It can be argued that the coaching relationship is not just a critical success factor, but that it is arguably it is the most important factor in successful coaching outcomes (Bluckert, 2005). If we define a relationship as a situation where two people’s feelings, thoughts and behaviours are causally interdependent (Jowett, O’Broin and Palmer, 2010) we can see that the coaching relationship does indeed fall into this category. Whilst lots of the coaching literature is focused on theories and models, it is actually the way that a coach relates to a coachee and vice versa that can really impact how well the intervention works. Whilst this is a dynamic relationship and is reliant on both parties, it is certainly useful to look at the role of the coach in actively building positive relationships and steps that can be taken to support that process.
Bluckert (2005) argues that there is a strong basis in coaching relationships stemming from Rogerian Thinking, which is essentially based on empathising with others, seeking common ground with mutual understanding and learning. They also discuss key characteristics of the coaching relationship such as rapport, trust, support and challenge. Without these a coachee cannot explore their issues and will not be able to grow outside of them. Gettman et al., (2019) also dive into this topic and highlight some of the key areas where researchers have focused their efforts in understanding the process of building relationships. They discuss the importance of research indicating that coachee/coach “fit” seems to largely depend on specific factors.
“Who the coach is” can play a particular role in establishing a successful relationship from the outset. These include the natural demographics of those within the relationship and the personality types. Common ground or complimentary backgrounds and personalities indicate the greatest chance of success. In addition to this, specific characteristics displayed by the coach, such as readiness, motivation, values, experiences and credentials can also be of critical importance. These should meet the expectations of the coachee and vice versa and should indicate to the coachee that a coach is credible. This in turn helps to build trust.
In addition to this “what the coach does” also greatly influences how a relationship progresses. Gettman et al. (2019) argue that many coaches view their behaviours as having the greatest impact on the relationship. Behaviours can include goal setting, problem solving, providing clarity and feedback. In the literature these are referred to as “general success factors”. Hambach, Müller and Metternich, (2017) providing a full meta-analysis of the multiple success factors across in their Evaluation of Coaching Success for the Continuous Improvement Process. Many of these factors rely on both the coach and the coachee, but the most critical ones they identify is from Grief’s success Factor Model. They include:
- Appreciation and emotional support,
- Individual adaptation and analysis,
- Activation of resources and support in transformation,
- Clarification of targets,
- Target oriented self-reflection,
- Target oriented problem-reflection,
- Reflection and calibration of effects and Evaluation of progress.
Action Point
Complete the checklist table below and identify the areas that need to be addressed and what can be changed on the short term to facilitate improvement.