Tribes and Mentoring Article

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The International Journal ofMentoring and Coaching

Volume IV Issue 2

September 2006

"rom Trail)la+ing Indi&idualism to a SocialConstruction Communit%> Modelling ?no-ledgeConstruction in Coaching

by 'tephen ,ibb University of 'trathclyde7 Peter )ill CfM Consulting

AbstractThis paper describes a model for analysing $hy and ho$ +no$ledge construction

issues arise around understanding coaching and mentoring. This analysis concerns

the literature and empirical contet one +ind of coaching eecutive coaching. !atafrom a survey of coaches $ho completed a preferences instrument derived from the

model $as collected. (nalysis of this data indicates patterns in the academic identity

and +no$ledge construction preferences of coaches. In discussion the initial model is

revised for further stimulating thin+ing around integrative +no$ledge construction inthe field of coaching.

A ,istor" of Trail Bla=in#>

The period of trail2bla0ing and path2finding in coaching and mentoring by pioneers is

over. The S$ild $est days/ @'herman F 4reas :;;


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mutually reciprocal $ith community construction. 5ne big force in this is the

continuing strong presence of pragmatists. (ccepting embracing and advocating aSpragmatist/ vie$ of people and performance in coaching and mentoring means

accepting a S$hatever $or+s is good/ loose process and techni*ue2laden approach to

+no$ledge construction around coaching and mentoring practices. The pragmatist

belief that $hat is important is $hat $or+s not the coherence and consistency of abody of +no$ledge or theory allo$s for multiple eclectic accounts of process and

practice. Pragmatists are and often $ish to remain free to locate and blend

techni*ues in this individual personal and eclectic fashion. They have bla0ed thetrails and $ant to be free to continue $andering $here they $ish at $ill. People $ho

positively value this +ind of environment and freedom continue to be attracted into

the area of practice people $ho consider that any other +ind of environment $ouldbe stifling.

The other big force is the influence of those $ho have follo$ed along the trailsrepresenting the great +no$ledge communities of already socially constructed

established sub#ects disciplines and professions the $ell established domains of

academic identity allied $ith established areas of institutional practice. Theseinclude but are not only practicing academics from the divided +ingdoms ofbusiness and the study of adult learning of schools of psychology and counselling.

Their social construction influence is to *uestion the sustainability of the trailbla0ers

individualistic $ay of going about things and to propose that no$ development bedone in a more structured and evidence2based $ay @Pa$son et al :;;


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movements57 such as counseling adult learning mentoring positive psychology. The

potential threat is of being pulled to a centre of gravity in one form of professionalpractice @for eample Cognitive "ehaviour Therapy @C"TD euro 8inguistic

Programming @8PD or typologies of +inds of coaching and mentoringD.

The Momentum of 'ocial Construction

This situation is not peculiar to coaching. When a ne$ area of professional

development is emerging and approaching institutional status being more than aloose collection of practices $hich a fe$ individuals are trail2bla0ing as they go

along the usual option is to reach for and gather together the Sright/ set of sub#ect2

matter based disciplines. This process of constructing an academic identity is a socialprocess one that involves creating and sustaining a community. In the case of

coaching and mentoring the community is one that has been open to incorporating a

set of members from for eample psychology social psychology career studiesmanagement development and organisational analysis.

(nother source of possible members of the community that may coalesce aroundcoaching and mentoring is people in associate professional areas. They bring $ith

them eperiences of ho$ competence is developed incorporating methods and areas

of epertise. This may bring validation by connection $ith the scientific and cultural

capital created in these areas of established epertise. (lternatively they may bring$ith them confusion and problems as they overshado$ other members.

This is a period of social construction and searching for a basis for community toconnect evidence2based coherent and education2grounded development $ithout

over2shado$ing or even sacrificing $hat has gone before.

This as a big picture of the situation might be of little concern if it did not turn on a

crucial dilemma that

>The human mind serves t$o masters7 the stress of practice and the craving for a

larger $isdom ... adventures in thin+ing are vital *uests for guidance in action

and for insight into order and destiny? @Jastro$ AB: D

5ne ris+ is that social construction phase dra$s attention into the consideration of

larger $isdoms. "ut to be helpful in supporting effective coach development studies

need to be addressing the stress of practice providing for guidance in action. Thecomple social construction phase currently being eperienced needs to serve both

the stress of practice as $ell as the cravings for Slarger $isdoms/. The other ris+ is

that the community $ithholds from opening up and advancing analysis of larger$isdoms. "ut to support effective coach development also means recognising an

interest $ith and concern about insights into order these are an e*ual part of effectivecoach development.

European Mentoring & Coaching Council September 2006 ISSN 1815-80! page 60 o" 105


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1h" 'odel >

-ploring academic identities can help transcend coaching being either too pragmaticand Stechni*ues/ driven or becoming too enmeshed in the ma0es of larger $isdoms

esoteric philosophy and sense2ma+ing systems. 5ne option is to adopt and adapt the

$or+ of "echer and Tro$ler @:;;AD and model and analyse academic tribes and

territories. This model can be adapted to conceive of an integrated frame$or+ for+no$ledge in coaching and mentoring. 4or "echer and Tro$ler < +inds of

+no$ledge construction or academic identity can be identified and eplored. -ach of

these has distinctive features that contain effective sense2ma+ing $ith characteristicpatterns of communication for the construction of $hat is deemed to be useful

+no$ledge. -ach type of academic identity re*uires a +ind of Ssavoir faire/ ma+ing

them distinctive. While there is evidently scope for conflict and confrontationbet$een these different groupings ultimately each of them may have a role and can

be useful to inform understanding coaching and mentoring.

In advancing such a frame$or+ the denotation of Sacademic/ places emphasis on

matters relating to education and scholarship on reading and study rather thantechnical or practical $or+. The connotations lead in many directions. They can end

up $ith meanings that define the academic as dry boring tedious and remote fromoperational significance7 or end up $ith meanings that value the academic as of high

status representing the informed challenge of conventional $isdom $hich drives

dynamic cultures and societies. )ere $e mean only to ac+no$ledge that it is to beta+en seriously that the Sacademic/ has to articulate its value to avoid being mis2

perceived as irrelevant.

There $ill be $ariness and sensitivities around advancing any such frame$or+.

Those in and around the occupation still favouring pragmatism to be more

independent and action2oriented $ill be $ary of being dra$n a$ay from the personal

certainties they have attained and into $hat they may fear are stagnant bac+$atersand s$amps.

The 'odel

"echer F Tro$ler @op citD propose that any area of +no$ledge production and

consumption can be considered as a +ind of Sterritory/7 an environment $ithconditions that may range from the Shard/ to the Ssoft/. (t the Shard/ end of possible

environments are the territories inhabited by those $ho have been successful by

adopting a Srealist/ strategy for +no$ledge construction7 these are groups $ho form to

see+ to identify the facts of a discernable and stable reality. In the environments

deemed Ssoft/ are the groups $ho have been successful by adoptingphenomenological strategies to articulate and give voice to diverse accounts of

reality. In bet$een the etremes of environments $arranting either of these in therepure and contrasting forms are those environments that afford success to a mi of the

hard and the soft. These are inhabited by groups that accept that Srealist/ and

ob#ective +no$ledge is possible and even desirable but that such +no$ledge



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construction is al$ays embedded in processes of testimony and communication

@,oldman ABBBD. That mean +no$ledge construction is also sub#ect to the mediationof social and the sub#ective factors.

This dimension alone $ould produce t$o +inds of +no$ledge construction. "ut thereis also a second dimension to modelling the possible realms of +no$ledge

construction and this is a cultural dimension. There are in addition to strategiesappropriate for inhabiting a certain +ind of territory e*uivalent preferences and

adaptations for belonging to a certain +ind of Stribe/. 'imilar lifestyles may evolvefor instance in hot and cold places but the communities inhabiting them may not

share the same language customs and beliefs. The +ey differentiating element in the

founding and sustenance of academic tribes is $hether they are a tribe that adheres toa clear single paradigm or a tribe that adheres to not have a clear single paradigm.

Those +no$ledge construction communities evolved around adhering to a clear

single paradigms have as it $ere only one face on their totem pole in essence beingmonotheistic. Those tribes evolved around adhering to no clear single paradigm

have many faces on their totem pole being polytheistic.

The former tribes are in "echer and Tro$ler/s terms in a culture of convergence.

The latter are in a culture of divergence. The fundamental nature coherence and

permanence of +no$ledge construction communities of academic identity divides

along these lines. With the former a stable and continuing consensus on the coreparadigm is necessary for their everyday $or+ to be sustained7 the need is to $or+

from reinforce and etend the clear single paradigm. 4or the latter variation

disagreement and dissent is the norm7 to be sustained they value and the contest ofnot #ust competing arguments theories and schools but of paradigms.

This dimension introduces contrasting patterns of ta+en2for2granted values attitudesand $ays of behaving $hich characterise different groups mar+edly. Their preferred

cultures are articulated through and reinforced by recurrent practices among thegroup. This is manifest in the behaviour language values and rituals to be found inthe faculties departments conferences publications and every other place that tribe

members gather. 'ocialisation and initiation into a +ind of culture a culture of

convergence or divergence $ill entail encountering *uite distinct challenges to

values beliefs and behaviours if these do not occur naturally in the person or onchanging from +ind of environment to another. The culture shoc+ of crossing

discipline boundaries can be as severe as anything encountered else$here.

The central point is that the $ay that members of a tribe come habitually to define

situations and use the appropriate discourse of either convergence or divergence

becomes central to their +no$ledge construction and accepting that becomes anessential feature of continuing tribe membership. Using the discourses and modes of

argument demonstrating the savoir faire of the convergent or divergent tribe is not

an option it is a fundamental part of membership.

Ta+en together these t$o dimensions of environment and culture produce a matri of

four potential +inds of +no$ledge construction and academic identity @see 4igure AD.



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"y etension this model can be used to eamine +no$ledge construction and

academic identify in any eisting or ne$ and emerging area. 'ome sub#ects come toevolve around one mi of environment and culture for eample favouring those $ho

prefer hard and convergent forms of research and learning $hile others $ill attract

and favour those preferring in contrast soft and divergent forms of research and

learning.

Fi#ure )?'appin# Acade-ic Identities? Source Becher and Trowler 8;;)

'ethod

(n instrument $as developed to translate the "echer F Tro$ler model of +no$ledgeconstruction into a series of statements $hich could be given to respondents. Their

forced choice on agreement or disagreement $ith these $ould profile them as

members of one +ind of the < possible academic tribes. This involved identifying

soft and paired hard indicators and H divergent and H paired convergent indicators

derived from the descriptions "echer and Tro$ler @:;;AD give of the territorial andtribal differentiators. There $ere then in total :: statements @see 4igure AD $ith

$hich a respondent could agree or disagree $ith agreement indicating support forthat indicator of academic identity.

( survey $as completed by circulating this tool @see Table :D to :; people $hoattended a presentation on the model at a conference The -uropean Mentoring and


Conver#ent

Tightly +nit

-liteControl standards

Procedures

4e$ topics"ig clusters

Diver#ent

8oosely +nit

"road CommunityTolerate deviance

!isputes

Many topics'cattered thinly

,ard

&estrictedarro$

Circumscribed

Well developed theoryOuantitative

Cumulative en*uiry

Soft

"road

8oose5pen

Unspecific theory

Oualitative&eiterative en*uiry

< @roups


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Coaching Council conference in 6urich in ovember :;;H. one of the respondents

$ere made a$are of the underlying model prior to completing the survey instrument.The eecutive coaching domain is a good one to eplore as the literature around the

theory and practice of eecutive coaching sho$s a breadth and diversity in academic

terms is evident @'perry ABB Witherspoon F White ABB Clutterbuc+ F

Megginson :;;; Kilburg :;;; Crane :;;: 8udman F -rlandson :;;

coach9 teacher and researcher ?

teacher 0 researcher =

/oach 0 researcher >

Researcher 0 purchase >

Teacher 0 purchaser >

Ta'le () Survey respondents

The sample is then one $hich includes both academics and practitioners concerned$ith the identity of eecutive coaching. Most respondents had "ritish institutional

connections $ith some representing ,erman '$edish and other -uropean

institutional contets.

Fi#ure )? (uestions derived fro- Becher and Trowler

European Mentoring & Coaching Council September 2006 ISSN 1815-80! page 6# o" 105


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I think that most effective teaching and research around executive coaching will

be found where

Soft*Hard $imension

> It is appreciated that there are many possible approaches to understanding e+ecutive

coaching

= /lear boundaries are established to map out what e+ecutive coaching is and isn-t; & particular focus on the core of the e+ecutive coaching role is well defined for

learners

? &n eclectic9 inclusive9 pluralism of possible e+ecutive coaching roles is accepted

@ It is recognised that there are no well established and understood boundaries around

the sub(ect

: Differentiation between e+ecutive coaching and apparently similar roles is absolutely

clear

A The specific theory that is present in the literatures about e+ecutive coaching is made

more e+plicit and critiBued

C There is freedom from having to be rigorously grounded in particular theoretical

traditions

There is evidence available from many Buantitative and causal studies about the

practice of e+ecutive coaching and its impact on careers

>< There is evidence from many Bualitative case studies about the organisational

conte+ts of the practice of e+ecutive coaching

>> There is a conscious collection of and building upon e+isting studies in e+ecutive

coaching e+tending study into Egap- areas and new concerns

>= 7nly recent studies are used9 as there is a continual re!visiting in studies of a familiar

set of core concerns9 problems and issues but in current conditions

!onvergent*$ivergent $imension

>; The networks of teachers and researchers concerned with e+ploring e+ecutive

coaching need to be in close touch and tightly knit as a community

>? The networks of teachers and researchers concerned with e+ploring e+ecutivecoaching are only loosely connected as a community

>@ In teaching and research there is a high level of tolerance of diverse and even

unusual and idiosyncratic approaches to e+ecutive coaching

>: In teaching and research there should be a low level of tolerance of multiple and

unusual views about e+ecutive coaching

>A It is accepted that disputes in understanding e+ecutive coaching may persist over

prolonged periods9 and even become institutionalised in separate theories

>C Procedures for resolving disputes effectively are an integral part of e+ploring the

sub(ect9 so as to keep theory development coherent and integrated

> It is acknowledged that there are a great many topics that are connected with

understanding e+ecutive coaching in research and teaching

=< There are only really few essential topics at the heart of e+ecutive coaching which in

research and teaching need to bee prioritised and focussed upon

=> Teachers and researchers in e+ecutive coaching being scattered thinly across several

institutions is a good thing

== Teachers and researchers in e+ecutive coaching being concentrated in a few big9

permanent clusters would be a good thing



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I think that most effective teaching and research around

executive coaching will be found where

$isagree "gree

Soft*Hard $imension

> many possible approaches = >C

= /lear boundaries >; A

; focus on the core >>

? pluralism ; >A

@ no well established boundaries @ >?

: Differentiation clear >@

A specific theory

C Not grounded in theoretical tradition = >A

Buantitative and causal studies ? >:

>< Bualitative case studies ? >:

>> collection of and building upon e+isting studies ; >A

>= continual re!visiting in studies >@ ?

!onvergent*$ivergent $imension

>; tightly knit as a community >; :

>? loosely connected as a community C >>

>@ tolerance of diverse approaches A >=

>: low level of tolerance of multiple views >@ @

>A disputes may persist ? >@

>C keep theory development coherent and integrated : >=

> great many topics = >C

=< few essential topics > researchers scattered thinly across several institutions is a

good thing @ >=== researchers being concentrated in a few big9 permanent

clusters >= :

Table 8? Tribe and territor" preference based on surve" returns

The etent to $hich the survey responses $ere consistent could be #udged. This $as

possible as pairs of statements in each dimension matched7 $ith one positive

statement and the other a negative statement on the same factor. Perfectly matchedcharacteristics $ould indicate a clear preference for one +ind of the < +inds of

academic identity. Most of the survey responses $ere matched suggesting that there

$as a consistent vie$ of academic tribe core identity vie$s being epressed7 but insome indicators there $as a mismatch.

The evidence here @see Table :D is that there is a discernible preference for $hat in

"echer F Tro$lers terms $ould be the Ssoft2divergent/ academic identity but that isnot entirely consistent on either of the primary dimensions. 5n the soft2hard

dimension there are potential tensions around the *ualitative2*uantitative in*uiry



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factor and around the open2circumscribed sub#ect factor. The former may indicate

differences among the respondents $hile the latter may indicate uncertainty aboutta+ing a position on the definition of boundaries around the sub#ect. 4igure : gives a

graphic representation of preferences using font si0e to indicate the dominant

preferences $ith indicators in the largest font being preferred by the ma#ority and

those in the smaller fonts preferred by fe$er.

A Point 4ont 'ubstantial Ma#ority for @V AH put of :;D

A< Point 4ont Ma#ority 'upporting ? "et$een A;2AH agreeing

A: Point font Minority supporting 7 "et$een H2A; and agreeing

A; Point font 'mallest Minority supporting7 less than H out of :; agreeing

Fi#ure 8? Acade-ic Preferences @raphic 'odelin#

nowled#e Construction Tribes in &+ecutive Coachin#

Tribe 1; Skills- Sports and Performance

(n identity preference based on an affinity $ith domains of behaviour and

performance such as sports represent the affinities behind this preference @'ee for

eample Mc8ean et al :;;HD. The styles of coaches and coaching in this domain

European Mentoring & Coaching Council September 2006 ISSN 1815-80! page 6$ o" 105

,ard

etricte, 'omainNarro/Circumcribe,@ell ,e.elope, theor

Juantitati.e pre"erence

Cumulati.e en4uir

Soft

:roa, Church+ooe

pen

nspecified core theor"

Jualitati.e pre"erenceeiterati.e en4uir

Diver#ent

+ooel nitTolerate deviance

'ipute e=pecte,'an" topics

)eople cattere,

Conver#ent

ightl nit eliteControl tan,ar,

)roce,ure con"ine7e/ topic


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offer potential insights and studies have been and can be done around that. 4or some

this identity for +no$ledge construction is attractive because it is more Sfun/ than theothers. 4or others there is also a potential gender bias that has to be ta+en into

account. Typically the +ey sports and sports coaches and their coachees are male.

There is also a division on the perceived isomorphism bet$een sports and business

and teams in these areas. 4or some various factors in coaching success are commonacross these different domains including using both directive and non2directive

techni*ues and strategies. There is an immediacy of results and outcomes in much

sports coaching $hich can ma+e it a useful model for illustrating other$ise abstractideas or processes that may ta+e time to emerge in other contets. There is also a

shared historical connection $ith long standing support and involvement in outdoors2

based development. This interface may be epected to continue to produce ne$initiatives and insights from studies though the Smartial/ and adventure aspects can

sit uncomfortably $ith some.

The typical themes that tend to arise are trans2sport broader than the specific activity

that is of concern raising a combination of behavioural change and positive

psychology issues. These are for eample7

Performance re*uires drive discipline and determination7 performers are being

focus and Sdream/ driven

Teaching the fundamentals closely and carefully is critical7 mastering the

rudiments and practicing them is a continual challenge

Performers are laying against themselves as the ever2present challenge7

bettering your o$n best performance not #ust $inning matters

Risuali0ation matters7 mental rehearsal is as important and valuable as physical

practice

Performers learn from Sdefeat/7 people lose as much as they $in many evenlosing more than they $in and performers need to be able to learn from that

The coaching relationship is mediated by values7 honesty trust and

communication

There are fe$ pure approaches to eecutive coaching rooted in this tradition and the

+ind of +no$ledge construction it represents. ,alle$ay @ABD represents one

version and variation of this approach. The narrative and empathy $ith games andsports is $arranted because7

>The value of a game lies in its ability to create an illusion2that is toprovide a separate reality in $hich you can eperiment and ta+e ris+s

$ithout great penalties for failurefor the purpose of learning better ho$to meet real challenges and overcome real obstacles in the presence ofreal pressures.?,alle$ay AB P ::

Coaches need to understand the +ey e*uation of7

Performance 2 Interference Potential



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Interference is run by S'elf A/ impeding the role of the capable S'elf :/. "ad

performance is attributable to this interference. Perversely most education andtraining is based on passively ac*uiring $hat ,alle$ay terms Sdo2instructions/ and

this is to be seen as a source of interference. Performers epect to be advised by

coaches to Sdo/ this and Sdo/ that. They are dependent on eperts they mistrust

themselves and their natural learning process.The historical and continuing popularity of this approach to +no$ledge construction

can be attributed to the audience demographics for much -ecutive Coaching beingmale @8udeman F -rlandson :;;


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Tribe 8? Co#nitive Theor" and ,RD

(n interest in and affinity $ith psychology especially cognitive psychology is arationale that represents this second +ind of tribe in -ecutive coaching. &ather than

behaviour and the performance of a game the structure of +no$ledge construction

here is about individuals/ learning. The challenge for them is that understanding the

brain and research about its functions is rooted in the hard and convergent but thereare softer and more convergent aspects. To be informed about and involved in

+no$ledge construction here entails engaging $ith movements such as the evolution

of positive psychology @'eligman :;;:D to challenge conventional accounts ofpsychology in coaching @Peltier :;;AD. Challenges arise around the encounter $ith

highly specialised +no$ledge and the scope for psuedo2science and

misunderstanding. That leaves +no$ledge construction vulnerable to hype in lin+ingtechni*ues and applications based in this area to practice.

This tribe is also more divergent belonging as it overlaps $ith the domain of )uman&esource !evelopment @)&!D the interface of learning careers and organisation

development rather than sports games grounded in description and analysis of thebody. This gives it Ssocial construction appeal/ among the community of )&

managers and other managers $hose sense of savoir faire overlaps $ith studies in thatarea. These are groups $ho are familiar $ith the language and research formats

typically adopted in this area. These usually attempt to capture the S$hole/ series of

issues around a topic through eploring cases $hich lin+ organisational group andindividual levels of analysis together7 for eample in Stalent management/ or

development interactions @!/abate et al :;;D. This crossing of levels is a ma#or

strength grounded in evidence directly from $or+places.

It is also possible to see this in some $ays the least Snegative/ +ind of tribe to belong

to rather than a positive choice7 for those $ho are not comfortable $ith the

constraints around the hard and convergent identity. (n ambivalence around apositive embrace of a tribal identity that is hard2convergent may be best hidden or

contained in accepting a more Sdivergent/ identity. It is not going all the $ay into

being a Sbit of everything is relevant and may be seen from multiple angles/ culture7but communication norms around in*uiry and data standards are loose. The demands

of $or+ing $ithin an agree paradigm or eplicitly and constantly challenging

paradigms is less strong.

There are those $ho outline and use theories from associated domains eplicitly

@4it0gerald F ,arvey "erger :;;:D. They represent an attempt to combine severalstrands to eplore the diversity of approaches that eist reflecting different theories

about development and learning. They themselves prefer psychology and theJungian school $ithin that along $ith the adult learning $or+ of Kegan. They alsoinclude reference to the established concepts of Sdouble loop/ learning at an

individual level and to Striple loop/ learning $hich they associate $ith as+ing S$hy/

*uestions to promote insight into paradigms. They revie$ coaching practices in

contets such as midlife change psychotherapy and transformational learning. (nd

European Mentoring & Coaching Council September 2006 ISSN 1815-80! page $0 o" 105


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they see+ to identify and apply coaching to a range of special situations7 including

isolated eecutives entrepreneurs and those $or+ing across countries.

Tribe 9? ,u-an Relations and ,elpin# Professions

The tribe here is softer and more convergent accepting of multiple possibleinterpretations and various authorities co2eisting. It is in eecutive coaching

represented by those embedded in the human relations and Stal+ing cure/ modalities

traditions @(nderson :;;: (rnaud :;;D. There is ambiguity here as the taint ofSnegativity/ that comes $ith +no$ledge and techni*ues developed for helping those

suffering problems is ever2present7 both in the $ay that coaches may be perceived

and in the $ays that coaching might be construed. onetheless there is a substantial

body of +no$ledge and an esteem as $ell that means a popular concern $ith theunconscious and the area of Stal+ing cures/ may indeed illuminate significant things

about coaching. It has potential to supply an authentic and respectable epertise on

people. Its proponents have intellectual and emotional epertise in dealing $ith

Shelper2client/ relations and appreciate that this involves more than surfacecompetence and behaviour and involves accessing the Shidden/. They have a rich

understanding of the course and content of such relationships and have elaborated$ays to $or+ systematically in those.

They may help coaches to $iden their o$n repertoires though no singlerepresentative from this stream alone could revie$ all understanding in it. It is also

getting more divergent7 $hat is deemed to be epistemic the core to a paradigm and

$hat is open to debate among various authority figures complicates the understanding

of process and ideas about helping relations practice that follo$ from that. (t theetreme end of divergence is a demand to engage in more less permanent paradigm

contests. In such conditions it may be that an epertise in being multi2paradigm

savoir faire is considered the ideal. "ecoming transtheoretical as Proschas+a @ABB:Dpresents is ta+en into the literature or it may mean learning to live $ith having

commitments to one of the competing paradigms and al$ays being open to challenge

by the others. The $ay I read it currently there is a core commitment in coaching tohelping and to personal gro$th as a paradigm $ith aspects of the unconscious

recognised as significant. Thus the current concern of connecting $ith +no$ledge

construction in this area but continuing to differentiate coaching from counselling and

therapy $ill continue and $ill also etend into the supervision roles andrelationships. Whether this represents a $elcome etension of a valid frame of

reference or a complication too far in the circumstances of actual coaching practice is

a real concern.

Tribe


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coaching. 'mith provides a representative modern definition of comple totalities of

belief as7

>configurations of lin+ed perceptual=behavioral tendencies of various degree ofstrength continuously formed transformed and reconfigured through our

ongoing interactions $ith our environments.? @'mith op cit p


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Suniversal and integrated/ pioneering accounts. &emaining stuc+ in a field containing

many prescriptive models and choosing among them or seeing to integrate themdisplaces concentrating on learning about significant and sustained core areas $orthy

of study and reflection.

4or -ecutive Coaching to be perceived as a domain $here aspects of all the four

different +inds of tribe are represented has potential. The preferences instrument hasbeen derived from the $or+ of "ech F Tro$ler. provides a $ay of locating eisting

underlying preferences for a +ind of tribe. 'ome results here sho$ that there is apreference for vie$ing eecutive coaching through a lens that is divergent and soft.

5utside the primary preference of soft2convergent there is a tension in the pull of

other +inds of identity. 5n the one hand territorially the perception is that theinterface $ith the hard domain of S'ports/ offers most7 yet in terms of Stribal/

preferences the S)elping professions/ domain is preferred. These secondary

preferences are the harder to reconcile in terms of academic identity out of thepossible secondary combinations. There $ere interesting findings around the soft2

convergent domain $here survey returns sho$ greatest disagreement and=or splits

around preferences.

Understanding academic identity issues is part of developing professionalism beyond

initial and personal perspective starting points is an important part of development

alongside techni*ues and methods. This may advance professionalisation in-ecutive Coaching helping to avoid the criticism that the stress of practice is met

only $ith a semi2s+illed mastery of techni*ue rather than a higher status foundation

of +no$ledge and understanding.

It is though possible and desirable to re2model the academic identities to map

identities on a continuum rather than in *uadrants @see 4igure D. This can helpintegrate rather than divide the domains and stimulate inter2domain *uestions for

research and accommodate different traditions in methods as $ell.

It fits $ith professional development re*uiring a dynamic and reflective

understanding of -ecutive Coaching. People3s theories and identities as coaches can

be secured by engaging $ith conflicts and debates around the types of groups $hich

eist to get at the deep and real issues rather than the superficial manifestations ofmerely inter2tribal difference.

-ploring the tribes and identities of -ecutive Coaching opens up fresh lines ofthin+ing and *uestioning $hich can advance the credibility and effectiveness of the

occupation. 8earners can gain both greater +no$ledge of people and performance

human interaction and enhanced professionalism. Professional practice is not eactlyli+e that in associate fields $hether therapeutic or sporting educational or scientific.

8iving $ith the tensions of this pluralism is perhaps eactly $hat the real challenge

of -ecutive Coaching is about and that is not something to deny or avoid or $isha$ay.

European Mentoring & Coaching Council September 2006 ISSN 1815-80! page $ o" 105


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Fi#ure 9? Re*-odellin# Identities for nowled#e Construction as a Continuu-

for Coachin# 6 'entorin#

In advancing such an analysis of identities around +no$ledge construction in

-ecutive coaching ne$ options emerge.

5ne implication of an identity for +no$ledge construction is that people $ill have a

natural home and be comfortable $ith one +ind of analysis and identity anduncomfortable $ith the others. &ecognising that and then $or+ing $ithin that

comfort 0one but also being able to $or+ across groups s$itching as appropriate are

both important. Teaching researching and being professional as a coach means morethan pic+ing and miing insights from each identity for +no$ledge construction.

Understanding the nature of +no$ledge construction can help move us beyond a

contest among favoured prescriptive models to situating theory and action in anintegrative and inclusive frame$or+ for reflective practice. (nd it may also help

guide both teachers and learners $riters and commentators a$ay from the traps of

echanging or mista+enly criticising uneamined preferences and into debates $hereissues and matters both critical and empirical can be engaged $ith to the benefit of a

broad and gro$ing community.

European Mentoring & Coaching Council September 2006 ISSN 1815-80! page $# o" 105

'oft

)ard

Convergent !ivergent

"ehaviour7

Performanceand '+ills

Psychology7

Cognitiveand )&!

&elations and)elping

Totalities7"eliefs and

Ralues


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References

(nderson J. P. @:;;:D -ecutive Coaching and &-"T7 'ome Comments 4rom The4ield4ournal of 5ational-Eotive and !ognitive-*ehaviour Therapy Rol :; o


19/20

Jastro$ J. @AB:D >-rror and -ccentricity in )uman "elief? e$ Nor+ !over

Publications Inc

Kaufman ". @:;;D The role of eecutive coaching in performance management

/andboo) of *usiness "trategy -merald :E2:BA

Khan 5. @:;;HD Confessions of an -ecutive CoachAcross The *oard July=(ugustA2::

Kilburg &.&. @ABBD To$ards a conceptual understanding and definition ofeecutive coaching. !onsulting Psychology 4ournal Rol


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'huit !. @:;;HD )uddling $ith the coach =or)force Manageent < @:D H2HE

'mith ". @:;;;D S*elief and 5esistance, &ynaics of Intellectual !ontroversyG

)arvard University Press

'perry 8 @ABBD Wor+ing $ith eecutives7 consulting counselling and coaching.

Individual Psychology Rol

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Tribes and Mentoring Article