Coaching is a collaborative, solution-focused process that facilitates coachees’ self-directed learning, personal growth, and goal attainment, according to University of Sydney’s Anthony Grant.
He integrated practices from solution-focused and cognitive-behavioral interventions into Solution-Focused Cognitive-Behavioral (SF-CB) Coaching and a “Coach Yourself” program with Jane Greene.
Participants reported increased:
- Goal attainment,
- Quality of life,
- Mental health
on the Self-Reflection and Insight Scale, developed with Macquarie University colleagues John Franklin and Peter Langford.
Two types of empirical studies provide evidence about coaching’s efficacy:
- Randomized Controlled Trials (RCT), in which participants receive one of several interventions or no intervention.
This is considered the more credible research approach.
Quasi-Experimental Field Studies (QEFS), which use “time series analysis” but not random participants to measure outcomes.
Randomized Controlled Trials (RCT) found several effects among executives who received 360-degree feedback and four coaching sessions over ten weeks:
Lower stress, according to Grant with University of Sydney colleagues Linley Curtayne and Geraldine Burton,
- Greater goal attainment compared with an eight week educational mindfulness-based health coaching program, reported by University of Sydney’s Gordon B. Spence, Michael J. Cavanagh and Grant,
- Increased goal commitment, and environmental mastery, compared with peer coaching among adults in a Solution Focused/Cognitive Behavioral (SF/CB) life coaching program, according to research by Spence and Grant,
Increased cognitive hardiness, mental health, and hope among female high school students in a 10 session solution-focused cognitive-behavioral (SF-CB) life coaching program, found University of Wollongong’s L.S. Green, Grant, and Josephine Rynsaardt,
- Increased goal striving, well-being, hope, with gains maintained up to 30 weeks, reported by Grant and Green with University of Wollongong colleague Lindsay G. Oades.
Increased hope is crucial to pursue any goal, according to University of Kansas’s C.R. Snyder, Scott T. Michael of University of Washington, and Ohio State’s Jennifer Cheavens.
Individuals seeking change must be able to:
- Develop one or more ways to achieve a goals (“pathways”),
- Use these routes to reach the goal (“agency”).
Three additional elements are essential to goal achievement, suggested University of Rochester’s Edward L. Deci and Richard M. Ryan:
According to their Self-Determination Theory (SDT), these characteristics are associated with increased:
- Goal motivation,
- Enhanced performance,
- Mental health.
The other category of research, Quasi-Experimental Field Studies (QEFS), reported that coaching for managers of a federal government:
- Increased expectations of self-efficacy and goal achievement, in research by Will J.G. Evers, Andre Brouwers and Welko Tomic of The Open University.
- Decreased anxiety and stress among UK finance organization participants, in findings by Kristina Gyllensten and Stephen Palmer of City University London.
Despite the low “barriers to entry” for offering life coaching services and low quality control across providers, empirical studies appear to validate coaching’s contribution to participants’ increased goal attainment and increased satisfaction, well-being, and hope.
-*How do you “coach yourself” and others toward increased goal attainment and performance?
-*What are the “active ingredients” of effective coaching practices?
- Performance Excellence linked to Recognizing, Preventing, Correcting Failures — and Coaching
- Self-Stereotypes Still Limit Women’s Performance
- Least Skillful Performers May Have Greatest Self-Delusions of Skill: Pointy-Haired Boss Effect
- Practice Outweighs Talent in Developing Expert Performance
- “Honest Confidence” Enables Performance, Perceived Power
- Measuring and Increasing Hope to Improve Performance, Health
- Interrogative Self-Talk Enhances Performance More Than Self-Bolstering Pep Talks
- Self Compassion, not Self-Esteem, Enhances Performance
- Action Beats Visualization to Improve Performance: “Do Something!”
- Are You Excited Yet? Anxiety as Positive “Excitement” to Improve Performance
- Writing Power Primer Increases Efficacy in High-Stakes Performance
- Working toward Goals with “Implementation Intentions”
Hello, I am looking for Dr. John Franklin who developed the Self-Reflection and Insight Scale to ask his permission to use this tool for research. Does anyone know his email address? Thank you!
You might try contacting April Moss, Department Manager @ Macquarie University – email@example.com or the departmental query: https://ask.mq.edu.au/
John Franklin has been associated with the Department of Psychology at Macquarie as an Adjunct Professor – http://mq.academia.edu/JFranklin
You can send John an InMail through LinkedIn, where he is listed as Director of Coaching and Positive Psychology at Macquarie University
Dear Kathryn, Thank you so much! I did email him at the leads you provided. Do you know if the SRIS is in the public domain?
You should be able to use the Self Reflection and Insight Scale.
Here’s the publication by Anthony Grant, John Franklin and Peter Langford – http://www.stemcareer.com/richfeller/pages/studenthelp/Documents/Self%20Reflection%20and%20Insight%20Scale.pdf
Another validation and discussion was presented by Chris Roberts and Patsy Stark, including SRIS items:
Zac Reichert wrote:
Great article on Coaching and Goal Attainment by one of my favorite authors in the field of organizational behavior, Kathryn Welds: “What Evidence Supports Coaching to Increase Goal Achievement, Performance?”
Kathryn Welds replied:
Thanks for the mention, Zac. For more on Evidence-Based Coaching, you might want to explore Christina Turner and Grace McCarthy’s recent article about capitalizing on “Coachable Moments” toward managerial learning – http://ijebcm.brookes.ac.uk/view.asp?issue=vol13issue1