Critical Incident Checklist
A third psychometric device is closely related to the situational-descriptive questionnaire. Through the use of critical incident checklists, a respondent is asked to indicate how frequently a specific coaching activity is generally found to be critical to a specific coaching outcome or more broadly the success or failure of a client or organization in addressing a specific type of (messy) problem. An indication of its relative frequency of occurrence can be of considerable value to a researcher in coming to a fuller understanding regarding the dynamic interplay between a specific coaching strategy and the needs of a coaching client or organization.
General Information
The tenth source of information resides in the memory of the researcher as well as in the memory of others participating in the research initiative. This is the general knowledge one has acquired about the professional coaching process (and about human service and organizational dynamics in general). One need not direct this knowledge only to the specific coaching process being studied. Information about nationwide or regional trends, new funding priorities, different coaching models, and related human service practices (such as career counseling and organizational consultation) can be thrown into the research hopper along with information about the client system. The general knowledge can be used as a signal. When information-gathering methods generate data that are discrepant not only with information from other sources in the life of the individual client or organization, but also with general trends regarding this type of client or organization, they should be viewed skeptically, though not necessarily dismissed.
Conclusions
The challenges regarding use of evidence and opportunities regarding the use of effective research strategies when studying professional coaching will be found in Issue Three of The Future of Coaching. Before moving to these challenges and opportunities, I have addressed in the current essay several nested elements of the research problem. These nested problems concern: (1) definitions, (2) who is sitting at the table, (3) what is the nature and size of the sample being studied, and (4) what is the nature of the research methodologies being used. These fundamental issues must be addressed prior to any considerations regarding use of the evidence—for the evidence will only be influential if it is credible.
The analysis of these preliminary nested problems can point the way to effective research strategies and provide us with an opportunity to be optimistic about the potential for evidence-based coaching. I hope that you exit this essay with a clearer sense of the challenges inherent in this type of research and with some ideas about how these nested problems can be effectively addressed.
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