Research Question 2
What coaching practice did receive the highest and the lowest score?
While fostering collaboration (FC) received the highest score 51 out of 60, endowing compassion gathered the lowest score 43 out of 60. This means that the practice of collaboration is essential in the coaching process and it is almost always practiced while the practice of compassion is less frequently practiced within the coaching process. The practices of facilitating the process (FP), building rapport (BR), probing the agenda of the client (PAC) and elevating self-awareness (ESA) received the second highest scores 50out of 60. The practice of modeling authenticity (MA) received the second lowest score 44 out of 60. In the following paragraphs, the coaching practices with the highest and the lowest scores will be discussed.
Table 1
Fostering Collaboration (FC)
The practice of fostering collaboration (FC) received the highest score 51 out of 60 as it is showed in table 1. Fostering collaboration (FC) seems to be the most important coaching practice, which is supported within the literature (Atkinson, 1999). For instance, Atkinson (1999) posed that “Caring beyond the self-yet not denying the self-appears to presuppose successful collaboration, which implies individual and collective empowerment as a benefit of collaboration” (p. 179). In coaching, the coaches and the clients work in partnerships wherein both parties positively influence each other pursuing a common vision, mission and co-created goals. Thus, endowing compassion in the coaching process appears to be a fundamental factor for effective coaching results.
Endowing Compassion (EC)
On the other hand, the practices of endowing compassion (EC) obtained the lowest score 43 out of 60 as it is displayed in table 1. This means that coaches are less likely to display effective coaching behaviors entailing the practice of compassion capability. For instance, question #22: “I am able to display non-verbal signals of compassion such as facial expressions, tactile touch, postural behaviors and tone of voice” seems to have the lowest score among the six effective behaviors of endowing compassion (EC). Similarly, question #42: “I come up with ideas to celebrate clients’ important personal milestones” have the second lowest score among the six effective behaviors of endowing compassion (EC). As claimed by Goetz et al., (2010), “Nonverbal actions predicted increased feeling of sympathy and compassion and increased helping behavior” (p. 360). Therefore, coaches should seek out ways to improve their compassion skills within the coaching process.
Research Question 3
What are the three most important coaching practices needed in the future?
Based on the survey results, three themes emerged as the most important coaching skills needed in the future 1) active listening; 2) asking powerful questions; and 3) remaining non-judgmental. While the coaching skill of active listening was mentioned 16 times out of 20, the coaching skill of asking powerful questions was used 5 times out of 20. The coaching skills of remaining non-judgmental occupied third place and was mentioned 4 times out of 20. Other important coaching themes were mentioned as set goals and expectations, facilitating skills and awareness skills – see table 2. In the following paragraphs, the top three coaching themes needed in the future will be discussed.
Table 2
Active Listening
Active listening was the most important coaching theme emerged as the coaching practice needed in the future. In the survey, the coaching theme of exquisite listening was mentioned 16 times out of 20. For instance, the effective coaching practice of communicating the message (CM) highlights active listening as one of the important coaching behaviors within the coaching process, which is supported within the literature review and theories of effective communication. As posed by Bambacas and Patrickson (2008), “Listening skills are valued as these do not judge but probe, reflect and deflect reinforce verbal messages” (p. 55). Thus, active listening seems to be a core coaching skill needed in the future to effectively practice the art of coaching.
Asking Powerful Questions
Asking powerful questions was the second most important theme emerged as the coaching practice needed in the future. In the survey, the coaching theme of asking powerful questions was mentioned 5 times out of 20. For example, the effective coaching practice of probing the agenda of the client (PAC) remarks asking questions as one important coaching behavior within the coaching process. As claimed by Neenan (2009), “Asking good questions is an essential skill for all coaches as it encourages to reflect on their thinking and actions in order to develop new problem-solving, improve performance, achieve goals and take their lives in often unanticipated directions” (p. 263). Thus, asking powerful questions is a core coaching skill needed in the future to practice effective coaching.
Remaining Non-judgmental
Remaining non-judgmental was the third most important theme emerged as the coaching practice needed in the future. In the survey, the coaching theme of remaining non-judgmental was mentioned 4 times out of 20. For instance, the effective coaching practice of communicating the message (CM) emphasizes being non-judgmental as one coaching behavior within the coaching process. As pointed out by Tyler (2011), “Judgment is considered as the greatest barrier to achieving empathy” (p. 152). Hence, remaining non-judgmental within coaching conversations is still a key factor for effective coaching outcomes.
Implications for the Practice of Coaching
This study presents three implications for the practice of coaching. The first implication is related to advancing the coaching profession. The second implication is associated with coaching training and development. The third implication is linked to peer mentoring program. These three implications for the practice of coaching are supported within the literature review and can certainly boost the effective practice of exemplary coaching. In the following paragraphs, the discussion of these three implications is presented.
Advancing the Coaching Profession
The coaching profession lacks of a standardized coaching framework to advance the future of the coaching profession (ICF, 2012). In addition, there is a need for the creation of valid and reliable instruments to define the effectiveness of the coaching practice (Joo et al., 2012). This study adds new nuance on the coaching body of knowledge since it proposes a defined framework on the practice of effective coaching. The initial development of the Coaching Practice Inventory (CPI) measures the behaviors of effective coaching and remarks the 10 best practices of exemplary coaching. Thus, the ten practices of effective coaching contribute on the creation of a comprehensive coaching framework to advance the profession of coaching.
Coaching Training and Development
The Coaching Practice Inventory (CPI) can be used to assess the coaching skills of new and seasoned coaching professionals. People with no coaching experience can take the CPI instrument self-assessment to assess their coaching skills and find their strengths and weaknesses to create a plan of action for future coaching training. Similarly, seasoned coaches can take the CPI instrument to assess their current coaching competencies and make a developmental action plan to improve their coaching skills. As claimed by McLean (2005), “The instrument can be used as a diagnostic tool in identifying developmental needs” (p. 174). Therefore, the Coaching Practice Inventory (CPI) can be used as a reflective tool to improve coaching developmental skills.
Peer Mentoring Program
Less experienced coaches can enhance their career progress in coaching through formal peer mentoring (Joo et al., 2012). Experienced coaches can serve as a role model and mentor less experienced coaches by using the results of the Coaching Practice Inventory (CPI). For instance, an experienced coach with high endowing compassion (EC) score can serve as a role model for a less experienced coach with low endowing compassion (EC) score. As posed by Jo et al., (2012), “Evaluations of formal mentoring programs have demonstrated positive results” (p. 29). Consequently, the integration of the Coaching Practice Inventory (CPI) and a formal peer-mentoring program can enhance the career progress of less experienced coaches.
Conclusion
This study adds new nuance on the coaching profession. Since more studies in coaching models and coaching instruments are needed to advance the profession of coaching (Joo et al., 2012), the exemplary coach model and the coach practice inventory (CPI) should serve as a starting point for the development of scientific coaching models and instruments. Based on the 10 practices of effective coaching, it seems that the effective coaching practice of fostering collaboration (FC) has the highest score while the effective coaching practice of endowing compassion (EC) has the lowest score. More coaching training is needed to enhance compassion capability within the coaching process. Finally, exquisite listening skills, remaining non-judgmental and asking powerful questions appears to be the most imperative coaching skills needed to successfully meet the new coaching challenges in the future. More coaching studies are needed to uncover the effective behaviors of exemplary coaches.