Advertisement

Das ambivalente Verhältnis von Coachingforschung und -praxis: Dezentes Ignorieren, kritisches Beäugen oder kooperatives Miteinander?

  • Silja Kotte
  • Katrin Oellerich
  • Denise Schubert
  • Heidi Möller
Chapter
Part of the Coaching und Supervision book series (CUS)

Zusammenfassung

Der Beitrag argumentiert, dass es notwendig ist, die Eigenlogik der beiden Systeme „Wissenschaft“ und „Praxis“ im Bereich Coaching ernst zu nehmen, um zu einer realistischen Einschätzung des ambivalenten Verhältnisses zwischen den beiden „Welten“ zu kommen und konkrete Möglichkeiten zu identifizieren, wie man auf ein tragfähigeres Arbeitsbündnis zwischen Coachingpraxis und -forschung hinarbeiten kann. Dazu arbeitet der Buchbeitrag zunächst Charakteristika der beiden Systeme Coachingwissenschaft und -praxis heraus. Im Anschluss daran wird ein Überblick über die wissenschaftliche Publikationslandschaft und den Stand der Coachingforschung gegeben, und daraus werden Kernherausforderungen für das Forschungs-Praxis-Verhältnis abgeleitet. Der Buchbeitrag schließt mit einer Einschätzung des Handlungsbedarfs auf Seiten der Praktiker wie der Forscher.

Literatur

  1. Alvey, S., & Barclay, K. (2007). The characteristics of dyadic trust in executive coaching. Journal of Leadership Studies, 1(1), 18–27.CrossRefGoogle Scholar
  2. Anderson, M. C. (2011). Evaluating the ROI of coaching: Telling a story, not just producing a number. In G. Hernez-Broome & L. M. Bohon (Hrsg.) Advancing executive coaching – setting the course for successful leadership coaching (S. 352–369). San Francisco: Jossey-Bass.Google Scholar
  3. Arthur, W. Jr., Bennett, W. Jr., Edens, P. S., & Bell, S. T. (2003). Effectiveness of training in organizations: A meta-analysis of design and evaluation features. Journal of Applied Psychology, 88(2), 234–245.PubMedCrossRefGoogle Scholar
  4. Baron, L., & Morin, L. (2009). The coach-coachee relationship in executive coaching: A field study. Human Resource Development Quarterly, 20(1), 85–106.CrossRefGoogle Scholar
  5. Baron, L., & Morin, L. (2012). The working alliance in executive coaching: Its impact on outcomes and how coaches can influence it. In E. de Haan & C. Sills (Eds.), Coaching relationships (S. 213–226). Farringdon: Libri.Google Scholar
  6. Behrendt, P. (2004). Wirkfaktoren im Psychodrama und Transfercoaching. Diplomarbeit am Institut für Psychologie der Albert-Ludwigs-Universität Freiburg (Gewinner des Deutschen Coachingpreises).Google Scholar
  7. Blattner, J. (2005). Coaching: The successful adventure of a downwardly mobile executive. Consulting Psychology Journal: Practice and Research, 57(1), 3–13.CrossRefGoogle Scholar
  8. Böning, U., & Fritschle, B. (2005). Coaching furs Business. Bonn: ManagerSeminare.Google Scholar
  9. Bono, J., Purvanova, R., Towler, A., & Peterson, D. (2009). A survey of executive coaching practices. Personnel Psychology, 62(2), 361–404.CrossRefGoogle Scholar
  10. Bourdieu, P. (1988). Homo Academicus. Frankfurt a. M.: Suhrkamp.Google Scholar
  11. Boyce, L. A., Jackson, R. J., & Neal, L. J. (2010). Building successful leadership coaching relationships: Examining impact of matching criteria in a leadership coaching program. Journal of Management Development, 29, 914–931.CrossRefGoogle Scholar
  12. Bozer, G., & Sarros, J.C. (2012). Examining the Effectiveness of executive coaching on coachees’ performance in the israeli context. International Journal of Evidence Based Coaching and Mentoring, 10(1), 14–32.Google Scholar
  13. Carey, W., Philippon, D., & Cummings, C. (2011). Coaching models for leadership development: An integrative review. Journal of Leadership Studie, 5(1), 51–69.CrossRefGoogle Scholar
  14. Cavanagh, M. J. (2010). The four factor model of leadership: Empirical Foundations and practical application. Paper presented at the International Conference of Applied Psychology (ICAP 2010), July 13, 2010, Melbourne, Australia.Google Scholar
  15. Cerni, T., Curtis, G., & Colmer, S. (2010). Executive coaching can enhance transformational leadership. International Coaching Psychology Review, 5(1), 81–85.Google Scholar
  16. Cox, E., & Patrick, C. (2012). Managing emotions at work: How coaching affects retail support workers’ performance and motivation. International Journal of Evidence Based Coaching and Mentoring, 10(2), 34–51.Google Scholar
  17. Curtis, D. F., & Kelly, L. L. (2013). Effect of a quality of life coaching intervention on psychological courage and self-determination. International Journal of Evidence Based Coaching and Mentoring, 11(1), 20–38.Google Scholar
  18. De Haan, E., & Nieß, C. (2012). Critical moments in a coaching case study: Illustration of a process research model. Consulting Psychology Journal: Practice and Research, 64(3), 198–224.CrossRefGoogle Scholar
  19. De Haan, E., Culpin, V., & Curd, J. (2011). Executive coaching in practice: What determines helpfulness for clients of coaching? Personnel Review, 10(1), 24–44.CrossRefGoogle Scholar
  20. De Haan, E., & Duckworth, A. (2012). Signalling a new trend in executive coaching outcome research. International Coaching Psychology Review, 8(1), 6–19.Google Scholar
  21. De Haan, E., Duckworth, A., Birch, D., & Jones, C. (2013). Executive coaching outcome research: The contribution of common factors such as relationship, personality match, and self-efficacy. Consulting Psychology Journal: Practice and Research, 65(1), 40–57.CrossRefGoogle Scholar
  22. De Meuse, K. P., Dai, G., & Lee, R.J. (2009). Evaluating the effectiveness of executive coaching: beyond ROI? Coaching: An International Journal of Theory, Research and Practice, 2(2), 117–134.Google Scholar
  23. Dreyfus, H. L., & Dreyfus, S. E. (1987). Künstliche Intelligenz. Von den Grenzen der Denkmaschine und dem Wert der Intuition. Reinbek: Rowohlt.Google Scholar
  24. Eagleman, D. (2011). Incognito. The Secret Lives of the Brain. Edinburgh: Canongate Books.Google Scholar
  25. Ellam-Dyson, V., & Palmer, S. (2011). Leadership coaching? No thanks, I’m not worthy. The Coaching Psychologist, 7(2), 108–117.Google Scholar
  26. Ely, K., Boyce, L. A., Nelson, J. K., Zaccaro, S. J., Hernez-Broome, G., & Whyman, W. (2010). Evaluating leadership coaching: a review and intergrated framework. The Leadership Quarterly, 21, 585–599.CrossRefGoogle Scholar
  27. Ely, K., & Zaccaro, S. J. (2011) Evaluating the effectiveness of coaching – a focus on stakeholders, criteria, and data collection methods. In G. Hernez-Broome & L. A. Boyce (Hrsg.) Advancing executive coaching – setting the course for successful leadership coaching. San Francisco: Jossey-Bass.Google Scholar
  28. Feldman, D., & Lankau, M. (2005) Executive coaching: A review and agenda for future research. Journal of Management, 31(6), 829–848.CrossRefGoogle Scholar
  29. Finn, F., Mason, C., & Griffin, M. (2006). Investigating change over time – The effects of executive coaching on leaderspsychological states and behaviour. Vortrag auf dem 26th International Congress of Applied Psychology, 16.-21. Juli, Athens, Greece.Google Scholar
  30. Freitag, T. (2011). Coaching in der Schweiz. Ein Praxisforschungsbeitrag zur Marktsituation. In R. Wegener, A. Fritze, & M. Loebbert (Hrsg.), Coaching entwickeln. Forschung und Praxis im Dialog (S. 200–230). Wiesbaden: VS Verlag für Sozialwissenschaften.Google Scholar
  31. Geißler, H., Hasenbein, M., & Wegener, R. (2013). E-Coaching: Prozess- und Ergebnisevaluation des „Virtuellen Zielerreichungscoachings“. Organisationsberatung Supervision Coaching, 20(2), 125–142.CrossRefGoogle Scholar
  32. Gentry, W., Manning, L., Wolf, A., Hermez-Broome, G., & Allen, L. (2013). What coaches believe are best practices for coaching: A qualitative study of interviews from coaches residing in Asia and Europe. Journal of Leadership Studies, 7(2), 18–31.CrossRefGoogle Scholar
  33. Grafe, K., & Kronig, R. (2011) Internes Coaching bei SAP. Coaching Magazin, 12(1), 8–24.Google Scholar
  34. Grant, A. M. (2012). ROI is a poor measure of coaching success: Towards a more holistic approach using a well-being and engagement framework. Coaching: An International Journal of Theory, Research and Practice, 5(2), 74–85.Google Scholar
  35. Grant, A. M. (2013a). The efficacy of coaching. In J. Passmore, D.B. Peterson, & T. Freire (Hrsg.), The wiley-blackwell handbook of the psychology of coaching and mentoring (S. 15–39). Hoboken: Wiley-Blackwell.Google Scholar
  36. Grant, A. M. (2013b). Autonomy support, relationship satisfaction and goal focus in the coach-coachee relationship: Which best predicts coaching success? Coaching: An International Journal of Theory, Research and Practice, 7(1), 1–21 (published online October 2013).Google Scholar
  37. Grant, A. M., Green, L. S., & Rynsaardt, J. (2010). Developmental coaching for high school teachers: Executive coaching goes to school. Consulting Psychology Journal: Practice & Research September, 62(3), 151–168.CrossRefGoogle Scholar
  38. Greif, S. (2008). Coaching und ergebnisorientierte Selbstreflexion. Göttingen: Hogrefe.Google Scholar
  39. Greif, S. (2012). Conducting organizazional-based evaluations and mentoring programs. In J. Passmore, D. B. Peterson, & T. Freire (Hrsg.), The Wiley-Blackwell Handbook of the Psychology of Coaching and Mentoring, (S. 445–470). Hoboken: Wiley-Blackwell.Google Scholar
  40. Hall, J. B. (Hrsg.) (1991). Ioannis Saresberiensis metalogicon. Turnhout: Brepols.Google Scholar
  41. Haubl, R. (2009). Unter welchen Bedingungen nützt die Supervisionsforschung der Professionalisierung supervisorischen Handelns? In R. Haubl & B. Hausinger (Hrsg.), Supervisionsforschung. Einblicke und Ausblicke (S. 179–207). Göttingen: Vandenhoeck & Ruprecht.Google Scholar
  42. Ianiro, P., & Kauffeld, S. (2011). Black-Box Coaching-Prozess: Beziehungsaufbau und –gestaltung auf Grundlage interpersonaler Basisdimensionen. Vortrag beim 2. LOCCS-Symposium, 27. – 29. Mai 2011, München.Google Scholar
  43. Ianiro, P. M., Schermuly, C. C., & Kauffeld, S. (2012). Why interpersonal dominance and affiliation matter: An interaction analysis of the coach-client relationship. Coaching: An International Journal of Theory, Research & Practice, 6(1), 1–22.Google Scholar
  44. Joo, B. (2005). Executive coaching: A conceptual framework from an integrative review of practice and research. Human Resource Development Review, 4(4), 462–488.CrossRefGoogle Scholar
  45. Jowett, S., Kanakoglou, K., & Passmore, J. (2012). The application of the 3 + 1Cs relationship model in executive coaching. Consulting Psychology Journal: Practice and Research, 64(3), 183–197.CrossRefGoogle Scholar
  46. Kaufel, S., Scherer, S., Scherm, M., & Sauer, M. (2006). Führungsbegleitung in der Bundeswehr – Coaching für militärische Führungskräfte. In W. Backhausen & J.-P. Thommen (Hrsg.), Coaching, durch systemisches Denken zur innovativen Personalentwicklung, (S. 419–438). Wiesbaden: Gabler.Google Scholar
  47. Kauffeld, S. (2010). Nachhaltige Weiterbildung. Betriebliche Seminare und Trainings entwickeln, Erfolge messen, Transfer sichern. Berlin: Springer.Google Scholar
  48. Kelly-Irving, M. (2014). A research frontier. http://researchfrontier.wordpress.com. Zugegriffen: 27. Feb. 2014.
  49. Kieser, A. (2005). Wissenschaft und Beratung. Heidelberg: Universitätsverlag Winter.Google Scholar
  50. Kines, P., Anderson, L. P., Spangenberg, S., Mikkelsen, K. L., Dyreborg, J., & Zohar, D. (2010). Improving construction site safety through leader-based verbal safety communication. Journal of Safety Research, 41(5), 399–406.PubMedCrossRefGoogle Scholar
  51. Kochanowski, S., Seifert, C. F., & Yukl, G. (2010). Using coaching to enhance the effects of behavioral feedback to managers. Journal of Leadership and Organizational Studies, 17(4), 363–369.CrossRefGoogle Scholar
  52. Kotte, S., & Möller, H. (2013). Coaching im Kontext von Führungsentwicklungsprogrammen. In R. Wegener, A. Fritze, & M. Loebbert (Hrsg.), Coaching-Praxisfelder. Forschung und Praxis im Dialog (Online-Teil, S. 31–49). Wiesbaden: VS Verlag für Sozialwissenschaften.Google Scholar
  53. Kotte, S., Schubert, D., & Möller, H. (in Vorber.). Why do coaches (not) participate in coaching research? Google Scholar
  54. Kühl, W. (2014). Wirkungen von Führungskräfte-Coaching in der Sozialen Arbeit. Organisationsberatung Supervision Coaching, 21(1), 39–53.CrossRefGoogle Scholar
  55. Künzli, H. (2009). Wirksamkeitsforschung im Führungskräfte-Coaching. Organisationsberatung Supervision Coaching, 16(1), 1–15.CrossRefGoogle Scholar
  56. Kurz, S. (2013). Implementierung von Einzel-Coachings im Rahmen eines Führungskräfteentwicklungs-Programms in der öffentlichen Verwaltung. Organisationsberatung Supervision Coaching, 20(2), 205–216.CrossRefGoogle Scholar
  57. Ladyshewsky, R. K. (2007). A strategic approach for integrating theory to practice in leadership development. Leadership & Organization Development Journal, 28(5), 426–443.CrossRefGoogle Scholar
  58. Leichsenring, F. (2004). Randomized controlled versus naturalistic studies: A new research agenda. Bulletin of the Menninger Clinic, 68(2), 137–151.PubMedCrossRefGoogle Scholar
  59. Leonard-Cross, E. (2010). Developmental coaching: Business benefit – fact or fad? An evaluative study to explore the impact of coaching in the workplace. International Coaching Psychology Review, 5(1), 36–47.Google Scholar
  60. Libri, V., & Kemp, T. (2006). Assessing the efficacy of a cognitive behavioural executive coaching programme. International Coaching Psychology Review, 1(2), 9–18.Google Scholar
  61. Linley, P., Nielsen, K. M., Gillett, R., & Biswas-Diener, R. (2010). Using signature strengths in pursuit of goals: Effects on goal progress, need satisfaction, and well-being, and implications for coaching psychologists. International Coaching Psychology Review, 5(1), 6–15.Google Scholar
  62. Looss, W. (2006). Unter vier Augen: Coaching für Manager (korr. Neuausgabe). Bergisch Gladbach: EHP.Google Scholar
  63. McDowall, A., & Short, E. (2012). New case study guidelines – a call to arms for practitioners. Coaching: An International Journal of Theory, Research and Practice, 5(2), 154–159.Google Scholar
  64. McGovern, J., Lindemann, M., Vergara, M., Murphy, S., Barker, L. & Warrenfeltz, R. (2001). Maximizing the impact of executive coaching: Behavioral change, organizational outcomes, and Return on Investment. Manchester Review, 6, 1–9.Google Scholar
  65. Milner, J., Ostmeier, E., & Franke, R. (2013). Critical incidents in cross-cultural coaching: The view from german coaches. International Journal of Evidence Based Coaching and Mentoring, 11(2), 19–32.Google Scholar
  66. Möller, H. (2012). Was ist gute Supervision? Kassel: kassel university press.Google Scholar
  67. Möller, H., & Hausinger, B. (Hrsg.). (2009). Quo vadis Beratungswissenschaft? Wiesbaden: VS Verlag für Sozialwissenschaften.CrossRefGoogle Scholar
  68. Möller, H., & Kotte, S. (2011). Die Zukunft der Coachingforschung. Organisationsberatung Supervision Coaching, 18(4), 445–456.CrossRefGoogle Scholar
  69. Möller, H., Kotte, S., & Oellerich, K. (2013). Coaching-Praxis und Wissenschaft – ein unüberwindlicher Gap? CoachingMagazin, 1, 35–39.Google Scholar
  70. Neukom, M., Schnell, K., & Boothe, B. (2011). Die Arbeitsbeziehung im Coaching – ein Stiefkind der Forschung. Organisationsberatung Supervision Coaching, 18(3), 317–332.CrossRefGoogle Scholar
  71. Padberg, T. (2012). Warum lesen Psychotherapeuten keine Forschungsliteratur? Psychotherapeutenjournal, 1, 10–17.Google Scholar
  72. Scherf, M. (2010). Strukturen der Organisationssberatungsinteraktion. Interdisziplinäre Beratungsforschung. Göttingen: Vandenhoeck & Ruprecht.Google Scholar
  73. Scherm, M., & Scherer, S. (2011). Feedbacksysteme im Coachingprozess: Forschungsergebnisse und Praxis. In R. Wegener, A. Fritze, & M. Loebbert (Hrsg.), Coaching entwickeln. Forschung und Praxis im Dialog (S. 135–147). Wiesbaden: VS Verlag für Sozialwissenschaften.Google Scholar
  74. Schermuly, C. C., Schermuly-Haupt, M.-L., Schölmerich, F., & Rauterberg, H. (2014). Zu Risiken und Nebenwirkungen lesen Sie … Negative Effekte von Coaching. Zeitschrift für Arbeits- und Organisationspsychologie, 58(1), 17–33.CrossRefGoogle Scholar
  75. Seiger, C., & Künzli, H. (2011). Der Schweizerische Coachingmarkt 2010 aus der Sicht von Coachs. Züricher Hochschule für angewandte Wissenschaften. http://pd.zhaw.ch/hop/544183222.pdf. Zugegriffen: 21. Feb. 2014.
  76. Sherlock-Storey, M., Moss, M., & Timson, S. (2013). Brief coaching for resilience during organisational change – an exploratory study. The Coaching Psychologist, 9(1), 19–26.Google Scholar
  77. Smither, J. W., London, M., Flautt, R., Vargas, Y. & Kucine, I. (2003). Can working with an executive coach improve multisource feedback ratings over time? A quasi-experimental field study. Personnel Psychology, 56, 23–44.CrossRefGoogle Scholar
  78. Spencer, L. (2011). Coaching and training transfer: A phenomenological inquiry into combined training-coaching programmes. International. Journal of Evidence Based Coaching and Mentoring, Special Issue, 5, 1–18.Google Scholar
  79. Stewart, L. J., O’Riordan, S., & Palmer, S. (2008). Before we know how we’ve done, we need to know what we’re doing: Operationalising coaching to provide a foundation for coaching evaluation. The Coaching Psychologist, 4(3), 127–133.Google Scholar
  80. Theeboom, T., Beersma, B., & van Vianen, A. E. M. (2014). Does coaching work? A meta-analysis on the effects of coaching on individual level outcomes in an organizational context. The Journal of Positive Psychology, 9(1), 1–18.CrossRefGoogle Scholar
  81. Van Oorsouw, W., Embregts, P., & Bosman, A. (2013). Quantitative and qualitative processes of change during staff-coaching sessions: An exploratory study. Research in Developmental Disabilities, 34, 1456–1467.PubMedCrossRefGoogle Scholar
  82. Wallis, G. (2010). Does a „blended“ programme of development and coaching produce sustainable change? International Journal of Evidence Based Coaching and Mentoring, Special Issue, 4, 105–113.Google Scholar

Copyright information

© Springer Fachmedien Wiesbaden 2015

Authors and Affiliations

  • Silja Kotte
    • 1
  • Katrin Oellerich
    • 1
  • Denise Schubert
    • 1
  • Heidi Möller
    • 1
  1. 1.Institut für PsychologieUniversität KasselKasselDeutschland

Personalised recommendations