ASPECTS OF COACHING RELATIONSHIPS 3
In order to name environmental and personal characteristics that define a positivecoaching experience, it is essential to actually survey the individuals involved in the
engagement. Consequently, O’Broin and Palmer (2010) designed an analysis that
explored both coach and coachee perspectives of these critical traits. The researchersgrounded their work in the following central questions:1.
What qualities or behaviors help to create an ideal coaching relationship?2.
[When can] how and when the coach being attuned to their coachee be valuablein establishing, developing and maintaining the coaching relationship?
& Palmer, 2010, p. 125).
The researchers aimed to “explore qualities and characteristics that coachees and coaches
view as central in the formation of the coaching relationships, determine how thesequalities and characteristics contribute to the coaching relationship and research howcoachees and coaches considered that the coach can adapt to the coachee in the coaching
relationship” (O’Broin &
Palmer, 2010, p. 125). In addition, the researchers usedspecific probing questions in order to generate authentic and explicit responses. Theseincluded the following:
How important do you think the coaching relationship is?
How important is the coach-client relationship to the outcome?
Is there a bond between the coach and client?
What is the coaching relationship like at the beginning of coaching?