Coaching Skills: A Handbook, 2nd ed.

Citation

Kormanik, M.B. (2009), "Coaching Skills: A Handbook, 2nd ed.", Journal of European Industrial Training, Vol. 33 No. 3, pp. 297-298. https://doi.org/10.1108/03090590910950622

Book synopsis

This nine‐chapter handbook provides a comprehensive survey of the fundamentals of coaching, though Rogers stipulates that “this is not a textbook” (p. 3). Chapter 1 is definitional, distinguishing what coaching is, what it is not, and its multidisciplinary nature. Coaching is about collaboration, working “with clients to achieve speedy, increased and sustainable effectiveness in their lives and careers through focused learning ” (p. 7) to “close the gap between potential and performance ” (p. 8). Rogers clarifies the definition with six principles to guide coaching practice, and provides a model illustrating that the coaching arena is at the nexus of being, doing, and the forces of change.

The middle chapters, 2‐7, focus on the how of coaching. These skill development discussions include building client trust, the language of coaching, assessing the client, goal setting, helping the client deal with change, and setting the stage and pace for coaching. While written for professional coaches, the handbook's emphasis on “coaching skills” may also be beneficial to managers and supervisors who must “coach” direct reports on performance and conduct issues.

“Currently, practice leads theory”, (p. 18) Rogers suggests, so the handbook provides only highlights of some of the many theories underpinning coaching. The handbook's primary focus is on practice, with illustrative scenarios based on client examples – successes and difficulties – derived from 18 years of coaching practice. The author's real‐life experiences yield pragmatic tips and techniques (e.g. note‐taking while with a coaching client, abstention from advice giving, use of humor and self‐disclosure, building rapport and trust). A principal in a consulting and coaching practice, Rogers makes no bones about the constructivist approach to the book, offering that the narrative “is eclectic, opinionated, and personal” (p. 3).

The last two chapters continue discussion of the how of coaching. Chapter 8 shifts focus from skills development to being a professional coach. Chapter 9 distills the essence of earlier chapters into a discussion of the coach‐client relationship; “the heart of why, when coaching works, it does work” (p. 228). These two chapters, along with the new chapter on change and the expanded chapter on goal setting, distinguish this edition from the first edition.

Evaluation

The coaching profession has matured since the 2004 edition. This latest version reflects the growth in the field, along with Rogers's own professional development. The handbook's title is deceptively simple. “It's flat”, an experienced coaching colleague told me, “so it's unlikely that I would pick it up”. That is unfortunate, for the handbook has much more to offer than a simplistic discussion of coaching skills. I found it to be comprehensive, provocative, and insightful. Many of Rogers's ideas will inform my work with executive coaching clients, as well as organization development initiatives in leadership, executive development, mentoring, and performance management. The handbook's survey of the coaching domain served as a helpful refresher – a challenge to revisit the fundamentals and continue self‐reflection on professional competence, or as Rogers says, “an affirming benchmark” (p. 1).

Rogers's sentiment that coaching “depends on the circumstances because nothing in coaching is an absolute rule” (p. 39)struck a positive chord. Some coaches rigidly follow a certain approach, using the same proverbial hammer to address every nail head. On the contrary, an effective coach should assess each situation, meet the client on her/his terms around her/his agenda, and use an appropriate balance of inquiry and advocacy. Rogers's openness is also evident in the combining of reductionist approach (i.e. identify problems and fix them) with generative approach (i.e. identify things working well and leverage them).

In the author's own words

Similarly, you cannot take responsibility for others. I sometimes challenge clients to show me how they could actually make someone else happy or unhappy. No client has yet been able to show me how this could happen. We all choose how we respond to any stimulus, often at an unconscious level, but we choose none the less. When you take inappropriate responsibility for others, you will quickly get to burnout – something familiar to all experienced coaches whose clients describe the stress that accompanies believing that you have to do everything yourself (p. 31, italics in original).