15th ANNUAL COACHING & MENTORING RESEARCH CONFERENCE International Centre for Coaching and Mentoring Studies

Programme & abstracts

02 15th ANNUAL COACHING & MENTORING STUDIES

PROGRAMMEThursday 17th January 2019

9.15 Coffee and registration (Clerici Learning Studio)

9.45 Welcome - Professor Tatiana Bachkirova (Clerici Learning Studio)

9.50 Introduction and the keynote presentation by Dr Nicky Terblanche (Clerici Learning Studio)

10.30 - Paper 1.1 - An Exploration of Events Leading to Insight in Coaching Sessions.

Iain Lightfoot (Doctor of Coaching andMentoring, Oxford Brookes) (AM)Clerici Learning Studio

This presentation aims to provide the coaching community with the results of my research project. They will find that my adoption of an authentic philosophical approach meant identifying new ways of conducting research which, on the surface was deemed at odds with the underlying philosophy. I will show there is a coming together of coach and client, physiologically, and suggest that coaches should trust their instincts when coaching, especially when intuitively ‘feeling’ that an insight moment is about to occur.

10.30 - Paper 1.2 - How do first-time coaching clients experience their role and to what extent is their coaching experienced as client-led?

Joyce Birnie (MA Coaching and Mentoring Practice, Oxford Brookes) (TB) CLC.2.14

Following IPA methodology in-depth interviews, incorporating visual methods of data collection, capture the experience of client role of three first time coaching clients. Systematic interpretative analysis of these data generated three super-ordinate themes; individuality of client role; learner client role; client as influencer role. These findings imply coaches may benefit by critically reflecting on their ‘client-led practice’ through a more client-centric perspective.

11.10 Coffee Break (Outside Clerici Learning Studio)

11.30 Paper 2.1 - How do coaches foster the coaching relationship?

Elizabeth Crosse (MA Coaching and Mentoring Practice, Oxford Brookes) (AM)Clerici Learning Studio

When I ask colleagues: ‘what is the key ingredient that leads to successful outcomes from coaching?’ their answers all make reference to the coaching relationship. While this has been an area for research there has been little consideration of ‘how do coaches foster the coaching relationship in practice?’ My study used Q methodology to explore this question. As my findings implied the way coaches manage the relationship reflects stages of cognitive and emotional maturity, the focus of the presentation is a consideration of the implications for practitioners.

11.30 Paper 2.2 - Coaching for soft skill development: an action research study with project managers.

Shirley Thompson (Doctor of Coaching and Mentoring, Oxford Brookes) (EC)CLC.2.14

Project managers need soft skills and have little knowledge of coaching. The coaching discipline emphasises the benefits to the coachee, but the coach can also benefit. In this participative action research study, project managers underwent a day’s introductory coach training then managed six 1:1 coaching sessions which resulted in changed behaviour at work. In pragmatism, knowledge is conceived as action and its practical consequences, with an aim to evolve descriptions of things and ourselves. The data produced soft skills descriptions from the project managers who learned new skills and were reminded of some skills; abduction helped to make sense of the data and led to a proosal for a new soft skills framework.

11.30 Paper 2.3 - Critical insights for coaching women leaders in Zambia, Africa.

Anna Klenert (Doctor of Coaching and Mentoring Oxford Brookes) (AM/II)CLC.2.15

This contextual research examines the leadership stories of 18 Zambian women. This study applies an indigenous ontological perspective in appreciating how insider knowledge can provide relevant insights for coaching women leaders in Zambia. Particular consideration is given to the leadership tensions women face within their societal environment and influences for their leadership progression in organisations. This presentation focuses on the methodological approach and key findings highlighting relevant contributions for current coaching practice.

03 15th ANNUAL COACHING & MENTORING STUDIES

12.10 Paper 3.1 - Client behavioural feedback for the executive coach: development of an instrument. Challenges and opportunities of a mixed-method approach.

Héléne Seiler (Doctor of Coaching and Mentoring, Oxford Brookes) (AM/DC) Clerici Learning Studio

The research aim was to support clients in giving developmental feedback to their executive coach. Faced with a lack of knowledge and consensus about effective coaching behaviours, I opted for a sequential exploratory design to answer the research question. The presentation focuses on the challenges and opportunities I faced during the research process. It concludes with a summary of the key findings and questions for further research.

12.10 Paper 3.2 - What are the most important features of ‘late career reinvention’ coaching: A grounded theory study to inform the development of coaching practice.

Laura Walker (MA Coaching and Mentoring Practice, Oxford Brookes) (II) CLC.2.14

Most of us will be living and working longer, but what does this mean for the later chapters of our working lives and what if we want to do something very different? This grounded theory study identified the most important features of late career reinvention coaching – for coaches and clients. The session will explain the research context and methodology before helping participants make sense of the findings using an integrating diagram (model) that participants can take away.

12.10 Paper 3.3 - An Investigation into the Informal Mentoring Networks of newly elected UK MPs.

Paul Cole (MA Coaching and Mentoring Practice, Oxford Brookes) (JG)CLC.2.15

There will be three major themes explored within this presentation. The first theme will cover the extreme difficulty of gaining a representative sample when dealing with such a cohort. Secondly, the results will be described and a narrative composed of what is happening in the Palace after an election in terms of organizational socialization and mentoring. Finally, future research possibilities will be explored, focussing upon gender differences and behaviours within national level politics.

12.50 Lunch Break (Outside Clerici Learning Studio)

1.50 Paper 4.1 - Safe space in coaching sessions: coachees’ perspective.

Giedre Lesmaityte (MA Coaching and Mentoring Practice, Oxford Brookes) (AM)Clerici Learning Studio

The importance of feeling safe or “safe space” in coaching sessions is discussed or touched upon in multiple coaching approaches. However, there is only sparse explanation in the literature on what that exactly is. This presentation focuses on the main outcomes of the research project, aimed to reduce this information gap approaching it from the perspective of the coachee. It also discusses used methodology “conceptual encounter” by Joseph Rivera, that carries unique characteristic that participants are directly working with the researcher comparing their experiences to abstract concepts developed by the researcher.

1.50 Paper 4.2 - Mimetic Effect in Mentoring Baptist Ministers.

Colin Norris (Doctor of Coaching and Mentoring, Oxford Brookes) (EC)CLC.2.14

Modelling in mentoring has been identified but rarely explained. This critical realist mixed methods case-study of Baptist ministers seeks to build an explanation of the mimetic process in mentoring: how mentor qualities are reproduced in mentees. Findings of six synergistic generative conditions and two motivational drivers have led to the development of a Resonance Model of Mimetic Effect in Mentoring. Mentor-mentee prioritising of God and transcendence values have been found to particularly contribute to the generative mechanism in mimetic effect.

1.50 Paper 4.3 - Helping IT Staff Develop in Higher Education: What do Managers Need to Know? Tanja Dawber (MA Coaching and Mentoring Practice, Oxford Brookes) (TB)CLC.2.15

How is staff development in the workplace context of Information Technology in Higher Education perceived by employees at Oxford Brookes? How is it different and distinct when compared to other sectors and what role does coaching play? These were the initial questions at the outset of this grounded theory study that led to a number of unexpected interrelated themes. A staff developmental framework is suggested that makes explicit the centrality of a ‘living’ coaching ethos underpinning successful progression.

2.30 Paper 5.1 - An exploration into the experiences of leaders being shadow coached.

Bernardus Roelofs (MSc Coaching and Behavioural Change, Henley Business School/Doctor of Coaching and Mentoring, Oxford Brookes) (DC) Clerici Learning Studio

Shadow Coaching is observational, situational, in ‘real-time’, fast-paced coaching - two minds working as one increasing awareness and implementing change on the spot. A qualitative study was carried out using Interpretative Phenomenological Analysis to explore the experiences of leaders being shadow coached. The presentation will offer insights on the benefits of shadow coaching and the critical (most important) success factors, conditions and/or stages for successful shadow coaching.

2.30 Paper 5.2 - Reflections on novice coaches’ experience of supervision and the supervisory relationship

Kim Lee-Own (MA Coaching and Mentoring Practice, Oxford Brookes) (AM)CLC.2.14

My aim for the study was to consider how supervision literature matched (or didn’t) with novice coaches’ lived experience. What emerged from the study was how the personality and needs of the novice coaches impacted upon their understanding, perceptions and use of supervision and the supervisory relationship. A number of implications and opportunities for research, can be drawn, including for educators and supervisors such as how information about supervision is imparted, how personality impacts upon supervisees, (and supervisors) and how to take this into account to the advantage of all parties and the process of supervision.

04 15th ANNUAL COACHING & MENTORING STUDIES

3.10 Tea Break (Outside Clerici Learning Studio)

3.30 Paper 6.1 - How could a 3-step coaching model help executives handle workplace conflict? An action research study.

Sarah Hughes (MA Coaching and Mentoring Practice, Oxford Brookes) (CFM) Clerici Learning Studio

Relationship conflict at work is common and can have substantial negative effects for individuals and organisations including low morale, lower productivity and higher staff turnover. This action research study developed a 3-step coaching model and evaluated its usefulness to three executives from the private sector. The executives’ feedback was gathered via interview and questionnaire. The 3-step model developed the executives’ self-awareness, other-awareness, conflict communication skills and emotional management abilities, which were found to be necessary to manage conflict effectively. The action research cycles led to the development of the ‘SAYS’ tool, which helped executives prepare to discuss conflict constructively. Unexpectedly, this coaching also increased the executives’ self-confidence.

3.30 Paper 6.2 - Outcomes of Executive Coaching in an MBA Programme.

Maria Dooley (MA Coaching and Mentoring Practice, Oxford Brookes) (AM)CLC.2.14

Using a constructivist grounded theory methodology, this study explored the outcomes of coaching through the lens of coaches participating in an MBA programme and proposes a conceptual model of outcomes. A broad spectrum of coaching outcomes identified, resembles those evidenced in the existing body of execuitive coaching research, and although this context and setting can evoke challenges, the intrinsic motivation of individuals within this enabling system, provided an accelerating environment for personal development that was supported by coaching.

3.30 Paper 6.3 - Supporting a Mentor’s Development in a Large Complex Public Organization.

Jacqueline Seviour (MA Coaching and Mentoring Practice, Oxford Brookes) (JG)CLC.2.15

This presentation explores the expectation and support required for a mentor to develop within a large, complex, public organization. The study’s ethos supported a Pragmatic Research Philosophy using a mixed-method design. The main findings revealed that mentors recognize the expectation to develop, however the main barrier was the lack of a mentoring culture within the organization. A conceptual framework is proposed to offer guidance on how the organization can better support mentors.

4.15 Plenary and concluding remarks by Professor David Clutterbuck (Clerici Learning Studio)

If you would like to attend and haven’t registered yet, please register here.

For enquiries, please contact Matty via

iccams@brookes.ac.uk

Other events organised by International Centre for Coaching and Mentoring Studies:

International Conference on Coaching Supervision

OBCAMS