching. Coaching “works” but is often unavailable or unaffordable. AI could scale coaching to reach a wider audience, however, we do not yet know how well AI coaching “works”. This replication randomised controlled trial longitudinal study tested the efficacy of a chatbot AI coach called Vici. An experimental group (n=75) used Vici for six months. Eight measurements on goal attainment, resilience, psychological wellbeing, and perceived stress were collected from the experimental and control group (n=94). Data was collected at baseline, after each of the six chatbot usage months, and three-months later. The experimental group showed a statistically significant increase in goal attainment, while all other measures yielded non-significant results. Using AI, goal and control theories we interpret these results to indicate that AI coaching is effective in a narrow application, suggesting th…
Complexity theory, including non-linear dynamics, provides a powerful approach to understanding and analysing complex interactions as seen when group members learn and develop. However, complexity theory does not feature heavily in the coaching literature, depriving coaches of this tool. This paper discusses the implications of non-linear dynamics on our understanding of group development and illustrate this with a toy model of anger in a group of three. While formal mathematical modelling of group behaviour is probably not achievable, the insights can help coaches understand how best to intervene to maximise their impact and bring benefit to their clients.
Although dialogue is the main medium of communication in the helping professions, writing, mainly throughout journaling, has been extensively used in different therapeutic contexts. However, there has been little research into the use of journaling in coaching. This study investigates how the use of journal prompts in coaching affects client experiences. Data was collected through semi-structured interviews and analysed using an interpretative phenomenological analysis (IPA) methodology. Findings suggest that the prompts optimised and enhanced the coaching experience. The study provides coaches and researchers with exciting insights into the use of journal prompts in coaching and their impact on client experiences.