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Professional Challenges Facing the Coaching Field From an Historical Perspective Vikki Brock This article first appeared in the International Journal of Coaching in Organizations, 2009 7(1),27-37. It can only be reprinted and distributed with prior written permission from Professional Coaching Publications, Inc. (PCPI). Email John Lazar at [email protected] for such permission. ISSN 1553-3735 2009 © Copyright 2009 PCPI. All rights reserved worldwide. Journal information: www.ijco.info Purchases: www.pcpionline.com

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Page 1: Professional Challenges Facing the Coaching Field From an ...vikkibrock.com/wp-content/uploads/2008/11/ijco2009712737brockfinau.pdf · Professional Challenges Facing the Coaching

Professional Challenges Facing the Coaching Field

From an Historical Perspective

Vikki Brock

This article first appeared in the International Journal of Coaching in Organizations, 2009 7(1),27-37. It can only be reprinted and distributed with prior written permission from Professional Coaching

Publications, Inc. (PCPI). Email John Lazar at [email protected] for such permission.

ISSN 1553-3735

2009

© Copyright 2009 PCPI. All rights reserved worldwide.

Journal information:

www.ijco.info

Purchases:www.pcpionline.com

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IJCO Issue 1 2009 | 2�

Professional challenges Facing the coaching Field From an Historical PerspectiveVIKKIBROCK

Coaching emerged during the postmodern period of the late twentieth century, born of a rapidly changing socioeconomic environment and nourished by the root disciplines of psychology, business, sports, and adult education. Now, approximately twenty years later, as we look forward to the professional challenges the field is facing today, we can benefit from the perspective we have gained on its short but explosive history. That history, characterized by the interaction between and the cross-disciplinary development of its root disciplines, is further complicated by the generational differences and varying professional backgrounds of its originators, as well as the changing socioeconomic conditions of the period.

The business and personal coaching field evolved duringthe second half of the 20th century from an intersection of people, disciplines and socioeconomic factors – characterized bygenerationaland linkedpatternsof influence.Coachingenteredthe global mainstream at the turn of the 21st century amidst aproliferation of training organizations, professional associations,mediacoverage–andtheblossomingof evidence-basedcoaching.InthisarticleIwillsharetwoobservationsaboutthecoachingfield,lookatthreechallengesfacingthecoachingfield,andultimatelydescribeonepossiblefutureforcoaching.

tWo oBsErvatIons aBout coacHInGFirst, coaching sprang simultaneously from several independentsourcesandbirthplaces,andthenspreadthroughacomplexandsomewhatunpredictableseriesof relationships.Thisinitialstageoccurred during the 1960s, an era of unprecedented personalandprofessionalexplorationandgrowth.TheHumanPotentialMovement,aproductof thosetimes,gaveusEsalen,theNationalTraining Laboratories (NTL), Tavistock, and Findhorn, amongmanyothers,and therapiddiffusionof coachingwas fueledbyaseriesof serendipitous,interdisciplinarygatheringsintheabovevenues.Thekeyfiguresinthosemeetings,longbeforetechnologicaladvancesmadesuchinteractionmucheasier,connectedthroughface-to-faceconferences,workshops,andforums.

Coachingfirstemergedinbusinessinthelate1970’sapparentlyinresponsetoanunmetneedandchangesinleadershipmodelsand organization culture. Ten years later coaching emerged inareas outside business (the late 1980’s) as part of an extensionfrom business, and the self-improvement and human potentialmovements. Once the information age dawned, around 1995,©

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the spread of coaching has been put into hyper-drive byconferences, workshops, and forums, in both face-to-face andvirtualenvironments.

Second,coachinghasabroadintellectualframeworkthatdrawsonthesynergy,cross-fertilization,andpracticesof manydisciplines(Figure1).

Peopleenteringthecoachingfieldadaptedtheoriesandmodelsfromvariousfieldstothenormalpopulationwithafocusonpotentialforhumangrowthandlearninginthebusinessandpersonalcontexts.Earlypractitionerswereconsistentintakingkeyconcepts,principlesandphilosophicalperspectivesfromtheireducationandexperienceintocoaching.Coachingmodelsborrowedfromacademicdisciplinesandalsoimportedvalues,principles,andphilosophicalperspectivesfromnon-academicdisciplines.

Lookingatabrief timelineof coaching’semergence(seeFigure2below),weseethatextensivecounselingof executiveswasengagedfromthe1930’stothe1950s.Theseweregenerallytheproblem-executives who couldn’t get along, motivate or communicatewell with others. The counselors/consultants who were doingthedevelopmentalcounseling inorganizationshadusuallybeentrained and educated as industrial/organizational psychologists.

Figure 1. root disciplines of coaching

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This early coaching, then called counseling, took place behindcloseddoors.Manypeopledidn’tknowwhatwasgoingon– infactsomereferredtoitas“charmschool”.Therewasalsosalescoachingbysalesmanagersasameansof improvingsalestraining.Thiscoachingfocusedonhowtoperformbetterasasalespersonandmuchof itwasmotivationalincontentanddelivery.

Thefirstrealtrendincoaching,whichcontinuedintothe1970s,involved managers or supervisors acting as coaches to theiremployees and staff.Muchof thiswasnot viewedas coaching,as we describe it today. The word counseling was still used todescribe thisactivity.The late1940sbrought thefirstmanager-as-coach training program which focused on establishing acoaching culture and enhancing the manager’s interpersonalskills.Duringthe1950safewprofessionalsbeganusingablendof organizational development and psychological techniques inworkingwithexecutives.Tenarticleswerepublishedoneffectivecoachingbymanagementtoimproveperformance.

Duringthe1960sand70sweseetheriseof leadershipdevelopmentprograms,whichincludedassessmentcenters,thatcorrespondedwiththeriseof coaching.Itwasactuallyduringthelate1970sthatsomehardbackbookswerepublishedoncoaching.TheseincludedLovinandCassteven’sCoaching, Learning, and Actionand Fournies’Coaching for Improved Performance. Both described coaching as asupervisoryroleandwereconcernedwithimprovingperformance.A Manager’s Guide to CoachingwaswrittenbyMegginsonandBoydelltocapitalizeduringthelate1970sinBritainonthewaveof interestamongmanagersaboutcoaching.Theinterestwascomingfromcompanies,seniorexecutives,andHRprofessionals.Theseleaders

Figure 2. Emergence of coaching

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wantedtheirmanagerstocoachratherthantousecommandandcontrolstrategies.AsDavidMegginsonrecalled,

We felt that to do that they needed to cope with thetensions of having responsibilities for controlling theperformanceof theirstaff,and,atthesametime,havingresponsibilityfordevelopingtheirstaff.Mydefinitionof coachingatthattimereallydealtwithaskillsettobeusedbyamanager.

Twoothereventsthattookplacein1979influencedtheemergenceof coaching. First, Fernando Flores completed work on hisdissertation, "Communication and Management in the Officeof the Future." After the dissertation was completed, Erhardincorporated Flores's ideas into est and invested in Flores's firstcompany, Hermenet Inc., a communications-consulting andsoftwarefirm.Second,theActorsInformationProject(AIP)wasstarted in New York City by Jay Perry and David Rosen as aresource,information,trainingandcommunitycenterwithafocusonthebusinesssideof acting.TheAIPofferedcounselingthatwasreallyaformof coaching.Erhard’sconceptsandworkinformedthe services provided. Original members included MadeleineHomanandDavidMatthewPrior.OthermemberswereCynthiaLoy Darst, Henry Kimsey House, Isabelle Parlett, Eric KohnerandRichTamlyn.

Therealbirthof executiveandbusinesscoachingemergedfromleadership and supervisory development, sports coaching, andpersonaldevelopment trainingduring the1980s.Some say thatthetermexecutivecoachingcameintouseduringthelate1980sbecause coaching sounded less threatening than other typesof interventions. In 1980, Tim Gallwey’s Inner Game approachtocoachingwasbrought to theUKbySir JohnWhitmoreandothers. It initially started in the sportsarena,and then someof theirclientssaidtheywantedtobringitintotheircompanies.

Coaching services startedupduring thisperiod,withPersonnelDecisions International (PDI) being the first managementconsultingfirmtoofferexecutivecoachingasastandaloneservice--yetitmaynothavebeenexactlyaswedefinecoachingtoday.OneUKcoachingcompanythatwasfoundedbyJinnyDitzlerin1981(butnolongerexists)providedlifecoachingservicesandtrainedcoaches.InlookingatsomematerialsusedbyResultsUnlimitedduringtheearly1980s,Inoticedsimilaritiestocoachingtoolsandtechniquesinuselaterinthe1980sbyThomasLeonardandLauraWhitworthintheUS.Thissimilaritymaybeinpartduetothecommonestbackgroundallthreeshared.Thissameyearsawthefoundingof PeerResources,aCanadiancompany,byReyCarr,GregSaundersandDaviddeRosenrolltoworkwithmentoringineducation.Duringthe1980sindustrialpsychologistsalsobroughtcoachingintoGermanspeakingcompanies.

The first real trend in coaching, which continued into the 1970s, involved managers or supervisors acting as coaches to their employees and staff. Much of this was not viewed as coaching, as we describe it today.

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As we look at the 1990s when coaching gained popularityand media attention, we see the rise of training programs andprofessionalassociationsservingthecoachingcommunity.Coachtraining schoolsgrew fromtwo in1990 to8 in1995, to164 in2004.Professionalcoachassociationsgrewfrom0in1990to12in2004,withannualcoachingconferencesgrowingfrom0to16by2003.Seventy-ninecoachingbookswerepublishedduringthe1990s(62%in1998-9),while153coachingbookswerepublishedfrom2000to2004.Thewholeconceptof coachingculturecameintobeingabout that timeandby2004wasa termcommonlyusedinbusiness.

tHE tIPPInG PoIntFollowing thisquickoverviewof theemergenceof coachingbydecade,IwillshareaconceptualmodelIdevelopedasawaytolookatcoaching’semergence,whereitistodayandwhereitmightbeinthefuture.IusedtwopointsthatMalcolmGladwellpopularizedin2002–thetippingpointandthediffusionof innovationcurve.Let’sgotoFigure3andIwillwalkyouthroughit.

Thisisadiffusionof innovationcurve–it’sastandardbellcurveanditillustrateswhathappenswithadaptationtoanewphenomena(seeTable1below).Itbeginswiththeinnovators,thepeoplewhoaretheadventurousoneswhomayseeitbeforeitreallyhappens,andfollowswiththeearlyadoptersorearlyopinionleadersinthecommunity.Thisisthemodelof EverettRogers(Orr,2003)whichwasnotwellknownuntilGladwellpopularized it in2002.Theinnovatorsarethosewhosay“thereisabetterwayof doingthis”andtheearlyadoptersarethosewhosay“Hey,thisisreallycool–I’monboard”.Nextwehavetheearlyandlatemajority,whicharethetwolargestgroups.Theearlymajorityarethemasseswhoincludethreetypesof individualswhosay“Iwilltrainpeopletobe effective coaches”, “We need a professional association with

Figure 3. diffusion of innovation curve

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ethicsandstandardstoself-regulatethisnewfield”and“metooI’macoach–Iwillgetsometrainingtobeanevenbettercoachandprovidethisserviceinmycurrentlineof work.”Thelatemajorityiscomposedof thosepeoplesay:“Iguesscoachingisn’tjustthefadof theyear. Itmightbearound forawhile. Iguess Iwillprovidecoaching for a specific niche, use technology to provide low costcoaching to the common person, or maybe add coaching to mybusinesscardandprofitfromthismovement.”Itisbetweentheearlyand latemajority groups that the innovationcurve starts tipping.As thephenomenongainsmoreacceptanceand standardization,there is less innovation and the curve begins to drop off. Finally,wehavethelaggardswho,likethereactionsof somepsychologiststocoaching,initiallyresistedcoachingandsubsequentlywishedtooverseethefieldoratleastcontributerigorandstructuretothefieldof coaching.What happened with contribution by psychologiststo the coaching field? They might add something new—a newinnovationcurveisformed.Thepsychologists,whohavebeenthelaggards,mightbecometheinnovators.

Thetippingpointiswherethephenomenonhasalifeof itsownand it begins showing up everywhere. Gladwell describes a viralepidemic–whichcanbepositiveornegative–thatfollowstheshapeof thisbellcurve.The tippingpoint iswhenchangecanhappeninstantaneouslyandyoudon’tknowwheretheepidemicwillgo.

I applied this curve and these concepts to the emergence of coaching. I createdanemergencecurve (Figure4) that starts in1985 and goes to 2015. It’s a thirty year curve. In 1985 somecoachingwashappeningintheUKandUS,andthereweremanymorepeoplebecominginvolvedwiththisnewfieldcalledcoaching.Ihavedividedthesepeople,whomIhavetermedinfluencers, intothree categories – the first were originators, who don’t appearon this chart as theywere longbefore1985.TheywerepeoplelikeAbrahamMaslow,CarlRogers,andFritzPerls–thepeoplewhocreatedtheoriginaltheoriesandmodelsinrelateddisciplineswhencoachingdidn’texist.ThesecondgroupIcallthetransmitters,orfirstgenerationcoaches.Thosepeopleweretheinnovatorsandtheearlyadoptersof coachingbetween1985and1995.Theytookthe models and theories of the originators and translated them

table 1. diffusion of innovation

• Innovatorsaretransmitters. • EarlyAdoptersaresecondgeneration. • EarlyMajorityarethosewhosoughttomake incrementalpercentageimprovement. • LateMajorityarethosewhocommodify andinstitutionalize. • Laggardsarrivewhenreinventingorbeing eclipsedbyanewinnovation.

The real birth of executive and business coaching emerged from leadership and supervisory development, sports coaching, and personal development training during the 1980s. Some say that the term executive coaching came into use during the late 1980s because coaching sounded less threatening than other types of interventions.

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into coaching. Timothy Gallwey, Sir John Whitmore, ThomasLeonard,andLauraWhitworthbelongto thisgroup. Someof thepsychologists,whodidcoachingunderthetitleof counseling,alsoareincludedinthetransmittercategory.Thethirdcategoryinclude the second and later generation influencers, or froma historical perspective, the emerging influencers. Included in thiscategory are Marshall Goldsmith, Anthony Grant, and CherylRichardson,amongothers.

Along with the emerging influencers, there were those whodevelopedthestructuresof thefield.Theseincludedleadersof theincreasednumberof trainingschoolsandprofessionalassociationsafter1995.Bytheyear2000therewereat least10professionalcoachingassociations in existence.Prior to2000,165booksoncoaching had been published in English—with 95% of thembeingfirstdistributedbetween1995and2000.From2000to2005another200bookswerewrittenandpublished.TodayIcan’tevencount thenumberof coachingbooks thathavebeenpublished.Theproliferationof laterbooksclusteraroundcoachingniches,howtobuildapractice,andtheevidenceforcoaching.

Whenwebegantoreachthetippingpointin2000wesawasurgeof competition: “my coaching is better than yours; you must betrained and credentialed to be a ‘real’ coach.” This competitionspreadsthroughoutthefieldfromprofessionalassociationsattractingmembers to schools attracting students to coaches attractingclients:“HowdoIdifferentiatemyself ?”If welookedonlyattheemergencecurvein2015wewouldconcludethatcoachingwillnotbethereanymore.Weareonthedownside.Yetcoachingisgettingevenstronger.

I hypothesize that another innovation curve started in 1995. If you look at this next curve, which I call the prominence curve(see Figure 5), it actually started ten years after the emergence

Figure 4. coaching emergence curve The tipping point is where the phenomenon has a life of its own and it begins showing up everywhere. Gladwell describes a viral epidemic – which can be positive or negative – that follows the shape of this bell curve. The tipping point is when change can happen instantaneously and you don’t know where the epidemic will go.

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curve.Thiscurvewasenergizedintheearlyyearsof thecurrentdecadebypeoplewhocameupwithevidence-basedandscholar-practitionermodels.Thesearethetermsthatwerenotheardearlyonincoaching.Theacademicsgotinvolvedandstartedre-linkingthetheoriesandmodelstotheactualpracticethroughresearch.Withthatcurve’simpact,wehaveuntil2010forthenexttippingpointand2025fortheendof theprominencecurve.Theremaybe another curve. This is a possible future that is based on anhypothesizedworldviewof coaching.

However if coaching just continued the way depicted in theprominence curve, and still had the competition and furthernarrowingof thedefinitionof coaching(who’sacoachandwhoisn’tacoach),thenourrateof increaseoraccelerationwillbegintodeclinein2010,eventhoughthefieldisstillgrowing.Anotherfactorishowtheexternalsocioeconomicfactorswillplayintothisgiven the worldwide recession. While there are internal factorsthatweinthefieldof coachingcancontrol,therearenumerousexternal factors that are beyond our control and many otheradaptation curves in all areas outside coaching.The innovationcurvesIhaveidentifiedarenothappeninginisolation.

tHE cHallEnGEsJustwhatarethechallengesfacingthecoachingfieldtoday?Lookingatthechallengesfromthemodernsocioeconomicperspectivethatdividesandseparates,wehavethefirstchallengeswiththeoriesandmodelsfromtherootdisciplines:“Howcansomeonelikeme,whoisnotapsychologistoraneducation learning specialist,ethicallyandeffectivelyapplythesemodels?YetIhavebeenapplyingthem

Figure 5. Emergence and prominence curves overlap In fact, each business discipline of consulting, management, and organization development sees coaching as a subset of its respective discipline and practices coaching as a part of its primary discipline.

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foryearsbecausesomeonesaid‘here’samodel’andIsaid‘great’withoutknowingfromwhereitcame.”That’soneof thechallenges--becausewearenowmakingtheselinkages.Whatareweasmembersof thefieldgoingtodoaboutthis?Thepsychologistsaredealingwiththisbyputtingproprietaryfencesaroundcoachingpsychologyand saying: “if you don’t have psychological background andeducationyouarenotqualifiedtousethesetheoriesandmodels.”Converselyyoucould say:“if youdon’thavecoach trainingandbackgroundyouarenotqualifiedtobeacoach.”Or:“unlessyouhaveworkedinabusinessyouarenotqualifiedtocoachinbusiness(evenif youareapsychologistoreducator).”Onemighteventakeacynicalviewthatthedifferencebetweenapsychologistandacoachis$50,000peryear.Therearemanydifferentperspectivesthateachcangenerateitsownvalidargument.

Challenge number two concerns how coaching can have auniformbodyof knowledgeforcoaching—auniformfoundationthat allows all of us with our diverse backgrounds to practiceand yet not blur the boundaries between the disciplines fromwhich we came. It was not until the mid-1990s that a body of knowledge began to appear as professional organizations andtrainingprogramswerefoundedwiththefocusonevidence-basedcoaching,graduate-leveleducation,andresearch.Yetsincepeoplecanpracticecoachingwithoutreallyknowinganythingaboutitasaseparatediscipline,theresultisthatmanypractitionersengagecoachingdifferentlyfromprofessionalcoachesandinconjunctionwithaprimaryrolethatisnotprofessionalcoaching.Infact,eachbusinessdisciplineof consulting,management,andorganizationdevelopmentseescoachingasasubsetof itsrespectivedisciplineandpracticescoachingasapartof itsprimarydiscipline.

The third challenge concerns clients’ expectations about whatwearegoingtodoandprovideasacoach.Whatareourskills?How do we show up in a specialized area, when no coachingbodyof knowledge,specifictrainingorqualification(certification)is required? We may possess these skills, even when they arenot required. Surveys have been done of clients regarding theimportantcriteriathatareidentifiedwhentheypicktheircoach—andtheydonotincludewhetherornottheyarecredentialedortrained.Infact,inasurveydonebytheAmericanManagementAssociationin2008,themostimportantcharacteristicinchoosingan executive coach is relevant business experience. The leastimportantispossessionof adoctoraldegree.

Thesethreearechallengesonlywhenassessedfromamodernpoint-of-view—wherethingsaregroupedseparately.Lookingfromapost-modernsocioeconomicperspective,onethatreintegratesandlinks,weseethatthesechallengesclusteraroundacommonbodyof knowledge.Whathavewechosentodoascoachestoidentifyabodyof knowledgeandensurethatpeoplehavetheunderstandingandcompetencetopracticecoaching?Onechoicetakenbythe

The truth is that all of our root disciplines are facing the same questions we are facing. What worked in the past may not work now as the environment is different—so our root disciplines are being called to evolve differently just as we are.

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EuropeanMentoringandCoachingCouncil (EMCC)hasbeento institutequalityawards.ThiscontrastswiththeInternationalCoachFederation(ICF)choiceof certificationstandards.Wehavethepotentialtoredefinecoachingina21stcenturyversionortofallbacktothe1990sversion–itisourchoice.

IMaGEs oF tHE FuturEWe need to put a new discipline in context with others thatprecededit (as inTable2below).Weneedtheshouldersof thegiantsthatcamebeforeforustorisetothatlevel.Giventhatweareallconnected,fromapost-modernperspective,it’sdifficulttoimagine a next generation discipline where we form somethingdifferent from the current generation discipline. The truth isthatallof ourrootdisciplinesare facing thesamequestionsweare facing. What worked in the past may not work now as theenvironmentisdifferent—soourrootdisciplinesarebeingcalledtoevolvedifferentlyjustasweare.

One of the future scenarios holds the prospect that coachingbecomes the dominant worldview and global culture. In thisfuture,coachingis:

1. anopen,fluidsocialmovementthatis 2. spreadvirallythroughhumanrelationshipsand interactions, 3. wovenintothefabricof life,and 4. hasbecomethepreferredcommunicationprocess andstyleforhumaninteraction.

Whatcanyoudotomakethisworldviewof coachingareality?First,youcanunderstandwhomadecontributionstotheemergenceandgrowthof coaching,andthenvaluethosecontributions.Next,youcanembraceaninclusivedefinitionof coaching–onethatisdynamicandcontextual,deliveredacrossarangeof attributes,andcustomizedto thepersonbeingcoached, thecoach, thecontextandthespecificsituation.Third,youcanpromotediversityandinclusion–gettingawayfromthecompetitivemodel.Wetalkaboutcoachesbeingcollaborative.Yet,Ihaveseenmorepoliticizedandcompetitivebehaviorsamongcoaches thanIhaveseen inotherprofessionsthatdonotprofesstobecollaborative.Fourth,supporttheeffectiveuseof coaching,so thatdoctorsandmanagerscanbe effective coaches. Everybody can be an effective coach. Wecansupportthisbehaviorinothersratherthansaying“Nope,youcan’tbeacoachunlessyouareaprofessional.”Usingacoachingapproachwithpatients,employees,andchildrenenablesdoctors,managers,andparentstobemoreeffective.Thisismodelingandlivingcoachinginyourlife,ineverymomentandinteraction.

The last action item is “champion coaching as a socialphenomenon”.Wecanshiftfromlookingatcoachingasasetof practicesandwelookatitasasocialphenomenon–somethingfar

We talk about coaches being collaborative. Yet, I have seen more politicized and competitive behaviors among coaches than I have seen in other professions that do not profess to be collaborative.

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biggerthanwemighthavedesiredorimagined.Westartlookingatitoutsidethedisciplineandwedon’tconfineourselveswithinthewallsof professionalcoaching.Thisistheonlywaycoachingcan become the worldview – when it gets much bigger thanprofessionalcoaches.Wewanttoshiftfromthescarcityof “what’sinitforus”totheabundanceof “what’sinitforallandtheworldwillbeabetterplacewhenweopenthisup.”

Coachingcanbecometheworldviewwithoutachievingthestatusof aprofession--nordoescoachinghavetobeclearlydistinguishedfrom related disciplines. We now have the rare opportunity tocontributetothewellnessof theplanet,includingitsflora,itsfauna,andourownrace.Ascoaches,itisuptoustoaskthebigpowerfulquestions.InthisarticleIhaveaskedsomeof thesequestionsandinviteyoutojoinwithmeinidentifyingandansweringtheseandotherpowerfulquestionscurrentlyfacingthecoachingfield,andultimatelytheworld.

rEFErEncEsGladwell,M.(2002).The tipping point: How little things can make a big

difference.NewYork:Little,BrownandCompany.

Orr,G.(2003).Diffusionof innovations,byEverettRogers(1995).RetrievedAugust1,2007, fromhttp://www.stanford.edu/class/symbsys205/Diffusion%20of%20Innovations.htm

aBout tHE autHor

Vikki Brock, Ph.D., EMBA, MCC, CEC

Phone: 805-676-4200Email: [email protected]: www.vikkibrock.com

A Master Certified Coach (MCC),Certified Executive Coach andProfessional Mentor Coach, VikkiBrockbringsthewisdom,experience,andprovenprocessestomoveleadersand individuals to higher stages of personalawarenessandeffectiveness.Employingamultifacetedapproachtoindividualdevelopment,shepartnerswith and respectfully provokes herclients to createauthentic strengths-based success from the insideand by their own definition. Hercoachingemphasisisonauthenticity,talent development and individualimprovement for personal andorganizational health and increasedproductivity.Herroleascoachisto“raise awareness so clients are atconsciouschoice”.

table 2. What you can do...

• Understandinfluencesandcontributions. • Embraceaninclusivecoachingdefinition. • Promotediversityandinclusion. • Supporteffectiveuseof coaching. • Modelandlivecoaching. • Championcoachingasasocialphenomenon.

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