Coaching -a definition: Prominent authors and coaching authorities Zeus and Skiffington ('The Complete Guide to Coaching at Work', 'The Coaching at Work Toolkit' and 'Behavioral Coaching -How to build sustainable personal and organizational strength' -McGraw-Hill) define coaching as “a structured process-driven relationship between a trained professional coach and an individual or team which includes: assessment, examining values and motivation, setting measurable goals, defining focused action plans and using validated behavioural change tools and techniques to assist them to develop competencies and remove blocks to achieve valuable and sustainable changes in their professional and personal life.” Training may include seminars, workshops and supervised practice.
All learning leads to nothing when people don’t change their thoughts and actions (read: behavior). 21st Century, professional coaching is an integrative approach founded on the behavioral sciences. Today, a coaching model must encapsulate personal development, beliefs, values, attitudes, emotions, motivation levels and adult and social learning, as well as personal and organizational dynamics and defenses.
Principles of behavior based coaching ('behavior' derived from the term 'behavioral' sciences and not the limiting theory of behaviorism or behavioral psychology) have developed over recent years from the fields of evidence based psychology and validated and proven organizational change principles ('Behavioral Coaching' by Zeus and Skiffington).
The ultimate goal of coaching is to help individuals develop internal and external structures that help them achieve success [1] and to increase their potential by expanding their sense of what is possible [2]. Coaches encourage individuals to develop the necessary skills, attitudes and knowledge that will help them develop action plans to meet goals [3]. In the coaching process coaches are seen as collaborators (Swartz, et al. 2005) that work with the individual by tackling obstacles such as time management, organization, problem solving and navigating through the learning curve by using support, encouragement, teaching skills and goal setting (Davidson & Gasiorowski. 2006). Coaching is about "discovery, awareness and choice" (Whitworth, et al. 1998).
Whitworth, et al. (1998) found that the primary reasons why clients want coaching is "change; they want to see results" (p.87). Clients want a "better quality of life - more fulfillment, better balance - or a different process for accomplishing their desires" (p.1).
Davidson & Gasiorowski (2006) distinguished coaching from therapy by stating " Coaching is not traditional therapy। Traditional therapy typically involves "providing" a treatment, remedy and/or cure for an underlying problem" (p.190). Coaching sees the client as creative, resourceful and whole, and has an orientation towards the future (Whitworth, et al. 1998).
Origins
Today coaching plays an important role in Human resource development (HRD) and life help, and the field of coaching as a distinct area of study is rapidly gaining ground. Although the role of coach has changed over time, some examples of research papers on business coaching show that between the late 1930s and the late 1960s, some forms of internal coaching in organizations were already present; i.e. managers (or supervisors) also acted as coaches to their staff (cf. Zeus & Skiffington, 2002.; Grant, 2003.a; 2006.). Gorby (1937.) specified how older employees were trained to coach new employees to reduce wastage.
The evolution of this formal discipline has been influenced by and enhanced through the incorporation of pertinent maxims from other fields of study including personal development philosophies, adult education practices, elements of psychology (sports, clinical, developmental, organizational, social and industrial) and other organizational or leadership principles. Since the mid 1970's, coaching has developed into a more independent discipline and has a set of training standards (Davidson & Gasiorowski, 2006). For example the Behavioral Coaching Institute (BCI) and the International Coach Federation (ICF) are professional bodies that provide training and ethical standards for certified coaches. BCI's Graduate School of Master Coaches trains and certifies qualified professionals via it's invitational Master Coach Course which is recognized world-wide (graduates from over 50 countries).
Today, coaching is a recognized discipline used by many professionals engaged in people development. However, as a distinct profession it is relatively new and self-regulating. There are six self-appointed accreditation bodies for business and life coaching: the International Coaching Council (ICC), the International Coach Federation (ICF), the International Association of Coaching (IAC), the Certified Coaches Federation (CCF), the European Coaching Institute (ECI) and the International Guild of Coaches (IGC). No independent supervisory board evaluates these programs and they are all privately owned. These bodies all accredit various coaching schools as well as individual coaches, except the IAC and ECI which only accredits individuals.
According to Davidson & Gasiorowski (2006) ICF has been "key in identifying training criteria and ethical standards in this rapidly evolving field" (p.189).
It is important for future clients to distinguish between coaches who are professionally trained and/or accredited and those who "hang their name plate" out as a coach. Professional coaching skills are transferable across the variety of areas in which a coach may be employed. Whitworth, et al (1998) stated that "the coaches experience is confined to the coaching process. The coaches job is to help clients articulate their dreams, desires and aspirations, help them clarify their mission, purpose and goals, and help them achieve that outcome" (p.5) in any area of life (i.e. personal, professional, relationship, health etc...).
Recent practices in performance coaching for non-sporting environments focus on non-directive questioning, provocation and helping clients to analyze and solve their own challenges, rather than offering advice or direction (see Tim Gallwey's The Inner Game of Tennis or Myles Downey's Effective Coaching).
