Life Coach and mentorship are hot areas.
They are well-known professions across the globe and have no sign of waning.
There are many certification programs, but as you will read, it is not regulated. The requirement for certification is not a necessity. Testing and licensing do not exist.
As opposed to those trained as psychologists or counselors that are licensed life coaches are not therapists. Life coaches could be without some extensive training in nearly any field and still carry an official title as a “life coach.”
Is this being said, what is the motivation behind hiring the services of a life coach for entrepreneurs? An education degree does not mean you are wise; however, experience can be a decisive factor for many.
Do you prefer to collaborate with someone who has been through the same process and achieved success or with little or no experience in the real world?
Whatever you decide to do, regardless of which option you choose, you will benefit from a life coach or mentor relationship.
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What are the Proven Benefits of Life Coaching and Mentoring?
What is the best option for either a life coach or business coach in Midwest? The answer will depend on the individual’s objectives.
A life coach can assist an individual in recognizing strengths, improving them, and establishing the goals of their career and personal life. Their job is to support the client throughout the transition process. As you will discover, it happens in many ways.
The focus of a mentor is on the relationship between the mentor and the person he is mentoring. The mentor and the mentee may contact each other on occasions at work or in social settings to determine their ‘fit.’
This is the first phase (APA, 2006) in which the student must “prove him- or herself worthy of a mentor’s attention.” There could or might not be money exchanged between mentors and mentees in a relationship.
The three additional stages of a mentorship relationship are:
- Cultivation: The mentee can learn through the experience of their mentor. The mentor knows about emerging areas or issues within the same field from his mentee.
- Separation: This signifies the finality of the partnership. There are challenges if one of the parties is not prepared to break up the relationship.
- Redefinition: The relationship has reached the next level after completing the separation phase. In this phase, the relationship transforms into a “collegial relationship or social friendship” (APA, 2006).
If someone decides to coach it, there are numerous benefits. Coaching sessions help people concentrate on their targets (Moore, Jackson, & Tschannen-Moren, 2016).
Most of the time is spent by the coach listening and then asking a series of powerfully targeted questions. Moore and his colleagues provide a variety of examples. They include:
- What was your most significant encounter with your goals during the last week?
- Percent of your goal did you achieve this target?
- What was the reason for this degree of achievement?
- What have you learned from this incident?
- Considering this goal, what emotions is it triggering, and what requirements will it satisfy?
The basis of a successful coach-client relationship lies in Trust and trustworthiness. This creates a space for the coach to be vulnerable. Coaches who accept being vulnerable may also see the development of self-compassion (Moore and co. (2016)). The researcher Kristin Neff (2019) describes the term as a mix of mindfulness, self-love, and a sense of shared humanity (Neff, 2019).
Psychologists specializing in positive psychology focus on helping clients discover their strengths. The clients learn to identify their strengths and build on them to reach their goals and develop positive emotions (Moore and co. (2016)). Positive emotions can lead to the phenomenon that Fredrickson (2013) describes as “an upward spiral.”
In her seminal research, she identified ten positive emotions
- Inspiration
- Hope
- pride
- Interest
- Love
- Incredulity
- amusement
- Joy
- gratitude
- serenity
Coaching allows clients to tap into these feelings and experience success.
Many people are not comfortable being given instructions on how or when they should do something. Coaches aware of this will develop relationships with their clients that allow them to be autonomous.
Autonomous motivation is when the person is in charge of the process of making decisions. The coach can provide resources, assistance, and pushes, when necessary, but individual coaching is the primary decision-maker.
People motivated by autonomy take activities that are important to them (Moore and others. (2016)). They consider the actions to be significant. Behavior change occurs when the person experiences more self-motivation.
Moore and coworkers (2016) provide five benefits, first mentioned as a result of Dec’s (2013) presentation, “How do we support autonomy and build accountability?” They include:
- Positive behavior changes last longer
- Better performance
- Making adjustments is fun
- Improved health and personal relationships.
If coaching is not suited to a person’s needs, having a mentor-mentor relationship may be beneficial. A study by the APA (2006) defines mentorship as a “professional development relationship” with two purposes.
The first one is career-relevant and places the mentor in the role of a coach giving guidance. The second one is social and places them in a model and support system.
People who have been mentored are more content and committed to their job and are more likely to receive better evaluations of their performance (APA, 2006). Mentees are not the only ones enjoying the benefits of this kind of arrangement. Mentors are often energized and content because they help others become leaders.
A Look at the Research
Much mentoring or coaching benefits result from applying the knowledge gained from research in social sciences. For instance, the Self-Determination Theory for Motivation has been described as “the end game of coaching” (Moore et al., 2016).
The authors define the capacity of an individual to be at their best in “motivation, engagement, performance, persistence, and creativity.” The coach’s job is to ensure that the setting is conducive to three psychological needs. These are autonomy, competence, and connectedness, according to Deci and Ryan (1985).
In the words of Moore and his colleagues, additional areas that impact the legitimacy and growth of coaching are:
- Positive Psychology (for instance, research on character strength and the broadening and building of a theory of Positive Emotions; specific interventions like gratitude journaling and research on mindset.)
- Appreciative Inquiry (AI) A process of change that focuses on and emphasizes the positive aspects of the person or circumstance and can be particularly helpful for organizational processes of change.
- Motivational interviewing (MI) This technique allows people to identify their motivations for making changes. It is often the case that doing this leads to less resistance and more results when working with coaches. Counseling addicts have demonstrated it.
- Emotional Intelligence (EI) describes four domains: self-awareness, social awareness, self-management, and managing relationships (Goleman and Boyatzis, 2017.).
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Design Thinking:
A human-centered approach that assists people in finding innovative solutions to problems (Bayer 2018, 2018).
- Flow Theory, also called “being in the zone, ” is an immersive experience that results in the highest performance.
- Social Cognitive Theory: Postulates that learning occurs in social settings. It is the person’s interaction, environment, surroundings, and behavior (LaMorte (2018)).
- The development of adulthood and constructive growth Conceptualized in the work of Bob Kegan, this theory is focused on the “growth and elaboration of a person’s ways of understanding the self and the world” (Palus & Horth, 2016).
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Cognitive Behavioral Therapy:
This form of psychotherapy (talk therapy). It assists clients in identifying and breaking harmful patterns of thinking. This can help the client deal with difficult future situations (Mayo Clinic, n.d.).
Coaches with experience or training who have experience in a few areas are in a better position to help clients.
The coaching focus falls into three distinct categories that could overlap (Grant, 2005). Coaches can work in specific areas such as sales, negotiation, or the ability to present. Coaches can address the performance of their clients by setting goals, monitoring, and accountability. The development skills address intra-personal and interpersonal challenges faced by the Coachee.
Coaches can also employ three different methods of coaching. Losch and coworkers (2016) studied the effectiveness of each of them in a randomized controlled study. They wanted to determine whether any or all scenarios might help reduce procrastination. Researchers separated their 84 subjects into three groups.
- Coaching for individuals,
- Self-coaching, and
- Group training
The researchers found that individual coaching and group training decreased procrastination. Individual coaches in the group had more satisfaction and more remarkable achievement of goals. Training for groups has positively influenced learning.
The self-coaching group worked out on their own. Participants in this group experienced difficulties achieving higher objectives. The study concluded that the people needed help from coaches.
The coaching style also influenced the participant’s “perceived autonomy support and intrinsic motivation.” Coaches utilized transformational and transactional methods in their scenarios.
The primary goal of transformational coaching is to help the Coachee see themselves differently. The emphasis of coaching that is transactional is on rewards and actions. The transactional style did not affect clients to the same extent as the transformative style.
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