An exploration of the role of coach training in developing self-awareness: a mixed methods study

Carden, Julia; Jones, Rebecca J.; Passmore, Jonathan

doi:10.1007/s12144-021-01929-8

Cited by 14 publications

(5 citation statements)

References 61 publications

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“…Coaching was a method to enable that journey. Evidence now confirms the wider value of selfawareness to the coach and the coaching process (Carden, Passmore & Jones, 2022;Carden, Jones & Passmore, 2021). This has in part been acknowledged implicitly through coaching competencies, such as Competency 2 (ICF, 2020).…”

Section: Developing Generic Business Skillsmentioning

confidence: 89%

Coaching education: Wake up to the new digital and AI coaching revolution!

Passmore¹,

Woodward

2023

bpsicpr

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In this article we argue that coach education has been through three distinct phases of development over the past three decades: 1990-2020. These phrases reflect changes in the coaching industry, which itself has seen significant change over the same period. These phases include ‘pre-profession’, reflected in ad hoc and non-qualification based training, ‘practice based professionalisation’, which saw a growth in small scale coach providers using professional body competencies, and ‘evidenced-based professionalisation’, which stimulated the growth in university based coach education programmes focused on evidenced based and research informed training. We argue that as we enter the Mid 2020’s we are witnessing a new shift in the coaching industry from ‘professionalisation’ to ‘productization’, with the emergence of large scale, digitally enabled, coaching providers. These new providers employ thousands of home working coaches and are focused on delivering coaching at scale to tens of thousands of workers in enterprise size organisations using digital channels. This industrial change calls for a need to rethink and modernise coach education. We must acknowledge the shift towards the management of industrial scale delivery and the focus on data, alongside a movement towards mastery of the technologies which have enabled coaches to work globally. We conclude by suggesting coach education should offer two new career pathways: one for those commissioning and managing coaching services and a second for those working in digital coaching firms in coaching service management, in roles such as Customer Success and Coach Relations, alongside a revitalised coach training which equips coaches to operate in digital environments through a mastery of the communication platforms, tools and apps which they employ and a deeper understanding of new technologies such as AI, VR and MR.

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Section: Developing Generic Business Skillsmentioning

confidence: 89%

Coaching education: Wake up to the new digital and AI coaching revolution!

Passmore¹,

Woodward

2023

bpsicpr

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“…This exercise also provides an opportunity for educators and facilitators to engage in self-awareness, which is a difficult process for many educators (Carden et al, 2021). In particular, Dean and Forray’s (2021) research raises issues management educators encounter as we come to understand privilege.…”

Section: Discussionmentioning

confidence: 99%

An Exercise for Expanding Privilege Awareness Among Management Students and Faculty

Rabelo

Bonner

Stewart

2022

Journal of Management Education

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The ability to notice and eliminate organizational inequities begins with privilege awareness: an understanding of how individuals and social groups experience exemption from discrimination as well as access to unearned advantages, such as disproportionate access to resources. Thus, privilege awareness is necessary for noticing, naming, and repairing inequities in our workgroups, organizations, and institutions. Engaging with privilege discourse in the classroom can be a monumental task for both management educators and learners without the requisite level of privilege awareness. We introduce an innovative exercise to develop and assess students’ understanding of privilege. The purpose of this exercise is to help learners identify and reflect on privilege in their personal and organizational lives, and build a shared vocabulary for doing so. Learners begin by mapping and reflecting on their various social identity group memberships, then answer a set of reflection questions. We provide an overview of this exercise including learning outcomes, general implementation guidelines, assessment criteria, and activity modifications. We also analyze the activity’s effectiveness based on responses from 83 students. We conclude with a discussion of how facilitators can respond to participant feedback as a resource for self-reflexivity and intersectional awareness.

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“…I suggest that it is particularly appropriate in coaching, both as a research method for a practitioner–researcher to study the coaching process, and as a tool for coaches to develop their professional knowledge, skills, approach, and model of practice to better partner their coachees. My main argument is that self-reflection and self-awareness, which are constitutive of autoethnography, are also constitutive of effective coaching: ‘it is crucial that coaches are highly self-aware in order to be effective in facilitating the development of self-awareness in their clients’ (Carden et al, 2023: 40). The following sections of this article illustrate how I use the theory-driven autoethnography.…”

Section: Methods and Structurementioning

confidence: 99%

“…As other scholars have observed in other contexts (Carden et al, 2023;Grant et al, 2010;Jones, 2020), the common understanding of coaching was, and for many still is, a simple, structured or free-flowing, non-expert, neutral, non-directive, inspiring, and motivating conversation aimed at facilitating people to achieve SMART (specific, measurable, ambitious, realistic, and time-bound) goals, focused on individual or organizational performance, profit, well-being, and flourishing. Many highly valued their and their coachee's common-experiential or esoteric intuition, which contrasted with intuition grounded in competence and expertise (Sheldon, 2018), and would have refuted Kahneman et al's (2021: 146) warning: 'When you trust your gut because of an internal signal, not because of anything you really know, you are in denial of your objective ignorance' -that is, of the 'intractable uncertainty (what cannot possibly be known)' (Kahneman et al, 2021: 140).…”

Section: Society Is An Objecɵve Realitymentioning

confidence: 96%

Beyond coping and adaptation: Toward a sociology of coaching. A necessary paradigm shift to address contemporary dramatic social change

Stănciulescu

2024

Social Science Information

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This article discusses how, in today’s world of disruptive and dramatic social change, non-sports related coaching, which includes a wide range of services such as life coaching, career coaching, executive coaching, and team coaching, can inadvertently fuel undesirable social dynamics. There is little or no awareness of this risk among coaches and coachees. The global, fast-growing, multi-billion-dollar industry aimed at supporting people and organizations to perform better and increase wellbeing while managing and adapting to change has been developed with limited sociological input. The article is based on 15 years of social constructionist-informed reflective practice by a sociologist-turned-coach, and uses a multi-layered theory-driven autoethnographic account to argue for a sociologically informed paradigm shift in coaching, as well as relevant sociological knowledge, learning sciences, and action research methodology in coaches’ education. It presents the rationale and key features of a new coaching approach that places dramatic social change-relevant sociological concepts at the heart of the process, helps people develop psycho-sociological awareness, and uses a learning-to-develop through research design. A new definition of coaching to address dramatic social change is derived. Coaching practitioners will find dramatic social change-relevant sociological concepts, critical reflections, coaching questions, and procedures to expand coaching effectiveness. Interdisciplinary research topics are proposed, combining coaching sociology – which must be developed to make coaching a well-founded profession – and coaching psychology, which currently dominates the knowledge production in the field. Implications for workplace strategies to attract, motivate, and retain employees in search of meaning or purpose in life are also suggested.

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An exploration of the role of coach training in developing self-awareness: a mixed methods study

Cited by 14 publications

References 61 publications

Coaching education: Wake up to the new digital and AI coaching revolution!

Coaching education: Wake up to the new digital and AI coaching revolution!

An Exercise for Expanding Privilege Awareness Among Management Students and Faculty

Beyond coping and adaptation: Toward a sociology of coaching. A necessary paradigm shift to address contemporary dramatic social change

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