Goals of the workshop

Æ to gain insights of the

importance of critical moments
in the coaching process
Æ to reflect upon own experience
of challenging situations in
coaching
Æ to work out ways how to deal
with crises in coaching
 Qualities of Coaching
ƒ Structural quality
(Setting, organisation, framing)
ƒ Process quality
(procedures, contracts, methods, the
coaching relationship)
ƒ Quality of results
(degree of target achievement)
 Coaching as a journey
ƒ Limited possibilities of standardisation
because of its individual character
ƒ Unpredictability
ƒ Coaching is a “lonely” endeavour and
needs a lot of reflection about:
Æ What are dead ends?
Æ Where do prospects of success lay?
Æ What are turning points/switch stands?
ƒ Recognising and addressing challenges
and dilemmas is crucial
 Definition of crisis
ƒ From the Greek: „krínein“ – separate,
differentiate
ƒ Turning points … „difficult situation, moments
which represent crucial switch stands in a
dangerous development “ (Duden)
ƒ A crisis brakes the continuity and normality of
our usual patterns of life.
ƒ The crisis of the egg is the opportunity of the
chicken
ƒ times of crises are times of transformation
 Crises in Coaching:
Critical moments in Coaching Practice (Day & De Haan)

ƒ Tense, exciting and difficult moments

are challenges for the coach and can be
real opportunities for growth for both
coachee and coach, if recognised and
addressed well.
ƒ Doubts and dilemmas precede
significant breakthroughs
ƒ Crises are a blessing for coaching
Less experienced coaches: „I doubt therefore I coach“

• The critical moment says something about the

coach, and about the coaching relationship (careful
use of own counter-transference)
• Critical moments are potential breakthrough
moments (if the tension is made explicit in a manner the
client can take)
• The more critical moments, the better the coaching
(- if they can emerge from the coachee in the relationship,
which requires coaching with backbone and heart)
• Coaches can only continue to learn thanks to their
critical moments (if we don't build up defences against
our tensions and existential doubts)
• The quality of coaches is determined by their
ability to use ambivalence (strength – sensitivity,
challenge – warmth, readiness – containment…)
 Experienced coaches: „I struggle and emerge”
(and rise like a phoenix)
• There is no guarantee for success (coaching consists of
surprises, discoveries, unforeseen setbacks…)
• The coach feels he owes it to his profession to
embark upon ‘risky’ interventions (directing,
confronting, provoking, using the transference…)
• The struggle to stay fresh and receptive (trust to allow
intuition do its work)
• The ability to handle one owns tension and put
things into perspective
• Providing containment (setting boundaries and creating
space for development and change)
• Expressing observations (and overcome ones own
boundaries of politeness)
 Different kinds of crises in
coaching
ƒ Own crises in Coaching, e.G.
Æ Strong emotional response to client or coaching
issues or no reference at all
Æ Own values are being questioned
ƒ Difficult situations in the coaching process, e.G.:
Æ Irresolvable assignations
Æ Difficult coaching relationship,
Æ Quick sand situations
Æ Blockades
ƒ Issues or difficult expectations of the client, e.G.:
Æ Aggressive behaviour
Æ passivity and the hope to be rescued by the coach
Æ high emotionality,
Æ Therapeutic issues
The usefulness of TA in dealing with critical moments
ƒ The view of script issues under the impact of the
resolution compulsion (Erskine): be an ally for the client
who wants to make a change
ƒ Making sense of events in advancing the capacity to
integrate experiences into a self-narrative (from actor
to writer, Stuthridge)
ƒ Free spontaneity and enhance flexibility in problem
solving, relationships and maintaining health (Erskine)
ƒ Enhance the ability to become aware of unconscious
relational patterns
ƒ Acknowledge beliefs and survival conclusions and
check their necessity in the here and now (English)
ƒ Crisis are expressions of existential dilemmas Æ
opportunities to make a choice (Heiller)
Attribution of critical events

ƒ Own issues of the coach?

ƒ Resonance phenomena?
ƒ Independent events?
 Conclusions
ƒ Critical moments of the coach can
stimulate the process as a resonance
phenomena
ƒ Crises are useful to form differences
and make patterns (meta structures)
visible
ƒ Crises are an opportunity for better
solutions
Institute for coaching & mentoring

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