How far would it be

meaningful in coaching
the Modern managers in
REBT techniques?

Submitted By,
Group 6
Aparna Yadav
Gaurav Arora
Monica Jaiswal
Praveer Shikhar Kujur
Saurav Chakrabarti
Varsha Kulkarni

Acknowledgement
We would like to thank IIM Ranchi for providing us the opportunity to study the
topic on How far would it be meaningful in coaching the Modern
managers in REBT techniques?
We would like to pay our gratitude to our faculty Prof. I S F Raj for his valuable
guidance and support for the completion of this project.
We would also like to extend our gratitude to our colleagues of PGDHRM and
PGDM courses of IIM Ranchi their contribution and cooperation.

Table of Contents
Acknowledgement................................................................................................. 1
Abstract................................................................................................................. 2
Executive Summary............................................................................................... 4
Introduction........................................................................................................... 5
Project Work Flow............................................................................................... 5
Objectives........................................................................................................... 5
Underlying Model................................................................................................ 6
Types of Coaching............................................................................................... 6
Techniques in REBT............................................................................................. 6
Main Work (Chapter One To Five)...........................................................................7
Why Modern Managers need to Coach?..............................................................7
Six Coaching Strategies Managers can apply.....................................................7
Examples of the techniques used.......................................................................7
REBT Today......................................................................................................... 7
How REBT helps in coaching Modern Managers.................................................7
Occupational Indicators- Assessments of the organizational & manager needs.9
Industrial REBT Stress Management Workshop..................................................9
Workshop Contents............................................................................................. 9
Data Collection and Data Analysis.........................................................................9
Research Outcomes:........................................................................................... 9
Applications......................................................................................................... 10
Advantages.......................................................................................................... 10
Conclusion........................................................................................................... 10
Limitations........................................................................................................... 10
Recommendations............................................................................................... 10
References........................................................................................................... 10

Executive Summary
The study is focused around the topic Rational and Emotive Behavioural Therapy
(REBT) and the title is How far would it be meaningful in coaching the Modern
managers in REBT techniques. The study approach that we have used here is
mainly secondary; however, in order to understand the views of modern
managers we also conducted a small survey on the PGDM and PGDHRM students
of IIM-Ranchi.
In this research we have studied REBT in detail and coaching techniques in REBT;
applications, advantages and limitations of REBT coaching techniques; the
importance of coaching and major factors affecting coaching among IIM Ranchi
PGDHRM students and how REBT is meaningful for modern managers.
Irrational thinking is the cornerstone of an anxiety disorder. Many people ridden
with anxiety, may know that thoughts are irrational, and yet they convince
themselves of the more logical and reasoned response. Now-a-days managers
face huge amount of stress which impacts their work life balance.
The goal of REBT is to help people change their irrational beliefs into rational
beliefs. Changing beliefs is the real work of therapy and is achieved by the
therapist disputing the client's irrational beliefs.
The students are the modern managers and as per them, the stress levels in day
to day lives are high and REBT can be used to cope with those situations. Also,
many individuals are not ready to share these issues with their families and
hence comes the role of REBT counsellors who would help them.

Introduction
Project Work Flow

What are types of

Coaching
Techniques?
Importance of
Coaching in Work
Environment?
What should
managers know as
Coachess?
What is REBT?
How is it important
for Modern
Managers?
Linking of REBT to
Managerial
Scenario
Outcomes,
Conclusion,
Recommendation
s
Objectives

To study REBT in detail and coaching techniques in REBT

To study applications, advantages and limitations of REBT coaching
techniques
To study the importance of coaching and major factors affecting
coaching among IIM Ranchi PGDHRM students
To study how REBT is meaningful for modern managers

Background
1

REBT, the first of the modern cognitive behaviour therapy & a pioneering
philosophy, was developed in 1955 by Albert Ellis.

He observed that clients tended to get better when they changed their
ways of thinking about themselves, their problems, and the world

The most basic premise of REBT- all human emotions and behaviours are
the result of what people think, assume or believe about themselves,
other people, and the world in general

Therapy would progress faster if the focus was directly on the clients
beliefs, and thus the method is now known as Rational Emotive Behaviour
Therapy.

Rational Theory Rational-Emotive Theory REBT

REBT proposes that a combination of biological, psychological, and social

factors are involved in the way humans feel and behave

Underlying Model

It is based on the ABC Model:

A: Activating Events

Life Events

Private Events

B: Conscious & Unconscious Information Processing:

Specific descriptions and inferences

Specific Rational & irrational beliefs

Classical Conditioning

Implicit expectancies/automatic associations

Automatic conscious processes

C: Consequences

Feelings (e.g. fear, anxiety)

Behaviour (e.g. avoidance)

Psychophysiological (e.g. arousal)

Types of Coaching
Techniques in REBT

REBT uses three classes of techniques

To deal with problems at A:

Practical problem solving techniques

Assertiveness training

Social Skills

Conscious

Unconscious

Decision Making

Conflict Resolution

To deal with problems at C:

Symptomatic Techniques

Relaxation

Hypnosis

Meditation

Other coping strategies without explicitly targeting

underlying cognitions (B)

To change dysfunctional consequences into functional consequences:

Ccognitive restructuring techniques

Logical

Empirical

Pragmatic

Emotive

Behavioral

Why Modern Managers need to Coach?

Six Coaching Strategies Managers can apply
Examples of the techniques used
Ellis recommends a selectively eclectic approach to therapy, using strategies
from REBT and other approaches, but ensuring the strategy is compatible with
REBT theory.
Following are some examples of procedures in common use.

Cognitive techniques

Rational analysis:
Analyses of specific episodes to teach
the client how to uncover and dispute
irrational beliefs are usually done insession at first; then, as the client
gets the idea, they can be carried out
as homework.
Double-standard dispute:
If the client is holding a should or is
self-downing about their behavior,
ask whether they would globally rate another person (e.g. best friend, therapist,
etc.) for doing the same thing, or recommend that person hold their demanding
core belief. When they say No, help them see that they are holding a doublestandard. This is especially useful with resistant beliefs which the client finds
hard to give up.
Catastrophe scale:
This is a useful technique to get awful feelings into perspective. On a whiteboard
or sheet of paper, draw a line down one side. Put 100% at the top, 0% at the
bottom, and 10% intervals in between. Ask the client to rate whatever it is they
are catastrophizing about, and insert that item into the chart in the appropriate
place. Then, fill in the other levels with items the client thinks apply to those
levels. You might, for example, put 0%: Having a quiet cup of coffee at home,
20%: Having to mow the lawns when the rugby is on television, 70%: being
burgled, 90%: being diagnosed with cancer, 100%: being burned alive, and so
on. Finally, have the client progressively alter the position of their feared item on
the scale, until it is in perspective in relation to the other items.
Devils advocate:
This useful and effective technique (also known as reverse role-playing) is
designed to get the client arguing against their own dysfunctional belief. The
therapist role-plays adopting the clients belief and vigorously argues for it; while
the client tries to convince the therapist that the belief is dysfunctional. It is
especially useful when the client sees that a belief is irrational, but needs help to
consolidate that understanding.
Reframing:
Another strategy for getting bad events into perspective is to re-evaluate them
as disappointing, concerning, or uncomfortable rather than as awful or
unbearable. A variation of reframing is to help the client see that even negative
events almost always have a positive side to them, listing all the positives the
client can think

Imagery techniques

Time projection:
This technique is designed to show that
ones life, and the world in general,
continue after a feared or unwanted
event has come and gone. Ask the client
to visualize the unwanted event
occurring, then imagine going forward in
time a week, then a month, then six
months, then a year, two years, and so
on, considering how they will be feeling
at each of these points in time. They will
thus be able to see that life will go on,
even though they may need to make some adjustments.
The blow-up technique:
This is a variation of worst-case imagery, coupled with the use of humour to
provide a vivid and memorable experience for the client. It involves asking the
client to imagine whatever it is they fear happening, then blow it up out of all
proportion till they cannot help but be amused by it. Laughing at fears will help
get control of them. Again, the use of this technique requires sensitivity and
appropriate timing.

Behavioural techniques
One of the best ways to check out and modify a belief is to act. Clients can be
encouraged, for instance, to check out the evidence for their fears and to act in
ways that disprove them.
Exposure:
Possibly the most common behavioral strategy used in REBT involves clients
entering feared situations they would normally avoid. Such exposure is
deliberate, planned and carried out using cognitive and other coping skills. The
purposes are to

Test the validity of ones fears (e.g. that rejection could not be survived)
De-awfulize them (by seeing that catastrophe does not ensue)
Develop confidence in ones ability to cope (by successfully managing
ones reactions)
Increase tolerance for discomfort (by progressively discovering that it is
bearable).

Shame attacking:

This type of exposure involves confronting the fear of shame by deliberately

acting in ways the client anticipates may attract disapproval (while, at the same
time, using cognitive and emotive techniques to feel only concerned or
disappointed). For example, you could suggest that the client switch their shoes
to the wrong feet then walk round the office building with you for ten minutes or
so, at the same time disputing their shame-inducing thinking.

Risk-taking:
The purpose is to challenge beliefs that certain
behaviors are too dangerous to risk, when reason
says that while the outcome is not guaranteed
they are worth the chance. For example, if the
client has trouble with perfectionism or fear of
failure, they might start tasks where there is a
reasonable chance of failing or not matching their
expectations. Or someone with a fear of rejection
might talk to an attractive person at a party or ask
someone for a date.
Paradoxical behavior:
When a client wishes to change a dysfunctional
tendency, encourage them to deliberately behave
in a way contradictory to the tendency. Emphasize the importance of not waiting
until they feel like doing it: practicing the new behavior even though it is not
spontaneous will gradually internalize the new habit.
Stepping out of character:
Is one common type of paradoxical behavior. For example, a perfectionistic
person could deliberately do some things to less than their usual standard; or
someone who believes that to care for oneself is selfish could indulge in a
personal treat each day for a week.
Postponing gratification:
Is commonly used to combat low frustration-tolerance by deliberately delaying
smoking, eating sweets, using alcohol, sexual activity, etc.

Homework
Probably the most important REBT strategy is homework. This can include such
activities as reading, self-help exercises, and experiential activities. Therapy
sessions are really training sessions, between which the client tries out and
uses what they have learned. At the end of this article there is an example of a
homework format which clients can use to analyze specific episodes where they
feel or behave in the ways they are trying to change.

REBT Today

To study REBT in detail and coaching techniques in REBT

To study applications, advantages and limitations of REBT coaching

techniques
To study the importance of coaching and major factors affecting
coaching among IIM Ranchi PGDHRM students
To study how REBT is meaningful for modern managers

How REBT helps in coaching Modern Managers

According to Anderson, 2002, REBT is used in anger management, lack of self
worth, procrastination, indecisiveness, problem solving and perfectionism.
Irrational thinking is the cornerstone of an anxiety disorder. Many people ridden
with anxiety, may know that thoughts are irrational, and yet they convince
themselves of the more logical and reasoned response. Now-a-days managers
face huge amount of stress which impacts their work life balance.
The goal of REBT is to help people change their irrational beliefs into rational
beliefs. Changing beliefs is the real work of therapy and is achieved by the
therapist disputing the client's irrational beliefs.
In REBT the goal of the coach is to help the managers identify the unreasonable
expectations that affect negatively on the performances. Modern managersthe competition today is fierce and managers tend to stay ahead in the race to
maintain performance. REBT is suitable as a short term intervention and is
suitable to one on one intervention.
The primary focus- on more effective and efficient job performance, not on
helping the client feel better. REBT coach can effectively illustrate how each
of these beliefs contributes to specific job related problems which the executive
had best resolve.
Coaching managers to challenge their ideas, then assigning work-related action
plans results in enhanced performance. The coach can observe their client in
numerous work situations (meetings, presentations, performance reviews) and
give constructive feedback, and actually monitor additional progress. REBT
targets for change something your friends and family will not address. Due to
working spouses and busy lives, there is no one left for individuals to listen to.
First change your emotions and behaviour which better enable you to go and
change in the difficult situation you face. It helps you make emotionally
independent by learning to think in a way that allows you to soothe yourself
rather than be constantly seeking a sympathetic ear from others. There are
better chance of realizing your true potential as you learn to change something
well within your immediate control rather than trying to change people and
things over which you have minimal control. Personalized coaching needs to be
given to managers because:

Each manager has a unique skill set, different motivations, and

varying levels of potential.
One-on-one time to be given with each manager to understand their
unique problems and challenges

According to Altify, this tactic has proven to be 10x more effective than
en masse coaching sessions

REBT is one on one intervention. Modern managers are self efficient and the old
management practice was based on the assumption of human limitations as a
basis for organizing.
In order to improve managerial effectiveness and improve their weaknesses,
REBT is used.

Occupational Indicators- Assessments of the organizational

& manager needs
Industrial REBT Stress Management Workshop
Stress is a term for a wide range of strong external stimuli, both physiological
and psychological, which can cause a physiological response called the general
adaptation syndrome. Stress can directly and indirectly contribute to disorders of
mind and body. Stress can have a major impact on the physical functioning of our
body. Stress raises the level of adrenaline and corticosterone, which increases
the heart-rate, respiration, blood-pressure and puts more physical stress on
organs. Long-term stress can contribute to heart disease, high blood pressure,
stroke and other illnesses.
The REBT technique can be used to minimize stress levels among modern
managers. Following is an example in the form of an Industrial REBT Stress
Management Workshop, by which stress levels among modern managers can be
minimized.
There are Industrial interventions at three levels, which are explained. The use of
the Occupational Stress Indicator is described. Then the contents of a stress
management or managing pressure workshop are given . The recommendations
of the minimum skills and the knowledge that may be required by the trainer to
run such a course are also provided.
The three levels of industrial interventions:
Primary: Remove hazard or reduce employees' exposure to it, or its impact on
them.
Secondary: Improve the organization's ability to recognize and deal with stress
related problems as they occur.
Tertiary: Help the employees (including the managers) cope with and recover
from work related problems
REBT based stress management interventions concentrate on the employees'
appraisal of situations and potential stressors that are useful at both tertiary &
secondary industrial intervention levels. However, a goal of using REBT in
industry would be to prevent employees from becoming unnecessarily stressed,

and to be able to recognise the true source of stress i.e. is it happening from
internal or external pressures. The employee may then be in a better position to
deal with or change the stressor. A common problem in industry is the
employees who hold rigid, inflexible, beliefs about performing extremely well
under all conditions. These employees are more likely to suffer from higher levels
of stress when compared to employees who hold more flexible beliefs and
standards. Paradoxically, the so called 'perfectionist' may be less productive and
can attain lower standards of work because of their anxiety regarding failure.
Occupational Indicators:
Before any workplace intervention to reduce stress is made, it is essential to
assess the needs of the employees and its organization. A stress management
workshop would not be helpful in all situations. At this stage, questionnaires
completed by key personnel or the staff can provide useful information. The OSI
can be used- it evaluates occupational stress by considering five key factors.
These are:
Sources of pressure:
Factors intrinsic to the
job
Managerial role
Relationships with
people
Career and achievement
Organizational climate &
structure

Individual characteristics
(Type A):
Attitude to living
Behavior Style
Ambition
Total type A

How the individual copes

with the stress
experienced:
Involvement
Time
Home & work
relationships
Logic
Task strategies
Social support

Locus of control:
Organizational forces
Management processes
Individual influence
Total control

Stress Effects:
Personal relationships
Organizational processes
Organizational structure
& design
The job itself
Achievement, value and
growth
Total job satisfaction
Mental health
Physical health

This provides abundant information about how the staff perceive the
organization and the stress effects upon them. In addition to the individual
profile of an employee, a group profile is also provided. This highlights what
employees believe are the main causes of their stress. If the employees, trade
unions, management and other relevant parties reach a consensus that a stress
management workshop or course may be beneficial then a pilot scheme can be
taken up. On some occasions, only the management may decide to run a stress
management course. This can lead to implementation problems if employees
and the trade union perceive that the management are totally blaming the staff
for their own occupational stress levels.
A month prior to the workshop, employees are asked to complete a
questionnaire. They are told that only the trainer/consultant (and themselves)

will see the questionnaire and the subsequent printed report, which will highlight
their own perceived occupational stressors and recommendations to aid them
minimize their stress levels. They are also asked to keep a stress diary for a
typical work day i.e. monitor and record the (apparent) causes of stress.

Workshop Contents
Generally, a single day stress management workshop is based on rational
emotive behavioral interventions. These are quite short to discuss relevant workrelated issues, what stress is and how to reduce it. Thus, two day workshops with
a half-day follow-up are preferable.
Following are the contents of the workshop:
1
2

4
5
6
7
8
9
10
11
12
13
14
15

Negotiation of ground rules (including discussing the

benefits of confidentiality if these are unclear to the group
members)
Ask what the managers intend to learn and to achieve over the next 2
days
(This confirms the requirements that they sent prior to the
workshop)
Participants share their 'Stress Diaries' in group setting.
Trainer focuses on how different members of the group would
have felt and dealt with the disclosed stress scenarios. They stress on the
diverse cognitive, emotive and behavioural dynamics
Discussion about the basics of stress e.g. too much or
too little pressure leads to stress; pressure can be
external or internal
Small group work to consider symptoms of stress
Debrief & discuss psychophysiology of stress. (Use suitable
video that explains the physiology of stress in simple
terms)
Teach the ABCDE paradigm
Use Imagery techniques e.g. rational-emotive imagery, coping
and time projection imagery
Occupational/organisational stress discussed and
interventions developed in small groups. Stress mapping may also
be used
Type A, Locus of Control, and workplace coping strategies
discussed & assessed. What all can be improved are discussed
Occupational Stress Reports given out. Group and individual
debrief sessions are carried out. Discuss what can be done about stressors
If appropriate, a group stress management action plan
is developed, facilitated by the trainer
Individual stress management plans developed by each of the
participants
Possibility of follow-up day discussed
Evaluation & feedback

Data Collection and Data Analysis

In order to gauge some understanding in the topic we decided to conduct the
questionnaire. The questions that were asked to the PGDHRM and PGDM
students were as follows:
1
2
3
4
5
6
7

Did they feel need of coaching?

Do they think they would need coaching skills
Do they understand the difference between coaching and mentoring?
How much time will they allocate for coaching after becoming manager?
Which are the most important issue faced by modern managers?
Can managers share their issues with family members?
Do you perceive the necessity of approval of your tasks from others?

Research Outcomes:
25
20
15
10
5
0
Yes
No

Questions
How much time will they allocate
for coaching after becoming
manager?
Which are the most important
issue faced by modern managers?
Can managers share their issues
with family members?

Responses
Around 1 hour a day

Stress, work life imbalance

Always-2; Sometimes-4; No-13

Thus, here the students are the modern managers and as per them, the stress
levels in day to day lives are high and REBT can be used to cope with those
situations. Also, many individuals are not ready to share these issues with their
families and hence comes the role of REBT counsellors who would help them.

Applications
1

As an intervention to deal with problems of living through counselling,

consultation and coaching.
Areas in which REBT can be used for managers:
o

Interpersonal skills

Relationships

Social skills

Career changes

Stress management

General
treatment
psychological
problems
normally
associated
with psychotherapy.
Clinical problems in a traditional psychotherapeutic settings.
Individuals: Child, parent, teachers
Group: Family Therapy
Non clinical application: Personal Growth & Workplace effectiveness.
Treatment of Disorders:
Anxiety
Depression
Anger

4
5

Assertiveness
training

Grief

Problems with
aging

Weight control

OCD

Advantages
1

Suitable for a range of disorders.

Acknowledges the emotional drivers for addiction:

For e.g. - Primary reason for substance abuse can be harboring of feelings of
guilt, shame, or depression
Participants are empowered to take charge of their own recovery.

3
4

With REBT treatment, the aim is to not only stop self-destructive behaviors,
but also to eliminate the beliefs that led to these behaviors in the first place.

Conclusion
Thus, we have seen that REBT is not just a set of techniques it is also a
comprehensive theory of human behavior. REBT proposes a bio psychosocial
explanation of causation i.e. that a combination of biological, psychological,
and social factors are involved in the way humans feel and behave.
The most basic premise of REBT, which it shares with other cognitive-behavioral
theories, is that almost all human emotions and behaviors are the result of what
people think, assume or believe (about themselves, other people, and the world

in general). It is what people believe about situations they face not the
situations themselves that determines how they feel and behave.
Coaching is something that can/should happen as needed and in-the-moment,
which is the best way for learning to occur. Its a great way to reinforce what may
have been learned by capitalizing on those on-the-job learning experiences.

Coaches in organization take an Ask vs. Tell approach - Dont tell the
employee what to do, instead ask powerful questions. This allows the
employee to create their own solutions. When they go through the thought
process to get to resolution, they are much more bought-in its their
idea!
Coaches focus on the employee vs. the task its about their
development.
Coaching is not about fixing anyone. Again, its about their development
and facilitating the learning process.
Coaches set up a clear accountability structure for action and outcomes. It
helps keep the employee focused on achieving the desired goals.

REBT Techniques helps people change by helping the employee understand that
emotions and behaviors are caused by beliefs and thinking. The ABC format is
invaluable here. Using an episode from the employees own recent experience,
the therapist notes the C, then the A. The employee is asked to consider (at
B): What was I telling myself about A, to feel and behave the way I did at C?
As the employee develops understanding of the nature of irrational thinking, this
process of filling in the gap will become easier. Such education may be
achieved by reading, direct explanation, and by self-analysis with the therapists
help and as homework between sessions.
It teaches the employee how to dispute and change the irrational beliefs,
replacing them with more rational alternatives. Again, education will aid this. The
ABC format is extended to include D (Disputing irrational beliefs), E (the new
Effect the employee wishes to achieve, i.e. new ways of feeling and behaving),
and F (Further Action for the client to take).

Limitations
1

It ignores the role of individual differences.

It is narrow in scope as thinking is just one human functioning.

Harsh on patients. It has always drawn criticism from counselors as being

harsh. Ellis even said that a caring relationship does not need to exist for
REBT to work.

It is difficult to test in schools often times students

emotional/cognitive levels needed for this to be successful.

lack

the

Some emotional techniques are forceful and degrading. It can be difficult

for the client to enjoy and really understand the purpose and whether is
worth it.

Maladaptive cognition in disturbed people could be a consequence rather

than a cause.

People with a low frustration tolerance level will struggle.

It is aimed at changing cognition which is sometimes considered ethical.

Recommendations
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