Dissertation

Exploring clients experiences and attributions on active factors in Solution Focused Brief Coaching Master of Science, Organizational Psychology Birkbeck, University of London Frank Taeger SRN: 101134592

5th of October, 2013

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Table of contents
Abstract.........................................................................................................................4 Introduction...................................................................................................................5 Aims of the dissertation........................................................................................8 iterature Re!ie"........................................................................................................11 So#ution focused $rief coachin%.........................................................................11 &istor' of the a((roach.............................................................................12 )he coachin% (rocess...............................................................................13 *riticism + Res(onse................................................................................15 Attribution theor'................................................................................................1, -e!e#o(ment of attribution theor'.............................................................1. /indin%s on attributions ............................................................................18 0ethodo#o%'...............................................................................................................20 1aradi%m............................................................................................................20 A*S a((roach..................................................................................................22 Sam(#e + Stud' desi%n......................................................................................2. imitations of the Stud'......................................................................................29 2thica# considerations and data securit'............................................................31 Resu#ts........................................................................................................................32 -iscussion...................................................................................................................3, *onc#usions3Im(#ications for further research ...........................................................38 References..................................................................................................................40 A((endi4 A: 5uestionnaire for inter!ie" 67erman8....................................................48 A((endi4 $: AN9:A )ab#es for sam(#e consistenc'..................................................50 A((endi4 *: Info Sheet...............................................................................................5,

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Table of Illustrations
I##ustration 1: A*S si4 ste( (rocess..........................................................................22

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Abstract
Purpose: 24ecuti!e *oachin% has become one of the fastest %ro"in% fie#ds. At the same time; research in coachin% (s'cho#o%' sti## #a%s behind on man' accounts ans"erin% <uestions ho" it "or=s. )he c#ient>s (ers(ecti!e has %otten on#' a sma## amount of attention. )his stud' aims to describe ho" coachin% c#ients after ma=e sense of the (rocess and (ossib#e chan%es achie!ed.

Methodology: Semi?structured inter!ie"s "ith S/$* c#ients ha!e been #ed and coded "ith use of the eeds Attributiona# *odin% S'stem. 133 attributions ha!e been e4tracted and

coded on attributiona# dimensions and sub@ected to statistica# ana#'sis.

Findings: *#ients e4(erience coachin% as somethin% e4terna#; describin% themse#!es si%nificant#' more often as )ar%et durin% coachin%. )here "as a si%nificant difference at the contro##abi#it' dimension bet"een (re? and (ost?coachin% attributions su%%estin% that attributiona# chan%es in (ercei!ed contro# mi%ht be at "or= as an acti!e factor in S/$*. -ue to #imitations in the sam(#e; further research is re<uired to su((ort this h'(othesis.

Practical/Research Implications: Readiness for coachin% mi%ht be a factor described b' a readiness to Arecei!eB coachin% and ha!in% coachin% Adone toB a c#ient. A#so; chan%es in attributiona# st'#e mi%ht be a si%nificant factor in coachin% success. )herefore coaches mi%ht consider e4(#orin% attributions made durin% the coachin% (rocess. Additiona# research is su%%ested to !erif' this effect on bi%%er sam(#es and across different forms of coachin%.

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Introduction

*oachin% has been a %ro"in% (rofession for o!er a decade. )he number of coaches and coachin% assi%nments has been %ro"in% e4(onentia##'. )he Internationa# *oach /ederation 6I*/8 increased its estimates from 30.000 acti!e coaches in 2008 to 4.500 acti!e coaches in 2012 6I*/; 20128. )heir estimates of the mar=et increased from C1.5 bi##ion to C2 bi##ion DS-. -es(ite this ra(id %ro"th; research about *oachin% hasnEt =e(t the same (ace. Fhi#e the number of (eer? re!ie"ed artic#es has increased in the #ast decade 61assmore + /i##er'?)ra!is; 20118; man' <uestions about coachin% remain unans"ered; (articu#ar#' those of "hat it "or=s on and ho" it "or=s.

Addin% to this confusion; *oachin% is a #abe# (ut on man' (ractices and (rocesses. )he methods used under the %uise of coachin% ran%e from (ersona#it' <uestionnaires; 3,0G /eedbac= too#s; <uestionin% and creati!it' techni<ues to methodo#o%ies direct#' borro"ed from (s'chothera('. In com(arison; e!en amon% (s'cho#o%ist coaches; "e find @ust as much di!ersit' as "hen com(arin% (s'cho#o%ists to non?(s'cho#o%ists 6$ono et a#; 20098. Fhi#e (rofessiona# bodies such as the Internationa# *oach /ederation 6I*/8; Association for *oachin% 6A*8 and 2uro(ean 0entorin% and *oachin% *ounci# 620**8 "or= to"ards more

standardised definitions for coachin%; the #abe# A*oachB is not (rotected in the DH; 5

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Dnited States or 7erman'.

Research under(innin% theor' and effecti!eness of

coachin% is #imited to s(ecific a((roaches or (ro%rammes the coachin% (rocess too= (#ace in. Accordin% to 1assmore and /i##er' )ra!is 620118; coachin% has mo!ed to"ards a second (hase of research; "here theor' bui#din% methods and randomised contro# tria#s become more (re!a#ent. Studies focusin% on a return on in!estment sho" returns u( to .88I 6Anderson; 2001J -e 0euse; -ai + ee; 20098 for cor(orate e4ecuti!e coachin%; "hi#e others <uestion the !a#ue of R9I as an indicator; considerin% it too far remo!ed from resu#ts to be of an' use 6/e#dman + an=au; 2005J *f. -e 0euse et a#.; 20098. A number of studies b' 7rant 67reen; 9ades + 7rant; 200,J 7rant; 2012aJ 2012bJ S(ence + 7rant; 200,8 in contrast focused on measures such as sub@ecti!e or (s'cho#o%ica# "e##?bein%; %oa# stri!in% or %oa# attainment as a measure of success. *onsiderin% this di!ersit' of measures; it seems a((ro(riate to ar%ue that there is @ust as much di!ersit' in im(act indicators as there is in coachin% (ractises. Some authors ha!e su%%ested that researchers shou#d de!e#o( consensus on an a((ro(riate set of outcome domains 60acHie; 200.8; "hi#e others su%%ested that "e mi%ht be as=in% the "ron% <uestions about coachin% a#to%ether. /i##er'?)ra!is and ane ar%ue that the main <uestion is; in "hat frame"or= coachin% is used; in "hat settin% and "hether or not it is A(ercei!ed and <uantified in this settin% as bein% effecti!eB 6200,; (. 238.

*onsiderin% this confusion about coachin% research; it seems a((ro(riate to ta=e a (ee= at nei%hbourin% fie#ds; such as counse##in% or (s'chothera('. Smither 620118 su%%ests that (s'chothera(' research (oints us to"ards im(ortant <uestions 6

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for the ne4t decade of coachin% research; one of them bein% "hether or not coachin% is effecti!e in the first (#ace. 1s'chothera(' has #on% shared a simi#ar fate "ith doubts re%ardin% its efficac' and a discussion re%ardin% indi!idua# efficac' of different theoretica# a((roaches 6Si#!erman; 2005J *are'; 20048. )his conf#ict has been (artia##' sett#ed throu%h the so ca##ed -odo bird !erdict 6Fam(o#d; 20018. )his !erdict as an homa%e to e"is *aro#Es A#ice in Fonder#and; statin% that AA## thera(ies are e<ua##' effecti!e and a## deser!e (riKesB as a reference to the -odo race in this c#assic (iece. It "as further found that o!er .0I of !ariabi#it' in outcome cou#d be e4(#ained b' the thera(istEs o"n (ositi!e attitude to"ards treatment common factors shared b' a## a((roaches are more res(onsib#e than indi!idua# characteristics. 6Fam(o#d; 20018 Such notions ha!e been su%%ested for the fie#d of coachin% as "e## 6Hi#bur%; 20048. Another <uestion "ou#d be; "hat the acti!e in%redients are. In (s'chothera('; se!era# broader domains of acti!e factors ha!e been identified 6Asa' + ambert; 19998 and su%%ested to be simi#ar#' re#e!ant for the (rocess of coachin% 60cHenna + -a!is; 2009J 20118. )hese inc#ude the re#ationshi(; e4tra?thera(eutica# factors; the method used and an e4(ectanc'3(#acebo; effect. 1rocesses under#'in% successfu# coachin% ha!e a#so been su%%ested to be simi#ar to (s'chothera(' 67ra"e; 1999J *f. $ehrendt; 20048.

Re%ardin% the efficac'; it has been su%%ested that a c#ientEs thou%ht (rocess or chan%es therein mi%ht be the most im(ortant indicator of success 6 ubors='; 1999J ubors='; Sin%er + ubors='; 19.5J ubors=' et a#.; 20028. )his thou%ht

(rocess ho"e!er; has hard#' %otten an' attention from researchers on coachin%. In 7

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other fie#ds the effects of attributiona# st'#es are better e4(#ored. )he "a' someone "a' ma=es sense of his rea#it' has been associated "ith c#inica# de(ression 6Se#i%man + 0aier; 19,.8; success in se#ection inter!ie"s 6Si#!ester; 199.8; se#f? esteem of a((#icants after re@ection from a @ob inter!ie" 67ioia; 19898; success in sa#es situations 6Se#i%man + Schu#man; 198,8 and a#so ho" *29s and their senior teams ma=e strate%ic decisions 67oodin% + Hinic=i; 19958. )herefore it seems to ma=e sense that an indi!idua#s attributiona# st'#e mi%ht ha!e an im(act on his e4(erience of coachin%. 7ra"e 619998 su%%ested different acti!e factors; such as actua#isation of a (rob#em and acti!atin% resources. Assumin% that these factors are a#so (resent in the coachin% e4(erience; chan%es in attributiona# st'#e before and after a coachin% mi%ht contribute to the coachin% effect. Additiona##'; the e4istin% attributiona# st'#e of a (artici(ant mi%ht in fact affect "hether or not coachin% succeeds.

Aims of the dissertation

In this dissertation; a set of (artici(ant attributions "as e4(#ored after recei!in% a s(ecific form of coachin%; So#ution /ocused $rief *oachin%. *onsiderin% the hetero%eneit' of coachin% a((roaches mentioned before; it seems a((ro(riate to e4(#ore one sin%#e coachin% a((roach to a!oid inconsistent resu#ts. )his stud' sets out to %ain an understandin% of se!era# different as(ects of attributions; summarised in the fo##o"in% research <uestions: 8

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RQ1: How does a client experience solution focused brief coaching and make sense of this experience?

)his <uestion focuses e4(#ores ho" coachin% c#ients e4(erience their ro#e in the coachin% and that of the coach. )he a%ent?tar%et re#ationshi( "i## be used to %ain insi%ht ho" a%enc' "ithin coachin% is e4(erienced and "hether attribution of a%enc' chan%es for (re? and (ost?coachin% conditions

H1: Participants are more likely to describe themselves as Agents in the postcoaching than in the pre-coaching condition

H : Participants are less likely to describe themselves as target in the post-coaching condition than the pre-coaching condition!

H": #oaching is something experienced as being $done to a client%& therefore attributions in the intra-coaching condition will be more often coded as the client being 'arget than in other conditions!

H(: #oaching is something experienced as being $done to a client%& therefore attributions in the intra-coaching condition will be more often coded as #oach being Agent than in other conditions!

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RQ : )hat changes in attributional style can be found in clients receiving solution focused brief coaching?

In c#inica# thera(' it has been (ro(osed that chan%es in attributiona# st'#es affect se#f?esteem and a##e!iate the effects of #earned he#(#ess and de(ression 6A#tmeier + &a((; 1985J )hornton + 1o"e##; 19.48. In this #i%ht it seems !iab#e that a chan%e in attributiona# st'#e can occur after a successfu# coachin%. )herefore the fo##o"in% h'(othesis is made:

H*:Attributions coded for the post-coaching situation will be more often internal and controllable than the pre-coaching situation!

)his dissertation is (resented in the fo##o"in% structure. After the introduction; re#e!ant #iterature is e4(#ored re%ardin% So#ution /ocused $rief *oachin%; introducin% the method and re#e!ant research in S/$* and re#ated fie#ds such as So#ution /ocused $rief )hera('. )he second (art of the #iterature re!ie" dea#s "ith attribution theor'; its ori%ins; main tenets and re#e!ant research findin%s. In the third (art of this dissertation; the (hi#oso(hic (aradi%m and methodo#o%' of the stud' are e4(#ained and the sam(#e introduced as "e## as measures em(#o'ed for the ana#'sis; #imitations and ethica# considerations of the research. )he fourth (art dea#s "ith resu#ts and discussion of data. )he dissertation c#oses "ith conc#usions and an out#oo= for further research. 10

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!iterature Re"ie#
Fith the (rimar' aim of this stud' bein% an understandin% of ho" S/$* c#ients ma=e sense of their e4(erience; in this section the re#e!ant theor' and #iterature on Attribution )heor' and So#ution /ocused $rief *oachin% "i## be e4(#ored. )he cha(ter "i## out#ine the current research and methodo#o%ica# ori%ins of the so#ution focused a((roach to coachin% in so#ution focused brief thera('. )he research histor' of the method as "e## as contem(orar' e4(eriments com(arin% the method to other a((roaches are e4(#ored. In the second (art the ori%ins of attribution theor'; its main (remises and a((#ications "i## be e4(#ored estab#ishin% re#e!ance for the understandin% of the research (rob#em at hand. In the #ast (art of the #iterature re!ie"; #iterature e4am(#es usin% the A*S methodo#o%' are introduced to introduce the methodo#o%' em(#o'ed and estab#ish suitabi#it'.

Solution focused Brief coaching

In this section; the focus is on the so#ution focused brief a((roach to coachin%. So#ution /ocused $rief *oachin% 6S/$*8 is a coachin% method in the tradition of the So#ution /ocused $rief )hera(' 6S/$)8 a((roach de!e#o(ed in the 1980s b' Insoo Him $er% and Ste!e de ShaKer. )he current section (ro!ides insi%hts into the histor' of S/$) and S/$*; a descri(tion of methods; a4ioms and be#iefs 11

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definin% the so#ution focused methods; re#e!ant outcome research on S$/) and S/$* and criticism of the method.

$istory of the approach

&istorica##' the S/$) method e!o#!ed from the <uestion "hat the effecti!e "or=in%s in%redients in thera(' are and ho" to use them 6de ShaKer; 19858. -e ShaKer 61985J *f. de ShaKer; 1984J $er%; 19918 describes the ear#' de!e#o(ment as tria# and error method; testin% "hat rea##' "or=s and #ea!in% out (arts that are unnecessar'. -e ShaKer 619848 stressed that instead of focusin% on "h' somethin% "or=s and s(endin% time "ith e4(#anations; his "or= "as #ar%e#' focused on de!e#o(in% a method that is re#iab#e and as brief as (ossib#e. Rather than de!e#o(in% a bod' of theor' or a method from an e4istin% theor'; so#ution focused brief thera(' de!e#o(ed or%anica##' throu%h natura# in<uir' as a method "ithout theor' 6SKabL; n.-.8. )he idea of brief thera(' "as not "e## recei!ed at the time 6:isser; 20138. Initia# (ub#ications "ere re@ected ar%uin% that thera(' can not "or= "ithout confrontin% (rob#ems and see=in% their causes in (atient histor' 6Fa#ter + 1e##er; 20008. -e ShaKer 619848 ho"e!er su%%ested thera(ists shou#d ta=e a different stance. )he thera(ist shou#d see himse#f as a co?o(erator "ith the (atient ho#din% a stance of (resent and future focus. Instead of focusin% on (rob#ems and their causes; he su%%ested as=in% about (ositi!e as(ects that shou#d be =e(t; ho" thin%s shou#d be and "hat the (atient "ants to do more of. So#ution /ocused $rief *oachin% 6S/$*8 as an e!o#!in% branch method "as de!e#o(ed b' $er% + SKabL 620058. )he method 12

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is

tau%ht

to

(ros(ecti!e

coaches

throu%h

the

So#utionsurfers

and

Feiterbi#dun%sforum.ch brands internationa##' 6Feiterbi#dun%sforum; n.-.8. A#thou%h SKabL; 0eier and -iero#f 620098 describe S/$* as a #ar%e#' d'namic (rocess that is not (redictab#e; S/$* consists of recurrin% e#ements and the trainin% manua#s 6$er% + SKabL; 2005J SKabL; 0eier + -iero#f; 20098 offer a t'(ica# structure; e#ements and (resu((ositions of the coach.

The coaching process

A t'(ica# coachin% (rocess in S/$* starts "ith the coach as=in% the c#ient; "hat needs to ha((en in the session so that it is successfu# for the c#ient. 9nce the c#ient ans"ers this <uestion; the coach initiates the first sta%e of coachin%; the /utur 1erfe=t3-esired /uture. In this sta%e; the coach as=s the c#ient about his situation and "or=s "ith him to in!ent a future "here the (rob#em that #ed him to coachin% is com(#ete#' so#!ed. )he coach s(ends as much time as needed to de!e#o( a future "here the (rob#em is a#read' so#!ed; as=in% for as much detai# as necessar'. In the ne4t sta%e; ca##ed ear#' e4istin% si%ns; the coach e4(#ores the c#ientEs (ast about situations that s#i%ht#' resemb#ed the desired future; focusin% on (rocesses and successes the c#ient has a#read' e4(erienced in his (ast. )his sta%e aims to unco!er (ossib#e ne4t ste(s and actions the c#ient can ta=e to ma=e a ste( for"ard in so#!in% his (rob#em. )he third sta%e; the e4(erimentation sta%e; focuses on ne4t action ste(s to ta=e. )he coach "i## as= <uestions about ste(s the c#ient "ants to ta=e; (rere<uisites and su((ort the c#ient needs to (ut his (#ans into action and is #i=e#' 13

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su%%est a sort of home"or=; ca##ed an e4(eriment. A t'(ica# e4(eriment is here the /ormu#a /irst Session )as=. )he coach as=s the c#ient to (ut his ne4t ste(s to action and for the reminder unti# the' meet a%ain; to focus and "rite do"n a## the thin%s a c#ient "ants to do more of. 9ther t'(ica# S/$* e4(eriments are (retendin% e4(eriments; "here the c#ient is as=ed to f#i( a coin e!er' mornin%; and if one (re!ious#' chosen side hits; the c#ient (retends his (rob#em "ere so#!ed and acts accordin%#' as if this "ere the case. ater; subse<uent sessions focus on "hat

a#read' "or=s better and "hat to do more of. Since the coachin% is d'namic; the coach mi%ht s"itch bac= and forth bet"een sta%es. )he c#ientEs %oa#s mi%ht chan%e and se!era# com(atib#e too#s; such as mu#ti?sca#in%; so#ution "a#=s; mu#ti?#emma decision ma=in% or the conf#ict?action sca#e cou#d be introduced b' the coach "hen he fee#s the' fit the (rob#em at hand.

SKabL; 0eier and -iero#f 620098 ar%ue that the coachEs ro#e is not that of an e4(ert on the to(ic at hand; but com(are his ro#e to that of a frame ma=er. $' (ro!idin% <uestions; the coach chan%es the frame around a (icture and a##o"s the c#ient to understand "hich frame fits best. )he coach is he#d to consider himse#f a %uide in the (rocess and basica##' i%norant to the c#ientEs situation. SKabL 620008 ar%ues that ho#din% u( this so#ution a((roach mindset is the most difficu#t cha##en%e of so#ution focused coaches. )he coach needs to assume that his c#ient has e!er'thin% that is necessar' to so#!e the (rob#em and that the c#ient does not need an' e4terna# %uidance. A#thou%h $ach=iro!a 620128 ar%ues that ne!er %i!in% ad!ice and a#"a's bein% neutra# is (robab#' a form of se#f?dece(tion; the idea# a so#ution 14

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focused brief coach "or=s to"ard is a strate%ic (artner that as=s <uestions that #ead to so#utions de!e#o(ed b' the c#ient. SKabL et a#. 620098 describe a case "here the coach e!en as=ed his c#ient for ad!ice on "hat the best <uestion "ou#d be to as= in that situation. Accordin% to 0eier 620108 assumin% that one does not =no" an'thin% about the situation at hand is the most usefu# (re?assum(tion; a##o"in% the coach to as= <uestions from a neutra# (ers(ecti!e "ithout formin% assum(tions or (rior @ud%ements. )he so#ution focused coach aims to ho#d in mind the (ro!erb that Aassum(tions are the mother of a## scre"?u(s.B

%riticism & Response

)he so#ution focused a((roach has %ained criticism for its sim(#icit' 6F'#ie; 19908 and briefness. &o"e 6199,8 ar%ued that brief a((roaches "ou#d fa!our surface o!er de(th and other critics noted that brief a((roaches that do not focus on the meanin% of a situation mi%ht not be a((ro(riate in some situations 6Fa#sh; 20108. *ounter to the critics; 0c-ona#d 620138 #ists 120 re#e!ant studies dea#in% "ith the efficac' of S/$). Him and /ran=#in 620098 found S/$) effecti!e in dea#in% "ith schoo# (rob#ems in schoo# chi#dren. 0eta?ana#'sises conducted on S/$) sho" it has simi#ar effect siKes as other forms of thera(' and comes out on to( in (ersona# beha!iour chan%e 6Him; 2008J Stams; -e=o!ic; $uist + de :ries; 200,8. )here is further su((ort for the effecti!e of the so#ution focused a((roaches in other settin%s; name#' e4ecuti!e; business; (ersona# + s(orts coachin% 6$e##; S=inner; + /isher; 2009J SKabL; 2000J 7rant; 20038 communication trainin% 60udd; 20008; marria%e 15

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counse##in% 6Mimmerman; 1rest; + FetKe#; 199.8 and reduction of crimina# offence 6 indforss + 0a%nusson; 199.8. 7rant 62012bJ 7rant + 9E*onnor; 20108 com(ared (rob#em?focused and so#ution focused <uestions in on measures of "e## bein% and %oa# attainment. )he e4(eriments sho"ed a si%nificant increase in %oa# a((roach; (ercei!ed se#f?efficac' and affect in com(arison to (rob#em focused <uestions.

Attribution theory
)his stud' is usin% attribution theor' as foundation to understand a c#ientEs menta# mode#s. Attributions are defined Aan' ans"er to the <uestion NFh'OEB 60unton et a#; 19998. Attributions are a "a' of understandin% menta# mode#s that humans ho#d. *ausa# attributions are e4(#anations about cause and effect; one>s o"n beha!iour; the beha!iour of others and ho" thin%s "or= in %enera# 6Si#!ester; 20048. &eider 619588 ca##ed attributions nai!e (s'cho#o%'; and first described that (eo(#e tend to differentiate bet"een interna# and e4terna# attributions. Interna# attributions are made "hen the cause of an attribution is "ithin the s(ea=er; e4terna# attributions are made "hen the cause is e4terna# to the s(ea=er. As an e4am(#e; a student mi%ht attribute his success or fai#ure in an e4am either "ith indi!idua# abi#it' or effort but mi%ht a#so choose to attribute the resu#t to its difficu#t'. Attributions are a#so not on#' means of descri(tion; but a#so of communication. Anta=i 619948 ar%ues that attributions are a form of (ub#ic acti!it'. )he "a' "e ma=e sense of our "or#d is a#so a means of communication and re#atin% to other indi!idua#s 6Si#!ester + *ha(man; 199.8.

16

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'e"elopment of attribution theory

Attribution theor' has been further de!e#o(ed b' He##e' 619.38. &is *o!ariate 0ode# of Attribution describes that an attribution is made b' considerin% #onsensus; "hether or not an o(inion3beha!iour is shared or common#' a%reed on; +istinctiveness; "hether or not an o(inion is distinct for the tar%et of the attribution and #onsistency; "hether or not the o(inion or beha!iour is consistent#' (resent inf#uence the =ind of attribution made. Feiner 619928 added that a (ersonEs attributions of one e!ent "i## ha!e inf#uence on (ersona# beha!iour in simi#ar situations. Attributions are ho" "e ma=e sense of our "or#d b' constant#' scannin% for ne" information about cause and effect 6Fon% and Feiner; 19818. &eider 619588 ar%ued that attributions are a measure that is used to ma=e oneEs o"n en!ironment (redictab#e and therefore as conse<uence #ess threatenin%. 0a=in% correct attributions in #ife or death situations are an e!o#utionar' ad!anta%e increasin% oneEs o"n chances of sur!i!a#. FeinerEs 619928 mode# of achie!ement added the dimensions of stab#e?unstab#e; "hether or not the cause of an e!ent is stab#e o!er time or tem(orar'; and contro##ab#e?uncontro##ab#e; "hether or not the s(ea=er be#ie!es himse#f to ha!e the abi#it' to ha!e an effect on the situation if he so chose to.

In their research Se#i%man and 0aier 619,.8 found that if do%s "ere sub@ected to a situation "here the' "ere e#ectrica##' shoc=ed but e4(erienced no contro# o!er the end of the shoc=s; the' tended to continue to e4hibit beha!iour that "as 17

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consistent "ith a be#ief that the' cou#d not esca(e the shoc=s; e!en if the' "ere in a condition "here on#' a sma## @um( "ou#d ha!e sufficed. Simi#ar fee#in%s of (o"er#essness in their situation ha!e been obser!ed in (atients "ith se!ere de(ression. )hese (atients tend to ha!e an attributiona# (attern of interna#; stab#e and %#oba# attributions for their situation 6Se#i%man; 19.58. )he %#oba#?s(ecific dimension; added throu%h this mode#; e4(#ains "hether or not an indi!idua# be#ie!es that the cause of an attribution is to continue affectin% him in the future. A second dimension im(ortant to Se#i%manEs mode# is the (ersona#?uni!ersa# dimension. It describes a statement about causa#it' is either on#' re#e!ant to the indi!idua# himse#f or uni!ersa# for e!er'one 6Abramson; Se#i%man + )easda#e; 19.88.

Findings on attributions
Attributions and their effects ha!e been studied in a number of areas; inc#udin% research on (erce(tiona# errors; c#inica# (s'cho#o%' and or%anisationa# research. )he fundamenta# attribution error is an e4am(#e of ho" "e tend to o!erestimate an ob@ectEs characteristic as more im(ortant than situationa# factors.. In a situation "here (artici(ants "ere as=ed to rate ho" fa!ourab#e a "riter "as to"ards /ide# *astro; com(arin% a (ositi!e and ne%ati!e essa'; the (artici(ants "ere %i!en information "hether or not the "riter "as forced or not forced to "rite the essa'. 2!en thou%h (artici(ants =ne" that a "riter "as forced to be (ositi!e; the' sti##ed rated him as more fa!ourab#e to"ards *astro than those in the ne%ati!e %rou( 6Pones + &arris; 19,.8. 1arents of chi#dren "ith A-&- "ho ha!e ha!e recei!ed on#' 18

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co%niti!e thera(' are more #i=e#' to be#ie!e that their chi#d has contro# o!er its beha!iour than (arents in a %rou( "here the chi#d has %otten co%niti!e thera(' and a (#acebo medication and a#so rate the beha!iour of their chi#dren better 6$orden + $ro"n; 19898. In an or%anisationa# conte4t; attributions coded from se#ection inter!ie"s from a((#icant and inter!ie"er e4(#ain ho" (ositi!e im(ressions are made. In %enera#; an a((#icant ratin% interna#?contro##ab#e attributions is ma=in% more (ositi!e im(ressions; this effect is ho"e!er mediated b' the inter!ie"erEs attributiona# st'#e 6Si#!ester et a#.; 20028. A simi#ar findin% has been found "ith ratin%s of sa#es(eo(#e. In a stud' on attributiona# st'#e and their effect on sa#es (erformance; it "as found that sa#es assistants that had hi%her ratin%s "ere a#so far more #i=e#' to (roduce interna#?contro##ab#e attributions about sa#es situations and describe themse#!es more often as A%ent than the customer 61atterson; Si#!ester + /er%uson; 19988.

In this cha(ter; re#e!ant #iterature and findin%s on so#ution focused brief coachin% and attribution theor' ha!e been re!ie"ed. )he ne4t cha(ter introduces and e4(#ains the methodo#o%' of this dissertation.

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Methodology
In the #ast cha(ter; re#e!ant #iterature on attributions and so#ution focused brief coachin% has been re!ie"ed. In this cha(ter; I "i## introduce the research methodo#o%'; its under#'in% (aradi%matic assum(tions; the research sam(#e and the (rocedures used to find a conc#usion to"ards the research <uestion.

Paradigm
In order to understand the =no"#ed%e a researcher "ishes to achie!e; it is im(erati!e to be a"are of oneEs o"n (rere<uisites and (resu((ositions about the nature of =no"#ed%e and rea#it'; 2(istemo#o%' and 9nto#o%'. A (aradi%m of research is described b' Huhn 619.08 as the tradition of research a researcher fo##o"s. )he (aradi%m a research fo##o"s inf#uences choices about research methods as "e## as the inter(retation of data as a "ho#e. Pones; )orres and Arminio 6200,8 ar%ue that a (aradi%m a#"a's comes "ith its o"n natura# (resu((ositions in 2(istemo#o%'; assum(tions about the nature of =no"#ed%e. A#so; a (aradi%m is sha(ed throu%h assum(tions about the nature of rea#it'; and e4istence; sha(in% the stance of the researcher 6*rott'; 19988. *ritica# (oints are the decision bet"een nomina#ism and rea#ism as "e## as Anti?(ositi!ism and (ositi!ism; "hether or not there is an ob@ecti!e rea#it' or not or "hether it is constructed "ithin the indi!idua# and the <uestion "hether or not "e can accurate#' describe rea#it' or on#' create indi!idua# 20

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inter(retations 6$urre## + 0or%an; 19.98. )hese choices are often described as dichotom' sca#es bet"een "hich a decision has to be made.

In this dissertation research fo##o"s a (aradi%m of (ra%matism. A#thou%h sub@ecti!e construction of rea#it' is is ac=no"#ed%ed; it is assumed that ob@ecti!e rea#it' e4ists. )he (ra%matic (aradi%m re@ects a forced choice bet"een (hi#oso(hica# end(oints 6*res"e##; 20098 and instead focuses on findin% a fittin% too# to ans"er the research <uestion 6*f. *res"e##; 2009J 0ertens; 20058. )he focus of this stud' is to e4(#ore ho" a coachin% c#ient ma=es sense of the e4(erience and to e4(#ore "hether or not there are differences in attributions. )o"ards this %oa#; the (ra%matist (aradi%m is best suited since it a##o"s a fu## focus on ans"erin% these <uestions instead of ma=in% a forced choice on the reso#ution of a (hi#oso(hica# conf#ict. *asse## and S'mon 619988 ar%ued that a research method is not necessari#' <uantitati!e or <ua#itati!e in nature; the research method is rather sha(ed b' an e(istemo#o%ica# choice of the researcher. *onsiderin% that attributions are a ref#ection of ho" "e ma=e sense of the "or#d and therefore ma=e our en!ironment more (redictab#e 6&eider; 19588; it ma=es sense to use a research method ca(ab#e of <uantitati!e and <ua#itati!e ana#'sis 6Si#!ester; 20048 to its fu##est to understand the (artici(antEs rea#it' throu%h their (ub#ic#' stated attributions 6*f. Anta=i; 19948; such as the A*S.

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!A%( approach
)he eeds Attributiona# *odin% S'stem 6 A*S8 used in this research has been de!e#o(ed as a means of codin% attributions from #i!e data from thera(' 60unton et a#.; 19998. It differentiates itse#f throu%h the (ost?hoc codin% of natura# data o((osed to static data from attribution <uestionnaires 6Si#!ester; 20048. 2ar#ier methods to research the im(act of attributions had been <uestionnaires such as the AS5 61eterson et a#. 19828 or 9S5 6/urnham et a#.; 19928. Si#!ester 620048 ar%ues fi4ed <uestionnaires a##o" an ana#'sis of cross?sub@ect consistent attributions "ith a focus on the research <uestion at hand. &o"e!er; fi4ed <uestionnaires #imit the res(ondents abi#it' to e4(ress the meanin% of an attribution 6Anta=i; 19948. )he A*S a##o"s codin% of s(ontaneous#' s(o=en data "ithin its conte4t and a more f#e4ib#e a((roach of attributiona# ana#'sis 6Si#!ester; 2004J 0unton et a#.; 19998. In this dissertation; inter!ie"s "ith c#ients of So#ution?/ocused *oachin% ha!e been #ed and transcribed as source. )he unit of ana#'sis "ithin the A*S is the attribution; not the (artici(ant. In the fo##o"in% (art the A*S sta%e (rocess is e4(#ained as out#ined b' 0unton et a#. 61999J *f. Si#!ester; 20048 and de(icted in i##ustration 1.

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,llustration 1: -A#. six step process

)he first ste( in the A*S method is identif'in% the source of attributions. )he researcher identifies a source that inc#udes attributions "ith re#e!ance to"ards the research <uestion. 2!er' source of data from technica# manua#s to #i!e recordin%s from thera(' sessions are a((ro(riate. It is im(erati!e to understand that the conte4t around the attributions sha(es their re#e!ance for the research <uestion. An attribution coded from a se#ection inter!ie" has no re#e!ance for thera(' settin%s. )o ensure that the source of the attributions for the research at hand has re#e!ant attributions; a semi?structured inter!ie" "ith focus on the coachin% e4(erience "as desi%ned. )he <uestions in the inter!ie" aimed at e#icitin% attributions about the 23

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situation before coachin%; the e4(erience durin% the coachin% and ho" the coachin% affected the c#ientEs situation after coachin% ended 6A((endi4 A8.

After the source has been identified; attributions need to be e4tracted from the materia#. )he A*S can be used to a## sources of materia# and be coded e!en from hearin% and #istenin% to an inter!ie" recordin% 6Si#!ester; 20048. In this stud'; the inter!ie"s "ere transcribed and coded from transcri(tions and recordin%s #i=e"ise. )o e4tract an attribution; "e ha!e to =ee( in the mind the definition of an attribution; a Astatement that refers to a causa# re#ationshi( "here the s(ea=er im(#ies that a s(ecific outcome is a conse<uence of a (articu#ar causeB 6Si#!ester; 2004; (. 2318. 0unton et a#. 61999; (. 3,8 ha!e defined an attribution as Aan ans"er to a <uestion "h'.B )o code an attribution a causa# statement "ithin the inter!ie" is identified. )hese can often be identified b' #in= "ords such as AbecauseB or Athat is "h'B but can a#so be stated im(#icit#'. )he researcher has to ma=e a decision; "hether or not a causa# #in=a%e is (resent in a statement to be coded. Attributions can be simi#ar#' inc#uded in a sin%#e sentence as in a fu## (ara%ra(h that e4(#ains the causa# re#ationshi(. It is the researchers tas= to identif' attributions in their !arious forms. In this research; the re#e!ant attribution te4t and conte4t ha!e been co(ied into S1SS; if necessar' a#so inc#udin% the inter!ie"er <uestion to ma=e a #ater understandin% of the attributionEs conte4t (ossib#e.

After an attribution "as e4tracted; cause and outcome are determined. In an attribution; b' definition; there is a#"a's a cause and outcome. )o better ana#'se an 24

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attribution and its conte4t; it is coded direct#' "ithin the transcri(ts of te4t. *ommon con!entions inc#ude under#inin%; usin% arro"s to determine the re#ationshi(; numberin% the attribution and usin% start and sto( si%na#s usin% characters such as A3B on the source to determine the boundaries of an attribution. 0unton et a#. 61999; (. 408 note that codin% attributions is not "hat is defined as an Ae4act scienceB and that an im(ortant (ersona# measure is "hether or not the e4tracted ma=es sense once e4tracted from its conte4t.

After cause and outcome ha!e been determined; S(ea=er; A%ent and )ar%et of an attribution are coded. )he A%ent is the entit' nominated as cause of the attribution; "hi#e the )ar%et is nominated in the outcome of the attribution. )he S(ea=er is the entit' s(ea=in% the attribution. Since in this stud'; the s(ea=er has a#"a's been consistent as bein% the inter!ie" (artner; no S(ea=er codin% ha!e been done in this stud'. A%ents and )ar%ets ha!e been coded ad hoc. Fhene!er an A%ent or )ar%et "as found; it "as inc#uded in the corres(ondin% !ariab#e in the S1SS tab#e. A%ent and )ar%et codin% can %i!e an understandin% of ho" a s(ea=er mi%ht see himse#f and others as actors and causes. In the conte4t of this stud'; the number of A%ent and )ar%et *odin%s of c#ient and coach are used to understand ho" a c#ient ma=es sense of his ro#e in the coachin% (rocess.

)he fifth ste( codes the attributions on the re#e!ant chosen dimensions. )'(ica# dimensions chosen inc#ude the interna#?e4terna#; (ersona#?uni!ersa# and %#oba#?s(ecific sca#e. )he researcher ma=es a decision to code the data from the 25

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(oint of !ie" of the s(ea=er e!en if he disa%rees "ith him. In this ste(; it is usefu# to use a %rou( of coders to a!oid idios'ncratic codin% tendencies s=e"in% the codin% of attributions. In this stud'; the dimensions coded ha!e been stab#e?unstab#e; %#oba#? s(ecific; interna#?e4terna#; (ersona#?uni!ersa# and contro##ab#e?uncontro##ab#e. )"o additiona# measures in this stud' are the time reference the coachin% refers to; that is "hether or not it refers to a moment (re?; intra? or (ost?coachin% situation and "hether it "as referrin% to the conte4t of a s(ecific inter!ention. -imension !ariab#es "ere coded usin% !a#ues of 0; 1 and 2; "ith 2 indicatin% an attribution that cou#d not be c#ear#' coded on this dimension. :a#ues "ith 2 "ere e4c#uded case?"ise from the ana#'sis.

)he #ast ste( consists of the ana#'sis of coded attributions. )his ana#'sis can but does not ha!e to inc#ude a statistica# <uantitati!e and a <ua#itati!e ana#'sis of attribution content. )o ana#'se attributions; se!era# statistica# measures can be used. )o ana#'se sin%#e (artici(ants; descri(ti!e statistics can be used to sho" ho" man' times the s(ea=er sees himse#f as an a%ent or tar%et or ho" man' e!ents he describes as e4terna# and uncontro##ab#e !ersus interna# and contro##ab#e. In a #on%itudina# or (seudo?#on%itudina# desi%n; the effect of t"o different (oints in time can be ana#'sed throu%h ana#'ses of !ariance. 1seudo?#on%itudina# refers to a desi%n "here attributions are coded about a (ast e!ent in an inter!ie" about (ast and currents e!ents. A#so; "hether or not there are si%nificant differences in coded dimensions "hen the s(ea=er sees himse#f or another as a%ent or tar%et can %i!e information about ho" a s(ea=er ma=es sense of an e4(erience. /rom a <ua#itati!e 26

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(oint of !ie"; the content of attributions %i!es us an understandin% of ho" a s(ea=er ma=es sense of his "or#d and assumes cause and effect. Since attributions are assumed to be (ri!ate interna# (henomena 6Si#!ester; 20048; the content of certain attributions in certain conte4ts can %i!e an understandin% into the sense?ma=in% of an inter!ie"ed (artici(ant.

Sample & Study design

In this stud'; a tota# of nQ133 attributions ha!e been e4tracted from inter!ie"s "ith se!en 6.8 (artici(ants; si4 ma#e and one fema#e. 9ri%ina##'; the sam(#e inc#uded nine 698 (artici(ants; si4 6,8 ma#e and three 638 fema#e. )"o (artici(ants dro((ed out before recei!in% coachin% or an inter!ie". /i!e 658 of the (artici(ants "ere from 7erman'; one (artici(ant from the DH and one (artici(ant from India.

In this stud'; data has been (ro!ided b' (artici(ants "ho had at #east one session of so#ution focused brief coachin%. )o ma=e sure (artici(ants under"ent a (ure session of S/$*; (artici(ants "ere (ro!ided "ith a coachin% usin% on#' S/$* methodo#o%' b' the researcher. 1artici(ants "ere ac<uired throu%h a referra# s'stem and from the c#ient base of the researcher. No financia# incenti!es "ere tied to the coachin% the (artici(ants "ere free to re@ect bein% inter!ie"ed after the coachin% e4(erience. )he remainin% se!en (artici(ants ha!e been inter!ie"ed after the coachin%. Since the (artici(ants ha!e on#' had an inter!ie" after coachin%; the 27

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codin% of a tem(ora# dimension is (seudo?#on%itudina# and attributions ha!e a## been made (ost?coachin%; e!en if referrin% to (re?coachin% situations.

*onsiderin% the sma## siKe of the stud'; indi!idua# characteristics of (artici(ants mi%ht ha!e inf#uenced the resu#ts. An inde(endent sam(#es one "a' AN9:A has been used to determine the effects of attributions coded from sin%#e (artici(ants. )he mean #e!e#s of attributiona# dimensions "ere com(ared amon% (artici(ants. )he means are found in A((endi4 $. )he ana#'sis of !ariance sho"ed a si%nificant difference bet"een the attributiona# codes on the dimensions Interna#? 24terna# A%ent 6IN)2R)A8 /6,; 1228 Q ,.,,8; pS 0.001 and *ontro##ab#e? Dncontro##ab#e )ar%et 6*9NDN)8 /6,; 10.8 Q 4..45; pS0.001. Since e!eneEs / "as si%nificant pS0.05 for a## !ariab#es as sho"n in A((endi4 $; Fe#chEs / has been re(orted. Since at #east one (artici(ant %rou( of attributions had a !ariance of Kero for IN)2R)A; the !a#ue cou#d not be ca#cu#ated for se!era# of the !ariab#es. /or *9NDN); the test sho"ed a si%nificant difference /6,; 29..58 Q 4.901; pS0.001. Fe ha!e to assume therefore that in this sam(#e; there are considerab#e differences amon% attributions coded from different (artici(ants; #imitin% %enera#isabi#it' of resu#ts. In the further stud' of coachin% attributions it is therefore im(ortant to %ather attribution sam(#es from a hi%her number of (artici(ants.

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Limitations of the Study

)his stud' has to dea# "ith a number of #imitations that need to be ac=no"#ed%ed in order to understand the re#e!ance of data and resu#ts. )he #imitations stem from the sam(#e; methodo#o%'; (aradi%m and researcher interactions.

)he sam(#e of this stud' is on#' 133 attributions in siKe and comes from se!en 6.8 (artici(ants of "hich si4 6,8 ha!e been ma#e. *ohen 619888 ar%ues that the a((ro(riate sam(#e siKe "hen usin% an inde(endent sam(#es one?"a' AN9:A to assume a medium effect siKe of fQ0.25 a minimum sam(#e siKe of nQ150 is re<uired and u( to nQ1000 for sma##er effect siKes. )he stud' does not meet this criterion; its e4(#anator' (o"er usin% this too# is therefore #imited and on#' ri%orous#' (redicti!e for #ar%e effects abo!e fQ0.4. Since si4 6,8 of the (artici(ants are ma#e and one on#' fema#e; %enera#isation of the data to"ards fema#e coachin% c#ients shou#d not be attem(ted "ithout further !a#idation of resu#ts in attributions coded from additiona# fema#e (artici(ants.

Another #imitations to be considered is bound "ithin the methodo#o%' and the settin% of the 0.Sc. -issertation. Since the -issertation is "ritten b' a sin%#e researcher; the !a#ues cannot be coded b' a team of researchers. )herefore; no measure of interrater re#iabi#it' such as *ohenEs Ha((a can be %i!en to su((ort the ri%our of the data. Simi#ar#'; the <ua#itati!e nature of the data re<uires e4terna# 29

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codin% of idios'ncratic data. It is (ossib#e that throu%h this ste(; information is #ost or s=e"ed. )he choice of <ua#itati!e data sam(#es to inc#ude in the section for research <uestion one is a#so simi#ar#' inf#uenced b' a sin%#e researcher and mi%ht be inf#uenced b' idios'ncratic tendencies of codin% and choice.

)he (ra%matic (aradi%m a##o"s the use of a method most suited for the data. )herefore a (ractica# #imitation is that a researcher mi%ht in fact choose a methodo#o%' and then ar%ue it is most suited; due to idios'ncratic (references of methodo#o%'. It is therefore im(ortant to ar%ue "h' this methodo#o%' is suited to"ards ans"erin% the research <uestions and not on#' to fu#fi## the "ish of the researcher to use the methodo#o%'. In this stud'; the research <uestion has dea#t "ith ho" S/$* c#ients ma=e sense of their coachin% e4(erience and chan%es after"ards. Since attributions are a "a' of understandin% ho" a (erson ma=es sense of their "or#d and a "a' someone tries to (ersuade another of his causa# rea#it' 6Si#!ester; 20048 the methodo#o%' is best suited. It is a#so suited to ans"er research <uestion 2; "hether or not there are chan%es in attributiona# dimensions in (re? and (ost?coachin% conditions. 1artici(ants "ere inter!ie"ed on#' once; after coachin% "as conducted. A#thou%h this means attributions "ere coded (ost?hoc for (re?coachin%; this is suitab#e since the aim is descri(tion of the c#ient>s (erce(tion. )his =ind of desi%n is (seudo?#on%itudina# and its resu#ts shou#d be re(#icated b' a rea#; #on%itudina# desi%n for confirmation.

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A #ast #imitation comes throu%h the circumstances of the researcher. Since the e4tended net"or= "as not as res(onsi!e as (re!ious#' (#anned for; a## res(ondents ha!e been recruited throu%h the c#ients of the researcher. )his #imits the stud' to the sco(e of the e4(erience of a sin%#e coach; "hich mi%ht inf#uence resu#ts.

Ethical considerations and data security

)his stud' dea#t "ith #i!e data from #i!in% (artici(ants. )herefore it "as necessar' to (ut in (#ace se!era# measures ensurin% consent and safet' of stud' data. A## (artici(ants ha!e been informed about the (ro@ect "ith an information form 6See A((endi4 *8 and (rior to inter!ie"s and coachin% had a 30 minute (re? coachin% ca## "ith the coach; e4(#ainin% his methodo#o%'. 1artici(ants "ere ensured that their (ri!ac' "as %oin% to be u(he#d b' the coach; inter!ie"er and researcher res(ecti!e#' and "hat measures had been (ut in (#ace to ensure their anon'mit' "hen their attributions "ere used in the research.

-urin% the inter!ie"in% (rocess; recorded m(3 fi#es "ere co##ected from the recordin%. )hese fi#es; @ust as a## other res(ecti!e fi#es re%ardin% this (ro@ect; ha!e been stored in an encr'(ted; #oca# and c#oud hosted container fi#e. )his fi#e "as created usin% the A)ruecr'(tB a((#ication; an o(en source soft"are a((#ication for data encr'(tion. )he soft"are a##o"s the use of se!era# different encr'(tion and =e' hashin% a#%orithms to create current#' at the time of "ritin% unbrea=ab#e encr'(tion =e's. )he soft"are uses the Ad!anced 2ncr'(tion Standard 6A2S8 "ith the Ri@ndae# 31

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a#%orithm that has been c#eared for storin% data of nationa# securit' b' the Dnited States Nationa# Institute of Standards and techno#o%' 6NIS); 20038. )he Soft"are a#so a##o"s the use of tri(#e encr'(tion usin% the Ser(ent and )"ofish a#%orithm as additiona# #a'ers of securit'. )he soft"are has been re!ie"ed and current#' meets necessar' standards of securit' 6D1R; 20118. )he (ass"ords to these fi#es ha!e on#' been =no"n to the researcher. )he fi#e has been stored (ost encr'(tion in 7oo%#e -ri!e to ensure a!ai#abi#it' e!en after data #oss. No unencr'(ted data "as stored "ith 7oo%#e dri!e. Simi#ar#'; the S1SS data.sa! tab#e fi#e has been stored in a simi#ar#' encr'(ted en!ironment e!en after anon'miKation.

Results
In this section; the resu#ts of h'(othesis tests are (resented. )he resu#ts are %rou(ed b' h'(othesis. In the subse<uent cha(ter; im(#ications of resu#ts are discussed.

H1: Participants are more likely to describe themselves as Agents in the postcoaching than in the pre-coaching condition

/rom nQ133 attributions; 8, "ere inc#uded in the ana#'sis; 4. e4c#uded for bein% either coded Aintra?coachin%B or Anot a((#icab#e.B )he mean score for A%ent "as 0.,4 6.+Q0.4888 in the (re?coachin% condition and 0.5. 6 .+Q0.58 in the (ost? 32

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coachin% condition. After transformation of data; an inde(endent sam(#es t?test "as carried out "ith t6848 Q 0.,48; pQ0.519. )he resu#ts are not si%nificant and the h'(othesis is therefore unsu((orted and re@ected for this set of data.

H : Participants are less likely to describe themselves as target in the postcoaching condition than the pre-coaching condition!

/rom nQ133 attributions; 8, "ere inc#uded in the ana#'sis; 4. "ere e4c#uded for bein% either coded Aintra?coachin%B or ANot a((#icab#e.B )he mean score for )ar%et "as 0.4, 6.+Q0.5088 for (re?coachin% attributions and 0.48 6 .+Q0.5048 for the (ost? coachin% condition. An inde(endent sam(#es t?test "as carried out "ith t6848 Q 0.159 "ith p00.8. )he resu#t is non?si%nificant and "ith (T0.8 #i=e#' due to (ure chance. )he h'(othesis is not su((orted and is re@ected for this set of data.

H": #oaching is something experienced as being $done to a client by the coach%& therefore attributions in the intra-coaching condition will be more often coded as the client being $'arget& compared to other targets than in other conditions!

)o test H" attribution data "as recoded. )o test H"; data "as recoded to A*#ientB 618 and AotherB 608. 131 attributions ha!e been inc#uded in the ana#'sis. )he means of )ar%et "ere 0.4, 6.+ Q 0.5088 for (re?coachin%; 0.53 6.+ Q 0.5058 for intra?coachin% and 0.48 6.+ Q 0.5048. Since the inde(endent !ariab#e AtimeB has 33

SRN: 101134592

three #e!e#s; an inde(endent sam(#es ana#'sis of !ariance has been carried out "ith /62; 1288 Q 0.198 "ith pQ0.821. H" has not found si%nificant su((ort and has to be re@ected for this set of data.

H(: #oaching is something experienced as being $done to a client%& therefore attributions in the intra-coaching condition will be more often coded as $#oach& compared to the $#lient$ being Agent than in other conditions!

)o test H(; data has been recoded. 9n#' attributions "ith !a#ues of AA%entB and A)ar%etB bein% either coded as AcoachB or Ac#ientB "ere inc#uded; a## other !a#ues "ere coded as Ae4c#uded.B)he means for A%ent "ere 0..8 6 .+Q0.4228 for (re? coachin%; 0.5 6.+Q 0.5028 for intra?coachin% and 0.89 6.+Q 0.3158. An inde(endent sam(#es ana#'sis of !ariance "as carried out "ith /62; 49.4518Q ..0,0 "ith pS 0.01. e!eneEs / "as "ith /62; 898 Q 20.938 and pS0.001; therefore measures "ere chosen from Fe#chEs robust test of e<ua#it' of means. A )u=e'?&S- test "as used to e4amine the difference bet"een s(ecific conditions and si%nificant differences "ere found for (re?coachin% and intra?coachin% "ith pS0.05 and (ost?coachin% and intra? coachin% conditions "ith pS 0.001. In order to determine effect siKe; a uni!ariate ana#'sis of !ariance "as carried "ith 12Q 0.150. Accordin% to *ohen 619888; this conforms to *ohenEs fQ0.421. )he minimum sam(#e re<uired to achie!e such an effect siKe accordin% to *ohen 61988J *f. -e"berr'; 20048 is ,0. )here is su((orti!e e!idence for H( in this set of data.

34

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H*:Attributions coded for the post-coaching situation will be more often controllable than the pre-coaching situation!

)o test for H*; attributions coded Aintra?coachin%B on the time !ariab#e ha!e been e4c#uded and (re? and (ost?coachin% situation com(ared for *ontro##ab#e? Dncontro##ab#e A%ent 6*9NDN)A8 and *ontro##ab#e?Dncontro##ab#e )ar%et 6*9NDN))8 as "e## as for Interna#?24terna# A%ent 6IN)2R)A8 and Interna#?24terna# )ar%et 6IN)2R))8. nQ8, attributions ha!e been inc#uded. )he means for *9NDN)A "ere 0.43 6.+ Q 0.5048 for (re?coachin% and 0.,. 6.+ Q 0.4.48 for (ost?coachin%. And inde(endent sam(#es t?test "as carried out "ith t6.58Q 2.132 "ith pQ0.03,. A uni!ariate ana#'sis of !ariance "as carried out and effect siKe for &5 "as 12Q0.05.; "hich conforms to *ohenEs dQ0.491.. )he means for *9NDN)) "ere 0.32 6.+ Q 0.4..8 for (re?coachin% and 0.4, 6.+Q0.5038 for (ost?coachin%. An inde(endent sam(#es t?test "as carried out "ith t6.08 Q 1.143 "ith pQ0.2,.. e!eneEs test for e<ua#it' of si%nificance "as si%nificant pS0.05 therefore resu#ts are re(orted "ith e<ua# !ariances not assumed. )he means for IN)2R)A "ere 0..1 6 .+ Q 0.4,8 for (re?coachin% and 0.8. 6.+ Q 0.3428 for (ost?coachin%. An inde(endent sam(#es t? test "as carried out "ith t643.148 Q 1..02 "ith pQ0.12.. e!eneEs / "as si%nificant pS0.05; therefore resu#ts are re(orted under assum(tion of une<ua# !ariances. )he means for IN)2R)) "ere 0.54 6.+ Q 0.5088 for (re? and 0.59 6.+ Q 0.49.8 for (ost? coachin%. An inde(endent sam(#es t?test "as carried out "ith t6.58 Q 0.412 "ith pQ0.,81. )here is #imited su((ort for H* in this set of data; but on#' for the contro##ab#e dimension. 35

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In the ne4t section; the resu#ts and their im(#ications to"ards S/$* are discussed.

'iscussion
At the core of this research is the sense?ma=in% of c#ientEs in coachin%. )he "a' a c#ient ma=es sense of the (rocess and chan%es after coachin% cou#d %i!e us an understandin% ho" coachin% rea##' "or=s. )he first t"o h'(otheses dea#t "ith the <uestion "hether or not c#ientEs see themse#!es more as A%ents and #ess as )ar%ets com(arin% attributions about t"o conditions. )hese h'(otheses "ere not su((orted b' the data; c#ients "ere e!en #ess #i=e#' to describe themse#!es (ost?coachin%; a#thou%h the resu#t is #i=e#' b' chance. )he third and fourth h'(othesis aimed at a c#ients understandin% of the coachEs a%enc'. In trainin% (ro%rams for coaches and es(ecia##' in S/$*; the c#ient is seen as the e4(ert; the (erson that shou#d do a ma@orit' of the "or=. A#thou%h one (artici(ant described her share in the coachin% (rocess as A90IB in the inter!ie"; the resu#ts for h'(othesis 4 sho"ed that durin% coachin%; the coach seemed to be (ercei!ed more often as an a%ent than the c#ient. )his indicates that e!en in a situation "here a c#ient is the most acti!e (art of the con!ersation; the c#ient mi%ht fee# that the coachin% (rocess is in fact Adone to himB or that he is not the a%ent contro##in% this (rocess. &e mi%ht ma=e sense of the situation that someone e#se is doin% the (rocess for him. )his is interestin% "hen 36

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com(ared to ans"ers c#ientEs %a!e "hen as=ed for e4(ectations and "hether or not the' "ere met. )hree of the c#ients said that AI did not e4(ect 'ou to do this for meB but the data su%%ests; in fact; that their (erce(tion "as other"ise. In S/$*; the con!ersation is often described as a neutra# room; "here the c#ient can detach from his (rob#em 6$er% + SKabL; 20058. It mi%ht be that the coachin% (rocess mi%ht he#( a c#ient to a##o" himse#f a%ain to be a tar%et of <uestions and inter!entions and it mi%ht be a factor of re#e!ance "hether or not a c#ient is ab#e to ta=e the (osition of bein% as=ed <uestions b' the coach and see himse#f as a recei!in% end. *onsiderin% the sam(#e siKe and #imit to one st'#e of coachin%; this findin% is in dire need of additiona# research. It mi%ht su%%est that an acti!e factor in coachin% is in fact; the e4terna#it' of the situation; a (erson as=in% <uestions. An e4(eriment testin% t"o %rou(s; one bein% coached the other usin% the same <uestions a#one in a room; mi%ht %i!e more insi%ht into this.

)he second research <uestion stemmed from Abramson et a#.Es 619.88 findin%s of the re#e!ance of attributiona# st'#e. 7ra"e 619998 su%%ests that acti!e factors in thera(' are the thera(eutic re#ationshi(; moti!ationa# c#earin%; resource acti!ation and (rob#em actua#iKation. )hese factors mi%ht in fact (resent themse#!es throu%h chan%es in attributiona# st'#e. In this research; there "as a si%nificant difference in contro##abi#it' in the (ost?coachin% situation "ith a considerab#e effect siKe. )here "as a#so a difference in #ocus of contro#; ho"e!er it "as not si%nificant. )his su%%ests that S/$* cou#d resu#t in chan%es in attribution to"ards the c#ientEs situation "hich in turn mi%ht be an acti!e factor in coachin% success. In terms of 37

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%enera#isation of this resu#t "e ha!e to =ee( in mind thou%h; that the sam(#e "as (redominant#' ma#e c#ientEs of the same coach and that the sam(#e siKe "as insufficient to su((ort sma##er effects. Asa' and ambert 619908 ar%ued that methodo#o%' on#' accounts for 15I of the !ariance in thera(' success; therefore it is too ear#' to ma=e an' conc#usions about sma## effects in methodo#o%'. )he resu#ts ha!e to be !erified "ith a #ar%er sam(#e; "ith more fema#e c#ientEs; c#ientEs of different coaches and #ater a#so across different coachin% a((roaches. It is a#so necessar' to inc#ude additiona# coderEs to %i!e a measure of interrater re#iabi#it'.

%onclusions/Implications for further research

In this thesis the dri!in% <uestion "as ho" do ma=e c#ientEs sense of their coachin% (rocess after So#ution /ocused $rief *oachin%. In conc#usion; it is most interestin% that the c#ientEs (erce(tion differed from the idea# (ur(orted b' man' coach trainin% standards; "here a c#ient is the more acti!e (erson in the room. Research on the e4(erience of the rece(tion of coachin% mi%ht brin% additiona# insi%ht into ho" a coachin% c#ient ma=es sense and describes this e4(erience. Another findin% "as that (ost?coachin% attributions tended to be coded more often contro##ab#e than (re?coachin% attributions. )his su%%ests that S/$* mi%ht resu#t in a fee#in% of more contro# in the indi!idua# c#ient situation "hich mi%ht in turn be a cata#'st for further chan%e. A#thou%h the sam(#e "as not (erfect; the findin%s ha!e 38

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o(ened a ne" bo4 of <uestions for further research. A#thou%h chan%es in contro##abi#it' ha!e been found; this stud' did not set out to e!a#uate coachin% success. )o understand "hether or not attributiona# chan%es in this dimension are an acti!e factor in achie!in% chan%e throu%h coachin%; additiona# research shou#d be conducted measurin% coachin% success on re#e!ant sca#es. 7rant 620038 used a measure of "e##?bein% and others ha!e used su%%ested hard; ob@ecti!e measures of an R9I 6Anderson; 20018. It mi%ht ho"e!er be @ust as interestin% to com(are chan%es on a more sub@ecti!e measure of success; b' sim(#' as=in% the c#ient on a sca#e from one to ten. It mi%ht be (ossib#e that attributiona# chan%es ha!e an interna# effect on "e## bein% and (ercei!ed %oa# achie!ement; but not on actua# resu#ts. Another im(ortant measure mi%ht be "hether achie!ed chan%es in attributiona# dimensions are re#ated to the (erson of the coach. 9ne (artici(ant said that AI do not =no" if it "as the coachin% or @ust the coachEs u(beat (ersona#it'.B )he abi#it' to achie!e attributiona# chan%e cou#d be an im(ortant re#e!ant s=i## that; if sho"n to be coach rather than method bound; shou#d be further studied. A stud' b' $#att et a#. 6199,8 found that indi!idua# !ariance of treatment effects "as considerab#e com(arin% thera(ists. A simi#ar situation mi%ht be found in coachin%. In the end this dissertation has sho"n that attributiona# codin% and the eeds Attributiona# *odin% S'stem are a !a#uab#e too# in the ana#'sis of a fie#d not 'et "e## understood. /urther attributiona# research "i## #i=e#' be ab#e to ans"er man' <uestions about ho" coachin% rea##' "or=s and "hat ma=es coachin% rea##' effecti!e.

39

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&eider; /. 619588. 'he psychology of interpersonal relations! Ne" Xor=: Fi#e'. &o"e; -. 6199,8. Surface and de(th in socia#?"or= (ractice. In: 1arton; N. .ocial theory% social change and social work% (. ... Internationa# *oach /ederation 620128. ,#/ Annual report >>E Von#ineW A!ai#ab#e at: htt(:33issuu.com3internationa#coachfederation3docs32008UicfUannua#re(ort31 VAccessed 9th Pu#' 2013W Internationa# *oach /ederation 620128. 2012 I*/ 7#oba# *oachin% Stud' [ 24ecuti!e Summar' Von#ineW A!ai#ab#e at: htt(:33""".coachfederation.or%3inc#udes3media3docs32012I*/7#oba#*oachin%Stud'? 24ecuti!eSummar'.(df VAccessed 9th Pu#' 2013W Pones; 2. 2. + &arris; :. A. 619,.8. \)he attribution of attitudes\. 3ournal of 4xperimental .ocial Psychology% 3 618: 1[24. Pones; S. R.; )orres; :. + Arminio; P. 6200,8. Fegotiating the complexities of :ualitative research in higher education: /undamental elements and issues! Rout#ed%e. He##e'; &. &. 619.38. )he (rocess of causa# attribution. American psychologist% 28628; 10.?128. Hi#bur%; R.R. 620048. )rud%in% to"ard -odo!i##e: *once(tua# a((roaches and case studies in e4ecuti!e coachin%. #onsulting Psychology 3ournal: Practice G 6esearch! 5,648; 203?213. Him; P.S. 620088. 24aminin% the effecti!eness of so#ution?focused brief thera(': A meta?ana#'sis. 6esearch on .ocial )ork Practice% 18; 10.?11,. Him P.S. + /ran=#in *. 620098. So#ution?focused brief thera(' in schoo#s: A re!ie" of the outcome #iterature. #hildren and Houth .ervices 6eview% 31648; 4,4?4.0. Huhn; ). S. 619.08. 'he structure of scientiIc revolutions! *hica%o and ondon: n.1. indforss; . + 0a%nusson; -. 6199.8. So#ution?focused thera(' in (rison. #ontemporary /amily 'herapy% 19; 88?103. ubors='; 619998. \)he researcher>s o"n thera(eutic a##e%iances: a >"i#d card> in com(arisons of treatment efficac'\. #linical Psychology:.cience and Practice% ,; 49[ ,2. ubors='; J Sin%er; $J ubors='; 619.58. \Is it true that >e!er'one has "on and a## must ha!e (riKesO\ Archives of Jeneral Psychology% 32; 995?1008. 43

SRN: 101134592

ubors='; .; Rosentha#; R.; -i%uer; .; Andrus'na; ).1.; $erman; P.S.; e!itt; P.).; Se#i%man; -.A.; Hrause; 2.-. 620028. )he dodo bird !erdict is a#i!e and "e##?0ost#'. #linical Psychology-.cience and Practice% 9; 2?12. 0acHie; -. 6200.8. 2!a#uatin% the effecti!eness of e4ecuti!e coachin%: Fhere are "e no" and "here do "e need to beO. Australian Psychologist% 42648; 310?318. 0c-ona#d; A. 620138. .B-K',BF-/B#K.4+ 56,4/ 'H46APH 4<A-KA',BF -,.' - CLML1"! A!ai#ab#e at: htt(:33""".so#utionsdoc.co.u=3sft.htm# VAccessed 1st 9ctober 2013W. 0cHenna; -. -. + -a!is; S. . 620098. &idden in 1#ain Si%ht: )he Acti!e In%redients of 24ecuti!e *oachin%. ,ndustrial and Brgani9ational Psychology% 2638; 244?2,0. doi:10.11113@.1.54?9434.2009.01143.4 0cHenna; -. -. + -a!is; S. . 620118. Acti!atin% the acti!e in%redients of #eadershi( coachin%. In &erneK?$roome; 7.; + $o'ce; . A.; 62ds.8 Advancing 4xecutive #oaching: .etting the #ourse for .uccessful -eadership #oaching! 1feiffer. 0eier; -. 620108. Aann #oaching so einfach sein? A!ai#a#ab#e at: htt(:33"""."eiterbi#dun%sforum.ch3fach??und?medienarti=e#.htm#O fi#eQt#Ufi#es3(df3facharti=e#3Hann*oachin%So2infachSein.(df VAccessed 9th Se(tember 2013W. 0ertens; -.0. 620058. 6esearch methods in education and psychology: ,ntegrating diversity with :uantitative and :ualitative approaches! ; nd ed!? )housand 9a=s: Sa%e. 0udd; P. 2. 620008. .olution-/ocused 'herapy and #ommunication .kills 'raining: An integrated approach to couples therapy! 6-octora# dissertation; :ir%inia 1o#'technic Institute and State Dni!ersit'8. 0unton; 7.; Si#!ester; P.; Stratton; 1. + &an=s; &. 619998. Attributions in action: A practical approach to coding :ualitative data! *hichester: Fi#e'. Nationa# Institute of Standards and )echno#o%' 6NIS)8 620038. Fational Policy on the Kse of the Advanced 4ncryption .tandard ;A4.? to Protect Fational .ecurity .ystems and Fational .ecurity ,nformation! A!ai#ab#e at: htt(:33csrc.nist.%o!3%rou(s3S)3too#=it3documents3aes3*NSS15/S.(df VAccessed 15th A(ri# 2013W. 9rbach; I. + &adas; M. 619828. )he e#imination of #earned he#(#essness deficits as a function of induced se#f?esteem. 3ournal of 6esearch in Personality% 1,648; 511?523. 44

SRN: 101134592

1assmore; P. + /i##er'?)ra!is; A. 620118. A critica# re!ie" of e4ecuti!e coachin% research: a decade of (ro%ress and "hat>s to come. #oaching: An ,nternational 3ournal of 'heory% 6esearch and Practice% 4:2; .0?88. 1eterson; *.; Semme#; A.; !on $ae'er; *.; Abramson; . X.; 0eta#s='; 7. I. + Se#i%man; 0. 2. 619828. )he attributiona# st'#e <uestionnaire. #ognitive therapy and research% ,638; 28.?299. Se#i%man; 0. + 0aier; S./. 619,.8. \/ai#ure to esca(e traumatic shoc=\. 3ournal of 4xperimental Psychology% .4: 1[9. Se#i%man; 0. 619.58. Helplessness: Bn +epression% +evelopment% and +eath! /reeman3)imes $oo=s3&enr' &o#t+*o. Se#i%man; 0. 2. + Schu#man; 1. 6198,8. 24(#anator' st'#e as a (redictor of (roducti!it' and <uittin% amon% #ife insurance sa#es a%ents. 3ournal of personality and social psychology% 50648; 832. Si#!erman; -.H. 620058. \Fhat For=s in 1s'chothera(' and &o" -o Fe Hno"O: Fhat 2!idence?$ased 1ractice &as to 9ffer\. Psychoanalytic Psychology% 22 628: 30,[312. Si#!ester; P. 6199.8. S(o=en attributions and candidate success in %raduate recruitment inter!ie"s. 3ournal of Bccupational and Brgani9ational Psychology% .0618; ,1?.3. Si#!ester; P. 620048. Attributiona# codin%. In *. *asse## + 7. S'mon 62ds.8 4sssential Juide to 8ualitative methods in organisational research! ondon: Sa%e. Si#!ester; P.; Anderson?7ou%h; /. 0.; Anderson; N. R. + 0ohamed; A. R. 620028. ocus of contro#; attributions and im(ression mana%ement in the se#ection inter!ie". 3ournal of Bccupational and Brgani9ational Psychology% .5618; 59?.,. Si#!ester; P. + *ha(man; A.P. 6199.8. >As=in%\ "h'O\ in the "or=(#ace:causa# attributions and or%aniKationa# beha!ior>; in *. . *oo(er + -.0. Rousseau 6eds8; 'rends in Brgani9ational 5ehavior% 4: 1?14. Si#!ester; P.; 1atterson; /. + /er%uson; 2. 620038. *om(arin% t"o attributiona# mode#s of @ob (erformance in retai# sa#es: A fie#d stud'. 3ournal of occupational and organi9ational psychology; .,618; 115?13. S(ence; 7. $. + 7rant; A. 0. 620058. Indi!idua# and %rou( #ife?coachin%: Initia# findin%s from a randomised; contro##ed tria#. 2!idence?based coachin%; 1; 143?158.

45

SRN: 101134592

Stams 7.P.P.; -e=o!ic 0.; $uist H. + de :ries . 6200,8. 2ffecti!iteit !an o(#ossin%s%erichte =orte thera(ie: een meta?ana#'se 62fficac' of so#ution focused brief thera(': a meta?ana#'sis8. 7edra%sthera(ie 39628:81?95. SKabL; 1eter. 6n.-.8 4ine 'heorie der 'heorielosigkeit! A!ai#ab#e at: htt(:33"""."eiterbi#dun%sforum.ch3fach??und?medienarti=e#.htm#O fi#eQt#Ufi#es3(df3facharti=e#3)heorieUderU)heorie#osi%=eit.(df VAccessed 22nd Au%ust 2013W SKabL; 1.; 0eier; -. + -iero#f; H. 620098. #oaching Plain G .imple: .olutionfocused 5rief #oaching 4ssentials! F. F. Norton + *om(an'. )hornton; P. F. + 1o"e##; 7. -. 619.48. ImmuniKation to and a##e!iation of #earned he#(#essness in man. 'he American 3ournal of Psychology% 351?3,.. Dbuntu 1ri!ac' Remi4 620118. .ecurity Analysis of 'rue#rypt M!>a with an Attack on the Aeyfile Algorithm! A!ai#ab#e at: htt(s:33""".(ri!ac'? cd.or%3do"n#oads3truecr'(tU..0a?ana#'sis?en.(df VAccessed 3rd 9ctober 2013W. :isser; *. /. 620138. )he 9ri%in of the So#ution?/ocused A((roach. ,nternational 3ournal of .olution-/ocused Practices% 1618. Fa#ter; P. . + 1e##er; P.2. 620008. 6ecreating 5rief 'herapy: Preferences and Possibilities! Norton. Fa#sh; ). 620108. 'he .olution -/ocused Helper: 4thics and Practice in Health and .ocial #are! 0c7ra"?&i##. Fam(o#d; $. 620018.'he great psychotherapy debate! 0ah"ah; NP: 2r#baum Associates. Feiterbi#dun%sforum.ch 6n.-.8. #oaching Ausbildungen! A!ai#ab#e at: htt(:33"""."eiterbi#dun%sforum.ch3coachin%?ausbi#dun%.htm# VAccessed 9th of Se(tember 2013W. Feiner; $. 619818. 'heories of @otivation: /rom @echanism to #ognition! 0ar=ham 1ub#ishin% *om(an'. Feiner; $. 619928. Human @otivation: @etaphors% 'heories% and 6esearch! Sa%e 1ub#ications. Fon%; 1. ).; + Feiner; $. 619818. Fhen (eo(#e as=\ "h'\ <uestions; and the heuristics of attributiona# search. 3ournal of personality and social psychology% 40648; ,50. 46

SRN: 101134592

F'#ie; 0.S. 619908. $rief thera(' on the couch. /amily 'herapy Fetworker; 14;2,?34; ,,. Mimmerman; ). S.; 1rest; . A.; + FetKe#; $. 2. 6199.8. So#ution?focused *ou(#es )hera(' 7rou(s: An 2m(irica# Stud'. 3ournal of /amily 'herapy% 19628; 125?144.

47

SRN: 101134592

Appendi) A: Questionnaire for inter"ie# *+erman,

1. 2. 3. 4. 5. 7. 8. 9.

Sie haben an einem *oachin% tei#%enommen; "ie haben Sie das er#ebtO Fas ist da (assiertO Fe#che :orste##un%en hatten sie !on *oachin% und "e#che 2r"artun%en hatten Sie an das *oachin%O Furden ihre 2r"artun%en3:orste##un%en erfY##tO Fas "ar andersO Fie "ar es !or dem *oachin%O Fas "ar !or dem *oachin% an ihrem )hema andersO Fas ist im *oachin% (assiert; das aus ihrer Sicht "ichti% "arO &aben Sie et"as im *oachin% %e#erntO 2ine 2r=enntnis %e"onnenO Fenn @a; "e#cheO Fas hat diese 2r=enntnis mZ%#ich %emachtO Fie ist sie entstandenO Fas "ar nach dem *oachin% andersO Fas hat sich im *oachin% nach dem *oachin% !er]ndertO

,. 7ab es noch eine "eitere "ichti%e Situation im *oachin%O

10. 7ibt es noch et"as; das danach anders "arO Fie ist das (assiert3Mustande %e=ommenO 11. Fenn sich et"as !er]ndert hat; durch "as "urde das mZ%#ichO Fas haben Sie nach dem *oachin% 12. %etan; "as anders "ar a#s !orherO 13. Fe#chen $eitra% hat Ihr *oach Kum *oachin% 1roKess bei%etra%en und "ie haben Sie ihre Ro##e 14. em(fundenO Fe#chen Antei# haben Sie am *oachin% %ehabtO 15. Fenn sie Ihre *oachin% 2rfahrun% a#s $i#d; a#s 0usi=stYc= oder !ie##eicht a#s 7edicht =Ynst#erisch 1,. darste##en "Yrden; "ie "Yrde das aussehenO 17. 7ibt es noch et"as das ich !er%essen habe; dass "ichti% "]re Ku fra%enO 48

SRN: 101134592

49

Appendi) -: A./0A Tables for sample consistency

'escripti"es 95I *onfidence Inter!a# for 0ean N Stab#e Dnstab#e 1AR)01 1AR)02 1AR)03 1AR)04 1AR)05 1AR)0, 1AR)0. )ota# 7#oba# S(ecific 1AR)01 1AR)02 1AR)03 1AR)04 1AR)05 1AR)0, 1AR)0. )ota# Interna# 24terna# ? A%ent 1AR)01 1AR)02 1AR)03 1, 23 2. 18 15 , 2. 132 15 23 2. 18 15 , 2. 131 1, 21 23 0ean 1;00 ;,1 ;81 ;.8 ;93 ;,. ;85 ;81 ;80 ;,1 ;89 ;94 ;,0 ;83 ;85 ;.9 1;00 ;48 ;.8 Std. -e!iation ;000 ;499 ;39, ;428 ;258 ;51, ;3,2 ;393 ;414 ;499 ;320 ;23, ;50. ;408 ;3,2 ;40, ;000 ;512 ;422 Std. 2rror ;000 ;104 ;0., ;101 ;0,. ;211 ;0.0 ;034 ;10. ;104 ;0,2 ;05, ;131 ;1,. ;0.0 ;035 ;000 ;112 ;088 o"er $ound 1;00 ;39 ;,, ;5. ;.9 ;12 ;.1 ;.4 ;5. ;39 ;., ;83 ;32 ;40 ;.1 ;.2 1;00 ;24 ;,0 D((er $ound 1;00 ;82 ;9. ;99 1;08 1;21 1;00 ;88 1;03 ;82 1;02 1;0, ;88 1;2, 1;00 ;8, 1;00 ;.1 ;9, 0inimum 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0a4imum 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

50

1AR)04 1AR)05 1AR)0, 1AR)0. )ota# 1ersona# Dni!ersa# ? A%ent 1AR)01 1AR)02 1AR)03 1AR)04 1AR)05 1AR)0, 1AR)0. )ota# *ontro##ab#e Dncontro##ab#e ? 1AR)01 A%ent 1AR)02 1AR)03 1AR)04 1AR)05 1AR)0, 1AR)0. )ota# Interna# 24terna# ? tar%et 1AR)01 1AR)02 1AR)03 1AR)04

18 15 , 2. 12, 1, 23 24 18 15 , 2. 129 13 23 21 1. 13 , 2. 120 1, 22 24 1,

;94 ;.3 ;50 1;00 ;81 1;00 ;,5 ;.9 ;83 ;.3 1;00 ;,. ;.8 ;.. ;52 ;., ;59 ;,2 ;,. ;.4 ;,. ;81 ;23 ;4, ;,9

;23, ;458 ;548 ;000 ;394 ;000 ;48. ;415 ;383 ;458 ;000 ;480 ;419 ;439 ;511 ;43, ;50. ;50, ;51, ;44. ;4.3 ;403 ;429 ;509 ;4.9

;05, ;118 ;224 ;000 ;035 ;000 ;102 ;085 ;090 ;118 ;000 ;092 ;03. ;122 ;10, ;095 ;123 ;140 ;211 ;08, ;043 ;101 ;091 ;104 ;120

;83 ;48 ?;0. 1;00 ;.4 1;00 ;44 ;,2 ;,4 ;48 1;00 ;48 ;.0 ;50 ;30 ;5, ;33 ;31 ;12 ;5, ;58 ;,0 ;04 ;24 ;43

1;0, ;99 1;0. 1;00 ;88 1;00 ;8, ;9. 1;02 ;99 1;00 ;8, ;85 1;03 ;.4 ;9, ;85 ;92 1;21 ;92 ;.5 1;03 ;42 ;,. ;94

0 0 0 1 0 1 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

51

1AR)05 1AR)0, 1AR)0. )ota# 1ersona# Dni!ersa# ? tar%et 1AR)01 1AR)02 1AR)03 1AR)04 1AR)05 1AR)0, 1AR)0. )ota# *ontro##ab#e Dncontro##ab#e ? 1AR)01 tar%et 1AR)02 1AR)03 1AR)04 1AR)05 1AR)0, 1AR)0. )ota#

11 , 24 119 1, 23 25 1, 10 , 24 120 1, 23 25 12 10 5 23 114

;45 ;33 ;42 ;48 ;88 ;52 ;., ;.5 ;.0 1;00 ;,. ;.2 ;,9 ;09 ;5, ;50 ;20 ;20 ;22 ;3,

;522 ;51, ;504 ;502 ;342 ;511 ;43, ;44. ;483 ;000 ;482 ;453 ;4.9 ;288 ;50. ;522 ;422 ;44. ;422 ;482

;15. ;211 ;103 ;04, ;085 ;10, ;08. ;112 ;153 ;000 ;098 ;041 ;120 ;0,0 ;101 ;151 ;133 ;200 ;088 ;045

;10 ?;21 ;20 ;39 ;,9 ;30 ;58 ;51 ;35 1;00 ;4, ;,3 ;43 ?;04 ;35 ;1. ?;10 ?;3, ;04 ;2.

;81 ;88 ;,3 ;5. 1;0, ;.4 ;94 ;99 1;05 1;00 ;8. ;80 ;94 ;21 ;.. ;83 ;50 ;., ;40 ;45

0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

Test of $omogeneity of 0ariances e!ene Statistic Stab#e Dnstab#e 10;..2 df1 , df2 125 Si%. ;000

52

7#oba# S(ecific Interna# 24terna# ? A%ent 1ersona# Dni!ersa# ? A%ent *ontro##ab#e Dncontro##ab#e ? A%ent Interna# 24terna# ? tar%et 1ersona# Dni!ersa# ? tar%et *ontro##ab#e Dncontro##ab#e ? tar%et

8;133 38;81. 15;284 2;28, 3;901 8;325 .;.83

, , , , , , ,

124 119 122 113 112 113 10.

;000 ;000 ;000 ;040 ;001 ;000 ;000

A./0A Sum of S<uares Stab#e Dnstab#e $et"een 7rou(s Fithin 7rou(s )ota# 7#oba# S(ecific $et"een 7rou(s Fithin 7rou(s )ota# Interna# 24terna# ? A%ent $et"een 7rou(s Fithin 7rou(s )ota# 1ersona# Dni!ersa# ? A%ent $et"een 7rou(s Fithin 7rou(s )ota# *ontro##ab#e Dncontro##ab#e ? $et"een 7rou(s 1;928 18;338 20;2,5 2;105 19;330 21;435 4;900 14;529 19;429 1;8.2 20;,09 22;481 1;09. df , 125 131 , 124 130 , 119 125 , 122 128 , ;183 ;808 ;5,, ;312 ;1,9 1;84. ;09, ;81. ;122 ,;,88 ;000 ;351 ;15, 2;251 ;043 0ean S<uare ;321 ;14. / 2;190 Si%. ;048

53

A%ent

Fithin 7rou(s )ota#

25;5,9 2,;,,. 4;10. 25;591 29;,9. 1;884 22;482 24;3,. 5;518 20;.3. 2,;254

113 119 , 112 118 , 113 119 , 10. 113

;22,

Interna# 24terna# ? tar%et

$et"een 7rou(s Fithin 7rou(s )ota#

;,84 ;228

2;995

;009

1ersona# Dni!ersa# ? tar%et

$et"een 7rou(s Fithin 7rou(s )ota#

;314 ;199

1;5.8

;1,0

*ontro##ab#e Dncontro##ab#e ? $et"een 7rou(s tar%et Fithin 7rou(s )ota#

;920 ;194

4;.45

;000

Robust Tests of 12uality of Means b3c3d3e Statistica Stab#e Dnstab#e 7#oba# S(ecific Interna# 24terna# ? A%ent 1ersona# Dni!ersa# ? A%ent Fe#ch Fe#ch Fe#ch Fe#ch . . ;.25 . 1;921 . . , . , . . 35;,1, df1 . 3.;.2, . . ;,32 df2 . ;103 Si%.

*ontro##ab#e Dncontro##ab#e ? Fe#ch A%ent Interna# 24terna# ? tar%et 1ersona# Dni!ersa# ? tar%et Fe#ch Fe#ch .

3;415 . 4;901

, . ,

35;3.5 . 29;.50

;009

*ontro##ab#e Dncontro##ab#e ? Fe#ch tar%et

;001

54

a. As'm(totica##' / distributed. b. Robust tests of e<ua#it' of means cannot be (erformed for Stab#e Dnstab#e because at #east one %rou( has 0 !ariance. c. Robust tests of e<ua#it' of means cannot be (erformed for Interna# 24terna# ? A%ent because at #east one %rou( has 0 !ariance. d. Robust tests of e<ua#it' of means cannot be (erformed for 1ersona# Dni!ersa# ? A%ent because at #east one %rou( has 0 !ariance. e. Robust tests of e<ua#it' of means cannot be (erformed for 1ersona# Dni!ersa# ? tar%et because at #east one %rou( has 0 !ariance.

55

Appendi) %: Info (heet

56

Frank Taeger Vitalisstrasse 328 50933 Kln Email: ft25@student.london.a .uk Tel.: 0!"#32#25$#9

Teilne%mer &nformations'ogen

(tudientitel : E)*loring lients+ e)*erien es and attri'utions on ,%at ,orks in solution fo used 'rief oa %ing.
Lieber Teilnehmer, Du bist eingeladen, an einem tudien!ro"e#t teil$unehmen. %e&or du di'h ents'heidest, ob du teilnehmen (illst oder ni'ht, m)'hten (ir dir alle (i'htigen *n+ormationen ,ber das -ro"e#t $u#ommen lassen. -orum ge%t es in dieser (tudie. *n dieser .ntersu'hung (ollen (ir die /ahrnehmung &on l)sungs+o#ussiertem 0ur$$eit 1oa'hing in 2erbindung mit der 3ttributionstheorie untersu'hen. 1oa'hing ist eine no'h relati& "unge, aber er+olgrei'he und star# (a'hsende -ro+ession. Die -ra4is ist der 5ors'hung (eit &oraus. *n dieser tudie (ollen (ir eine .ntersu'hung der /ahrnehmung des 0lienten im l)sungs+o#ussierten 1oa'hing dur'h+,hren. 6s geht darum $u bes'hreiben und $u anal7sieren, (ie der 0lient das 1oa'hing selbst, das 2orher und 8a'hher so(ie dur'h das 1oa'hing m)gli'he 2er9nderungs&org9nge (ahrnimmt. /as ma'ht 1oa'hing er+olgrei'h: /ie sieht der 0lient den 2organg: Das sind 5ragen, die (ir beant(orten m)'hten. 6s ist Teil meiner Dissertation +,r den ;aster o+ 'ien'e in <rgani$ational -s7'holog7 im .ni&ersit7 o+ London *nternational -rogrammes. & % ,urde eingeladen/ 01(( i % 2et3t teilne%men. 8at,rli'h ni'ht. Dies ist eine 6inladung und #ein =(ang. =um =(e'# der tudie hast du ent(eder &orher bereits an einem 1oa'hing teilgenommen oder nimmst an einem 1oa'hing im >ahmen der tudie teil. Dir steht es aber "eder$eit +rei, deine Teilnahme ohne 3ngaben &on ?r,nden $u beenden. *n diesem 5all (,rden s9mtli'he &on dir erhobenen Daten endg,ltig und ni'ht (iederherstellbar gel)s'ht, inso+ern sie no'h $u deiner -erson $uordenbar sind. -as *assiert/ ,enn i % teilne%me. *n unserer tudie geht es um l)sungs+o#ussiertes 1oa'hing. 6s (ird $uerst ein sol'hes 1oa'hing dur'hge+,hrt, solltest du no'h #eines gehabt haben. Das Thema s!ielt hierbei #eine >olle. 8a'h dem 1oa'hing (ird +r,hestens 1 /o'he s!9testens 2 ;onate na'h dem 1oa'hing ein *nter&ie( dur'hge+,hrt, in dem 5ragen $um 1oa'hing gestellt (erden. %eis!iele +,r *nter&ie(@5ragenA

/as ist im 1oa'hing !assiert: /ie hast du das 1oa'hing em!+unden: /el'he 2er9nderungen (urden dur'h das 1oa'hing m)gli'h: /as genau hat diese 2er9nderung m)gli'h gema'ht:

Das *nter&ie( (ird au+genommen und in Te4t+orm gebra'ht. Das 1oa'hing im >ahmen der tudie (ird ni'ht au+genommen. Die Te4te (erden dann in 3ttributionen 'odiert und anon7misiert in eine Datenban# eingebra'ht.

3m 6nde der tudie (ird diese Datenban# &on 3ttributionen dann Bualitati& und Buantitati& untersu'ht. =u diesem =eit!un#t sind die 3ussagen ni'ht mehr $u einer -erson $uordenbar. -as sind die Vorteile einer Teilna%me. 3lle Teilnehmer erhalten die ;)gli'h#eit, die tudienergebnisse +r,h$eitig $u erhalten. Die Teilnehmer, die im >ahmen der tudie ein erstes 1oa'hing erhalten, haben die ;)gli'h#eit an einem l)sungs+o#ussierten 1oa'hing teil$unehmen $u einem Thema ihrer /ahl. -erden meine 4aten 5ertrauli % 'e%andelt. Das -ro"e#t (ird unter den 6thi# tandards der .ni&ersit7 o+ London dur'hge+,hrt. Diese (erden &on uns "edo'h no'h ,bertro++en. 9mtli'he Daten und *nter&ie(au+nahmen (erden &on uns mit moderner 2ers'hl,sselungste'hnologie &ers'hl,sselt und gesi'hert ges!ei'hert. elbst bei 6nt(endung der !ei'hermedien (9re ein =ugri++ au+ die Daten somit unm)gli'h. Der dabei &er(endete tandard C36 @256D h9lt allen $ur =eit be#annten 3ngri++en stand. -as soll i % tun/ um teil3une%men. %itte #onta#tiere mi'h unter +t25Estudent.london.a'.u#

Dann #)nnen alle no'h o++enen 5ragen tele+onis'h oder !er 6mail ge#l9rt (erden und Termine +,r 1oa'hing und *nter&ie( bes!ro'hen (erden. -as *assiert mit den Erge'nissen. Die 6rgebnisse (erden +,r die 2er+assung meiner ;. '. Dissertation im >ahmen des <rgani$ational -s7'holog7 -rogramms &er(endet. ie (erden $udem, so+ern die u!er&isoren $ustimmen, +,r eine -ubli#ation in einer (issens'ha+tli'hen =eits'hri+t +,r 1oa'hing F <rganisations!s7'hologie &er(endet und +,r die &erglei'hende 2er(endung in einem identis'hen -ro"e#t ges!ei'hert, bei dem 1oa'hing ;ethoden miteinander &ergli'hen (erden. -er organisiert diese (tudie und 'e3a%lt sie. Die tudie (ird &on mir selbst dur'hge+,hrt und hat #einerlei (eitere +inan$ielle *nteressen abseits der /issens'ha+t. -en soll i % kontaktieren. 5ran# Taeger, 6mailA +t25Estudent.london.a'.u# , Tel.A G4917632625469 Der 8ame des -ro"e#t u!er&isors lautetA 3ndre( 6ri#sen@%ro(n. 0onta#tA ub"&063Email.bb#.a'.u#

2ielen Dan# +,r deine TeilnahmeH ;it bestem ?ruI, 5ran# Taeger