Coaching relationship—a neglected issue in research

Neukom, Marius; Schnell, Kathrin; Boothe, Brigitte

doi:10.1007/s11613-011-0242-0

Cited by 16 publications

(6 citation statements)

References 4 publications

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“…Would you be able to feel and show the same amount of empathy toward this client as you would toward a “normal” client? The coach’s empathy is a crucial factor in coaching (e.g., Neukom et al, 2011; Rekalde et al, 2015) but can be influenced by situational factors (Zaki, 2014, 2017). We investigated the influence of a difficult client on the coach’s empathy.…”

Section: Empathy In Coachingmentioning

confidence: 99%

“…Empathy has been found to be an essential coaching success factor. The coach’s empathy can help the coach and client build a productive work atmosphere (Behrendt & Greif, 2016; Greif et al, 2012; Jowett et al, 2012; Neukom et al, 2011; Passmore, 2010; Stober & Grant, 2006) and develop and maintain an efficient, trustful, and supportive coach–client relationship (Bluckert, 2005; Feller & Cottone, 2003; Gregory & Levy, 2011; O’Broin & Palmer, 2009). Moreover, the coach’s empathy can help a client feel understood (Will et al, 2016), less inhibited, more open to self-reflection, less judged, and more welcomed by a coach (Rekalde et al, 2015).…”

Section: Empathy In Coachingmentioning

confidence: 99%

“…In other words, empathy makes a person feel as if their thoughts and feelings are truly understood and their needs and goals fully supported (Cuff et al, 2016; Eckert et al, 2012; Kohli, 2016; Singer & Klimecki, 2014). Thus, to communicate and work with someone effectively and positively in any form of counseling or coaching, empathy is indispensable (De Waal, 2007; Neukom et al, 2011; Rekalde et al, 2015; Will & Kauffeld, 2018). The importance of empathy has been shown in a study with over 1,000 real coaching processes and the positive outcome of the coach’s empathy on the client’s coaching success (Kinder et al, 2020).…”

Section: Empathy In Coachingmentioning

confidence: 99%

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How client affiliation and competition influence the authenticity of a coach’s empathy.

Diller¹,

Jutzi²,

Eberhard³

et al. 2021

Consulting Psychology Journal: Practice and Research

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In this set of studies we explored the influence of the client's affiliation and potential competition on the coach's empathy. We expected that both competition and low affiliation would negatively affect the coach's inner empathy. In three studies we manipulated the coaching client in terms of affiliation and competition. In the first study (N 1 = 198) the participants were asked to coach either an affiliating, competing, or neutral client. In the second study (N 2 = 155) they were asked to coach either a less affiliating, competing, or neutral client. In the third study (N 3 = 52) they coached either a neutral client or a client who was both competing and less affiliating. The results of all three studies revealed that both competition and affiliation influenced the coach's affiliation feelings and inner empathy but not their expressed empathy. We further found that coaches felt less authentic in their behavior and their empathy when coaching a competing and less affiliating client than when coaching a neutral client. The set of studies provides evidence for the client's influence on a coach's empathy with a valuable degree of external validity because a mixed sample, future psychologists, and real coaches were tested. The results of these studies suggest that the coach's expressed empathy does not change dependent on the client. Thus, coaches stay in their professional role. However, staying authentic seems to be difficult when being confronted with a competing and less affiliating client.

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Section: Empathy In Coachingmentioning

confidence: 99%

Section: Empathy In Coachingmentioning

confidence: 99%

Section: Empathy In Coachingmentioning

confidence: 99%

See 1 more Smart Citation

How client affiliation and competition influence the authenticity of a coach’s empathy.

Diller¹,

Jutzi²,

Eberhard³

et al. 2021

Consulting Psychology Journal: Practice and Research

View full text Add to dashboard Cite

show abstract

“…(Cremona 2010;Goleman 1995;Gross 2002Gross , 2007Gross , 2013Martinez-Pons 2000;Mayer und Salovey 1997;Michel et al 2014;Saarni 2002;Steinmayr et al 2011;von Salisch 2000) Die (Cremona 2010;Geißler und Wegener 2015;Goleman 1995;Greif 2008Greif , 2015Greif et al 2012;Hasenbein und Riess-Beger 2014;Heid 2012;Ianiro und Kauffeld 2012;Ianiro et al 2013;Kilburg 2001;Michel et al 2014;Neukom et al 2011;Oellerich et al 2013;Saarni 2002;Spaten und Flensborg 2013) Ein weiteres Beispiel für eine qualitative Erhebungsmethode zur inhaltlichen Validierung ist die Critical Incident Technique (Bownas und Bernardin 1988). Hierbei wird versucht, erfolgsrelevante und herausfordernde Situationen und Handlungsweisen zu identifizieren, um spezifischer beschreiben zu können, welche emotionalen Fertigkeiten und Fähigkeiten Coaches zur effektiven Bewältigung eines Coachingprozesses benötigen (Schaper 2009 …”

Section: Kompetenzmodell Zur Beschreibung Emotionaler Kompetenzen Einunclassified

Coaches’ emotional competence and its role in a coaching processes

Niedermeier

Schaper

2017

Coaching Theor. Prax.

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Coaches' emotional competence and its role in a coaching processesAbstract This contribution provides a survey about the significance and relevance of the emotional competence of a coach in coaching contexts. A further objective is, based on the theoretical background, to derive and suggest a competence model describing emotional competences of a coach. Therefore, the emotional requirements in the coaching process of a coach are identified and by means of a success factors model described. Next, central theoretical concepts of emotional intelligence, emotional competence and emotion regulation are presented and regarding their transferability of describing the emotional competence of coaches discussed. On the basis of these approaches the model of describing emotional competences of a coach in the coaching process is "deductively" constituted and presented. The model contains nine competence factors, representing intrapersonal as well as interpersonal dimensions of emotional competence, which are further defined and explained. Finally, it is discussed how the approach can be used as a tool for self-perception of a coach's individual emotional competence and serve as a basis for the derivation of training programs. Moreover, further steps for the empirical evaluation of the model are outlined.

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“…Die Coachingforschung zeigt, dass das Verhalten sowie die Emotionen eines Business Coaches 1 einen zentralen Einfluss auf die Einstellungen und das Verhalten seiner Klienten sowie auf den Coachingerfolg haben (Kienast 2013;Neukom et al 2011;Schermuly und Bohnhardt 2014;Schermuly und Graßmann 2016;Triebel et al 2016). So muss sich ein Coach hohen emotionalen Anforderungen stellen, die empathisches Verhalten erfordern (Will und Kauffeld 2018;Will et al 2016), wie bspw.…”

Section: Introductionunclassified

Coaches’ Emotional Competence in Coaching Processes – Examination and Extension of a Competence Model Using Critical Incident Interviews

Niedermeier¹,

Schaper

Bender

2018

Coaching Theor. Prax.

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Zusammenfassung Die emotionalen Anforderungen an einen Business Coach sind hoch. Der Beruf eines Coaches erfordert, dass dieser in emotionshaltigen und empathierelevanten Situationen seine Emotionen bewusst wahrnehmen, regulieren und auch die Emotionen seiner Klienten verstehen und beeinflussen kann. Emotionale Kompetenz ist somit ein entscheidender Faktor, um einen Coachingprozess als Coach erfolgreich zu gestalten. Mit diesem Beitrag wird ein theoriebasiertes, deduktiv hergeleitetes Kompetenzmodell zur Beschreibung emotionaler Kompetenzen eines Coaches (Niedermeier und Schaper 2017), welches Erkenntnisse bisheriger Forschung zur emotionalen Intelligenz beziehungsweise Kompetenz sowie zur Emotionsregulation integriert, mithilfe von qualitativen Experteninterviews empirisch überprüft und weiter ausdifferenziert. Das Ziel ist, theoretisch-konzeptionelle Vorstrukturierungen des Kompetenzmodells vor dem Hintergrund praxisbezogener Anforderungen kritisch zu analysieren, weiter zu verfeinern und empirisch fundiert auszuformulieren. Mit Hilfe der Critical Incident Technique wurden 18 erfahrene Coaches nach bedeutsamen Ereignissen (Situationen, Erfahrungen und Herausforderungen) mit emotionalen Anforderungen in Bezug auf ihre emotionale Kompetenz im Coachingprozess befragt, um erfolgsrelevante und erfolgskritische Facetten der emotionalen Kompetenz zu identifizieren. Die Ergebnisse der Studie verdeutlichen, dass sich die theoretisch identifizierten Dimensionen des Kompetenzmodells in den Aussagen der Coaches wiederfinden. Außerdem wurden die deduktiv hergeleiteten Kategorien mit Hilfe eines induktiven Vorgehens präzisiert. Abschließend wird weiterer Untersuchungsbedarf zur Überprüfung des Kompetenzmodells und Möglichkeiten zur praktischen Nutzung des Modells in der Coachingausbildung sowie Weiterbildung diskutiert.

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Coaching relationship—a neglected issue in research

Cited by 16 publications

References 4 publications

How client affiliation and competition influence the authenticity of a coach’s empathy.

How client affiliation and competition influence the authenticity of a coach’s empathy.

Coaches’ emotional competence and its role in a coaching processes

Coaches’ Emotional Competence in Coaching Processes – Examination and Extension of a Competence Model Using Critical Incident Interviews

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