coaching to develop research leadership (skills) for the changing higher education sector dr annette...

Coaching to develop research leadership (skills) for the changing higher education sector

Dr Annette Fillery-Travis, International Centre for the Study of Coaching, iWBL, Middlesex University

Coaching for Research Leadership

•Context for coaching

•Evidence base for the practice

•What is the practice?

•Potential application for research leaders

•Hints and tips for bringing coaching into the

L&D strategy

In our time together....


The Context

• Global estimated spend of $1.5 billion (USD).• ICF has 16,000 members; 53% have achieved Masters or Doctorate

level education

Training

Top-down instructor-ledintervention by an organisation

to make desired changes inemployees behaviour and

knowledge

Learning

A self-directed process by whichan individual constructs new

knowledge, skills and capabilitiesleading to increased

adaptive capacity

Coaching for Research Leadership 5

The Good News

• Nine out of ten organisations use coaching by line managers (trained)

• Two out of three organisations use external coaches (29% expect to increase)

• 84% regard coaching by line managers as ‘effective’ or ‘very effective’

• 92% judge coaching by external practitioners to be effective.

A high level of usage and belief in the

power of coaching

CIPD Annual Survey of Private, Public and Voluntary Organisations


The good news (2)

% who indicated effective or very

effective

On-the-job training 96Instructor-led training off the job 94Formal education courses 93Coaching by external practitioners 92

Job rotation, secondment etc 87

Mentoring (Internal senior colleagues)

85

Action learning sets 77

Perceived effectiveness

of different development

activities


‘a learning relationship which helps people to take charge of their own development, to release their potential and to achieve results that they value’

Connor and Pakora (2007)

Coaching


A maturing practice – a meta profession?


A Coaching Process


Coaching as Reflective Dialogue

Reflection-with-another to challenge

‘assumptions, beliefs, perspectives and ways of

construing and acting upon experience’ (Weil

&McGill (1989)

Time Out!


‘The significant problems we face cannot be solved at the same level of thinking we were at

when we created them.’ Albert Einstein


Evidence Base?

• Team coaching (Mathieu et al 2008)

• Process (Dingman 2004)

• Perspective underpinning (Feldman&Cronshaw 2004)

• Coach behaviour (Jarvis 2006)

• Client behaviour(Dawdy 2004)

• Coach-Client (de Haan 2008)

• ROI – outputs (Various)

Olivero et al (1997) – 22% increase in productivity after management training but 88% increase after internal coaching

NHS Leadership Centre (Woolnough et al 2004) - 41% of coachees were promoted compared to 15% of the non-coached group, & leadership skills and job satisfaction

improved


Meta analysis of ROI studies

De Meuse and Dai (2009)•Drew on six studies (four used)

•ROI =1.27

•Range from 1.98 -0.02 for self rating

•Range from 1.83-0.06 for others ratings


Coach/mentor as professional?

• Skill based on theoretical knowledge:

• Defined body of knowledge

• Established community of practitioners

• Extensive period of education:

• Testing of competence:

• Institutional training:

• Licensed practitioners:

• Work autonomy:

• Code of professional conduct or ethics:

• Self-regulation through formalised organisation:

• Public service and altruism:Bennett 2006 and others

International Coach Federation - 16000 members over 50

countries

European Mentoring and Coaching Council – 17 years and 14 countries

Worldwide Association of Business Coaching – ~800 members but elite

professional forum


So how does this relate to Research Leadership?


Application within Research Leadership

Research into R&D teams within a variety of contexts identifies:

• Time-lagged, sporadic and nonmarket nature of their outputs

• Consist of professionals (highly educated and creative) with distinct characteristics in terms of goal orientation, value systems, need structure and behavioural patterns

• Undertaking tasks with a high level of risk of failure, and who experience disruptions, delays and setbacks

A unique challenge to leadership

W.Zheng et al 2010


Leadership

• Leadership is embedded in its context

• A person’s ability to innovate and create is dependent upon

– Individual characteristics

– Work environment

• The influential role of the leader (although in R&D teams more likely to be technically proficient then management trained)

• The fit between the leadership characteristics and key contextual factors maximises effectiveness of the leader


Context and Model of R&D Leadership

Zeng,W et al 2010


Research leader/super(wo)man ?

19

•Negotiation/influencing•Communication•Strategy development•Interpersonal skills•Holding your nerve•Visioning.............


Coaching is..

20

‘facilitating client growth through stages of development towards more advanced stages

of thinking that can accommodate increasing complexity’

Just-in-timeOne-to-one

To the coachees own agenda!


Taking coaching onboard..Is all in the contract!

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•External or internal or manager (trained)•Coaches have particular strengths and weaknesses –(s)he should know when to refer•Look at the coach’s professional accreditation•Be clear about your purpose (with/without training)•Contract hard with your coach (psychological as well as operational)•Make sure there is an exit plan•Evaluate (not just happy sheets)


THANK YOU FOR YOUR ATTENTION

QUESTIONS/COMMENTS?

22


Directive

IntrinsicObservation

Non-Directive

ExternalObservation

Coaching Styles

Clutterbuck & Megginson (2005)


Client understandi

ng-self

Peak performance – self and

organisation

Qualified coaches adhering to code of ethics;

Knowledge of public sector

Establish rapport, listen, hear and understand

Reflection through intake form and discussion

Establish goals and objectives using SMART

and GROW etc

Positive habits for keen mind and body

Self awareness and emotional intelligence

focus

MBTI, etc

180 or 360 process; Meeting with manager

or Shadowing; Performance agreement

Agreed activities and strategies - observing

self

Reporting back and measuring progress

Career Reviewing CV and selection criteria

Line of sight to own business

performance plan

Understanding own resilience

strategies - Activation control

Building capability of others

Coaching and mentoring self

and others

Managing upwards

effectively

Working to own integrity and

organisational values

Enabling tools – self and others

Client readiness and energy + coach skill and understanding = successful coaching and ROIClient readiness and energy + coach skill and understanding = successful coaching and ROI

coaching to develop research leadership (skills) for the changing higher education sector dr annette...

Documents

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