ABSTRACT
Various views of developmental coaching exist, and indeed it could be a term that is applicable to all coaching. By some it has been used to refer to an approach which encompasses the whole person rather than focusing on skills and performance (Leonard-Cross, 2010). The particular view of developmental coaching that is explored in this chapter covers three key facets: life transitions, generational perspectives and positive growth. It acknowledges the inevitability of growing older, whilst recognising individual differences. To summarise, the definition of developmental coaching underpinning this chapter is:
Developmental coaching facilitates the effective negotiation of key lifespan transitions, supporting positive growth and development. It draws insight from the relevant broader context influencing the coachee’s experience of transition, such as cultural factors and generational influences.
Palmer and Panchal (2011, p. 5) To further set the scene, there are a number of important considerations that are appropriate to highlight within the context of developmental coaching:Social context is important in that cultural and generational factors influence coaching work in this area. These themes might also help to determine how conflicts, challenges and opportunities may be experienced in the coachee’s current social setting. However, an important caveat is that we avoid stereotypes and generalisations when working in this coaching context.
All coaching may be developmental to some degree (e.g. moving beyond skills progression).
This is a broad, diverse and at times complex coaching psychology topic.
There are a range of child and adult developmental theories in this area.
