The SAGE Handbook of Coaching
Publication Year: 2016
The SAGE Handbook of Coaching presents a comprehensive, global view of the discipline, identifying the current issues and practices, as well as mapping out where the discipline is going. The Handbook is organized into six thematic sections: Part One: Positioning Coaching as a Discipline Part Two: Coaching as a Process Part Three: Common Issues in Coaching Part Four: Coaching in Contexts Part Five: Researching Coaching Part Six: Development of Coaches It provides the perfect reference point for graduate students, scholars, educators and researchers wishing to familiarize themselves with current research and debate in the academic and influential practitioners' literature on coaching.
- Front Matter
- Subject Index
Part I: POSITIONING COACHING AS A DISCIPLINE
- Chapter 2: Developing a Knowledge Base of Coaching: Questions to Explore
- Chapter 3: The Key Discourses of Coaching
- Chapter 4: Coaching as Evidence-Based Practice: The View Through a Multiple-Perspective Model of Coaching Research
- Chapter 5: Coaching and Psychotherapy
- Chapter 6: Coaching and Theories of Learning
- Chapter 7: Coaching and Adult Development
- Chapter 8: Coaching for Leadership Development
- Chapter 9: Coaching for Organisation Development
- Chapter 10: Coaching for Social Change
Part II: COACHING AS A PROCESS
- Chapter 11: The Coaching Relationship
- Chapter 12: Working with Goals in Coaching
- Chapter 13: Working with Diversity in Coaching
- Chapter 14: Physicality in Coaching: Developing an Embodied Perspective
- Chapter 15: Working with Emotions in Coaching
- Chapter 16: Working with Narratives in Coaching
- Chapter 17: The Use of Feedback for Development in Coaching: Finding the Coach’s Stance
Part III: COMMON ISSUES IN COACHING
- Chapter 18: Working with Values in Coaching
- Chapter 19: Coaching for Resilience and Well-being
- Chapter 20: Working with Strengths in Coaching
- Chapter 21: Mindfulness and Coaching: Contemporary Labels for Timeless Practices?
- Chapter 22: Coaching for Post-Traumatic Growth: An Appropriate Response to the Devastations of Life?
- Chapter 23: Coaching for Role Transitions/Career Change
Part IV: COACHING IN CONTEXTS
- Chapter 24: Interculturally-Sensitive Coaching
- Chapter 25: Cross-Cultural Coaching: An Emerging Practice
- Chapter 26: Coaching in the HRD Context
- Chapter 27: Group and Team Coaching
- Chapter 28: Coaching in Education
- Chapter 29: Coaching in Healthcare
- Chapter 30: Coaching in Relationships: Working with Singles, Couples and Parents
Part V: RESEARCHING COACHING
- Chapter 31: Researching Outcomes of Coaching
- Chapter 32: Researching the Coaching Process
- Chapter 33: Neuroscience in Coaching Research and Practice
- Chapter 34: The Use of Psychological Assessments in Coaching and Coaching Research
Part VI: DEVELOPMENT OF COACHES
- Chapter 35: Trends in Development of Coaches (Education and Training): Is it Valid, is it Rigorous and is it Relevant?
- Chapter 36: Towards a Systemic Model of Coaching Supervision
- Chapter 37: Issues of Assessment and Accreditation of Coaches
- Chapter 38: Developing Ethical Capabilities of Coaches
- Chapter 39: Adapting to Working with New Technologies
- Chapter 40: Discipline, Profession and Industry: How our Choices Shape our Future
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Editor: Susannah Trefgarne
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Introduction & editorial arrangement © Tatiana Bachkirova, Gordon Spence & David Drake, 2017
Chapter 2 © Tatiana Bachkirova 2017
Chapter 3 © Simon Western 2017
Chapter 4 © Anthony M. Grant 2017
Chapter 5 © Trevor Crowe 2017
Chapter 6 © John L. Bennett and Francine Campone 2017
Chapter 7 © Paul Lawrence 2017
Chapter 8 © Konstantin Korotov 2017
Chapter 9 © David Drake and James Pritchard 2017
Chapter 10 © Hany Shoukry 2017
Chapter 11 © Erik de Haan and Judie Gannon 2017
Chapter 12 © David Ashley Clutterbuck and Gordon Spence 2017
Chapter 13 © Sunny Stout-Rostron 2017
Chapter 14 © Peter Jackson 2017
Chapter 15 © Elaine Cox 2017
Chapter 16 © David Drake 2017
Chapter 17 © Alison Maxwell 2017
Chapter 18 © Reinhard Stelter 2017
Chapter 19 © Carmelina Lawton Smith 2017
Chapter 20 © Sophie Francis and Alison Zarecky 2017
Chapter 21 © Travis Kemp 2017
Chapter 22 © Gordon Spence and Stephen Joseph 2017
Chapter 23 © Polly Parker 2017
Chapter 24 © Christian van Nieuwerburgh 2017
Chapter 25 © Geoffrey N. Abbott Raija Salomaa 2017
Chapter 26 © Andrea D. Ellinger, Robert G. Hamlin and Rona S. Beattie 2017
Chapter 27 © Sean O'Connor and Michael Cavanagh 2017
Chapter 28 © Christian van Nieuwerburgh and Margaret Barr 2017
Chapter 29 © Ruth Q. Wolever, Margaret A. Moore and Meg Jordan 2017
Chapter 30 © Yossi Ives 2017
Chapter 31 © Siegfried Greif 2017
Chapter 32 © Adrian Myers 2017
Chapter 33 © Angela M. Passarelli, Ellen B. Van Oosten and Mark A. Eckert 2017
Chapter 34 © Almuth McDowall 2017
Chapter 35 © David A. Lane 2017
Chapter 36 © David E. Gray 2017
Chapter 37 © Bob Garvey 2017
Chapter 38 © Ioanna Iordanou and Patrick Williams 2017
Chapter 39 © Stella Kanatouri and Harald Geißler 2017
Chapter 40 © Annette Fillery-Travis and Ron Collins 2017
Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act, 1988, this publication may be reproduced, stored or transmitted in any form, or by any means, only with the prior permission in writing of the publishers, or in the case of reprographic reproduction, in accordance with the terms of licences issued by the Copyright Licensing Agency. Enquiries concerning reproduction outside those terms should be sent to the publishers.
Library of Congress Control Number: 2016935241
British Library Cataloguing in Publication data
A catalogue record for this book is available from the British Library
Editorial Board[Page ii]
Dr Anthony Grant
University of Sydney, Australia
Dr Carol Kaufman
Institute of Coaching, USA
Dr Elaine Cox
Oxford Brookes University, UK
Dr Jenny Ferrier-Kerr
University of Waikato, New Zealand
Dr John Bennett
Queen University of Charlotte, USA
Dr Konstantin Korotov
ESMT (European School of Management), Germany
Dr Pansy Lam
University of Hong Kong, Hong Kong
Dr Sunny Stout-Rostron
Sunny Stout-Rostron Associates, South Africa
Professor Andrey Rossohin
Higher School of Economics, Russia
Professor David Clutterbuck
Sheffield Hallam University, UK
Professor Robert Garvey
York St John University, UK
Professor Harald Geissler
Helmut Schmidt University, Germany
List of Figures[Page ix]
- 2.1 Positioning coaching amongst other disciplines of knowledge 29
- 2.2 Complexity of factors involved in coaching engagement 30
- 3.1 The four discourses of coaching 43
- 3.2 A meta-theory of coaching 57
- 4.1 Professional expertise, empirical research and evidence-based coaching 64
- 4.2 The evidence/relevance coaching framework 66
- 4.3 Growth of coaching publications in business source premier database from 1995 to 2014 68
- 4.4 The Multiple-Perspective Model of coaching research 70
- 6.1 Experiential learning cycle 105
- 6.2 Practical inquiry model 108
- 6.3 Integrative adult learning approach to coaching 118
- 9.1 Four ways coaching can contribute to the development of organisations 160
- 9.2 Degrees of professionalism in coaching 164
- 12.1 The Agreement–Certainty matrix 228
- 13.1 Typology of democratic diversity variables 242
- 13.2 Team strategic capacity: diversity and collective action 244
- 16.1 An integrative process for working with narratives in coaching 300
- 17.1 A simple control loop 311
- 17.2 Feedback at the individual/environmental interface 312
- 17.3 Feedback as boundary disturbances 322
- 17.4 A continuum of human motivation related to feedback 323
- 18.1 Levels of intentional orientation: meanings and values as central in the concept of intentionality – the arrow with the broken line indicates the protreptic ambition in coaching 337
- 19.1 How coaching helps resilience 356
- 20.1 Strengths regulation 370
- 27.1 The hierarchical nature of systems 488
- 27.2 Three coaching foci for individual coaching 489
- 27.3 Three coaching foci for team coaching 490
- 28.1 Global Framework for Coaching in Education 507
- 33.1 Basic brain anatomy 612
- 33.2 Levels of analysis in coaching research 614
- 34.1 The content and reach of psychometric assessments 630
- 34.2 (Imaginary) neuro-typical profile across a range of ability measures 631
- 34.3 Neuro-diversive profile: across a range of ability measures 632
- 34.4 Application of assessments during coaching 632
- 34.5 Direct relationship between personality and outcomes 634
- 34.6 Moderated relationship between personality and outcomes 634
- 34.7 Mediated relationship between personality and outcomes 634
- [Page x]36.1 Interconnected Gestalt fields 666
- 36.2 TA models: contracts and unconscious processes 668
- 36.3 The seven foci of supervision 669
- 36.4 Conceptual framework for coaching supervision 675
- 40.1 Discipline, profession and industry: key considerations for each concept 741
List of Tables[Page xi]
- 2.1 An overview of philosophical positions with regard to modernism and postmodernism 26
- 2.2 Progressive and problematic aspects of modernism and postmodernism 27
- 2.3 Methods for theory building 34
- 2.4 Suggestions for knowledge users for differentiating the quality of research, theories and models 36
- 2.5 Conceptual work and theories of coaching with corresponding philosophical positions 36
- 2.6 Aspects of coaching practice influenced by the modernist and postmodernist epistemological attitudes 37
- 3.1 The four discourses of coaching: an overview 45
- 4.1 Differences between researcher’s and practitioner’s approach to research 65
- 6.1 Examples of coaching relationship and process aligned with adult learning 115
- 7.1 Comparison of six constructive-development frameworks across four broad orders of development 124
- 7.2 Constructive-developmental measurement tools 127
- 7.3 Five studies exploring the link between Kegan’s orders of consciousness and management effectiveness/motivation 128
- 7.4 Examples of coaching approaches described by Berger and Fitzgerald (2002) and Berger (2012) 131
- 7.5 Examples of coaching approaches adopted from Bachkirova (2011) 133
- 9.1 Five areas where human and organisation development literatures overlap 168
- 10.1 Four traditions of pedagogies of change 178
- 11.1 Key recent empirical studies of the coaching relationship 199
- 11.2 Recent empirical insights on the coach–athlete relationship 204
- 12.1 Examples of goal dimensions 221
- 12.2 Varying goal requirements as determined by context 224
- 12.3 Alternative SMART goal-setting formulations 230
- 14.1 Contrasting embodied and classical perspectives on physicality 259
- 15.1 An emotional climate inventory for coaching 285
- 16.1 How the narrative turn in the social sciences informs coaching 292
- 17.1 Reasons for using assessments and types of measures used in coaching 315
- 17.2 Advantages and disadvantages of externally generated feedback 316
- 17.3 Advantages and disadvantages of internally generated feedback 317
- 17.4 Summary of feedback perspectives and implications for coaching stance 319
- 17.5 Comparison of feedback according to learning paradigm 320
- 17.6 Response to feedback by developmental stage 321
- 19.1 Six dimensions of psychological well-being 347
- 19.2 Acceptance and commitment model 354
- 20.1 Benefits of strengths use 367
- 20.2 Comparison of formal strengths identification models 369
- 20.3 Strengths development models 371
- [Page xii]22.1 Common outcomes associated with adverse life events 403
- 22.2 Foundations of the collaborative recovery model 408
- 23.1 Key theoretical models of change and transition that are commonly used in coaching 424
- 24.1 Bennett’s stages of intercultural sensitivity for coaches 444
- 24.2 Cultural proficiency 445
- 24.3 Suggested ideas for best practice in intercultural coaching 448
- 27.1 Characteristics of working groups and team 492
- 28.1 Coaching in the Educational Context 508
- 31.1 Framework of the general evaluation of coaching 573
- 31.2 Comparison between different taxonomies of outcomes 574
- 31.3 Classification of post-coaching outcomes 576
- 31.4 Antecedents of coaching outcome 580
- 31.5 Coaching process 583
- 32.1 A review of hypothesis testing coaching process literature 597
- 32.2 Summary of descriptive studies 601
- 33.1 Regions of interest involved in coaching-relevant neural systems 616
- 33.2 Personal discoveries in intentional change theory 620
- 34.1 Psychometric features 629
- 34.2 Principles for 360-degree feedback in coaching 637
- 38.1 The key ethical responsibilities of three professional coaching associations 703
- 39.1 Examples of purpose-built technologies 716
- 39.2 Empirical research overview 721
Notes on the Editors and Contributors[Page xiii]THE EDITORS
David Drake[Page xiv]THE CONTRIBUTORS
Geoffrey N. Abbott is Director of Executive Coaching in the QUT Graduate School of Business in Brisbane, Australia. He facilitates and coaches across programs related to Leadership, including within the Executive MBA, and corporate leadership development programs. Geoff has expertise in global executive coaching. He spent three years coaching with multinational companies and conducting research in Central America and continues to have an interest in the region. Geoff’s executive experience is with the Special Broadcasting Service, Australia where he managed strategic planning. He is a Member of the Association for Coaching Global Advisory Board, and co-editor of the Routledge Companion to International Business Coaching (Moral and Abbott, 2011).
Margaret Barr is Lead Associate (Scotland) for Growth Coaching International. Her career in schools included teaching business education and economics, head of department, head teacher of a city secondary school, and mentor for aspiring head teachers studying for the Scottish Qualification for Headship, and for new head teachers. She returned to university in 2012 to take an MSc in coaching psychology, and now works with school leaders as a coach and facilitator of coaching training programmes. She is a coach for head teachers on the fellowship programme of the Scottish College for Educational Leadership, and is a certified thinking partner. Voluntary roles include book review editor for the peer-reviewed journal Coaching: An International Journal of Theory, Research and Practice, and communications co-ordinator for supervision with the Association for Coaching.
Rona S. Beattie is a Professor of Human Resource Development (HRD) in the Department of Business Management, Glasgow School for Business and Society, Glasgow Caledonian University, Scotland. She has published widely, presented many papers at international conferences, and is a member of a number of journal editorial boards. While her teaching and research interests are diverse including healthcare management, employee engagement, voluntary sector leadership, and HRM in public service organizations, her first and greatest research passion continues to be coaching, mentoring and the role of line managers as facilitators of learning. She is also a chartered fellow of the Chartered Institute of Personnel and Development (CIPD) and a fellow of the Higher Education Academy (HEA) both in the United Kingdom.
John L. Bennett, PhD, PCC, BCC, is Associate Professor of Business and Behavioral Science and Director of graduate programs at the McColl School of Business, Queens University of Charlotte (USA). He is past-president of the Graduate School Alliance for Educating Coaches (GSAEC) and chaired the 2012 Summit on the Future of Coaching. In 2010, he was named a charter Fellow in The Lewin Center and Founding Fellow of the Institute of Coaching, Harvard Medical School. He is co-author of the book Coaching for Change (Routledge, 2013).
Francine Campone, EdD, MCC, is the Director of the Evidence-Based Coaching Program at Fielding Graduate University and coaches leaders through personal and organizational transitions. Her coaching focuses on helping leaders to acquire the skills to clearly articulate vision, generate engagement and commitment, facilitate change within organizations; and to communicate clearly and effectively. Her recent publications include studies on the development of coaches, reflective learning and coaching/psychotherapy boundaries. She is past president of the Graduate School Alliance for Education in Coaching and a contributor to the Academic [Page xv]Standards for Graduate Coach Education. She is serving on the Academic Standards Committee of GSAEC in developing a peer review process.
Michael Cavanagh is an academic, practitioner and consultant in the field of coaching and leadership development. He is currently the Deputy Director of the Coaching Psychology Unit at the University of Sydney and Visiting Professor at the Institute of work based learning at Middlesex University. Michael’s teaching focuses on preparing coaches to work with leaders and teams in complex settings. He is the principal author of the Standards Australia Handbook of Organisational Coaching – one of the world’s first ISO aligned National guidelines for the training of coaches and the provision of coaching services. Michael’s passion is assisting leaders and organisations to understand and address complex challenges in ways that increase the sustainability of the organisation, its people and the planet.
David Ashley Clutterbuck is Visiting Professor in the coaching and mentoring faculties of Sheffield Hallam, Oxford Brookes and York St John Universities and adjunct faculty at Ashridge. Author or co-author of more than 60 books, he is one of the co-founders of the European Mentoring and Coaching Council. He chaired the EMCC’s research committee, in which he still participates, and is now EMCC special ambassador, with a role that includes spreading good practice in coaching and mentoring. His research agenda is driven by helping people and organisations have the quality conversations they need (which may be with themselves) and by seeking to question the evidence base for received wisdom. His co-authored book, Beyond Goals, is one example of this.
Ron Collins is an Executive Partner in IBM’s Cognitive Solutions Team and he leads large and complex deals world-wide involving Big Data, Analytics and Cognitive Solutions. He specialised in data intensive industries particularly banking but also mobile telecommunications and the Public Sector. He has been involved with large scale data integration, warehousing, analytics and statistical modelling for more than ten years and has worked with major UK banks and with banks worldwide including the Middle East and the Asia-Pacific region. He is currently working on designing and implementing large scale data fabrics for major Banks (retail and investment) including a wide range of open source and propriety software (Hadoop, Spark, Atlas, Cassandra, Titan, etc.) designed to be cloud portable and to run on both pure and hybrid cloud architectures.
Elaine Cox is Principal Lecturer and Co-Director of the International Centre for Coaching and Mentoring Studies at Oxford Brookes University. As well as developing and leading the MA and the Doctor of Coaching and Mentoring programmes at Brookes and authoring many academic articles and books, she is the founding editor of the International Journal of Evidence-Based Coaching and Mentoring. Elaine’s research interests include leadership coaching and examining the theoretical underpinnings of coaching and how these impact practice.
Trevor Crowe, PhD, is a Senior Lecturer with the School of Psychology at the University of Wollongong, Australia, where he is currently Director of the Master of Professional Psychology course. He co-coordinates several research projects covering a range of topics including coaching in mental health and substance abuse recovery settings, trauma recovery, sports, and clinical supervision. He has developed several programmes to support recovery and psychological growth including families, people with mental illness and/or substance abuse disorders, and clinicians. Trevor is a Psychologist, Psychotherapist and Certified Addictions Counsellor with over 25 years clinical experience.[Page xvi]
Erik de Haan, PhD, is a leadership and organisation development consultant, psychodynamic psychotherapist, executive coach and supervisor. He is the Director of the Ashridge Centre for Coaching and programme leader of the Ashridge Master’s (MSc) in Executive Coaching, and the Ashridge Postgraduate Diploma (PG Dip) in Organisational Supervision. Erik is also Professor of Organisation Development & Coaching at the VU University of Amsterdam. He has written more than 150 articles and eleven books in different languages, among which are Fearless Consulting (2006), Coaching with Colleagues (2004, with Yvonne Burger), Relational Coaching (2008), Supervision in Action (2011), Coaching Relationships (2012, edited with Charlotte Sills), The Leadership Shadow (2014, with Anthony Kasozi), Being Supervised—A Guide for Supervisees (2015, with Willemine Regouin), and Management Pocketbook Team Coaching (2016). He serves on the editorial boards of several peer-reviewed journals, such as the Journal of Philosophy of Management and APA’s Consulting Psychology Journal.
Mark A. Eckert, PhD is an Associate Professor in the Hearing Research Program of the Department of Otolaryngology – Head and Neck Surgery at the Medical University of South Carolina. He is a cognitive neuroscientist whose work focuses on the neurobiology of communication disorders in children with reading disabilities and older adults with speech recognition and hearing impairments. His research includes a focus on neural systems that support perception and optimize task performance.
Andrea D. Ellinger is Professor of Human Resource Development in the College of Business and Technology at The University of Texas at Tyler. She is the former editor of Human Resource Development Quarterly and is the recipient of the 2012 Academy of Human Resource Development Outstanding Scholar of the Year Award. She has presented and published her research nationally and internationally. She serves on several editorial boards including Management Learning, the International Journal of Evidence Based Coaching and Mentoring, the Journal of Workplace Learning, Human Resource Development Quarterly, and is a Consulting Editor for Adult Education Quarterly. Her research interests include informal learning in the workplace, organizational learning, employee engagement, evolving managerial roles, managerial coaching, mentoring, and the learning organization concept.
Annette Fillery-Travis is an Associate Professor at Middlesex University where she is a senior coach educator, researcher and author. After a first career in the natural sciences she has followed her interest in professional development first leading the Professional Development Foundation and more recently the Professional Doctorate at Middlesex University and the EC funded Modern Doctorate Research Consortium. Her main focus here has been the development of doctoral provision for advanced practitioners and it underpinning research pedagogy and the accreditation of coach education within organisations. Her consultancy interests include working with organisations (including Fortune 100 companies and the public sector) on the development of their internal coaches and culture.
Sophie Francis is a Coach who helps business owners, entrepreneurs and leaders shift into new directions, guided by their strengths. She is also a writer and Editorial Director for the Langley Group, specialists in positive psychology, emotional intelligence and neuroscience. An accredited R2 Strengths Profiler practitioner, Sophie supports the professional development of strengths coaches, human capital managers and leaders in R2 practitioner training. Her master’s research focussed on how people use their strengths in difficult situations.[Page xvii]
Judie Gannon is a Senior Lecturer in the International Centre for Coaching and Mentoring Studies (ICCaMs) at Oxford Brookes University, UK. Originally a manager in the international hotel industry Judie joined academia in 1994 after completing an MA in Industrial Relations (Warwick University). Her PhD (Oxford Brookes University, 2007) explored the resourcing and development of managers in international hotel companies. She also completed a PG Cert in Coaching and Mentoring during this time and has supervised students on the Doctorate in Coaching & Mentoring over the last 7 years. Judie has developed and supported several mentoring schemes across different sectors and has written and presented academic and practitioner papers in the areas of international human resource management, management development, coaching and mentoring. She reviews for several high profile academic journals, is a member of the EMCC and CIPD, and serves on the editorial board of the International Journal of Evidence Based Coaching & Mentoring.
Bob Garvey, PhD, FHEA, FRSA is one of Europe’s leading academic practitioners of coaching and mentoring. Bob has extensive experience in working across many sectors of social and economic activity. He writes about coaching and mentoring in various outlets including books and journals. He delivers international Webinars on a variety of coaching and mentoring topics. Bob mentors/coaches a number of people from a variety of organisations and walks of life. He is a member of the European Mentoring and Coaching Council (EMCC) and its special ambassador for mentoring. He is also an honorary member of the International Mentoring Association (IMA) and honorary president of Coaching York. In 2014, the journal, ‘Coaching at Work’ awarded him a life time achievement award for contributions to mentoring. Also in 2014, Bob received the EMCC’s mentor award.
Harald Geißler was Professor for Educational Science at Helmut-Schmidt-University Hamburg/Germany. Since the early 1990s his research is focused on organizational learning and business coaching. In his long years of experience as business coaching practitioner, in 2006 he developed the world’s first web-based coaching tool: ‘Virtual Coaching (VC) (www.virtual-coaching.net) and started to build up an international e-coaching community. On this topic he published more than 20 articles and two books: 2008 E-Coaching and 2012 (with Maren Metz) and E-Coaching und Online-Beratung (E-Coaching and Online-Counselling). Using his research findings as well as his experience as an e-coaching practitioner he is offering an e-coaching education programme.
Anthony M. Grant PhD MA BA(Hons) is a Coaching Psychologist. He is globally recognised as a key pioneer of Coaching Psychology and evidence-based approaches to coaching. In January 2000, Anthony established the world’s first Coaching Psychology Unit at Sydney University where he is the Director of the Coaching Psychology Unit. He has over 100 coaching-related publications. He is a Visiting Professor at Oxford Brookes University; a Senior Fellow at the Melbourne School of Business; and an Associate Fellow at the Säid School of Business, Oxford University. In 2007 Anthony was awarded the British Psychological Society Award for outstanding professional and scientific contribution to Coaching Psychology. In 2009 he was awarded the ‘Vision of Excellence Award’ from Harvard University for his pioneering work in helping to develop a scientific foundation to coaching. He was a 2014 Scientist in Residence for the ABC - the Australian National Broadcaster and in 2016 he was awarded the Australian Psychological Society ‘Workplace Excellence Award for Coaching and Leadership’.[Page xviii]
David E. Gray is Professor of Leadership and Organisational Behaviour at the University of Greenwich. His research interests, and publication record, include research methods, management learning (particularly coaching and mentoring), professional identity, action learning, reflective learning, management learning in SMEs and the factors that contribute to SME success. He has published books Doing Research in the Real World (Sage, 2014) and A Critical Introduction to Coaching and Mentoring (Sage, 2016) and articles on research methods, organizational learning, and coaching and mentoring. David has led a number of EU-funded research programmes including one examining the impact of coaching on the resilience of unemployed managers in their job-searching behaviours and another on how action learning can sustain unemployed managers in starting their own business. David is a member of the International Editorial Board of Management Learning.
Siegfried Greif, MSCP, is member of the University of Osnabrueck (Germany) and Head of coaching and change management of a consulting institute (www.ifp.de). He was Professor at the Free University of Berlin and had the chair of Work and Organizational Psychology at the University of Osnabrueck (Germany). Major fields of his research are stress at work, change management and coaching. He is editor of a book series on Innovative Management of the German Publisher Hogrefe (Goettingen). Among 16 books he has published one in German on Coaching (2008, Hogrefe), is co-editor of a handbook on key concepts of coaching (2017), many articles in journals and diverse book chapters. He teaches coaching at different Universities and gives courses to practitioners.
Robert G. Hamlin is an Emeritus Professor and Chair of Human Resource Development at the University of Wolverhampton, and an independent management and organization development consultant. His research is mainly focused on managerial and leadership effectiveness, managerial coaching effectiveness, and mentoring effectiveness, and the findings have been published nationally and internationally in a wide range of academic and practitioner journals. He has authored/coedited two books, and has contributed numerous chapters to a range of other HRD-related textbooks.
Ioanna Iordanou is currently a Senior Lecturer in Human Resource Management and Coaching and Mentoring at Oxford Brookes University, UK. She is passionate about researching coaching and mentoring and embedding the study and practice of coaching skills in her pedagogic practice. A historian by trade, she thoroughly enjoys tracing the roots of coaching and mentoring practices in the long-forgotten apprenticeships of the pre-Industrial period. She holds an MA, PhD, a Certificate, and a Diploma in Coaching, all from the University of Warwick, UK. She is the author of Values and Ethics in Coaching (Sage, 2016).
Yossi Ives is a qualified life coach specialising in singles relationship issues and has a PhD in Coaching Psychology. He has written Relationship Coaching (Routledge, 2014), a landmark book on coaching for relationship success, and Goal-Focused Coaching (Routledge, 2012), on harnessing goals to raise performance. Yossi is the co-founder of JEP (Jewish European Professionals) that organises major events for young professionals from across Europe and beyond (www.jep.eu). He is the founder and chairman of Tag International Development, a humanitarian organisation that shares expertise with developing countries (www.tagdevelopment.org), and Tag Institute for Social Development (www.taginstitute.org), a think tank and research centre that addressed pressing social challenges. He is also the author of Applied Jewish Values in the Social Sciences and Psychology (Springer, 2016) [Page xix]and There Must be a Better Way (Devora, 2008), as well as a Hebrew work on Jewish mysticism. For 15 years Yossi was a practicing rabbi. He lives in London and is married with seven children.
Peter Jackson is a professional coach, supervisor, facilitator and academic. His coaching practice has a particular focus on the challenges of general management and the dynamics of individual change within organisations. At Oxford Brookes University he leads various practice modules and supervises research. His own research into physicality and embodiment looks at individual coaches in action in their natural working environment to explore the many ways in which the coach’s practice is inseparable from the experience of ‘being-in-the-world’. He has an interest in the intersubjective processes of coaching, reflective learning, professional development and the development of research methods. In particular, how to create robust, useful and applicable knowledge for practitioners.
Meg Jordan PhD, RN, CWP, is Chair of Integrative Health Studies, Somatic Psychology and Human Sexuality at the California Institute of Integral Studies in San Francisco. She is a clinical medical anthropologist, RN specializing in integrative and collaborative practice models, a behavioral health specialist, certified health coach, and grant recipient from Aetna Foundation to explore health coaching for underserved populations. She is author of several books including How To Be A Health Coach: An Integrative Wellness Approach, The Fitness Instinct, and founding Editor of American Fitness Magazine; Co-President of the National Wellness Institute; and former Director of Integrative Practice at the Health Medicine Institute. She serves on the board of National Consortium for Credentialing Health and Wellness Coaches. In addition to mentoring and teaching graduate students, she has a clinical practice in behavioral medicine, working with guided imagery, cognitive restructuring coaching, and helping people navigate integrative health options.
Stephen Joseph PhD, is interested in the study of human flourishing. Known internationally as a leading expert in positive psychology, he is the editor of the ground breaking book Positive Psychology in Practice: Promoting human flourishing in work, health, education and everyday life. He studied at the London School of Economics, before going on to gain his doctorate from Kings College London Institute of Psychiatry, Psychology and Neuroscience for his pioneering work in the field of psychological trauma. He is the author of What Doesn’t Kill Us. The new psychology of posttraumatic growth. A Professor at the University of Nottingham and a coaching psychologist whose focus is on applying ideas from positive psychology, he helps people overcome challenges and find new directions in their personal and professional lives. His most recent book is Authentic: How to be yourself and why it matters.
Stella Kanatouri is currently exploring the state of play in technology-assisted coaching through her doctoral research. Having created an online community with over a 1,000 members dedicated to technology-assisted coaching, Stella is endeavouring to narrow the gap between technology-assisted coaching research and practice. After completing her MSc in Psychology during her career in the Hamburg Ballet, Stella switched her focus towards academic work in adult learning approaches. She is currently working at the Helmut-Schmidt University in Hamburg, where she delivers lectures in coaching, organizational learning and community-based learning.[Page xx]
Travis Kemp, PhD, is an independent Consulting and Coaching Psychologist and Adjunct Associate Professor in the Centre for Business Growth at the University of South Australia. He is a registered Psychologist with practice endorsement in Organisational, Exercise & Sport and Counselling Psychology, a registered Teacher, an accredited Coaching Psychologist, a Certified Professional Manager and Company Director. Travis has held a range of senior executive leadership roles including MBA Director at the University of South Australia. He has published widely in the professional and research literature on leadership, executive performance, education and executive coaching and is co-editor of the international peer-reviewed journal, the International Coaching Psychology Review and Honorary Vice President of the International Society of Coaching Psychology.
Konstantin Korotov, PhD, is an Associate Professor and Director of the Center for Leadership Development Research at ESMT – Berlin, in Germany. His research is focused on leadership development, executive education, and coaching. He has authored, co-authored and co-edited six books and dozens of academic and practitioner articles and award-winning case-studies that serve as a foundation for his teaching executives worldwide. He is also the creator of the ESMT Coaching Colloquia series – premier global events for exploring and challenging coaching approaches and practices.
David A. Lane is currently Chair of Association of Professional Executive Coaches and Supervisors (APECS). As well as contributing to research and the professional development of coaching Professor Lane has coached in a wide range of organisations including major consultancies, multinationals, and public sector and government bodies. He also pioneered the international development of work based masters degrees for experienced coaches. His contributions to counselling psychology led to the senior award of the BPS for “Outstanding Scientific Contribution”. In 2009 he was honoured by the British Psychological Society for his Distinguished Contribution to Professional Psychology. In 2016 the Royal College of Veterinary Surgeons conferred an Honorary Associateship for his work developing general practice.
Paul Lawrence, PhD, lectures on coaching at the Sydney Business School, University of Wollongong and is a Director at the Centre for Systemic Change (CSC). His research into coaching and change has been published in a number of journals including Coaching: An International Journal of Theory, Research and Practice and the Journal of Change Management. In 2014 his book Leading Change: How successful leaders approach change management was published by Kogan Page. Paul is a practicing coach, working with individuals, teams and groups, and a coaching supervisor. He also consults to organizations, helping them introduce coaching behaviors into the workplace.
Carmelina Lawton Smith is a coaching and development specialist who combines her private consultancy practice with a lecturing role on the MA in Coaching and Mentoring Practice at Oxford Brookes University Business School. In a consultancy role she designs and delivers development workshops for coaches and also offers one-to-one executive coaching. She works internationally with organisations wishing to develop a coaching culture, and has been instrumental in the development of the Spot-Coaching concept. She is a member of the British Psychological Society, and a member of the Oxford Brookes University Supervision Conference Academic Board. In addition she is a member of the Editorial Board of the International Journal of Evidence Based Coaching and a Consulting Editor for the International [Page xxi]Journal of Stress Prevention & Wellbeing. Her recent research interests have focused on resilience in leadership and how coaching can help.
Alison Maxwell is a practicing business and leadership coach, team coach and coach supervisor as well as Associate Lecturer at Oxford Brookes University on the MA in Coaching and Mentoring Practice. Her research interests include the use of feedback in leadership development, coaching self esteem issues and the boundaries between coaching and therapy. She has been published in Coaching: An International Journal of Theory, Research and Practice, International Coaching Psychology Review and has a chapter on supervising internal coaches in Coaching and Mentoring Supervision: Theory and Practice.
Almuth McDowall is Assistant Dean, Faculty of Business, Economics and Informatics and Head of the Department of Organizational Psychology at Birkbeck, University of London. She oversees a number of funded research projects on a range of work issues, including well being, rewards and career choices, directs an MSc programme, delivers education and supervises the research projects of PhD and MSc and students. Passionate about professional development, Almuth is a past chair of the British Psychological Society’s Division of Occupational Psychology, and is both an assessor (where she trains others) and verifier (where she assesses other people’s programmes) in psychometric testing.
Margaret A. Moore is a 17-year veteran of the Biotechnology industry in the US, UK, Canada and France. In 2000, Margaret founded Wellcoaches Corporation, in strategic partnership with the American College of Sports Medicine, which has trained more than 10,000 health professionals as health and wellness coaches in 45 countries. Margaret is co-founder and co-director of the Institute of Coaching at McLean Hospital, a Harvard Medical School affiliate, and co-director of the annual Coaching in Leadership & Healthcare conference offered by Harvard Medical School. Margaret teaches a science of coaching psychology program at Harvard University Extension School. She co-founded and co-leads the National Consortium for Credentialing Health & Wellness Coaches, delivering national standards and certification for health and wellness coaches. Margaret co-authored the Coaching Psychology Manual published by Wolters Kluwer (2009, 2015), and two Harvard Health books: Organize Your Mind, Organize Your Life (2012), and Organize Your Emotions, Optimize Your Life (2016).
Adrian Myers is a Senior Lecturer at Oxford Brookes University where he teaches on the doctoral and masters coaching and mentoring programmes. He is a chartered occupational psychologist and a registered practitioner psychologist with the Health and Care Professions Council. He is an Associate Fellow of the British Psychological Society. He has an MBA (Nottingham Trent University, 2002) and an MSc in Occupational Psychology (London Birkbeck University, 2006). Adrian has an undergraduate degree in Modern Languages (John Moore’s University, 1984) and a degree in psychology (Open University, 1992).
Sean O’Connor is a Coaching practitioner, researcher, and academic within the fields of organisational change and development, positive psychology and leadership coaching. Sean holds Masters degree in Coaching Psychology and PhD in Psychology from the University of Sydney. His doctorate research identified the coaching ripple effect, the first ever research assessing the indirect impact of leadership coaching on the wellbeing of others in a system. Dr O’Connor is a Lecturer and Researcher within the Coaching Psychology Unit at the University of Sydney training, supervising a supporting hundreds of early career coaches. In practice, [Page xxii]Sean brings an evidence based analytical, collaborative, and solution-focused approach to helping others to develop, which is embedded in the context of complex systems. He has helped executives, senior leaders, and middle managers to develop and strengthen their leadership skills through individual, group and team coaching and facilitative training approaches.
Angela M. Passarelli, PhD is an Assistant Professor at the College of Charleston, SC. Her research focuses on the psychophysiological dynamics of developmental relationships, particularly in the context of leader development and change. Supported by grants from the Harnisch Foundation at the Harvard Institute of Coaching and the Society for Industrial-Organizational Psychology, her work has been published in outlets such as the Leadership Quarterly, Consulting Psychology Journal, and the Academy of Management Learning & Education. Angela also maintains an executive coaching practice.
Polly Parker is a Professor in Leadership and Director of Education at the University of Queensland’s Business School, Australia. She earned her PhD on career communities from the University of Auckland. Her current interests include development, particularly of women, careers and peer coaching. She applies her life-long interest in learning and teaching in academic and corporate settings, particularly in the fields of leadership and careers where she is known as originator and co-developer of the internationally used Intelligent Career Card Sort™. Polly is active in the areas of women’s leadership, and executive and career coaching.
James Pritchard is an experienced executive coach, coach supervisor and coaching lead. Over the past four years he has led the Civil Service coaching and mentoring offer in the UK. He has 20 years independent experience as an executive coach and organisational development consultant. His career started in the oil industry, but interest in coaching arose from an earlier background in international sporting competition. He is a qualified Iyengar yoga teacher, and engaged in research at Oxford Brookes University on ‘Coaching for Mindful Action’, applying yoga philosophy and practice to leadership coaching. He is Director of Mindful Action Coaching Ltd.
Raija Salomaa is one of the coaching pioneers in Finland with experience of coaching across a variety of industries. She has 20 years of professional experience in executive positions within international hotel industry and business travel services. Raija is a founder and ex-board member of International Coach Federation’s Finland chapter. Raija also works as a mentor coach for credentialing coaches and as a coaching skills trainer for corporate executives. Currently, she is completing her PhD thesis on coaching of international assignees at the University of Vaasa’s Business School, Department of Management.
Hany Shoukry, PhD, is a Researcher/Practitioner in Coaching and Human Development, and is an honorary research associate at Oxford Brookes University. He has worked for over twenty years with individuals and groups living in socially challenging contexts. His research focuses on theories and approaches that link individual development and social change. He developed Coaching for Emancipation in 2011, and currently trains coaches on emancipatory approaches.
Reinhard Stelter holds a PhD in Psychology and is Full Professor of Sport and Coaching Psychology at the University of Copenhagen and Visiting Professor at the Copenhagen Business School (Master of Public Governance). He is Head of the Coaching Psychology Unit [Page xxiii]at the Department of Nutrition, Exercise and Sports, University of Copenhagen. Reinhard is an accredited member, Associate Fellow and Honorary Vice-President of the International Society of Coaching Psychology (ISCP), and between 2009-2015 he has been a Scientific Advisory Council member of the Institute of Coaching at Harvard Medical School. He is an active researcher and reflective practitioner in the field of coaching psychology. He works as coaching psychologist in his own practice and collaborates with the Copenhagen Coaching Center where he also teaches on a 2-year Master program in Coaching. His major text book Third Generation Coaching – a Guide to Narrative-Collaborative Theory and Practice has been published by Springer.
Sunny Stout-Rostron, DProf, is part-time faculty at the University of Stellenbosch, School of Business in Cape Town, and Doctoral Supervisor at the Gordon Institute of Business at the University of Pretoria. Sunny has over 25 years’ international experience as an executive coach, and is Founding President of Coaches and Mentors of South Africa (COMENSA). Sunny’s books include: Leadership Coaching for Results: Cutting-edge practices for coach and client (Knowres, 2014), Business Coaching International: Transforming individuals and organizations (Karnac 2009/2013), Business Coaching Wisdom and Practice: Unlocking the secrets of business coaching (Knowres, 2009/2012). She is a researcher and contributing author to a range of books and journals.
Christian van Nieuwerburgh, PhD, is Associate Professor of Coaching at Henley Business School, University of Reading. Dr van Nieuwerburgh is Executive Director of the Henley Centre for Coaching and Behavioural Change. He is an active executive coach and highly-regarded academic with a number of publications and an international reputation. Christian is particularly interested in the application of coaching in different contexts and the use of coaching in educational settings. He is currently the Editor in Chief of Coaching: An International Journal of Theory, Research and Practice.
Ellen B. Van Oosten, PhD, is Assistant Professor for Organizational Behavior and Faculty Director for Executive Education at Case Western Reserve University. Dr Van Oosten is also Director of the Coaching Research Lab and Master Coach at CWRU. Her research interests include coaching, leadership development, emotional intelligence, and positive relationships at work. Dr. Van Oosten has published scholarly and practitioner articles, which cover topics such as coaching for change, leadership vision and leadership development in organizations. She teaches at the Schools of Management, Engineering and Law at CWRU and regularly delivers workshops for managers and executives.
Simon Western is Adjunct Professor of the University College Dublin, President-Elect of the International Society for the Psychoanalytic Study of Organizations, Chief Executive of Analytic-Network Coaching (www.analyticnetwork.com). Simon has international experience as a leadership coach and strategic consultant and delivers keynote speaking on the topic of ‘New leadership for new times’. His current focus is to train executive coaches to support ‘leaders to act in good faith to create the good society’. He is widely published with books including Leadership a Critical Text, 2nd edition (Sage, 2013), Coaching and Mentoring a Critical Text (Sage, 2012) and Global Leadership Perspectives Insights and Analysis (forthcoming Sage, 2016). His previous work roles include Director of Coaching at Lancaster University Management School and Director of Masters in Organizational Consultancy (psychoanalytic approaches) at Tavistock Clinic.[Page xxiv]
Patrick Williams is a psychologist, author, speaker, and leadership coach, is a pioneer in the field of Life Coaching and founder of the Institute for Life Coach Training, and Coaching the Global Village. Dr Williams has been a developer of leaders for 3 decades. He founded Coaching the Global Village in 2006 to bring the power of the coaching approach to the underserved and resource-poor of the world. CGV associates provide leadership training to grassroots organizations and/or non-profits, NGOS or corporate social change initiatives. Pat’s message is that leadership is an activity, not just a position.
Ruth Q. Wolever, PhD, serves as the Director of Vanderbilt Health Coaching through the Osher Center for Integrative Medicine, an Associate Professor of Physical Medicine & Rehabilitation, and Psychiatry & Behavioral Sciences at Vanderbilt University Medical Center and the School of Nursing. As an integrative health coach and clinical health psychologist, Ruth has internationally-recognized expertise in designing, implementing, and evaluating behavior change programs for medical patients and those at risk for chronic disease. She is one of the elected leaders of the National Consortium for Credentialing Health and Wellness Coaches (http://ncchwc.org), a non-profit organization whose mission is to professionalize the field of health and wellness coaching, bringing forth national standards and a uniform job definition that will clarify best practices and allow for rigorous study. Dr. Wolever is also a national leader in the study of mindfulness-based approaches to self-regulation and lifestyle change, and is the Chief Science Officer for eMindful.
Alison Zarecky is a UK-based transition coach, specialising in helping people through periods of change in the workplace and their personal lives. She has worked with a wide range of organizations such as the British Army and Help for Heroes. She is also a volunteer for the European Coaching and Mentoring Council, helping promote high standards of coaching and mentoring in organizations. Her MA dissertation research focussed on the use of strengths coaching with transitioning military and how this can assist with finding career direction. She is an accredited Strengthscope® individual and team coach and a Fireworks™ certified career coach.