Training Emerging Psychologists as Multi-cultural Contextual Coaches

Abstract

Research on the education, professional training and tuition models of emerging psychologists (or ‘student psychologists’) has significantly increased during the past two to three decades (Johnson WB, Kaslow N (eds). The Oxford handbook of education and training in professional psychology. Oxford University Press, New York, 2014). Various evidence-based, practitioner-scholar-, clinical-scientist- and science-practitioner models have been developed to aid in the professional training of emerging psychologists (Bell D, Hausman EM. 3 training models in professional psychology doctoral programs. The Oxford handbook of education and training in professional psychology. Oxford University Press, New York, 2014) in order to develop competence in different practice domains such as counselling/therapy (Smith EJ. Couns Psychol 34(2):13–80, 2006), psychometric evaluation (Theron C. SA J Ind Psychol 33(1):102–117, 2007), forensic analysis (Neal TM, Brodsky SL. J Forensic Psychol Pract 14:24–44, 2014) and coaching psychology (Biswas-Diener R, Dean B. Positive psychology coaching: putting the science of happiness to work for your clients. Wiley, Hoboken, 2007). Coaching psychology has emerged as a rapidly growing practice domain (Passmore J (ed). Diversity in coaching: working with gender, culture, race and age. Kogan Page Publishers, New York, 2013) in both uni- and multi-cultural contexts (Palmer S, Whybrow A (eds). Handbook of coaching psychology: a guide for practitioners. Routledge, London), however limited scientific research exists relating to the training and development of emerging psychologists as coaches within multi-cultural environments. As such, the chapter aims to evaluate the experiences of emerging psychologists relating to an evidence-based training methodology in order to provide structured guidelines for the development of a multi-cultural coaching training programme. Through the use of an evidence-based research methodology and thematic content analysis, the chapter will present the specific strategies employed and methodologies utilized in the development of multi-cultural coaching competence of emerging psychologists as part of their formal academic training. The research method, data analysis and results will be presented followed by recommendations that flowed from the study.

Appendix A: Overview of Methodology to Be Employed to Train Multi-cultural Coaching Psychologists

Format	Title	Practical objective
Assignment 1: Individual assignment	Develop a personal coaching model	Students are encouraged to develop a theoretical understanding of coaching psychology applied in multi-cultural contexts through a structured assignment The assignment is structured into four sections:
		Section 1 – Academic component
		Students need to critically evaluate any five coaching models in relation to its applicability within multi-cultural contexts. The following areas need to be covered in the evaluation:
		(a) Provide an overview of coaching and coaching psychology with reference to multi-cultural contexts
		(b) Provide a theoretical discussion (systematic literature review) of each coaching model
		(c) Provide a thorough overview and discussion regarding the psychological paradigm underpinning each coaching model
		(d) Discuss the proverbial ‘pros’ and ‘cons’ of each model
		(e) Evaluate the multi-cultural applicability of each model
		(f) Give your verdict as to which coaching model would be the most appropriate for the use in multi-cultural contexts
		Section 2 – Developing a personal coaching model (working document)
		1. Flowing from the above, students need to select a scientifically validated coaching model which conforms to his/her own preferred approach, style and strengths. Through using this model as a foundation, he/she would need to develop a unique (conceptual) multi-cultural coaching model that’s aligned to the aforementioned preferred approach, style and strengths. (This model will be seen as a ‘working document’, whereby it will evolve, adapt and develop throughout the training process)
		2. Present a visual representation of this model
		3. Indicate why/how this model will fit your strengths, preference and style and discuss its applicability to a multi-cultural coaching context
		Section 3 – Professional ethics of coaching and practice management
		1. With reference to the legislative frameworks governing psychologists, the ethical practice guidelines of the governing bodies as well as SIOPSA’s Code of Practice for Registered Psychology Practitioners in Coaching, the following areas need to be discussed:
		(a) The ethical framework for coaching psychology and how it applies to emerging (student/intern) psychologists with specific reference to:
		(i) Rights and responsibilities of stakeholders in the coaching relationship
		(ii) Representations by the coach relating to truthfulness, responsibility, integrity and dynamics of the coaching relationship
		(b) Good practices in coaching psychology with reference to:
		(i) Dealing with rights of the coachee
		(ii) Representations by the coach
		(iii) Supervision of coaching practitioners
		(iv) How notes of sessions will be managed and stored
		2. Provide the following templates which you will use for your coaching process with your coachee for Assignment 4:
		(a) Letter of informed consent for the process
		(b) Coachee intake form
		(c) Coaching log
		(d) Personal development plan
Workshop	Session 1: music therapy	1. Develop an understanding of own emotional experiences
		2. Explore own and others’ experiences during music therapy to develop personal insight
	Session 2: practical coaching workshop	1. Be able to understand the characteristics and principles of coaching
Assignment 2: group assignment	Formulate a learning and development strategy for a company aimed at leadership development	The purpose of the assignment is to aid the student in developing a learning and development strategy aimed at leadership development for a given organisation. The groups for this assignment will be formed based on diversity criteria; that is, gender, race, work experience, geographical area and personality. The focus should be on creating links between various types of development strategies and the organisation’s bottom line
		Section 1 – Academic component
		The following components need to be addressed in this group assignment:
		Do an environmental and business analysis of the company (example PESTEL & BSC) with a clear indication of the business drive and strategy
		Create a scenario of the SA business environment the next 2 years and clearly indicate what challenges this will create for leaders
		Conceptualise the idea and characteristics of “Positive Organisations” and make it applicable to your company
		Define the role and competencies of a positive leader
		Within the above scenarios and challenges critically discuss the learning and development challenges facing South African companies and your specific company during the next 3 years?
		Develop a scenario of international and national trends in the Education, Training and Development of leaders/managers
		Develop a unique leadership development strategy/model for South African leaders by integrating the above information (integrate the concept of positive psychology and wellness into your program). Present a visual representation of this model in your assignment
		The model must be an indication that you have mastered the following:
		(a) Learning and development principles
		(b) Knowledge about the next generation of learning tools and technologies which can be utilised to develop leaders
		(c) The integration of different development strategies into one model?
		(d) The creation of a training climate which will ensure continuous learning? I expect that you will be very creative and original in your ideas
		(e) The optimisation of social media in the learning process?
		(f) Measuring value add (ROI)
		Section 2 – Personal development component
		The second component relates to how the students worked together as a team within this diverse multi-cultural context. After completion of this section of the assignment the learner should be able to:
		Work effectively in a diverse team
		Organise and manage oneself and team members effectively
		Collect, analyse, organise and critically evaluate information
		Demonstrate a sensitivity and understanding for diversity
		Explore a variety of strategies to learn more effectively as a team
		As part of the personal development report, each individual team member needs to compile a report on the following:
		Illustrate by means of a diagram your team development process that you have followed
		What team development model/strategy did you use to improve team work?
		What role did every member play in the team?
		What role did diversity play in the management of the team?
		How effective was the team? Assess the team against the criteria for effective team work. Assess the levels of trust, constructive conflict, commitment, accountability and delivering results during and at the end of the team process aligned to the multi-cultural nature of the team
		How did the team develop (from group to team) during the past 6 months?
		What happened in terms of team dynamics?
		What did you learn from the “diversity” of the team?
		What were the strengths and weaknesses of the diverse team?
		What was the leadership dynamics in the team?
		What are the strengths of every team member?
		How did you personally grow from this experience?
		Name the 5 strengths and 3 areas of development as people developer and team player for every member?
		What learning strategies worked best?
		How did you optimise social learning in this assignment?
		Recommendations for improving team work.
		Using your preferred psychological paradigm, provide an analysis and interpretation of the multi-cultural group dynamics
Assignment 4: class assignment	Draw up a generic competency profile of an “Industrial Psychologist as multi-cultural coach in South Africa”	1. Explore a variety of strategies to ensure effective multi-cultural coaching
		2. Develop understanding for a multi-cultural environment and socio-identity development
		3. Demonstrate a sensitivity and understanding for diversity within the coaching context
		4. Create awareness relating to the importance of multi-cultural sensitivity within the coaching context
		5. Illustrate creative thinking as to the capitalisation of multi-cultural and diverse strengths
		6. Develop a scope of practice and competencies for the IOP as multi-cultural coaching psychologist
Assignment 5: group assignment workshop	Presentation on IOPS as people developer	1. Explore and present a variety of strategies relating to individual and team multi-cultural coaching strategies in order to ensure learning on individual and group level
		2. Potential topics include:
		(a) The Industrial Psychologist as developers of high-potential talent within multi-cultural contexts
		(b) The Industrial Psychologist as multi-cultural performance improvement consultant (to create a positive organisation)
		(c) The Industrial Psychologist as multi-cultural mentor (to create mature leaders)
		(d) The Industrial Psychologist as multi-cultural coach (to create competent leaders)
		(e) The Industrial Psychologist as multi-cultural team coach and mentor (to create a high performing team)
Assignment 6: individual assignment	Develop, implement and evaluate a multi-cultural coaching process	1. Register with the local governing body as a student psychologist (where applicable)
		2. Identify and contract a supervising psychologist
		3. Identify and contract two coaches (one for a similar race/age/gender as the coach and one from the opposite race/age/gender)
		4. Develop, implement and evaluate the coaching intervention
		5. Submit two quarterly reports and a final portfolio of evidence:
		(a) Report 1
		(i) Section A: The Protégés
		1. Biographical information of your protégés
		2. A very short psychometric report based on the above mentioned psychometric measures for both the protégés
		3. A summary of the protégés’ expectations, needs, 10 strengths and 4 developmental areas
		4. Summarise your initial experience with the protégés
		5. Briefly mention the experience working with the protégé from a different culture and mention the cultural factors which may influence your coaching process
		6. Discuss the approach which you will use in order to mentor your protégés
		7. Provide a time schedule for your future meetings
		(ii) Section B: You
		1. A short psychometric or competency based report on yourself based on the above mentioned psychometric measures
		2. A summary of your expectations, needs, 10 strengths, 4 developmental areas and your plan of action for own development
		3. 360° assessment/feedback on a People Developer competency profile from at least 3 people
		4. Summarise your initial experience with this assignment
		5. Discuss the ethical issues you might encounter in the process, and indicate how you will manage them
		6. Present a short summery of your first individual session with your supervising psychologist
		(iii) Section C: Interim feedback on the effectiveness of the coaching intervention
		1. Provide an orientation to the coaching methodology or model that will be employed (based on Assignment 1)
		2. Discuss the research method, design and evaluation/analysis methods that will be employed to determine the effectiveness of the coaching intervention
		3. Provide feedback on your baseline results
		(iv) Section D: Addendums
		1. Attach the RAW data of the psychometric instruments you used
		2. Attach your coaching log for your sessions with the protégé
		3. Attach a certified copy of your registration certificate as a student psychologist with the HPCSA
		4. Attach a signed letter from your Industrial Psychologist Mentor indicating that he/she helped you with the interpretation and feedback on the psychometric tests
		5. Attach evidence that you have attended the first session with your academic supervisors
		6. Provide a signed document commissioned by a commissioner of Oaths (Police officer, attorney, post master at the post office etc) that confirms that you will adhere to the processes, principles and ethical guidelines as promulgated by the HPCSA (HPCSA Form 223), the SIOPSA code of practice for registered psychology practitioners in coaching as well as the Health Professions Act No 56 of 1974
		(b) Report 2
		(i) Section A: The Protégés
		1. What progress has the protégés made since your initial meeting?
		2. How are these individuals applying their unique signature strengths?
		3. What obstacles are in the protégés’ way for achieving their end results?
		4. How will the protégés address these objectives?
		5. Summarise the meetings with the protégés
		(ii) Section B: You
		1. What are you currently experiencing with regards to the relationship with your mentor?
		2. What are you currently experiencing with regards to the relationship with the protégés?
		3. What challenges (problems?) are you experiencing?
		4. How are you going to address these issues?
		5. How are you applying your own unique strengths?
		6. Present a short summery of your second individual session as well as your group discussion with your supervising psychologist and academic supervising psychologists
		(iii) Section C: Interim feedback on the effectiveness of the coaching intervention
		(1) Provide feedback on your second measurement
		(2) Provide an indication as to how you would either (a) sustain the success or (b) amend your process to improve the results
		(3) Now that you are half-way through your coaching process, provide an ‘updated’ version of your coaching model/approach
		(iv) Section D: Addendums
		1. Attach your coaching log for your sessions with the protégé
		2. Attach evidence that you have attended the second session with your academic supervisors
		3. Attach any relevant documentation in support of your coaching processes
		(c) Portfolio of evidence
		(i) Section A: Report 1 (Attach Report 1)
		(ii) Section B: Report 2 (Attach Report 2)
		(iii) Section C: Report 3
		1. Section C.1: The Protégés
		(a) Provide an overview of your two protégés development journeys
		(b) Discuss the ethical challenges experienced during this process and how these were managed
		(c) Discuss your experiences when working with someone from a different culture
		(d) Indicate how the professional relationship was terminated
		(e) Provide a brief psychometric report of your protégés at the end of their developmental journeys
		2. Section C.2: Final scientific evidence as to the effectiveness of your coaching intervention
		(a) Provide final scientific evidence as to the effectiveness of your coaching intervention
		(b) Based on the previous point, discuss your ‘final’ coaching model/approach/methodology (amended and adapted based on Assignment 1)
		3. Section D: Addendums
		(a) Attach feedback from your protégés as to his/her experience of the coaching process
		(b) Attach all (completed) coaching logs, personal development plans, client intake forms, letters of informed consent, signed informed consent forms, raw data of the psychometric assessments
		(c) A letter from you supervising psychologist indicating that you have attended at least 5 sessions
		(d) Attach evidence that you have attended all the sessions with your academic supervisors
		(e) Provide a signed document commissioned by a commissioner of Oaths (Police officer, attorney, post master at the post office etc) that confirms that you HAVE adhered to ALL the processes, principles and ethical guidelines as promulgated by the HPCSA (HPCSA Form 223), the SIOPSA code of practice for registered psychology practitioners in coaching as well as the Health Professions Act No 56 of 1974