Relational Coaching Journeys Towards

This book is about the state of the art in the coaching profession, containing all of the procedures and methodologies that the Ashridge Centre for Coaching and other executive coaching providers have developed over the last five years, with respect to education, supervision and accreditation of executive coaches. It also contains a wealth of international examples of critical incidents in coaching and many inspirations from practice and literature, covering executive coaching, organizational development, professional development, and psychotherapy.

Erik de Haan is the director of Ashridge's centre for Coaching and a senior organisation development consultant for Ashridge Consulting near London. He is also an executive near London. He is also an executive coach, supervisor and accreditor of other coaches. In his role as programme director of the Ashridge masters in Executive coaching, he draws on the content of this book in the second year of study. His previous books in English include the Consulting Process as Drama (2003) Learning with colleges (2004), Coaching with colleagues (2004) and Fearless Consulting (2006). these books have all been published in Dutch, and the latter also in Russian.

Ashridge is one of the world's leading providers of executive education. established in 1959, it has acquired an outstanding international reputation in helping to make a difference to both individuals and organisations through its combination of executive development, research and consultancy expertise. Its activities include open & tailored executive education programmes, MBA, MSc & Diploma qualifications,organisations consulting, applied research and online learning. Clients include leading organisations in the private and public sectors in the UK and across the globe.

Preface	p. vii
The ways of coaching	p. 1
Introduction: the paths towards coaching	p. 1
From intake to intervention: the outlines of a profession	p. 5
Coaching: a new trend?	p. 5
Developing a coaching relationship	p. 8
The organisation coach	p. 12
The coach's playing field	p. 13
A coach from inside or outside the organisation?	p. 16
What works for whom?	p. 17
From stigma to status: the growth of a profession	p. 21
The exponential growth in coaching practice	p. 21
Underlying social trends	p. 24
What can we learn from these trends?	p. 28
From prize-fighting to prizes for all: the active ingredients	p. 31
Ample evidence of great effectiveness	p. 34
No difference in effectiveness between approaches	p. 34
The active ingredients are common to all approaches	p. 37
Working alliance, therapist and client are the most effective active ingredients	p. 39
The quality of the relationship	p. 39
The person of the therapist	p. 40
The person of the client	p. 43
From intervention to interaction: relational coaching	p. 47
Ten commandments for the executive coach	p. 47
Effective coaching means relational coaching	p. 52
The coaching relationship as a succession of critical moments	p. 56
Relational coaching makes a difference at critical moments	p. 61
The ways of research	p. 65
Introduction: the paths towards research	p. 65
Coachees have their say: which interventions work for us?	p. 69
Introduction	p. 69
Description of the study	p. 74
Participants	p. 74
Questionnaires	p. 74
Procedure	p. 78
Quantitative results: helpfulness appears to be a generic experience	p. 79
Qualitative results: evaluating the importance of the coaching relationship	p. 86
Conclusion	p. 89
'I doubt therefore I coach': critical moments of less experienced coaches	p. 93
Introduction	p. 93
Initial classification of the 80 moments	p. 94
Summary in the form of a 'doubtful' story	p. 95
How to handle these critical moments and doubts?	p. 97
Analysis	p. 97
Synthesis	p. 102
Conclusion	p. 106
'I struggle and emerge': critical moments of experienced coaches	p. 109
Introduction	p. 109
Initial classification of the 78 moments	p. 112
Summary in the form of a 'doubtful' story	p. 114
How to handle these critical moments?	p. 115
Analysis	p. 115
Synthesis	p. 122
Conclusion	p. 126
Coaches have their say: how to handle critical moments?	p. 131
Introduction	p. 131
Description of the study	p. 132
Comparison with previous study of critical moments of experienced coaches	p. 133
Study method: the temporal process and supervision	p. 135
The temporal patterns of the critical moments	p. 137
How to handle these critical moments: the use of supervision	p. 143
Analysis	p. 143
Synthesis	p. 148
Conclusion	p. 150
The ways of excellence	p. 155
Introduction: the paths towards excellence	p. 155
Training and accreditation of the executive coach	p. 159
Areas of competence of the coach	p. 159
Convictions and values of the coach	p. 159
Attitude of the coach	p. 161
Knowledge of the coach	p. 161
Strategic skills of the coach	p. 162
Specific interventions of the coach	p. 163
Coach education	p. 164
First year of a masters programme	p. 166
Second year of a masters programme	p. 168
How coach education addresses the various areas of competence	p. 171
Coach accreditation	p. 172
Accreditation criteria	p. 173
Accreditation process	p. 176
How coach accreditation addresses the various areas of competence	p. 181
Continuing professional development of the executive coach	p. 185
Individual professional development: reflective practice	p. 187
Co-coaching and peer consultation	p. 187
Coaching supervision	p. 189
Process of individual supervision	p. 195
Process of group supervision	p. 197
Library of the executive coach	p. 203
Introduction: coaching and reading	p. 203
A historical overview in fiction	p. 204
Homer's Odyssey: the triumph of mentor-coach Athena	p. 204
Plato's Meno: the encounter with the numbfish	p. 207
Yalom's When Nietzsche wept: the mid-life crisis	p. 209
Milestones in the coaching literature	p. 211
Stroeken's Kleine psychologie van het gesprek: a vade mecum for helping conversations	p. 211
O'Neill's Executive coaching with backbone and heart: the coach as partner	p. 214
Peltier's The psychology of executive coaching: systematic inspiration	p. 216
Milestones in psychotherapy	p. 218
Heron's Helping the client: specific helping interventions	p. 218
Rogers' On becoming a person: sharing something of me	p. 221
Malan's Individual psychotherapy: the science of coaching	p. 223
Books about care for the coach	p. 225
Miller's Das Drama des begabten Kindes: how did we actually become coaches?	p. 225
Foucault's Fearless speech: the care of the self	p. 228
Hawkins' & Shohet's Supervision in the helping professions: and who takes care of the coach?	p. 231
Future of the executive coach	p. 235
The role of research in coaching	p. 237
The role of coaching in organisations	p. 238
80 critical moments of new coaches	p. 243
78 critical moments of experienced coaches	p. 261
Case study: Tamara	p. 291
Verbatim transcript: Ken	p. 303
Code of conduct for executive coaches	p. 311
General principles	p. 311
Code of ethics	p. 312
Code of Practice	p. 313
Intake instruments and checklists	p. 315
For the recipient of coaching	p. 315
For the coach	p. 317
For triangular contracts	p. 318
Literature	p. 321
Index	p. 329
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Relational Coaching Journeys Towards Mastering One-To-One Learning

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