Technology & Tools | Change & Agility | Diversity & Culture�

Shape Shifting:�A New Team Coaching Model��

October 27, 2014 Philadelphia, CA

Laura Hauser, PhD, PCC

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Acknowledgements �

In  life,  its  not  just  where  you  travel,  its  who  you  travel  with.  

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Agenda�1.  Welcome 2.  Definitions 3.  Research Study Overview 4.  Interactive Case Study 5.  Shape-Shifting Model Findings 6.  Discussion & Implications 7.  Connect & Learn More

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Definitions�Group: “A social entity capable of acting as a whole and of expressing feelings and thoughts over and beyond those of its [individual] members” (Smith & Berg, p. 63).

Team: "A small number of people with complementary skills, who are committed to a common purpose, performance goals and approach, for which they hold themselves mutually accountable” (Katzenbach & Smith 2003).

Work Team: "An intact group whose members’ activities are interdependent; they are responsible for collectively performing tasks and producing outcomes in the context of a larger social system such as the organization in which it exists" (Hauser 2011).

Group Coaching and Team Coaching �

Group Coaching Team Coaching

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Executive and Team Coaching �•  Both require core competencies (i.e. ICF)

and skills

•  Yet team coaching requires more

competencies due to complexity: . Wider scope of interactions . Trust and confidentiality . Attention to both individual and collective voices.

IT TAKES MORE ENERGY!

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SHAPE-SHIFTING MODEL�OVERVIEW�

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Inspiration �    •  Passion  as  a  prac??oner  and  educator  to  develop  

individuals,  teams,  and  organiza?ons  (lever  for  the  development  of  society)  

•  Requests  from  clients  and  students    •  Curiosity  and  responsibility  as  an  educator  and  ICF  

assessor  to  enhance  curriculum  and  skill  development  for  coaching  work  teams    

 

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 Purpose:    

 To  explore  an  emerging  issue  in  prac?ce  and  research:  coaching  work  teams  conducted  by  an  external  coach.  

 Research  Ques:ons:  

 1.  What  does  an  external  coach  do  when  interac:ng  with  a  work  team,  and,  

2.  What  influences  the  coach’s  decision  about  what  to  do  when  interac:ng  with  a  team?    

   

   

   

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Research Purpose & Questions �

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     •  Design:  Qualita?ve  descrip?ve  research  design    

using  open-­‐ended  ques?ons  and  thema?c  analysis    •  Induc?ve  study  vs.  a  priori  framework    •  Pilot  study  (inter-­‐rater  reliability  .80+)    •  Sample  &  size:    Eight  U.S.  experienced  coaches;  3+  years  

coaching  experience;  coach  educa?on;  undergraduate  degree  +  in  related  field;  coached  a  team  within  the  past  year        

•  Data  collec?on:  telephone  interviews  (60-­‐90  minutes).    

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Methodology�

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Various Team Coaching Situations    Examples:  

•  Global  oil  and  gas  company  ($2  billion)  •  Interna?onal  bank  •  U.  S.  Manufacturing  company  ($2  million)  •  Mul?-­‐agency,  U.S.  government,  military  base  clean  up  •  Small  U.S.A.  50-­‐person  firm  

Variety  of  frequency  and  dura?on  of  coaching,  i.e.:  •  Met  monthly  with  the  team  for  one  year  •  Interviewed  individuals  and  then  worked  with  the  whole  team        

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Key Finding: Coaches enact various types of behaviors when working with a team � Participants were asked to think of a specific situation

when they coached a team within the last year. “Describe what you actually did. What would I see or hear you doing if I watched you work with a team".

A wide range of behaviors were reported…

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Imagine… �You are an experienced and respected

coach. You receive a call from the Chief

Information Officer (CIO), a prior executive coaching client, with whom you have successfully working with in the past.

She called you today with an urgent request to provide coaching services to her newly formed team. The team meets tomorrow. You have time and agreed to attend tomorrow's teams meeting.

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Case Study— �What Would You Do? �

TABLE GROUPS:

•  Listen to the case study scenario about coaching this work team. Consider what you, as a coach, would actually “do” during this first team meeting. (If I were to observe you, what would I see/hear you doing?)

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Case Study Responses �Round 1�

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Behaviors Focus/Intended Outcomes Roles �

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Case Study Responses �Round 2�

How would you categorize your responses using the focus/intended outcome definitions

1.  Team Coordination 2.  Team Learning 3.  Team Cohesion 4.  Team Transition 5.  Other 6.  Don’t know

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Finding: Coaches used different types of behaviors during different phases of the coaching engagement �

Study participants also described when they did what during the course of an entire coaching engagement. There appeared to be a logical phasing of their work over time.

The phases inductively coalesced into a typology categorized in the following way by the participants:

BEGINNING

MIDDLE END

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�  Beginning

�  Middle

�  End

     Phase                          Focus/Intended  Outcomes                              Role  Behavior  Type  

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Finding: Internal and External Influencers of Coach Behaviors �Internal influencers:

1. Coaches' background

2. Client perceptions and readiness

External influencer: 3. Team coaching goals

4. Systemic context

Phase 3: End

Phase 2: Middle

Phase 1: Beginning

•  Focus:  Team  Cohesion  

•  Phase:  Middle  •  Behavior  type:  Catalytic  

•  Focus:  Team  Transition  

•  Phase:  End  •  Behavior  type:  Transitional  

•  Focus:  Team  Learning  

•  Phase:  Middle  •  Behavior  type:  Educational  

•  Focus:  Team  Coordination  

•  Phase:  Beginning  

•  Behavior  type:    Advisory  

ADVISOR    

EDUCATOR    

CATALYZER  

       

ASSIMILATOR  

SHAPE-

SHIFTING (role behaviors)

Coach  background  

 Client  

Perceptions  &  Readiness  

 Team-­‐Based  Coaching  Goals  

Systemic  Context  

Influencers

Shape-shifting: A conceptual framework for coaching work teams Directive (high)

Dialogic (high)

Directive (low)

Dialogic (low)

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Conclusions �  1.  External  coaches  who  work  with  teams  shape-­‐shib  role  behaviors    

along  both  direc?ve  and  dialogic  con?nuums  over  ?me;  2.  Coaching  a  work  team  is  more  complex  than  coaching  individuals  due  to  

the  systemic  context;  3.  The  effect  of  working  with  a  team’s  larger  organiza?onal  system  is  

greater  than  coaching  only  one  part  of  the  system,  thus  crea?ng  leverage;  and    

4.  Coaching  work  teams,  compared  to  coaching  individuals,  requires  a  broader  base  of  knowledge,  skills,  and  experience,  notably  related  to  team  performance,  group  dynamics,  team  development,  and  systems.    

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Implications and Considerations �1.  Implications of the Shape-Shifting team coaching

model? . Your development and education as a coach? . Curriculum development of coaching programs? . Hiring of and education of coaches?

2.  To what extent was your thinking stimulated, or changed, about coaching teams based on today's educational session?

3.  What questions and curiosities might you want to explore after this session?

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Stay Connected�ü  Receive the following benefits at the end of the October 27 Shape-

Shifting Workshop: §  All: Free Everything DiSC Workplace® assessment tool §  ICF certified coaches only: One (1) CCEU

ü  Connect via LinkedIn.com. Mention this webinar ü  Subscribe to e-newsletter: www.leadership-strategies.com ü  Read the Shape Shifting article:

http://leadership-strategies.com/proven-results/articles.html

Laura Hauser, PhD, PCC | Partner | Laura@leadership-strategies.com 661-251-0641 (Greater Los Angeles Area)

www.leadership-strategies.com | Leadership Strategies International

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Biography�Laura  Hauser,  PhD,  PCC    Dr.  Hauser  is  a  masterful  coach  and  strategic  change  consultant,  author,  and  educator.  She  works  with  corporate  leaders  who  want  to  unite  people  toward  a  compelling  vision,  build  innova?on  teams,  and  strengthen  leadership  skills  required  for  the  delivery  of  sound  business  results.  For  over  40  years  her  skills,  presence,  and  impact  have  taken  her  into  execu?ve  offices  and  onto  the  shop  floor  in  companies  such  as  Nestle'  USA,  Tyson  Foods,  Cedars  Sinai  Health  Systems,  Bacardi,  Sony  Computer  Entertainment,  and  MTV  Networks.  She  founded  Leadership  Strategies  Interna?onal  in  1993  aber  working  18  years  internally  for  large  corpora?ons.      Dr.  Hauser  serves  as  adjunct  faculty  for  the  graduate-­‐level  Evidence-­‐Based  Coaching  program  at  Fielding  Graduate.  She  also  teaches  for  Pepperdine  University’s  Graziadio    School  of  Business  and  Management.        For  more  informa?on  go  to  www.leadership-­‐strategies.com  

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Partial Bibliography�  Bion,  W.  R.  (1961).  Experiences  in  groups,  and  other  papers.  New  York:  Basic  Books.      Brown,  S.  W.,  &  Grant,  A.  M.  (2010).  From  GROW  to  GROUP:  Theore?cal  issues  and  a  prac?cal  model  for  group  coaching  in  organisa?ons.  Coaching:  An  interna:onal  journal  of  theory,  research,  and  prac:ce,  3(1),  30-­‐45.      Grant,  A.  M.,  &  Cavanagh,  M.  J.  (2004).  Toward  a  profession  of  coaching:  Sixty-­‐five  years  of  progress  and  challenges  for  the  future.  Interna:onal  Journal  of  Evidence  Based  Coaching  and  Mentoring,  2(1),  1-­‐16.        Hackman,  J.  R.,  &  Wageman,  R.  (2005).  A  theory  of  team  coaching.  Academy  of    Management  Review,  30(2),  269-­‐287.    Hauser,  L.  (2009).  Evidence-­‐based  coaching:  A  case  study.  OD  Prac::oner,  41(1),  8-­‐13.      Hauser,  L.  (2011).  Team  and  Group  Behavior.  In  L.  Wildflower  &  D.  Brennan  (Eds.),  The  handbook  of  knowledge-­‐based  coaching:  Theory  and  prac:ce.  West  Sussex,  England:  Wiley  &  Sons,  Inc.    Hauser,  L.  (2014).  Shape-­‐Shibing:  A  Behavioral  Team  Coaching  Model  for  Coach  Educa?on,  Research,  and  Prac?ce.  Journal  of  Psychological  Issues  in  Organiza:onal  Culture,  5(2)  in  press.      Katzenbach,  J.  R.,  &  Smith,  D.  K.  (2003).  The  wisdom  of  teams:  crea:ng  the  high-­‐performance  organiza:on.  New  York:  Harper  Business  Essen?als.      Salas,  E.,  Dickinson,  T.  L.,  Converse,  S.,  &  Tannenbaum,  S.  I.  (1992).  Toward  an    understanding  of  team  performance  and  training  (p.  3-­‐29).  In  R.  W.  Swezey  &  E.  Salas  (Eds.),  Teams:  their  training  and  performance.  Norwood,  NJ:  Ablex  Publishing.      Tuckman,  B.  W.,  &  Jensen,  M.  A.  (1977).  Stages  of  small  group  development  revisited.  Group  &  Organiza:on  Studies,  2,  419-­‐427.