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‘Here is a comprehensive book on all aspects of careers, that Talent Managers, HRD
professionals and Career Coaches should have on their shelves. Useful summaries of the
research and theories, short case studies and a wealth of career coaching tools.’
Peter Hawkins, Author and Professor of Leadership, Henley Business School

‘This book is essential reading for the new practitioner of career coaching. In an engaging
style, it links a rigorous grounding in advanced career coaching theory and the latest careers
information to many practical examples of applying this information to your coaching
practice. No other publication put it all together for me as did this. Ongoing it will be a key
resource to my achieving coaching excellence.’
Mara Gardner, Career Coach

‘Julia Yates has produced an accessibly written resource that offers real appeal to an
audience far wider than the intended Career Coaching practitioner. It fills a large gap in
the literature and is widely supported by references to classic and contemporary research
and practical approaches to supporting people through major job changes I thoroughly
commend Julia Yates’s treatise in this new academic discipline as a ‘must have’ resource
for successful career coaching.’
Declan Woods, Accredited Master Coach, Global Head of Standards & Accreditation,
Association for Coaching. Founder, ZPD Consulting and Coaching
The Career Coaching Handbook

Uniquely combining the latest research into careers with the most up-to-date
coaching approaches, Julia Yates shows how to effectively apply coaching
techniques to the world of career support. Demonstrating how coaching research
explains practice and how practice benefits from research, The Career Coaching
Handbook is accessibly written with a solid evidence-based foundation.
Presented in three parts, this new edition covers developments in theory and
research and applies this knowledge to the real world, as well as introducing a
few new practical approaches. Part 1, Theories of Career, looks at twenty-first
century career paths, job satisfaction and career changes – both planned and
unplanned. Part 2, Career Coaching Approaches, looks at coaching strategies that
are applicable to career coaching in particular. Part 3, Coaching into the World of
Work, covers specific real-world situations in which coaching is beneficial, from
job search strategies to CV and interview coaching. Evidence and research is used
throughout to demonstrate the most effective strategies for coaching.
The Career Coaching Handbook provides an essential introduction for students
or practitioners who are interested in developing their own practice, finding new
and improved ways to do things and understanding the theories that underpin
effective career coaching practice.

Julia Yates has worked in the field of career coaching for over twenty years, as a
career coach, trainer and writer. She is currently a senior lecturer at City, University
of London, where she runs the MSc programme in Organisational Psychology and
conducts research on career decision making and career coaching.
The Career Coaching
Handbook

Second edition

Julia Yates
Cover image: © Getty Images
Second edition published 2022
by Routledge
4 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN
and by Routledge
605 Third Avenue, New York, NY 10158
Routledge is an imprint of the Taylor & Francis Group, an informa
business
© 2022 Julia Yates
The right of Julia Yates to be identified as author of this work
has been asserted in accordance with sections 77 and 78 of the
Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted
or reproduced or utilised in any form or by any electronic,
mechanical, or other means, now known or hereafter invented,
including photocopying and recording, or in any information
storage or retrieval system, without permission in writing from
the publishers.
Trademark notice: Product or corporate names may be trademarks
or registered trademarks, and are used only for identification and
explanation without intent to infringe.
First edition published by Routledge 2014
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging-in-Publication Data
Names: Yates, Julia, author.
Title: The career coaching handbook / Julia Yates.
Description: 2nd edition. | Abingdon, Oxon ; New York, NY :
Routledge, 2022. | Includes bibliographical references and index.
Identifiers: LCCN 2021060882 | ISBN 9780367612443 (paperback) |
ISBN 9780367612436 (hardback) | ISBN 9781003104827 (ebook)
Subjects: LCSH: Career development. | Personal coaching. |
Executive coaching. | Vocational guidance.
Classification: LCC HF5381 .Y3745 2022 | DDC 650.14—dc23/
eng/20220105
LC record available at https://lccn.loc.gov/2021060882

ISBN: 978-0-367-61243-6 (hbk)

ISBN: 978-0-367-61244-3 (pbk)
ISBN: 978-1-003-10482-7 (ebk)
DOI: 10.4324/9781003104827
Typeset in Times New Roman
by Apex CoVantage, LLC
Contents

Prefaceix
Acknowledgementsxi

1 What is career coaching and how can it help? 1

PART I
Theories of career7

2 Contemporary notions of ‘career’ 9

3 How people make career decisions 28
4 What leads to a successful career? 46
5 Job satisfaction: what makes us happy at work? 58
6 Planned career changes 67
7 Unplanned career changes 81

PART II
Career coaching approaches97

8 Career decision-making difficulties: where do clients

get stuck? 99
9 Humanistic coaching 107
10 The GROW model: a framework for interventions 118
11 Motivational interviewing 128
viii Contents

12 Positive psychology career coaching 139

13 Cognitive behavioural therapies 150
14 Transactional analysis 165
15 Coaching tools 172

PART III
Coaching into the world of work185

16 Career ideas and information 187

17 Job search strategies 198
18 CV coaching 205
19 Interview coaching 216
Professional development 225

Index227
Preface

There is an impressive history of research on career development and career deci-

sion making, and a wealth of literature that can tell us about the approaches, tools
and techniques that are widely used in coaching. Plenty of self-help books on
career coaching are also available, many full of helpful and practical advice if you
yourself are looking for a career change. But this book is different. This book is
for you if you are a professional, or a trainee career coaching practitioner. It com-
bines the latest evidence from the careers world with up-to-date research from the
coaching literature. It’s intended to help you to be the best career coach that you
can be, but also to understand what goes on behind your interactions. It’s a book
about theory and practice, and how the two interact.
This second edition contains a number of changes, based both on the research
that has been published since the first edition came out, and on the things that
I myself have learnt more about since then. I have introduced a few new practical
approaches such as Acceptance and commitment therapy (Chapter 13), and Ibar-
ra’s model of Provisional Selves (Chapter 6), some more detail on what leads to
a successful career (Chapter 4) and the experiences of older workers (Chapter 6).
I have also added some suggestions for your own professional development in the
last few pages.
This book is divided into three parts. The first section concentrates on the evi-
dence and theories about careers. Chapter 1 asks what exactly is career coaching,
and identifies the particular features that set career coaching apart from other pro-
fessional career support. Chapter 2 looks at career paths in the twenty-first century
and highlights how things have changed over the last fifty years. Chapter 3 covers
the complex issue of how we make career decisions, focusing on both the factors
and processes involved. In Chapter 4 I examine the factors that make us success-
ful at work and in Chapter 5 I summarise the wealth of literature that identifies
what makes us happy at work. Chapters 6 and 7 both focus on interrupted career
paths: in Chapter 6, we look at career changes, what prompts them and how they
happen; in Chapter 7, we look at career changes which are in some way forced on
an individual.
The second part of the book looks more specifically at career coaching inter-
ventions and covers some of the key approaches, tools and techniques that you
x Preface

can use with your clients. The section starts with Chapter 8, which highlights the
kinds of issues that clients bring to career coaching, and the next two chapters
cover two very widely applicable career coaching models: humanistic coaching
(Chapter 9) and the GROW framework (Chapter 10). Chapters 11 to 14 introduce
coaching models: motivational interviewing (Chapter 11), positive approaches
(Chapter 12), cognitive behavioural approaches (Chapter 13) and transactional
analysis (Chapter 14). The final chapter in this section, Chapter 15, highlights
some specific career coaching tools that can help to identify career goals, tools for
reflection and tools that can help to identify next steps.
The third part of the book looks at the nuts and bolts of actually getting a job,
and how coaching can help clients into the world of work. Chapter 16 explains
how coaches can help clients to generate job ideas and find out about the labour
market, Chapter 17 examines the evidence for advice on how to make a job
search effective, and Chapters 18 and 19 discuss the evidence that can help a cli-
ent improve their CV and interview technique. The book ends with a few ideas for
continuing your own professional development.
The book is intended to be a resource for you rather than a narrative. Each
chapter stands alone and you can read the book in whichever order appeals to you
most.
Acknowledgements

I would like to thank all those who have helped me along the way. Every year
I have the great privilege of working with a new cohort of bright, motivated,
hardworking students. Every year I try out the new theories, approaches, ideas and
examples with them and every year they give me feedback, and show me what
works and what is useful, and their stories make the theories come alive for me.
I wouldn’t understand my subject the way I do without them and I can only hope
that they learn from me as I learn from them. My colleagues at NICEC and at City
are a great source of ideas and have introduced me to many new approaches and
helped me to understand the field in more depth, and I sincerely appreciate their
wisdom and intellectual generosity. I had the pleasure of working with a brilliant
intern this summer, and I would like to thank him very much for the amazing job
he did with the references for this book. But above all, my thanks go to my family,
my husband Hugh, and our boys Jack and Ted. You have supported me, listened to
me and made me laugh, and I can’t begin to tell you how much I love you.
Table 6.1, originally published in The Career Development Quarterly, ‘Vol-
untary midlife career change: Integrating the transtheoretical model and the life-
span, life-space approach’ by Susan R. Barclay, Kevin B. Stoltz and Barry Y.
Chung (59:5, 386–399, 2011), is reproduced by kind permission of the National
Career Development Association.
Table 7.1, originally published in Journal of Vocational Behavior, ‘Partially
testing a process model for understanding victim responses to an anticipated
worksite closure’ by Gary Blau (71(3): 401–428, 2007), is reproduced by kind
permission of Elsevier.
Chapter 1

What is career coaching

and how can it help?

What is career coaching?

There are many different sources of professional support you can call on if you
are struggling to make a career choice or work out what to do next. You might
find a careers adviser, a career guidance practitioner, a career counsellor, career
consultant, an employability adviser, a job coach or a career coach, and when you
look more closely you might see that they all claim to be qualified, knowledgeable
and experienced. So what are the differences (if any) between the roles and where
exactly can career coaching fit in?
The most traditional type of career support is that given by a ‘careers adviser’.
Many of us have had experience of careers advice at school or college. Some-
times the careers advice at school might be given by a teacher who has no formal
training but who might know the young people well and understand the processes
needed to apply for university, or to find an apprenticeship. Alternatively, the
careers adviser might be an independent professional, trained at post-graduate
level in career guidance to offer impartial, client-centred career support.
‘Career counselling’ is a term that we often find in the literature about career
practice. This is the standard term used in the United States and since so much
of the research is published there, it is the term that is most widely used. We also
find it in the UK, indicating a particular style of career support that might help
clients to resolve internal conflicts or understand patterns of behaviour. Career
‘consultants’ by contrast have a slightly more commercial brand, and this title
might be chosen by practitioners working as private practitioners although is now
also widely used within university career services.
So where does career coaching fit in, and how does it distinguish itself from the
myriad alternatives? These is no widely accepted definition of career coaching.
Career coaches come in many shapes and forms and have different approaches,
standards and philosophies. Erik de Haan (2008) describes a playing field of
coaching approaches, with quadrants defined on the basis of two continuums:
suggesting to exploring and confronting to supporting. Career coaches can be
found in any of the four quadrants, although in general, coaching practitioners
would tend to resist the suggesting/confronting quadrant. You will need to work

DOI: 10.4324/9781003104827-1
2 What is career coaching?

out where you want your practice to sit. This might depend on your client group,
your personal style, the organisation you work for and your experience of what
actually works in practice. I hope that this book will contribute to your under-
standing of the evidence for which types of approaches lead to the most positive
results for clients.
My professional approach, and the one I will advocate in this book, is firmly in
the supporting and exploring quadrant, but with the proviso that challenging – if
done from a position of unconditional positive regard – is an important compo-
nent of effective and ethical career coaching.
In order to crystallise my position, here is the definition that I am working to
in this book:

Career coaching is one or a series of collaborative conversations with a trained

professional who operates within an ethical code. The process is grounded in
evidence-based coaching approaches and career theory and aims to lead to a
positive outcome for the client regarding their career decision, work and/or
personal fulfilment.
(Yates, 2011)

Let me move on now to focus on three elements which, while they are not
exclusive to career coaching, are perhaps more likely to be seen in career coach-
ing conversations than in other types of career support
The first is the evidence in career coaching practice of a wide range of theo-
retical approaches. Perhaps because coaching is a relatively new discipline, the
coaching scholars have taken an eclectic approach to theories, identifying the
most relevant approaches from other disciplines. In this book I will cover cogni-
tive behavioural coaching, adopted from cognitive behavioural therapy; motiva-
tional interviewing, developed from health therapy; appreciative inquiry, adapted
from organisational development; and solution-focused coaching, whose origins
are in family therapy. I will also discuss the more traditional humanistic practice
that is widely seen in career guidance, careers advice and career counselling.
In addition to the approaches represented in this book, there are career coaches
who might adopt an existential, a psychodynamic or a transpersonal approach
to their coaching practice. Of course, not all coaches will use every single one
of these methods, but it is not uncommon for career coaches to have two or
three preferred approaches that they can deploy when most appropriate. To my
mind, it is this versatility which makes our practice much more tailored to our
clients’ specific needs, and this makes us stand out from other groups of career
professionals.
The second element that tends to be more widely seen in career coaching than
in some of the other career professions is the use of tools. In Chapter 15, we will
explore some of the more common techniques used in career coaching, such as
drawing, collage, visualisations and storyboarding, but there are books and web-
sites that can introduce you to many more, and I would also encourage you to
 What is career coaching? 3

develop or adapt your own, based on what seems to work for you and your client
groups.
Finally, career coaching has a positive and solution-focused orientation. Coach-
ing strives to inspire growth and change by focusing on the positive aspects of
human nature. The starting point for coaching is that people want to develop and
thrive, and it focuses on finding solutions, and what is called ‘optimal functioning’
(Grant & Cavanagh, 2007). Coaching is seen as a practice that can benefit all, not
just those who are struggling, and is a mechanism to help people who are already
doing well to do even better.
This positive approach in part determines the clients who choose career coach-
ing over career counselling or other brands, and sets their expectations for their
sessions. Even though the practice might not be so different, clients will to
some degree self-select based on the brand: clients wanting a positive, action-
orientated, future-focused interaction are more likely to choose a career coach
than a career counsellor (Yates, 2011).
Definitions are useful but it is more important to know whether career coach-
ing works. The experiences of hundreds of practitioners and thousands of clients
gives us a resounding ‘yes!’, but if it is hard evidence you want, there are plenty
of relevant empirical studies.

Does career coaching work, and what makes

it effective?
Career coaching is a relatively new discipline. While career guidance has been
producing research since 1909 and coaching since the 1960s, career coaching as
an academic discipline in its own right is only just emerging. There aren’t yet all
that many good quality studies or large amounts of data that relate specifically to
career coaching, but there are plenty of overlaps with other disciplines, and if we
piece all the evidence together, the picture is quite compelling.

Coaching leads to behavioural change

There is a substantial body of research that relates specifically to coaching which
shows that it works and that it has a significant positive impact on behavioural
change. Some of the most convincing evidence comes from meta-analyses, which
are studies that combine the data from a wider range of smaller existing studies.
Meta-analyses within coaching offer some impressive evidence that coaching has
a positive impact on clients’ skills, well-being, resilience, attitudes and perfor-
mance at work (e.g. Burt & Talati, 2017; Jones et al., 2016). Other large-scale
studies have identified what exactly it is about coaching that makes the difference –
the magic ingredients, and the theme that comes up time and again is the
importance of what they call the ‘working alliance’. This is the combination of
a good relationship between the coach and client, a clear and agreed goal for
the sessions, and a shared understanding of the process (de Haan et al., 2016;
4 What is career coaching?

Graßmann et al., 2020) and the evidence seems to suggest that if we can get this
working alliance right, the coaching is very likely to succeed. We will revisit this
in Chapter 9 when we explore humanistic coaching.

Career coaching tools work

On top of the evidence that coaching works, there is also plenty of evidence that
specific approaches help with career development. I have included more examples
in the chapters that follow, but just to give a flavour, there is evidence that Accept-
ance and commitment therapy (discussed in Chapter 13) enhances career security
and career self-efficacy (Kiuru et al., 2021), that motivational interviewing (Chap-
ter 11) increases career motivation (Klonek et al., 2016), and that solution-focused
coaching (Chapter 12) decreases career indecision (Akyol & Bacanli, 2019). One
interesting finding from de Haan et al.’s study (2016) is that although there isn’t
very much evidence that one particular approach or tool is better than another,
there is clear evidence that having a range of tools and techniques at your disposal
definitely helps. It makes sense that being able to pick and choose from a variety
of approaches means that you are more able to tailor your coaching to the particu-
lar needs of your client, and can switch from one to another if one style doesn’t
seem to be working.

Career interventions work

There are numerous studies that demonstrate career interventions are effective.
Whiston et al.’s major meta-analysis (2017) explored the impact of both one-to-
one and group career interventions and gives some strong evidence that they do
work. Overall Whiston and her colleagues found that career interventions result
in increased career decidedness, better vocational identity (i.e. a stronger sense
of who you are within the workplace), higher outcome expectations, and above
all, increased confidence in your ability to make good choices. The study also
showed that one-to-one support from a career practitioner is the most effective
type of intervention, although noted that certain kinds of group sessions (for
example those focused on identifying values and increasing career-related self-
awareness) were highly effective too. Another meta-analysis (Liu et al., 2014)
demonstrates that career interventions substantially raise people’s chances of
getting a job.

Career coaching works

Finally, there is a small but growing body of evidence that looks specifically at
career coaching. Career coaching has been shown to enhance clients’ levels of
career optimism and career security through clarifying their career goals (Ebner,
2021), there is evidence career coaching has a positive impact on women’s con-
fidence (Archer & Yates, 2017), on women’s work life balance (Brown & Yates,
 What is career coaching? 5

2018) and on the job-search behaviours of older workers (Lim et al., 2019; Walker,
2019); and that it can reduce dysfunctional career myths (Otu & Omeje, 2021).
Some studies have also looked at career coaching within organisations, finding
that the career coaching itself improves staff retention (Dugas, 2018) and job sat-
isfaction (Fassiotto et al., 2018) and also that even having a policy that includes
an offer of career coaching is linked to improved institutional satisfaction (Ling
et al., 2018).
More research would be better. For our profession to grow and gain credibility,
there needs to be a solid corpus of empirical research that can tell us exactly how
we need to practise in order to get the best results within our own professional
context. But we are getting there. Career coaching practitioners still need to read
between the lines and extrapolate from research undertaken in a different setting,
but the foundations are in place. In the chapters ahead we will explore a range of
evidence-based approaches that have a solid foundation of research underpinning
them, and you will be able to judge for yourself which you feel will be most appli-
cable to your own situation.

References
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Archer, S., & Yates, J. (2017). Understanding potential career changers’ experience of
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Future, VI. Stourbridge: Institute of Career Guidance, pp. 147–157.
Part I

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