Anthony M Grant PhD Executive, Workplace and Personal Coaching: Fanciful, Faddish or Evidence-based? Interdisciplinary Center 9 th April 2010 Anthony M Grant PhD Director, Coaching Psychology Unit School of Psychology University of Sydney Sydney NSW 2006 Australia www.psych.usyd.edu.au/coach [email protected]
108
Embed
Executive, Workplace and Personal Coaching: Fanciful ...portal.idc.ac.il/documents/idc_talk_grant_2010.pdf · Executive, Workplace and Personal Coaching: ... positive change • Coaching
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Anthony M Grant PhD
Executive, Workplace and Personal Coaching:
Fanciful, Faddish or Evidence-based?
Interdisciplinary Center
9th April 2010
Anthony M Grant PhDDirector, Coaching Psychology Unit
School of PsychologyUniversity of SydneySydney NSW 2006
What is Coaching?• “A collaborative systematic solution-focused,
results-orientated and systematic process in which the coach facilitates the enhancement of goal attainment, life experience, self-directed learning and the personal growth of the coachee.”
3(c) Anthony Grant 2010
• Coaching is about creating changes that help enhance performance and learning
• A methodology for creating purposeful, positive change
• Coaching is a potentially effective tool to help create and maintain change …. It is NOT a panacea …
Coaching Psychology?
• “The systematic application of behavioural science which is focussed on the enhancement of life experience, work performance and well-being in non-clinical populations without clinically significant mental health problems or
4(c) Anthony Grant 2010
significant mental health problems or abnormal levels of distress”
• APS / BPS definition 2000
That vision thing
• Discrete discipline of Organisational Coaching
and/or Coaching Psychology
• U/Grad units of study (degrees ?)
• University Masters
• PhD’s
• Academic specialist journals
5(c) Anthony Grant 2010
• Academic specialist journals
• Substantial connection to Coaching Industry
• Coaching Psychologists
• Psychological Society Accreditation
• Coaches who use Evidence-based approaches
and Psychology in their coaching
Distinguishing coachingHow do you see the differences?
6(c) Anthony Grant 2010
Coach or Couch ?
7(c) Anthony Grant 2010
Typical Answers to “Couch or Coach?”
Therapy Coaching
Deals with the past / root cause
Deals with the future / what works
Client is low functioning Clients are emotionally sound
Therapist has the answersCoach helps client discover own answers
Responses gathered by “Google” web search
The “Normal” population
Isn’t coaching about working with the “non-clinical” ?
9(c) Anthony Grant 2010
What’s Needed: Coach or Coach?
• 52% of potential life coaching clients had clinically significant scores on BSI (n = 107): Low SES area
• Green, L., Oades, L., & Grant, A. (2006). Cognitive-behavioral, solution-focused life coaching: Enhancing goal striving, well-being, and hope. The Journal of Positive Psychology, 1(3), 142-149.
10(c) Anthony Grant 2010
• 25% of potential life coaching clients had clinically significant scores on BSI (n = 87): High SES area
• Spence, G. B., & Grant, A. M. (2007). Professional and peer life coaching and the enhancement of goal striving and well-being: An exploratory study Journal of Positive Psychology, 2(3), 185-194.
A more sophisticated understanding?
11(c) Anthony Grant 2010
Low
Mental HealthGrant, A. M. (2007). A model of goal striving and mental health for coaching populations. International Coaching Psychology Review, 2(3), 248-262.
A more sophisticated understanding?
12(c) Anthony Grant 2010
Low
Mental HealthGrant, A. M. (2007). A model of goal striving and mental health for coaching populations. International Coaching Psychology Review, 2(3), 248-262.
The real difference between coaching and therapy?
• It is the focus (or purpose) of the relationship that differentiates
coaching from therapy
– Alleviating distress vs. Goal attainment?
13(c) Anthony Grant 2010
Vs.
Is Coaching a Fad?
14(c) Anthony Grant 2010
What are the public (and or academia’s)
perceptions of a “coach”?
15(c) Anthony Grant 2010
perceptions of a “coach”?
A COACH !A COACH !
16(c) Anthony Grant 2010
17(c) Anthony Grant 2010
18(c) Anthony Grant 2010
… there’s a LOT of hype in coaching
Is “coaching” itself to blame for the bad press?
19(c) Anthony Grant 2010
… there’s a LOT of hype in coaching
• GROW Coaching
• Evidence-based
• Cognitive Coaching
• Behavioural
• Brain-based
• Soul-based
• Intuition-based
• Transformative
So many “brands” of coaching
20(c) Anthony Grant 2010
• NLP Coaching
• Narrative Coaching
• Solution Focused
• Appreciative
• Transpersonal
• Interpersonal
• Impersonal
• Non-personal
• We can now coach at the cellularcellular level …
•• “Nano“Nano--coaching”coaching”
• Based on the latest thinking from our own personal think tank … quantum physics
…fortunately we have some real breakthrough coaching technology …
21(c) Anthony Grant 2010
personal think tank … quantum physics
• We can now get inside your mind and expand it for you …
… “no effort change”
You may recognize this
22(c) Anthony Grant 2010
“ … the most important thing for coaching (and positive
psychology) to keep in mind is the necessity of collecting
rigorous empirical evidence. This may be the only this that
separates the field from earlier humanistic psychology and from
current non-validated self-help books, while also dealing with
• In US 25% to 40% companies use external coaches, similar figures in Australia and Europe,
24(c) Anthony Grant 2010
coaches, similar figures in Australia and Europe, and over 50% using internal coaching (ICF 2007)
• Estimated 45,000 business coaches worldwide
• 12,300 in US; 18,000 in Europe; 4,300 in Australia (Bresser, 2009)
Medicine ???
The Coaching Industry's Journey
1: Coaching Industry as Naive Explorer– Coaching as a mixed-group on a day-trip
– All talking and arguing about where to go!
2: Coaching Industry as Emerging Professional
Practice– Cross-disciplinary occupation
25(c) Anthony Grant 2010
– Cross-disciplinary occupation
– Formation of national associations – ICF & others
3: Maturation of the Coaching Industry– Increasing sophistication clients / students
– University-level coach-specific education
– Foundational coach-specific research
– Development of Evidence-based coaching
What is Evidence-based Coaching?
• “ The conscientious, explicit and judicious use of current best evidence in making decisions about how deliver coaching to clients, and how to design and teach coach training programs” (Grant and Stober, 2006)
• EBC – is important if coaching is to develop and not die a
26(c) Anthony Grant 2010
• EBC – is important if coaching is to develop and not die a death as a fad!
• EBC – is not just about proving coaching is effective
• Evidence-based decision making – critical thinking based on solid evidence – not anecdotes or emotion – “optimistic cynicism!”
• Sackett, D.L. et al. (1996) Evidence based medicine: what it is and what it isn't. BMJ 312 (7023), 13 January, 71-72).
The Typical Evidence-based Hierarchy
Systematic Reviews
Randomised Controlled
Between-subject
Within-subject studies
27(c) Anthony Grant 2010
Within-subject studies
Case Studies
Expert Opinion (Peer-reviewed)
Professional Articles and Reference Texts
Ideas and Background Information
So, what counts as credible evidence?
• No easy answer!
• Depends on:
– Question of interest; the context; practical issues; time constraints; stakeholders; assumptions; theory in use
28(c) Anthony Grant 2010
• RCT may not be best for coaching research
– Access to samples; validity/generalisability issues;
“controls” in complex social situation may not be
possible or even desirable (outcomes may arise from multiple factors); RCT assume direct linear causality,
but need to be able to respond to emergent factors
• Four Coaching Industry Studies– Large scale international survey (ICF) (N =2,500)
– Australian Life and Executive coaching industry surveys
• Range of Theoretical Papers
38(c) Anthony Grant 2010
• Range of Theoretical Papers– Coaching Models; Mental Health and Goal Attainment;
Commentary papers
• Additional Coaching-related Empirical Work– Self-reflection and Insight; Stages of Change; Solution-
focused vs. Problem Focused Coaching; Mindfulness and Perspective-taking in Leaders; Over 100 articles and book chapters, reports and > 100 conference presentations
Coaching Frameworks
39(c) Anthony Grant 2010
Coaching Frameworks
The Principles of Effective Coaching
6. Action
77. Results. Results
5. Commitment
40(c) Anthony Grant 2010
1. Collaboration & 2. Accountability
3. Awareness
4. Responsibility
Ask-Tell Matrix
41(c) Anthony Grant 2010
Set a Goal
Develop Action Plan
Act
Identfiy Issue
Generic Model of Self-regulation
42(c) Anthony Grant 2010
Monitor(requires Self-Reflection)
Evaluate(associated with Insight)
Modify(if needed)
Success
The Solution-focused Cognitive-Behavioural Model
Environment Behaviour
Goal
43(c) Anthony Grant 2010
EmotionsThoughts
Positive
Attentional
Focus
Models of Change
“What-to-do” Models of Change
• Force-field analysis
• Kotter’s Eight Phases of Change
“What-you-experience” Transition Models
44(c) Anthony Grant 2010
“What-you-experience” Transition Models
• Elisabeth Kübler-Ross
• William Bridges
“Self-directed” Models of Change
• Intentional Change Theory
Models of Change
“Stage Theories” of Change
• Transtheoretical Model of Change
45(c) Anthony Grant 2010
“Paradoxical Change”
• Advanced Change Theory
• Acceptance and Change
Goals
Coaching is about goals
Stretch for that SMART goal ….
GAOLS
46(c) Anthony Grant 2010
GAOLS
If we are not careful though…
…goals can become GAOLS!
47(c) Anthony Grant 20104747
become GAOLS!
Goals not Gaols
• Goals are not just something out there
we want to achieve
• They are a way of making sense of our
48(c) Anthony Grant 2010
• They are a way of making sense of our
behaviour in the real world
• They are a frame of reference for
viewing our behaviour
Goals are the foundation of coaching
• Goals can be defined simply as “internal representations of desired states”(Austin & Vancouver, 1996, p. 388).
49(c) Anthony Grant 2010
(Austin & Vancouver, 1996, p. 388).
Goal Neglect
Values(Higher Order Goals)
Functionally
Lack
of Attention
50(c) Anthony Grant 2010
Goals Goals
Actions Actions Actions Actions
Goals
Actions
Functionally
SuperordinateGoals Goals Goals
Understanding goal hierarchies: Work
To be an outstanding
lawyer
Deliver
Lack
of Attention
Functionally
Too Much
Attention
51(c) Anthony Grant 2010
Work Hard Revenue
FocusMentor/
LeadershipNew Clients Billing hrs
Deliver Excellence
Leverage
Functionally
SuperordinateRevenue
Understanding goal hierarchies: Home
To have a happy family
Kids do well GoodMom & Dad
Lack
of Attention
Functionally Good
Too Much
Attention
52(c) Anthony Grant 2010
Kids do well
at school
Goodincome
Less TVEnjoySport
Don’t argue
Work/LifeBalance
Mom & Dadhappy
together
Keep fit
Functionally
SuperordinateGood
Income
53(c) Anthony Grant 2010
Core of the GoalCore of the Goal--attainment Processattainment Process
• Solution-focused, Cognitive-behavioural executive coaching with 360 feedback
• 50 executive and senior managers from large public health service
• Quantitative and qualitative measures used
(Grant, Curtayne, & Burton, 2009)
Executive Coaching & Well-being
• Half-day leadership development w/shop
• Organisation in major change process
– 360 feedback (HS-LSI)
– Goal Attainment Scaling (GAS)
– Cognitive Hardiness Scale
74(c) Anthony Grant 2010
– Cognitive Hardiness Scale
– Depression, Anxiety and Stress Scale
– Workplace Well-being Index
• Four coaching sessions over 8 to 10 wks.
Executive Coaching & Well-being
Time 1 Time 2 Time 3
Baseline 10 weeks 20 weeks
Group 1Training workshop
Begin coaching
Complete
coaching
No measures
taken
75(c) Anthony Grant 2010
Group 1Begin coaching coaching taken
Group 2Training workshop
Begin waitlist
Begin
coaching
Complete
coaching
Goal Attainment
160
180
200
220G
oal A
ttain
mn
et
76(c) Anthony Grant 2010
100
120
140
160
Time 1 Time 2 Time 3
Go
al A
ttain
mn
et
Group 1
Group 2
Cognitive Hardiness
66
68
70C
og
nit
ive H
ard
iness
77(c) Anthony Grant 2010
60
62
64
Time 1 Time 2 Time 3
Co
gn
itiv
e H
ard
iness
Group 1
Group 2
Depression
3
4
5
6
Dep
resio
n
Group 1
Group 2
78(c) Anthony Grant 2010
0
1
2
3
Time 1 Time 2 Time 3
Dep
resio
n
Workplace Well-being
110
115
120W
ork
pla
ce W
ell-b
ein
g
79(c) Anthony Grant 2010
95
100
105
Time 1 Time 2 Time 3
Wo
rkp
lace W
ell-b
ein
g
Group 1
Group 2
Key Points of Study 3
• Short-term executive coaching can be effective– 4 sessions over 8 to 10 weeks
• SF-CB executive coaching can help deal with pain of organisational change
80(c) Anthony Grant 2010
with pain of organisational change– Open-ended qualitative comments indicated coaching
helped participants deal with change stress
• Workplace well-being enhanced through coaching – good potential tool for change
Question 2:Can we extend theoretical frameworks for coaching?
81(c) Anthony Grant 2010
frameworks for coaching?
• Study 4: Mindfulness and Coaching
• Q: Does Mindfulness training effect outcomes?– Cross-over placebo design; N= 45 (Adults 35.5yrs)– Screened, 31.5% had health problems– All participants set goals using Goal Attainment Scaling
1. MT-C = Mindfulness Training then Coaching• Audio MP3 attentional training and meditation 15-30mins
Coaching as Applied Positive Psychology
82(c) Anthony Grant 2010
• Audio MP3 attentional training and meditation 15-30mins
2. C-MT = Coaching then Mindfulness Training• 2 face to face, 2 phone – 45 min sessions
3. GHE = General Health Education (placebo group)• 4 Fortnightly seminars (45 mins), alternate weeks 5-10 min phone calls
Spence, G. B., Cavanagh, M. J., & Grant, A. M. (in press). The Integration of Mindfulness Training and Health Coaching: An Exploratory Study. Coaching: An International Journal of Research, Theory and Practice,
Study 4 Design
Phase 1 Phase 2
4 weeks 4 weeks
Group 1 MT-CMindfultraining
Coaching
83(c) Anthony Grant 2010
Group 2 C-MT CoachingMindful
training
Group 3 GHEFortnightly health seminars
plus phone call support
Key Points of Study 4
• Coaching adds value: Both coaching conditions better than heath info alone
– Information alone is not enough
• Mindfulness training before coaching seems to build psychological “muscle”
84(c) Anthony Grant 2010
seems to build psychological “muscle”
– Note: (p = 0.07 but small sample)
• Short MT can be effective
• MT in coaching reduces anxiety & stressSpence, G. B., Cavanagh, M. J., & Grant, A. M. (in press). The Integration of Mindfulness Training and Health Coaching: An Exploratory Study. Coaching: An International Journal of Research, Theory and Practice,
Question 3
The “Manager as Coach”
Can coaching psychology help us
85(c) Anthony Grant 2010
Can coaching psychology help us
develop our understanding of
workplace coaching?
• Executives’ coaching skills, self-efficacy and job
satisfaction from a “Stages of Change”
perspective
– 99 Managers
Study 5 Stages of Change and Coaching Skills
86(c) Anthony Grant 2010
– 99 Managers (enrolled in a four-day “Manager as Coach” training program)
– Stage of Change
– Pros & Cons
– Self-efficacy
– Work-place well-being / Satisfaction
– Coaching skills
Workplace Coaching
The Manager as Coach
45
50
55
60
65T
Sco
res
87(c) Anthony Grant 2010
25
30
35
40
45
Contemplation Preparation Action Maintenance
Stages of Change
T S
co
res
Self-efficacy
Coaching Skills
53
55
57
59
T S
co
res
Pros of Change
Cons of Change
Workplace Coaching The Manager as Coach
88(c) Anthony Grant 2010
45
47
49
51
53
Contemplation Preparation Action Maintenance
Stages of Change
T S
co
res
The Manager as Coach
Stage of change
Pros of change
Cons of change
Work Satfctn
Self efficacy
Pros of change
-.04
Cons of change
-.34** -.19*
89(c) Anthony Grant 2010
Work Satisfaction
-.08 -.31** .12
Self-efficacy .48** -.02 -.19* .09
Coaching Skills
.12 .35** -.17 -.174 .30**
** significant at .001 * significant at .05
The Manager as Coach
Stage of change
Pros of change
Cons of change
Work Satfctn
Self efficacy
Pros of change
-.04
Cons of change
-.34** -.19*
90(c) Anthony Grant 2010
Work Satisfaction
-.08 -.31** .12
Self-efficacy .48** -.02 -.19* .09
Coaching Skills
.12 .35** -.17 -.174 .30**
** significant at .001 * significant at .05
Key Points of Study 5
• Those in favor of workplace coaching may actually be quite dissatisfied at work
• Perceived barriers to workplace coaching decrease over time
• The cons of adopting coaching may be more salient in the early stages of change
91(c) Anthony Grant 2010
• The cons of adopting coaching may be more salient in the early stages of change
• It takes time for people to feel confident about doing workplace coaching
• Managers need initial support in adopting workplace coaching
Question 4
Is Solution-focused or Problem-
focused Coaching more effective?
92(c) Anthony Grant 2010
focused Coaching more effective?
Should you ask “WHY?” or “HOW?”
93(c) Anthony Grant 2010
• Impact on: Positive/Negative Affect; goal
approach; self-efficacy; and understanding;
Should you ask “Why?” or “How?”
Experiment 1
Problem-focused
SessionN = 39
Experiment 2
Solution-focused
Session
N = 34
One week
94(c) Anthony Grant 2010
Identity real-life problem
Complete measures 1
Answer PF questions
Re-take measures
Identity real-life problem
Complete measures 1
Answer SF questions
Re-take measures
Grant , A. M., & O'Connor, S. A. (2010). The Differential Effects of Solution-focused and Problem-focused Coaching Questions: A Pilot Study with Implications for Practice. Industrial and Commercial Training, 102-111.
Problem Statement
• “Please take five minutes to write about a problem that you have that you would like to solve. It should be one
that is frustrating for you and one that you have not, as yet, been able to solve.
• This problem should be real and personal, but something you feel comfortable sharing about.
95(c) Anthony Grant 2010
you feel comfortable sharing about.
• It might be a dilemma, that is a situation in which you feel
caught between two or more possible courses of action, or a situation that you don’t feel like you have a good deal
of insight into.”
Problem-focused Coaching Questions
• “How long has this been a problem? How did it start?”
• “What are your thoughts about this problem?”
• “How do you react when you have those thoughts?”
• “What impact is thinking about this issue having on you?”
96(c) Anthony Grant 2010
Solution-focused Coaching Questions
• “Think about a possible solution to the problem you have just
described and imagine it had “magically” come about.
• “Describe some ways you could you start to move towards
creating this solution” “What are your thoughts about this
solution?” “How do you react when you have these thoughts?”
• “What impact is thinking about this solution having on you?”
97(c) Anthony Grant 2010
Ask “Why?” or “How?”Change in Pre-Post Scores for solution-focused and
problem-focused approach
0
1
2
3
Prob-Focus
Solution-Foucs
.01 .01ns .01
ns
.001
98(c) Anthony Grant 2010
-3
-2
-1
0
Negative Affect Confidence in
solving
problem
Understand the
nature of this
problem
Positive Affect
.02 .01
Ask “Why?” or “How?”
Sig. difference
p < .001
p < .001
99(c) Anthony Grant 2010
p < .003
So, should you Ask “How?” or “Why?”
• “How” seems to be the “better” coaching question …
• More positive affect
• Greater understanding
?
100(c) Anthony Grant 2010
• Greater understanding
• Greater goal approach
Other CPU coaching outcome studies• Solution-focused, cognitive-behavioural coaching group
program (RTC)• Group coaching effective & effects of coaching maintain over 30
weeks (Green, Oades & Grant, 2006)
• Peer vs. professional coaches (RCT)• Professional coaches more effective than peer (Spence & Grant,
2007)
• High school students (RTC)
101(c) Anthony Grant 2010
• High school students (RTC)• Life coaching enhanced resilience and hope (Green, Grant,
Rynsaardt. 2007)
• High school teachers (RTC)• Workplace coaching enhanced well-being, goal attainment and
hope (Grant, Green, Rynsaardt, 2007)
• Personal Life Coaching for Coaches-in-training (WS)• Life coaching enhanced, goal attainment, resilience, insight and
deepened learning (Grant, 2008)
Coaching can be Evidence-BasedIt does not have to be faddish or fanciful!
• We need
– More Randomised Controlled Studies
– Better qualitative research
– In depth longitudinal studies
– Better outcome measures
102(c) Anthony Grant 2010
– Better outcome measures
– Sophisticated theoretical frameworks
– Models that integrate P.P. with SF-CB
– Solid scholar-practitioner training
– More well-written research papers!!
Coaching is now decidedly mainstream – Fad no more!
103(c) Anthony Grant 2010
Anthony M Grant PhD
Executive, Workplace and Personal Coaching:
Fanciful, Faddish or Evidence-based?
Anthony M Grant PhDDirector, Coaching Psychology Unit
School of PsychologyUniversity of SydneySydney NSW 2006
Measures for coaching research that we have found useful
Workplace Well-being Index• Page, K. (2005). Subjective Wellbeing in the Workplace: Unpublished Honours thesis, Deakin
University, Melbourne, Australia.
Mindfulness Attention Awareness Scale
• Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822-848.
Self-reflection and Insight Scale
105(c) Anthony Grant 2010
• Grant, A. M., Franklin, J., & Langford, P. (2002). The Self-reflection and Insight Scale: A new measure of private self-consciousness. Social Behavior and Personality, 30(8), 821-836.
Emotional Intelligence• Schutte, N. S., Malouff, J. M., Hall, L. E., Haggerty, D. J., Cooper, J. T., Golden, C. J., et al. (1998).
Development and validation of a measure of emotional intelligence. Personality & Individual
Differences, 25(2), 167-177.
Goal-focused Coaching Skills• Grant, A. M., & Cavanagh, M. (2007). The goal-focused coaching skill questionnaire: Preliminarily
findings. Social Behavior and Personality: An International Journal, 35(6), 751-760.
Coaching outcome studies from U.SydSpence, G. B. C., Michael ; Grant, Anthony (2008). The integration of mindfulness training
and health coaching: an exploratory study. Coaching: An International Journal of Theory, Research and Practice, 1(1)
Grant, A. M., Green, L., & Rynsaardt, J. (in press). Developmental Coaching for High School Teachers: Executive Coaching Goes to School. Consulting Psychology Journal: Practice and Research.
Grant, A. M. (2008). Personal life coaching for coaches-in-training enhances goal attainment and insight, and deepens learning. Coaching: An International Journal of Research, Theory and Practice 1(1), 47-52.
Grant, A. M. (2007). Enhancing coaching skills and emotional intelligence through training. Industrial & Commercial Training, 39(5) 257-266
Green, S., Grant, A. M., & Rynsaardt, J. (2007). Evidence-based life coaching for senior high school students: Building hardiness and hope. International Coaching Psychology Review, 2(1), 24-32. (Randomised)
106(c) Anthony Grant 2010
high school students: Building hardiness and hope. International Coaching Psychology Review, 2(1), 24-32. (Randomised)
Spence, G. B., & Grant, A. M. (2007). Professional and peer life coaching and the enhancement of goal striving and well-being: An exploratory study Journal of Positive Psychology, 2(3), 185-194. (Randomised)
Green, L. S., Oades, L. G., & Grant, A. M. (2006). Cognitive-behavioural, solution-focused life coaching: Enhancing goal striving, well-being and hope. Journal of Positive Psychology, 1(3), 142-149. (Randomised)
Grant, A. M. (2003). The impact of life coaching on goal attainment, metacognition and mental health. Social Behavior & Personality, 31(3), 253-264.
U.Syd studies about coaching & the coaching industry
Grant, A. M. (2008). Personal life coaching for coaches-in-training enhances goal attainment, insight and learning. Coaching: An International Journal of Theory, Research and Practice, 1(1), 54-70.
Grant, A. M. (2010). It Takes Time: A Stages of Change Perspective on the Adoption of Workplace Coaching Skills. Journal of Change Management, 10(1), 61 - 77.
Grant, A. M., Curtayne, L., & Burton, G. (2009). Executive coaching enhances goal attainment, resilience and workplace well-being: A randomised controlled study. Journal of Positive Psychology, 4(5), 396-407.
Grant , A. M., & O'Connor, S. A. (2010). The Differential Effects of Solution-focused and Problem-focused Coaching Questions: A Pilot Study with Implications for Practice. Industrial and Commercial Training, 102-111.
Binstead, T., & Grant, A. M. (2008). An exploratory study of Australian executive coaches. International Coaching Psychology Review, 3(1), 41-54
Grant, A. M., & O'Hara, B. (2008). Key characteristics of the commercial Australian executive coach training industry. International Coaching Psychology Review, 3(1), 55-71.
Grant, A. M., & Cavanagh, M. (2007). The goal-focused coaching skill questionnaire: Preliminarily
107(c) Anthony Grant 2010
Grant, A. M., & Cavanagh, M. (2007). The goal-focused coaching skill questionnaire: Preliminarily findings. Social Behavior and Personality: An International Journal, 35(6), 751-760.
Abbott, G. N., Stening, B. W., Atkins, P. W. B., & Grant, A. M. (2006). Using evidence-based executive coaching to improve expatriate managers’ acculturation and effectiveness. Asia Pacific Journal of Human Resources, 44(3), 295-317
Grant, A. M., & O'Hara, B. (2006). The self-presentation of commercial Australian life coaching schools: Cause for concern? International Coaching Psychology Review, 1(2), 20-32.
Spence, G., Cavanagh, M,. Grant, A. M. (2006). Duty of care in an unregulated industry: Initial findings on the diversity and practice of Australian coaches. International Coaching Psychology Review. 1(1), 71-85
Grant, A. M., & Zackon, R. (2004). Executive, workplace and life coaching: Findings from a large-scale survey of International Coach Federation Members. International Journal of Evidence-based Coaching and Mentoring, 2(2), 1-15.
U.Syd discussion articles about coachingGrant, A. M. (2008). Coaching in Australia: The view from the Ivory Tower! Coaching: An International
Journal of Research, Theory and Practice 1(1), 29-45
Kemp, T. (2008). "Self-management and the coaching relationship: Exploring coaching impact beyond models and methods." International Coaching Psychology Review 3(1): 32-42.
Grant, A. M. (2007). A model of goal striving and mental health for coaching populations. International Coaching Psychology Review, 2(3), 248-262.
Grant, A. M., & Cavanagh, M. (2007). Evidence-based coaching: Flourishing or languishing? Australian Psychologist, 42(4), 239-254.
Spence, G. B. (2007). "GAS powered coaching: Goal Attainment Scaling and its use in coaching research and practice." International Coaching Psychology Review 2(2): 155-167.
Spence, G. B. (2007). "Further development of evidence-based coaching: Lessons from the rise and fall of the human potential movement." Australian Psychologist 42(4): 255-265.
Grant, A. M. (2006). A personal perspective on professional coaching and the development of Coaching Psychology. International Coaching Psychology Review, 1(1), 12-22.
Cavanagh, M., & Grant, A. M. (2005). Making the implicit, explicit: Delineating theoretical influences on
108(c) Anthony Grant 2010
Cavanagh, M., & Grant, A. M. (2005). Making the implicit, explicit: Delineating theoretical influences on coaching and mentoring. International Journal of Evidence Based Coaching and Mentoring, 3(1).
Grant, A. M., & Cavanagh, M. (2004). Toward a profession of coaching: Sixty five years of progress and challenges for the future. International Journal of Evidence-based Coaching and Mentoring, 2(1). 7-21
Cavanagh, M., & Grant, A. M. (2004). Executive coaching in organisations: The personal is the professional. International Journal of Coaching in Organisations, 2(1), 6-15.
Grant, A. M. (2001). Grounded in science or based on hype? An analysis of Anthony Robbins' Neuro-Associative Conditioning. Australian Psychologist, 36(3) pp. 11-18