Coaching Relationships

In recent research the strength and nature of the relationship between coaches and executives appears as a critical success factor in successful coaching outcomes. However, little theory has as yet been devoted to an analysis of how relationships are used in executive coaching. Such an analysis requires going from the monadic, individual level of analysis to the dyadic, relational level. The purpose of this chapter is to analyse learning in executive coaching relationships at this dyadic level of analysis. Conceptually, this analysis draws on a combination of the behavioural (Skinner) and systems (Bateson) perspectives. A verbatim of a coaching conversation serves as an illustration. It is found that the behavioural and systems perspectives may be fruitfully combined in one behavioural systems perspective. This perspective and its outcomes add to and can be clearly distinguished from the more common humanistic, psychodynamic and cognitive perspectives to executive coaching. Introduction Executive coaching has become a blossoming field of activity in the past decade. With the advent of post-industrial forms of organisation and increasing levels of employee work competence and demands, CEOs and senior managers have become aware of the importance of their “people skills” and networking capabilities to maintain their positions and to prosper in their careers. Increasingly they engage executive coaches to help them