michael speltz defining critical factors in executive coaching
TRANSCRIPT
Defining Critical Factors in
Executive Coaching Relationships
from the
Perspective of the
Executive Coach
Michael E. Speltz
St. Mary’s University of Minnesota
1
Agenda
Introduction
Literature Review
Methodology
Results
Recommendations, Implications, and Discussion
Ch. 2
Ch. 3
Ch. 4
Ch. 5
Ch. 1
Literature
Review
Intro
Method
Results
2
Recommendations
Special Thanks To:
Dr. Jack McClure, Chair
Dr. Sonia Feder-Lewis
Dr. Yvette Pye
Dr. Shannon Cisewski
Ch. 2
Ch. 3
Ch. 4
Ch. 5
Ch. 1
3
Significance of the Research
Addresses a gap in the body of literature
Increases awareness of the coach and
executive of what to look for in a
relationship
May contribute to successful future
coaching relationships
Ch. 2
Ch. 3
Ch. 4
Ch. 5
Ch. 1 Intro
4
Definition of Executive Coaching
A helping relationship between a client who
has managerial authority in an organization and a
consultant who uses a wide variety of methods to
help the client achieve a mutually identified set of
goals to improve his/her professional performance
and personal satisfactions and consequently, to
improve the effectiveness of the client’s
organization within a formally defined coaching
agreement (Kilburg, 1997).
Ch. 2
Ch. 3
Ch. 4
Ch. 5
Ch. 1 Intro
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Research Question
What are the critical
factors in executive
coaching relationships
from the perspective of
the executive coach?
Ch. 2
Ch. 3
Ch. 4
Ch. 5
Ch. 1 Intro
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Key Concepts
Lack of empirical research regarding
coaching relationships
Executive coaching is different than
mentoring and counseling
Executive coaching involves behavioral
change
Core competencies necessary for an
executive coach Ch.5
Ch. 2
Ch. 3
Ch. 4
Ch. 5
Ch. 1
Literature
Review
7
Key Concepts (cont.)
Various coaching strategies
Favorable or unfavorable factors that
impact the coaching engagement
Impact on the executive
Ch. 2
Ch. 3
Ch. 4
Ch. 5
Ch. 1
Literature
Review
8
Approach
Answering the research question
pointed to a qualitative approach
Phenomenological method was
engaged to address the research
Ch. 2
Ch. 3
Ch. 4
Ch. 5
Ch. 1
Method
9
Defining Phenomenology
Focuses on lived experiences of
individuals
Seeks to gather perceptions, beliefs
Not looking for right or wrong answers
Allows for open-ended questions
Richness of response (Moustakas, 1994)
Ch. 2
Ch. 3
Ch. 4
Ch. 5
Ch. 1
Method
10
Population and Sample
Connected with International Coach’s
Federation (ICF)
Access to Executive Coach’s contact
information via ICF website
Purposive Sample
15 executive coaches with minimum
of 2 years coaching experience
Ch. 2
Ch. 3
Ch. 4
Ch. 5
Ch. 1
Method
11
Instrument
Four interview questions were
developed and reviewed by subject
matter experts
Interview questions were tested in
two pilot interviews.
Ch. 2
Ch. 3
Ch. 4
Ch. 5
Ch. 1
Method
12
Ch. 2
Ch. 3
Ch. 4
Ch. 5
Ch. 1
Method
13
Instrument (cont.)
1) Walk me through the process of how you go
about getting started with a new executive
and establish a relationship with them.
2) I would like to best understand your approach
to relationship building. Tell me how
important it is to build an effective coaching
relationship and how that links to a successful
coaching experience?
Instrument (cont.)
Ch. 2
Ch. 3
Ch. 4
Ch. 5
Ch. 1
3) Can you tell me what you consider to be
an effective coaching relationship?
4) What else would you like to share with
me that might be helpful that we did not
discuss? Method
14
Methodology Flow Chart
Contacted coaches via email
Conducted 2 trial interviews
Conducted 13 interviews
Transcripts reviewed several
times by researcher and coaches
Transcripts entered in Excel and coded
Meaning Labels assigned to data
Meaning Labels grouped into
Meaning Clusters
Meaning Clusters grouped into
Themes
Themes shared with interviewed
coaches
Data Collection Data Analysis
Ch. 2
Ch. 3
Ch. 4
Ch. 5
Ch. 1
Method
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Data Collection
15 interviews total
Transcribed by professional
transcriptionist
Read and reviewed transcripts
several times for accuracy, content,
tone, and thorough understanding
Ch. 2
Ch. 3
Ch. 4
Ch. 5
Ch. 1
Method
16
Data Analysis
Transcripts coded independently by self
and a coding partner
Excel spreadsheet used for database
Excerpts from transcripts assigned
MEANING LABELS
Meaning labels grouped into
MEANING CLUSTERS
Meaning clusters were grouped into
THEMES
Ch. 2
Ch. 3
Ch. 4
Ch. 5
Ch. 1
Method
17
Data Analysis (cont.)
Resulting themes shared with
interviewed coaches to determine their
reaction
High level of consensus and support
received from coaches based on themes
shared
Ch. 2
Ch. 3
Ch. 4
Ch. 5
Ch. 1
Method
18
Ethical Concerns
Identified purpose of research clearly
at outset and consent forms signed by
each participant
Emphasized confidentiality of
participant’s identity and related
company(ies)
Reminded participants there are no
right or wrong answers
Ch. 2
Ch. 3
Ch. 4
Ch. 5
Ch. 1
Method
19
Establishing Reliability
Consistent use of questions (wording
and order)
Inter-rater reliability (compared to
independent results by coder familiar
with qualitative research methods)
Each coach reviewed his/her transcript
and revised if needed
Ch. 2
Ch. 3
Ch. 4
Ch. 5
Ch. 1
Method
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Establishing Validity
Method Used Definition
Bracketing Separate personal thoughts and opinions of the
researcher from those of the respondent
(Moustakas, 1994).
Horizonalizing Every statement is of equal value; therefore,
allows the researcher to capture the richness of
every response and then further identify any
overlap (Moustakas, 1994).
Journaling Record the researcher’s thoughts and ideas to
avoid judgment of feedback (Moustakas, 1994).
Triangulation Use of multiple and different sources, methods,
investigators, and theories to provide
corroborating evidence (Creswell, 1998).
Ch. 2
Ch. 3
Ch. 4
Ch. 5
Ch. 1
Method
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Resulting Themes
Based on interview comments, meaning
labels, and meaning clusters
Recurring thoughts surfaced
Some unique perspectives emerged
from the interviewed coaches
Ch. 2
Ch. 3
Ch. 4
Ch. 5
Ch. 1
Results
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Five Main Themes
Constitute the “critical factors”
Each is supported by verbatim
comments from the interviews and key
concepts in the literature review Ch. 2
Ch. 3
Ch. 4
Ch. 5
Ch. 1
Results
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Sample Interview Comment
Developing an effective working relationship with a
client is that they understand that I'm...they're on
equal ground with me. I'm not another
subordinate. And I'm taking you on. You don't talk
to me like I am one of your direct reports. I'm going to
do something that shows the other person I consider
myself...I'm an equal. You're not going to be
pushing me around, buddy. (Donald, p. 23)
Theme: Forged Partnership
Ch. 2
Ch. 3
Ch. 4
Ch. 5
Ch. 1
Results
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What critical factors did the
coaches identify ?
1) Engaged executive
2) Connected, committed coach
3) Forged partnership
4) Conducive coaching environment
5) Well-defined development process
Ch..4
Ch. 2
Ch. 3
Ch. 4
Ch. 5
Ch. 1
Results
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Realizes he/she is accountable
Receives coaching willingly and
accepts change
Trusts the coach, is open and honest
Defines goals and directs them
Ch. 2
Ch. 3
Ch. 4
Ch. 5
Ch. 1
(1) Engaged Executive
Results
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Theme
Ch. 2
Ch. 3
Ch. 4
Ch. 5
Ch. 1
Results
(2) Connected, Committed Coach
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Theme
Stresses and maintains confidentiality
Works within bounds of expertise
Acts fearless, unafraid to be fired
Demonstrates a strong coaching
presence
Understands relationship between coach
and executive and respect each other
Regards the coaching engagement as a
partnership
Establishes a blended chemistry between
executive and coach
Ch. 2
Ch. 3
Ch. 4
Ch. 5
Ch. 1
Results
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Theme
(3) Forged Partnership
Use of assessment tools and how
coaching will be deployed
Contracting – who, what, when, how?
Existence of a safe environment
Ch. 2
Ch. 3
Ch. 4
Ch. 5
Ch. 1
Results
(4) Conducive Coaching Environment
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Theme
Identifies clearly defined goals
Implements behavioral change
Offers support to executive
Ch. 2
Ch. 3
Ch. 4
Ch. 5
Ch. 1
Results
(5) Well-Defined Development Process
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Theme
Findings unrelated to the literature review
Executive knows the coach is not a
subordinate
Coach is fearless and unafraid to be fired
Coaching should be forward looking, not
stuck in the past
Coach provides his/her background to
executive
Ch. 2
Ch. 3
Ch. 4
Ch. 5
Ch. 1
Contribution
Results
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Increased awareness of what to
expect in coaching relationship
Ch. 2
Ch. 3
Ch. 4
Ch. 5
Ch. 1
Implications for the Executive
Implications
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Increased awareness of criticality of
coach’s role
Remain attentive to continued
professional development
Be alert to an evolving playing field
Ch. 2
Ch. 3
Ch. 4
Ch. 5
Ch. 1
Implications for the Coach
Implications
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Important to assess executive’s willingness to participate
Alignment with coaching goals
Affording executive time for coaching
What to look for in a coach/coaching firm
Defining the stakeholders
Ch. 2
Ch. 3
Ch. 4
Ch. 5
Ch. 1
Implications for Organizations
Implications
36
Perform same study with
executives and determine alignment
with feedback from coaches
Use a larger sample size to either
cancel or support this research
Ch. 2
Ch. 3
Ch. 4
Ch. 5
Ch. 1
Recommendations for
Further Research
Recommendations
37
Answer related questions:
How are coaches trained regarding
the relationship aspect of coaching?
What role does the executive’s boss
play in the coaching relationship?
Ch. 2
Ch. 3
Ch. 4
Ch. 5
Ch. 1
Recommendations for
Further Research
38
Recommendations
References
Creswell, J. (1998). Qualitative inquiry and research design: Choosing among the five traditions. Thousand Oaks, CA: Sage Publishers.
Kilburg, R. (1997). Coaching and executive character: Core problems and basic approaches. Consulting Psychology Journal: Practice and Research, 49(4), 134-142. doi: 10.1037/1061-4087.49.4.281
Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA: Sage Publishers.
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