Self efficacy & coaching (part 2)

If self efficacy is accepted as a valid concept, here are some ideas & considerations of how it could influence our coaching practice;  

  • Focus on building specific self efficacy perceptions rather than outcome expectations
  • Influence the building of high self-efficacy by   providing feedback on coachees capabilities and performance (including challenge),
  • Give and encourage the coachee to consider positive vicarious experiences,
  • Give coachees feedback and encourage them to value others feedback regarding their capabilities
  • Encourage learners to reflect & judge their own ability in the task at hand (including physiological factors)
  • Encourage self-observation of specific behaviour, self-judgement of progress towards a specific goal and self-reaction of evaluative judgements of performance
  • Discuss self-efficacy with the coachee
  • Consider how coachees self efficacy beliefs may affect the goals that they set for themselves
  • Consider using anchoring as a technique to increase expectancy of specific task performance
  • Encourage the coachee to set themselves (culturally appropriate) challenging goals
  • Combine goals & feedback for optimal performance
  • Help coachees identify areas in which they are dissatisfied with their performance and also have a high self efficacy for optimal effort towards chosen goals
  • Support coachees in breaking down tasks into sub-goals, encourage them to monitor their own performance and give feedback to enhance performance
  • Consider how personal evaluative standards and self efficacy can synthesize in order to increase intrinsic interest in meeting goals
  • During assessment with a coachee use specific measures to determine benchmarks
  • When agreeing goals or discussing change or performance use specific & detail focussed questions
  • Listen for statements made by the coachee that would indicate high or low self-efficacy perceptions and construct questions designed to increase self-efficacy.   
  • Encourage coachees to understand how failure can affect perceived self efficacy in order that future negative repercussions on performance can be combated
  • Ensure the coachee has a specific understanding of the task/goal
  • Suggest exploring additional development options in areas that may increase self efficacy (e.g. technology, complexity)
  • Consider levels of optimal perceived self efficacy differences that may exist in an individualist or collective culture.
  • Consider the influences of collective self efficacy in collective cultures

2 thoughts on “Self efficacy & coaching (part 2)

  1. Lynn,

    You might find Carol Dweck’s concept of mindset aligning with self-efficacy. She conducted studies with schoolchildren to examine the differences between a fixed mindset (e.g., each person has a set amount of intelligence) and an open one (okay, I didn’t do well on that test, but I know if I work at it, I can learn this stuff).

    She uses John McEnroe as one example of fixed mindset. “Some people don’t want to rehearse; they just want to perform….I’m in the former group.” (The idea is that a fixed mindset tends to have you thinking you OUGHT to be able to do [whatever], and if you can’t, that’s a defect in you rather than a situation that can be changed.

    Easiest way to find those is go to my blog ( and search for “Dweck.”

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