Almuth McDowall

Chaotic careers: a narrative analysis of career transition themes and outcomes using chaos theory as a guiding metaphor

ABSTRACT In a rapidly changing world of work, little research exists on mid-career transitions. We investigated these using the open-systems approach of chaos theory as a guiding metaphor and conducted interviews with seven mid-career individuals chosen for their experience of a significant mid-career transition. Four common themes were identified through narrative analysis, where ‘false starts’ to a career were a common experience prior to finding a career ‘fit’. Career transitions, precipitated by a trigger state and/or event such as a period of disillusionment, were an important part of this ‘finding a fit’ process. Overall, career success outcomes were shaped by a combination of chaos elements: chance, unplanned events, and non-linearity of resultant outcomes. We discuss implications for future research and practice.

“Catch me if you can?”: A psychological analysis of managers' feedback seeking

Purpose – This paper aims to locate managerial feedback‐seeking in a self‐regulation model in which self‐motivational considerations are uppermost. It seeks to use a qualitative psychological approach to address the question of when, what, how, from whom and why is feedback sought in a performance contingent managerial setting. Design/methodology/approach – Using Kellys Repertory Grid technique, ten managers reflected systematically on their feedback seeking in an organizational context. A grounded theory framework was used to identify higher‐order cross‐case constructs. Findings – Managers sought performance feedback when they perceived uncertainty and difficulty in the pursuit of their managerial functions and were minded of their need to develop their management skills. Consistent with the instrumental model, feedback seeking was highly goal‐oriented and self‐affirmative in pursuit of increased managerial competence. However, the finding that adds most to the understanding on both an empirical and theoretical level is in showing how managers sought their feedback remotely, and from largely external sources, to reconcile development needs with self‐protective considerations (i.e. image and ego‐costs) in relation to subordinates and peers. These findings have implications for understanding feedback seeking as a multi‐dimensional highly self‐motivated process. Research limitations/implications – Qualitative research uses small samples and this limits their empirical generalizability; however, the papers findings link with previous work indicating potential for hypothesis generation and theoretical development. Originality/value – Questions are raised about whether managers feel able to seek performance feedback for learning and development purposes, without feeling threatened in their capability and worth as managers. The paper argues that the environment most conducive to feedback seeking is one in which managers feel “psychologically safe” rather than defensive about their capability.

Developing a framework for assessing effective development activities

Purpose – The purpose of this paper is to compare four different employee activities, namely developmental appraisal, coaching, 360 degree feedback and development centres, offering a comparative framework and an integration of existing research evidence.Design/methodology/approach – The paper proposes a unifying classification which combines existing dimensions derived from the literature, such as the degree of formality, with further differences or communalities such as the degree of simulation, ownership of data and frequency of occurrence. This leads to a review of the pertinent literature and research evidence for each of the four activities discussed, with particular reference to long‐term outcomes, their social context as well as individual motivation.Findings – The literature review did not produce equivocal evidence for the effectiveness of any of the four activities. Ratings in appraisals are flawed, whereas their developmental aspect appears dependent on the communication between managers and t...

The Relationships Between Traditional Selection Assessments and Workplace Performance Criteria Specificity: A Comparative Meta-Analysis

Individual workplace performance is a crucial construct in Work Psychology. However, understanding of its conceptualization remains limited, particularly regarding predictor-criterion linkages. This study examines to what extent operational validities differ when criteria are measured as overall job performance compared to specific dimensions as predicted by ability and personality measures respectively. Building on Bartram’s (2005) work, systematic review methodology is used to select studies for meta-analytic examination. We find validities for both traditional predictor types to be enhanced substantially when performance is assessed specifically rather than generically. Findings indicate that assessment decisions can be facilitated through a thorough mapping and subsequent use of predictor measures using specific performance criteria. We discuss further implications, referring particularly to the development and operationalization of even more finely grained performance conceptualizations.

How do we know whether coaching actually works? Furthering our evidence base

We introduce the first issue of Coaching, An International Journal of Theory, Research and Practice for 2014, highlighting the role of evidence in sports coaching and other fields, as well as the importance of sound methods in coaching research. Since the last issue of Coaching, An International Journal of Theory, Research and Practice, much has happened in the world of coaching, in executive and work contexts, in health, in sports and indeed other fields. A world class tennis player, Novak Djokovic, recruited another former world class tennis player, Boris Becker, as his new head coach only to then be beaten at the Australian Open Championships in the quarter finals (Newbery, 2014). As this particular defeat ended a near 30-match winning streak, there are, of course, some interesting questions raised. Would Djokovic have done better at the Australian Open had he not changed his coach? Or was this simply a chance event, as every winning streak is likely to end sometime? The effects of sports coaching are certainly an interesting topic, as coaching for performance is of such relevance across many fields. We debated the question of whether coaching actually works, and also the current status quo of the evidence base, in an interactive ‘hothouse’ debate at the fourth European Coaching Psychology Conference in Edinburgh in December 2013 (McDowall, Briner, Jones, MacKinnon, & McLaughlin, 2013). We brought together practicing coaches, psychologists, coaching researchers and also academics from other fields who have a very keen interest in coaching. One of our panellists, Professor Rob Briner, is a ‘resident critic’ in the academic field, and passionate about the use of evidence particularly in management in organisations. He raised the valid question of why there is not more controlled evidence in sports coaching and indeed other areas of coaching regarding whether, and if so how, coaching actually works. This is a question which to some extent is tricky to answer for toplevel tennis players. There is only one Novak Djokovic, and one Rafael Nadal, who each play tennis at top levels of competence, but with different approaches and strategies. Still, a win is a win as an outcome. So surely matched and indeed randomised comparisons could be done in other context for instance to understand the effects of specific coaching techniques on performance. Whilst some very good-quality evidence exists in sports context, elicited through searches using terms such as ‘randomised controlled trial sports coaching’, this appears largely concerned with the effects on training techniques rather than coaching per se on health-related outcomes, such as the prevention of injury (e.g. Olsen, Myklebust, Engebretsen, Home, & Bahr, 2005; Soligard et al., 2008). So do get in touch if you are working on coaching research in sports contexts. We are mindful that we have not published a paper from a sports context for some time, and would be very interested and keen to solicit your ideas and contributions. Coaching: An International Journal of Theory, Research and Practice, 2014 Vol. 7, No. 1, 1–3, http://dx.doi.org/10.1080/17521882.2014.899834

How does a brief strengths-based group coaching intervention work?

Strengths-based approaches are growing in popularity in coaching. To contribute to the evidence for their effectiveness, we conducted a field study with random allocation to investigate the impact of a short, bespoke strengths-based group coaching intervention on self-efficacy, confidence in goal confidence and strengths knowledge. We expected the coaching condition to improve more on these measures compared to a non-intervention control condition at time two. Thirty-two student participants were assigned to either a coaching group, who set a goal and undertook a group coaching session, or a control group who set goals but did not receive coaching. There was a significant increase in self-efficacy (t(15) = −5.437, p < .001, r = 0.92) and confidence in goal attainment (Z = −3.51, p < .001, r = 0.62) between the pre- and post-coaching scores for participants in the coaching condition. However the comparison to the control group was not statistically significant. Our discussion suggests that future longitudinal research is needed to tease out the potential mechanisms of strengths-based coaching further, for instance considering individual differences influencing goal setting in the first place, and also strengths use as well as strengths knowledge.

New case study guidelines: a call to arms for practitioners.

This article outlines our new journal guidelines for case studies to encourage practice-based submissions. We first outline how case studies have similarities with and may differ from case studies in psychology and Human Resource Management research. This leads us to propose 10 succinct guidelines for writing up case study submissions, covering formatting in terms of length and referencing, the need to cover both process and outcome(s) and as well as ethical ramifications and declarations of interest. We highlight the value of case studies for learning and professional development, and encourage in particular the consideration of the coachee perspective.

Developing cognitive task analysis and the importance of socio-cognitive competence/insight for professional practice

Accelerating the cognitive expertise of professionals is a critical challenge for many organizations. This paper reports a collaborative, longitudinal, academic practitioner project which aimed to elicit, document, and accelerate the cognitive expertise of engineering professionals working with the manufacture and management of petroleum additives. Twenty-five engineering experts were trained by three academic psychologists to use applied cognitive task analysis (ACTA) interview techniques to document the cognition of their expert peers. Results had high face validity for practitioners who elicited hot/sensory-based cognition, a number of perceptual skills and mental models, highlighting undocumented context specific expertise. We conclude from a peer review of findings, combined with experienced CTA analysts that ACTA techniques can be advanced in context by the explicit recognition and development of socio-cognitive competence/insight.

Enhancing Evidence-Based Coaching Practice by Developing a Coaching Relationship Competency Framework

This chapter takes a competence focused approach to coaching in order to outline relevant knowledge, skills and abilities (KSAs) for Coaching Psychologist to enhance coaching relationship towards positive outcomes. We commence with a comparison of relevant existing competency frameworks for coaching practitioners, such as the International Coach Federation (ICF), Association for Coaching (AC) and also the Special Group in Coaching Psychology (BPS, UK) to determine their similarities and differences. Our analysis outlines how the different models feature in terms of their development process, conceptual robustness and also how they address cross cultural issues in coaching. As a next step, we outline a rigorous role analysis to develop a comprehensive Coaching Relationship Competency Framework (CRCF), focusing furthering the effectiveness of the coaching relationship. A Systematic Review which can inform us about current knowledge as well as gaps and research trends in the field therein is essential prior primary research. The review results determined the need to focus on the coaching relationship and in particular the coach’s competencies for facilitating this in an effective way. It then fed into three subsequent studies to draw up a new competence framework, which has been tested out through a pilot study. A Coaching Relationship Competency Framework with 75 behavioural indicated was identified and provided a guideline for future practice and research by spelling out (a) ‘Soft Skills’ which are key behaviours needed in any coaching relationship such as “listening actively”, and (b) ‘Hard Skills’, such as “establishing mutually agreed goals”, which can inform concrete coach training and development. In short, we argue that a behavioural focus and framework has much to offer by providing benchmarks for training and reflective practice. We illustrate the chapter with brief interactive exercises and reflections for practice, giving attention to cross cultures issues as appropriate. In conclusion, the key contribution of the framework presented here is that it was designed from the outset to acknowledge the perspectives of coaches, coachees and also commissioning clients.

Getting published in Coaching: An International Journal of Theory, Research and Practice – our top 10 tips for enhancing your work

We need to further the evidence base for coaching, to increase our knowledge base and enhance our understanding. Based on our editorial experience, we provide our readers with a framework for enhancing manuscript quality and therefore chances of publication. Our top 10 tips address the entire writing and submission cycle from the shaping of initial submissions, adhering to journal guidelines, making use of the peer review process (where a manuscript progresses) and also learning from previously published work. We hope that through this guidance we demystify the publication process, encourage future submissions and enhance impactful publications in the coaching field.