Academic Research - PhD
Amsterdam Business Research Institute (ABRI) offers a Part-Time PhD programme. Established by VU University Amsterdam in 2009, ABRI has become one of the largest research institutes in business and management studies in Europe. Next to facilitating top-class international research, ABRI offers a range of doctoral education programmes.
Unique characteristics of the programme:
• The learning process is deliberately divided into the six sequential modules
• Attainable milestones are set to allow working professionals to stay on track
Further Research Engagements
I was invited and agreed to participate as a coach in a research project (November 2017 - April 2018) funded by the Institute of Coaching at Harvard Medical School/McLean Hospital. This is a longitudinal coaching outcome effectiveness study that examines the contribution of factors such as: quality of coaching relationship, self-efficacy, outcome expectancy, hope and external factors in relation to coaching outcomes such as: goal attainment, perceived stress and resilience.
|Joanna Molyn||Erik de Haan||David Gray|
University of Greenwich
Old Royal Naval College
Business School, HH202
Park Row, London SE10 9LS
+44 208 331 9864
Professor of O.D. and Coaching
Director, Ashridge Centre
Ashridge Business School,
Berkhamsted, Herts HP4 1NS
+44 (0)1442 841163
Professor of Leadership & O.B.
University of Greenwich
Old Royal Naval College
Park Row, London, SE10 9LS
+44 (0) 208 331 9023
I have successfully completed the Executive Coaching Programme as well as the Group and Team Coaching Programme at Ashridge Coaching Centre, courses that hold the European Quality Award conferred by the European Mentoring and Coaching Council.
EMCC’s European Quality Award (EQA) is an independent quality award which recognises that coaches’ qualifications/training meet stringent, professional European standards. It is an integral and essential step on the path to establishing the professional credibility and status of coaching and mentoring. The quality standards are European, the recognition is global.
The emphasis of this award is to raise standards whilst acknowledging existing excellence.
EQA abides by the EMCC Competence Framework which is the result of extensive and collaborative research to identify the core competences of a professional coach and mentor. It is widely recognised, regarded and endorsed within the coaching and mentoring communities. It is the ‘gold’ standard for coaching and mentoring against which to benchmark for individuals and coaching and mentoring development programmes.
There are eight competence categories across four levels. These eight core areas comprise of:
• Commitment to Self-Development
• Managing the Contract
• Building the Relationship
• Enabling Insight and Learning
• Outcome and Action Orientation
• Use of Models and Techniques
The Ashridge approach to accreditation involves paying attention to what goes on between the client and coach, and making the relationship explicit. Often this exploration casts new light on the client’s relationship with their organisation. Relational coaching means understanding that the relationship between coach and client is at the heart of effective coaching and is an essential vehicle for learning and change. A key understanding that informs all our coaching contracts is that the client’s agenda will be defined by their organisational context, and so will the coach’s relationship with that client, albeit at a more indirect and subtle level.
The theoretical approach is integrative, drawing on a range of sound psychological theories and principles from the fields of coaching, psychological therapies and organisation development. Ashridge coaches work to explore on a number of levels. These levels are primarily:
• The relationships that they have with the people within the organisation
• What the client personally brings to these relationships.
Ashridge believes that change takes place through the process of relating, and this is the whole point of a responsive coaching contract. Therefore, what seemed figural and important at the first meeting may shift to a new way of seeing the situation by the third or fourth meeting.
Accreditation is designed to ensure that coaches see this process of change emerging in relationships as a crucial way of understanding not only what goes on in an effective coaching relationship, but also how change takes place in organisations.
MBTI – Myers Briggs Type Indicator - is about insight into human motivation and potential. Personal development starts with awareness. It’s only by understanding personality types – both our own and others’ – that we can start to improve our interactions with the world around us and realise our potential in our environment.
As an MBTI Practitioner I will sometimes use this tool to take you on a fascinating developmental journey exploring how you prefer using your energy both at work and in your private life. We will look into how you naturally tend to choose your work environment, how you naturally seek information to take decisions, and how you deal with the outside world most intrinsically. We will explore how you use your preferences well and where you might need to improve the opposite side of a particular preference to be effective at work and in relationships. Thus, MBTI explains personality types according to the Myers-Briggs framework of preference pairs. It does not seek to measure skill, ability or trait, but rather you learn about the differences, strengths and blind spots of different personality types. For ethical reasons, I will use this tool for talent management and career counselling purposes only. Under no circumstances will it be used by me for recruitment of staff or any other selection purposes in organisations.
Fields of applications are as follows:
• leadership development
• conflict management
• managing change
Visit www.opp.com to learn more about MBTI and how it may support your learning journey.
PSI theory developed by Prof. Julius Kuhl at Osnabrück University, Germany, combines the key assumptions of a variety of personality theories applied to date. Thus, it represents a comprehensive framework that shows how emotions and personality affect cognition and behavior. Specifically, this theory proposes that four cognitive systems underpin the regulation of behavior, motivation, and emotion. Insights are based on research drawing on personality psychology, social interaction psychology, organizational behavior science integrating findings from neuropsychology. It attempts to explain human behavior in a different way than commonly used models from psychology, social psychology and organization theories.
PSI is designed to offer a functional analysis of the four subsystems of personality and to reveal areas of development that can be very well addressed in coaching. On completion of the diagnostic test, coaching can serve as an appropriate approach to activating clients’ four subsystems with view to clients’ balanced functioning. PSI does not provide any generalized interpretation or basic solution to clients’ questions, but rather a balanced way for how clients can resource themselves as a fully functioning individual in their environment.
In this regard, PSI theory involves sustainability. A whole range of studies evidence that this wholistic personality instrument is able to indicate significantly more sustainable solutions than standard methods of personality analysis. Applied at an organization level, PSI theory may be applied to how teams function and in what way they might enhance their collaboration by understanding the way in which everyone’s individual system interacts interdependently with other team members’ individual system. In doing so, individual personality profiles and areas of development are matched with the team’s profile as a socially construed macro-system towards identifying further team development areas in a holistic manner.
Visit www.impart.de to learn more about PSI and diagnostic tools underpinning this theory.
The British Psychological Society - Register of Qualifications in Test Use
I hold an entry on the Register of Qualifications in Test Use (Ability & Personality) which I obtained with Cambridge University, Cambridge, UK.
The BPS provides nationally recognised qualifications in psychometric and psychological testing. The qualifications in test use have been designed for professionals who use psychometric or psychological tests as part of their role, for example: Occupational professionals working in HR departments, employment agencies or consultancies offering testing services, whose role involves testing for personnel selection, development or career guidance and advice.
Postgraduate Programme - MSc.
Ashridge Business School is in the first 1% of the schools worldwide to be triple accredited, holding EQUIS, AACSB and AMBA accreditations. It is ranked 1 in the UK and 11 internationally and by Financial Times for custom programmes – Executive Education 2015.
AACSB-accredited schools have the highest quality faculty, relevant and challenging curriculum, and provide educational and career opportunities that are not found at other business schools.
The Ashridge Centre for Coaching (ACC) works in partnership with leading academics and practitioners to conduct research in coaching outcomes and practice.
The Ashridge Centre for Coaching (ACC) is an internationally recognised centre of excellence in the field of executive coaching. We work in partnership with leading academics and practitioners, and offer research fellowships to visiting researchers.
The 7th Research Conference takes places in collaboration with Greenwich University, London, UK, and continues bridging the gap between research and practice with the following conference theme: Putting research at the heart of practice.
As a professional full-time executive coach I am inspired to promote best practice in coaching at organisations and take responsibility in developing the profession as a whole. In doing so I am looking for ways to develop my own practice. Contributing as a speaker is about joining the global thinking regarding the future of coaching both as a business and profession. Research enhances our understanding and informs our practice. We need deep understanding of what works for our clients, after all it is our clients that we are committed to serve. Therefore, those who wish to serve clients need to be aware of what research is telling us about what is merely flights, fancy or data-based. It also creates opportunities for deep reflection and learning with a ripple-effect.
Download my presentation here.
The theme for the 2018 conference is: A cut above the rest – taking organisations into the future.
Co-speaking in collaboration with Shirley Smith the goal is to promote the practitioner side of our coaching and supervision activities. Through our workshop we are addressing the following themes:
2. Institutionalizing coaching supervision as an instrument towards enhancing sustainability of both executive coaching as well as OD measures.
3. We offer a holistic approach: honouring the motto of ‘cut above the rest’ and the factor ‘organisations’ in our coaching and coaching supervision work we marry the subject matters of executive coaching and coaching supervision and the system called ‘organisations’ in a practical and hands-on fashion. In doing so we embed our approach in specific OD measures to give our ideas a concrete touch and deep relevance.
An action learning approach to a holistic understanding of sustainability in coaching and coaching supervision for organisations
To be sustainable and a 'cut above the rest' means different things to different employees in different organisations active in different cultures. What does sustainability mean for our practice? In particular, where these developmental measures are embedded in organisational endeavours.
As practitioners we often observe the pressures organisations encounter in their quest to attain goals. Yet, as we practitioners also co-create organisational realities, just as much as we co-produce effects of sustainability.
What if our practice were dead?
In our workshop we embark on an experiential journey applying a tried and tested approach to exploring the perspectives of sustainability that are likely to go lost in OD measures if they remain unexplored in a rigorous, real and relevant manner.
Long live our practice!
We also engage in the process of tapping into the perspectives of our practice from the future as it emerges in the 'here and now' of OD. In doing so, we explore the perspectives of sustainability that are likely to be attained in organisational measures if we pay attention to them as an evolving process and over time.
Our journey starts now!
To enable a rich and reflective dialogue, ideally, you will have explored this theme with others in advance. It is easy.
The Relational Coaching Conference hosted at Ashridge on 3rd July 2018 took place in a spirit of curiosity, adventure and dialogue. It was also imbued with a spirit of experimenting with ways that we can bring practitioners’ and researchers’ worlds together towards strengthening innovation in coaching. Both researchers and practitioners fully engaged in enquiring how to enable a vibrant research and innovative practitioner culture for the future. Let’s face it: what are the active ingredients of our work? How does coaching work? Which behaviours and relationships will make a real positive difference for our clients?
This conference was designed to contribute to promoting innovative methods and processes in coaching and to foster greater involvement in research activity amongst practitioners and organizations alike.
As a researcher, I am becoming aware that doing valuable research can be demanding. It requires us to engage with the world of research ethics, methodology, quality assurance and regulations. It also requires us as researchers to engage in deep and critical inquiry. Sometimes it means that we are challenged to collect large sample sizes that are needed to generate this value. These demands are likely to slow progress down. Besides, to many of us research and the much-reflected evidence-base in coaching may feel a remote island and hard to grasp, far removed from the everyday lives of practitioners and clients.
I understand research to be part and parcel of any coach’s professional practice. I do not view it as an elite discipline. As a researcher I am keen on supporting an environment in which practitioners can listen to us when we dialogue about what really needs investigating for coaching to grow and flourish. In the end, we all serve our clients for nurturing outcomes ranging from organizational leadership to authentic self-development.
This conference was held in London on 4th July 2018 and approached the themes of creativity and innovation from a number of angles, including:
The hallmark of the success was the diversity of themes on offer with stimulating speakers; plenty of choice of practical and experiential workshops/case studies/research sessions, and what many of us coaches and mentors say we value the most – the opportunity to network and be in conversation with peers in a self-contained friendly setting in London. And the perfect finish to the day was the annual awards where we helped celebrate the achievements of colleagues.
This annual conference held in Boston, US, offers direct access to top-tier thought leadership in neuroscience, leadership, health, and positive psychology. The conferences provides an opportunity to deliver TEDformatted talks. My theme is on ‚Dancing in the moment‘, a 15 minute speech in which I describe how presence in coaching as perceived through the sense of non-verbal interactions between coach and client leads to transformational moments in the coach-client relationship. I speak about how it takes three rather than two to tango in the coaching engagement.
The International Society of Coaching Psychology celebrates its 10 year anniversary. The aim of the society is to further the discipline and profession of coaching psychology. At this congress I present my research theme and enquire into whether coaches need to be more and do less of an effort in guiding clients on their learning journey. In doing so I wonder how coaching presence as measured through non-verbal interactions between coach and client may contribute to how clients feel capacitated to feel safe in coaching. How might coaching presence via interpersonal synchrony - as explored in psychotherapy for ten years now - foster clients’ self-regulatory capacities towards self-directed goal attainment in coaching.
The EMCC is a unifying and inclusive body covering a wide spectrum of individuals and organisations from the voluntary and community, professional training and development, counselling, mentoring, executive coaching, life coaching, academic and psychology sectors.
A key focus of EMCC is to develop European standards, ethics and a professional code with a view to assure quality in the industry.
As a professional coach, I play many roles, including practitioner, business-builder, and trainer or researcher. I do this in service of a single goal: transforming lives, one client at a time & one process at a time by being the best coach I can be.
As an ICF Member I represent the highest quality of professional coaching. Being an ICF Member is part and parcel of continuing to develop myself and grow my coaching practice.
For more than two decades, ICF has served as the voice of the coaching world. I am delighted to add my voice to this collective, and look forward to my many contributions to the global conversation around the art, science and practice of professional coaching.
The Institute of Coaching - IoC exists to empower coaches to make a significant, positive impact on the field of coaching and the world. Being a fellow for me implies understanding that:
IoC provides world-class professional development and community networking through their webinars, learning events, annual Coaching in Leadership and Healthcare Conference sponsored by Harvard Medical School, and an unparalleled coaching resource library. IoC also provides grants to support promising coaching research.
Visit here to learn more.
ISCP are an international professional membership body established to further the discipline and profession of coaching psychology. Being an affiliate ISCP Member I am committed to encourage the development of the theory, research and practice in coaching psychology and support coaching psychologists in their work.
What is coaching psychology?
The practice of coaching psychology may be described as a process for enhancing well-being and performance in personal life and work domains underpinned by models of coaching grounded in established adult and child learning or psychological theories and approaches. It is practised by qualified coaching psychologists who have a graduate degree in psychology, relevant post-graduate qualifications, and have undertaken suitable continuing professional development and supervised practice. Coaching psychologists provide services for individuals, teams, organisations and the community.
I am an EMCC volunteer in the research domain. In line with my research activities proper I aim at making valuable contributions to developing a research theme around the coach - coachee relationship, with a strong focus on certain qualities of the coachee. In the long term the project aims at developing a valid, robust research instrument, that could be used in a wide variety of coaching processes.
As an EMCC volunteer I am committed to my role as an active participant. In practice, this means that I contribute to the action plans of my Work Group/Project Team Volunteers and have signed a volunteer contract to that end.
Organisationsberater und Führungskräftetrainer, Executive Coach, Forscher und Autor.
Seine Schwerpunkte liegen in der Konzeption und Begleitung „schwergewichtiger“ organisatorischer Veränderungsvorhaben sowie in der Konzeption und Durchführung von innerbetrieblichen Entwicklungs- programmen, in denen Führungskräfte ihre skills weiterentwickeln und sich die Organisation als Ganzes einen gemeinsamen Zugang zu Führung erschließt. Zudem lehrt er an mehreren Universitäten zu folgenden Themen beteiligungsorientiertes Veränderungs- und Projektmanagement sowie Leistungsprozessmanagement und er agiert als Lehrtrainer für Unternehmensberatung im Rahmen der internationalen CMC BeraterInnenzertifizierung.