Chapter 8 Transformational Coaching Integration Model PDF

Chapter 8 Transformational Coaching Integration Model Behnam Bakhshandeh DOI: 10.4324/9781003304074-11 Overview Someone can claim that transformational coaching is a model by itself. However, because it pulls on many disciplines and models (as we mentioned in Chapters 1 and 7) and is client-focused coaching, it does not restrict itself to a certain established model, as long as the focus is on the outcome, the transformation of individuals, teams, or organizations with sustainable outcomes. Because of that, di erent coachees would have di erent experiences of how transformational coaching works and how it has a ected their lives. As any professional coach will agree, the majority of coaching conversations are conceptual and abstract. Transformational coaches will support individuals with the freedom to express their thoughts, highlight their mindsets, talk about the emotions raised in the background of their mindsets, their values and principles, and what they envision for their lives, personally and professionally. The same concept is true for working with teams, departments, and organizations. However, a coaching model provides the structure for the coaches and coachees to navigate through conceptual conversation, discuss theories, apply disciplines, and come up with actual and tangible action plans and structures that support such plans for coachees to produce results for which they are aiming. This chapter will cover these concepts and topics:  What is a coaching model?  Transformational Coaching Integration Model  Positive psychology coaching  Ontological inquiries and approaches to coaching  Emotional intelligence coaching  Appreciative inquiry and coaching  Strength-based coaching What Is a Coaching Model? A coaching model supports and serves both coaches and coachees as a conceptual structure and road map for how they will get to where they want to go by distinguishing where they are and how they will get to the desired destination. For this journey to succeed and be productive, both coaches and coachees will bring something to the table (see Figure 8.1). Transformational coaches will provide their knowledge, skills, and competencies on coaching concepts, other disciplines, and theories while bringing their professionalism and experiences in designing structures and supporting coachees in planning their action plans. The coachees will bring their hopes, desires to change, interest to learn, commitment to workability and being coachable, their values and principles, and their trust for the coach and the coaching process (see Figure 8.1). The transformational coaches’ understanding of their coachees culture and background and listening to their life stories or personal and professional experiences (individually, as a team, or in departments) aids the coaching model to be stronger and more intimate and builds a strong and trusting bond between the coaches and coachees. A coaching model streamlines and explains the intricacies and structure of coaching, elements, and its progress. Figure 8.1 What Coach and Coachee Are Bringing to a Coaching Model.Source: Author’s Original Creation. Copyright 2022 by Behnam Bakhshandeh. Advantages of Following a Model in the Coaching Process Following a coaching model and applying elements of a coaching model improve participants in imagining their development and going through the coaching phases of the coaching process; however, mainly, the coaching model guides the coach to direct the coachees and walk them through stages of a coaching model to show them their progress, using conversations, ﬁgures, tables, and graphic or verbal displays. Overall, some beneﬁts and advantages of following a coaching model for implementing transformational coaching are:  Provides guidelines for coaching assessments and inquiries  Acts as a proven tool for learning and practicing  Gives coachees certainty about what they will learn from the process  Organizes concepts, elements, and practices of a coaching approach  Transfers theoretical concepts to a conceptual framework  Uses distinct terminologies as the language of coaching to explain concepts  Organizes and clariﬁes the coaching approach and steps for coaches  Underlines the important fundamentals of coaching and its reasoning  Emphasizes and focuses on what is important to the coachees  Produces curious conversations and questions that would uncover challenges Transformational Coaching Integration Model Many coaches are selecting and following a certain coaching model, receiving their training and getting certiﬁcation from institutes or organizations training them to deliver their model and concepts of coaching. The nature of a coaching model is to be a receptacle for a coaching process and procedures on a background of an idea or concept; however, it doesn’t mean that professional and experienced coaches have strictly followed only one coaching discipline as a single designed model. But a combination of di erent and powerful coaching disciplines and models can support the coaches’ and coachees’ imagination and creativity and assist them in progressively going through the process. This section brieﬂy explains and deﬁnes a combination of powerful aspects of the Transformational Coaching Integration Model for personal and professional breakthroughs (please see Figure 8.2). Using transformational coaching technology for organization development (OD) interventions or e ective management (individuals, teams, departments, and organizations) is not a new approach and has been part of professional coaching for decades. Many OD practitioners and business consultants or trained managers use transformational coaching during their individual or team interventions, applying distinctions of philosophy, ontology, and psychology, such as positive psychology and humanistic psychology, in addition to elements of appreciative inquiry, emotional intelligence, strength-based approach, and self-awareness to help their coachees to better understand and access their self-awareness, self-realization, and clarity between who they are being and how that has an impact on what they are doing, personally and professionally. Figure 8.2 Transformational Coaching Integration Model.Source: Author’s Original Creation. Copyright 2022 by Behnam Bakhshandeh. In this section, this chapter will explain and describe elements of coaching and inquiries that are the fabric of the Transformational Coaching Integration Model (see Figure 8.2) and will attempt to explain the use and e ect of such disciplines, methods, and approaches, and when used to develop individuals, teams, and organizations. Presence of Transformation Transformation is the display of a shift in an individual from one state of being to another (Seale 2011) that would inﬂuence their thought process, attitude, and behavior, which eventually would have the power to a ect others around the transformed individuals such as a team or group (Bakhshandeh 2009). Related to the ontological state of being in an individual, Seale (2011) stated: In an individual, transformation means the whole of his or her being. Consciousness shifts to vibrate at a new frequency. In the same way, organizational or societal transformation means that the whole of the organization or society—its members, cultures, beliefs, and practices—is now sourced from a di erent vibrational frequency. (1) Seale (2011) attempted to describe and explain the deﬁnitions of presence and its relationship to “transformational presence” as follows: Presence Presence is how an individual, a group, or an organization “shows up” and exists for others around their life, their work, and ultimately in the world. That would be their dynamics, their energy, and space, which are created and displayed by their being (2011). That is the energy and dynamics that such individuals bring to individual or group challenges and issues and opportunities to accomplish goals and fulﬁll dreams (2009). Transformational Presence Transformational presence is a state of being in which individuals’ relationships, directions, work, and engagements in their lives are generated from a place of signiﬁcant and profound orientation and link to their souls, their committed life purpose, and the greater consciousness (2011). Transformational presence creates a partnership between individuals and groups for accomplishing visions and missions and causes success in all levels of OD interventions (2009). “This presence opens the door to the greater potential waiting to emerge at any moment, situation, or circumstance and becomes a steward for that potential to manifest” (2011, 2). Use of Transformational Presence It is worth mentioning that transformational presence is not a method, success formula, or model to use at needed times, but a lifestyle, a way of living, a powerful and e ective way of leading and serving oneself and others in both personal and professional settings. Transformational presence is an attitude and approach that delivers a compelling groundwork for conscious living and conscious leadership and governance (Seale 2017). A strong and powerful conscious lifestyle, the direction of transformation consciousness and awareness lifestyle, along with the progress of leadership, is becoming an emerging way in various elements of the world to form a larger conscious awareness, a general understanding of others, a much more e ective perceptions of others, and transformational actions that make a di erence in humanity (2017). Seale (2017) added, “It’s built on the conviction that, in any initiative, all stakeholders can be served, all people and the environment can be honored and respected, and economic models can serve something more than just individual or organizational interests” (5). Inside this transformational movement, there is also prevalent agreement that is moving the world forward in a successful, impactful, e ective, and transformative way, which requires new competencies and skills and workable tools and much larger capacities for personal and group awareness and perceptions (2017, 2011). This need for new skills and capacities necessitates us to go beyond our familiar actions by including more analytical thinking and approaches that expand from those we are already familiar with. This is what the transformational coaching essence is about (2017, 2011; 2009). The combination of ontological inquiries, positive psychology, self-awareness, emotional intelligence, and appreciative inquiry can create an environment for the implication of transformational coaching that would create the space of conscious being that would have a transformational impact on conscious doing. Ontological Inquiries and Approach to Coaching The Merriam-Webster dictionary deﬁnes ontology as “a branch of metaphysics concerned with the nature and relations of being. Ontology deals with abstract entities. A particular theory about the nature of being or the kinds of things that have existence” (Merriam- Webster 2022). The Oxford University Dictionary deﬁnes ontology as “a branch of philosophy that deals with the nature of existence” and “that shows the relationships between all the concepts and categories in a subject area” (Oxford University Dictionary 2022a). Wikipedia (2022) explains ontology as “the philosophical study of the nature of being, becoming, existence, or reality, as well as the basic categories of being and their relations.” Customarily ontology is recognized as part of philosophy and identiﬁed as metaphysics, dealing with queries pertaining to “what entities exist or can be said to exist, and how such entities can be grouped, related within a hierarchy, and subdivided according to similarities and di erences” (Wikipedia 2022). Berto and Plebani (2015) tried to explain what ontology attempts to do: Biology studies living things. Psychology studies mental functions. Astronomy deals with celestial phenomena and mathematics deals with numbers. They all study something, of course, but none of them studies everything. They do not address the whole of reality or all that there is. Ontology does. (1) In the analytic philosophy discipline, Contemporary Ontology deals primarily with queries about what things exist and what those things look, feel, and are experienced like (E ingham 2013). Certain philosophers, particularly the Platonic school philosophers, argue the point that all nouns, even conceptual nouns, describe the existents of individuals. Some philosophers argue the point that nouns do not constantly describe individuals or entities. For example, using “mind,” as an alternative for referring to an individual describes an assortment of “mental occasions” that an individual was or is experiencing (2013). The categorization of ontology can be linked back to Aristotle, who in Book Four of his Metaphysics, presented the concept of a science of “being qua being” or of “being as such” (Berto and Plebani 2015). According to Berto and Plebani (2015), after the “science of being” was rejected and ridiculed by considerably early analytical and neo-positivistic philosophers, the concept of being and ontology made a remarkable rebirth in the second half of the twentieth century. This chapter provides examples and applications of ontology and state of being in further sections. Ontological Approaches Modern ontology has found its place in psychology and social science, as many psychologists and social scientists have embraced the following main ontological approaches in their practices:  Realism: The notion that facts exist independent of individuals and are waiting to be uncovered.  Empiricism: The notion is that we are capable of observing and monitoring the world around us and assessing and comparing our interpretations of facts.  Positivism: The notion we must concentrate on the evaluation and observations, considerate on the assertions about the facts rather than on the facts themselves. Ontological Coaching Ontological coaching is an inquiry into human self-awareness, a reﬂection on humans’ relationships to their being, and their relationship to reality. This coaching approach includes aspects of psychology, sociology, philosophy, linguistics, personal integrity, responsibility, and accountability. Ontological coaching concentrates on personal transformation through inquiry, reﬂections, self-observation, self-realization about one’s state of being, and all related behaviors and attitudes caused by such a state. This model of coaching is aimed at personal and professional transformation developed by empowering participants to action through e ective communication, emotional intelligence, creativity, leadership skills, and learning processes (D’Addario 2016; E ingham 2013; Bakhshandeh 2009; Sieler 2005). It is noteworthy to mention that Aristotle, Plato, Martin Heidegger, Friedrich Hegel, and Jean-Paul Sartre are some of the renowned ancient and modern ontologists (Berto and Plebani 2015; Wikipedia 2022). Alan Seale initiated further development in the role of the ontological approach to transformational coaching and extended the concept to be the ontology of human discussions and observation (Seale 2011; Sieler 2005). The Pattern of Discussions The ontology of the human discussions and observation is constructed around individuals’ interpretations, perceived reality, and understanding of the fundamental discussions and conversational patterns utilized with di erent successful undertakings by the majority of people and who they are during such discussions. This pattern of discussions is distinguished by three kinds of conversations (Seale 2017; Sieler 2007) (see Figure 8.3).  Explanatory Discussions: This discussion is about distinguishing the problem(s). It is about what happened and how we got here. It is a discussion about patterns that happened in the past. Many transformational coaches and even management consultants use this approach, sometimes not knowing it is related to ontological approaches and inquiries. As you see from the meaning of its title it is about explaining what happened, how it happened, and how it became a problem. This is the time to come up with a problem statement.  Exploratory Discussions: This discussion explores and identiﬁes where we are and where we are going. What are we going to do about this problem? Or what should we do about it? This is about discussions that result in declaring clarity regarding the present situation(s) in the present time. This is the time to come up with an activity statement.  Activity Discussions: This discussion is about coming up with ideas about how we will get there. We need to recognize where we need to go and then to generate activities to get there. This is living the future in the present time. This is about envisioning how things would turn out, what we have done, and what we have accomplished. This is the nature of the resolution statement. Figure 8.3 Process of Moving from Problems to Resolutions.Source: Adapted from Seale 2017; Sieler 2007. Being and Doing The concept of individuals, teams, or organizations failing in their attempts at a change e ort is not a new phenomenon. We have read about it, or we have seen it happen before. Research has shown that 75 percent of all change e orts in organizations fall under the desired expectations or plan (Rothwell 2015); the failure rate is high. Research also indicates that two-thirds of employees in organizations undergoing change activities would choose not to become involved at all (Levi 2016; Rothwell et al. 2016; Rothwell and Sredl 2014). Why Is This the Case? Most people who go through change e orts come out of it unchanged or without having a deep impact because the trainers and consultants emphasize mostly the doing part of the change when what makes the biggest di erence is the being part of a person. Most executives and managers in organizations plan their individual, team, and organizational successes on the doing and not on both being and doing. What gives an individual the doing is who he or she is being at that given moment and the way they are viewing themselves, others, and the world around them (Bakhshandeh 2009). There are two sides to any change, whether it is an individual change, a team-building change, or an organizational change. “The Doing side is about processes, measurement, tools, structures, and procedures. This side is about management. The Being side is about participation, commitment, attitude, creativity, overcoming resistance to change, and self- leadership. This side is about leadership” (Primeco Education 2022, n.p.). The ontological approach part of the Transformational Coaching Integration Model assists individuals and teams to dig into who they are being while they are doing what they are doing every day, regardless of being at home or at work. Human Being or Human Doing? As human beings, most of the time spent is human doing. Regardless of age, gender, nationality, race, culture, or upbringing, people are aware that when others have some upsetting situation or when they are happy, they can identify their state of being even if they are not speaking or explaining their situation. They can recognize resentment, regret, unhappiness, and other ways of being in others. But they can also identify someone as being interested, engaged, committed, communicative, result-oriented, and being a leader. In the book Being and Nothingness, Jean-Paul Sartre, the French philosopher and ontologist, explained this phenomenon as “no being which is not the being of a certain mode of being, none which cannot be apprehended through the mode of being which manifests being and veils it at the same time” (Sartre 1943, 24–25). They need not do anything; even without their doing anything special, they can recognize those characteristics in them (Bakhshandeh 2009). State of being is what makes us all do what we do, or even feel what we feel. It makes us interested in what we do, and it allows us to relate to others or take ourselves away from them! It makes us succeed or fail, and it makes us love or hate ourselves and others! (22) This approach to an organization’s development, team-building e orts, or individual interventions with executives or managers reminds the management team that doing good management cannot generate sustainability and growth in the organization or in the team they are trying to restore and rebuild. Additionally, they need to adjust the being of an individual to ensure the sustainability and longevity of individuals because what they are being at any given moment (resentful, regretful, or disappointed) directly inﬂuences what they are doing (communication or productivity) (Bakhshandeh 2009). In one of his books, Being and Time, Martin Heidegger (1953), the German philosopher and ontologist, expressed his views on the transparency of being as “the self-evident concept. Being is used in all-knowing and predicting, in every relation to being, and in every relation to oneself, and the expression is understandable without further ado” (3). One of the most important and inﬂuential elements of organization development is the role-modeling of organization leaders by displaying positive behavior aligned with desirable behavior for implementing individuals, teams, or organization development (Rothwell et al. 2016). This personal development and transformational e ort by organizations is possible through transformational and behavioral coaching for individuals with a direct and impactful inﬂuence on a team or an organization’s well-being. Behavioral coaching is not a new phenomenon in the application of OD, particularly in individual intervention. As part of behavioral coaching, professional and trained transformational coaches use the model of person-centered psychology, which is based on what is known as “holding up a mirror” (Rothwell 2015) for the individuals to get to know themselves on a much deeper level and get present to the history of their behavior and attitude development through the years. This is an e ective approach to individuals’ self-awareness and self-realization because by conducting an inquiry with the coaches’ support, they will see through themselves. This way, they always remember their own process of self-realization because they ﬁnd it and not something imposed on them by someone else. You can see the connection and impact of being on doing through the mindset as it is displayed in Figure 8.4. Figure 8.4 Connection and Impact of Being on Doing Through the Mindset.Source: Author’s Original Creation. Copyright 2022 by Behnam Bakhshandeh. Impact of Who We Are Being on What We Are Doing and Quality of Life Transformational coaching uses an ontological approach and coaching to develop individuals to see the impact of who they are being on what they are doing and how learning e ectiveness would open space for e ectiveness and increase the quality of their lives (see Figure 8.5). In the fast-paced life and work environment that constantly demands change, going on with a safe state of operation and leadership is not su icient. That is a reason for organizations attempting to develop leadership qualities in their personnel so they can create strategies for essential elements of leadership and management, such as behavior, performance, productivity, and communication. To cause this environment, there is a need for a much richer learning approach and a much deeper understanding of one’s behavior and what is causing their actions. Organizations need to provide transformational coaching that addresses deep elements of individuals being in a way that sheds light on the source of their behavior and assists them in realizing why they are behaving the way they do and be. From the standpoint of the ontological approach to coaching, individuals’ state of being is a persistent dynamic interaction between their emotions, their language, and their body that results in their behavior (as it was discussed in Chapter 7 and Figure 7.2), and individuals’ behaviors would determine the quality of their communication and performance in a personal and professional environment (Sieler 2020). As you can see in Figure 8.5, the state of being holds the whole thing together and plays on the background of developing qualities in life. Without our understanding of who we are being at the moment that we are doing something, we will be in the dark about why we have produced certain results in life. We can be resentful, regretful, reserved, closed, uncooperative, negative, scared, jealous, and keep ourselves away from others. But we can be happy, grateful, appreciative, cooperative, open, positive, and be in relationship with others. We have a choice. With ontological coaching, we can recognize our state of being that builds up the way we think, decide, and act (Bakhshandeh 2009). Role of Language Human language is the ultimate human-invented technology. Without language, we could get nothing done and could not build up the world of technology and advancements the way humanity has done it until now. According to Sieler (2005), language is much more than explaining day-to-day life events; with our language we are inventing our own realities, and we would behave and act based on that perceived reality (Bakhshandeh 2009). The transformational coaches will work with individuals, using relevant tools and techniques that empower individuals to see the crucial role of language in their lives. Role of Feelings and Emotions The transformational coach will assist individuals in reﬂecting on their feelings and emotions and their role in their mindset, behavior, and performance. Our feelings and emotions generate our moods, which will drive out our negative or positive behaviors and activities, including but not limited to communications and performances (Sieler 2020; Sieler 2005). Role of Body and Physicality Our way of being is ingrained with many issues with a negative impact on our body and physicality. I am sure we all have heard the phrase “Old habits die hard.” Ontological coaching invites individuals not to ﬁght these engraved habits but to realize how slight and delicate changes in their body can have great positive e ects on their moods and generate a better positive view of themselves, which would naturally a ect their tendency to be more e ective and productive (Sieler 2020; Sieler 2005). Quality of Life, Experience, and Presence People’s understanding of their way of being and their awareness of how their way of being impacts their language, emotions, and body will allow them to choose how they want to be in any moment of their lives. These choices directly a ect the quality of discussion with others and the quality of relationships they have engaged in already or are building newly. These two major qualities directly a ect people’s e ectiveness in generating a positive mindset and displaying positive behaviors. Quality of discussions and the quality of relationships have a direct inﬂuence on people’s ability to relate and connect with others and e ectively communicate with them (see Figure 8.5). Recently, during the last several decades, researchers have shown an increase in an understanding of the vital role of communication and behavior in people’s learning process, which is not separated from organizational learning and understanding of systems, structures, and processes. As you can see in Figure 8.5, under the umbrella of state of being, the quality of discussions and conversations increases the quality of relationships, which are the bloodlines of organizational e ectiveness. This will naturally result in the quality of outcomes, including the organization’s e iciency in activities and productivity, that will positively a ect increasing performance and produce quality products and services. However, we shall notice this sensitive fact, that as important and essential as the state of being is, without combining it with state of doing, nothing will happen in the real world and real results, personally or professionally. The state of being in the background holds the space and is the source of the entire operation, while what we are actually doing to produce the outcomes is happening in the state of doing (see Figure 8.5). The state of doing is as vital for producing results as the state of being. If we are planning for a successful organizational transformation, we shall pay attention to both sides. There are two sides to organizational change: I. The “Doing.” This side is about processes, measurements, tools, structures, and procedures. This side is about Management. II. The “Being.” This side is about participation, commitment, attitude, creativity, overcoming resistance to change, and self-leadership. This side is about Leadership. Good management (the Doing) is not enough to create lasting growth. The change also requires leadership. Our powerful program is necessary to develop the Being side of businesses and organizations committed to sustainable change. By applying simple tools and concepts, desired changes in organizational performance occur through individual transformation. (Primeco Education 2022, n.p.) Figure 8.5 Increasing Quality of Life, Experience, and Presence by Applying State of Being and Managing the State of Doing.Source: Author’s Original Creation. Copyright 2022 by Behnam Bakhshandeh. Beneﬁts of Ontological Approach to Coaching Some beneﬁts of ontological coaching reported by individuals who went through transformational coaching are: 1. Increased individual velocity 2. Increased productivity and overall success 3. Recaptured interests and passions 4. Accomplished more in less time 5. Stretched imagination and self-expression 6. Invented a personal life vision and put it into practice 7. Communicated directly, clearly, and e ectively 8. Increased overall e iciency and e ectiveness 9. Developed relatedness and strong rapport with others 10. Fell in love with life again and lived it fully! (Primeco Education 2022) Ontological Approach to Transformational Coaching Questions Table 8.1 presents examples of questions that transformational coaches can ask to open inquiries for developing leadership qualities among participants. Table 8.1 Examples of Ontological Approaches to Transformational Coaching Questions. Author’s Original Creation. Examples of Ontological Approach to Transformational Coaching Questions Instructions: Think of a situation that did not go well such as an upsetting one, an uncomfortable scenario, or a relationship you care for but is not going as well as you desire, at home or at the workplace. It could be an unworkable situation between you and your colleagues or manager. Relate these questions to the selected situation. State of Areas of Concern # Questions BEING Language: Speaking & 1 How do you see and relate to the Listening speaker? 2 What is your interpretation of what they are saying? 3 What is your inner chatter saying about the speaker? 4 What is your interpretation of what you are hearing? 5 What are you observing about this interaction? Emotions & 1 How do you feel about this situation? Moods 2 What are the emotions while you are in the situation? Table 8.1 Examples of Ontological Approaches to Transformational Coaching Questions. Author’s Original Creation. Examples of Ontological Approach to Transformational Coaching Questions 3 What are your moods when you are in a similar situation? 4 How do you describe your state of being in this situation? 5 Are you aware of who you have been being in this situation? Body & 1 What are your body sensations when Physiology being that way? 2 What is the link between your way of being and what you feel in your body? 3 What is your interpretation of your body sensation? 4 How are these sensations a ecting your behaviors? 5 What happens to your body sensations when you alter your way of being? DOING Quality of Discussions 1 What way of being would help you to establish productive discussions? 2 What could you do di erently to have a more quality discussion? Table 8.1 Examples of Ontological Approaches to Transformational Coaching Questions. Author’s Original Creation. Examples of Ontological Approach to Transformational Coaching Questions 3 What elements of e ective discussion should you work on? 4 What are your ine ective attitudes and behaviors that need to be altered? 5 What are you committed to producing in this situation? Quality of 1 What way of being would help you to Relationships establish e ective relationships? 2 What could you do di erently to have a more quality relationship? 3 What elements of being related should you work on? 4 What are your ine ective attitudes and behaviors that need to be altered? 5 What are your commitments to this relationship? Source: Copyright 2022 by Behnam Bakhshandeh. Positive Psychology Coaching Throughout the history of humans, the subject of happiness and interest in being happy has been on top of people’s interests. From ancient Greek philosophers to modem times, thinkers and psychologists have deliberated on matters associated with happiness and what it takes to be happy. St. Thomas Aquinas, John Stuart Mill, Gustave Flaubert, Charles, and Abraham Maslow are just a handful of the notable thinkers who turned their attention to the emotional Holy Grail—happiness. In modem times, happiness has, if anything, gained momentum in the popular imagination. (Biswas-Diener and Dean 2007, 28) What Is Positive Psychology? Positive psychology is a branch of the science of psychology centered on individuals’, teams’, and groups’ strengths, functionality, and improving well-being. The concept of positive psychology also applies to organizations and communities. The name positive psychology was originally created by Abraham Maslow, the therapeutic viewpoint of Carl Rogers, and other psychologists who encouraged the use of strengths in individuals (Foster and Auerbach 2015). Years later, Martin Seligman, a psychologist, established positive psychology as a psychological methodology based on scientiﬁc study and systematic concepts. This groundbreaking approach to the concept of happiness investigates why individuals want to be happy, why they are happy and what it would take to keep them happy and maintain such happiness in the main aspect of their lives and professions (Seligman 2002). The positive psychology approach comprises an accelerating combination of scientiﬁc and methodological research and positive psychology coaching approaches and techniques proven to improve individuals’ chances to reach their goals in life (Green 2014). Background of Positive Psychology When the concept of positive psychology was created as a new academic ﬁeld of study, it was facing asceticism and was believed to be a passing trend among new waves in the ﬁeld of psychology. However, Martin Seligman collaborated with many professionals and authorities in other ﬁelds, such as Mihaly Csikszentmihalyi, author of Flow (1990), one of the inﬂectional studies of its time, and Edward Diener, a prominent psychologist with many years of experience in research and study in happiness, and added solid credibility to the new concept of positive psychology (Rao 2013). By 1998, the mentioned researchers and scientists established the foundation for this new science in psychology, which was recognized by the academic and scientiﬁc communities. “Positive psychology is, indeed, a science, and it is profoundly signiﬁcant in the coaching profession” (2013, 64). When American psychologists published Seligman and Csikszentmihalyi (2010) and presented their innovative and pioneering argument on positive psychology, some pointed out that the science of psychology shouldn’t only look for what is not working with people and their behaviors, but the ﬁeld should also focus on generating a culture of positive well- being with the background of hope, personal development, growth, and prosperous mindsets (Green and Palmer 2019). The Implication of “Positive” in Positive Psychology Under normal circumstances, people have reported the level of their positive feelings and emotions by self-evaluating levels of joy, happiness, satisfaction, or contentment in their lives, relationships, or professions. According to Foster and Auerbach (2015), Seligman tied positive emotions to what he termed the “pleasant life,” in which a person experiences pleasures like a relaxing holiday interacting with others in ways that are pleasing and worth repeating. When the word positive is used to denote desirable ways of interacting, in referring to positive communication or positive relationships, the positive aspect is about contributing to the well-being of all the parties involved. (5) Seligman (2002) concluded that people would ﬁnd personal happiness in their lives within three dimensions that people can improve, nurture and encourage: (1) the Pleasant Life, (2) the Good Life, and (3) the Meaningful Life (see Figure 8.6). Figure 8.6 Seligman’s Dimensions of Happy Life.Source: Adapted from Seligman (2002). Foundation of Positive Psychology Coaching Even though positive psychology and the ﬁeld of coaching complement each other (Green 2014), there is limited scholarly research published on the results of blending these two disciplines (Green and Palmer 2019). However, as Biswas-Diener and Dean (2007) underlined, you do not need to be a trained research scholar to understand and use the literature on positive psychology. Unlike mathematical theories of light refraction or the cellular development of mycosis fungoid, psychology is a commonsense science that is easily accessible to all. (13) The two fundamental foundations of positive psychology coaching according to Biswas- Diener and Dean (2007) are shown next: One: Concept of Happiness and Positivity The ﬁrst fundamental foundation of positive psychology coaching is the concept of happiness. Ultimate personal happiness and fulﬁllment is a matter and interest that a ects everyone. However, knowledgeable transformational coaches realize that few coaching participants come to the coaching table intending to become happy and fulﬁlled. Perhaps this is because happiness is implicitly understood to be the single ultimate goal underscoring all other goals that grace the minutes of our coaching sessions. Perhaps it is because happiness is commonly seen as trivial, lighthearted emotional happenstance, which ought to take a back seat to weightier matters of work and family. (2007, 13) However, it is worth mentioning that research indicates that happiness is much more than a goal. Happiness is one of the essential elements of people’s healthy performance and functionality in their lives. The concept of happiness and positivity is most likely one of the most important personal resources that individual clients or teams and groups overlook (2007). Two: Individuals’ Character Strengths The second fundamental foundation of positive psychology coaching is people’s character strength. Paying attention to individuals’ characteristic strengths is not a new idea. Looking at human leadership, we can see many leaders who have inspired nations and the world with their characters and strengths. Mohandas Gandhi and Martin Luther King Jr. are examples of such concepts. Transformational coaches use positive psychology to underline individuals’ strengths and positive attributes versus their weaknesses and shortcomings. That is the reason for the attraction of transformational coaching when participants take ownership of their power and personal strengths as a wonderful way to improve their self-conﬁdence and build up more optimism and positivity (Biswas-Diener and Dean 2007). Positive Thinking versus Positive Psychology Many people mistake positive psychology with positive thinking; however, there is a fundamental distinction between positive thinking and positive psychology. As Seligman (2002) explains, positive thinking is a mental and thought activity practiced by individuals thinking about positive things. Positive psychology is a psychological discipline supported by empirical research. Positive psychology is researched and supported by academic rigor, whereas positive thinking is mostly a pop culture practice. Most would say that being a positive person and seeing the good in things and in people are desired characteristics. However, planning things, counting on just positive feelings, or believing what someone says to be positive is naive. It is important to have a positive outlook about life, events, and other things while still being responsible for doing our due diligence and researching their statements or declarations. After all those considerations, the choice becomes clearer about making a deal with someone, accepting someone’s proposal, or starting projects. To be a positive person does not mean to judge and evaluate others at ﬁrst sight but to beneﬁt from the doubt by not mistrusting them or having some preconceived notion or inner chatter about them. Positivity is great as long as there is accountability for the reality of the situation in time, distance, and form. Positive thinking, like positive psychology, has certain elements that would generate positive thinking in an individual. For people to participate in positive thinking, they need to participate and practice a set of positive mindsets and display positive behavior and a positive outlook about life and the environment around them. Figure 8.6 displays a combination of attribution to positive thinking from elements of positive psychology, mindfulness, and emotional intelligence (see Figure 8.7). Figure 8.7 Elements of Positive Thinking from Elements of Positive Psychology, Mindfulness and Emotional Intelligence.Source: Author’s Original Creation. Copyright 2022 by Behnam Bakhshandeh. Beneﬁts of Positive Psychology Research has proven many beneﬁts of practicing positive psychology. The following are several of the most common results reported by positive psychology practitioners who have participated in such studies and have reported on individuals who underwent positive psychology practice: 1. They became much happier in their lives. 2. They established a deeper personal relationship. 3. They had a productive relationship at work. 4. They increased their self-conﬁdence. 5. They were more e ective and productive in their profession. 6. They positively a ected their environment. 7. They took on their health and practiced a healthier lifestyle. 8. They were more inﬂuential in their communities. 9. Their positivity and happiness were contiguous. 10. They increased their vitality. (Seligman and Csikszentmihalyi 2010; Green 2014; Diener et al. 2002) Examples of Positive Psychology Coaching Questions Table 8.2 represents some of empowering and positive questions being used by transformational coaches during the implementation of positive psychology coaching. Please note the personal area questions and professional area questions could be used individually and intermixed with one another to produce results with the participants. Table 8.2 Questions by Transformational Coaches When Using Positive Psychology Coaching. Author’s Original Creation. Some Examples of Positive Psychology Coaching Questions Area # Questions Personal 1 What is going great for you? 2 What are the things, people, or areas you are grateful for? 3 What things, people, or areas do you feel so good about? 4 Do you need more time to think about this desired change? 5 Have you explored any other reasons or options for this discussion? 6 What are the reasons for you to stop pursuing that change? 7 Which one of your known strengths will help you in pursuing this change? 8 What areas of your life are already going well for you? Table 8.2 Questions by Transformational Coaches When Using Positive Psychology Coaching. Author’s Original Creation. Some Examples of Positive Psychology Coaching Questions Area # Questions 9 Which one of your strengths do you use for this change to go well? 10 How can you apply the same strengths to succeed this time? 11 What stimulates your curiosity? 12 How do you rate your general positivity most times? 13 What are you doing to increase or improve your positive mindset? 14 What do you see as a possibility for increasing or improving your positivity? 15 What do you see possible in your relationships by improving your positivity? Professional 1 Have you listed your accomplishments? 2 What are the top three things you like about your work? 3 What are on your accomplishment goals list for this year? 4 What do you use to measure your success? 5 Have you investigated your motivations for making these changes? Table 8.2 Questions by Transformational Coaches When Using Positive Psychology Coaching. Author’s Original Creation. Some Examples of Positive Psychology Coaching Questions Area # Questions 6 How do you rate your dedication to your success? 7 In what degree of intensity are you willing to work on implementing this change? 8 How will reaching your goals assist you in conveying your values? 9 Which one of your principles will be fulﬁlled by reaching this change? 10 Who else are beneﬁting from accomplishing this goal? 11 What is your action plan to eliminate obstacles and remove challenges? 12 Who can assist you in removing obstacles on your way to achieving your goals? 13 Who are people you work reasonably well with? 14 Who do you think has relevant strengths that can help you with this project? 15 How could you enhance and improve your strengths? Source: Copyright 2022 by Behnam Bakhshandeh. Emotional Intelligence Coaching This section brieﬂy deﬁnes, explains, and touches on some key emotional intelligence and related skills and attributions. However, given the essential role of emotional intelligence in transformational coaching and its e ect on e ective leadership, we will explain this powerful concept and its inﬂuence on coaching in Chapter 13. Emotional intelligence, also known as EI or EQ (Emotional Quotient), contains the individuals’ capacity and capability to recognize, evaluate, and positively inﬂuence their own emotions as well as others around them. People who practice EI can relieve their stress in a healthy way, e ectively communicate, overcome life challenges, and neutralize conﬂicts (Goleman 2007). According to the Oxford University Dictionary (2022b), emotion is deﬁned as any agitation or disturbance of mind, feeling, passion; any vehement or excited mental state. It also deﬁned emotional intelligence as: the ability to understand your emotions and those of other people and to behave appropriately in di erent situations. Goleman (1995) shared his view of emotion as I take emotion to refer to a feeling and its distinctive thoughts, psychological and biological states, and range of propensities. There are hundreds of emotions, along with their blends, variations, mutations, and nuances. Indeed, there are many more subtleties of emotion than words for. (255) Background of Emotional Intelligence Emotional intelligence is considered a reasonably new behavioral recognition model that rose to notoriety and reputation after Daniel Goleman’s 1995 book Emotional Intelligence. Emotional intelligence has been characterized as the “ability to monitor one’s own and others’ feelings and emotions, discriminate among them, and use this information to guide ones thinking and actions” (Mayer, Brackett and Salovey 2004 n.p.). Originally emotional intelligence developed around the 1970s and 1980s through the research and writings conducted by psychologists such as Howard Gardner, Peter Salovey, and John (Jack) Mayer. Emotional intelligence is proven to be useful at both the team level and the organizational development level, given that the development of people in EQ doctrines provides a new perspective to observe, understand, and evaluate the individuals’ mindsets, attitudes, behaviors, management styles, intrapersonal and interpersonal skills, and their potential for present and future personal and organizational endeavors (Rao 2013). Levels of Emotional Intelligence Two di erent levels of emotional intelligence deﬁne individuals’ abilities and behaviors (Goleman 2007; 1998). Low Emotional Intelligence This level of emotional intelligence implies individuals’ lack of ability to distinguish their emotions in themselves and others accurately. Individuals with low EI are not competent to use emotional experience to direct their thinking. Therefore, they cannot manage their actions and reactions to such emotions in all aspects of their lives (2007; 1998). High Emotional Intelligence This level of emotional intelligence implies that individuals can control and manage their interactions with negative people with toxic mindsets. People with a high EI can keep their thoughts and moods in check. In case of the need to deal with toxic and negative people, they consider a rational approach and appropriate action. They can detect their own emotions, and they won’t allow their hot and boiling emotions, such as anger or frustration, to add to already unworkable situations (2007; 1998). Table 8.3 compares examples of individuals’ abilities or lack of abilities to manage their emotions and actions in situations and in relation to themselves and others. Table 8.3 Comparisons of Abilities between Individuals with Low and High Emotional Intelligence. Some Examples for High & Low Levels of Emotional Intelligence Individuals with Low Individuals with High # Areas Emotional Intelligence Emotional Intelligence 1 Self-Awareness Because of low self- Because of high self- awareness, they are not awareness, they are open to any new information aware of what they don’t and are opinionated know and will collect because of low self- information and make an awareness. informed discussion. 2 Empathy Due to not having empathy, Due to a high level of not relating to others, they empathy, they display are insensitive to others’ understanding and emotions. relatedness with others. 3 Accountability Because of no Because of their strong accountability, they will not relationship with take responsibility for their accountability, they have Table 8.3 Comparisons of Abilities between Individuals with Low and High Emotional Intelligence. Some Examples for High & Low Levels of Emotional Intelligence Individuals with Low Individuals with High # Areas Emotional Intelligence Emotional Intelligence actions and always blame no problem declining a others. project or saying no when they need. 4 Motivations Given their low motivations, They are highly motivated, they are told to handle life’s care about their circumstances. performance and productivity, and deal with life circumstances speedily. 5 Interpersonal Due to the lack of social Due to their high social Skills skills, they don’t have strong skills, they can resolve and workable personal or challenges with professional relationships. consideration for both sides. 6 Self-Regulation Because of their low self- They have high self- regulation, they are regulation and can accept emotionally unstable and responsibility for their unable to manage their mistakes and move on to emotional outbursts. the next thing without drama. 7 Relationship They are generally very self- They are generous and Management serving and self-centered; participatory in projects everything is about them that serve others and and their interests. beneﬁt the community or society. Table 8.3 Comparisons of Abilities between Individuals with Low and High Emotional Intelligence. Some Examples for High & Low Levels of Emotional Intelligence Individuals with Low Individuals with High # Areas Emotional Intelligence Emotional Intelligence 8 Communication They are not aware of their They are good Skills lack of communication communicators and use skills, and they cannot elements of active deliver their message listening that serve both e ectively. They mostly sides of an issue and help interrupt and speak loud resolve the issue at hand. without clear directions. 9 Self-Conﬁdence Because of their lack of self- Because of their high self- conﬁdence, they are not conﬁdence, they engage engaging in conversations or with others and conduct initiating an action. As a discussions well. They result, they do not receive can receive criticism and criticism and ignore the responsibility. input. 10 Intrapersonal Given a lack of self- They can share their Skills awareness and lack of emotions and feelings conﬁdence, they cannot with others responsibly share their emotions and and productively. feelings with others because they cannot distinguish them. Sources: Adapted from Goleman (2007); Bakhshandeh (2004); Goleman (1998). Emotional Intelligent Support in Leadership Emotional intelligence is not just a good idea and a trend of fashionable dialogue. There is much valuable research conducted by many reputable researchers, authors, and academics behind this powerful approach to understanding the impact of emotions on people’s psyche. Emotional intelligence is becoming the key elements of hiring managers and personnel in leadership positions by organizations that care about installing people with self-awareness and self-regulation in positions with constant interactions with employees. Given that much research has been conducted in and about EL, there are also many perspectives about the elements of EI. They are all great, and they cover one another; for example, empathy, compassion, and relatedness can be all under the umbrella of social awareness. Integrity, responsibility, and accountability can go under one umbrella of self- regulation, which is also known as self-management. However, in this section, we are working on introducing four main elements of emotional intelligence as the four columns of EL. We dig deeper into the EI and these four pillars in Chapter 14 of this book. Four Cornerstones of Emotional Intelligence in Leadership As we mentioned earlier, according to researchers, there are many components of emotional intelligence; however, in this section, we are talking about the four cornerstones of EL, which encompass the emotions mostly related to leadership positions and used by transformational coaches to introduce to participants for developing them to become highly positive and inﬂuential in their leadership positions. These four cornerstones of EI are (1) self-awareness, (2) self-regulation (also known as self-management), (3) social awareness, and (4) relationship management (see Figure 8.8). As Connors (2020) also mentioned, the initial approach to being an emotionally intelligent leader is to understand the main elements of EI in leadership development and learning of your own emotions. As we mentioned earlier, we brieﬂy categorize these four EI cornerstones here, and then expand on them in Chapter 14. Figure 8.8 Four Cornerstones of Emotional Intelligence for Supporting Leadership.Source: Author’s Original Creation. Copyright 2022 by Behnam Bakhshandeh. Self-Awareness The EI cornerstones start with the individuals’ self-awareness. That means the understanding of themselves and the emotional sources of their mindsets and behaviors, plus their understanding of where and how to use their understanding for their growth, development, and inﬂuences on others. Self-awareness has provided us with the ability to detect and understand our emotions, temperaments, dispositions, and motives and their inﬂuence on others. The qualities related to self-awareness include but are not limited to:  Emotional awareness: An understanding and knowledge of the emotions they are experiencing.  Self-control: The ability and capacity to channel their emotions to a healthy situation as an alternative to pushing them down or forcing them out.  Self-assessment: The comprehension of a set of knowledge, skills, and competencies can provide them with insights into their understanding of their emotions.  Intrapersonal skills: The ability to distinguish and realize their thoughts and related emotions. (Bakhshandeh 2021; Connors 2020; Goleman 2015; Hockenbury and Hockenbury 2007) Self-Regulation The second cornerstone is self-regulation, also known as self-management. This EI element is about people holding themselves accountable to their commitments and being adaptable to a variety of positive or negative situations and their related emotions. Self- regulation is our ability to recognize and redirect our disturbing inclinations and temperament with an inclination to concede immediate judgment and to apply considerations. The qualities called self-regulation include but are not limited to:  Emotional balance: The state of being conscious of their emotions is su icient to manage them reasonably and gently.  Adaptability: The degree of severity on their ways, mindsets, and approaches in adapting to new ideas and situations.  Positivity: The ability to positively a ect their relationship with others, including peers, managers, organizations, and customers.  Accountability: The state of being accountable, particularly on their willingness to take responsibility or to account for their actions. (2021; 2020; 2015; 2007) Social Awareness Social awareness indicates a continuum that runs from instantly sensing other’s inner state, to being aware of their emotions and related thoughts, to recognizing complex social circumstances. This EI cornerstone necessitates social skills as much as having understood and controlled individuals’ emotions. Their lifestyle or style of communicating and socializing or their popularity is not su icient to have social awareness, and not enough to deal with contradictory and complicated situations from lack of social awareness and related emotions. The qualities related to social awareness include but are not limited to:  Empathy: The ability to identify and understand others’ emotions.  Compassion: The ability to show kindness and understanding for others in the time of their su ering.  Diversity Awareness: The ability to appreciate, understand, and relate to cultural diversity and overall general diversity and di erences among people.  Active listening: The ability to pay attention to the person talking and the content of the communication. (2021; 2020; 2015; 2007) Relationship Management The quality of life, both personally and professionally, depends on our relationships with others, both positively and negatively. However, that doesn’t mean having relationships that are toxic or add nothing to our lives. Individuals with a deep understanding of EI are aware of this invaluable concept. To have a quality relationship, we must participate and invest in preserving the relationship and do our best to improve it.  Inﬂuence: The ability to impact and inﬂuence others’ mindsets, behaviors, and personal or professional developments. The ability to apply positive inﬂuence on people by specifying their strengths and virtues to empower and inspire them.  Trust building: The ability to build trust with others. Establishing a base of trust is crucial to building an e ective relationship at home or at the workplace.  Interpersonal skills: The interest and ability to realize, relate, and e ectively interact with others.  Communication: The ability to act e ectively and e iciently transmit information from and to others or places. (2021; 2020; 2015; 2007) A summary of the category of emotions and how it illustrates their qualities in shown in Table 8.4. Table 8.4 Qualities and Attributions of Cornerstones of Emotional Intelligence in Leadership. Qualities and Attributions of Cornerstones of Emotional Intelligence in Leadership Types Qualities Attributions Self-Awareness Emotional Concerning others’ feelings Awareness Realizing misunderstandings Operating based on trust Self-Control Not making impulsive decisions Controlling their behaviors Possessing conscientiousness Self-Assessment Monitoring their learning Monitoring their goals’ progress Conducting self-e icacy Intrapersonal Skills Appreciating oneself Being aware of self-motivation or agenda Displaying self-discipline Self-Regulation Emotional Balance Accurately identifying their emotions Being mindful of their emotions Managing impulse emotion Table 8.4 Qualities and Attributions of Cornerstones of Emotional Intelligence in Leadership. Qualities and Attributions of Cornerstones of Emotional Intelligence in Leadership Types Qualities Attributions Adaptability Being open to learning new things Adjusting quickly Embracing new ideas Accountability Taking responsibility for their actions Not blaming or pointing ﬁngers Being transparent Positivity Being optimistic Being resilient Being grateful Social Awareness Empathy Being sensitive to cross cultures Understanding diversity Being at service to others Compassion Relating to others’ issues, Looking for what is right Being at ease with others’ failures Diversity Embracing uniqueness among people Awareness Having mutual respect for everyone Having universal treatment for everyone Active Listening Paying attention to the speaker Responding appropriately Providing feedback Table 8.4 Qualities and Attributions of Cornerstones of Emotional Intelligence in Leadership. Qualities and Attributions of Cornerstones of Emotional Intelligence in Leadership Types Qualities Attributions Relationship Inﬂuence Being charismatic Management Being humble Striving to help Trust Building Being friendly and approachable Being respectful of others’ ideas Practicing integrity and accountability Interpersonal Skills Being sensitive to others’ moods and temperaments Entertaining multiple perspectives on a situation Noticing di erences among people Communication Being aware of nonverbal communication Delivering clear and concise messages Showing courtesy and listening keenly Sources: Adapted from Bakhshandeh (2021); Connors (2020); Goleman (2015); Hockenbury and Hockenbury (2007). EI Requirements for Delivering an E ective Transformational Coaching For transformational coaches to use EI to inﬂuence people who they are coaching about ine ective leadership and to be e ective, they must demonstrate these behaviors and develop a mastery of their own EI: 1. A mastery in understanding and ability to explain and give examples of cornerstones of EI for leadership development and their related qualities and attributions 2. Uninterrupted and continuous development and enhancement on their own emotional intelligence and related qualities and attributions 3. Their own vision and related to personal and professional values and principles as the foundation for their vision 4. Strong personal and professional relationships with your ﬁrst circle of personal and professional people 5. The practice of integrity, responsibility, and accountability in their business practice as well as overall life 6. Participation in transformational coaching themselves and continue exercising practices that strengthen their abilities to deliver transformational coaching Some Beneﬁts of Emotional Intelligence Coaching Some beneﬁts of emotional intelligence coaching reported by professional coaches who went through transformational coaching with individuals and teams are as follow: 1. Reduces stress caused by personal and professional responsibility 2. Prepares individuals to receive constructive criticism openly 3. Assists willing individuals in overcoming their insecurities and self-doubt 4. Improves communication and active listening skills 5. Enhances relationships, social awareness, and social skills 6. Helps establish a positive environment at both home and workplace 7. Improves level of patience for dissatisfaction 8. Assists individuals and teams in dealing with uncertainties caused by changes 9. Increases level of personal and professional responsibility and accountability 10. Reinforces inner teams’ relationships and cohesiveness (Bakhshandeh 2021; Connors 2020; Goleman 2015; Hockenbury and Hockenbury 2007) Emotional Intelligence Coaching Questions Table 8.5 represents some of the empowering questions relevant to emotional intelligence coaching used by transformational coaches during their coaching sessions. Table 8.5 Questions Transformational Coaches Use When Emotional Intelligence Coaching. Author’s Original Creation. Some Examples of Emotional Intelligence Coaching Questions Reasons Behind the # Questions Beneﬁts of Awareness Question 1 Do you know how Learning of how their Controlling negative decision your feelings and emotions a ect their makings based on emotions impact behaviors. experiencing emotions and your behaviors? increasing self-regulation. 2 Are you conscious Learning of how their Recognizing the gap and of your disturbing blind spots a ect increasing the level of self- others. awareness. Table 8.5 Questions Transformational Coaches Use When Emotional Intelligence Coaching. Author’s Original Creation. Some Examples of Emotional Intelligence Coaching Questions Reasons Behind the # Questions Beneﬁts of Awareness Question emotional blind spots? 3 Are you aware of Knowing and Increasing how to control what triggers your acknowledging the emotions and related positive or range of emotions is potential behaviors and negative vital to understanding increasing relationship emotions? how to control them. management. 4 Do you recognize Understanding control Recognizing, reacting, and your rising temper over hot emotions and resisting hot emotions and and when you are related temper preventing negative behaviors close to behaving tantrums. and increasing self- negatively? awareness. 5 Are you aware of Understanding Increasing on social- others’ emotions? awareness about awareness and interpersonal others’ emotions. relationships personally and professionally. 6 What are others’ Becoming responsible Assisting with self-regulation reactions to my for others’ expression and social awareness. emotions? of who you are. 7 What are your Understanding social Helping interpersonal social signals cues and signals to relationships at home and at when your help control them. workplace. emotions are about to explode? Table 8.5 Questions Transformational Coaches Use When Emotional Intelligence Coaching. Author’s Original Creation. Some Examples of Emotional Intelligence Coaching Questions Reasons Behind the # Questions Beneﬁts of Awareness Question 8 Do you use body Learning of Understanding and controlling language and expressions that our body language and facial facial expressions convey emotions and, expressions are attribution to to convey your therefore, a certain an adult persona and help emotions? message. with social awareness and relationship management. 9 Are you practicing Recording positive and Recognizing patterns and writing journals negative emotions and consistency of emotions about your understanding related would allow for understanding emotions? expressions. how and when these emotions will get triggered. Helping with self-awareness and self- regulation. 10 Are you practicing Becoming aware of the Helping with interpersonal using positive type of language is relationships, relationship language? being used regularly. management, and social awareness. Source: Copyright 2022 by Behnam Bakhshandeh. Appreciative Inquiry and Appreciative Coaching This section introduces appreciative inquiry (AI), appreciative coaching (AC), and their associated concepts, design, and principles. Many coaching models and professional coaches, including transformational coaches, use appreciative coaching for individual, team, and organization levels interventions. Appreciative inquiry is a process and approach for creating a positive change. This process applies to developing leadership qualities in individuals, such as managers, a particular department or a team and departments, or to an organization. Organizations have used AI for cultural transformation, strategic planning, sta training, vision building, and leadership development (Cooperrider et al. 2008). History and Background AI is known as a strengths-based and collaborative undertaking to change by individuals, teams, and groups and at the organization level. Any systems involved require human participation. David Cooperrider is regarded as the creator of the Appreciative Inquiry Model. But the AI paradigm was developed around the mid-1980s by both Cooperrider and his mentor Suresh Srivastva, at the Weatherhead School of Management at Case Western Reserve University (“Appreciative Inquiry Commons” n.d.). According to Cooperrider et al. (2003), the expression of Appreciative Inquiry is frequently referred as both:  The AI paradigm: Conveys the notions, principles, and the underlining theory behind a strengths-based change method.  The AI methodology: Conveys the particular operating techniques and processes being used to generate a positive shift in a system that runs with humans. Essentially, AI procedures are consisted of open positive inquiries and of asking empowering questions that would increase the potential of possibilities in a nonaggressive environment. According to White (1996), “Appreciative Inquiry focuses us on the positive aspects of our lives and leverages them to correct the negative. It’s the opposite of problem-solving” (“Appreciative Inquiry Commons” n.d.). According to Cooperrider et al. (2008), the AI paradigm is that people consistently explore ways to categorize their feelings, emotions, modes, thoughts, and beliefs into reasonable and easy-to-understand perspectives so they can better understand complex concepts and notions. Because when we gather and organize complex notions and ideas into a simple and easy-to-understand context, then we have formed a paradigm (Rothwell et al. 2021). Stages of Appreciative Inquiry and Coaching “The Appreciative Inquiry, 4-D Cycle is a dynamic, iterative process of positive change” (Cooperrider et al. 2003, 101). Later, one new stage was added to the original 4-D stages, and that was the deﬁne stage as the ﬁrst stage of the AI or AC approach and process, which is now known as the 5-D cycle (Watkins et al. 2011). Depending on working with an individual, a team, an organization, or a community, and the nature of what needs to be accomplished, this AI process can go from simple two-day coaching to even a year or longer process. During the transformational coaching, the coaches will guide the participants through the ﬁve stages of AI by asking questions designed to support participants during the ﬁve designated stages. Coaches assist participants in becoming present to their dreams and preferred future from an inspiring standpoint instead of attempting to overcome a past failure. Coaches will direct participants to keep their minds on and inquire into “What is working?” as opposed to “What is wrong?” Figure 8.9 Five Stages of Appreciative Inquiry and Coaching.Source: Adapted from Cooperrider et al. (2003). The phases of 5-D are as follows (see Figure 8.9):  Deﬁne Stage: This stage is about deﬁning participants’ interests and desired topics for the coaching undertaking and what they are focusing on. In this stage, with the guidance of the coach, participants will have inquired into “who else needs to be involved” or “what they need to bring to the game” to achieve the declared intention and the topic. The main inquiry in this stage is all about “what it is” and “who is involved” (Cooperrider et al. 2003; Cooperrider et al. 2008).  Discovery Stage: This stage is about coaches establishing a positive relationship with the participants and leading them to an empowering viewpoint by validating the wisdom of “what is possible” and to have inquiries for the best attributes of “what it is” at this moment. This stage is about assisting the participants in discovering what the possibilities are and realizing opportunities for themselves and their desired future. The primary inquiry in this stage is around “why things are the way they are now” (2003, 2008).  Dream Stage: This stage is about the coaches encouraging the participants to dream and create empowering images of possibilities by expressing and sharing their desired futures. The main inquiry in this stage is about “what could be,” and envisioning “what is possible” for the participants and their lives. The transformational coaches will assist the participants in verbalizing their aspiring futures (2003, 2008).  Design Stage: This stage is about transformational coaches supporting their participants in bringing their preferred dreams/futures into light and emphasis by a irming the realities of those dreams/futures. The main focus of this stage is on “how it could become” and describing the idyllic pictures of “what the future could be.” While the coaches are supporting the participants in realizing their dreams/futures simultaneously, they are supporting the participants to design their action plans based on a realistic approach (2003, 2008).  Destiny Stage: This stage is about focusing on “what will be” and for the participants to look into how to empower, learn, and adjust their action plans to realize their dreams/futures in the present time. This would be achieved by empowering participants to increase their capacity to generate the desired futures and being more and more inspired to hold on to their action plans. The primary inquiry at this stage is about “what it will be” (2003, 2008). Table 8.6 summarizes the relevancy of these ﬁve stages, their central inquiries, and the descriptions of what would be included at each stage. Table 8.6 Summary of Five Stages of Appreciative Inquiry Coaching. Summary of Appreciate Inquiry Coaching Model Stages Central Focus Descriptions Deﬁne What it is? What is the topic of interest? What are you focusing on? Who else needs to be involved? What are they bringing to the game? Discovery Why it is? Establish a positive connection. Lead them to an enabling view. Create possibilities & opportunities. What is the aspiration? Dream What could it be? Encourage them to imagine the future. What does the future look like? Put that aspiring future in words. What is the inspiring future? Design How could it become? Bring focus to their intention. Conﬁrm the reality of their dreams. Support relative and real activities. How are you going to do that? Destiny What will it be? Empower them to expand their capacity. Inspire them to stick to their plans. Keep their dreams alive for them. What is your action plan? Sources: Adapted from Cooperrider et al. (2003); Cooperrider et al. (2008); Cooperrider and Diana (n.d.). The Primary Principles of Appreciative Coaching The appreciative coaching process has ﬁve core fundamental principles and philosophies (Oren et al. 2007) as follows. The Constructionist Principle During the coaching process, transformational coaches should look for declarations by the participants regarding their self-realizations and perception of their lives, families, and their careers. Throughout the coaching process, the coach should keep bringing the participants back into being clear of self-judgment and try to keep them whole and complete with no assessment of their past failures and shortcomings. Instead, coaches should keep pointing out participants strengths and abilities (2007). The Positive Principle The transformational coaches ought to emphasize the participants’ positive e ects regarding their strengths and achievements. The coaches should keep altering the participants’ language from a negative and problematic to a positive and resolution-related approach (2007). The Poetic Principle The coaches shall pay attention to the participants’ stories they have to keep repeating to themselves. In addition, coaches must utilize the situations to assist and encourage the participants to revise components of their stories by creating themselves in positive ways, recognizing new possibilities, and transforming their di iculties into strengths (2007). The Simultaneity Principle The coaches shall consider maintaining their inquiry as to the participants source of awareness that guides their desired change. The suitable questions aid the participants in seeing their current challenges from a new viewpoint. Coaches should pay attention to the correlation between positive inquiry and where such inquiry could take the participants and their experiences (2007). The Anticipatory Principle The transformational coaches could be inﬂuential in aiding the participants to generate positive pictures of themselves through self-declarations and visions for their future. Actually, it is an innate and natural trait of human beings to envision and look forward to their future (2007). Selection of the Topic and Language of Appreciative Coaching Appreciative coaching’s primary process starts with selecting the topic based on the clients’ strengths. As Oren et al. (2007) stated: “Much of the language describing the appreciative approach is intentionally positive, or at the very least neutral” (17). This positive approach is evident in the ﬁrst step of AC called Topic versus. Because, for example, when people set Goals there is always the possibility of failing in the process or not achieving the exact goal, which might come with some negative inclinations in the individuals’ minds. Topic sounds more natural and safer for the participants. Core questions in the AC process discover the client’s strengths, personal and professional values, past successes and failures, and several aspects of life they desire to have or wish to be di erent. Inquiry into these answers will allow the clients to develop their own answers, which become the tools for further learning and possible changes (Oren et al. 2007). Practical Model for the Appreciative Inquiry Process Many models have been proposed to deﬁne how the AI and coaching process works and what process to follow to ensure all the ﬁve stages of AI are implemented to provide a quality AI process for the participants. For example, the model illustrated in Figure 8.10 is a ﬁve-step practical model for implementing the AI process (Rothwell et al. 2016): Establish Rapport and Build Trust This part is the most critical element of building a successful coaching process with less resistance from the participants. Without establishing trust and building rapport, the coaching process will not work. Assist the Participants in Identifying the Main Issues in Their Way It is the coaches’ responsibility to aid the participants to get to the major problems in their way, and to design a compelling vision for their future which would include personal life and professional career. Empower Participants to Envision Their Preferred Future Regardless of how hard this process might be, it is the coaches’ dedication and responsibility to empower participants to ﬁnd their exciting and foreseeable future built on what they imagine for themselves in their lives. Encourage Participants’ Engagement with the Design The transformational coaches must ensure that the participants are the ones focusing and working on constructing their desired future and ensuring they are encouraged during the process and acknowledged for their hard work. Assist the Participants in Designing the Action Plan for Realizing the Vision This part is about the participants’ action plans and managing the realistic steps to execute and fulﬁll their vision. The transformational coaches must assist participants in concentrating on creating their purposeful action plans and recognizing them. Figure 8.10 Applied Model for Appreciative Inquiry Coaching Process.Source: Adapted from Rothwell et al. (2016). Beneﬁts of Appreciative Inquiry Coaching As an imaginative approach to creating a refreshing personal awareness, individuals, teams, and organizations receive many personal and professional beneﬁts going through the processes of AI coaching. The following are some of such beneﬁts, according to Cooperrider et al. (2003; 2008): 1. Swift transformative and sustainable change 2. Changing direction from a problem-focused approach to possibility-focused 3. Reﬁned and improved perception of oneself and individuality 4. Renewal of personal and professional commitments 5. Increased motivation to accomplish personal and professional goals 6. Built up positive energy 7. Increased empowering sense of hope for the future 8. Raised sense of curiosity, interest, and feeling of vitality 9. Advanced personal and professional relationships 10. Enhanced interest in conﬂict resolution approach Questions for Conducting Appreciative Inquiry Coaching Table 8.7 displays common questions used by transformational coaches when conducting appreciative inquiry and coaching during their coaching sessions with individuals or teams. There are similarities in the sets of questions from positive psychology and appreciative inquiry, such as looking at individuals’ intentions and strengths. However, simultaneously there are few di erences in the focus of positivity and the direction of questions. Table 8.7 Common Questions for Conducting Appreciative Inquiry Coaching. Author’s Original Creation. Common Questions for Conducting Appreciative Inquiry Coaching Stage # Questions Deﬁne Questions that help deﬁne the interest in the project 1 What are the areas you are concentrating on? 2 Who needs to be involved with this? 3 What should you bring to this project? 4 What is the actual outcome of this project? 5 Who else will beneﬁt from this project? 6 What makes you not feel the time passing? 7 What other situations could enhance your actions when starting this project? 8 What are the things you enjoy doing the most? 9 Who could you join forces with during this project? 10 What aspects of your life are meaningful to you? Table 8.7 Common Questions for Conducting Appreciative Inquiry Coaching. Author’s Original Creation. Common Questions for Conducting Appreciative Inquiry Coaching Stage # Questions Discovery Questions that inspire and encourage 1 What is your aspiration for this project/goal? 2 What else do you see possible out of this project/goal? 3 What is expected out of this undertaking? 4 Who are the people you are considering as role models? 5 What are the characteristics of these role models that encourage you? 6 What are you considering as your top three accomplishments? 7 Can you remember a time that everything went smoothly on a project? 8 What would be there if you didn’t pay attention to your thoughts? 9 Are there any strengths you wish for? 10 What could you do to improve your positivity? Dream Questions that lead the participants to see the desired future 1 What does your desired future be like? Table 8.7 Common Questions for Conducting Appreciative Inquiry Coaching. Author’s Original Creation. Common Questions for Conducting Appreciative Inquiry Coaching Stage # Questions 2 Who would help you in making that future? 3 Who do you think would beneﬁt from that inspiring future? 4 What are the top two areas of your life you are willing to change? 5 From your perspective, what are the top four characteristics that describe you? 6 What are the top two things you like to accomplish in the next year? 7 What is the top thing you like to undertake in the next three months? 8 What would you experience when you succeeded in your project/goal? 9 What would be your legacy, and what would others know about you? 10 How do you feel about yourself at your best and when everything goes well? Design Questions that help establish activities and practices 1 What is your plan for accomplishing this project/goal? 2 What possibly stops you from implementing your plan? Table 8.7 Common Questions for Conducting Appreciative Inquiry Coaching. Author’s Original Creation. Common Questions for Conducting Appreciative Inquiry Coaching Stage # Questions 3 What would motivate and inspire you to move forward? 4 What might undercut your action plan? 5 What would be the top ﬁve actions you need to complete in this quarter? 6 Who can partner up with you in supporting you in completing your action plan? 7 Do you have any new practices you have not done before? 8 What would you consider as meaningful activities for your plan? 9 What would aid you in continuing to the end of the project? 10 What would assist you to be more engaged with this project? Destiny Questions that would keep participants focused 1 In what area do you need further clarity? 2 Are you doing anything not supporting your desired future? 3 What would you change in your schedule that would support your action plan? 4 What of your daily practices needs to alter to achieve your action plan? Table 8.7 Common Questions for Conducting Appreciative Inquiry Coaching. Author’s Original Creation. Common Questions for Conducting Appreciative Inquiry Coaching Stage # Questions 5 What new daily routine and activities would you consider to fulﬁll your intentions? 6 How do you rate your discipline from 1 to 10 for following your plan? 7 What would you do to help others who support you on this project? 8 What is your maintenance plan after accomplishing your project/goal? 9 How do you imagine your life after you accomplished your project/goal? 10 How will other facets of your life be positively inﬂuenced by this process? Source: Copyright 2022 by Behnam Bakhshandeh. Strengths-Based Coaching The strengths-based approach to coaching centers on what individuals are doing well instead of trying to ﬁx their weaknesses. This approach emphasizes who people are at their best. Individuals’ strengths result from the natural talents they have built with knowledge, skills, and experiences (see Figure 8.11). When people realize their strengths, they will relate to themselves from a compelling standpoint that can propel t

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