A SYSTEMS PSYCHO-DYNAMIC INTERPRETATION OF COACHING EXPERIENCES

The aim of this research was to offer a depth psychological understanding of the experience of coaching. The Integrated Experiential Learning Coaching model was used in sessions during an official coaching programme in an international IT organisation’s South African head office. Seven participants were asked to write essays portraying their experiences working with the same coach. A qualitative research design was used to ascertain the learning themes manifesting during this experience. The data was analysed and interpreted from the systems psycho-dynamic consulting stance. The manifesting themes were: experiential learning facilitates the working through of defences; fight and flight inhibit owning and learning; interdependency facilitates taking responsibility for the self; transcending splits and defences stimulate motivation; moving from the paranoid-schizoid to the depressive position and valuing all parts of the self; and self authorisation. Introduction Coaching as a special form of staff development can be traced back to the 1940s (Lowman, 2002) and is becoming increasingly popular in international and South African organisations. It is even called the new management tool for the third millennium (Price, 2003). Many different types of coaching exists in practice as well as in literature, ranging from a special focus on the client such as executive coaching (Hillary, 2003), to a special focus on the technique used such as neurosemantic coaching (Hall & Duval, 2004). Whatever the focus, the similarity between the different types of coaching is a special type of helping relationship between a consultant (with specific training and skills) and a consultee (who is in search for growth in a specific work related area or behaviour) (Tönsing, 2003). Kampa and White (in Lowman, 2002) defines coaching as a form of consultation, namely a formal, ongoing relationship between (1) an individual or team having managerial authority and responsibility in an organisation, and (2) a consultant who possesses knowledge of behaviour change and organisational functioning. The underlying process involves the facilitation of change such as self-awareness, self-esteem and increased quality in communication with peers and subordinates. The techniques involves giving direct behavioural based feedback and its impact on others, both within and outside of the organisation, thus creating opportunities for change and demanding accountability with the outcome. The measurable behavioural change in the individual or team will result in increased performance on the individual, team and organisational levels. Many research studies have been conducted on the efficacy of coaching (Hall & Duval, 2004; Hillary, 2003; Lowman, 2002; Tönsing, 2003) including quantitative and qualitative designs. On the macro level it is hypothesised that the participant’s behavioural change will lead to increased morale, productivity and profits for the organisation unfortunately few research studies have given evidence for this behavioural change. On the micro and individual level the evidence suggests that (1) the consultee finds the experience beneficial and believes he/she are receiving a high return on investment, and (2) that various types of coaching approaches do impact on job performance and productivity, learning, self-awareness and development, as well as leadership effectiveness. According to Kampa and White (in Lowman, 2002), coaching efficacy depends on three variables, namely the consultee’s growth, the consultant’s skills and the quality of the relationship between them. * The consultee’s growth is described in most of the coaching literature as self-efficacy, referring to the Bandura (1997; Wood & Bandura, 1989) concept from behaviourism, and defined as having the belief that one has the capabilities to mobilise the motivational and cognitive resources, and courses of action needed to meet given situation-demands. * The consultant’s skills is described in most of the coaching literature as a special kind of communication style, including active listening as the necessary core quality to facilitate learning in and for the consultee (Kampa & White, in Lowman, 2002). * The quality of the relationship between the two roles is described as the most critical component of the learning process. In almost all the coaching literature reference is made to aspects of client-centered facilitation (Cilliers, 1991; 1992; 1995; 1996; 2000). In this approach Rogers conceptualised and