www.solutionfocusedchange.

com February, 2012

What Solution-Focused Coaches Do:

An Empirical Test of an Operationalization of
Solution-Focused Coach Behaviors
Coert F. Visser

In an attempt to operationalize solution-focused coaching a web-based survey was

administered which was filled in by 128 solution-focused coaches. To assess how
solution-focused each respondent was, respondents were first asked to mention their
number of years of experience with the solution-focused approach, and then how
intensively they use the solution-focused approach. Then they were presented with
list of 28 descriptions of coach behaviors, 14 of which were intended to describe
solution-focused coach behaviors and 14 of which were intended to describe
behaviors solution-focused coaches avoid. The question was: How frequently do you,
as a coach, behave as follows? All but one of the items intended to describe solution-
focused coach behaviors indeed correlated positively with the length of experience
and with the intensity of use. All but two of the items intended to describe behaviors
solution-focused coaches avoid indeed correlated negatively with the length of
experience and with the intensity of use. Both the 14 solution-focused coach
behaviors and the 14 non-solution-focused coach behaviors could be used to form
reliable measuring scales.

What is solution-focused coaching? focused' because they are dynamic concepts. As

time proceeds, we learn and subtle and less
The solution-focused approach is the subtle changes in the underlying meanings of
approach that is based on the work of Steve de concepts may occur. That is why it is important,
Shazer and Insoo Kim Berg and their colleagues from time to time, to pose the question: what is
of the Brief Family Therapy Center (de Shazer, the phenomenon the label is referring to? How
1988). Solution-focused coaching may be do we operationalize it?
defined as an approach in which a coach
supports clients by viewing and treating them as Operationalizing solution-focused coaching
unique and competent, being responsive to and can be done in several ways. One way is to
working with whatever they say, helping them to check what starting points, or assumptions, the
visualize the changes they want to achieve and to practice is based on. Put differently: what is the
build step-by-step on what they have already solution-focused mindset? An empirical test of a
been doing that works (Visser, 2011). set of nine assumptions intended to describe the
solution-focused mindset has recently been done
Of course, 'solution-focused' is just a label. (Visser, 2012). That empirical test indicated that
Labels are necessary. They keep communication these nine assumptions effectively describe a
efficient by enabling us to briefly refer to solution-focused mindset.
complex phenomena without having to elaborate
each and every time on the many underlying Another way to operationalize solution-
facets of the phenomenon. But the use of labels focused coaching is to define what solution-
also has a peril: if they are often used it can seem focused coaches do and what they don't do. For
that we know exactly what we mean each time that purpose, a web-based survey was
we use them and that we agree on what they administered which was filled in by 128
refer to, without this being the case. This is solution-focused coaches.
especially relevant for concepts like 'solution-

Full reference to this paper: Visser, C.F. (2012). What Solution-Focused Coaches Do: An Empirical Test of an
Operationalization of Solution-Focused Coach Behaviors. www.solutionfocusedchange.com

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 What Solution-Focused Coaches Do:
An Empirical Test of an Operationalization of Solution-Focused Coach Behaviors

conversation, helping the client choose the

Method goal, accepting the goal formulation of the
client, helping clients to choose their own
Measuring how solution-focused the steps forward, and having clients decide
respondents were about whether or not the coaching should be
To measure how solution-focused each continued.
respondent was, the survey also checked 1) the 2. Client perspective utilization which refers to
number of years of experience with the solution- acknowledging the perspective of the client,
focused approach, and the 2) how intensively the avoiding confrontation with the client, using
solution-focused approach was used. This was the clients keywords, checking whether the
done by asking the following two questions: client finds the coaching useful, showing
understanding and avoiding self-disclosure.
1. Years of experience: When did you, as a 3. Success-behavior inquiry which refers to
coach, start to use the solution-focused avoiding problem cause analysis, helping
approach? (The solution-focused approach is clients to describe the desired situation
the approach that is based on the work of (including positive future behaviors of
Steve de Shazer and Insoo Kim Berg and clients themselves), avoiding blame,
their colleagues of the Brief Family Therapy exploration of what has worked, avoiding
Center). Response options: 1) I don't use the focusing on situations in which the problem
solution-focused approach, 2) I started using was at its worst, and avoiding a focus on
it recently, 3) I started using it recently, 4) I personalistic explanations.
started using it recently, 5) I started using it 4. Positive expectation expression which refers
long ago (>10 years ago). to normalizing, deliberately expressing
2. Intensity of use: How intensively do you use positive expectations, avoiding that the
the solution-focused approach? Response perception of the problem be enlarged,
options: 1) I don't use the solution-focused avoiding suggestions that drastic change is
approach (or hardly ever use it), 2) I needed, positive behavior feedback, and
combine it with other approaches, 3) I avoidance of negative behavior feedback.
(nearly) always use the solution-focused
approach. Many of these items are not unique to the
solution-focused approach; they can also be
Getting descriptions from respondents of what found in several other coaching approaches. But
they do and don’t do as coaches the presence of the combination of these
Then respondents were presented with list of solution-focused coach behaviors and the
28 descriptions of coach behaviors, 14 of which absence of the non-solution-focused coach
were solution-focused behaviors and 14 of which behaviors is thought to characterize solution-
were behaviors solution-focused coaches would focused coaching.
avoid. The question was: How frequently do
you, as a coach, behave as follows? A list of 14 items was made to describe what
solution-focused coaches would do and another
The list of descriptions of coach behaviors list of 14 items to describe what solution-focused
was based on a theoretical analysis of factors coaches would deliberately not do. In the survey
underpinning solution-focused coach behaviors, itself no reference to the solution-focused
based on the solution-focused literature, which approach or any other approach was made.
was subsequently operationalized. Four
theoretical factors were formulated: The table below describes the two lists of
items. Between brackets are brief descriptive
1. Client choice support which refers to helping labels for each of the items.
the client to choose the topic of the

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 What Solution-Focused Coaches Do:
An Empirical Test of an Operationalization of Solution-Focused Coach Behaviors

Table 1: Questions referring to solution-focused and non-solution-focused coach behaviors

Items intended to describe solution-focused coach behaviors Items intended to describe behaviors solution-focused
coaches would avoid
1. I focus on topics that clients find useful to talk about (client 1. I choose what topics clients and I talk about (coach
topic choice) topic choice)
2. When clients express their views I accept what they have 2. I analyze, together with clients, what the causes of
said (client perspective acknowledgement) their problems might be (problem cause analysis)
3. I encourage clients to describe how they want their situation 3. I suggest to clients what the goal of the coaching
to become (desired situation description) should be (coach suggested goal)
4. I encourage clients to describe what they want to be able to 4. I analyze how clients have caused their problems
do differently (positive future behavior description) (client blame analysis)
5. I accept and acknowledge clients' goals (client goal 5. I express disagreement with some of my clients'
acceptance) views (coach-client disagreement)
6. I use the same words as clients have used (language 6. I give clients negative feedback (criticize them on
matching) what they have done wrong) (criticized me on what
7. I give clients positive feedback (compliment them on what I had done wrong) (negative behavior feedback)
they have done well) (complimented me on what I had done 7. I ask questions about when clients' problems were
well) (positive behavior feedback) at their worst (problem peak focus)
8. I check several times whether our conversation has been 8. I tell clients that their situation is a bit more serious
useful to clients (client usefulness check) than they think (problem perception enlargement)
9. I ask questions about what clients have already done that 9. I explicitly offer advice and solutions to clients
has worked well (exploration of what worked) (coach-suggested solutions)
10. I respond with understanding to what clients say (coach 10. I analyze with clients what type of person they are
understandingness) (personality focus)
11. I explain to clients that what they say or do is normal 11. I say to clients that they need a great deal of
(normalizing) change (change need suggestion)
12. I subtly imply to clients that their situation will become better 12. I tell clients about my own personal experiences
(positive expectation expression) (coach self-disclosure)
13. I encourage clients to choose which step(s) forward they 13. I explain to clients what I think they should do
would like to take (client chosen action) (coach directed action)
14. I let clients decide whether the coaching should be 14. I tell clients whether the coaching should be
continued or terminated (client continuation choice) continued or terminated (coach continuation
choice)

Expectations explained 61% of the variance and which did not

correspond well to the four theoretical factors
A first expectation was that the Solution- which mentioned above (client choice support,
focused coach behaviors would correlate client perspective utilization, success behavior
positively with the length of experience and with inquiry, and positive expectation expression).
the intensity of use. A second expectation was The factor analysis did not yield an easily
that the non-solution-focused coach behaviors interpretable structure of the data.
would correlate negatively with the length of
experience and with the intensity of use. A third Next, Cronbach’s alpha was calculated to test
expectation was that both the 14 solution- the internal consistency of respectively the
focused coach behaviors and the 14 non- solution-focused coach behaviors and the non-
solution-focused coach behaviors could be used solution-focused coach behaviors. For the
to form reliable measuring scales solution-focused coach behaviors Cronbach’s
alpha was .84, for the non-solution-focused
items it was .89. Because these alpha values
Results indicate a good internal consistency of both
An exploratory factor analysis was done on scales composite scores were calculated for these
the coach behaviors variables, using a principal two scales. Further, correlations were calculated
component extraction and Varimax rotation. between coach behaviors and years of
This resulted in a six factor solution which experience and intensity of use.

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 What Solution-Focused Coaches Do:
An Empirical Test of an Operationalization of Solution-Focused Coach Behaviors

Table 2: Correlations between solution-focused coach behaviors and years of experience and intensity
of use
Items intended to describe Years of Intensity of use
solution-focused coach behaviors experience
1. I focus on topics that clients find useful to talk about (client topic choice) .305** .389**
2. When clients express their views I accept what they have said (client .190* .306**
perspective acknowledgement)
3. I encourage clients to describe how they want their situation to become .276** .288**
(desired situation description)
4. I encourage clients to describe what they want to be able to do differently .394** .406**
(positive future behavior description)
5. I accept and acknowledge clients' goals (client goal acceptance) .248** .440**
6. I use the same words as clients have used (language matching) .258** .392**
7. I give clients positive feedback (compliment them on what they have done .073 .252**
well) (complimented me on what I had done well) (positive behavior
feedback)
8. I check several times whether our conversation has been useful to clients .200* .271**
(client usefulness check)
9. I ask questions about what clients have already done that has worked well .393** .348**
(exploration of what worked)
10. I respond with understanding to what clients say (coach .293** .422**
understandingness)
11. I explain to clients that what they say or do is normal (normalizing) .025 .089
12. I subtly imply to clients that their situation will become better (positive .166 .194*
expectation expression)
13. I encourage clients to choose which step(s) forward they would like to take .210* .201*
(client chosen action)
14. I let clients decide whether the coaching should be continued or terminated .196* .225*
(client continuation choice)
* p<.05; ** p<.01

These results show that, as expected, most Only item 11 (normalizing) is neither
items correlate positively with years of significantly correlated with years of experience
experience and intensity of use. Intensity of use nor with intensity of use. Cronbach’s alpha,
is positively correlated with more of the items when again calculated with this particular item
and also slightly more strongly correlated with removed, was .85.
the items.

Table 3: Correlations between non-solution-focused coach behaviors and years of experience and
intensity of use
Items intended to describe Years of Intensity of use
behaviors solution-focused coaches would avoid experience
1. I choose what topics clients and I talk about (coach topic choice) -.059 -.141
2. I analyze, together with clients, what the causes of their problems might be
(problem cause analysis) -.331** -.416**
3. I suggest to clients what the goal of the coaching should be (coach
suggested goal) -.157 -.324**
4. I analyze how clients have caused their problems (client blame analysis) -.305** -.444**
5. I express disagreement with some of my clients' views (coach-client
disagreement) -.005 -.385**
6. I give clients negative feedback (criticize them on what they have done -.088 -.373**

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 What Solution-Focused Coaches Do:
An Empirical Test of an Operationalization of Solution-Focused Coach Behaviors

wrong) (criticized me on what I had done wrong) (negative behavior

feedback)
7. I ask questions about when clients' problems were at their worst (problem
peak focus) -.160 -.228*
8. I tell clients that their situation is a bit more serious than they think
(problem perception enlargement) -.007 -.308**
9. I explicitly offer advice and solutions to clients (coach-suggested solutions) -.151 -.445**
10. I analyze with clients what type of person they are (personality focus) -.314** -.362**
11. I say to clients that they need a great deal of change (change need
suggestion) -.156 -.253**
12. I tell clients about my own personal experiences (coach self-disclosure) .019 -.147
13. I explain to clients what I think they should do (coach directed action) -.079 -.475**
14. I tell clients whether the coaching should be continued or terminated
(coach continuation choice) -.048 -.260**
* p<.05; ** p<.01

As this table shows only a few of these items Cronbach’s alpha, when again calculated with
are significantly negatively correlated with years these two items removed, remained .89. Scale
of experience while most of them are with scores were computed for the scales solution-
intensity of use. Only items 1 (coach topic focused coach behaviors and non-solution-
choice) and 11 (change need suggestion) aren’t focused coach behaviors. Table 4 shows the
significantly correlated with either of these correlations between these two variables and
variables. years of experience and intensity of use.

Table 4: Two-tailed Pearson correlations between solution-focused coach behaviors and non-solution-
focused coach behaviors and years of experience and intensity of use

Years of experience Intensity of use

Solution-Focused Coach Behaviors .466** .522**
Non-Solution-Focused Coach Behaviors -.297** -.574**
(** p<.01)

Discussion more justice to the not-knowing posture which

characterizes the solution-focused approach.
This study shows that the proposed set of 28 Of the set of 14 items intended to describe
items can be used as a way to operationalize and behaviors which solution-focused coaches
measure the degree to which coaches work in a avoid, only two items, 1 (coach topic choice)
solution-focused way. Of the set of 14 items and 11 (change need suggestion), did not
intended to describe solution-focused coach correlate negatively with how solution-focused
behaviors, only item 11 (normalizing) did not respondents described themselves in terms of
correlate positively with how solution-focused years of experience and intensity of use. It is not
respondents described themselves in terms of clear why these two items were exceptions.
years of experience and intensity of use. Why
this is the case is not clear. As the solution- Operationalizing solution-focused coaching
focused literature shows, normalizing is one of can both be useful for educational purposes and
the standard techniques which solution-focused for research purposes. This study has provided
professionals use. Perhaps the formulation of some insight into how solution-focused
the item was not exactly right. Instead of having coaching can be operationalized.
used the word ‘explain’, a better choice might
have been ‘suggest’ or the phrase ‘subtly
suggest’. These alternative formulations may do

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 What Solution-Focused Coaches Do:
An Empirical Test of an Operationalization of Solution-Focused Coach Behaviors

References
de Shazer, S. (1988). Clues: Investigating
solutions in brief therapy. New York, NY:
W. W. Norton & Company.
Visser, C.F. (2011). Testing the Association
between Solution-Focused Coaching and
Client Perceived Coaching Outcomes.
InterAction 3 (2), 9-27
Visser, C.F. (2012). The Solution-Focused
Mindset: An Empirical Test of Solution-
Focused Assumptions.
www.solutionfocusedchange.com