The new Nowhere Land? : a research and practice agenda for the “Always on Culture"

Purpose: Rapid developments in the field of information communication technology (ICT) mean that e-working has become increasingly common and prolonged – the “always-onculture” potential to enhance work-life balance via increased flexibility in terms of time and location, as well as posing the risk of being ‘always on’ has been identified with potentially serious implications for the health and performance of employees. We identify a research agenda and review current organizational practice. Approach: We discuss current technological developments as well as prevalent research frameworks and terminology in the domain of work-life balance and beyond to evaluate their fitness for purpose. We also report findings from a survey of 374 employees working within UK businesses about current organisational practice. Findings: Over half of the organisations sampled do not have clear guidance regarding worklife balance and supporting employees with regards to ICT enabled working. Key challenges are the sheer volume of email traffic, lack of training and infrastructure and an absence of appropriate support. Practical implications: Organisations need to develop clear policies regarding the psychosocial aspects of technology use and provide evidence-based guidance to managers and employees. Social implications: Managers and individuals require support to engage with technology in a healthy and sustainable way

Cultural Orientations Framework (COF) assessment questionnaire in cross-cultural coaching: A cross-validation with Wave Focus Styles

This paper outlines a cross-validation of the Cultural Orientations Framework assessment questionnaire (COF, Rosinski, 2007; a new tool designed for cross-cultural coaching) with the Saville Consulting Wave Focus Styles questionnaire (Saville Consulting, 2006; an existing validated measure of occupational personality), using data from UK and German participants (N = 222). The convergent and divergent validity of the questionnaire was adequate. Contrary to previous findings which used different measures (Ronen & Shenkar, 1985; Schwartz, 1999; House et al., 2004; Bartram et al., 2006), the results from this particular study indicated few national differences between UK and Germany, however differences by gender were observed. These findings are discussed in terms of their implications for the development and use of the COF in practice. This may allow for a more finely grained understanding of culture than previous models such as Hofstede’s cultural values framework (1980; 2001), if further evidence for its validity is obtained and published

Effective integration of 360 degree feedback into the coaching process

This practical paper is based on a skills session as delivered at the BPS Special Group in Coaching Psychology Conference held 2007 in London. The first part of our paper provides a review of the extant research evidence on 360 degree feedback at with focus on effects on individual development, making explicit links to the implications for coaching practice throughout. We conclude that 360 degree feedback is primarily effective when conceptualised and utilised as a finely grained means of instigating individual behaviour change and learning on job relevant attributes and facilitated by a skilled feedback giver. This provides a clear rationale for its use in coaching. We outline how an actual profile can be used as part of a coaching session, using the Saville Work Wave ® Performance 360 as an example

Making the most of psychometric profiles - effective integration into the coaching process

This practical paper is based on a skills session as delivered at the first International Coaching Psychology Conference held in 2006. It commences by discussing the use of psychometrics in general by emphasising the four psychometric principles as hallmarks of a good test; and outlining some of the advantages and potential limitations of psychometrics. In this paper a contemporary instrument, the Saville Consulting Wave® is introduced and its application is discussed in relation to coaching, with particular reference to a performance coaching context at work. It is concluded that no psychometric test is a panacea for each and every situation, but that skilful use greatly enhances the coaching process

Barriers and influences to pro-environmental behaviour in the workplace

We carried out a science–practitioner research case study to encourage pro-environmental behaviour in the workplace, using multiple methods based on psychological theory to implement and evaluate interventions, such as improving signage for the recycling scheme. The results suggest that providing clearer information, making behaviour easier and using feedback and social norms can have a beneficial effect on the development of recycling and energy saving behaviours in the workplace

A systematic review (SR) of coaching psychology:focusing on the attributes of effective coaching psychologists

Objective: Whilst a number of narrative reviews on coaching exist, there is no systematic review (SR) yet summarising the evidence base in a transparent way. To this extent, we undertook a SR of coaching psychology evidence. Following the initial scoping and consultation phase, this focused on coaching psychologists' attributes, such as the required knowledge, attitudes and behaviours, associated with a conducive coaching relationship and subsequent coaching results. Design: The SR review process stipulates a priori protocol which specifies the review topic, questions/hypotheses, (refined through expert consultation and consultation of any existing reviews in the field, and replicable review methods including data extraction logs). Methods: The initial search elicited 23,611 coaching papers using 58 search terms from eight electronic databases (e.g. PsylNFO). Following initial sifts, 140 studies were screened further using seven inclusion criteria. Study results from the included papers were integrated through Narrative Synthesis. Conclusion: This SR highlighted that the coaching relationship is a key focus of coaching research and practice, where professional psychological training/background is necessary to understand and manage coachee's emotional reactions. The review also highlighted that coaches' attributes have a significant influence on the effectiveness of coaching process and results. The review concludes with a proposal for an initial Coaching Psychologist Competency Framework to underpin future studies, and notes the short comings of existing competency based frameworks for coaching practice

Coachee satisfaction and beyond:a systematic review of the coaching relationship

This report summarises a conference paper presented at the 4th International Congress hosted by the British Psychological Society’s Special Group in Coaching Psychology in London, December 2014. A further discussion of a Systematic Review (SR) study which aimed to strengthen evidence-based coaching through reviewing existing studies in Coaching Psychology was presented. This SR focused on investigating effective coaching psychologists’ attributes for a productive coaching relationship and how to facilitate desired outcomes. The coaching relationship has been established as a key indicator for a positive coaching outcome through several primary studies. Nevertheless existing competency frameworks of main governing associations (e.g. the British Psychological Society) have not yet outlined explicit behavioural indicators for facilitating an effective coaching relationship. Hence, it is an essential step to study common factors for an effective coaching process and to what extent coaches’ attributes impact the coach-coachee relationship. The details of this SR study has been published in International Coaching Psychology Review in 2014 (Lai & Almuth, 2014); this short paper will discuss how this SR study results expand commonly used coaching evaluation from coachees’ satisfaction to comprise more concrete outcome measurement

Is feedforward the way forward?

Objectives: The Feedforward Interview (FFI) is a means of structuring conversations (Kluger & Nir, 2006), such as performance appraisals, or indeed coaching in organisations. Conceptually situated in a positive psychological paradigm, FFI techniques build on appreciative inquiry (Cooperrider & Srivastva, 1987), positive psychology (Seligman & Csikszentmihalyi, 2002) and Feedback Intervention Theory ( Kluger & DeNisi, 1996). The objective of this research was to investigate how FFI affects individual outcomes compared to traditional feedback as part of a coaching session. Design: we conducted a quasi-experimental longitudinal study allocating Fifty four participants randomly to either a FFI or Feedback based coaching intervention. Methods: We measured self-efficacy, mood and strengths-confidence as well goal attainment before and after each intervention. Results: Self-efficacy significantly increased following FFI compared to feedback; participants were more likely to obtain their goals in the FFI condition. There were no significant differences for mood; and no main effects for strengths-knowledge but a significant interaction. Conclusions: The results indicate that FFI appears a valid intervention to facilitate positive psychological change as part of a coaching session. We discuss the potential for further research including the evaluation of transfer of learning arising from FFI in experimental paradigms as well as behavioural observations