Client

1
Clients Perception of Change As a Result of a
Coaching Relationship

• Paul E. Dunn, M.S.
• www.DunnCoaching.com
• The Business of Personal Development and
  Achievement

2
Coaching

• Coaching is a rapidly emerging field.
• A coach is a professional who specializes in
  helping people to develop and work toward
  meaningful goals. The central function of a
  coaching relationship is to facilitate positive
  change and stimulate personal growth (Hudson,
  1999).

3
Background

• Since 1985, there have been numerous articles
  published on the subject of coaching, coaching
  models, and the effects that coaching has on
  clients.
• However, there appears to be a lack of published
  research demonstrating these effects.

4
Outcomes

• There are a few published outcome studies, most
  were done using mid-level managers as coaches
  (Deeprose, 1995 Maxell 1995 Shula Blanchard,
  1995 Graham, Wedman, and Garvin-Kester 1993).

5
Outcomes

• Peterson (1996) cited two empirical studies that
  his company did that demonstrated support for
  sustained, long-term changes made by executives
  who received coaching by his firm. However, both
  studies were not published.

6
Outcomes

• Hall, Otazo, Hollenbeck (1999) described the
  results of a qualitative research study in which
  they interviewed seventy-five executives, who
  were receiving coaching, and demonstrated that
  the executives claimed to have gained new skills
  and knowledge from their coaching experience.

7
Rationale for This Study

• To date, there are a few published outcome
  studies available, demonstrating the
  effectiveness of the coaching process.
• With the growing popularity of coaching and the
  numerous models being used today, as well as the
  dearth of empirical data supporting the efficacy
  of coaching, this study was designed to fill the
  gap in our knowledge of the field.

8
Hypothesis

• Clients who have been coached for at least six
  months will perceive a meaningful change in the
  way that they view their problem solving
  abilities, sense of self-efficacy, and
  satisfaction with life.

9
Study Design

• This mixed quantitative/qualitative field study
  examined the effectiveness of the coaching
  process at causing clients to perceive a
  meaningful change in the way that they viewed
  their problem solving abilities, sense of
  self-efficacy, and satisfaction with life as a
  result of being coached for at least six months.

10
Methodology Questionnaire Survey Instrument

• 14-item questionnaire
• Demographic information
• Specific coaching experiences
• Three modified Likert scale surveys were
  developed from
• Problem solving instrument - Heppner, 1982
• Self-efficacy survey - Sherer, 1982
• Satisfaction with life scale - Diener, 1985

11
Problem Solving

• Twelve survey items were used to investigate
  perceived changes in the subjects ability to
  perform the tasks involved in the problem solving
  process as a result of their coaching experience.
• Over-all problem solving abilities.
• Collecting important information.
• Objectively examining feelings for additional
  insight.
• Turning vague ideas into specific terms.
• Generating creative solutions.
• Uncovering mistakes in a particular strategy.
• Remaining persistent and focused until goal
  attainment.

12
Self-efficacy

• Thirteen survey items were used to investigate
  perceived changes in the subjects sense of
  self-efficacy as a result of their coaching
  experience.
• Level of self-confidence with over-all abilities
  to accomplish tasks.
• Level of confidence in ones ability to turn
  plans and ideas into reality.
• Sense of self-reliance.
• Belief in ones ability to handling unexpected
  problems.
• Comfort level with self when ones first efforts
  fail.
• Courage to learn new things that look difficult.
• Anxiety level when meeting new people.
• Willingness to pursue others rather than to wait.

13
Satisfaction With Life

• Five survey items were used to investigate
  perceived changes in the subjects satisfaction
  with life as a result of their coaching
  experience.
• Overall satisfaction with life.
• Sense of happiness in general.
• Whether or not other people in their life had
  reported to them that they seem happier.
• Sense of whether their life had moved closer to
  their ideal life.
• Belief as to whether the conditions in their life
  had improved.

14
Survey Directions
15
Inclusion Criteria

• Subjects needed to be working with a master
  certified coach recognized by the international
  coach federation for at least the last six
  months.
• At least 18 years of age.

16
Recruitment

• The international coach federation endorsed this
  research project and helped with the recruitment
  process by sending out an e-mail invitation to
  all master certified coaches.
• 38 master certified coaches.
• 247 surveys sent out.
• 86 surveys returned.
• 80 surveys included.

17
Demographic and Qualitative Questionnaire Results
18
Demographic Characteristics
19
Education Level
20
Occupation
21
Three Common Reasons for Hiring a Coach.

• 1. Become more effective at setting and reaching
  career goals.
• 2. Create and experience a more fulfilling life.
• 3. Personal growth.

22
1. Become More Effective at Setting and Reaching
Career Goals.
23
2. Create and Experience a More Fulfilling Life.
24
3. Personal Growth.
25
Four Common Experiences Gained From Being Coached

• 1. An increased ability to handle problems that
  occur both in and out of work.
• 2. A deeper sense of self-awareness and an
  increased sense of self-efficacy.
• 3. A positive relationship that encouraged
  personal growth.
• 4. Greater satisfaction with life.

26
1. An Increased Ability to Handle Problems That
Occur Both in and Out of Work.
27
2. A Deeper Sense of Self-awareness and an
Increased Sense of Self-efficacy.
28
3. A Positive Relationship That Encouraged
Personal Growth.
29
4. Greater Satisfaction With Life.
30
Survey Results
31
Problem Solving Survey

• Mean 25.5, SD 6.5 (range 12-84)
• Surveyed sample reported that their problem
  solving abilities improved as a result of their
  coaching experience.

32
Self-efficacy

• Mean 27.1, SD 8.3 (range 13-91)
• Surveyed sample reported that their sense of
  self-efficacy increased as a result of their
  coaching experience.

33
Satisfaction With Life

• Mean 10.4, SD 4.1 (range 5-35)
• Surveyed sample reported that their satisfaction
  with life increased as a result of their coaching
  experience.

34
Seven Common Beliefs
35
Subgroup Analysis

• 19 participants (24) were either studying to
  become or have already transitioned to working as
  coaches.
• A t-test compared the results of the
  non-coach-subjects responses with the
  coach-subjects responses to see if there were
  any differences in the way each group reported
  the effects of being coached.

36
Subgroup AnalysisDid Coach-subjects Report a
Different Experience Than Non-coach-subjects?

• Problem solving ability
• P(T lt t) two tail 0.34 (non-significant)
• Self-efficacy
• P(T lt t) two tail 0.78 (non-significant)
• Satisfaction with life
• P(T lt t) two tail 0.66 (non-significant)

37
Discussion

• Evidence that the hypothesis was true.
• Open ended responses to question about the
  greatest take away experience from being coached.
• Mean score of agree on all three factors.

38
Four Main Study Limitations

• 1. Small population.
• 2. Possible sampling bias.
• 3. Lack of a single, consistent, rigidly adhered
  to coaching model.
• 4. Lack of parametric statistics demonstrating
  statistical significance.

39
Despite Limitations

• Results can serve three important purposes
• 1. To assess the likely usefulness of more
  rigorous evaluations of the effects of coaching.
• 2. To search for more promising variables related
  to the success of a professional coaching
  experience.
• 3. To prepare both coaching-clients as well as
  coaches for more evaluations in the future.

40
Future Direction of Research

• Larger field efficacy studies where pre and post
  assessments are measured and compared to
  determine significant changes.
• Study that distinguished which elements of each
  factor changed the most.

41
Future Direction of Research

• Studies examining length of time to gain greatest
  return.
• Compare and contrast training and credentialing
  that coaches undergo and its effects on the
  quality of service offered.

42
Thank You.

• Any questions?

• Paul E. Dunn, M.S.
• www.DunnCoaching.com
• The Business of Personal Development and
  Achievement

43
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