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Five Critical Success Factors for Coaching: A Perspective on Educating Reflective Practitioners

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NL ARMS Netherlands Annual Review of Military Studies 2019

Part of the book series: NL ARMS ((NLARMS))

Abstract

Due to ever faster and drastically changing operational contexts, organizations today have to be increasingly flexible. This requires staff to become adaptive, based on a mode of instantaneous ‘learning while working’, often referred to as reflective practice. Consequently, coaching – i.e. facilitating learning – is about to appear as ‘the new leadership’. Van Doorn and Lingsma (2017) defined five so-called critical success factors (CSFs) for coaching, and used them for the ex-ante and ex-post evaluation of both the process (enabling learning) and its product (learning outcomes). This chapter examines how the theoretical CSF-perspective may offer a practical framework for organizational learning and—more detailed—for the education of reflective practitioners. This question will be addressed by answering two sub questions: (1) How do CSFs relate to reflective and adaptive capacities within organizations? (2) How can managers apply the CSFs to the benefit of their employees’ learning? It is argued that, generally speaking, the five CSFs—the ‘spectacles with five glasses’—offer a suitable perspective on learning and development within organizations, aiming for their adaptability, based on a well-founded reflective practice. Specific attention is paid to its fitness for the education of future military leaders.

The author wishes to express his gratitude to Professor Myriame Bollen, Professor Eric-Hans Kramer and Mrs. Tine Molendijk MSc for their comments on earlier versions of this chapter, GJD.

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Notes

  1. 1.

    Montuori 2000.

  2. 2.

    Stacey 2007.

  3. 3.

    Cundill et al. 2012.

  4. 4.

    Schön 1983, 1987.

  5. 5.

    Reynolds 2017.

  6. 6.

    Bass and Avolio 1990.

  7. 7.

    Harper 2012.

  8. 8.

    Yukl 2013.

  9. 9.

    Van Doorn and Lingsma 2017, p. 33.

  10. 10.

    (1) – Environmental awareness, (2) – Goal orientation, (3) – Self management, (4) – Competence (5) – Experiential learning. Labels or metaphors used: Context, Yardstick, Ownership, Iceberg and Here & Now.

  11. 11.

    Rockart 1979.

  12. 12.

    Senge et al. 2008.

  13. 13.

    Eraut 2004.

  14. 14.

    Watkins and Marsick 1992.

  15. 15.

    Conlon 2004.

  16. 16.

    Merriam et al. 2007.

  17. 17.

    Easterby-Smith et al. 2000.

  18. 18.

    Pedler et al. 1997.

  19. 19.

    McDougall and Beattie 1998.

  20. 20.

    Fenwick 2008.

  21. 21.

    Mooijman and Olthof 1999.

  22. 22.

    Van Doorn and Lingsma 2017.

  23. 23.

    Please note that (2) Yardstick and (4) Iceberg are not the CSFs themselves, only just the metaphors depicting their essence, GJD.

  24. 24.

    Von Bertalanffy 1950, 1972.

  25. 25.

    Checkland 1985.

  26. 26.

    Bandura 1986, 1988.

  27. 27.

    Argyris 1999.

  28. 28.

    Senge and Sterman 1992.

  29. 29.

    Wenger 2000.

  30. 30.

    Marsick and Watkins 2001.

  31. 31.

    Billett 2004.

  32. 32.

    Van Woerkom and Poell 2010.

  33. 33.

    Baumann 2015.

  34. 34.

    Espejo et al. 1996.

  35. 35.

    Lansing 2003.

  36. 36.

    Van Doorn and Lingsma 2017.

  37. 37.

    MacKie 2007.

  38. 38.

    Tobias 1996.

  39. 39.

    Boyatzis 2006.

  40. 40.

    Biesta 2010.

  41. 41.

    Eccles and Wigfield 2002.

  42. 42.

    Pintrich 2000.

  43. 43.

    Grant et al. 2009.

  44. 44.

    Margaryan et al. 2009.

  45. 45.

    Butler 2002.

  46. 46.

    Schunk 2001.

  47. 47.

    Bandura 1991.

  48. 48.

    Siemieniuch and Sinclair 2002.

  49. 49.

    Confessore and Kops 1998.

  50. 50.

    Littlejohn et al. 2012.

  51. 51.

    Boekaerts and Minnaert 1999.

  52. 52.

    Marsick and Watkins 2015.

  53. 53.

    Caffarella 2000.

  54. 54.

    Lefcourt 2014.

  55. 55.

    Weiner 1985.

  56. 56.

    Rakickaite et al. 2011.

  57. 57.

    Prahalad and Hamel 2006.

  58. 58.

    Suikki et al. 2006.

  59. 59.

    Boyatzis 2008.

  60. 60.

    Wickramasinghe and de Zoyza 2009.

  61. 61.

    Van Doorn 2017.

  62. 62.

    Spencer and Spencer 1993.

  63. 63.

    Sheldon and Kasser 1995.

  64. 64.

    Pos et al. 2008.

  65. 65.

    Kupers 2008.

  66. 66.

    Merleau-Ponty 1962.

  67. 67.

    Vince 1998.

  68. 68.

    Farrell 2012.

  69. 69.

    Van Doorn and Lingsma 2017.

  70. 70.

    Jordan et al. 2009.

  71. 71.

    Van Doorn and Lingsma 2017.

  72. 72.

    Leising and Bleidorn 2011.

  73. 73.

    Lievens et al. 2018.

  74. 74.

    From now on in this chapter we will no longer speak about ‘coach and coachee’, as in the previous sections, but about ‘manager and employee’, GJD.

  75. 75.

    Peltier 2011.

  76. 76.

    Feldman and Lankau 2005.

  77. 77.

    Hawe et al. 2009.

  78. 78.

    Foster-Fishman et al. 2007.

  79. 79.

    Huang et al. 2007.

  80. 80.

    Fürstenberg 2013.

  81. 81.

    Dickinson and Balleine 2012.

  82. 82.

    Boekaerts et al. 2012.

  83. 83.

    Reeve 2009.

  84. 84.

    Sierens et al. 2009.

  85. 85.

    Frank et al. 2010.

  86. 86.

    Van Doorn and Lingsma 2017.

  87. 87.

    Rogers et al. 2013.

  88. 88.

    Moon 2004.

  89. 89.

    Heron 1999.

  90. 90.

    Brockbank 2006.

  91. 91.

    Wood Daudelin 1997.

  92. 92.

    Barnett 1995.

  93. 93.

    Löbler 2006.

  94. 94.

    Ruijters 2016.

  95. 95.

    Cohen-Vogel et al. 2015.

  96. 96.

    Van Doorn and Lingsma 2013.

  97. 97.

    Lee and Roth 2007.

  98. 98.

    See for instance: Van Doorn and Lingsma 2017, pp. 505–614.

  99. 99.

    Beattie 2006.

  100. 100.

    Faculty of Military Sciences (FMS) 2016.

  101. 101.

    Wierdsma and Swieringa 2002.

  102. 102.

    Covey 1989.

  103. 103.

    Llorens-Montes et al. 2004.

  104. 104.

    Eraut 2004.

  105. 105.

    Conlon 2004.

  106. 106.

    Marsick 2009.

  107. 107.

    Ruijters 2018, p. 162.

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  1. Faculty of Military Sciences, Netherlands Defence Academy, PO Box 90002, 4800 PA, Breda, The Netherlands

    Ger van Doorn

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  1. Ger van Doorn
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  1. Faculty of Military Sciences, Netherlands Defence Academy, Breda, The Netherlands

    Wim Klinkert

  2. Faculty of Military Sciences, Netherlands Defence Academy, Breda, The Netherlands

    Myriame Bollen

  3. Institute for Management Research, Radboud University, Nijmegen, The Netherlands

    Marenne Jansen

  4. Faculty of Military Sciences, Netherlands Defence Academy, Breda, The Netherlands

    Henk de Jong

  5. Faculty of Military Sciences, Netherlands Defence Academy, Breda, The Netherlands

    Eric-Hans Kramer

  6. Faculty of Military Sciences, Netherlands Defence Academy, Breda, The Netherlands

    Lisette Vos

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van Doorn, G. (2019). Five Critical Success Factors for Coaching: A Perspective on Educating Reflective Practitioners. In: Klinkert, W., Bollen, M., Jansen, M., de Jong, H., Kramer, EH., Vos, L. (eds) NL ARMS Netherlands Annual Review of Military Studies 2019. NL ARMS. T.M.C. Asser Press, The Hague. https://doi.org/10.1007/978-94-6265-315-3_9

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  • DOI: https://doi.org/10.1007/978-94-6265-315-3_9

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