first international conference on graduate coaching ... · beth norden south africa...

First International Conference on Graduate Coaching Education: Theory, Research, and Practice

Friday, March 28, 2014

Graduate School Alliance for Executive Coaching (GSAEC) First International Conference on Graduate Coaching Education:

Theory, Research, and Practice Thursday, March 27 to Friday, March 28, 2014

Menlo College, Silicon Valley, California List of participants (Page 1/2)

FIRST NAME LAST NAME COUNTRY EMAIL

Jeffrey E. Auerbach USA [email protected]

Alexandra Barosa-Pereira Portugal [email protected]

John Bennett USA [email protected]

Kent Blumberg USA [email protected]

Francine Campone US [email protected]

Cynthia Loy Darst USA [email protected]

Pauline Fatien Diochon USA [email protected]

Mark Federman Canada [email protected]

Marita Fridjhon USA [email protected]

Victor Harms USA [email protected] Vivian Chien-Chun Hung China [email protected]

Stacey Larsen USA [email protected]

Dima Louis Qatar [email protected]

Cindy Lynn USA [email protected]

Terrence Maltbia USA [email protected]

Guillermo Mendoza USA/UK [email protected]

Nina Morel USA [email protected]

Beth Norden South Africa [email protected]

Graduate School Alliance for Executive Coaching (GSAEC) First International Conference on Graduate Coaching Education:

Theory, Research, and Practice Thursday, March 27 to Friday, March 28, 2014

Menlo College, Silicon Valley, California

List of participants (Page 2/2)

FIRST NAME LAST NAME COUNTRY EMAIL

Cal Oltrogge Singapore [email protected]

Ken Otter USA kotter@s tmarys-ca.edu

Linda Page Canada [email protected]

Linda Pennington USA [email protected]

Marcia Reynolds USA [email protected]

Jeremy Ridge UK [email protected]

Florentin Roche France [email protected]

George Rogers USA [email protected]

Charline Russo USA [email protected]

Mike Salvador USA [email protected]

Robert Seidenspinner USA [email protected]

Irene Stein USA [email protected]

Pamela Van Dyck USA [email protected]

Marjorie Woo China [email protected]

Sue Young UK [email protected]


Paper session 1: Praxis in Coach Education Mike Salvador, Ph.D. – Moderator

Poster Session

Paper session 2: Complexities in Coach Education Beth Norden, MA, PCC, BCC – Moderator

Panel: The Role of Technique in Coach Education Terry Maltbia, Ed.D. – Moderator

The Coaching World Café

2


Paper session 1: Praxis in Coach Education Mike Salvador, Ph.D. - Moderator

Thinking like a Professional: The Impact of Graduate Coach Education - Francine Campone, Ed.D., MCC, MAC - Fielding Graduate University, CA (USA)

Education vs. Practice in Coaching – Seamless Connection or Discontinuity? - Jeremy Ridge, Ph.D. - APECS (UK)

Building Assurance of Learning for Executive Coach Education: A Case Study - John Bennett, Ph.D., PCC, BCC - McColl School of Business, Queens University of Charlotte, NC (USA)

3

Thinking like a Professional: The Impact of Graduate Coach Education

Francine Campone, Ed.D., MCC, MAC - Fielding Graduate University, CA (USA)

Francine Campone

Thinking like a Professional: The

Impact of Graduate Coach Education

F R A N C I N E C A M P O N E , E D. D. , M C C , M AC

www.fielding.edu

Overview

• What characterizes a professional?

• Professional identity and coaching

• Educating coaches to think like professionals

• A study of graduate education outcomes

• Observations and discussion

www.fielding.edu

What characterizes a professional?

• Accepts and responds appropriately to complexity

• Applies knowledge and information from diverse sources with discernment

• Is competent in 3 dimensions: theory, performance and judgment

• Has a cohesive professional identity

www.fielding.edu

Educating coaches to think like professionals

The elements of the Fielding Evidence-Based Coaching program:

• GSAEC standards alignment

• Principles of transformative adult learning/andragogy

• Integrates theory, practice and reflective learning

www.fielding.edu

The study of program outcomes

• Data drawn from case studies

• Coded and categorized references to two aspects: • Integration of theory and practice- reflection in action

• Transformative adult learning- reflection on action

www.fielding.edu

Results Most frequently applied theories/models

Theories % of Cases % of coded segments

Cognitive-Behavioral 30 6.5

Positive Psychology 30 6.5

Humanistic 20 5.4

Adult Development 20 4.3

(Bridges) Transition Theory 20 4.3

Adult Learning 15 3.3

Gestalt 10 4.3

Family Systems 10 5.0

Social Learning/Social

Constructionism

10 2.2

Organizational Culture 10 2.2

Narrative 10 2.2

Communication 10 2.2

www.fielding.edu

Results Reflection in action

• Client characteristics

• Coaching tasks

• Coaching contexts

www.fielding.edu

Results Reflection on actions

• Managing boundaries and ethical challenges

• Self-awareness and self-management

• Understanding responsive process

• Applications of theory

www.fielding.edu

Implications for coach education

• Legitimacy and public trust

• Integrative content and instructional methods

• Develop professional cognitive processes as well as content and practice

• Groundwork for on-going learning and development

• Cultivate professional identity

www.fielding.edu

For further information, please contact

[email protected]

303-862-7710

mailto:[email protected]

Education vs. Practice in Coaching – Seamless Connection or Discontinuity?

Jeremy Ridge, Ph.D. - APECS (UK)

Jeremy Ridge

“Education v's Practice – seamless connection or discontinuity“

GSAEC International Conference

Presented by Dr. Jeremy J. Ridge

Chair, APECS

MARCH 2014

What is APECS about?

Example of a quote from a recent Applicant for APECS Executive Coaching accreditation: “ ........... becoming accredited with APECS is part of my development objectives. Having coached for around 9 years it is high time for me to consolidate my learning in a way that enables me to talk about in a professional and meaningful way. The APECS Accreditation process gives me the framework to consciously think about what I do, how I do it and why I do it and deepen my own understanding of this, whilst enabling me to communicate it in a professional and cohesive way. This is particularly important for me as the psychological terminology that surrounds coaching is very different to my business language. The APECS accreditation process is enabling me to link the two together, building my confidence in my practice as a coach. “

Overview Agenda

1 The Important Potential for Coaching? 2 Practice and Profession matters 3 The APECS Experience 4 The Seven Pillars 5 Conclusions / Discussion

1. The Important Potential for Coaching

– The potential – known or unknown?

– Executive Coaching as a focus

– The risks of getting it wrong

2. Practice and Profession matters

– Unease with the term ‘Professional’

– The importance of Trust in the professional equation

– The special Knowledge involved in PRACTICE

3. The APECS Experience

– Establishing Professional standards as a primary

focus

– Membership Structure to reflect the achievement

involved

– The technical challenges involved

– The 7 major ‘pillars’ of APECS standards – a basis

for typical professional standards

4. The APECS Seven Pillars

P - PRACTICE – as ‘Outputs’ – the WHAT

I - INQUIRY – as Extent of and Level of Learning

L - LEARNING about ORGANISATIONS

L - LEARNING about PEOPLE

A - ARTICULATION of Personal Practice Framework

R - REGULATION - by Self and Community

S - SOCIETY – as a Professional Community

4.1 PRACTICE – as ‘Outputs’ – the WHAT

• Evidence of relevant Executive Coaching Practice • Described in terms of outputs • The coachee’s context, and language, drives the agenda • Appreciation of the diversity of the ‘ROI’ question,

reflecting the diversity of stakeholder interests involved

• What the Practice does, and doesn't do

4.2 INQUIRY – Extent and Level of Learning

• Inquiry – a personal exploration, open to various sources ...

• Reference to independent and accepted standards; the UK Masters degree level of learning – actual or equivalence:

• The core of this level of learning – evidence of: – Appreciation of current foundations and frontiers of Knowledge in a

field that draws on multi-disciplinary sources

– Ability to critique the strengths and weaknesses of any knowledge

– Ability to test out knowledge and appreciate its limitations in practice

• Evidence of learning from a range of sources – practice, academic, peer review and ability to reflect on learning and test out and apply in on-going development of Personal Practice

• Knowing what you don't know

4.3 LEARNING about PEOPLE

• Diversity of others' learning in the field

• To a standard that respects diversity, and sophistication of

each person • Emphasis on the relational context • Awareness of the whole person context • Implications of when the agenda depends on the other

person as already functional.

4.4 LEARNING about ORGANISATIONS

• A broad based awareness about ‘Organisation’ – varied forms, not

just Business e.g. Public, NGO, Voluntary etc

• Appreciation of the People and behavioural circumstances typical of

Executive roles including direct experience – from 'top to bottom'

• Familiarity with the technical language of organisations

• Understanding the organisation’s own world / context e.g.

understanding the nature of their challenges

• Appreciation of the impact of broader contextual factors e.g. the

role and impact of different national, regional and organisational

/sector cultures

4.5 ARTICULATION of Personal Practice Framework – the HOW

• The established pattern of the practitioners own best practice method of working

• Integrated - with reference to current accepted terms and language

of Practice

• Appreciation of the central importance of the process of CONTRACTING

• Shows awareness of Practice BOUNDARIES for the Practitioner

concerned • Provides a picture of the Area and scope of their Practice method

4.6 REGULATION – Checks and Balances

• Taking a positive view of Regulation as the Contract for Trust • Appreciation that Regulation works best as SELF Regulation • Makes positive use of Supervision • Makes positive use of Continuing Personal Professional

Development (CPPD) • Adheres to the ethical code

4.7 SOCIETY – as a Professional Community

• Establishing a clear Identity for the Profession

• The credibility of a common voice

• Sharing and Learning from fellow Practitioners

• Renewal - Keeping up with Best Practitioner Practice

• Involvement - Making your own, unique, contribution

5. Conclusions

• Similarity with GSAEC Standards Framework • Some areas for further dialogue? • The importance of the level of learning

• The value of a seamless and common approach

• The importance of other contributors to the field

Building Assurance of Learning for Executive Coach Education: A Case Study

John Bennett, Ph.D., PCC, BCC - McColl School of Business, Queens University of Charlotte, NC (USA)

John Bennett

BUILDING ASSURANCE OF LEARNING

FOR EXECUTIVE COACH EDUCATION: A

CASE STUDY

John L. Bennett, Ph.D.

McColl School of Business

Queens University of Charlotte

March 28, 2014

What is Assurance of Learning

Mission

Learning Goals

Assessment

Change/Revise Curriculum &

Pedagogy

Review/Revise Mission

A system of defining

desired learning, assessing

outcomes, and making

adjustments to improve

effectiveness.

GSAEC Academic Program Standards

Standard 19: Program

Assessment/Quality

Enhancement

19.1: A quality assurance program

is in place to monitor effectiveness

and ensure excellence.

19.2: Clear procedures are in

place for evaluating the learning

outcomes for all major program

elements. Assessment activities

are linked to knowledge

requirements and core

competencies delineated in the

program goals.

19.3: Mechanisms for using quality

assurance data for program

improvements have been identified

and implemented.

Why is AOL Important

Improve quality of education

Deliver on missions (e.g., school, program, degree)

Enhance teaching

Enhance learning

Comply with accrediting bodies—e.g., AACSB, regional

accreditors

Linkage Examples

Mission • Alignment of XXX & XXX mission

• Alignment of XXX mission and program learning goals & objectives

Learning Goals/Objectives • Distinct goals & objectives across programs

Measures

•At least one direct measures for each program

•Faculty input

•Differentiation between measures (programs, levels)

Closing the Loop • Two cycles of data collection for each learning objective in each program

• Systematic process for review of data and ID of improvements

• Improvements implemented

• Evaluation of improvements’ effectiveness

Faculty & Other Stakeholder Involvement

•Drafting goals & objectives

•Developing measures

•Collecting & reviewing data

•Implementing improvements

Approaches to AOL

Selection (for admission)

Course-embedded measurement—for example,

Written assignments: cases, research reports, memos

Oral presentations

Simulations

Classroom exercises

Business plans and/or consulting projects

Exams

Demonstration: stand-alone testing or performance—for example,

Standardized exams

Senior or Capstone project and/or presentation

Assessment center

Student portfolios

“Mock” interviews

Rubrics: A Tool Support AOL &

Improvement 1-2 page document that describes varying levels of

quality, from excellent to poor, for a specific assignment

A list of criteria, or "what counts" in a project or

assignment

Gradations of quality, with descriptions of strong,

middling, and problematic student work

Linked to learning objectives at the assignment and/or

course levels

A rubric is a scoring tool that lays out the specific expectations for an assignment.

Rubrics divide an assignment into its component parts and provide a detailed

description of what constitutes acceptable and unacceptable levels of performance for

each of those parts. (Stevens and Levi, 2005, 3)

What Are We Currently Doing?

Course Level

• Course objectives

• Assignment Rubrics

Program (Degree) Level

• Curriculum mapping

• Using feedback to inform curriculum changes

• Linking assignments and assessments to goals

• Reviewing available data

“Closing the Loop”

What is Assurance of Learning (AOL)

Mission

Learning Goals

Assessment

Change/Revise Curriculum & Pedagogy



Mission

Learning Goals

Assessment

Change/Revise

Curriculum &

Pedagogy

Review/Revise

Mission

The Master of Science in

Executive Coaching educates

students to enhance the

performance, productivity and

quality of life of individuals,

organizations and the broader

community through excellence

in education, research and the

practice of executive and team

coaching.


Mission

Learning Goals

Assessment

Change/Revise

Curriculum & Pedagogy


• Our graduates will be ethical

decision-makers.

• Our graduates will be

committed to their

communities.

• Students will demonstrate

proficiency in designing,

communicating, managing,

and leading coaching

interventions.

• Our graduates will be capable

and competent social and

behavioral scientists.

• Our graduates will be skilled

consumers of theory and

research.

• Our graduates will be lifelong

learners who are positive

agents for change.


Mission

Learning Goals

Assessment

Change/Revise

Curriculum & Pedagogy


Examples:

• Students will demonstrate values

and ethical standards in decision-

making.

• Students will demonstrate that

they are committed to their

communities and appreciate the

system dynamics of

communities-as-a-whole.

• Students will be capable of

creating increased awareness

and motivation for positive

change with clients.

• Students will demonstrate

proficiency in coaching using a

coaching model and core

coaching skills.


Mission

Learning Goals

Assessment

Change/Revise

Curriculum &

Pedagogy


Examples:

• Course sequence

• Emphasis of course

content

• Approaches to

teaching specific

material

The Linkages—Example

• The XXXX School of Business educates students to become successful business and professional leaders who are competent, understand the importance of character, and are committed to their communities.

Mission

• Our graduates will be skilled consumers of theory and research.

Learning Objectives

• This course examines organizational coaching and surveys the foundational disciplines on which the practice of organizational coaching is based, applicable theories and methods…..

Course Description

• Identify the theoretical foundations of coaching

Course Objectives

• Research report analysis paper

• Personal foundation for practice paper

• Topic presentation

Assignment Assessment

What We Have Learned

• Requires a team effort

• Requires time and concerted effort

• Link data collection with course work

• Can be useful to improve programs

• Can be used to demonstrate value and outcomes

• Refine the processes and the measures

Resources and References

• Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (Second ed.). San Francisco, CA: Jossey-Bass.

• Banta, R. W. (2002). Building a scholarship of assessment. San Francisco, CA: Jossey-Bass.

• Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: the classification of educational goals; Handbook I: Cognitive Domain. New York: Longmans, Green.

• Bloom, B. S. (1994). Reflections on the development and use of the taxonomy in Anderson, L. W. & Lauren A. S. (eds). Bloom's Taxonomy: A Forty-Year Retrospective. Chicago: National Society for the Study of Education.

• Danielson, C., Axtell, D., Bevan, P., Cleland, B., McKay, C., Phillips, E., & Wright, K. (2009). Implementing the framework for teaching in enhancing professional practice. Alexandria, VA: ASCD.

• Diamond, R. M. (1998). Designing & assessing courses & curricula: A practical guide (Revised ed.). San Francisco, CA: Jossey-Bass.

• Kirkpatrick, D. L. (1998). Evaluating training programs: The four levels (2nd ed.). San Francisco, CA: Berrett-Koehler.

• Phillips, J. J. (2003). Return on investment in training and performance improvement programs (Second ed.). Amsterdam: Butterworth Heinemann.

• Phillips, P. P., Phillips, J. J., & Edwards, L. A. (2012). Measuring the success of coaching: A step-by-step guide for measuring impact and calculating ROI: American Society for Training & Development.


Poster Session Coaching KSAOs [Knowledge, Skills, Abilities,

and Other characteristics] Integrative Literature Review - Kent Blumberg, PCC - University of

Phoenix/Louisiana State University (USA)

7

Introduction

There are 96 accredited coach training

programs (ACTP) that train in English.

The GSAEC website lists 180Institutions with Executive Coaching

programs.

With all that training and education going

on, I was curious what the literature had to

say about the competencies required of

coaches. My hope was that I would find

that the curricula of these programs were

supported by extensive empirical research.

Search Methodology

The literature search was confined to

English-language, peer-reviewed journal

articles, book chapters, and PhD

dissertations that focused on traits,

competencies, or behaviors of coaches

working with executives. The initial

search was limited to material published in

2008 or later, although that was

subsequently expanded to a number of

earlier, but still heavily cited works. Two

databases were searched: ProQuest

dissertations and theses, and PsycINFO.

The original 1,552 sources were

reduced first by eliminating titles that did

not address the problem statement, then by

reading of abstracts, and finally by reading

full documents. A final set of 23 sources was analyzed for this review.

Thanks to Ed Holton for inspiration, patience, and guidance; J. C.

Bunch for tutoring on poster creation; Vicky Katsioloudes, Chela

White, and Julie Henriquez for support, encouragement, and

ideas; my coaching clients for sparking my need to know more,

and the members of GSAEC for the opportunity to present at the

First International Conference on Graduate Coaching Education:

Theory, Research, and Practice.

. Conclusions

This review of the literature suggests three conclusions about the

current state of research into executive coaching KSAOs.

1. Only nine (39%) of the lists were based on empirical

research. To be fully credible, coaching education curricula

need to be based on evidence that shows how each element of

the curriculum supports coach effectiveness.

2. The nine empirical studies did not study verifiably-expert

coaches. The most credible subject selection method would

be based somehow on client results, which none of the studies

measured. Lacking measurable client results, level of

certification may be a proxy for expertise. However, that

likely would bias the results toward the certification body’s

competencies list.

3. None of the studies explored all elements of the KSAO

framework. For a competency model to be fully functional, it

needs to include what coaches need to know, what skills they

must be able to demonstrate, what innate abilities they

require, and how their other characteristics might affect their

effectiveness at coaching. Only with all four elements

covered can coaching educators design rigorous coach

preparation programs.

Closing the Gaps

1. Use Grounded Theory Method to develop hypothesized

competency model for executive coaches. Interviews might

use McClelland’s Behavioral Event Interview approach, or

Brinkerhoff’s Success Case Method. Conduct subsequent

quantitative studies to test the model.

2. Base the model on the study of expert coaches, as seen by

organizational buyers of coaching services. Those buyers

could be asked to nominate the most effective coaches they

hire, and to explain their nomination criteria.

3. During the initial qualitative study, explore all four elements

of the KSAO framework: knowledge, skills, abilities, and

other characteristics.

Kent M. BlumbergPh.D. student in Leadership Development at Louisiana State University

Bennett, J. L., & Rogers, K. D. B. (2012). Skill acquisition of executive coaches: A journey toward mastery.

Presentation to the ICF Research Community of Practice. McColl School of Business, Queens University of

Charlotte.

Bono, J. E., Purvanova, R. K., Towler, A. J., & Peterson, D. B. (2009). A survey of executive coaching practices.

Personnel Psychology, 62(2), 361-404. doi: 10.1111/j.1744-6570.2009.01142.x

Griffiths, K., & Campbell, M. (2008). Regulating the regulators: Paving the way for international, evidence-based

coaching standards. International Journal of Evidence Based Coaching & Mentoring, 6(1), 19-31.

Hale, D. P. (2008). Development of a validated core competency skill set for executive coaches. (Order No.

3334045, Northcentral University). ProQuest Dissertations and Theses, , 118. Retrieved from

http://search.proquest.com/docview/304823133?accountid=35812. (304823133).

Hatala, J.-P., & Hisey, L. (2011). Toward the development and validation of a career coach competency model.

Performance Improvement Quarterly, 24(3), 101-122. doi: 10.1002/piq.20117

Mavor, P., Sadler-Smith, E., & Gray, D. E. (2010). Teaching and learning intuition: Some implications for HRD

and coaching practice. Journal of European Industrial Training, 34(8/9), 822-838.

Moriarity, M. T. (2010). The essential components of coach training for mental health professionals: A Delphi

study. (3448051 Ph.D.), Sam Houston State University, United States -- Texas. Retrieved from

http://search.proquest.com/docview/859237559?accountid=35812 ProQuest Dissertations & Theses Full Text

database.

Passmore, J. (2010). A grounded theory study of the coachee experience: The implications for training and

practice in coaching psychology. International Coaching Psychology Review, 5(1), 48-62.

Wise, D., & Hammack, M. (2011). Leadership Coaching: Coaching Competencies and Best Practices. Journal of

School Leadership, 21(3), 449-477.

Further information

© 2014 Kent M. Blumberg, PCC.

For more information, email the author at

[email protected].

Analysis

The primary method used to develop

each of the 23 competency lists was

determined by reading the

methodology sections of the sources.

Based on the methodology

description, each study was assigned

to a primary methodology (Table 1).

Based on the methodology

descriptions, each empirical study

was assigned a primary sampling

method (Table 2).

Elements of each competency list

were sorted into the KSAO

framework as follows. Any elements

of factual or procedural knowledge,

elements that might logically come

from books, lectures, or

demonstrations, were classified as

knowledge. Where enough

information was provided by a

source, knowledge elements were

further divided into knowledge of

theories, knowledge of coaching

models, and knowledge of coaching

processes. Any elements that

described coaching behaviors that

would take time and practice to

develop were classified as skills.

Any elements that described innate

abilities that would allow someone to

learn the necessary skills and

knowledge were classified as

abilities. Finally, any elements

that did not fit any of the other three

categories were classified as

other characteristics(Table 3).

1. Primary Study Methodology 2. Subject Selection Methods

3. KSAO Elements in Study Results

Nine Empirical Studies Acknowledgements

Primary Study Methodology

Conjectural Empirical

So

urc

e

Un

clea

r

Au

tho

r

Op

inio

n

Lit

erat

ure

Rev

iew

Info

rmal

Co

nsu

ltat

ion

Co

mm

itte

e

Del

ph

i

Su

rvey

Inst

rum

ent

Str

uct

ure

d

Inte

rvie

ws

AC Competency Framework

("AC Competency

Framework," 2012)

EMCC Competence

Framework ("EMCC

Competence Framework,"

2010)

ICF ("Core Competencies,"

2013)

Wood & Gordon (2009)

Bluckert (2006)

Cavanagh, et al. (2011)

Grant (2011)

Laske (2006)

McCarthy (2010)

Spaten & Hansen (2009)

Ennis, et al. (2012)

APA ("Guidelines for

Education and Training at

the Doctoral and

Postdoctoral Levels in

Consulting

Psychology/Organizational

Consulting Psychology,"

2007)

Maltbia & Page (2012)

Mooney (2008)

Hale (2008)

Moriarity (2010)

Bono, Purvanova, Towler, &

Peterson (2009)

Hatala & Hisey (2011)

Wise & Hammack (2011)

Bennett & Rogers (2012)

Griffiths & Campbell (2008)

Mavor, Sadler-Smith, & Gray

(2010)

Passmore (2010)

Subject Selection Methods

So

urc

e

Stu

die

d C

oa

ch

ee

s,

No

t C

oa

ch

es

Co

nve

nie

nce

Sa

mp

le

Wro

te a

Bo

ok

Ab

ou

t C

oa

ch

ing

Fo

un

de

r o

f C

oach

Tra

inin

g O

rg.

Ho

urs

or

Ye

ars

of

Exp

eri

ence

Leve

l o

f

Ed

uca

tio

n/T

rain

ing

Leve

l o

f

Ce

rtific

atio

n

No

min

atio

n b

y

Su

pe

rvis

or

or

Clie

nt


Bono, Purvanova, Towler, & Peterson (2009)


Mavor, Sadler-Smith, & Gray (2010)

Moriarity (2010)

Hale (2008)

Passmore (2010)



KSAO Elements in Study Results

Knowledge

Sourc

e

Theori

es

Coachin

g M

od

els

Coachin

g

Pro

cesses

Skill

s

Abili

ties

Oth

er

Chara

cte

ristics


Bono, Purvanova, Towler, & Peterson (2009)


Hale (2008)


Mavor, Sadler-Smith, & Gray (2010)

Moriarity (2010)

Passmore (2010)



Paper session 2: Complexities in Coach Education Beth Norden, MA, PCC, BCC – Moderator

Educating Executive Coaches to Multiple Agendas within the Triangular Relationship: Issues and Opportunities- Dima Louis - Grenoble Ecole de

management (Lebanon/France) and Pauline Fatien Diochon, Ph.D. - Menlo College, CA (USA) / IAE Lyon (France)

Building Cross-Cultural Coaching Competence: Essay for the First Steps - Alexandra Barosa Pereira, PCC -

ABP Corporate Coaching (Portugal)

8

Educating Executive Coaches to Multiple Agendas within the Triangular Relationship: Issues and Opportunities

Dima Louis - Grenoble Ecole de management (Lebanon/France)

Pauline Fatien Diochon, Ph.D. - Menlo College, CA (USA) / IAE Lyon (France)

Dima Louis & Pauline Fatien

Educating Coaches to Power Dynamics: Managing Multiple Agendas

within the Triangular Relationship

Dima Louis and Pauline Fatien Diochon

GSAEC First International Conference on Graduate Coaching Education: Theory, Research and Practice

Friday, March 28, 2014

Menlo College, Silicon Valley, CA

pauline.fatien

Typewritten Text

This presentation has resulted in a paper accepted in Journal of Psychological Issues in Organizational Culture, to be published in 2014.

pauline.fatien

Typewritten Text

In a context where coaching faces an urge for

professionalization …

…the pathway seems “at least bumpy, at worst derailed” (Gray, 2011)

The coaching practice and education fields are fragmented

With a tendency to focus on the coach-coachee relationship

Overshadowing the triangular contract – a neglect of power

dynamics (Pezet, 2007)

Coaching education challenge

Educate to work with both the individual and the

organization

What are the multiple agendas faced by coaches?

How do coaches manage these agendas?

How could we educate coaches to the management of

this complexity?

The success of coaching may be due to its perception

of a mediation tool solving long-lasting antagonisms

An “adaptive” approach (Amado, et al, 1991) that conveys an

instrumental view on the role of the coach

That may underestimate the inherent contradictions

within individuals and in organizations

Trying to solve problems at the relational level can represent

a regression of the political to the “psychofamilial” level

Multiple agendas in the triangular relationship

“Coach”

“Coachee” “Organizatio

n”

“Coach”

“Coachee” “Organization”

The triangular relationship

Dyadic relationships

Multiple agendas in the triangular relationship

The organization excluded (St John-Brooks, 2010)

The individualization (Tobias, 1996; Amado, 2004)

The poisonous gift (Fatien, 2012)

The loudspeaker (Fatien, 2012)

The apparent compliance (Bluckert, 2006)

Challenges faced by the coach with multiple agendas

Confidentiality issues (Bluckert, 2006; St John-Brooks, 2010)

Loyalty conflicts (Fatien and Nizet, paper under development)

Emotional challenges (Cox and Bashkirova, 2007)

Conflictual challenges (Hawkins, 2008; Kets de Vries, 2010)

Interpretive approach (Denzin & Lincoln, 2005)

Abductive process (Alvesson & Sköldberg, 2009)

Semi-structured interview (Corbetta, 2003)

Critical incident technique (Chell, 1998)

Sample of 20 executive coaches

Our finding #1

“Coach”

• Independent coach

• Coaching organization

• Subcontracting firm

• Other coaches

“Coachee”

• Individual coachee

• Team as coachee

• Group of coachees

“Organization”

• HR

• Board of directors

• Direct manager

• Colleagues and direct

reports

“Coach”

“Coachee” “Organization”

Our finding #2

Initial agenda

Additional agendas

Coach

Coachee

Line Manager

HR

Coach 1

Coachee 1 Coachee 2

Coach 2

Organization

Initial agenda

Additional agenda

Interview A Interview B

The agenda

# of

coaches

(/20)

The poisonous gift 9

The organization excluded 7

The Individualization 4

The loudspeaker 3

The coachee excluded* 2

The apparent compliance 1

The imaginary hidden agenda* 1

The coach’s hidden intervention strategy* 1

The organization’s conflicting agendas* 1

Multiple agendas are

normality. Nothing is simple,

everything is multiple. […]

Complexity is a reality.

(coach 02)

Hidden agendas exist all the

time, because [coaching] is

not linear. It is not fixed.

(coach 03)

*Hidden agendas identified in our study

Our finding #3

Issue Verbatim # of

coaches

(/20)

Emotional

challenges

“It made me feel stupid”, “I didn’t feel good about

hiding something so crucial”, “I felt used [and] very

angry”, “It was very uncomfortable”

8

Confidentiality

issues

“The coach knows information about the client that

are either beneficial or working against them in terms

of their promotion”

But is it the coach’s role to share such information?

3

Conflictual

challenges

“There was an issue about the relationship between

the commissioning manager as line manager and the

coaching client as the person that they were

managing, that they didn’t have a good trusting

relationship”

2

Our finding #4

Factors identified by

coaches

Purpose Prerequisites to apply

for a coaching

programs

Suggested Learning

Approaches

EXPERIENCE Peer and senior support Familiarity with tricky

situations

Get emotional support

Require that participants have

a supervisor during their

education

Reflective activities

Corporate Background Similar background (“same

world”)

Should all candidates have a

corporate background?

Case Studies

Supervised practice

Professional Coaching

Experience

Familiarity with tricky

situations

Case Studies

Supervised practice

SKILLS Quality of the relationship

and building trust

Ensuring a presence of the

coach

Role Play

Questioning and listening

skills

Be open to a broader

picture

Role Play

Internships

Self-awareness Avoid projections, transfer

etc

Should some sort of therapeutic

work be required to do a

coaching program?

Reflective activities

Our finding #4

Factors identified by

coaches

Purpose Prerequisites to apply

for a coaching

programs

Suggested Learning

Approaches

KNOWLEDGE (Continuous) learning Increase knowledge

of models,

approaches and

theories related to

coaching

What should be the

minimum level of

education of a

candidate?

Expose to different

theories

Have a minimum

number of classes

focused on acquiring

knowledge

Systemic approach Increase knowledge

related to the

complexity of

coaching

Include classes in

Organization theory

Teach systems-oriented

coaching models

This study focusing on multiple agendas highlights the

power dynamics that coaching can generate in

organizations

Because organizations are social systems where actors

play different roles, conscious and unconscious

And suggests that Working with both individuals and

organizations Requires from the coach knowledge, skills and experience

To apprehend the complex social and organizational system

Building Cross-Cultural Coaching Competence: Essay for the First Steps

Alexandra Barosa Pereira, PCC - ABP Corporate Coaching (Portugal)

Alexandra Barosa Pereira

First International Conference on Graduate Coaching Education: Theory, Research and Practice

March 27-28, 2014

Menlo College, Silicon Valley, California

Alexandra Barosa Pereira

21st century leadership in organizations:

Compete or partner at a transnational level

Requires ambidexterity and bricolage

Knows the resources and promotes entrepreneurship

Co-workers more knowledgeable and resourceful

New ways of working – new ways of relationship

Executive coaching reach those need:

Self-awareness and self-questioning

Flow of communication and engagement

Cultural alignment

Keeping the mean within self-references frames

1995: establishment of a professional organization for Coaching (ICF)

Standards for Coaching as a profession

Increase in publications

~2001: first attempts in Europe

Present: globalization of Executive Coaching

Consolidation of coaching identity

Alignment of expectations: integrate professionals and quality / protection of delivery

Competency is the individual’s ability of applying

acquired knowledge (qualification) and professional

experiences into action that will lead to performance

and results throughout different professional

situations that they can come across (Besson and

Hassadj, 1999)

Core Competencies shall be transverse that means not related

to a specific environment or profession, and shall be

transferable, which will allow individuals adaptability facing new

situations, in order to remain in the marketplace

Core Competencies shall be acquired through educational

contents, training methodologies and qualified professional

models. They shall be adjustable and shall come from a

combination of specific knowledge, evolving with context

dynamics (Suleman and Lopes, 2000)

Coaching should be something we can observe, and for that we will need tangible indicators

Very little research (not to say none) has focus on tangible indicators that will assess what the competencies of a coach should be

11 ICF Core Competencies

As far as the review of literature for this initial reflection was able to confirm, no empirical study was done to assess the validity of those competencies next to the ICF community that extended its geographical boundaries and that increased its diversity of specialties

Would it continue to be true worldwide?

Is there a need for a certain cultural awareness around

each competency (for example, would effective

questioning have the same meaning in India as in

Norway, or in any Company)?

What role does cultural awareness plays in coaching?

Research around culture in coaching have 3 focuses:

Identity of coaching

a) Coaching culture will be about the awareness of the belonging and having an identity that should be considered when partnering with clients or when interacting with the community

b) It will be also about the use of a coaching framework by managers, mainly for facilitating communication in an organizational environment

People have to be trained around on what to expect

Communication is key to the awareness of a credible and solid identity

What should people expect from coaching?


Intercultural coaching

Part of the research done around cultural coaching is concerning the adjustment of cultures between coach and people being coached

Nangalia & Nangalia (2010) – framework for cultural adaptation of coaching for Asian clients

Rosinski (2013) – Cultural Orientations Framework

Plaister-Tem – Kaleidoscope model

There is no study comparing the ICF Core Competencies with the dimensions of intercultural competence:

Mindset Skillset Heartset


Coaching expatriates or cross-cultural clients

a) coaching expatriates and global coaches and the use of specific cultural nuances to enrich coaching approach

b) coaching as a leadership style in Western cultures and its comparison with managers located in other countries

Research has proven its effectiveness

More quantitative research around cultural competencies in coaching is needed

Common ideas:

Expectations people have and the meaning they give to things they experienced is supported by the baggage they carry in their own cultural suitcases (St Claire Ostwald, 2007); all our daily live will be cross-cultural activity, that will be very well fulfilled, if we were aware of what we were carrying in our suitcases

At the end all coaches should be global coaches (Abbot & Rosinki, 2007)

With global mindedness, i.e. with ‘a way of thinking’, towards an integrated coaching approach (Wilson, 2013)

What if all coaches were open to be surprised and learn from it?

What if experience would increase the opportunity of coaches to be resourceful and creative?

What if being resourceful and creative coaches would help clients’ development?

Next steps:

Indentifying the elements that will contribute to an

integrated coaching approach = curiosity and focus on the

other’s perspective without missing the mastery of the global

that experience and knowledge will definitely bring

[email protected]


Panel: The Role of Technique in Coach Education Terry Maltbia, Ed.D. – Moderator

Developing Extraordinary Talent with the Change of Beliefs - Guillermo Mendoza Impact Coaching Solutions

(USA)/ ICC (UK) and Lauren Salomon, Ph.D. – People

Advantage (USA)

Train as you Coach! Be what you teach … Thanks to Socrates Maieutics - Florentin Roche, Ph.D. – FR-Coach

(France)

The Effectiveness of Group Coaching: Virtual or Face-to-Face- Pam Van Dyke, Ph.D. - Van Dyke Resource

Group, LLC, TX (USA)

12

Developing Extraordinary Talent with the Change of Beliefs

Guillermo Mendoza Impact Coaching Solutions (USA)/ ICC (UK)

Lauren Salomon, Ph.D. – People Advantage (USA)

Guillermo Mendoza

Train as you Coach! Be what you teach … Thanks to Socrates Maieutics

Florentin Roche, Ph.D. – FR-Coach (France)

Florentin Roche

The Effectiveness of Group Coaching: Virtual or Face-to-Face

Pam Van Dyke, Ph.D. - Van Dyke Resource Group, LLC, TX (USA)

Pam Van Dyke

The Power of Group Coaching Virtual or Face-to-Face

Pam Van Dyke, Ph.D.

Group Coaching Anyone?

WHAT’S THE DIFFERENCE?

TEAM

COACHING PEER

COACHING

GROUP

COACHING

TEAM COACHING

Page 4

LEADER

DIRECT

REPORT

DIRECT

REPORT

DIRECT

REPORT

DIRECT REPORT

DIRECT

REPORT

PEER COACHING

Page 5

GROUP COACHING

Group

Member

Group

Member

Group

Member

Group

Member

Group

Member

Group

Member

Group

Member

Group Process

VIRTUAL – THE NEW NORMAL

The focus is on

the process more

so than the

individuals within

the groups

Utilizes the

momentum of

others as a

vehicle for self-

exploration

and insight

Group Process: The means by which individuals interact, solve problems and make decisions

VIRTUAL GROUP COACHING

Coach Facilitator

Group Member

via Web-ex Group Member

via Phone

Group Process

Group Member

via Threaded

Discussion

Group Member

via GoTo Meeting

Group Member

via Skype

PARTICIPANT CRITERIA

The VGC process was facilitated by a credentialed executive coach

or someone in a related field.

The participants were business professionals were not connected

internally from within the same organization.

The VGC process size ranged from 4 to 8 individuals per group.

The VGC process held to a regular cadence of meetings and

convened at a set time either F2F or virtually.

The VGC commitment fell within a range of a minimum of 6 months

to a maximum of 4 years.

1

2

3

4

5

PARICIPANT PROFILE

TOTAL PARTICIPANTS INTERVIEWED: 21

67% Females – 33% Males

Average Age Range 45-60 with most falling in the 45-50 range

United States (9 States), Canada and Australia

67% Fell into the 45-60 Age Range, the remaining 33% varied

81%: Caucasian 10%: Hispanic and 5% African American

1

2

3

4

5

82% Had either a Bachelors or Masters degree

52% - Financial business professionals 48% - Other business

professionals including other Executive Coaches

6

7

VIRTUAL GROUP PROFILE

21 Participants – 19 Virtual Groups

Year Span: 2001 - 2010

Group Duration: 6 Months – 36 Months Avg: 18 Months

48% Had prior individual coaching experience

Virtual methodology: 86% Phone / 14% Phone, Skype or Web-Ex

1

2

3

4

5

DATA ANALYSIS: 5 MAJOR THEMES EMERGED

BUSINESS EDUCATION

GROUP PROCESS

GROUP FACILITATION

PERSONAL DEVELOPMENT

VIRTUAL COMMUNITY

1

2

3

4

5

5 Major Themes / 23 Sub Themes

VIRTUAL RESEARCH

Page 13

PERFORM VIRTUAL GROUP COACHING MODEL©

PARTICIPANT

SELECTION

ELEMENTSOF

GROUP COACHING

REGULAR

CADENCE

FACILITATION SKILLS

ORGANIZATION

& LOGISTICS

Results

ORIENTATION

MEDIUM

PERFORM VIRTUAL GROUP COACHING MODEL©

Participant Selection – Comfortable working in a group and with technology

Elements of Group Process – Coach needs to understand group dynamics

and be able to help create group cohesion.

Regular Cadence – 3 – 6 month commitment and regular scheduled meetings

Facilitation Skills – knowledge and training in facilitation and understand

the difference between facilitation and coaching

Organization – good organization and logistics skills

Results Orientation – good understanding of ROI and how to achieve it

Medium Interface – be knowledgeable about the different technological

mediums that are available and know which one is best for your situation

What Questions

Do You Have?


The Coaching World Café

16

Welcome to The Coaching World Café!

A collaborative conversation on Coaching Graduate Education

Source: World Café Foundation, www.theworldcafe.com

How it works 3 Rounds of 15 minutes each, focusing on a question Record your ideas in words, images, doodles,

whatever! 10 minute break/”Harvest” round – everyone (but

one) switches tables Quick recap of the previous group’s “gift” to current

group Final “Harvest” round of the most inspiring ideas

Discover

What are some of the key

organizational / societal / global trends

that are changing the

skills / competencies / perspectives

of contemporary coaches?

During the Break

Contribute the most interesting, inspiring,

and intriguing ideas to the Discover Harvest

page.

Dream & Design

[Recap by the table “host”]

How might coach education programs

and schools optimally respond to these trends

and changes?

During the Break


and intriguing ideas to the Dream & Design

Harvest page.

Destiny

[Recap by the table “host”]

What are our expectations of GSAEC in

supporting these programs and schools?

During the Break


and intriguing ideas to the Destiny Harvest

page.

Final Harvest: A Reflection on GSAEC & the Day What learning & value have we taken? (what

matters to us)

What will we do based on our collective learning? (to start, stop, continue, change)

What are our opportunities for the future?

What are our next steps?

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