The Professionalization of Coaching: A Reader for the Coach

345 Pages·2017·3.355 MB·English

by  Astrid Schreyögg, Christoph Schmidt-Lellek (eds.)

Astrid Schreyögg
Christoph Schmidt-Lellek
Eds.
The
Professionalization
of Coaching
A Reader for the Coach
The Professionalization of Coaching
Astrid Schreyögg
Christoph Schmidt-Lellek
Editors
The Professionalization
of Coaching
A Reader for the Coach
123
Editors
Astrid Schreyögg Christoph Schmidt-Lellek
Berlin, Germany Oberursel, Germany
ISBN978-3-658-16804-9 ISBN978-3-658-16805-6 (eBook)
DOI 10.1007/978-3-658-16805-6
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Contents
Part I Coaching as Profession
1 Is Coaching on Its Way to Becoming a Profession?
A Profession-Centric Sociological Assessment . . . . . . . . . . . . 3
Beate Fietze
2 The Ambivalent Relationship Between Coaching Research
and Coaching Practice: Discreetly Ignoring, Critically
Observing or Beneficially Cooperating?. . . . . . . . . . . . . . . . . 23
Silja Kotte, Katrin Oellerich, Denise Elisabeth Hinn
and Heidi Möller
3 Hard to Evaluate: Coaching Services . . . . . . . . . . . . . . . . . . 47
Siegfried Greif
4 The Professional Relationship in Coaching—Polarities
and Paradoxes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Christoph Schmidt-Lellek
Part II Coaching in Connection with Other Professional
Formats
5 Coaching in the Context of Social Systems . . . . . . . . . . . . . . 85
Thomas Dallüge
6 Coaching in Relation to Psychotherapy. . . . . . . . . . . . . . . . . 101
Christoph Schmidt-Lellek
v
vi Contents
7 Coaching in Consultation of Companies . . . . . . . . . . . . . . . . 113
Thomas Dallüge
8 Coaching in Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
Ulrich Schueler
Part III Knowledge and Competencies in Coaching
9 Experience—Science—Philosophy Three Types
of Knowledge for Conceiving Consultation . . . . . . . . . . . . . . 147
Ferdinand Buer
10 Hermeneutics for Coaching. . . . . . . . . . . . . . . . . . . . . . . . . . 165
Christoph Schmidt-Lellek
11 The Potential Diversity of a Coach’s Roles . . . . . . . . . . . . . . 179
Astrid Schreyögg
12 Competency Requirements for Coaches. . . . . . . . . . . . . . . . . 193
Ingo Steinke
13 Coaching and Group Dynamics . . . . . . . . . . . . . . . . . . . . . . 223
Thomas Bachmann
14 Emotions in the Context of Coaching . . . . . . . . . . . . . . . . . . 249
Beate West-Leuer
Part IV Conceptional Variations of Coaching
15 Internal Coaching Within Organizations. . . . . . . . . . . . . . . . 267
Astrid Schreyögg
16 Coaching in SMEs—The German Mittelstand Professional
Counseling “from Next Door”. . . . . . . . . . . . . . . . . . . . . . . . 285
Cornelia Seewald
17 Life Coaching: Family-of-Origin Dynamics . . . . . . . . . . . . . . 303
Astrid Schreyögg
18 Gender Coaching—A Critical Analysis . . . . . . . . . . . . . . . . . 319
Gabriele Bollhöfer
19 Coaching Through Modern Media . . . . . . . . . . . . . . . . . . . . 329
Harald Geißler and Stella Kanatouri
Contributors
Dr. Thomas Bachmann Dipl.-Psych., artop, Humboldt-Universität, Berlin,
Germany
Gabriele Bollhöfer Dipl.-Psych., Cologne, Germany
Prof. Dr. Ferdinand Buer Münster, Germany
Thomas Dallüge Dipl.-Phys., Dipl.-Psych., Trinfactory GmbH, Berlin, Germany
Dr. Beate Fietze Dipl.-Soz., Dipl.-Psych., Berlin, Germany
Prof. Dr. Harald Geißler Helmut-Schmidt-Universität, Hamburg, Germany
Prof. Dr. Siegfried Greif Dipl.-Psych., Osnabrück, Germany
Denise Elisabeth Hinn M.Sc., Universität Kassel, Kassel, Germany
Stella Kanatouri Helmut-Schmidt-Universität, Hamburg, Germany
Dr. Silja Kotte Dipl.-Psych., Universität Kassel, Kassel, Germany
Prof. Dr. Heidi Möller Dipl.-Psych., Universität Kassel, Kassel, Germany
Katrin Oellerich Dipl.-Psych., Universität Kassel, Kassel, Germany
Dr. Christoph Schmidt-Lellek Oberursel, Germany
Dr. Astrid Schreyögg Dipl.-Psych., Berlin, Germany
Prof. Dr. Ulrich Schueler Dipl.-Psych., Dipl.-Inform., Hoisdorf b. Hamburg,
Germany
vii
viii Contributors
Dr. Cornelia Seewald Düsseldorf, Germany
Ingo Steinke Dipl.-Psych., COATRAIN, Hamburg, Germany
Dr. Beate West-Leuer Neuss, Germany
Introduction
The Professionalization of Coaching as a Continuous
Process
Thedevelopmentsinthefieldsofcoachingcontinuetoprogress.Ithasbecomeall
but impossible to keep track of the number and variety of offerings, areas of
application,concepts,andthemesrelatedtocoaching,ortheattemptsatstructuring
thefield,e.g.,viathefoundingofprofessionalassociations.Effortsatprovidinga
scientific basis, e.g., in the form of effectiveness studies, have also grown
significantly. In all this, it has become even more important to reflect on the
conceptualfundamentalsofcoaching:Whatexactlyarewetalkingaboutwhenwe
speak of coaching? How does it differ from other forms of professional
consultation? What basic concepts and competencies should we expect—or even
require—a professional coach to have? How can professional coaching be
described and be distinguished from “charlatanry” (i.e., from apparent quality
without any actual professional content; cf. Kühl 2006, p. 88)? Because there are
no generally binding statutory definitions and quality standards as there are for
other professions such as in the medical professions and psychotherapy, we as
coaches are faced with the challenge of coming up with these regulations
ourselves,andtoprovideoptionsthatpracticingcoachesandacademics—butalso
potential users of coaching services—can use as a basis of orientation.
This is what the German Federal Association of Executive Coaching (DBVC)
has dedicated itself to since being founded in 2004. In this book, we aim to
continuetohonorthehighrequirementsplacedontheprofessionalismofcoaches
asrepresentedbytheDBVC.Theserequirementshavealreadybeenformulatedin
the “DBVC Compendium” (“Coaching as a Profession,” 1st ed., 2007, now in
its4th,expandededition,2012;theEnglisheditioncanbeaccessedonlineforfree:
ix
x Introduction
www.dbvc.de/publikationen). The compilation of the Compendium was
commissioned by the DBVC board in the “Fachausschuss Profession” (FAP)
expert committee. This was decided in a complex voting procedure at the mem-
bers’meetingoftheDBVC.Inthismanner,itwasabletoacquirearelativelyhigh
degreeofauthoritywithregardtoitsdefinitionalandqualitativestandards,asitcan
now be viewed as being binding for all DBVC members. Furthermore, it also
enjoysacertaindegreeofrecognitionintheentirecoachingworld,asithasbeen
cited in a large number of academic publications. Despite its success, the
Compendiumisnottobeseenasafinalstandard.Thisisbecausedevelopmentsin
coaching continueto progress;newissuesand problem complexesemergeallthe
time, which require new answers and new concepts. This book serves as yet
another milestone in an ongoing process.
Hence, the contributions published here are a continuation and an in-depth
analysis of the discussions which were initiated by the Compendium. This book,
too,owesitsexistencetothe“FachausschussProfession”expertcommittee,which
currently comprises the following members: Dr. Thomas Bachmann, Gabriele
Bollhöfer, Thomas Dallüge, Dr. Beate Fietze, Dr. Christoph Schmidt-Lellek,
Dr. Astrid Schreyögg, Ingo Steinke, and Dr. Thomas Stölzel. However, this
volumefollowsadifferentformat:WhiletheCompendiumfollowsastrictsystem,
thisbookoffersacollectionofcontributionsthatareindependentinnature,evenif
there are many common threads and references between the individual chapters.
ThisisbecauseallchapterswerereadbyFAPmembersanddiscussedindepthat
theworkingmeetingsinBerlin.Inthisrespect,thisbookisacollaborativeeffortby
the FAP.
Ouroverarchingtopicof“CoachingasaProfession”willbeoutlinedherewith
preliminary information. Our use of the term “profession” makes us part of a
powerful tradition,as thesociologist BeateFietze pointsout (Chap. 1). However,
coachingisnotaprofessioninthestrictsenseoftheword,astherearenoregulated
access pathways to this practice; i.e., there is no state-approved license and
mandate, nor a market monopoly defined by them. Despite this, there is a clear
trendtowardtheprofessionalizationofcoaching.Thiscanbe“seeninthegrowth
in the subject-specific generation of knowledge and the academization of profes-
sionalandfurtherqualifications,aswellastheexpansionandintensificationofthe
degreeoforganizationofallinvolvedparties”(Fietze,Chap.1,p.8).Itisprecisely
these developments that all chapters of this book aim to describe, support, and
substantially enrich.
However,thefactthatcoachingdoesnotconsistofaprofessioninthefullsense
of the word (cf. Kühl 2008) also results in a valuable advantage. Namely, this
facilitatesagreateropennesstowardnovelapproacheswithoutresultinginalossof