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media. Even though face-to-face media allow verbal and non-verbal commu-
nication, and thereby for more information to be transmitted at a time, leaner
media, such as computer-mediated communication via text, could lead to equally
strong relationships, self-disclosure, trust and social presence as face-to-face
communication (Gunawardena, 1995; Gunawardena & Zittle, 1997), despite the
fact that relationships over computer-based text media may indeed take lon-
ger to be established (Walther, 1990, 1992). These observations have also been
empirically supported by counselling and psychotherapeutic research (a.o. Barak,
Hen, Boniel-Nissim, & Shapira, 2008; Cook & Doyle, 2002; Murphy, Mitchell,
& Hallett, 2011; Rice & Love, 1987). Besides, it is worth noting that visual con-
tact is not always appropriate for all tasks – for instance, in some cases it might
be less comfortable for discussing embarrassing issues (Amichai-Hamburger,
Klomek, Friedman, Zuckerman, & Shani-Sherman, 2014).
Given that a supporting relationship to the client is fundamental to coach-
ing (Rogers, 1959; Schmidt, Thamm, & Greif, 2008; Stober, 2006), the empirical
insights about the viability of leaner media to support equally strong rapport to
rich media are very relevant, as they increase confidence that technology-medi-
ated communication involving limited sensory cues does not necessarily con-
strain the coaching relationship. Whilst empirical research specifically about the
efficacy of technology-based forms of coaching is scarce, there is at least some
evidence to suggest that leaner media (such as telephone and online text) can
be viable for developing strong rapport and for facilitating positive coaching
outcomes (Berry, 2005; Geißler, Hasenbein, Kanatouri, & Wegener, 2014; Ghods,
2009; McLaughlin, 2012; Poepsel, 2011). With this evidence in mind, it is worth
exploring the potential of diverse media that can be used to support coaching
and considering the different roles they may play in the coaching process, as
they display different functions, qualities and structures.
Mapping coaching media
Digitalising the coaching process or certain aspects of it can take different
forms, ranging from (i) face-to-face coaching combined with digital media
use, (ii) blended coaching, which involves alternating face-to-face with remote
sessions, (iii) remote coaching processes (iv) to online self-coaching programs,
which may or may not be combined with coaching facilitated by a coach (Kana-
touri & Geißler, 2016, p. 714). Technological media can be used to facilitate the
coaching conversation (basic media) or to complement and enrich the client’s
problem-solving and reflection process beyond the coaching dialogue (prob-
lem-solving media) (Geißler, 2014, p. 149). Basic media such as, for instance, tele-
Open-Access-Publikation im Sinne der CC-Lizenz BY-NC-ND 4.0
zurück zum
Buch Coaching im digitalen Wandel"
Coaching im digitalen Wandel
- Titel
- Coaching im digitalen Wandel
- Herausgeber
- Robert Wegener
- Silvano Ackermann
- Jeremias Amstutz
- Silvia Deplazes
- Hansjörg Künzli
- Annamarie Ryter
- Verlag
- Vandenhoeck & Ruprecht GmbH & Co
- Datum
- 2020
- Sprache
- deutsch, englisch
- Lizenz
- CC BY-NC-ND 4.0
- ISBN
- 978-3-666-40742-0
- Abmessungen
- 15.5 x 23.2 cm
- Seiten
- 166
- Kategorie
- Technik