In an age when technology and specialization are the norms for our society, the idea of continual learning and growth is increasingly becoming non-negotiable. The question that this book addresses is, âHow do we learn best?â At the outset, Keith E. Webb, a professional certified coach, states that his book is âabout learningâwith the help of a coachâ (p. 15). According to Webb, coaches empower people to do three things: (1) think more deeply, (2) tap into the broad resources that surround them, and (3) make their own informed decisions (p. 15).
Webb shares his experience of giving advice to others and makes observations about that approach, in contrast with encouraging others to learn for themselves. He suggests that coaching involves four main aspects:Â (1) listening to others, (2) asking questions, (3) allowing others to find their own solutions, and (4) allowing others to feel empowered to take action (p. 19). This allows for self discovery and resonates with adult learning literature that suggests that adults learn best in precisely this way.
The authorâs definition of coaching includes and builds on many of the definitions suggested by others:Â âCoaching is an ongoing intentional conversation that empowers a person or group to fully live out godâs callingâ (p. 28). His approach to coaching differs from others when he suggests that âthe coach and coachee must pay attention to godâs larger purposesâ (p. 30) rather than simply their own. While coaching literature largely reflects a secular approach to coaching, this author puts it in a context of reliance upon a higher power.
While there are several acronyms used to describe the process of coaching, Webb uses the word COACH itself as descriptive (p. 43):
Connect: descriptive of relating to building trust and rapport
Outcome: referring to intended outcomes
Awareness: relating to reflective dialogue
Course: helping the coachee create action steps
Highlights: reviewing and reinforcing insights
Notice how Webb hangs his concepts on the framework of COACH. The âconnectâ phase of the coaching process builds trust and rapport by providing support and encouragement rather than control (p. 47). It tends to respect the other person and treats her as a capable adult rather than an approach from a position of authority. In the âOutcomeâ phase, Webb also references that âadult learning theory tells us that people are more engaged in learning if they have a choice in the topic and can apply it right awayâ (p. 57). Questions raise âAwarenessâ and can be powerful tools in the coaching process. the questions create an environment of self-discovery and the exploration of the choices to be explored. âCourseâ relates to action steps a coachee desires to take. The author utilizes SMART goals (p. 110) in determining plans of action. Web refers to âneuroplasticityâ (p. 124) to demonstrate the importance of the âhighlightsâ (reviewing) in strengthening the growth of the adult brain.
In summary, Webb presents a compelling and relevant model that emerges out of the secular coaching environment, adding the christian component of reliance upon a higher power in the process. His rejection of totally relying on self as the ultimate source of dependence is a refreshing notion and challenges us to consider âchristian coachingâ as an important alternative to an already existing modality. In addition, learning theory confirms much of the philosophy undergirding the coaching discipline and on which this âCOACHâ model is based.
I recommend this volume to those who would wish to further understand the concept of coaching or to grow in their practice of coaching in the context of ministry.
PASTOR BARRY TAYLOR is a Doctor of Ministry student at the Seventh-day Adventist Theological Seminary and serves as the Ministerial Director for the Montana Conference of Seventh-day Adventists.