The study reflects the clients' experience of solution-focused coaching. The purpose of this paper is to explore how clients are coping with work-life-balance issues after being coached with a solution-focused approach. Using semi-structured interviews and IPA analysis, this study examines the effectiveness of solution-focused coaching with eight professionals who have reported to experience work-life balance issues. There is a collective agreement about the efficacy of solution-focused coaching in relation to well-being and goal-attainment.

This study aims to research if the approach will have similar outcomes in regard to work-life imbalance. Three higher-order themes were identified: coachee's feelings after the session, experienced change and usefulness of defined solution-focused options. The themes help generate insight into how the clients experienced the coaching session and whether the approach has helped them achieve a work-life balance.

Extrait

Abstract

The present study reflects the clients' experience of solution-focused coaching. The purpose of this paper is to explore how clients are coping with work-life-balance issues after being coached with a solution-focused approach. Using semi-structured interviews and IPA analysis, this study examines the effectiveness of solution-focused coaching with eight professionals who have reported to experience work-life balance issues. There is a collective agreement about the efficacy of solution-focused coaching in relation to well-being and goal-attainment. This study aims to research if the approach will have similar outcomes in regard to work-life imbalance.

Three higher-order themes were identified: coachee's feelings after the session, experienced change and usefulness of defined solution-focused options. The themes help generate insight into how the clients experienced the coaching session and whether the approach has helped them achieve a work-life balance.

Keywords: solution-focused coaching, work-life balance, positive psychology

1. Introduction

The increasing public awareness for self-realisation and life fulfilment has led to increased interest in coaching. By definition, coaching is a method that aims to unlock the individual's potential. There are different coaching methods out there that coaches are using in order to help clients with their goal achievement.

Solution-Focused (SF) coaching has its origins in Solution-Focused BriefTherapy (de Shazar, 1988). This coaching approach is focused on finding solutions instead ofinvestigating the cause of the problem (Grant & Greene, 2001).

The trend in society to achieve a life in which work and private life are in harmony is constantly increasing. Today's world is often characterised by many stressors that can have adverse effects on people. Work-Life-Balance is a term that is very common nowadays. The balance between work and social life is gaining a fundamental role in our society. By definition, WLB measures to what extent a person subjectively perceives to have sufficient time for work and social-related activities (Se necal, Vallerand, & Guay, 2001). There is a growing empirical body showing that WLB impacts well-being in a positive way. A disbalance causes negative stress, which many fatal consequences for the body and psyche.

There is not much research out there combining Work-Life-Balance and Solution- Focused coaching. Coaching approaches are usually not only used for one specific issue and can therefore have several applications. Nevertheless, there is a discrepancy between research and application success of Solution-Focused coaching.

The aim of this study is to examine if Solution-Focused coaching will have the same positive impact in the field ofWork-Life balance as it has shown in other areas. The main objective is to broaden our understanding of the usefulness of this approach in regards to Work-LifeBalance.

The following chapter reviews the relevant literature for this research, focusing on giving an introduction to the subject of work-life balance. Furthermore, theoretical examination of the Solution-Focused approach and its roots will be examined. It is important to mention that the subject area is pervasive and that this study focuses on working out the relevance ofWork-Life-Balance for coaching and how it can help cope with the imbalance.

1.1 Work-Life-Balance

Everyone has 24 hours a day at their disposal - the same primary conditions. The concept of work-life balance deals mainly with the question "How to solve the problem of the distribution of time and management within these 24 hours in the private sphere and in the world of work in order to be a healthy person?" (Michalk, 2007, S. 9).

Speaking about Work-Life-Balance in general: it is experienced when work demands are compatible with other needs such as family, friends, health, leisure time and self (Byrne, 2005). The balance is achieved when one domain does not have a negative influence on one of the other ones (Pichler, 2008). On the other hand, the failed attempt to achieve balance is connected to diminished life andjob contentment, poor quality oflife (Allen, Herst, Bruck, & Sutton,2000; Kossek & Ozeki, 1998),andaffectedmentalhealth(Beatty, 1996; Grzywacz & Bass, 2003).

Furthermore, workplace stress is associated with high blood pressure, depression and anxiety (Belkic et al., 2000; Gershon, Barocas, Canton, Li, & Vlahov, 2009; Stansfeld & Candy, 2006). Many organisations nowadays demand from their employees a more outstanding commitment and performance. As a consequence, employees work much more than they are supposed to (Perrons, 2003). The interference of work demands into the personal life, such as working in the evenings and during the weekends, indicated emotional exhaustion, more tremendous stress and feeble health (Hyman et al., 2003). An imbalance is furthermore linked to anxiety and low productivity at work (Seligman, 2011). A study conducted by Bakker et al. (2005), which investigated 1000 employees working for a higher education institute, identified that a mixture oflowjob resources and high performing demands is a strong indicator for burnout.

On the other hand, workplace flexibility is linked to an increased Work-Life-Balance and improved well-being (Clark, 2000). According to Grady et al.(2008), it is essential that organisations focus on implementing initiatives that help employees to balance their work and personal life. Companies that include Work-Life-Balance policies report reduced absenteeism and increased employees'job satisfaction levels (Hill, 2005).

According to Guest (2002), balance is achieved when an individual gives equal weight to their work and home roles, although a balance can mean for some individuals that their choose which domain dominates their time. As an example, some employees may perceive longer working hours as an imbalance; others might prefer to prioritise theirjobs (Guest, 2000).

A balance can be measured with a six-item Work-Life-Balance scale developed by Groepel (2006). This questionnaire aims to measure the perceived presence of time for social/family role and work demands. In addition, other items which could indicate a balance are: an overall sense ofharmony, satisfaction and a lack of role conflict (Clarke, 2004; Clark, 2000). Furthermore, Clark (2000) has found that higher flexibility and a decreased interference between family and work demands can lead to a reduced work-life imbalance. At this point, it shouldn't stay unmentioned that work-life imbalance is not only related to stress at work but due to other domains such as unemployment. Research demonstrates that there is a negative impact on a person's well-being and family functioning when they are unemployed (Guest, 2002). The evidence suggests that too little work can cause imbalance the same way that too much work can cause it (Guest, 2002).

The question that arises is: how to deal with work-life balance issues? Until now, research about enhancing work-life balance was mainly focused on interventions within organisations such as flexible work schedules (Behson, 2002; Hayman, 2009). Past research was not addressing how workers could improve their work-life balance, only how to separate life domains with behavioural, physical and communicative techniques (Kreiner et al., 2009). There is a Positive Psychology intervention (PPI) called Mindfulness, during which the individual consciously examines its own thoughts and experiences (Bishop et al., 2004; Brown & Ryan, 2003). It is about paying attention to the arising thoughts withoutjudging. According to a study conducted by Allen & Kiburz (2012), parents who used mindfulness during work acknowledge and improved sleep quality, vitality and more importantly: better work-life balance. A further study demonstrates that a self-trained mindfulness intervention helped individuals to decrease their emotional exhaustion and to improve theirjob fulfilment ( Miller et al., 1995)

Looking deeper at how to deal with work-life imbalance, coaching suggests different approaches. One of them is Self-Leadership (Marmenout, 2010). This approach is a mixture of time management and defining goals for oneself. It is crucial to start setting goals and to prioritise specific areas of domains. When an individual wants, for example, to spend more quality time with their family, this needs to be broken down in detail. "Quality time" has a different significance for each individual, so does "more time". There is a lack of research regarding the efficacy of this approach (Marmenout, 2010).

There are many different approaches within coaching psychology as well as interventions, such as the integrative coaching model, cognitive behavioural approach etc. (Minzlaff, 2019). In the context of the next chapter, it is vital to determine the different properties of solution-focused coaching compared to other coaching approaches and to review the literature regarding its usage in relation to work-life balance issues.

1.2 Solution-Focused Coaching

To make the introduction to the world of solution-focused coaching as constructive as possible, it's important to clarify the characteristics of this approach.

Coaching is focused on challenging clients' beliefs through asking questions rather than providing advice (Whitmore, 2009). In addition, there are numerous positive outcomes related to coaching, for instance, an increase of subjective well-being, goal-attainment as well as self-efficacy (Grant, 2003, p.254). There are different coaching methods that are being used in order to help clients with their goal achievement. The modem concept of coaching comprises a broad approach of aspects that are often focused on problem-solving.

In particular, the solution-focused (SF) approach has its origins in Solution-Focused BriefTherapy (SFBT) by the famous therapist de Shazer (1986). This method is goal-directed and future-focused. The emphasise in SF coaching is on "how to" questions rather than exploring the "why" and the cause of the problem (Grant & O'Connor, 2010). The reason for that is that one does not need to know the reason for a problem in order to find a solution. The basic assumption is that the coachee needs to focus on the exception to the problem and that he has all the necessary resources to help himself (Wehr, 2009).

Past research in this field indicates the effectiveness of this approach. A study by Grand (2003) validates that SF coaching improves the quality of life and well-being of the participants. Previous research has found that Problem-Focused (PF), in comparison to Solution-Focused coaching, is less effective in terms of enhancing well-being and promoting goal attainment (Theeboom, Beersma, & Van Vianen, 2016). Furthermore, SF coaching is linked to an increased goal approach, positive affect and lower negative affect (Grant, 2012; Theeboom et al., 2016 ). The strength-based focus of SF coaching highlights existing tools and resources which can be used in order to attain goals which leads to increased self-believe (Grant, 2011).

There is little empirical research explicitly looking at how solution-focused approaches work (Grant & O'Conner, 2010), although SF methods are regularly used within coaching (Grant, 2012b; O'Connell & Palmer, 2007).

Nevertheless, there are few studies, one of them has been conducted by Grant (2012b), who examined the effectiveness ofboth SF and PF approach. The goal of the coaching study, which included 225 students, was to show the positive impact of the approach on indicators such as self-efficacy, goal-attainment, positive and negative affect. The research showed that individuals who were coached with an SF approach had reported a greater increase in all the indicators.

Furthermore, research conducted by Wheeler (2001) reported that Solution-Focused coaching could be helpful for increasing positive attachment, self-efficacy and proactive thinking. Besides that, techniques used within solution-focused coaching foster optimism and encourage coachees to achieve their goals (Corcoran, & Ivery, 2004; Dine, 1995; Jordan & Quinn, 1994, 1997; Shilts, Rambo, & Hernandez, 1997). In addition, the approach invites clients to focus on their strengths rather than pointing out their weaknesses (Green, 2012; Roeden, Maaskant, Bannink, & Curfs, 2011). Further research conducted by Theeborn et al. (2016) indicates that cognitive flexibility and positive affect can be achieved using solution- focused coaching. Their results show that Solution-Focused question querying holds the potential to stimulate diverse thinking and, as a result, to enable creative thinking. Likewise, Isen (2008) found that people's confidence in dealing with problems was boosted. Bandura's findings indicate that "brief exposure to SF coaching may positively impact clients' perceptions of goal-directed change".

There is a growing body of empirical evidence which shows that the use of solution- focused approaches in non-therapeutical domains such as sport, executive, organisational and personal coaching can be beneficial (Bell, Skinner, & Fisher, 2009; Grant, 2003; Jackson & McKergow, 2002; Szabo & Meier, 2009). In addition, coaching in organisations is a widespread area in which coaching is being used. One of the aims of coaching in organisational settings, besides increasing employees' performance, is to promote work-life balance, addressing work-life issues (Gilley et al., 2015). Little is known about the tools and the approaches which are applied.

Furthermore, according to Visser and Butter (2008), Solution-Focused approaches which were applied in organisational settings are strongly linked to success. According to Wehr (2009), individuals who were coached with the Solution-Focused approach were experiencing a higher level of confidence in their ability to overcome problems compared to those coached with a Problem-Focused approach. Similarly, results were presented by Grant (2012), who suggests that "improved self-perception of one's ability to cope with a current personal problem "is a further benefit of SF coaching.

One of the criticisms of the solution-focused approach is the assumption that there is an existing problem that needs a solution (Antin, 2016). However, coachees who have been selected for this study have reported having issues around Work-Life-Balance.

Another common critique is the lack of time which the coach spends in identifying what the client is experiencing emotionally and rushes to solve the problem (Antin, 2016), which might lead to misunderstanding of the issues. The core element in the SF approach is its ability to focus on existing solutions ( de Shazer, 1988). The approach is not only about positivity and is not neglecting the fact that there are negative emotions and events which have happened in the past. It is embracing the fact that problems exist, but so do solutions, and the time spend in a coaching conversation should be as productive as possible (Grant, 2012; Theeboomet al., 2014).

Research shows that work-life balance is essential for the well-being of many individuals. The absence ofbalance can lead to many negative health-related issues. The reviewed literature has come to inform some fundamental assumptions. One of which is that a solution-focused approach has been recommended for dealing with stress, well-being and goal achievement (Grant, 2012). Nevertheless, coaching for work-life balance with the help of the Solution-Focused approach is being under-researched.

Whilst there are many different approaches that have demonstrated effectiveness in coaching, the quick results which can be experienced with the SF approach are making it suitable for the current research project (Potter, 2014).

After reviewing the literature pertaining to work-family balance and solution-focused coaching, there is a gap that has been identified. Despite the recommendations above, no study has tested the effects of the Solution-Focused approach in the context ofWork-Life- Balance. Little is known about the coaching approaches which are used in organisational settings. Moreover, there is very little research that considers coaching approaches that can be used to help individuals with Work-Life-Balance issues.

2. Method

2.1 Design

This qualitative research, which takes a phenomenological position, aims to elicit clients' views on the use of solution-focused coaching for addressing issues around work-life balance. A phenomenological work inevitably involves an interpretative approach, which makes the researcher an essential part of the data analysis (Eatough & Smith, 2017). Before undertaking the interviews and coaching session, ethics approval was obtained, compliant with the code of ethics by the British Psychological Association.

In the first stage of the study, the participants were asked semi-structured questions about their understanding ofWork-Life Balance, giving them the opportunity to reflect upon the issues which they were facing (Appendix E). Subsequently, the participants received one solution-focused coaching session delivered by the researcher. The 'Miracle Question' (de Shazer, 1988) was used in order to help the coachees find the solution to their problem (Appendix E). During the session, tools were elaborated by the coachees, which they were asked to apply in the following two weeks, giving the participants the space to reflect on their experience and perception of the effect of the coaching session.

Two weeks after having received the coaching session, participants were asked semistructured interview questions about the effectiveness of the tools and whether they see a change in their state and the issues which they self-identified (Appendix E).

2.2 Participants

Participants were working for at least a year in the same organisation and reporting to have work-life-balance issues in terms oflack of time for themselves and/ or their families. People employed for less than a year were not considered because the experienced issues might be due to settling into a newjob and 'learning the ropes'.

To reduce the possibility of misleading results, the researcher did not consider recruiting participants who have received coaching sessions related to work-life balance issues prior to the research. Participants were recruited through LinkedIn, word of mouth and the MAPPCP platform. Those who showed interest in the initial message were sent an invitation letter and a consent to participate in the study, which was signed and sent back to the researcher before the interviews. The eight conducted interviews that fall within the recognised scope for qualitative research (Hill et al., 2005) were transcribed and subsequently analysed.

Participant's Characteristics

Abbildung in dieser Leseprobe nicht enthalten

2.3 Procedure

After signing the consent letter, a suitable date for the researcher as well as for the participants was set. The one-hour coaching session, as well as the interviews, were conducted via Microsoft Teams.

Given the broad topic on work-life balance, the coaching sessions initiated with questions about the meaning of the topic. Initially, questions were asked to gain a better understanding of what this topic means to each participant (Appendix E, Questions before the coaching session). During the 60 min coaching session, the participants were coached using the Solution- Focused approached and, in specific the 'Miracle Question' (de Shazer, 1966) (Appendix E). This approach helps the coachees find the solution to their problem while shifting the attention to the options which already exist instead of talking too long about the problem itself (Grant, 2012).

During the two weeks, the coachees were given the time to utilise the options which they came up with. Two weeks after the session, the interviews were scheduled and held via Teams. Each interview lasted between 30-60 minutes, depending on the detailedness of the answers. Participants were briefed about the audio-recording of the interview and their right to withdraw during or after the interview. The questions explored how the participants perceived the coaching session, the changes in their attitude towards the issues which they were facing and the effectiveness of the elaborated options.

2.4 Data Analysis

Interpretative Phenomenological Analysis (IPA) was employed for this research because it is best suitable for examination ofhow individuals make meaning of their life experiences (Pietkiewicz & Smith, 2012). The method is not simply a descriptive analysis but indicates that the researcher interprets the collected data. Using 'Verbatim' while transcribing the interviews, the researcher esteems that not only spoken words but also pauses, stutters, and laughs transmit information. The transcripts were re-read several times before the analysis happened.

To protect the identity of the participants, city names were used instead of real names and the data was securely stored in line with the ethical protocol (Appendix D ). The audio recordings were manually transcribed into Microsoft Word. A small sample of participants, eight in the case of this research, can result in a satisfactory database for IPA (Smith, Flowers & Larkin, 2009)

The analysis was operationalised by reading and re-reading the transcripts several times. The emergent themes were listed in a MS Word document and searched for connections. Some themes clusters together; others emerged as subordinated categories. As a next step, the themes were put in a table in a coherent order following the subordinated themes (Smith & Eatough, 2006).

3. Results

Three main themes emerged after the repetitive analysis, categorising the results of the undertaken research. The themes focus on giving the reader an understanding of the perception of the effectiveness of the coaching session. Those are labelled as 1) coachee's feelings after the session, 2) experienced change and 3) usefulness of defined solution- focused options.

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3.1. Coachee's feelings after the session

3.1.1 Positivity

The first topic emerged from the description of the feelings which the coachees have expressed after the session. All of the coachees declared that they felt a positive sensation after the session, with Varna stating that she "felt quitepositive actually becauselhadfound a stepforward in relation to an issue".

The words which were used by the participants to describe their feelings were not identical but shared a comparable understanding. The terms "relaxed", "energised", and "calm" were often used to describe the experienced positive emotion.

Ifelt a lot calmer thanlhaddone before... (Erfurt)

Ifelt energised...iflhave to describe it in one word. (London)

Participants mentioned several times that the session brought some insights to them and that they felt enlightened. Varna has stated that she has gained insights talking and responding to the questions during the session, whilst Petra noted that she felt that more profound beliefs have been uncovered, which brought up deeper insights about the problems she was dealing with.

I also reflected on it a lot, thinking howjust being able to talk to somebody and responding toyour questionsjust suddenly made a little bulb going on in my head. (Varna)

...it started about something quite not so significant and like one hour weekfor myself and...and then it uncovered and rivalled into beingworthy and having timefor myself. (Petra)

3.1.2 Motivation

Another emerging domain was the feeling of motivation. The majority of the participants stated that they were excited to try out the new strategies which were discussed during the sessions. Participants said that they have felt motivated to change something in their life. London claimed that the session had helped him to "kickstart" a new routine, which he has been postponing for a while.

Itfelt like...it sortofbrought the energy to come up 'with ideas again. (London)

Ifelt 'very motivated actually. Ifeltpositive and Ifelt...yes I can do this. I'm gonna give itagoodgo. (Jordan)

So I came away quite excited about implementing some of the new strategies and starting the next day... (Jau)

3.1.3 Being in control

Coaching is about helping the client find the lacking solutions within themselves.

Being in control over one's life and issues was one of the significant results of this study. The predominant acknowledgement was that the answers to the problems are within the coachee and that heisin control ofhow he is reacting to them.

...and my thinking changed in a way to what I can do to build myself up again. So it became more "me" centric, and so it's... it's more self-deterministic becauseyou can change whatyou do, but not what others do. (London)

This was thefirst thing that I did today, andfelt immediately that I am more in control and thatlhave an influence over the chaos. (Varna)

Knowing that they are in control over what is happening to them, allowed them to get rid of the negative emotions and not get overwhelmed by the amount of work they have to deliver.

It was surprising because Ifelt much more in control and relaxed, whereas the week before, Iwasfeelingpanicky. (Jordan)

...now that's... that's really helped me to try and let things go and not...not become anxious, and anxious and over-worriedparticularly 'with work. (Erfurt)

3.2 Experienced change

3.2.1 Mindfulness

The session helped the coachees to be more mindful and to reflect on their issues, as well as to observe objectively.

What I achieved to do isjust to take a step back and to observe more objective and more rational. (Dakota)

I canfeel the change of making myself stop and think before I actually carry on rushing and doing things. (Petra)

Varna said that the session has helped her look on her issues in a different way. The thought patterns were changed, allowing her to seek the solution rather than overthink the problem.

Look, I thinkllooked at it in a different way immediately after the session. The solution was actually., in myface.. on my wallfacingme every day...ha-ha... andldidnot see that solution. That made me think that the solutionfor everything is staring me in theface, just like that one. (Varna)

In addition, Sorrento has had difficulties setting boundaries between her work and private sphere. She stated that she used to be available on her phone every day outside working hours. She managed to pay attention to a poor habit she had, namely to check her work phone after work and to be mindful about her usage.

Yes, actually it was, I think two days ago whenlwas speaking on thephone 'with a friend of mine, and because Iwasjust bored I took my workphone out, and it was still turned on after work. Iwasjust looking at it like because Iwas bored, and thenlwas like: No, it should be turned off. I turned it off, and that’s also then I noticed that I don't need it, it'sjust there. (Sorrento)

[...]

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Résumé des informations

Titre: Clients' experience of solution-focused coaching for addressing work-life balance
Université: University of East London
Note: 2
Auteur: Silvia Stoycheva (Auteur)
Année de publication: 2021
Pages: 37
N° de catalogue: V1299506
ISBN (PDF): 9783346774064
ISBN (Livre): 9783346774071
Langue: anglais
mots-clé: Life-Coaching work-life-balance positive psychology

Citation du texte: Silvia Stoycheva (Auteur), 2021, Clients' experience of solution-focused coaching for addressing work-life balance, Munich, GRIN Verlag, https://www.grin.com/document/1299506

Clients' experience of solution-focused coaching for addressing work-life balance