Introductory description

This module provides you with comprehensive view of the skills and knowledge required to build and maintain an effective coaching relationship. You will develop detailed theoretical and practical knowledge about integrity, confidentiality, respect, support and challenge, while holding the coachee in “unconditional positive regard.” This module takes an andragogical approach, with individual learning at the centre. The module will involve blended learning consisting of intensive all-day workshops plus virtual learning environment including online module private learning material accompanied by webinar and/or tutorial.

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

Establishing the building blocks of an effective coaching relationship, developing self-awareness of strengths and areas for development.
Developing and demonstrating rapport, empathy, unconditional positive regard, and congruence; the theory and practice.
Empirical studies of the coaching relationship.
Creating and maintaining a working alliance and a learning environment in which coach and coachee are full and equal partners.
Contracting in coaching.
Establishing engagement for the current session, and overall coaching process.
Establishing and maintaining expectations and boundaries with the coachee and where appropriate, with sponsors.
Developing and role modelling vulnerability and being comfortable with not knowing; implications for practice.
Congruence and authenticity.
Developing awareness of impact of the coach’s own behaviour on the coaching relationship.
Balancing support and challenge when building a coaching relationship to create a foundation of trust.
Awareness of coachee dependence on the coach; avoidance and/or resolution.
Letting go of the coach’s need to ‘know the answer’ or ‘find a solution’.
Creating space for the coachee to have equal or more communication time than the coach.
Creating representation from absence stakeholders and systems thinking.
Impact of personal bias, stereotypes, prejudice and experience on unconditional positive regard and a relationship of equals.
The importance and impact of language; using appropriate language to which the coachee can relate.
Detail of how this module links with other course modules.

Learning outcomes

By the end of the module, students should be able to:

• Critical evaluation of the theoretical principles of unconditional positive regard, and what this means in practice, being aware of biases and personal prejudices.
• Critical evaluation of the theories and practice of integrity, trust, confidentiality, respect, and contracting. while holding the client in unconditional positive regard.
• Comprehensively identify the theories and practices required to create psychological safety, a working alliance and a learning environment which will produce an ongoing relationship of mutual respect, trust, learning and growth.
• Consciously and effectively choose how to apply this knowledge and skills when coaching in practice based on knowledge of the context of the coachee’s situation and goals.

Indicative reading list

Core reading:
Bachkirova, T., Spence G. and Drake D. (2016) (eds) The SAGE handbook of coaching.
Cox, E., Bachkirova, T. and Clutterbuck, D. (2018) (eds) The Complete Handbook of Coaching. London: Sage Publications.
Gysbers N.C., Heppner M.J. & Johnston, J.A. (2014) Chapter 8 Opening Phase of the Career Counseling Process: Forming The Working Alliance, from Career counseling: holism, diversity and strengths (4th Edition), Alexandria, VA: American Counseling Association.
Palmer, S. and Whybrow, A. (eds) (2007) Handbook of Coaching Psychology. London: Routledge.
Passmore, J. (ed) (2006), Excellence in Coaching, London: Kogan Page.
Western, S. (2012) Coaching and Mentoring: A Critical Text. SAGE Publications Ltd.
Barner, R., Higgins, J. (2007) Understanding implicit models, Journal of Management Development Vol. 26 No. 2, 148-158.

Subject specific skills

Have a comprehensive knowledge and critical analysis of how to establish trust and build coaching relationships, which can be applied in practice and is adaptable to the context and sensitive to the coachee’s needs.
To take a self-reflective role and be self-aware of own ability to establish trustworthiness and to build a relationship and the potential implications for coaching in practice.
To critically evaluate current theories, issues and research in relation to building trust in coaching relationships and to be able to critically apply these in practice.
Critically evaluate current research and literature to examine the relationship between effective coaching and the components of trust and relationship building.
Demonstrate in-depth specialist knowledge and mastery of techniques relevant to coaching.

Transferable skills

Critical evaluation of complex theoretical concepts, and the ability to translate these into practice.
Sound judgement, decision-making and initiative in complex and unpredictable situations.
Independent learning ability required for continuing professional development.
Demonstrate originality in the application of knowledge and the ability to deal with complex issues both systematically and creatively.
Able to self-reflection and to enhance self-awareness in complex and unpredictable situations.
Carefully and thoroughly present material in clear written form by identifying, analysing and applying key texts and practices using appropriate and adequate structure, spelling, grammar, syntax, length and referencing.