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The analysis shows that there was a strong perception of association between the coaching sessions and achieving objectives which contributed to realising business outcomes. There is clear evidence that the coaching had a perceived positive impact on performance.
It was found that discussing progress at the coaching sessions and achieving progress on the objectives clients set was important in the perceived success of the internal coaching. This is supported by the qualitative data from the narratives and the survey and from the quantitative data gathered. Although a benchmark question was used to quantify this outcome, there may be less tangible outcomes that still impact on performance but may not be evident in this data.
Most evidence about the impact of coaching focuses on external coaches (CIPD, 2012) rather than internal coaching. Although the evidence was weak studies have consistently found a positive relationship between coaching and performance but recent research is providing a more substantial grounding (Bozer and Sarros, 2012). The CIPD (2012) also supports more evidence-based research in this area and suggests business metrics with which to ‘build reliable and valid facts’ (7) but does recognise that practitioners accept coaching as a positive intervention. The CIPD recommend ‘linking coaching assignments with key organisational data and metrics’ to demonstrate how coaching works and its success (CIPD, 2012: 13).
Impact on Performance
The analysis of the findings also identified there were other elements affected by the internal coaching that would achieve business outcomes by impacting on performance. Having a positive experience of internal coaching, increasing confidence, and feeling that the coaching offered some therapeutic value could be perceived as by-products of the coaching, but were identified as having contributed to impacting on performance through improving engagement. This data supported the final research question that coaching had an impact on achieving business outcomes.
Often, in coaching, outcomes are behavioural (Passmore, 2007; Wasylyshyn, 2003; Neenan and Palmer, 2001) and not always tangible. In the questionnaire,
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the participants were asked to rate how well they felt they had achieved their outcomes. This was a principle question because it allowed the answer to reflect how effective respondents perceived the internal coaching and therefore how successful they felt the coaching was.
Coaching is primarily undertaken to improve performance in the workplace through behavioural change (Grant et al., 2009; CIPD, 2008; Passmore, 2007; Passmore and Gibbes, 2007). Kombarakaran, Baker, Yang and Fernandes (2008) deduce from the research undertaken by Huselid (1995) that coaching facilitates engagement, which in turn increases productivity. Olivero, Bane and Kopelman (1997) demonstrated in their research that a combination of coaching and training can increase productivity by 88%, compared to the 22% increase in productivity generated by training alone. Kombarakaran et al. (2008) conclude from their own study that coaching can have positive outcomes for both the individuals involved and the organisation.
Fifty percent of the participants who responded to the survey question felt that the coaching experience was ‘extremely positive’, and 94.7% of respondents felt that the experience was either ‘positive’ or ‘extremely positive’ (n=76). Only 4 people gave a neutral response and no one gave a negative reply. The respondents were also asked to justify why they had given such responses; the following are just some examples:
The experience had many positive effects on how I think and act in situations, which I personally put into practice and saw great benefit and results from doing so (Participant 2.6 from the survey. Rated extremely positive).
Because it challenged me to examine the way I approach both my role and how I interact with colleagues resulting in positive changes to the way that I do things (Participant 14.6 from the survey. Rated extremely positive).
It has been, overall, a positive experience. There have been frustrations in that the process has highlighted some of the flaws in our team and some of the progress which had started to be made has stalled but the coaching has allowed me to more clearly see how progress can be achieved (Participant 30.6 from the survey. Rated positive).
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The outcome of the coaching has been very positive increasing my confidence both in the working environment and in my personal life as well (Participant 39.6 from the survey. Rated extremely positive). The sessions made me feel more positive in my role and to realise that I could make a difference to the way we all work and make changes for the better (Participant 40.6 from the survey. Rated positive).
It all went according to plan which for me made it a positive experience (Participant 62.6 from the survey. Rated positive). I took a great deal from all the sessions and learnt a lot about myself and what my peers and colleagues thought about me. It was a very positive experience that I thoroughly enjoyed (Participant 67.6 from the survey. Rated extremely positive).
Having a positive experience is also seen by the client as being important. Consultant, co-author, and business writer, Altman (2007), although writing from an experience perspective, insists that the coach’s role is to build confidence in order to provide motivation, enhance skills and refine performance. By providing a positive experience the coaching becomes more rewarding both for the coach and the client. The qualitative comments in both the narratives and the survey, and the quantitative results in the survey advocated a strong relationship in a positive experience contributing to a successful outcome for coaching.
Participants in coaching need to feel that they have had a positive experience, whether it’s because they like to be accountable for progress, use the coach as a sounding board or a fresh mind (Browne et al., 2008; Altman, 2007; Snyder, 1995), enjoy the therapeutic value that coaching brings (Passmore and Fillery- Travis, 2011; Smither, 2011, Gray, 2011), or just like to be challenged about their behaviour. Marshall (2011) adds that coaching is one of the few activities in busy times where people can release the stresses and pressures constructively and achieve progress:
Coaching is also one of the few places where managers can make use of a sounding board away from the everyday pressures of business life. Coaching can create a place where you think calmly. And when you are calm, you are more creative and make better decisions (Marshall, 2011: 2).
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Sometimes being able to solve a problem by discussing it with another person provides the release that is required to reduce the stress (Bozer and Sarros, 2012; Passmore and Gibbes, 2007). Finding time to do that in a generally busy climate can be harder if time is not consciously put aside for development activities, such as coaching.
Matthews (2010) describes the positive experience of coaching as engaging the client in meaningful and motivating conversations; although this description may not go far enough to fully describe the problem resolution that coaching ultimately seeks. This experience, he continues is the role of a manager; to engage both hearts and minds of the people they employ.
Coaching has an important impact on increasing confidence (Grant et al., 2010) and self-awareness for clients and offers reported therapeutic qualities (CIPD, 2012; Smither, 2011), although the coaching sessions should not necessarily be recognised as therapy or psychotherapy (Gray, 2011).
The following extract from a narrative from the research in the media organisation illustrates how a client describes coaching positively as therapy but not necessarily regarded as psychotherapy. The client is quite descriptive around the coach trying to help the person increase their awareness and understand the situation, looking at it from different angles. The narrator concludes the account:
I felt I’d just had an hour of ‘therapy’. Everything we discussed was useful, productive and really got me thinking. The session confirmed that the specific areas of focus are indeed right and by having a coaching session gets me thinking about how I am and the way I think and feel (Client from narrative 1).
Evidence supports the perception of therapeutic value in coaching in the qualitative survey data from the research in the media organisation. A therapeutic relationship has been recognised to have value by other researchers also:
Common factors such as empathy, warmth, and the therapeutic relationship have been shown to correlate more highly with client outcome than specialized treatment interventions (Lambert and Barley, 2002 in Passmore and Fillery-Travis, 2011).
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Kilburg (2004) agrees that coaching can have therapeutic values, but is also clear to distinguish it from psychotherapy:
Let me say here to be clear, I believe that coaching can have therapeutic value for our executive clients. However, coaching is not, and should not be considered a form of psychotherapeutic intervention (Kilburg, 2004: 260).
Bozer and Sarros (2012) differentiate coaching from therapy but recognise that most definitions of coaching assume an absence of serious mental health problems in the client. Coaching has therapeutic value but Kilburg rejects the thinking that it can be considered a holistic solution to healing the psyche. Many clients involved in this research also recognised the therapeutic value of coaching:
It was incredibly therapeutic but beyond that, my coach challenged me to reason things through, without being too overbearing (Participant 19.6 from the survey).
I found it to be very therapeutic to discuss issues with an independent person and to get a different perspective on certain ways of dealing situations, particularly when dealing with members of staff and issues concerning them (Participant 69.6 from the survey).
In the survey, 75% of respondents responded positively when asked if they felt it was important that the sessions were therapeutic. Graph 9 on page 189 shows the response rates to the question of whether it was important that the sessions were therapeutic. Seventy six participants responded to this question.
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Graph 9: Measuring the Importance of Therapeutic Sessions
The qualitative comments in both the narratives and the survey, and the quantitative results in the survey advocated a strong relationship in both a positive experience and therapeutic attributes contributing to a successful outcome for coaching.
Many of the coaching participants also reported an increase in confidence as a result of the coaching. In the survey, 55 respondents (71.5%) of the 77 who answered the question said their confidence had increased as a result of the coaching. This is illustrated in Graph 10, shown on page 190 below.
Fischer and Beimers (2009) also reported increased levels of confidence amongst their executive directors (ED), displayed to all levels of management:
Respondents repeatedly stated that coaching enhanced the executives’ level of confidence in their ability to perform the necessary tasks and address challenges facing an ED (Fischer and Beimers, 2009: 517).
From their research, Fischer and Beimers (2009) concluded that many directors who had received the coaching showed a moderate or large improvement in confidence. 35% 40% 18% 4% 3%