The Differentiation from ‘Pop’ Coaching
The term “evidence-based coaching” was coined by psychologist Anthony Grant in 2003. Grant’s aim was to differentiate coaching with a scientific foundation from coaching that has emerged as a byproduct of the “pop” self-improvement culture, which lacks a scientific basis.
Evidence-based coaching practice is derived from systemic business consulting as well as psychotherapy, and as a practice, it relies exclusively on methods proven to be effective.
However, evidence-based coaching goes beyond that. It takes it a step further by considering the results of scientific research and transforming them into practical methodologies that continually inform and enrich coaching practice. (Wampold & Bhati, 2004).
On the other hand, “pop” culture and “pop” coaching do not rely on scientific research, theories, and methodologies. It largely includes empirical practices that may have worked for some, at some point, but without any related experiments or measurements to clarify what exactly brought about the desired change.
“Pop” coaching promises magical solutions to individuals, providing easy steps to follow. This culture can be recognized by the way it is advertised, adopting titles such as: “4 Steps to Success,” “3 Ways to Overcome Anxiety,” “Win the Girl of Your Dreams in 3 Steps.”
On a practical level, the “pop” movement tends to intervene directly with the individual, giving specific instructions on “how” to act or “how” to complete the “steps to success.” In doing so, it completely ignores the individual’s real needs and the uniqueness of their personality, pushing them into a forced process that, in the long run, may prove detrimental rather than helpful.
How Does the Evidence-Based Coach Work?
An evidence-based coach is an informed practitioner. This means they are trained in the methodology of scientific research. This ability allows them to think scientifically and to be capable of following a scientific methodology during their work.
Every study or scientific publication that the coach reviews serves as a new stimulus and a new piece of information that can be incorporated into their practice. Additionally, even the coaching sessions themselves serve as learning opportunities for the coach. After each session, they reflect to draw lessons, improve their way of working, and develop their practice (Haring-Hidore & Vacc, 1988).
This process is further reinforced by supervision. In supervision, an experienced coach, who assumes the role of the supervisor, regularly conducts supervisory sessions with the junior coach. The purpose of this process is to ensure the maintenance of high professionalism, proper practice, and the development of the coach’s skills.
How Evidence-Based Coaching Works
The goal of evidence-based coaching is to help individuals make changes in their thoughts, emotions, and behavior, which will lead to the achievement of specific goals and the improvement of their performance (Douglas & McCauley, 1999).
The Beginning of the Process
Coaching, above all, is a relationship—a relationship that develops between the coach and the client (coachee). This occurs in the initial sessions and is a critical step in the overall process.
A coaching partnership works when the coach fosters trust, is able to fully accept the client, listens with complete attention, understands their concerns, and stands by their side as an ally and companion on the journey of change.
This relationship is, therefore, collaborative rather than authoritarian.
Furthermore, it is important to emphasize that the coach is not an all-knowing guru who holds “the whole truth” and possesses all the solutions. What the coach does have are the knowledge and methodologies that can help the coachee develop their potential, find their own solutions and answers, and ultimately take action to achieve their goal.
Coaching practice is based on the human-centered belief that an individual has the potential to grow and become the agent of their own change.
The Middle of the Process
The entire process is solution-oriented, not problem-focused. Unlike psychotherapy, the coach does not analyze the problem but instead focuses on potential solutions that the coachee can provide.
The coach will focus on the coachee’s strengths and aspects of their personality that are helpful. The success of this approach is based on the fact that coaching is aimed at a non-clinical population. This means it is effective for individuals who do not face any mental disorders.
The coach will help the coachee align their strengths against the obstacles in the way of their goal. The coach will highlight the possible paths they can follow and help them negotiate effectively with their fears and reservations.
Throughout the process, the coach helps the coachee develop new skills to emerge stronger and more capable so that the obstacles seem much smaller compared to before.
The End of the Process
Unlike the beginning of the process, where everything seemed difficult, the coachee has now put the puzzle together. They have connected the pieces and see a clear picture. They have created a plan and are steadily following it.
They have developed self-awareness and have come to better understand the aspects of themselves that will lead to success. They have also developed all the tools necessary to achieve it.
As the process concludes, the coach helps the coachee reflect on the coaching journey they have undertaken, draw conclusions, and learn from this experience.
This reflection and the new learning that emerges make the coachee capable of repeating the same process in the future on their own, without the help of a coach.
Conclusions
The science of psychology, and specifically its applied branches of counseling and psychotherapy, has over a century of existence. Its theories and methodologies have repeatedly proven their effectiveness.
Evidence-based coaching, having emerged from this well-established practice of psychotherapy and counseling, has demonstrated its effectiveness in practice.
However, as a scientific field, evidence-based coaching has a long way to go, both in terms of further research and development as a practice (Grant, 2003).
What is certain is that evidence-based coaching is now gaining significant recognition and acceptance and is increasingly adopted by businesses, organizations, and individuals who wish to achieve goals and improve their performance.
References
Douglas, C. A., & McCauley, C. D. (1999). Formal developmental relationships: A survey of organizational practices. Human Resource Development Quarterly, 10(3), 203–220.
Grant, A. M. (2003). What is evidence-based executive, workplace, and life coaching? Keynote address presented at the First Evidence-Based Coaching Conference, University of Sydney, Australia, July 2003.
Haring-Hidore, M., & Vacc, N. A. (1988). The scientist-practitioner model in training entry-level counselors. Journal of Counseling & Development, 66(6), 286–288.
Wampold, B. E., & Bhati, K. S. (2004). Attending to the omissions: A historical examination of evidence-based practice movements. Professional Psychology: Research and Practice, 35(6), 563–570.