Category: Coaching

Executive Leadership Style And Environment Of Coaching

Strong leadership has emerged as one of the most valuable assets in the new millennium. The abilities and positions bestowed upon individuals in present-day society often come with immense responsibilities. Executive coaching has often been utilized within very complex business organizations to improve their success and operations. Executive leadership and coaching refer to the ability of training, usually identified by younger people in the environment, to learn and to equip employees with tools and skills to improve their performance. In work environments, executive leaders have been using this technique to solve performance problems and to better the quality of work by their employees, teams, and departments.

While at first, the two appear to be quite similar, there is actually a significant difference between coaching and mentoring. Mentorship generally helps an individual shape his values and beliefs by learning from someone in the industry who has been there for a long time, and who is willing to share the wisdom amassed over the years. In other words, mentors are usually more experienced versions of their mentees. On the other hand, coaching refers to increasing the technical know-how of an individual in the industry. Compared to mentorship, coaching is often short-term, structured, and focuses on a specific development situation.

The study of executive leadership and coaching is vital for navigating change in senior positions at various social levels. All organizations and societal leadership positions will encounter change at some point in their existence (Rosha & Lace, 2016). As such, it is always important for the new individuals taking the mantle of leadership to demonstrate high levels of competence from the start. Another significant contribution of the study concerns the improvement of other societal factions. For instance, individuals that have been taken through the coaching process can typically be released to lead in other areas. Studies like this can be crucial for the production of strong and better leaders.

Themes and Trends

Various themes and trends often emerge from executive leadership and coaching. The first significant theme established by the study entails increasing the self-confidence of the subjects. The individuals exposed to coaching and effective executive leadership have often registered a significant improvement in their self-confidence while carrying out various duties. This result has been witnessed multiple times, as coaching has become a mainstream leadership technique in many organizations and societies. Another significant theme observed in the study involves making career transitions. Significantly, most people that have been coached and trained effectively tend to shift from their current careers to new employment opportunities. This increased career mobility has allowed such individuals to more freely pursue their passions.

Theme One

The first crucial element of coaching and executive leadership entails how these approaches are employed in practice. For instance, to enhance the learning experience for individuals, coaches often apply strategies from five essentials of learning: cognitivism, behaviorism, humanism, social learning, and constructivism (Allen & Buller, 2018). The authors, Allen, Jenkins, and Buller, offer reflections on the leadership domains they have learned, practiced, and coached. Scott Allen, for example, analyzes his experiences in springboard diving. The author spent considerable years in this field coaching high school students and other teams through college. Allen asserts that one of the tactics he passed on to his trainees was deliberate practice, a skill which set them apart from their competitors throughout their athletic careers. The author gives an example of Greg Louganis, a diving group that posted the highest results in the games for years.

Deliberate Practice

According to Allen, one of the most crucial factors that enabled certain teams to record such significant performances was self-confidence. As an athlete himself, Allen did not begin with a ten-meter race. He instead began from the one-meter diving board, where he continued to jump forward, increasing his skills on a gradual basis. The development of Allen’s self-confidence was greatly attributed to his coaches and the supervised practice that he undertook. For years, the coaching he received got him out of his comfort zone for 60 minutes out of the 90 minutes of practice. Due to the competitive nature of the sport, there were significant targets that all the athletes and coaches had to focus on. The coaches were keen to ensure that they guided their subjects through perfecting the game. For instance, the degree of difficulty for one particular game kept increasing year in, year out during the training period. This ever-increasing difficulty was coupled with the incorporation of new techniques that were emerging in the sport. Such measures were critical for increasing the participants’ confidence as they were in a position to take part in the competitions effectively. Through coaching and training, the trainees became perfectionists who went on to train the next generation of players.

Moving on to one of the other authors, Dan Jenkins analyzes his encounter with jazz, as he coached CLC teams for many years. Jenkins worked with teams where interdependent individuals were empowered and equipped with the skills necessary to achieve collective goals in jazz music. Jenkins asserts that one of the critical factors for successful coaching was servant leadership that could be applied by all the coaches. Significantly, he argues that effective coaching and executive leadership requires a leader who understands the varied nature of the trainees. This understanding is vital for seeking ways to blend the varieties and harmonize them to produce the desired objectives. The blending, however, does not occur aimlessly, as leaders must undertake several steps to ensure the success of coaching and executive leadership.

Jenkins posits that one technique often employed is the crafting of an informed curriculum that is guided by the accomplishments of the best performers. This guidance is often fundamental in ensuring uniformity throughout the practice sessions. According to the researcher, shining as an individual does not mean you will shine as a collective group. Therefore, it is vital that, even in the quest to sharpen their own skills, individual members contribute positively towards the success of the group. That said, to properly implement coaching, it is paramount to compare the group being trained with the current best performing teams. Doing so improves performance analysis by determining the areas that need the most work, while those being coached develop mental representations of what high performance looks and feels like through deliberate practice. This propels them to work extra-hard to make sure they achieve their desired best performances.

On the other hand, Eric Buller states that deliberate practice is one of the hallmark techniques used in training the United States Army in preparation for combat: “The trainings are often conducted in mock military operations to allow the officers to ensure instant evaluation in from the simulations.” Throughout the training, the cadets are always split into small units of tactics and leadership. These units enable the cadets to practice forms of leadership that are fundamental in the battlefield and which have for years been crucial for ensuring the victories attained by the army. Notably, the training provided in the military allows trainees to understand the complexities of their work by teaching them effective responses to war events. Other business organizations apply simulation techniques to train their employees (Lipshitz & Nevo, 1992, p. 6). The simulation process provides managers with a guide concerning what they should do to ensure that their work becomes effective.

Executive Coaching in Project Management

The application of personal competencies has proved to be consistently reliable in enhancing the success of project management. Executive coaching has always been critical for improving the personal competencies of project managers in fields (Ballesteros-Sanchez & Rodriguez-Rivero, 2019). For instance, Ballesteros, Marcos, and Rodriguez conducted a study observing 30 project managers and 30 observers to determine the impact of coaching on different competencies. In the context of project management, the study results showed that executive coaching had the greatest impact on several behaviors exhibited by the trainees. These behaviors included leading, managing, and finding productive strategies for coping with challenging situations in the workplace. In other words, the results suggest that different executive coaching styles may be employed to ensure that trainees are better suited for performing their vital tasks.

Training junior organizational members through executive coaching equips them with technical skills that enhance the organizations’ success, with the trainees in the frontline. The study is also in line with the complex theory. Complex theory asserts that present-day organizations are complicated, meaning that it takes the employees a significant amount of time, training, and induction to fully understand them. According to the theory, modern businesses spend a lot of time and effort maintaining a vast, centralized system to enhance the control of their large organizational structures. Most organizations have found it difficult to maximize their success due to the small number of trained employees who can conduct the necessary duties. As a result, junior employees have since been gradually taken through trainings using various platforms such as workshops. The organizations have taken several measures to enhance the effectiveness of the trainings. The first crucial step has been the simplification of the organizational rule structures. Under this technique, companies have been reducing unnecessary procedures in their line of operations, something which ultimately boosts employee efficiency. The organizations have further ensured that all the requisite materials to conduct the training are available. Through such measures, the junior employees have recorded tremendous improvements in their operations, adding to the overall success of their organizations.

Putting Coaching Leadership Style into Practice

There is a great need for organizations to ensure that they put the identified coaching leadership styles into practice to enhance their success. The main responsibilities of project management include planning, organizing, staffing, monitoring, controlling, and evaluating the organization’s operations. However, the job comes with immense challenges such as coping with a complex project environment, dealing with issues across the functional lines, handling conflicts in the organization, and managing change (Berg &Karlsen, 2016). As a result, it becomes quite hectic for the managers to apply effective coaching leadership styles in the dispensation of their duties.

According to the research conducted by Berg and Karlsen, the success of coaching leadership styles depends on several factors. The first critical factor that determines the aspect involves organizational culture. Organizational culture is built on its members’ values and principles and is often embedded in its mission and vision statements. To improve their leadership, management must first develop a culture of friendliness with the junior employees. Different organizations apply diverse techniques to encourage friendliness and productive coaching techniques (Sarsur & Parente, 2019, p. 140). Among these critical techniques include creating a time where the junior employees and the management interact informally on a friendly basis (Tews & Noe, 2017). This method has been vital in assuring employee satisfaction and increasing the probability of improved performance. A culture of friendliness promotes cooperation among the trainees, bettering the chances of success for the coaching processes (Matsudaira, 2019, p. 12) Another tactic employed to establish an environment of friendliness is making sure that junior employees are involved in crucial organizational affairs.

A culture of friendliness in an organization motivates the employees to learn from their managers in various ways. Employees that are open with their managers are, for instance, more ready to ask questions and to push their managers into teaching them skills and techniques to enhance their success. On the other hand, a culture that does not support the junior employees forces many of them to begin considering other employment opportunities. Besides contributing to high turnover rates, this means there is a high possibility that employees will not pay attention during coaching sessions, which leads to project failure.

Another element that can augment the success of executive coaching entails self-management. Executive coaching’s principal objective is often to empower the employees into believing that they have the capacity to influence their work. According to the research, the success of coaching leadership styles relies on the employees’ ability to develop positive thoughts, feelings, and behaviors, which will culminate in commendable results. The approaches applied in the coaching often determine the adaptive performance of the subordinates and the feelings of anxiety in the workplace (Hui & Sue-Chan, 2018, p. 675). Positive thoughts often involve the goals of the employees, the projects that require implementation, and individual strengths and success stories. To encourage positive thoughts, coaching is bolstered through the use of an appropriate and engaging technique that incorporates the lessons learned in business school (Butler & Spoelstra, 2018, p. 440). The inculcation of such attributes by the individual increases the chances of recording high levels of success from the coaching sessions and of offering leadership in such fields. Positive emotions include the commitment to the processes, passion, joy, self-efficacy, and optimism. Significantly, the techniques are often vital for ensuring that the junior employees have the requisite level of motivation to acquire the skills being passed on to them. According to the research study, employees that have successfully inculcated positive emotions have, in most cases, been able to excel and even surpass the skills of their trainers.

The researchers posit that positive behaviors include delegation of tasks, conflict resolution, applying incentives, listening attentively, and seeking clarification. Achieving project management goals requires the employees to be very effective in their self-management. Such employees are often better equipped to conduct project activities sufficiently, as positive behaviors are known to produce good results for the various business organizations’ project management.

Another significant element that contributes to the success of coaching leadership projects entails the coaches’ signature strengths. Most project managers are tempted to become mentors or to use more directive strengths if they feel that time is not in their favor. Other managers may lack the requisite self-discipline and the patience to offer high-quality coaching. One crucial technique through which managers can provide more successful coaching involves understanding their signature strengths. These strengths involve the basic attributes that define the character of an individual, such as discipline, creativity, courage, and emotional intelligence, among other qualities. Ethical leadership, furthermore, contributes to the success of the coaching leadership styles (Tu & Guo, 2018). Understanding signature strengths makes a corporation more mindful, which allows the managers to perform well in their coaching (Passmore, 2019, p. 170). Managers who have successfully applied their signature strengths in their coaching improve the experience for the junior trainees.

Interpretivism

Coaching leadership styles rely on the principle of interpretivism. This principle involves a people-centered approach embedded in applying mixed methods to enhance its success (Ellul & Wond, 2020). For example, Ellul and Wond conducted a research study on executive coaching in Malta. The results of the study indicated that there exists a significant misunderstanding of the type of executive coaching being applied in the country. The misunderstanding stemmed from the confusion between executive coaching and the role given to people who undertake the duties of supervision, consultation, therapy, mentoring, and auditing.

This research study has been vital, as it highlights the specific areas that can be improved upon to enhance managerial effectiveness, especially in public affairs. To better their efficiency, there is a great need for the organizations to ensure the restructuring of the systems, structures, and dynamics within the public administration. Doing so will ensure the recognition of talents among the stakeholders, thus improving their skills and operations. Matsudaira (2019, p.17) postulates that it is essential to improve on managerial effectiveness by working on a five-plus-year timeline. Fundamentally, this includes documenting priorities, sustaining an open line of communication among team members, and ensuring one is always updated on the industry, to mention but a few (Matsudaira, 2019, p.17). The research also found out that organizations need to create specialized coaching for the various employees to enhance an increase, not only in the employees’ performances but also in the performances of the organizations at large.

Impact of CLS

There is a big difference between the managers who enhance the coaching leadership styles of their junior employees and those who do not. Significantly, managers who ensure that their subordinates receive career mentoring often record higher performance ratings than their counterparts (Wang & Lim, 2018). These managers contribute to their companies’ overall success, and employees who have been taken through such training pieces are often able to take the lead on projects in the absence of senior management teams. The CLS enhances the reduction of insecurities among the trainees in the employment sector (Debus & Konig, 2019, p. 334). The trainings enable the employees to apply appropriate stress reactions and techniques in dealing with difficult situations.

Conclusion and Recommendations

Executive leadership coaching is a critical element in the success of organizations and societies. The managers and coaches who use the executive leadership approach often employ a multitude of techniques to ensure the success of their training sessions. Typical examples of the techniques that have been employed include deliberate practice and measures such as enhancing friendliness with the trainees. These techniques have often set the managers apart concerning the amount of success they record. To ensure effective performance, managers need to inculcate appropriate practices to conduct effective training for their subordinates.

Organizational Performance Management: Behavior and Coaching

Introductory

Evidence-based management(EBM) means translating principles based on best evidence into organizational practices. Behavior is about science, it’s important for manager to know that behavior as all consequences are a result of the behavior. The Antecedent-Behavior-Consequence Model (ABC Model) tells us antecedents would drive the behavior, moreover, the consequences would follow the behavior. Thus, consequences can either increase the behavior or decrease the behavior, it is critical for the manager to identify and communicate the right desired behavior among employees. On the other hand, the technology of performance management (TPM) contributes towards bringing about the discretion effort. Moreover, tools like PIC/NIC analysis, performance measurement, reinforcement schedules, and Applied Coaching & Leadership Process (ACLP) can help the manager to ensure keep that desirable behavior in an organization.

Evidence-based Management

Evidence-based management(EBM) means translating principles based on best evidence into organizational practices. Through evidence-based management, practicing managers develop into experts who make organizational decisions informed by social science and organizational research—part of the zeitgeist moving professional decisions away from personal preference and unsystematic experience toward those based on the best available scientific evidence. (Rousseau, Denise M. 2014.)

EBM is an evolution in the practice of management, a knowledge-intensive, capacity-building way to think, act, organize and lead; It is also a no-fad, no-fluff approach to developing better managers and leading effective and adaptive organizations and a product of the distinct yet interdependent activities of practitioners, educators and scholars.

There are five principles of EBM: Face the hard facts, and build a culture in which people are encouraged to tell the truth, even if it is unpleasant; Be committed to ‘fact based’ decision making – which means being committed to getting the best evidence and using it to guide actions; Treat your organization as an unfinished prototype — encourage experimentation and learning by doing (encourages agility); Look for the risks and drawbacks in what people recommend — even the best medicine has side effects; Avoid basing decisions on untested but strongly held beliefs, what you have done in the past, or on uncritical ‘benchmarking” of what winners do.

EBM Incorporates when using of scientific principles in decisions and management processes, systematic attention to organizational facts, advancements in practitioner judgment through critical thinking and decision aids that reduce bias and enable fuller use of information, ethical considerations including effects on stakeholders.

Understanding Behavior in Organizations

Behavior psychologists assume that the conditions in the workplace drove the behavior and provided a foundation for PM. Behavior is based on scientific knowledge and has actual explanations and actions. Skinner discovered the principle of reinforcement and defined it as any consequence following a behavior that increases the potential it will occur again in the future (Daniel, 2014, p. 12)

All behavior has a consequence; even doing nothing or not having a reaction are consequences. To change results, you must change behavior (Daniel, 2014, p. 19). It is possible to produce consistent results by effectively managing behaviors. Therefore, managing by results could be demotivating to the employees, it is by either micromanagement or a punishment approach. Laws of behavior can empower the managers to arrange conditions that drive the desired behavior, making it very important to understand behaviors and achieve goals by behavior management.

Behavior and Non-behavior

A behavior is as any observable, measurable activity of a person. Anything a dead man can do fails Dr. Ogden Lindsley (1965) ‘Dead Man’s Test’ to qualify as a behavior (Daniel, 2014, p. 25). Performance is a combination of one or more behaviors to produce a specific accomplishment. Non-behaviors are usually opinions rather than descriptions and based on value systems different from others(refer to Appendix A [Lecture Power Point]). Generalities, attitudes, states, and values are not behaviors. managers need to understand the difference between behavior and non-behavior so they could achieve goals by behavior management.

The ABC Model is the Antecedent – Behavior – Consequence Model, the three-term contingency. The three-term contingency refers to the fact that an antecedent always precedes a behavior and consequence follow it (Daniel, 2014, p. 105, refer Appendix B Figure 1 [Lecture Power Point] for details of ABC Model).

The technology of performance management (TPM) makes the differentiation between a coach and a manager. TPM describes how the managers can get the employees to put in a discretionary effort and deliver more than required. Shaping is a crucial skill for managers and can make the differentiation between a successful manager and an effective manager possible. If a manager delivers his goals every year and ensures that people do what they must, then he is a successful manager. However, if the manager encourages the employees to drive change and ensures their continuous improvement, he is a coach or an effective manager (refer to Appendix C Figure 3 [Lecture Power Point]).

Managers Need to understand Consequences

A consequence can increase or decrease the occurrence of a behavior. A consequence that increases the probability of repeating a behavior is a reinforcer (Daniel, 2014, p. 140), and shaping, effective use of consequences that lead to desired performance outcomes (results plus behaviors that lead to desired results), is powerful — since shaping involves use of consequences, and since all behaviors have consequences, shaping is always occurring (unintentionally, or intentionally). Employees just meeting standards is not a desired outcome since maximizing employee performance leads to more rapid change regarding increasing value for customers and stakeholders, therefore, employees can shape their manager’s behavior (managing up).

Decreasing and Increasing Behaviors in Organizations

All behaviors have consequences, and these consequences have effects. Schedules for reinforcement can help increase or maintain a behavior. On the other hand, punishment and penalty reduce behavior (Daniel, 2014, p. 266) (refer to Appendix B Figure 2 and Appendix D Figure 4 [Lecture Power Point]). Consequences that increase behavior — positive and negative reinforcement is any event, action, or objective that has increased the frequency of a behavior. (Daniel, 2014, p. 139) A positive reinforcer (R+) is any consequence that follows a behavior and increases the likelihood of the behavior occurring again, and negative reinforcer (R-) is any event, action, or object (potential punisher) that causes a person increase behavior in order to escape it or avoid it (Daniel, 2014, p. 140).

On occasion managers may be faced with behavior such as complaining, poor quality work, or inappropriate social behaviors. Most behavior analysts immediately think of extinction as the reduction procedure to use in such cases(Daniel, 2014, p. 263). However, sometimes extinction is not the most benign and appropriate way to resolve these issues.

What happens to performance under extinction depends on the person’s history of reinforcement on the prior schedule. For example, there are rather unique distinctions between using extinction with behavior under the control of positive reinforcement (R+) as compared to negative reinforcement (R-)(Daniel, 2014, p. 263)(refer to Appendix D [Lecture Power Point]). In addition, R- is default if not R+. Which leads to unintended consequence of a negative environment.

Consequences that Increase the Rate of Improvement of Desired Performance Behavior

When applying performance management to improve organizational performance, one of the more important tasks is to help upper-level managers and supervisors find reinforcers for their employees(Daniel, 2014, p. 171). There are four main characteristics of effective reinforcers: Controllable, Available, Repeatable, and efficient. To increase the rate of improvement, feedback needs to be perceived as R+, and only R+ leads to maximized discretionary effort.(refer to Appendix C and Appendix E [Lecture Power Point]).

Explain the importance of understanding the power of using positive reinforcement (R+), and how only R+ can maximize employee performance by creating discretionary effort.

Consequence Used Most by Managers

Most managers use negative reinforcement. Since most of the managers do not understand the difference between positive reinforcement and negative reinforcement, the majority of performance improvement efforts are driven by negative reinforcement. In addition, because negative reinforcement increases behavior, some managers don’t see the need for positive reinforcement. In other words, as a result of using negative reinforcement to reach their goals, the managers may receive bonuses and other positive consequences(Daniel, 2014, p. 143). Nevertheless, negative reinforcement almost always produces negative reports from employees as it relates to management and the workplace in general. When leaders endorse the use of negative consequences as the primary way to achieve organization results, directly as an active participant or indirectly through policies and systems, it always produces ethical concerns and an organization that never performs up to its potential(Daniel, 2014, p. 144).

Using PIK/NIK Analysis to Determine Effective Consequences?

Explain how managers can use the PIK NIK Analysis to determine the strength of consequences.PIC/NIC analysis is a tool used for understanding consequences, it answers why a person engages in any behavior that may seem irrational to others. The PIC/NIC analysis more focused on the behavior than the result, it works to create an environment which supports the desired antecedents and consequences. PIC/NIC analysis creates a separate analysis for each problem, for most practical purposes, the PIC/NIC analysis exercise will offer insight and better understanding of both the current and desired performance conditions, and consequences drive behavior, small certain immediate consequences are more powerful than a consequence that may occur in future which could be positive or negative and would be either certain or uncertain. Therefore, PIC/NIC analysis benefit the determination the strength of consequences.

Applied Coaching and Leadership Process

Introductory paragraph. Explain that the process involves using TPM concepts such as understanding how to shape employee performance behaviors so that discretionary effort occurs in a five-step process. Then, go through each step.

Applied Coaching and Leadership Process (ACLP) is a process help to identify the problem and address it for reinforcement to work. It uses techniques like pinpoint, measure, feedback, reinforce, and evaluation/ change to assist management. It is the most common and easy way to evaluate the change in behavior. (refer to Appendix F [Lecture Power Point]).

Summary

The ACLP is critical to help reinforcement and achievement of goals. Each step in the plan is an opportunity for positive reinforcement and shaping so that the employees engage using maximum discretionary effort. One can achieve fluency only by skill, and pinpoint plays a critical role here. The receiver determines the consequences, not the giver. It is important to ask the right questions at every step and revisit the desired behavior and the expected performance. ACLP gives an opportunity to measure behaviors, evaluate the change, and share feedback as and when required, to reinforce the right behavior. (refer to Appendix G [Lecture Power Point]).

References

1. Rousseau, Denise M. 2014. The Oxford Handbook of Evidence-Based Management. Oxford: Oxford Univ. Press.
2. Daniel, A., Bailey, J., (2014) Performance Management, fifth edition

Comparative Analysis of Coaching Models

Abstract

In this paper, I would like to fill in a gap that has so far been missing in the coaching profession. By now, a number of coaching process models have become known, yet it is not a systematic, comparative analysis of these – at least the most popular ones. The replacement of the ‘shortage’ is, in my opinion, very timely. I think that a well-structured organization can help the coaching workforce to get acquainted with newcomers in the initial orientation, or just getting started with practical applications to find the appropriate coaching model for their personality and style. In order to achieve these goals, I have first developed the basis of a system of criteria that can be used to accomplish the goal. During my work, I took into consideration the relevant theoretical background and my practical coaching experience. All the while, I kept in mind that each of the 15 popular, relatively widely used coaching models should be suitable for comparison, all of the criteria I have to make sense and valued to all 15 models. Such an analysis, together with the underlying evaluation system, naturally includes subjective elements. All in all, I believe that comparative analysis can expand the underlying content and be capable to support our goals. In fact, coaches who are already familiar with the coaching profession can be excited about realization of their potential ambitions to develop their own coaching process model, as I did later …

Keywords: coaching models, comparative analysis, criteria, evaluation

1. Coaching models

During the formation phase of coaching methodology, it has become apparent that there is a need for a ‘guide’ that logically describes the main stages of a real coaching process. This guide should be relatively universally defined, regardless of the concrete type of coaching. Based ont the ICA (International Coach Academy) definition, the coaching model is a method or process that helps client realize his intention to get from his current state to the state he wants. Source: http://coachcampus.com/podcasts/the-coaching-panel/coaching-models/

By now – mainly in international terms – a large number of coaching models have been created. The number of popular models, used by many coaches that have already been proved, is about 15 to 20. Despite their number, there are common features in them. In almost all of them the organizing power is perceivable, which basically affects them. Here I am thinking most of the fundamental values that are the basis of the core philosophy and mission of coaching. As an example, I can mention the atmosphere of trust and openness, or the importance of honest, open communication between the client and the coach at the beginning of the coaching process. The priority of the client’s objectives and their implementation, as well as the professional compliance of the methodological and ethical rules that fully support the entire support process. Last but not least, I would like to emphasize the learning process, which, in a fortunate case, goes well beyond the achievement of the current ongoing objective. Optionally, as an active participant in a coaching process, our client can become capable of making the process self-referential, meaning that the experienced, learned, trained, persistently integrated mindset and action patterns he or she will be able to apply later on in other areas of life, whether it is a unity of leadership, approach and practice, or leisure activities with family and friends.

2. Creating an evaluation criteria system for comparative analysis of coaching models

As I mentioned before, studying the coaching models, I have surprisingly noticed that until now there is not a suitable system of comparisons for them, and so we can not read their deeper comparison. To elaborate an evaluation criteria system that allows comparison of 15 various coaching models, I started collecting the factors I considered important. In defining these, I considered the main goal as an important criterion, as a benchmark for theoretical and practical considerations, that is, whether the given model achieves its ultimate goal, the customer satisfaction and his long-term development, even beyond the given coaching process. To this end I worked out a 10-point evaluation criteria system, some of which I discuss in the following, including their content, the ‘why’ and the cause-and-effect relationships. First, let’s take a closer look at the 10 factors that can be the basis of comparison.

1. Completeness

One of the most important evaluation factors for me regarding a coaching model is completeness. I mean, how much a given model takes over the entire coaching process. For example, does the model describe each phase of coaching process from the first contact to the last meeting (or even after), or just roughly, with missing important intermediate steps or the end of the process. I believe that the completeness or need for completeness is a basic factor that is one of the most important evaluation criteria that gives the framework and everything that is in it.

2. Number of Phases

The most objective evaluation criteria is the number of steps or phases, that can be separated from each other in the coaching process. The authors usually make this clear, numbered, often by way of illustration, as separate units. The number of phases, at first glance, also suggests the detail of the model and the depth of its elaboration. However, the completeness of the model is not necessarily described by only number of phases, because a particular model can be composed of many phases, but it may not be complete.

3. Approach

It is a less objective category than the previous one. Approach, I mean the way and logic the author approaches the coaching process. In Approach, there is, of course, a big amount of subjectivity that I try to soothe by many years of experience I have gained during my coaching experience. Of course, this includes the coach’s personality – in this case my personality -, but I think there are models that are more tolerant regarding coach’s personality than others, so they can be applied more successfully in this meaning.

4. Content

The message of the given model, professional content, and everything that it represents as an added value. The spit and polish may sometimes have a shallow interior, while in other cases it may be inversely intact.

5. Form

External appearance, often with great differences. A meaningful model can be distracted by an inappropriate representation, and of course we can also find an example of a more modest version of a model valued superb at first glance.

6. Comprehensibility

Understanding, I mean accessibility, if you like the model’s information-transfer capability, which is almost immediately felt even by a less experienced observer in the field of coaching. Some models are clear, comprehensible at first glance, and their content with their appearance is immediately ’rounded’.

7. Elaboration

The depth of explanation, the degree of expression, which helps to dispel any doubts of interpretation, giving a precise description of the model’s content and its mechanism of operation. With years of coaching experience, it’s easier to figure it out, but I think a model is more valuable, because we have to think about the ambitions of even less experienced coaches.

8. Usability

There are many ‘beautiful’ coaching models. At first glance, they may appear to be more sympathetic in many ways, but at first use it may turn out that everyday use of them can be problematic. They seem to be groundbreaking, ’round’, but testing them in sharp relationships sometimes does not succeed as we imagined.

9. Flexibility

There are models that can only be used in a narrow circle for a certain type of coaching. However, fortunately, there are also many universal coaching models as well, that can be deployed in almost any situation. Of course, I do not want to say that special models are less valuable, but I just want to point out that their application requires a lot of caution.

10. Other comparative advantages

This aspect evaluates the existence of novel, unique and distinctive elements of a given model that are unique to other models, and of course useful regarding the main purpose (see Abstract).

3. Results of comparative analysis regarding coaching models

The comparison of the 15 coaching process models by 10 evaluation criteria was done both numerically and textually. First, I present the aggregated, quantitative results, and then the textual explanation in descending order, based on total scores. In the numerical evaluation, each evaluation criterion was given at least 1 point (the worst case) and maximum 5 points (the best case). I did not differentiate between scoring points (I did not weight them), because in my opinion this would only increase the subjectivity of the nature of things anyway. Based on these, a given model could have received a minimum of 10, up to 50 points. Simply, a more valuable model has a higher total score.

Table 1.: Numerical results of comparative analysis of coaching models in descending order of total score

Evaluation criteria

Coaching model Completeness Number of Phases Approach

Content Form Comprehensibility Elaboration Usability Flexibility Other comparat. advantages Total score

VOGELAUER 5 4 5 4 4 5 5 5 5 4 46

CASCADE 3 5 4 4 5 5 4 5 5 5 45

DIADAL 4 4 5 5 3 5 4 5 5 4 44

IDEAS 4 3 4 5 5 5 5 4 5 4 44

POWER 4 3 4 4 4 5 5 4 5 5 43

RAAGAA 5 4 5 5 4 4 3 4 3 5 42

ACHIEVE 4 5 4 4 4 5 5 4 3 4 42

CLEAR 4 3 4 4 4 4 4 5 4 5 41

7C 3 5 5 4 3 4 3 4 4 5 40

GROW 2 2 4 4 3 5 4 5 5 5 39

WAVE 3 1 3 4 4 5 4 4 5 4 37

PARTNER 4 5 4 4 3 3 3 4 3 4 37

LASER 3 3 3 3 4 3 4 4 5 4 36

STAR 3 2 3 3 3 4 2 4 3 4 31

CANOE 3 3 3 2 2 4 3 4 3 4 31

Source: Own

I would like to emphasize again, that this ranking is based on my own self-evaluation criterions, which reflects my personal preferences. Other coaches may prefer different point of views, evaluation criterias or other aspects. What I can say for sure is, that based on my practical experience, style and personality, this table reflects my preferences have already been proved in several coaching processes.

In the following textual analysis, I consider this table as the basis for the presentation, so I start with highest score and finish with lowest score model.

Place 1.: VOGELAUER model (46 points)

Based on the scores, Werner Vogelauer’s model finished in the first place, with 46 points out of the maximum available 50. The loss of just four points clearly indicates the role and popularity of the model and the author’s class in the coaching profession.

Vogelauer’s work is a classical coaching process model that reflects professional experiences learned from the many years of practical experience of the Austrian Development Psychologist. The number of phases is strictly 5, but the middle section is divided into 6, which is only one out of the 7 of the maximum evaluation criteria. Its approach is based on extensive feedback based on practical experience. In my view, its content lacks a single element, the implementation phase, where the client exits from his comfort zone and tries new behaviors. The coach also has to do it, so it would be ideal for me if the model were to deal with it. I think it might be a little bit better in form. Comprehension, readability is easy, even for a reader who is less familiar with the topic. Practical applicability of the model is exemplary, as described above. Vogelauer’s model is flexible and can be used in almost all areas of coaching. The model is comparative and distinctive, I consider good.

Place 2.: CASCADE model (45 points)

Compared to the ‘winner’, this model is just 3 points behind. CASCADE model is a precious model, but the completeness is missing. It is a little bit strange for me that the ‘Evaluation of results’ is immediately after the ‘Action Plan’. I think that a phase of implementation should be included between the two phases. The approach, the content and the elaboration have less scores compared to Vogelauer model, but I appreciate the importance of the factors highlighted in Stage 3 (‘Personality Inventory’), (‘Commitment to Change’), and 5 (‘Mutually Acceptable Goals’).

Places 3-4.: DIADAL and IDEAS models (44-44 points)

There is a great contest between the first Hungarian coaching model (DIADAL) and the 5-step Spanish model (IDEAS). Maybe I’m a little bit partial to the Hungarian model. Not only because I mostly used this model until I created my own one, but because it’s really a logically-built, universal model. It may well be that its completeness and elaboration is not perfect, but it is a practical model that has already proven in practice as well.

The formal appearance and elaboration of the IDEAS model – compared to the DIADAL model – is better, but it performs a little bit less in number of phases, approaches and usability.

Place 5.: POWER model (43 points)

The relatively low-profile model is somewhat better than the average, with a few attributes such as comprehensibility, elaboration, or flexibility. Among other comparative advantages, I find it important to highlight the explanatory ‘deposits’ and questions that the coach can effectively help his client to identify actions that are best suited to his or her personality. One of the distinguishing feature, virtue of the model is the alignment of the client’s intent and the desired effect.

Places 6-7.: RAAGAA and ACHIEVE models (42-42 points)

There are two models, RAAGAA and ACHIEVE in dead heat, only 1 point left the 5th place. The strength of the RAAGAA model – created by Harish Devarajan – is the completeness, the sympathetic and unique approach, the content and the specialty, that was inspired by classical Indian music. At the same time, elaboration and limitations of flexible application can be mentioned as a weak point, which arises from the nature of the model, namely it was developed specifically for executive coaching.

Fragmentation of ACHIEVE model is very interesting, because despite the large number of its phases, is not a complete model. The model lacks phases of contact, alignment (coach and client) and stages of execution. The virtue of the model is comprehensibility and detailed elaboration.

Place 8.: CLEAR model (41 points)

The weakness of this average scored model is the relatively small number of phases. Peter Hawkins’s model can be called excellent from usability point of view. The distinctive virtue of CLEAR model is the set of questions given by the author for each phase, which can provide effective assistance to coaches who are just getting acquainted with the practical application of the model.

Place 9.: Model 7C (40 points)

The 7C model rises in the number of phases and the logic of the approach, but I note that – similarly to the 2nd CASCADE model – there is a lack of completeness. I really miss a section between the ‘Confirm’ and ‘Continue’ phases, namely the implementation, if you like execution. Form of the model could be more elaborated, more demanding, and it would not have hurt to explain the contents of each phase in more detail.

Place 10.: GROW model (39 points)

Despite its popularity and its ‘past’, it is easy to ‘catch’ the basic model. The virtue of GROW model is its essence, which has some inimitable elegance. Its comprehensibility, usability, and flexibility are exemplary. However, based on some categories of comparative criteria, it does not perform so well. The completeness of the model (it is unfinished) and the small number of phases is striking, compared to most of the coaching models. In the GROW model there are simple questions in each phase to help coaches. That can be mentioned in a positive sense, as a comparative advantage.

Places 11-12.: WAVE and PARTNER models (37-37 points)

The WAVE model tries to grasp the essence of coaching process even more concisely than the GROW model does. Therefore, its completeness is a week point. It is composed of only three phases. The author does not insist on acronyms. In Ndeye Seck’s Sanchez model, however, there is something beautiful. The ‘brave’ puritanical approach, with a visual, imaginative wave-representation, places the values in spotlight. Pairing a comprehensible description with simplicity has resulted a flexible model.

We can be satisfied with the structure and number of phases of the average PARTNER model. Our concerns may be more in form, comprehensibility, elaboration, and flexibility of use. Interestingly, I would like to say that before the last stage ‘Empowering Energy’, can be the distinguishing feature of the PARTNER model. Unfortunately, the elaboration of this phase may not be sufficient for most coaches. Universal use of the model is limited by its uniqueness.

Place 13.: LASER model (36 points)

The completeness of LASER model slides under average coaching models, while the number of phases, approach, content, and comprehensibility are moderate. Almost one of its virtue is due to its formation. The universality of the model is derived from the leadership sciences, because of its broad-minded approach. It is a pity that we may feel that there is a phase missing from the end, almost unfinished.

Place 14-15.: STAR and CANOE models (31-31 points)

Finally, there are two tail-ender models. In spite of their weaknesses, they can be used, but I would not recommend them to anybody. While the STAR model suffers from only few number of phases and rough elaboration, the form at CANOE model is below average. Overall, they can not be considered an example to be followed. Just mentioning the two biggest problems, the STAR model with a short explanation combined with the small number of phases causes serious loss of value, while the CANOE model misses important content elements. Once the client becomes more open, the next phase is immediately the celebration. That is a big professional mistake, because it lacks the phases of implementation (supported by the coach), possible fine-tuning, and the retrieval of results, so how could we decide whether time has come for celebration.

Conclusion

Based on the conclusions drawn from the evaluation of the 15 coaching process models in 10 aspects, we can conclude that most of them are useful models, which have quality differences. Well thought, refined models based on practical experience and feedback, are the most valuable. However, I would not highlight a specific model that I would say it is the best and this one should be used by everyone and forget about the other models, because in my opinion a coach should find the model that suits most his way of thinking, style and last but not least his personality. Finding the right model in practice is much easier than we think. The beginner coach – in the best case – learns about approximately 10-15 coaching models. During this learning process he will almost automatically recognize/feel which is the most sympathetic model, which is closer to him, which is that he can learn more naturally and which one can be used easier after first session. In my opinion, it is best to start with universal models, and then, after obtaining some experience, you can try using one or two special models. Of course, this is where life enters, since an enthusiastic beginner coach tries to seize every opportunity, while himself is changing as well. The beginning is difficult here too, as there is a lot to do with everything that makes first steps more problematic without prior experience. Even so, it can be a useful advice for beginners – after a while – to continuously monitor and develop themselves, even with use of coaching tools.