Dr Travis Kemp

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Psychologys unique contribution to solution
focused Coaching Exploring clients past to
inform their present and design their future
Dr Travis Kemp International Graduate School of
Management
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Introductions

• Welcome
• Background context
• Objectives of the session
• Structure of the study
• Any special requests?

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Objectives of the Session
Present An experiential Coaching intervention
which incorporates a methodology which remains
contentious within the popular coaching
discourse Share Experiences of this
intervention as the Scientist-Practitioner Discuss
Key aspects of the Clients experience of the
Coaching intervention Apply When could this
style of intervention be utilised and by whom?
Create Insights and opportunities for further
development, application and empirical
investigation of the effectiveness of the
methodology
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Structure of the Study

• Rationale for the study
• Informing developmental theories
• Research design
• Coaching process employed
• Client reported outcomes of the intervention
• Where to from here?

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Rationale for the study

• There is a critical shortage of empirical
  research in the field and hence a need for
  explorative and evidence-based coaching research
• Exploring Coaching clients past experiences and
  learning remains a contentious issue
• Coaching concentrates primarily on the present
  and future. Coaching does not focus on the past
  or on the pasts impact on the present.
  (International Coach Federation, 2003)

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Rationale for the study

• Conceptually, this is an androgogically and
  developmentally flawed proposition
• Intervention requires specific client issue
  identification and management skills which are,
  at times, at the edge of therapy. Who are
  appropriately trained practitioners to do this?
• Increasing numbers of Coaching clients are
  presenting with clinically significant
  psychological issues (Berglas, 2002 Cavanaugh,
  2002)

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Informing Developmental Theories
An integrative approach Experiential Learning
Cycle (Kolb, 1984) Concrete Experience Reflectiv
e Observation Abstract conceptualisation Active
Experimentation
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Informing Developmental Theories
Transformative Learning (Mezirow, 1991) Content
of experience - What happened? Process employed
- What did I do? Premises - What beliefs
assumptions guided my action? Critical reflection
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Informing Developmental Theories
The Skilled-Helper Model (Egan, 2002) Whats
going on? Story, Blind Spots, Leverage What
solutions make sense for me? Possibilities,
Change Agenda, Commitment How do I get what I
need or want? Possible strategies, Best Fit,
Plan How do I make it happen?
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Informing Developmental Theories
Cognitive-Behaviour Modification (Michenbaum,
1977) Phase 1 Self-observation Phase 2
Starting a new internal dialogue Phase 3
Learning new skills
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Research Design
Phenomenological Multiple realities are
difficult to communicate in scientific report
form as are the interactions of investigator and
respondents (which in fact must be denied in the
usual report)(p214). (Lincoln Guba,
1985)  Case Study The case study method
provides an opportunity to try out newtechniques
or to attempt unique applications of existing
techniques (p311).
(Shaughnessy Zechmeister, 1997)
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Research Design
Naturalistic Observation Acknowledging
potentially confounding researcher
variables Qualitative Methods Journaling
(Introspective exploration and insight) (Kemp,
2001) Quantitative Methods Multi-Rater Feedback
Coaching outcomes measure
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Measurement
Multi-rater feedback Instrument Management
competencies - 10 in total (68 behaviours) Integr
ity, Business Acumen, Decisiveness, Execution,
Leadership, Client Focus, Knowledge Management,
Strategic Direction, People Focus, External
Acumen 7 point scale 1 Never demonstrates this
behaviour 6 Demonstrates this behaviour 100
of the time 7 Exemplary role model of this
behaviour Respondents Self, Leader, Peer or
Client and Direct Report
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Measurement
Self report data Clients Process/Outcome
Analysis The Coaching Impact Scale 15 Items
5 reverse scored 5 point Likert scale (not at
all very much) Example items As a result
of receiving coaching, I now have a clearer
sense of what I need to change in my management
or leadership behaviour or what I need to work
toward I have now developed a clear set of
goals.
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Measurement
As a result of receiving coaching, I now feel
more confused about my strengths and weaknesses.
I feel thrown off or side-tracked from the things
which are or were important to me.
(Reverse) Adapted from Elliott, R.A. Wexler,
M.M. (1994). Measuring the impact of sessions
in process-experiential therapy of depression
The Session Impacts Scale. Journal of Counselling
Psychology, 41(2), 166-174.)
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Intervention Process
Meet Tim Forbes. (not his real name) Stage 1
Exploring and understanding the
Past Person-centered method (Rogers,
1951) Unconditional positive regard and
trust Biodata Experience based data Resume
and Life stories Hopes and fears Values and
beliefs
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Intervention Process
Stage 1 Exploring and understanding the
past Transformative Learning (Mezirow,
1991) What beliefs and assumptions are guiding
my actions? Where and when did I learn
these? How might my past experiences and
behaviour be impacting on the present? Are they
still valid and functioning for me? Do I need to
change any of these?
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Intervention Process
Stage 2 Capturing and grounding the
present Multi-rater feedback (10
respondents) Mean scores of 5.65
(Leader) 5.64 (Peer/Clients) 5.99 (Direct
Reports) 5.58 (Self) MBTI ESTJ
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Intervention Methodology
Stage 2 Capturing and grounding the
present 16 PF High Factor C (Emotionally
Stable) High factor E (Highly Assertive) High
Factor O (Self Assured, Confident) Blunt Intoler
ant Radical/Political Challenge seeking
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Intervention Methodology
Stage 2 Capturing and grounding the
present Key written feedback from multi-rater
respondents Outstanding leader Committed
Enthusiastic Verbally hard on people
(Aggressive) Driven Open Honest Does
not tolerate mediocrity
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Intervention Methodology
Stage 2 Capturing and grounding the
present Established preliminary goals based on
gathered data Finding balance between personal
and professional lives Learn to share
trust Manage the relentless drive Quieten
the noise Be kinder to myself Finding
individuals talents and working with
these Understanding and valuing difference
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Intervention Methodology
Stage 2 Capturing and grounding the
present CBM Phase 1 Self observation Are
your learned beliefs, values and behaviours
getting you what you want? Is it time to
learn new ones and let go of the old ones?
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Intervention Methodology
Stage 2 Capturing and grounding the
present A-B-C Analysis (Watson Tharp,
2002) Antecedents Behaviour Consequences
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Intervention Methodology
Stage 3 Designing and Creating the
Future What is it exactly that you need to be
changing to? Are you ready to change? (Prochaska
Diclemente, 1982 Grant 2002) How will you get
there? What are your strategies to do this? How
will you maintain the change? (Watson Tharp,
2002) CBM - Phase 2 Starting a new internal
dialogue
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Intervention Methodology
Stage 4 Learning and maintaining the change CBM
- Phase 3 Learning new skills Role
playing Workplace/Personal behavioural practice
assignments (REBT Ellis, 1973) Homework Readin
g assignments Risk Taking assignments Reward
schedules and register for accomplishment Accou
ntability contract
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Client Outcomes Reported
Initial Insights What's happening? My life
seems to one huge, fast, furious rocket Ride to
the top. The 74 piece band playing in my left ear
and the 7,000,000 horse power engine screaming in
my right ear. I can't stop, someone will over
take me, I need to work harder, hit hard at those
that are stupid, don't take fools lightly and
above all don't trust anyone.
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Client Outcomes Reported
Coaching Impact Scale Mean 4.07 (5.0) Client
Process/Outcome Analysis Whilst I asked for a
"more balanced life style" what I found towards
the end of the process that I was really seeking
piece of mind, inner strength and to quieten the
noise. I only realized this after our work
together because a balanced life style will be
measured only by MY perception of balanced at any
given point in my life. What I have achieved to
date is long periods of quiet whereby I can think
clearly about my responses before taking possible
inappropriate behaviour.
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Client Outcomes Reported
(The) journal became an outlet for my emotional
turbulence. It was an avenue for the good and the
bad, the things that were at the hart of my
frustrations that drove the behaviour that I so
much wanted to change. A line, a paragraph or a
page, the length was irrelevant. It was the
exercise, the repetition, like draining a wound
of an infection so that the real healing may
begin to occur. I've looked back at this journal
with caution as I see the person I was, but now
am proud of the person I have become.
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Client Outcomes Reported
What's helpingthe situation? Understanding
what got me here in the first place. What are
those strengths and how did I come by them. Slow
down, turn the volume down, understand the past
and embrace it. What am I going to do about that?
and when? Taking a disciplined approach to the
issues, topics, concerns, hard discussions that I
tend to put off. primary goal.................
."To achieve a balanced life style" This had now
become superfluous to my real goal of
understanding and being confident with myself so
that I may be happy with me first before I look
for others to be.
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Client Outcomes Reported
During the journey I quickly realized that I
was reacting badly in busy and stressful
situationsit wasn't until I could quieten the
noise that I began to really control those
emotional out bursts. This area was one of the
true measures of our success (sic.) as I became
to know and understand myself more I new that the
person I hated most of all THE BULLY was the
person I had become and that need (sic.) to
change. This small but effective process is a
practical way of approaching a very emotional and
deep seated problem by hitting it head on.
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Client Outcomes Reported
The journey for want a better description was
filled with emotion and fear. Fear of those
beliefs I havethat they may be only surface deep
and that I might be found out. To understand my
behaviour and what drives it is only the
beginning as it's what I do with those strengths
and weaknesses that determines who I am and how I
will be remembered. I have the courage to lead,
lead myself and others and the key for me, at
this time, for the next short while is
DISCIPLINE! The discipline to listen to my
reasonable voice, trust myself, give myself the
time and care and then take that entire package
and represent myself I am already seeing the
returns both from a personal and professional
perspective. Now that the noise has subsided I
see more, hear more, feel more and do more that I
ever thought possible...and this is just the
beginning.
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Where to from here?
Some examples Replication of the current case
study Further exploratory case studies applying
Psychoanalytical, Existential and Feminist
approaches to Coaching contexts Pre-post
treatment design studies utilising personality
constructs as the dependent variables (eg Global
Self Esteem, Locus of Control, Self-efficacy) Ran
domised, pre-post test, treatment and control
group designs utilising Leadership behaviour as
the dependent variable and Transformative
Coaching methodology as the independent variable
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Questions
travis.kemp_at_unisa.edu.au