Developmental Coaching

Life Transitions and Generational Perspectives

Stephen Palmer, Sheila Panchal, Stephen Palmer, Sheila Panchal

• Publisher: Routledge
• Year: 2012
• Print ISBN: 9780415473606
• eBook ISBN: 9781136889004
• Topic: Psychology
• Subtopic: Mental Health in Psychology
• Index: Psychology

Developmental Coaching explores many of the common transition points we experience throughout life, including teenage transitions, becoming a parent, mid-life and retirement. The book sets these transitions in their social context and reviews them in the light of generational factors.

The book is introduced with key psychological concepts from areas such as lifespan development and positive psychology, in addition to insights from other disciplines, including management theory and sociology. The main topics of discussion are:

• coaching tools and techniques
• broader societal and generational trends
• how coaching can help individuals to realise positive growth.

With case studies throughout, Developmental Coaching offers an essential resource for practising coaches, coaching psychologists, counsellors and other professionals who wish to further their knowledge of the developmental aspects of coaching and dealing with life transitions.

1
Life transitions and generational perspectives

Stephen Palmer and Sheila Panchal

He who has a why to live can bear with almost any how

(Friedrich Nietzsche, quoted in Frankl, 1963: 121)

Much has been written about coaching and coaching psychology practice, advocating a range of theories, models and views to enhance coach effectiveness. This book considers the ‘big picture’ and offers perspectives that provide relevant context for coaches working with individuals in a variety of settings.

This chapter will start by considering the emerging field of ‘developmental coaching’ and the range of approaches that exist within it. Then we will focus on our particular definition of ‘developmental coaching’ and review relevant theory and generational perspectives that relate to it. The specific book chapters will then be reviewed and, finally, an integrated model presented that builds on commonalities and linkages between transitions.

‘Developmental coaching’

‘Developmental coaching’ is an emerging and rapidly growing field. It could be argued that all coaching is developmental in some respect, yet some researchers are using the term ‘developmental’ to emphasise particular aspects of coaching. One angle focuses on a holistic perspective that stretches beyond skills or performance coaching to encompass the growth of the ‘whole person’. For example, in the context of the workplace, Leonard-Cross (2010: 36) offers the following description:

Developmental coaching describes coaching that addresses the whole person. Being holistic in nature, it can involve home and work life, plus more personal professional issues (Grant and Cavanagh, 2004) such as relationship and career issues. It is essentially non-directive as the coach assumes the role of facilitator, primarily listening and asking questions and acting as a ‘thought partner’. This is also the type of coaching preferred by most coachees (Bacon, 2003).

Cox and Jackson (2010) offer an extensive review of the existing ‘developmental coaching’ literature. They also recognise it to be ‘a natural progression from skills and performance coaching’ (217) to a focus on ‘the growth of the person to be all that he/she can be’ (218). They note the breadth and complexity of the topic and acknowledge the different types of adult development theories that have been drawn upon, namely physical development, intellectual or cognitive development and lifespan development theories. In particular, cognitive-developmental theories (e.g. Piaget, 1972; Kegan, 1982, 1994; Loevinger, 1976) have been applied to coaching (see Bachirova, 2010; Bachirova and Cox, 2007). Key researchers in this area have placed emphasis on understanding the developmental stage and capabilities of the coach as well as coachee, and using this perspective to explore the coach–coacheee relationship more fully (see Laske, 2008: 125). Alongside such constructivist-developmental approaches, Cox and Jackson (2010) also point to the influence of other theoretical traditions in the ‘developmental coaching’ field, notably person-centred, cognitive-behavioural and narrative approaches.

Problems exist with the existing theories (largely untested) and even with definitions of development. Adult development theory is informed by a number of theories that still need further research (see Knowles, Holton and Swanson, 2005) and to compound this problem the terms ‘development’ and ‘developmental’ are not clear either (Sugarman, 2001: 3):

Not all change across the life course would necessarily be described as developmental. ‘Development’ is not an empirical term (Reese and Overton, 1970), although on occasions it is used as though it were (Kaplan, 1983). No matter how much data we’re able to collect about the course of an individual’s life this, of itself, would not enable us to define what is meant by the term ‘development’, unless, that is, we were to say that whatever happens across the life span is what constitutes development. This, however, would reduce developmental psychology to a largely atheoretical data-collection exercise.

Cox and Jackson (2010: 219) state:

It could be argued that it is impossible to fully capture the considerable complexity of the tasks and processes involved in adult development. As Kolb (1984: 138) notes, ‘The paths of development can be as varied as the many systems of social knowledge’. By extension, we would argue that any particular model of development is a partial perspective and cannot reflect the range of developmental opportunities evident in coaching practice.

Many publications regarding the theory and research of lifespan development have focused on areas such as counselling and therapy (e.g. Sugarman, 1996, 2010; Sugarman and Wolfe, 1989; Thomas, 1990), whereas the growing field of ‘developmental coaching’ examines how similar developmental perspectives can be useful for coaches.

Transitions, generations and growth

The view of ‘developmental coaching’ that is explored in this book encompasses three key facets: life transitions, generational perspectives and positive growth. It is complementary to the aforementioned conceptualisations of ‘developmental coaching’, yet adopts a somewhat different slant by specifically focusing on the developmental potential of key transition points across the lifespan. It explores some of the implications of ageing, yet recognises that despite the inevitability of ageing, people develop differently.

Our approach is largely informed by lifespan development theory and concentrates on the transitional aspects suggested by such theory. The concepts of ‘transition’ and ‘crisis’ are central to the views of theorists such as Erikson (1950) and Levinson (1986), and form the basis of discussions in this book. By life transitions we mean key turning points that many of us are likely to experience during the lifespan, with varying degrees of opportunity and challenge. Although life transitions can include specific events such as moving job or house, this book considers more global, life transitions, such as mid-life and becoming a parent. Levinson (1986: 7) conceptualises adult development as consisting of alternating stable (6–10 years) and transitional (4–5 years) periods:

The primary tasks of every transition period are to question and reappraise the existing structure, to explore the various possibilities for change in self and world, and to move toward a commitment to crucial choices that form a basis for a new life structure in the ensuing stable period.

Life transitions can be considered as opportunities for learning and development (e.g. Merriam, 1998), and our definition of ‘developmental coaching’ relates to how coaches support individuals to negotiate transitions, and therefore grow and develop. As with all coaching, it involves greater self-awareness and accountability. Specific to ‘developmental coaching’ is the idea that there may be challenges associated with a particular stage, or phase, of life that need to be addressed. This is in line with Garvey (2009), who also considers coaching in the context of age transitions and generations.

The second key concept associated with ‘developmental coaching’ is that of the broader social context and generational factors. By this we mean having a view of cultural and generational trends that may influence an individual’s experience of life transitions. For example, in what ways does mid-life differ today from 50 years ago? What demographic and cultural trends influence the opportunities and challenges people are faced with this during this time of life? Having an awareness of these ‘big picture’ trends can set the context for effective ‘developmental coaching’. For example, Strenger and Ruttenberg’s (2008) research sets mid-life in context by pointing to increased life expectancy and the changing job market as key factors that have enhanced the potential for today’s mid-lifers to have second lives and careers.

Finally, a central assumption associated with ‘developmental coaching’ is to facilitate a positive stance towards growing older, consistent with work on ‘positive ageing’ and positive psychology in general. This allows individuals to focus on their strengths and take advantage of the developmental and transformational opportunities associated with each transition rather than become mired with anxiety or concern. Levy and associates (2002) noted a link between positive self-perceptions of ageing and longevity. Strenger and Ruttenberg (2008) highlighted that the notion of ‘mid-life change’ and associated opportunities is in fact more prevalent than the trauma of mid-life crisis (Jacques, 1965). For comprehensive reviews of the alignment of positive psychology and coaching, see Linley and Harrington (2010), and Kauffman, Boniwell and Silberman (2010).

To summarise, our definition is:

Developmental coaching facilitates the effective negotiation of key lifespan transitions, supporting positive growth and development. It draws insight from the relevant broader context influencing the coachee experience of transition, such as social and cultural factors and generational influences.

Clearly, it is important throughout to remember individual differences and avoid limiting stereotypes and labels. Not all teenagers experience the same ‘angst’, and not all Baby Boomers share the same characteristics. The chapters share both theoretical perspectives and practical experiences that may bring some broader insight into the coaching process.

Key theories

A wide range of theory and research is discussed in the book, drawing on many areas of psychology and introducing insights from other allied disciplines such as anthropology, sociology and management theory. Running throughout the book is a focus on lifespan development theory; key theorists include Erikson (1950, 1995) and Levinson (1986), who describe adult development in terms of phases or stages. For example, psychoanalyst Erikson outlines eight stages and notes specific conflicts associated with each that serve as turning points for development. The idea is that each step builds on skills learned previously:

• 1 Infant (0–18 months): Basic trust versus mistrust. This depends on how reliable the child perceives their caregiver to be. If the child is able to trust them, they have the basis for security. If a child is cared for by people who are inconsistent, rejecting or emotionally unavailable, they will be fearful and mistrusting of the world.
• 2 Toddler (18 months–3 years): Autonomy versus shame/doubt. The child is engaged with gaining greater control of tasks such as bodily functions and a selection of activities. If successful, they develop confidence and autonomy, but if not they can be left with a sense of doubt and inadequacy.
• 3 Pre-school (3–5 years): Initiative versus guilt. The child continues to make choices and assert control over others through play. A sense of initiative and mastery is the outcome of this stage, or guilt through disapproval if the child exerts too much control.
• 4 School years (6–11 years): Industry versus inferiority. Within school settings, children are able to compare themselves to others. Ideally, they should develop pride in their academic and social skills, because without this they can feel inferior and doubting.
• 5 Adolescence (12–18 years): Identity versus confusion. The task of adolescence is to explore the world and develop a sense of self. Those who are less successful can feel confused about who they are and how they fit into the world.
• 6 Young adulthood (19–40 years): Intimacy versus isolation. The focus now is on intimate relationships and the ability to develop secure, committed relationships. It can also concern commitments to career and family. Those unable to commit can feel alone in life.
• 7 Middle age (40–65 years): Generativity versus self-absorption and stagnation. Adults continue to build careers and families, and contribute to future generations in some way. Those who are unsuccessful can experience life as unproductive and unsatisfying.
• 8 Maturity (65–death): Ego integrity versus despair. As individuals face the end of their lives, they tend to reflect back and feel either satisfied with their achievements or bitter and regretful.

Theories such as Erikson’s highlight the similarities and universalities within the life cycle, yet have been criticised for ignoring the complexity and individuality of adult development. It is important to acknowledge that each individual is unique and has a particular set of experiences that influence their personality, identity and path. Hendry and Kloep (2002) talk about a dynamic lifelong process of accumulating and losing resources that is different for every individual. Also of note is the concept of continuity across the lifespan as opposed to discrete stages.

The perspectives offered in this book also aim to contextualise life stages by discussing social and cultural factors that determine how the conflicts, challenges and opportunities may be experienced in our current social setting.

The...

Table of contents

• Cover Page
• Half Title page
• Series
• Title Page
• Copyright Page
• Contents
• Dedication
• About the editors
• List of contributors
• Preface
• Foreword
• 1 Life transitions and generational perspectives
• Part I Developmental coaching – transitions and turning points
• Part II Developmental coaching – themes and applications
• Web resources
• Index