Research Paper: The 10 Practices of Effective Coaching: The Development of the Coaching Practice Inventory (CPI)

Facilitating the Process (FP)

Facilitation is a set of activities carried out before, during and after a meeting (Niederman, 1996) to keep track and progress of the meeting sessions (Kolb et al., 2008). Facilitating a meeting requires process skills and deep understanding on structuring activities, meeting elements and the measurement of outcomes (McFadzean, 2002). A good facilitator pre-plans a meeting session, sustains a participatory climate and models a positive attitude (Kolb et al., 2008). For example, within an analogy with the coaching process, an effective coach can pre-plan the one-on-one session with the clients, focus and keep track of the clients’ agenda and assist clients to co-develop action plans and S.M.A.R.T. personalized goals. Similarly, an effective coach is able to give a positive and constructive feedback (ICF, 2008) while follow-through the client’s questions in a timely fashion. As a result, based on the literature review and the ICF competencies, the coaching practice of facilitating the process (FP) was identified, which demands six behaviors. The six behaviors of an effective coach are proposed below:

1. I carefully plan the coaching sessions.
2. I maintain the focus on the client’s agenda during the coaching sessions.
3. I help clients to co-create personalized action plans and set clear S.M.A.R.T. goals.
4. I monitor clients’ progress and hold them accountable toward individualized goals.
5. I provide a positive, constructive, challenging and action-oriented feedback.
6. I follow-through clients’ concerns and questions in a timely manner.

Upbringing New Knowledge (UNK)

Fostering learning is a core element of the coaching process. Effective learning should occur within a safe environment (ICF, 2008) wherein people feel confortable to speak their mind, feel supported and free of judgments (McDermott, 2009). Self-reflection is an important factor of the learning process because it encourages critical thinking, empowers to learn from past experiences and develops higher forms of understanding (Varner & Peck, 2003). One way to foster learning is by using learning journals; learning journals allow people to reflect on and integrate personal experiences, readings, observations and other kind of learning tools (Fletcher et al., 2010; McDermott, 2009). In coaching, for example, to empower learning is crucial for people development as it ultimately leads to personal change. Hence, based on the literature review and the ICF competencies, the coaching practice of upbringing new knowledge (UNK) was identified, which demands six behaviors. The six behaviors of an effective coach are presented below:

1. I create a positive, safe and open environment for a reciprocal learning.
2. I encourage the client to practice critical reflection to grasp new insights.
3. I provide summaries of the coaching sessions and reports.
4. I encourage the practice of a learning journal to develop clients’ self-reflection.
5. I select and appropriately design and implement learning tasks/assignments, coaching power tools, templates and assessments.
6. I keep track and measure clients’ development.

Building Rapport(BR)

A strong relational dynamic is the core element of an effective coaching practice. Since human beings have a primary need for physical and emotional attachment, building a strong connection with people is the key for creating a positive relational context (Critchley, 2009). Relational bridges are important because it allows people to create mutual intimacy, mutual respect and mutual self-disclosure (Cavicchia, 2010) as empower the act of dancing in the moment (ICF, 2008). People who practice relational development are able to indirectly influence other people through a dynamic, emerging and participative process, which ultimately lead to co-learning. A successful relationship between two people is bound up with the quality and content of their relational context (Boyce et al., 2009). Within coaching, for instance, it is imperative to conduct a trial session to seek out mutual chemistry and compatibility between the coach and the potential client. Thus, based on the literature review and the ICF competencies, the coaching practice of building rapport (BR) was identified, which demands six behaviors. The six behaviors of an effective coach are displayed below:

1. I hold a trial session with potential clients to test mutual chemistry, compatibility, commonality and credibility.
2. I establish connection with clients through relational bridges by displaying sensitivity, mutual acceptance, mutual intimacy and mutual self-disclosure.
3. I promote an ongoing, mutual and reciprocal influence to co-build the relationship moment-by-moment.
4. I ask: “What would help this relationship to flourish?”
5. I monitor the relational dance with clients to restore moments of mutuality.
6. I use curiosity, evocation, indirection, gentle and interested inquiry to help clients with self-discovery during relational dynamics.

Probing the Agenda of the Client (PAC)

The practice of effective questioning is the core for the clients’ self-discovering (ICF, 2008; Neenan, 2009). People who practice effective questioning can provoke self-discovery over other people because it helps to undercover people’s challenges. Powerful probing brings out critical information from people while it encourages engaged kind of communication (Comer & Drollinger, 1999). For instance, posing effective questions can guide people to a greater learning experience (Hoyrup, 2004). In coaching, the practice of powerful questions is significant important because coaches are able to assist clients with co-establishing plan of actions, S.M.A.R.T. goals and more importantly to focus on the client’s agenda. Hence, based on the literature review and the ICF competencies, the coaching practice of probing the agenda of the client (PAC) was identified, which demands six behaviors. The six behaviors of an effective coach are discussed below:

1. I practice powerful probing to gain insight of the clients’ agenda and foster self-discovery.
2. I ask powerful open-ended questions to assess information, clarify points, uncover core values, co-establish S.M.A.R.T. goals, develop action plans, pinpoint and tackle blocks.
3. I use probing to help clients’ to reflect on thinking and actions to develop new problem-solving perspectives.
4. I inquire relevant questions to help clients with the thought process to reach clarity.
5. I ask a question at the beginning of the coaching session: What do you want to accomplish in today’s coaching session?
6. I pose a final question at the end of the coaching session by asking: What did you takeaway from today’s coaching session?

Fostering Collaboration (FC)

Collaboration is the foundation of coaching. People experience collaboration when they display the willingness to work together wherein an engaged and continued interaction (Atkinson, 1999). Collaboration empowers to work in a partnership toward a common vision (Atkinson, 1999) while it boosts mutual respect, mutual trust, mutual understanding and inclusiveness (Murray et al., 2008). As illustration, collaborative people are more comfortable dealing into unknown and uncertainty environment as they seek innovative ways to work in partnership (ICF, 2008; Atkinson, 1999). In addition, collaborative people ensure consensus within a conversation to reinforce common ground and shared purpose (Perrault et al., 2011). In coaching, collaboration is the key factor for the coaching relationship between the coach and the coachee because it empowers a supportive and mutual equally learning experience as opposite of a dominant expert role within the coaching relationship. Consequently, based on the literature review and the ICF competencies, the coaching practice of fostering collaboration (FC) was identified, which demands six behaviors. The six behaviors of an effective coach are discussed below:

1. I demonstrate willingness to work together within collaborative ways.
2. I display values of inclusiveness and trust during coaching sessions.
3. I foster consistent mutual respect, understanding and trust during the coaching dialogue.
4. I am comfortable to deal with risk, uncertainty and unknown to seek unique ways to collaborate.
5. I ensure to maintain a common focus and purpose on the client’s agenda.
6. I consult the coachee’s level of agreement by asking: “Are you comfortable with this conversation?.”

Modeling Authenticity (MA)

Modeling a trustful image is critical for creating an ethical climate (Zhu et al., 2011) within the organization. The positive psychological capacities of confidence, hope, efficacy, optimism and resiliency are the key factors for an authentic role model (Ilies et al., 2005). Since authenticity is linked to ethical behaviors, professionalism is considered an ethical competency (Chung et al., 2003; ICF, 2008). For instance, seeking out training, career development and professional certifications are indicators of ethical actions, which ultimately lead to professionalism. In coaching, modeling authentic behaviors can help to build trusted relationships between the coach and the coachee, build an ethical coaching process, and empower professionalism in the coaching field. Thus, based on the literature review and the ICF competencies, the coaching practice of modeling authenticity (MA) was identified, which entails six behaviors. The six behaviors of an effective coach are examined below:

1. I display a trustworthy image exhibited by positive psychological capacities such as confidence, hope, efficacy, optimism and resiliency.
2. I consistently show alignment between words and actions.
3. I follow the International Coaching Federation (ICF) ethical guidelines and ethics code of conduct.
4. I demonstrate professionalism and credibility by seeking professional development, coaching certification, ICF credential and/or coaching training.
5. I ensure and protect confidentiality and privacy of the client’s information.
6. I am able to create an ethical climate by asking: “Is this an ethical action?” and What is the likely effect on future practice?.”