Advanced Corporate Coaching-Module 1

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Aims and Outcomes

• Review current coaching theories in order to concretize a coaching world view

• Evaluation of coaching process models

• Review and discuss adult learning principles as applied to coaching

• Discuss and differentiate between the factors of success and breakdown in coaching practice

• Review and discuss the coaching ethical standards

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Learning Goals

• Critically evaluate coaching theories and coaching practices blending them into a unified theory of coaching in order to create opportunities for innovation in work practices.

• Critically explore coaching process models for efficacy in coaching and adapt coaching to address opportunities in their own coaching process.

• Reflect upon adult learning principles for application in their own coaching practice.

• Apply the constructs of breakdown and success factors to his/her own coaching practice.

• Critically reflect upon ethical standards and challenges that might occur in his/her coaching practice.

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Coaching Worldview

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Theoretical Traditions and Coaching Genres: Mapping the Territory

Cox, E., Bachkirova, T., and Clutterbuck, D. (2014) Theoretical traditions and coaching genres: Mapping the Territory.

Advances in Developing Human Resources, 16(2), 139-160.

Theoretical Traditions

Theoretical

Tradition

Description Potential

Paradigm

The Psychodynamic

Approach

current behaviors and feelings are powerfully

affected by unconscious motives rooted in earlier

experiences. Coaches use awareness about the

working of the unconscious for deepening their

practice.

Learning

Cognitive-Behavioral approach facilitates self-awareness of underlying

cognitive and emotional barriers to goal

attainment and aims to equip the client with

more effective thinking and behavioral skills.

Learning and/or

performance

Solution-Focused based on the premise that knowing how a

problem arose does not necessarily tell us how to

fix it. Define a desired future state and to construct

a pathway in both thinking and action that assists

them in achieving that state.

Learning and/or

performance

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Theoretical Traditions, con’t

Theoretical

Tradition

Description Potential

Paradigm

Person-Centered approach is based on a key assumption: the actualizing

tendency—a tendency of people to develop in positive and

constructive ways when the appropriate conditions are

present. The main purpose of coaching is to provide such

conditions, including positive regard and quality listening.

Learning

Gestalt creative adjustment to a changing environment that

emphasizes the need for clients’ moment-to-moment

awareness in relation to their experience, external world

and blocks to awareness. Gestalt coaches use their own

subjective experience when appropriate as part of an

authentic dialogue.

Learning

Existential based on three principles that describe the human

condition: relatedness, uncertainty, and existential anxiety.

It involves descriptive exploration of the clients’ worldview

from the context of their presenting concerns.

Learning

and

Meaning-in-

work

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Theoretical Traditions, con’t

Theoretical

Tradition

Description Potential

Paradigm

Ontological implies working with individuals with a focus on

their language, emotions, and physiology (body

posture). The coach attempts to be a catalyst for

change by triggering a shift in the client’s

“way of being.”

Learning and

Meaning-in-

work

Narrative Clients are seen as narrators of their own stories.

Coaching helps to identify connections between

stories, identities, and behaviors.

Learning and

Meaning-in-

work

Adult Psychological

Development

based on research and theories suggesting that

developmental changes in meaning making,

worldviews, and maturity of the ego occur in a

logical sequence of stages throughout the life of

the individual.

Learning and

Meaning-in-

work

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Theoretical Traditions, con’t

Theoretical Tradition Description Potential

Paradigm

Positive Psychology based on positive psychology as a discipline

where the focus is on a positive spectrum of people’s

experiences. It involves consistent shifting of attention

away from problems and weaknesses to opportunities

and strengths.

Learning and/or

performance

Transactional

Analysis

interactional approach to coaching based

on several notions such as ego states, life scripts, and

interactional patterns. TA involves a thinking framework

and accessible language that can be shared with clients

for greater understanding of the motivations, interactions

and coaching goals.

Learning and/or

performance

NLP attempts to identify patterns that represent the way

individuals construct their realities to control their inner

experiences in various environmental contexts. It involves

many techniques, such as matching and pacing; working

with well-formed outcomes, and anchoring.

Learning and/or

performance

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The Client Engagement Process

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Context:

•Space and Time

•Environmental Factors

•Organisational Agenda

•Organisational Culture

•Relevant Discourses

Coaching Relationship and Processes:

•Quality of coach/client relationship

•Power relationship

•Collaborative learning

•Communication

•Tools and Techniques

The Coaching Engagement

The Coach and Client as Individuals

Coach:

•Role

•Experience

•Individual qualities

•Professional ethics

•Level of development

Client:

•Attitudes and Values

•Intention

•Experience

•Quality of engagement

•Level of development

Coaching Process Models

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Coaching Process Models

Goldsmith Kilburg Auerbach Hargrove Crane Flaherty Whitworth

Behavioral

Focus

Identification

of Stake-holders

Building and

Maintaining

Coach-client

Relation-ship

Connection Investment

In

Relationships

Investing

Time in Building

Relationship

Building

Relationships

Listening

Assessment and

Feedback

Thorough

Knowledge of client

problem and issues

Assessment Develop a

Teachable

Point of

View

Under-standing

Roles and Challenges of

Clients

Interpretations

Of Client Practices-

Assess Competency

Levels

Intuition

Structuring

Of Coaching

Experience

Articulation Plan stretch

goals

Setting

Clear Expectations

Determine

Intended

Outcomes

Curiosity

Develop

of Action

Plan

Quality of coaching

Interventions

Commitment Coaching

Conversations

Client Fulfillment

Adherence

protocols

Action Forward the

Action

Stimulation

Of learning

Growth

And Performance

Action Plans Action and

Learning

On-going process

for

evaluation

Support Provide

Feedback and

Learning

Supporting and

Empowering

Clients-Substantive

Feedback in Timely

Manner

Self-evaluation

Evaluation of

Developmental

Plans

Self-

Management

Of Personal

Agenda

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Whitmore

Goal

Reality

Options

Way Forward

Completion

Self-

Management

Of Personal

Agenda

Model Resources

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Auerbach, J. E. (2001) Personal and executive coaching. Ventura: Executive College Press.

Crane, T. G. (2002). The heart of coaching. San Diego, CA: FTA Press.

Flaherty, J. (1999) Coaching: Evoking excellence in others. Boston, MA: Butterworth Heinmann.

Goldsmith, M., Lyons, L., & Freas, A. (2000) Coaching For Leadership. San Francisco, CA:

Jossey-Bass/Pfeiffer.

Hargrove, R. (1995). Masterful coaching: Extraordinary results by impacting people and

the way they think and work together. San Francisco, CA: Pfeiffer/Jossey-Bass.

Hudson, F. M. (1999). The handbook of coaching. San Francisco, CA: Jossey-Bass.

Kilburg, R. R. (2000). Executive coaching: Developing managerial wisdom in a world of

chaos. Washington, DC: American Psychological Association.

Whitmore, J. (1994). Coaching for performance. San Diego, CA: Pfeiffer.

Whitworth, L., Kimsey-House, H. & Sandahl, P. (2003) Co-Active Coaching. Palo Alto,

CA: Davies-Black Publishing.

The Global IOC Coaching Model™

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Adult Learning

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Adult Learning Theory-Knowles

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Motivation and Self-Direction

Adults are internally motivated and self-directed

Adult learners resist learning when they feel others are imposing information, ideas or actions on them

As their coach, how do you…

use a graded learning program that moves from more to less structure, from less to more responsibility and from more to less direct supervision when a client is learning something new?

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Come to Coaching with Life Experience

Adults bring life experiences and knowledge to learning experiences

Adults like to be given opportunity to use their existing foundation of knowledge and experience gained from life experience, and apply it to their new learning experiences.

As their coach, how do you…?

Assist them to draw on those experiences when problem-solving, reflecting and applying critical reasoning processes.

Ask questions that motivate reflection, inquiry and further research.

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Goal Orientation

Adults are goal oriented

Adult students become ready to learn when they experience a “need to learn it” in order to cope more satisfyingly with real-life tasks or problems.

As a coach, how do you…?

Provide meaningful learning experiences that are clearly linked to personal, client and fieldwork goals as well as assessment and future life goals.

Focus on making progress

Provide real case-studies

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Relevancy

Adults are relevancy oriented

Adult learners want to know the relevance of what they are learning to what they want to achieve.

As a coach, how do you…?

Inquire about what the client might expect to learn prior to the experience, on what they learned after the experience, and how they might apply what they learned in the future, or how it will help them to meet their learning goals.

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Problem Solving

Adults are practical

Clients move from learning mode to hands-on problem solving where they can recognize first-hand how what they are learning applies to life and the work context.

Key concept – unwrapping and re-wrapping. The practical application of what was learned! Moving beyond habit mode

As a coach, how do you…?

Promote active participation by allowing clients to try things rather than observe. This is a key point where role playing ties in with the adult learning model

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Respect and Recognition

Adult Learners Require Respect

As a coach, how do you…?

Acknowledge the wealth of experience the client brings to the opportunity

Regard them as a colleague who is equal in life experience.

Encourage them to express ideas, reasoning and feedback frequently.

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Experiential Learning-Kolb

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Accomodating Diverging

Converging Assimilating

Concrete

Experience

Abstract

Conceptualization

Reflective

Observation

Active

Experimentation

Experiential LearningCONCRETE EXPERIENCE (OR “DO”)

The first stage, concrete experience (CE), is where the learner actively experiences an activity such as a lab session or field work.

REFLECTIVE OBSERVATION (OR “OBSERVE”)

The second stage, reflective observation (RO), is when the learner consciously reflects back on that experience.

ABSTRACT CONCEPTUALIZATION (OR “THINK”)

The third stage, abstract conceptualization (AC), is where the learner attempts to conceptualize a theory or model of what is observed.

ACTIVE EXPERIMENTATION (OR “PLAN”)

The fourth stage, active experimentation (AE), is where the learner is trying to plan how to test a model or theory or plan for a forthcoming experience.

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Experiential Learning con’tACTIVE EXPERIMENTATION (OR “PLAN”)

The fourth stage, active experimentation (AE), is where the learner is trying to plan how to test a model or theory or plan for a forthcoming experience.

Kolb identified four learning styles which correspond to these stages. The styles highlight conditions under which learners learn better. These styles are:

Assimilators, who learn better when presented with sound logical theories to consider

Convergers, who learn better when provided with practical applications of concepts and theories

Accommodators, who learn better when provided with “hands-on” experiences

Divergers, who learn better when allowed to observe and collect a wide range of information

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Transformational Learning-Mezirow

“A particular function of reflection: reassessing the presuppositions on which our beliefs are based and acting on insights derived from the transformed meaning perspective that results from such assessments.”

Personal transformation usually begins with a disorienting dilemma -cognitive dissonance

The transformative process includes

➢Critical reflection

➢Self-examination

➢A re-orientation that results in revised action and deep learning

Represents a developmental shift, a new world view vs. developmental progress.

From Evidenced Based Coaching

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Transformational Learning

Three types of meaning perspectives.

Epistemic – what we know and how we came to know it

Sociolinguistic – relate to social norms, language use, culture

May lead to prejudices, stereotyping, etc.

Psychological – how we understand ourselves; how we are shaped by our inhibitions, defense mechanisms

Meaning perspective = a habitual set of expectations that constitute an orienting frame of reference. A belief system used to interpret and evaluate the meaning of an experience.

Need to be challenged if deep (transformative) learning is to occur.

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Factors in Breakdown and Success

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Factors in Breakdown and Success

Breakdown Success

Client/Coach Mismatch

Lack of Connection

Lack of Transparency

Resistance

Negative Mindset

Unrealistic Expectations

Lack of Readiness to

Change

Coach Selection

Connection

Client Enjoyment

Motivation

Openness

Accountability

Readiness to Take Action

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Ethics

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WABC Code of Business Coaching Ethics and Integrity

• Highest ethical standards with clients/stakeholders.

• Highest ethical standards in publicity and marketing.

• Clarity around coaching expectations.

• Strictest level of confidentiality

• Performing services in best interest of client.

• Avoiding all forms of inappropriate conduct.

• Highest level of ethical standards with business colleagues at WABC.

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Ethical Considerations

• Coaching Relationship and Contract

• Client Protection

• Confidentiality

• Conflicts of Interest

• Referrals and Termination

• Ethical Violations

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