Integrated Experiencal Coaching

, by Chapman, Lloyd; Rostron, Sunny Stout (CON)

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ISBN: 9781855757394 | 1855757397
Cover: Paperback
Copyright: 3/30/2010

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"Coaching is growing across the globe as a viable and useful intervention to help executives deal with the complexity they face day-to-day. In response to this increased demand, many coaches have presented their 'model' of coaching to the world of business, and a number of these have made it into print. Few are based on a rigorous development process or have provided the reader with an insight into their development. We wanted to offer to the readers of our professional coaching series the opportunity to engage with a practitioner who had been through a journey of learning built on their experience, the literature and research. This book meets the need we identified for a clear and rigorous account by an experienced coach of the development of their model within the scientist-practitioner framework....For our readers we believe it will provide inspiration to continue with your own journeys, and a wealth of ideas you can experiment with and apply to the benefit of your clients." --From the Foreword by David Lane

List of Tables	p. xi
List of Figures	p. xiii
Foreword	p. xv
Acknowledgements	p. xix
About the Author	p. xxi
Introduction	p. xxiii
Reflections on my personal journey	p. 1
Introduction	p. 1
My coaching journey	p. 2
Conclusion	p. 12
The meta-philosophical framework	p. 15
Introduction	p. 15
Wilber's Integral Model	p. 20
Wilber's principles	p. 24
Reality is composed of holons	p. 24
Capacities of holons	p. 25
Holons emerge	p. 26
Holons emerge holarchically	p. 26
Cognitive power and task complexity	p. 28
Holons include but transcend their predecessors	p. 30
Depth and span	p. 31
Evolution and transformation	p. 32
Stratified systems theory and complexity of information	p. 34
Wilber's developmental process in the individual	p. 36
The prepersonal	p. 40
The personal	p. 41
The transpersonal	p. 42
Development is not a simple linear progression	p. 47
Individual and cultural progress	p. 49
A more integrative approach	p. 52
Critique of Wilber	p. 53
Integrative growth and development	p. 60
An alternative integrated model	p. 61
Kolb's Experiential Learning Model	p. 65
The Learning Styles Inventory (LSI)	p. 68
Experiential learning and development	p. 73
Kolb's developmental stages	p. 75
Integrating the models of Wilber and Kolb	p. 77
Summary	p. 80
The methodological framework	p. 81
Introduction	p. 81
Phenomenology	p. 82
Subjective versus objective reality	p. 83
Phenomenology's fundamental issues	p. 84
The phenomenological method	p. 86
The Epoche process	p. 88
Phenomenological reduction	p. 90
Imaginative variation	p. 92
Synthesis of meaning and essences	p. 93
Integrating transcendental phenomenology with the Integrated Experiential Coaching Model	p. 93
Mastery	p. 96
The Dabbler, Obsessive and Hacker	p. 97
Valid knowledge	p. 100
Learning conversations	p. 103
Stages in the coaching relationship	p. 114
Stage 1: Establish contact	p. 115
Stage 2: Present current situation	p. 116
Stage 3: Explore current situation	p. 117
Stage 4: Choose foci	p. 118
Stage 5: Implement the working Learning Conversation	p. 119
Stage 6: Closure and review	p. 119
Case study: How the Integrated Experiential Coaching Model is applied	p. 120
Summary	p. 123
The business framework	p. 125
Applying the Integrated Experiential Coaching Model in business	p. 125
Strategy formulation and implementation	p. 126
The Balanced Scorecard	p. 127
The design problem	p. 131
Structuring and designing the organization	p. 136
Managerial complexity	p. 138
Individual competencies	p. 139
Intrapsychic versus person-environment mix	p. 151
Executive coaching defined	p. 158
Summary	p. 158
Applying and researching the integrated Experiential Coaching Model	p. 161
Introduction	p. 161
Ethical and legal considerations	p. 162
Implementation of the coaching process and the Integrated Experiential Coaching Model	p. 165
Research design	p. 168
My role as researcher in terms of the design and conduct of the project	p. 172
Research methodology	p. 172
Participants-co-researchers	p. 172
Data-gathering method	p. 173
Data analysis and processing	p. 174
The Epoche process	p. 174
Phenomenological reduction	p. 175
Imaginative variation	p. 176
Synthesis of meaning and essences	p. 177
Research findings	p. 185
The Quaker Persuasion Model	p. 190
The Corporate Leadership Council	p. 194
Mintzberg's eight propositions	p. 202
Limitations in doing the research	p. 209
The integrated experiential coaching model in a team context	p. 211
Concrete experience	p. 212
Reflective observation	p. 213
Abstract conceptualization	p. 213
Storytelling	p. 216
Active experimentation	p. 217
Follow-on coaching interventions	p. 217
Conclusion	p. 218
The impact of stress on learning	p. 219
Stress and the management of complexity	p. 219
Stress and biofeedback	p. 221
The Ten Components of a Thinking Environment“	p. 226
Attention	p. 230
Equality	p. 232
Ease	p. 233
Appreciation	p. 235
Encouragement	p. 236
Feelings	p. 237
Information	p. 239
Diversity	p. 240
Incisive questions	p. 244
Place	p. 245
Existentialism and the thinking environment	p. 245
Learning from experience and emotional literacy	p. 246
Conclusion	p. 247
Personal reflections and implications of the coaching journey	p. 249
Implications of the coaching journey for me as a person	p. 249
Final reflections on learning	p. 253
Conclusion	p. 261
Concrete experience	p. 265
Reflective observation	p. 266
Abstract conceptualization	p. 267
Active experimentation	p. 268
Conclusion	p. 268
Bibliography	p. 269
Index	p. 275
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