Coaching Research in Practice: Eight Variables in the Change Process

Much of what coaches learn relates to the role and processes of the coach. However, if coaching is really a partnership, it makes sense that coaches also have a firm understanding of the role and processes of the client.
 
Coaching Research: 
In their paper on “Meta-coaching: a methodology grounded in psychological theory”, Susie Linder-Pelz and Michael Hall (2008) highlight how “understanding clients’ self-reflexive processes enables coaches to become even more effective in helping clients make changes in how they think, feel and act” (2008, p.43).

Most coaches are aware of Prochaska et al’s (1994, 1998) trans-theoretical model of change (if you’re not, Wikipedia to the rescue here). However, Susie and Michael point out that this model of change “did not fully explain how to get people to think, feel and act differently” (p.48).

Instead, they highlight Hall and Duval’s (2004) four levels of change: “modifying existing skills and behaviours, learning new behaviours and beliefs, changing identity or sense of self, and experiencing a whole new way of living” (p.48).
 
They identify eight variables (pp.48-49) in the change process (all of which by the way are theoretically and empirically supported):
• Aversions/move-away motivations  
• Attractions/move-towards motivations
• Awareness/reflective understanding
• Decision
• Planning/creative
• Action/feed forward
• Reinforcement
• Testing/monitoring and evaluating

 In Practice:
 
One of the skills of the meta-coach (and only one, there are 24 all up!) is facilitating clients through the above eight states, “moving back and forth depending on where the client is in the change process” (p.49).
 
The above eight variables in the change process could serve as a useful tool within your coaching sessions.

By being aware of the above states, you can detect which state your client is in and then “meta-question” (p.49) them towards transition into a new state. Bear in mind however that Susie and Michael state very clearly that this is NOT a linear process i.e. you don’t necessarily start with aversions and end with testing/monitoring. Instead, you detect where your client is and take it from there.

It is likely that this will be an iterative process in which you’re constantly detecting and meta-questioning, detecting and meta-questioning and detecting all over again.

Being in coaching yourself is another ideal way to better understand the processes of coaching clients. As a ReciproCoach, you can be in coaching as much as you like, without the normal financial outlay, by giving coaching in order to receive coaching.

If you’re not already a Reciprocoach, sign up for free.  And if you join in the conversations here at the Coaching Commons, you can earn free coins to participate at ReciproCoach as much as you like.
 
If you’d like to read Susie and Michael’s entire paper, you can download it from the International Journal of Evidence Based Coaching and Mentoring here.

And if you’d like to receive regular issues of Coaching Research in Practice you can subscribe to them here: