A myriad questions can arise when we are faced with agreeing a contract involving more than two parties, such as when contracting for the provision of coaching services.
The type of questions asked may include: Who is the client? What is the organisation’s objective? What feedback does the organisation expect?
Transactional Analysis (TA) is a contracting method, and one of the many powerful models it offers is one on how to contract effectively.
In 1966, TA founder Eric Berne1 identified a process for the parties to the contract to gain clarity on what it is they are going to do together. TA identifies three levels of contracting:
- Procedural, which covers things such as timing, venue, payment and duration
- Professional, which covers issues such as objective and outcomes of work
- Psychological, which covers the underlying dynamic between contracting parties.
Nine years later, English2 took Berne’s work a step further when she identified that most contracts were three-cornered and not bi-lateral as Berne had formerly described. English identified that in addition to the person or persons we were working with in the room, we each of us had a contract with the organisation and this added an extra dimension. She suggested that the three levels of contracting had to be done by all parties to the contract
In 1992, Julie Hay 3 looking at contracting from an organisational perspective, identified that the contract was multi-party.
Hay added a further two levels:
- Perceptual – covering how this type of work is viewed in the organisation
- Political – taking into account who is commissioning the work.
How the process works
The procedural and professional aspects of the contract reflect roles, personas and the structure of the relationship. The perceptual and political levels offer insights into organisational culture, values and politics.
These four aspects of the contracting process are visible. The psychological level is not visible; it is held in the minds of the parties to the contract. It accounts for the myth, rumour, previous experience and unspoken expectations. As the effectiveness of the contract is determined at the psychological level, it is possible that the unspoken and unconscious may sabotage the contract. This makes it important to bring the underlying issues at this level into awareness.
These are some questions that the coach might ask to clarify the contract:
Procedural
- When will the coaching take place?
- How many sessions are being contracted?
- What will the duration be of each session?
- Who will be responsible for arranging a venue?
- What fees will be paid?
- What are the cancellation arrangements?
- What documentation needs to be provided?
Professional
- What is the objective of the coaching?
- What are the desired outcomes?
- What does the coach bring to the relationship?
- What does the client bring to the relationship?
- What code of ethics is the coach bound by?
- What is the confidentiality agreement?
- What feedback does the organisation expect?
- What involvement does the line manager have in the process?
- Who is responsible for the agenda?
- What type of coaching is required?
Perceptual
- How is coaching viewed in the organisation?
- What is the ‘history’ of coaching?
Political
- Who is commissioning the work and how are they viewed in the organisation?
- What reference has been made to the line manager?
Psychological
- What might go on between the coach and client that could get in the way of a successful outcome?
- What does the client expect to happen in a coaching session?
- Does anyone expect the client to be ‘fixed’?
- What is the client’s motivation for engaging in the process?
- How does the line manager view coaching?
- What are the expectations of the parties to the contract, and how aligned are these?
- How does the coach achieve an alliance with the client without becoming too attached?
- What is it about the coach’s style and the client’s style that might get in the way ofm them working effectively?
Using this contracting framework will help to ensure an effective contract is established. It sets the boundaries of the relationship and brings into awareness those aspects of the unconscious that impede good work.
Sandra Wilson is an HR professional with over 25 years’ experience in people development. She has worked nationally and internationally for 12 years as a coach and mentor with clients from chief executives in London to First line managers in manufacturing companies.
sandra@icbcoaching.com
Learning points
TA contracting levels:
- Procedural – such as timing, venue, payment, duration
- Professional – such as objective and outcomes of work and defining how each party will contribute to the process
- Psychological – underlying dynamic between parties to the contract; generally unspoken and often outside the conscious awareness of parties.
Julie Hay’s additional levels:
- Perceptual – how the type of work is viewed in the organisation
- Political – taking account of who commissions work and how are they viewed in the organisation.
References
1. E Berne, Principles of Group Treatment, Oxford University Press (1966)
2. F English, The Three-cornered Contract, Transactional Analysis Journal: 5:4 (1975)
3. J Hay, Transactional Analysis for Trainers, Sherwood Publishing (1992)