Consulting Psychology Frameworks and Process

Coaching as a profession attracts a diverse pool of practitioners including psychologists. Are you a psychologist interested in coaching? You may want to consider consulting psychology.

The purpose of this article is to (a) serve as a brief overview of basic coaching principles and frameworks (b) outline the coaching process (c)provide two recent research articles discussing the types of knowledge, skills and abilities displayed by coaching psychologists.

Human resources, now known as people operations in some circles, has evolved from punitive to developmental talent interventions. Qualified coaches to guide employee development are in high demand. There is an assumption that studying psychology would obviate the need for more training as a coach. Quite often psychologists do not consider additional training and are not aware of the difference between clinical and coaching practice (Hart, Blattnerr & Leipsic, 2001).

First, what is consulting psychology? Consulting psychology was born in the psychological disciplines of industrial and social psychology: This division is the 13th among the other 54 in the American Psychological Association. The following definition explains the distinguishing feature of this group:

Research in the field of coaching began over forty years ago and when it was referred to as management consulting (Kilburg, 2001). Coaching theory is derived from principles underpinning social psychology, learning theory, positive psychology and sometimes philosophical paradigms of phenomenology and existentialism (Grant, 2005).

There are two views of coaching that encompass the above-stated principles- directive and non-directive (Schein,1999; Schreyögg, 2017). The directive approach is akin to a psychological approach which views the client through various frameworks guiding them with powerful questions.

In A Practice Analysis of Coaching Psychology: Toward a Foundational Competency Model, Vandaveer et al conducted in-depth interviews and surveyed subject matter experts (SME) who met the criteria of PhD or PsyD with 25 to 45 years of professional practice. The coaching experts reported various theoretical frameworks used in coaching engagements. The top six included: Leadership theory, emotional intelligence, organizational theory, cognitive-behavior theory, behavioral psychology, behavioral change, and positive psychology (2016). In addition, Kauffman and Hodgetts’ Model Agility: Coaching Effectiveness and Four Perspectives On A Case Study called attention to the four most common psychological coaching frameworks including cognitive-behavior, psychoanalytic, adult development and positive psychology (2016). The case study and appendix are particularly helpful in applying practical applications in coaching scenarios including possible coaching questions.

The main difference between these methods can be explained either as the coach practitioner viewing the client as the object to be analyzed or viewed wholly also known as a client-centered approach.

Coaching Process

A process model of coaching was operationalized in order to provide a framework for consulting psychologist new to the field of coaching (Vandaveer et al). The process is outlined below.

The initial needs assessment sets the stage for the coaching engagement. For example, will the engagement only focus on top talent? Will the entire organization be involved? Is team coaching needed? This is a collaborative effort determined by key stakeholders in the organization and the coach. A meeting or phone call can determine whether your coaching philosophy and interpersonal skills align with the client.

Next, the contracting phase establishes the parameters in which the coaching will take place. How long is the engagement? What is the budget? Will you charge a flat fee or hourly rate? Specifics regarding the intervention will be memorialized in a contract with key deliverables.

The assessment and data gathering phase is evidence used to establish the coaching goals and varies from company to company. Coaches use a variety of tools. Psychometric assessments may be deployed during this phase. Psychometrics can be defined as a “standardized and quantitative methods of observing and summarizing human behavior that have firmly taken hold in educational, clinical and occupational practice around the globe” (MacDowall, 2016, p. 2). Practitioners often use psychometric personality assessments to establish self-awareness of the stakeholders involved in coaching interventions (Hoover & Gorrell, 2009). Moreover, several popular assessments are grounded in the psychological Five Factor Model (FFM) and the NEO-PIR models. These are based on personality traits. The assessment and data gathering phase can also involve feedback from performance reviews including multi-rater assessments also known as 360 degree surveys. The Myer-Briggs Type Indicator and DISC assessment are popular in organizations and can be controversial due to validity concerns.

During the fourth stage known as feedback, the results from the data gathering phase are reviewed and communicated to the individual, team or organization. Most recently, many start-ups and technology driven-organizations will capture real-time feedback from platforms like Slack providing an abundance of qualitative data for analysis by coaches.

Goal setting and plan implementation are the next phases of the coaching intervention that create a plan of action for individuals or groups and holding them accountable. Goals setting establishes a short or long-term markers for development, this is also subject to change based on progress. At this point, a discussion may ensue regarding what is working and not working which inevitably leads to evaluation of progress. Depending on the goal of the individual and organization, this is an iterative process, but still subject to evaluation.

The final phase of coaching is the termination and transition phase establishing closure, next steps and reporting to the client. Some have definitive dates due to budget, while others are ongoing.

Associations and Resources

Associations and yearly conferences will support your continued growth as a coach and are highly recommended. Fellow practitioners, industry experts, and scholars aligned with your interests will play an important role in advancing your practice. Below are a few options to get you started:

Additional References

Grant, A. M. (2005). What is evidence-based executive, workplace and life coaching? Evidence-Based Coaching Volume 1: Theory, Research and Practice from the Behavioural Sciences, 1.

Hart, V., Blattner, J., & Leipsic, S. (2001). Coaching versus therapy: A perspective. Consulting Psychology Journal: Practice and Research, 53(4), 229.

Hoover, J., & Gorrell, P. (2009). The Coaching Connection: A Manager’s Guide to Developing Individual Potential in the Context of the Organization New York, NY: AMACOM

Schreyögg A. (2017) The Potential Diversity of a Coach’s Roles: The Professionalization of Coaching. Weisbaden, Germany: Springer, Wiesbaden

Schein, E. H. (1999). Process consultation revisited: Building the helping relationship. Reading, MA: Addison-Wesley.

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