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comments on the breadth of backgrounds from which coaches are coming.
These include retiring executives, academics, trainers, engineers, senior police
officers, teachers, psychologists, councillors, psychotherapists and sport
coaches. Naughton (2002:32) believes that most international coaching
programmes and imitations don’t give students sufficient grounding in
developmental psychology, interviewing techniques and other elements basic to
sound therapy.
In an alarming number of situations, executive coaches who lack rigorous
psychological training do more harm than good (Berglas, 2002:87). Lupberger (in
Naughton, 2002:32) agrees that intellectual vacuity is prevalent in the field.
Locally, professional executive business coaches such as Italia Boninelli (in
Hamlyn, 2004:29) states that a number of individuals who profess to be coaches
have little practical expertise in business and even less insight into any of the
theoretical people skills. Van der Sandt (2004:27) remarks that the low barrier to
entry and the limited number of institutions that provide coaching in South Africa
will impact negatively on the quality of coaching provided. During an interview,
David Rock, thought to be the leader in global coaching, commented that
“building a team of quality, screened coaches” is both a global and local
imperative (Hosking, 2005:9).
Coaching may be a young profession and in its infancy in Southern Africa but we
can no longer afford to send people into the field as advanced business coaches
without clear barriers to entry, descriptive and accepted standards, agreed upon
core competencies and accredited programmes that offer depth in terms of
knowledge, skills and values. Coaching cannot afford to be governed only by the
discipline of the market. If we succeed in producing credible team coaches we
will be an example to the rest of the world on how to work with credibility in a
challenging crucible.
In light of the above challenges the following research question arose:
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