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Tünde Erdös

A critical review of qualitative research outcomes in executive coaching and mentoring

Theme: Context
Area: Coaching
Type: Research (with examples of how it could be applied in practice)

Session on Wednesday, Jun 14th, 16:50
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Session

The last couple of years have seen an increased reporting of qualitative research studies in coaching and mentoring. Many of these original studies make use of a methodological design where data could be quantified and by coding and sorting techniques, so that relatively reliable and replicable outcomes have emerged. What are these outcomes from qualitative research telling us? Have these studies laid bare lawfulness within coaching and mentoring interventions that traditional (quantitative) outcome studies would not be able to find – but may test through other means? And what are the ‘lessons’ that these early findings hold in stock for mentoring and coaching professionals? How will qualitative studies influence the practice and the professions of coaching and mentoring? This presentation will provide a systematic overview and some indications for changes in the field originally set in motion by original qualitative research studies.

Bio

Tünde Erdös holds a Master’s Degree in Executive Coaching earned at the Ashridge Centre for Coaching at Hult International Business School, which is backed up by six years of experience as an executive coach. She is also an Ashridge Accredited Executive Coach and has recently embarked on a PhD trajectory at ABRI – Amsterdam Business Research Institute of VU University, Amsterdam. She offers a psycho-dynamic approach focussing on the ’players on the stage’ in what seems to be a mature model in addressing tasks and goals in a cyclical, recursive, reflective and reflexive process. The approach grew out of the requirement in her coaching work that ‘You can take a horse to water but you can’t make it drink’.’ Additionally, she offers a relational stance: “It’s always both“. Creating and working in effective systems takes assuming responsibility for what we create and co-create. How do differences between client, coach and organisational contexts impact clients’ learning? AND: What can clients contribute to the coach’s own learning in the coaching relationship? In being genuinely curious about how we can become grounded in this inter-connectedness she is confident to enable clients cognitively and emotionally to develop effective and fully-engaged realities in their organisation.