Symposium Summary:

Group coaching has the potential to support individuals and organisations across sectors and in a variety of contexts. Group coaching is considered an effective intervention for fostering connections and collaboration, whilst being scalable and cost-effective. These factors can influence the reach of coaching across a wider population, making it more sustainable than individual coaching alone. Despite emerging evidence pointing to the advantages of group coaching, empirical studies remain scarce. This submission brings together some of the latest research into group coaching, showcasing three empirical studies whose findings point to the role of group coaching in fostering social connections, supporting leaders in workplaces, and increasing individuals' wellbeing. These studies demonstrate a direct link between group coaching and positive psychology constructs, such as relationships, positive emotions, and wellbeing. They were conducted in three countries in various settings - education, organisations, and communities - pointing to the versatility of this coaching modality, which will hopefully inspire more research in this growing field.

Symposium Presentation 1: Helping You Helping Me: Reflections on Peer Coaching 

Presenter: Maria Volkova Feddeck

Abstract: Stressful situations often compromise our ability to learn. Support from high-quality relationships as part of the learning process can help students through challenging situations. This support can come through coaching or mentoring relationships, including peer coaching. The extant literature on peer coaching is solely focused on dyadic relationships. In this presentation, I explore the first empirical inductive study into peer group coaching. Results suggest that Peer Coaching Groups (PCG) in small groups are an effective way to give students time to reflect on their future and reconnect with a purpose that drives their need for learning and development. Findings are presented from an inductive qualitative analysis of essays written by students who participated in PCGs as a part of online leadership courses in a Midwestern university in 2020. The study included a theoretical process model that identifies the necessary conditions for an optimal PCG experience (structure and guidance, learning from observation, trust and vulnerability) and a framework for the process. PCGs can be a strong tool to help leaders, managers and students cope with stress, including unprecedented challenges brought about by the COVID -19 pandemic. PCGs help increase student engagement, autonomy, and well-being, while focusing on social connection and relationship building and have the potential to help in this way across various demographics. Currently I am working on studies implementing PCGs in healthcare.

Symposium Presentation 2: ‘Good for the soul’: Understanding relationships in group coaching for leaders working remotely during COVID-19

Presenter: Stephanie McCarthy

Abstract: As organisations consider ongoing remote and hybrid working arrangements, a critical need exists to determine support mechanisms which strengthen connection and wellbeing in the workplace. It is proposed that group coaching is one medium organisations can adopt to enhance wellbeing and a sense of belonging. Despite acknowledging the significance the group contributes to learning (Ostrowski, 2019) and wellbeing (Nacif, 2021), extant literature does not examine the depth of relational experiences within group coaching.

To address a gap in the research, this qualitative Interpretative Phenomenological Analysis study explored leaders’ experiences of interpersonal relationships following participation in a four-week online group coaching intervention. Seven leaders living in Canada, working remotely due to COVID-19, from a diverse representation (age, leadership experience, and industries) participated in the study in April 2021. The intervention drew from theoretical and empirical frameworks including person-centred coaching (Joseph, 2014), positive psychology coaching (Boniwell, et al.,, 2014), authentic leadership (Walumbwa et al., 2008), and positive organisational scholarship (Cameron & Spreitzer, 2012).

The results suggest the leaders’ experience reflected in four themes: being with others, a safe haven, exchanging support, and developing group bonds. This study echoes assertions that coaching groups can be instrumental in increasing wellbeing (Nacif, 2021), and indicate promising associations with existing research on high‐quality connections (Dutton & Heaphy, 2003) and positivity resonance (Fredrickson, 2016), both which could further elucidate the instrumental facets of group coaching. Furthermore, participants reflected on the significance of diversity within the group and building bonds across multiple domains. 

This research contributes to a growing body of evidence that relationships and the group itself are powerful in advancing wellbeing in group coaching, particularly for those whose sense of connection and belonging have been impacted due to pandemic circumstances and for leaders who may feel isolated in their roles.

Symposium Presentation 3: Group coaching for wellbeing in community settings

Presenter: Dr Ana Paula Nacif

Abstract: Wellbeing has increasingly become a topic of great significance and interest to individuals, organisations, and society in general. Research has shown the links between wellbeing, physical and mental health, productivity, and its positive impact on communities. This multimethod study investigated how group coaching can foster the wellbeing of individuals in community settings. Two group coaching programmes were conducted using the BeWell Group Coaching for Wellbeing Model as a framework. The BeWell Model was developed specifically for this research, and it was primarily based on psychological wellbeing (PWB) theory and positive psychology theoretical principles and practice. The model includes three pillars (Be, Relate and Act), which was delivered through the group coaching sessions. Research findings show increased levels of wellbeing among coachees, as measured by Warwick-Edinburgh Mental Wellbeing Scale, which was applied at the beginning and end of each coaching programme. Qualitative data from various sources was analysed using thematic analysis. Some of the emerging themes that supported coachees in developing their wellbeing included interactions with the group, positive emotions, raised self-awareness and meaning, exploring options, and effecting change. Group coaching has served both as a catalyst for change and as a conducive space in which to explore wellbeing.