Table 2 Coding matrix Code groups...

Table 2

Coding matrix

Code groups	Descriptive codes (N**)	Description	Example quotes
Core characteristics*
	Coaching competences* (N = 13)	The competences - knowledge, skills, and attitudes - of a coach	“…So your professional attitude in the sense of you are involved, but not emotionally involved.”
	Coaching experience* (N = 2)	The experience being a coach in general	“[Your] network and acquired experience - practical experience.”
Coaching behaviours
Relatedness support	Creating safe environment (N = 8)	The coachee needs to feel safe in order to share his/her problems with the coach	“So provide security.”
	Listening (N = 3)	A coach should actively and attentively listen to the coachee	“I always try to listen to what I don't hear here. Yes. That is usually my context with which I start a coaching conversation.”
	Creating trust (N = 10)	Coaching is based on interpersonal process relations between the coach and the coachee. A coach should build a trusting relationship with the coachee	“Create and build trust.”
	Being transparent* (N = 9)	Informing the coachee about the goal of coaching and your role as a coach and the goal of the coaching trajectory. If a coach has different roles, for example also the role of assessor, the coach should be open and explicit about this towards the coachee	“And I try to explain that too. I will consciously sometimes say, ‘And now I will stand up as HR, and now I will stand up as [coach].’”
	Being discreet* (N = 10)	A coach should not discuss parts of the coaching conversation with a third party	“I don't want my boss to know what we're discussing here.”
	Expectations manager (N = 6)	The coach discusses what the coachee can expect from the coaching trajectory	“But students really come in and they say, ‘yes I don't know whether I have to choose A or B, you are going to tell me what to choose.’ I say, ‘No, I'm not going to tell you that at all.’”
	Referring (N = 1)	If it's outside your scope (e.g. psychological issues), the coach refers the coachee to other departments/institutions	“So to refer people when they ask questions that are outside your scope, outside your role, or outside your responsibility.”
Competence support	Guiding* (N = 8)	Assisting and steering the coachee in the process of goal attainment	“Yes, but you guide the process. You actually manage his learning process as a coach.”
	Explaining* (N = 1)	Making the process and goals clear and explaining how to do something	“Explaining the processes, I think.”
	Showing* (N = 2)	A coach can show or demonstrates the coachee how things are done	“That's also what I mean by training on the job. just sit down at the computer together and search for vacancies together.”
	Sponsoring (N = 5)	Sponsoring or empowering their advancement. Stimulating the coachee to be proactive	“What is not there yet, what I often do during coaching, is encouraging people to cross that threshold. Encourage people to overcome their cold water fears.”
	Goal setting (N = 7)	A coach helps you explore, identify, and set your learning goals	“You have to put the finger on the right note, [identify] the right learning goal.”
	Help define action plan (N = 6)	After identifying the learning goals, the coach helps you to define actions and make a plan in order to attain those goals	“We now know what your learning goals are and we can make the link. Okay, what are we going to do now, we are going to work now.”
	Supports scaffolding* (N = 2)	The coach helps you to make those specific actions smaller	“By chunking. Small steps, chunking. Making bite-sized chunks”
	Giving advice* (N = 2)	The coach gives the coachee recommendations about what he/she should or should not do	“For example, sometimes they just ask, how should I prepare a CV. Then it is really just pure advice.”
	Exploring solutions* (N = 3)	The coach and coachee explore numerous possibilities that can lead to accomplishing his/her goals	“How many possibilities are there now, and exploring them.”
	Doing job simulation* (N = 3)	The coach simulates job interviews and helps with writing a CV or application letter	“And yes, of course what we do a lot with students is job interview simulation.”
	Offering tools* (N = 5)	Offering practical tools, such as checklists or list of abbreviations used at the workplace	“And I think, actually what you both said … Because you do that by making it very concrete. Also with such a glossary.”
	Offering a framework* (N = 2)	The coach provides the coachee with a structure in which he/she can work towards the goals	“And also providing a framework, a framework with steps to take.”
	Stimulating (self-) reflection (N = 15)	The coach challenges the coachee to take different perspectives and stimulates the coachee to look at him/herself by holding up a mirror	“Learning them to hold up their own mirror.”
	Asking questions* (N = 7)	A coach stimulates reflection by asking concrete, practical, and open ended questions	“Ask clarifying and in-depth questions.”
	Giving feedback (N = 2)	By giving ongoing feedback a coach can help stimulate reflection	“Then you also immediately give back to people if you notice something that does not help them.”
	Evaluating one's own behaviour* (N = 6)	The coach stimulates the coachee to evaluate his/her own behaviour in terms of the impact it has on others	“You also have to see how it comes across to the outside world and what happens there. I call that impact, what happens there, and how does it comes back to you.”
	Exploring feelings* (N = 1)	Exploring how the coachee feels about his/her past experiences	“And also what do I experience here now. What do I feel now. Here and now, if I'm with you … When it comes to not listening well, […] How do you feel it with me now, for example.”
	Assessment of strength and weaknesses (N = 5)	“In-depth review and exploration of interests, abilities, ideas, and beliefs” (Nora and Crips, 2008, p. 343). The coach stimulates analysis of strengths and weaknesses of the coachee	“Knowing you strengths and learn how to use them”
Autonomy support	Stimulating ownership* (N = 13)	Encouraging coachees to take ownership of their personal and professional development. The coachee should take responsibility over his/her own learning process	“Stimulating ownership”

Code groups	Descriptive codes (N**)	Description	Example quotes
Core characteristics*
	Coaching competences* (N = 13)	The competences - knowledge, skills, and attitudes - of a coach	“…So your professional attitude in the sense of you are involved, but not emotionally involved.”
	Coaching experience* (N = 2)	The experience being a coach in general	“[Your] network and acquired experience - practical experience.”
Coaching behaviours
Relatedness support	Creating safe environment (N = 8)	The coachee needs to feel safe in order to share his/her problems with the coach	“So provide security.”
	Listening (N = 3)	A coach should actively and attentively listen to the coachee	“I always try to listen to what I don't hear here. Yes. That is usually my context with which I start a coaching conversation.”
	Creating trust (N = 10)	Coaching is based on interpersonal process relations between the coach and the coachee. A coach should build a trusting relationship with the coachee	“Create and build trust.”
	Being transparent* (N = 9)	Informing the coachee about the goal of coaching and your role as a coach and the goal of the coaching trajectory. If a coach has different roles, for example also the role of assessor, the coach should be open and explicit about this towards the coachee	“And I try to explain that too. I will consciously sometimes say, ‘And now I will stand up as HR, and now I will stand up as [coach].’”
	Being discreet* (N = 10)	A coach should not discuss parts of the coaching conversation with a third party	“I don't want my boss to know what we're discussing here.”
	Expectations manager (N = 6)	The coach discusses what the coachee can expect from the coaching trajectory	“But students really come in and they say, ‘yes I don't know whether I have to choose A or B, you are going to tell me what to choose.’ I say, ‘No, I'm not going to tell you that at all.’”
	Referring (N = 1)	If it's outside your scope (e.g. psychological issues), the coach refers the coachee to other departments/institutions	“So to refer people when they ask questions that are outside your scope, outside your role, or outside your responsibility.”
Competence support	Guiding* (N = 8)	Assisting and steering the coachee in the process of goal attainment	“Yes, but you guide the process. You actually manage his learning process as a coach.”
	Explaining* (N = 1)	Making the process and goals clear and explaining how to do something	“Explaining the processes, I think.”
	Showing* (N = 2)	A coach can show or demonstrates the coachee how things are done	“That's also what I mean by training on the job. just sit down at the computer together and search for vacancies together.”
	Sponsoring (N = 5)	Sponsoring or empowering their advancement. Stimulating the coachee to be proactive	“What is not there yet, what I often do during coaching, is encouraging people to cross that threshold. Encourage people to overcome their cold water fears.”
	Goal setting (N = 7)	A coach helps you explore, identify, and set your learning goals	“You have to put the finger on the right note, [identify] the right learning goal.”
	Help define action plan (N = 6)	After identifying the learning goals, the coach helps you to define actions and make a plan in order to attain those goals	“We now know what your learning goals are and we can make the link. Okay, what are we going to do now, we are going to work now.”
	Supports scaffolding* (N = 2)	The coach helps you to make those specific actions smaller	“By chunking. Small steps, chunking. Making bite-sized chunks”
	Giving advice* (N = 2)	The coach gives the coachee recommendations about what he/she should or should not do	“For example, sometimes they just ask, how should I prepare a CV. Then it is really just pure advice.”
	Exploring solutions* (N = 3)	The coach and coachee explore numerous possibilities that can lead to accomplishing his/her goals	“How many possibilities are there now, and exploring them.”
	Doing job simulation* (N = 3)	The coach simulates job interviews and helps with writing a CV or application letter	“And yes, of course what we do a lot with students is job interview simulation.”
	Offering tools* (N = 5)	Offering practical tools, such as checklists or list of abbreviations used at the workplace	“And I think, actually what you both said … Because you do that by making it very concrete. Also with such a glossary.”
	Offering a framework* (N = 2)	The coach provides the coachee with a structure in which he/she can work towards the goals	“And also providing a framework, a framework with steps to take.”
	Stimulating (self-) reflection (N = 15)	The coach challenges the coachee to take different perspectives and stimulates the coachee to look at him/herself by holding up a mirror	“Learning them to hold up their own mirror.”
	Asking questions* (N = 7)	A coach stimulates reflection by asking concrete, practical, and open ended questions	“Ask clarifying and in-depth questions.”
	Giving feedback (N = 2)	By giving ongoing feedback a coach can help stimulate reflection	“Then you also immediately give back to people if you notice something that does not help them.”
	Evaluating one's own behaviour* (N = 6)	The coach stimulates the coachee to evaluate his/her own behaviour in terms of the impact it has on others	“You also have to see how it comes across to the outside world and what happens there. I call that impact, what happens there, and how does it comes back to you.”
	Exploring feelings* (N = 1)	Exploring how the coachee feels about his/her past experiences	“And also what do I experience here now. What do I feel now. Here and now, if I'm with you … When it comes to not listening well, […] How do you feel it with me now, for example.”
	Assessment of strength and weaknesses (N = 5)	“In-depth review and exploration of interests, abilities, ideas, and beliefs” (Nora and Crips, 2008, p. 343). The coach stimulates analysis of strengths and weaknesses of the coachee	“Knowing you strengths and learn how to use them”
Autonomy support	Stimulating ownership* (N = 13)	Encouraging coachees to take ownership of their personal and professional development. The coachee should take responsibility over his/her own learning process	“Stimulating ownership”

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