Bachkirova, T. (2016). The Self of the Coach: Conceptualization, Issues, and Opportunities for Practitioner Development. Consulting Psychology Journal: Practice and Research, 68(2), 143-156.
Abstract (by Author)
This article offers a conceptual and developmental proposition based on the centrality of the practitioner’s self in the achievement of coaching outcomes. The central role of the self of the coach is established through a theoretical comparison with a competency (knowledge and skills) frame. Positioning the self in this way acknowledges the complexity and unpredictability of the coaching process and aligns with a complex adaptive-system perspective on coaching. In turn, it provides a platform for a professional-practice view of the self as the main instrument of coaching and, further, a developmental proposition for the good use of self as an instrument. Three main conditions for the good use of self as an instrument are proposed: understanding the instrument, looking after the instrument, and checking the instrument for quality and sensitivity. Each condition is discussed, and the implications for coaches and educators of coaching in relation to initial training and the continuing professional development of coaches are considered. In keeping with the underpinning theory of self around which itis built, this article gives witness to multiple voices: theory, practice, and development. (APA, all rights reserved)
Summary (by Irina Todorova and Chip Carter)
This conceptual article explores the complexities of the coach as “self” – the key instrument in the coaching process – beyond the idea of the coach as simply an aggregation of applied skills and knowledge. Why is the self as a coaching instrument central for both the coaching relationship and outcomes? How can the coach understand and develop the self – and the coaching practice – using this model?
Coaching institutions, instruction and standards usually emphasize knowledge and professional competencies. Yet we know there are less tangible – and, as suggested by research -- more impactful dimensions of the coach as self in coaching interaction. These multiple complex elements of the coach as self – including less visible traits and assumptions described as “subject” above – should be understood by the coach to optimize coach-client interaction and outcomes. While professional competencies are developed through training and experience, the coach’s philosophy and approach – expressions of the unique self -- are equally relevant. There is no “one-size-fits-all”. Just as the coach facilitates client subject-to-object shifts, coach self-awareness crystallizes the coach’s “self” and the coaching philosophy-approach most resonant with it. For example, the “competent self” focused on knowledge, skills and tools might shift toward the “dialogical self” for which coaching is a joint process of meaning making. Through three elements the coaching self becomes more objective and effective:
- Understanding the self as an instrument
- Looking after the self as an instrument
- Checking the quality of the instrument
Implications for practice, Supervision and Education
- Coaches should respect the centrality of the self as a coaching instrument, the key determinant in coaching relationship and outcomes. To do so means to actively explore values, beliefs, and personality traits to develop and customize a coaching approach, integrating skills and knowledge with the coaching self as instrument. Exploration can take many forms: discussion, meditation, coaching supervision, etc.
- If coaches are coached and supervised, self-reflection can be a way to care for oneself as a coach. This can contribute to sustaining the coach’s well-being and avoiding the negative sides of helping professions (such as burnout). It is part of developing and protecting the self and the self as an “instrument of coaching”.
- Coaching supervision can also make coaches aware of self-deception around the relationship and process. Consistent with the ideas above, moving toward objectivity with more subjective elements which might otherwise constrain or compromise coaching effectiveness.
- In terms of education of coaches, the focus would be on “the development of the person, the reflexive ability, and personal capabilities in addition to narrowly conceived competencies. Educators would be helping practitioners aim for congruence between who they are as individuals and their professional approaches and styles, seeking to achieve a unique fit with each client, instead of advocating a ‘one fit for all’ way to practice.”