Why interpersonal dominance and affiliation matter: an interaction analysis of the coach-client relationship

Ianiro, Patrizia M.; Schermuly, Carsten C.; Kauffeld, Simone

doi:10.1080/17521882.2012.740489

Cited by 72 publications

(81 citation statements)

References 70 publications

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“…Previous research suggests that coaches need to be dominant to some extent, in the sense of showing assertive and confident behavior, in order to promote their clients' coaching success (Burgoon and Dunbar 2000;De Haan 2008a). Coaches' dominance behavior appears to be positively related to client's goal attainment (Ianiro et al 2012). Yet, why and how dominance behavior by coaches relates to clients' success, and what actually happens in interaction processes between dominant coaches and their clients, remains to be seen.…”

Section: Dominance Expressions Within the Coaching Interaction Processmentioning

confidence: 97%

“…The interpersonal circumplex classifies dominance behavior depending on its combination with expressions of affiliation, such as the dominant-friendly, dominant-neutral, and dominant-hostile interpersonal behavior. Although there are four other possible dominance-affiliation combinations (see Table 1), we focus on the impact of variations of dominant coach behavior, as previous findings suggest a relationship between dominant (instead of neutral or submissive) coach behavior and client success (Ianiro et al 2012). …”

Section: Dominance Expressions Within the Coaching Interaction Processmentioning

confidence: 99%

“…The interpersonal fit between coach and client facilitates the interaction and cooperation during the coaching process (Ianiro et al 2012). Interpersonal behavior can be described with two interpersonal basic dimensions: affiliation and dominance (Luxen 2005).…”

Section: Interpersonal Dimensions: Affiliation and Dominancementioning

confidence: 99%

“…Moreover, interaction analytical approaches from the field of team process research (e.g., Lehmann-Willenbrock et al 2013 can inform research on the dynamic interaction processes between coaches and clients. Some initial findings indicate that coaches' interpersonal behavior during coaching interaction processes affects the clients' perceptions of relationship quality and coaching success (Ianiro et al 2012). However, the dynamic interpersonal process behind this link remains unclear.…”

Section: Introductionmentioning

confidence: 97%

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Coaches and Clients in Action: A Sequential Analysis of Interpersonal Coach and Client Behavior

2014

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Purpose Despite calls for studying interaction processes in coaching, little is known about the link between coachclient interactions and coaching success. In particular, interpersonal behavior in coaching remains unexplored, although it is considered highly relevant to social relationships and interaction outcomes. This study takes first steps to address this gap. Design/Methodology/Approach We examined the dynamics of coaches' and clients' interpersonal behavior based on the two basic dimensions affiliation and dominance. Furthermore, we investigated the link between emergent interpersonal behavior patterns and coaching outcomes. To this end, we videotaped and analyzed a total of 11,095 behavioral acts nested in 30 coach-client dyads. Findings Sequential analysis showed that reciprocal friendliness patterns were positively linked to working alliance. Coaches' dominant-friendly interaction behavior particularly activated clients, in terms of showing dominance during the coaching interaction process. Clients' dominance was linked to their overall goal attainment. ImplicationsOur results highlight the importance of interpersonal behavior for coaching success. Specifically, our findings suggest that dominance interaction patterns are context-and relation-specific, offering an explanation for contradicting empirical studies on interpersonal dominance. For coaches, our study implies that high awareness for interpersonal signals can help establish a positive atmosphere and activate clients' dominance. Originality/Value This empirical study uses behavior observation and interaction analysis to understand the interpersonal dynamics during coaching sessions. Our results increase our theoretical understanding of coaching effectiveness by shedding light on the micro-level behavioral dynamics that drive successful coaching processes.

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Section: Dominance Expressions Within the Coaching Interaction Processmentioning

confidence: 97%

Section: Dominance Expressions Within the Coaching Interaction Processmentioning

confidence: 99%

Section: Interpersonal Dimensions: Affiliation and Dominancementioning

confidence: 99%

Section: Introductionmentioning

confidence: 97%

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Coaches and Clients in Action: A Sequential Analysis of Interpersonal Coach and Client Behavior

2014

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“…(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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