Coaching Perspectives January 2018 by Coaching Perspectives

JANUARY 2018 | ISSUE 16

T H E A S S O C I AT I O N F O R CO A C H I N G G LO B A L M A G A Z I N E

Thriving in the Age of Disruption from Sharron McPherson John Mattone talks to Sue Stockdale about vulnerability Kick off the new year with a focus on marketing Dealing with disruption – David Ringwood examines the latest leadership research

“P ROMOTI NG EXCEL L EN C E & ETH IC S IN C O AC H IN G ”

CON TEN TS

JANUARY 2018 | ISSUE 16

Editorial Hetty Einzig Coaching Leadership Thriving in the Age of Disruption Sharron McPherson The impact of disruption on coaching Laura Ashley-Timms Emerging Trends Coaching to support a ‘fail fast’ organisational culture Janet Sernack The possibility of an Agile Mindset for disruptive times Judith Cardenas

Interview Embracing vulnerability as a route for growth Sue Stockdale interviews John Mattone, former coach to the late Steve Jobs

Coaching Impact Triple Action: Empathy + Happiness + Optimism for students’ performance Maureen Salmon

Coaching in Context 3 odd sectrets to cure marketing overwhelm Kim Arnold

Including diversity in the coaching profession Rajvinder Kaur Uppal

Coaching Passions Thriving in white-water Jonathon Males

Global Research Women leaders do it differently Sue Congram

Dealing with disruption - what leadership approaches really work? David Ringwood Coaching by Country Coaching in Greece: the past, the present, the future Vassilis Antonas

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Excellence in Coaching Disruptive collaboration in a supervision session Michelle Lucas and Benita Treanor

Reviews Review of China Coaching Conference Reviewed by Natalie Cooper

Riding the Leadership Rollercoaster: An observer’s guide Reviewed by Paul Brown

Visionary Leadership in a Turbulent World Reviewed by Dawn Sillett

Because You Can Reviewed by Hetty Einzig

Editorial Team Editor: Hetty Einzig editor@associationforcoaching.com Deputy Editor: Sue Stockdale sues@associationforcoaching.com Sub-Editor: Sally Phillips sallyp@associationforcoaching.com Editorial Assistant: Cameron Harvey-Piper cameron@associationforcoaching.com

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Editorial Board Hetty Einzig - Editor, Coaching Perspectives. Coaching, Leadership and Training Consultant, Author Katherine Tulpa - CEO, AC. Co-founder and CEO, Wisdom8 Philippe Rosinski - MD Rosinski & Company Stanley Arumugam - Senior Leadership Advisor, ActionAid International, Johannesburg, South Africa Geoffrey Abbott - Director, Executive Coaching Programs, Graduate School of Business, Queensland University of Technology

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ED ITORIAL

‘What we need nowadays,’ a senior HR executive of a global media company told me recently, ‘is coaches who know how to be provocative. Asking lots of clever questions and listening sympathetically just isn’t enough for my top-level leaders.’ Disruption – our theme for this issue – is about step change, not gradual evolution. A term originally applied to new technologies, ‘disruptive innovation’ is about changing the very nature of the landscape or market, and introducing a fundamentally new underpinning that displaces the status quo1. In its radicalism it belongs to the armoury of the coach. But we coaches need to be aware that disruption comes in all shapes and sizes. I’ve just returned from a yogameditation weekend. It was wonderful, of course. But it was also disruptive. The silence and stillness forced me to confront my own priorities and reflect on those of some of my clients. It is moments like these – the sudden removal of technological props, a chance encounter or word, the kindness of strangers – that can be just as truly disruptive as the advance of AI and robotics into our working landscapes. One of the retreat leaders, a young Buddhist and ex-banker spoke about her former life: ‘I had meditation as a nice addon,’ she said, ‘I’d go on retreat, get restored, then go back to my crazy-busy life, make lots of money and go shopping…I didn’t realise how hungry I was for something deeper.’ I was touched at the openness of this young woman, and her words skidded across the tracks of my thinking. This is disruption – something that changes the rules of the game – irrevocably. These themes are echoed by our contributors. John Mattone, in this issue’s interview, and Maureen Salmon both focus on the power of emotion, of vulnerability, empathy and

optimism, to disrupt the status quo – to get us off the tramlines of goal-attainment or the stuck record of low confidence, and seek fundamentally more human ways of attaining high performance. Sharron McPherson explores the power of disruptive technologies to create a new leadership paradigm, one that re-evaluates the very premise of business in the face of the existential threats confronting our planet. And how will coaches adapt, as Laura Ashley-Timms asks, to a faster world where change is inevitable, technology is here to stay, and we are only starting to understand the downsides of 24/7 digital overload? For Janet Sernack and Judith Cardenas, it’s all about learning: about ‘failing fast’ and cultivating an agile mindset, remaining open, curious and non-judgemental. And on this latter note, true diversity can and will be disruptive of current workplace structures and processes. Rajvinder Kaur Uppal outlines the responsibility of coaching to advance this agenda, while Sue Congram describes a project to develop women leaders at Barclays – and how women lead differently. Happy reading and do send us your comments – we always like to hear from you. With warm wishes for a disruptive and exciting 2018 – may your coaching bring change to the benefit of your clients and beyond.

Hetty Einzig Editor

1. Bower J. L. & Christensen C. M. ‘Disruptive Technologies: Catching the Wave’. Harvard Business Review. (1995, Vol.1)

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THRIVING IN THE AGE OF DISRUPTION In the Disruption Age, businesses and organisations will need a lot more than a transformation strategy in order to survive and thrive. Sharron McPherson, Co-Founder of the Centre for Disruptive Technologies, investigates.

No problem can be solved from the same level of consciousness that created it. Albert Einstein To ‘disrupt,’ especially within the tech industry, has been a trending term in the last few years. At its most basic level, the term means to change the way people think, or the way things are done, usually in a business setting. Disruption can destroy or change existing markets by producing a better alternative to existing products or services, and it can even change the face of entire industries. Innovation is closely linked to disruption, but the two are not the same thing. Although it’s trending, disruption theory is not new. In fact, it’s been around for decades. The father of disruption theory, Harvard’s Clay Christensen, has become one of today’s most influential modern management thinkers, in part due to his 1997 book, The Innovator’s Dilemma1. In it, he details his theory of ‘disruptive innovation’ — explaining how smart incumbents are toppled by upstarts in an era of fast technological change. Christensen’s concepts are widely cited in Silicon Valley and across a wide variety of fields, including

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education, journalism, management consulting and, increasingly, leadership training and coaching. As disruption theory continues to trend, a host of incumbents and challengers are taking up positions, each with a different view about which business growth and organisational development strategy will be most effective in this current phase of the computer age. For example, in Dual Transformation: How to Reposition Today’s Business While Creating the Future, Scott Anthony (another Harvard-trained modern management leader) set out to fix Clay Christensen’s theory of disruption. Scott argues that in order to thrive in the age of disruption, businesses must confront the threat of transformation, whilst simultaneously working to transform their organisation in order to grow despite market upheaval. These theoretical approaches all have one thing in common: they rely on historical lessons grounded in business management theory. I believe that in the age of disruption, this approach is fundamentally flawed. The successes that we have managed to gain from reliance on historical ways of thinking are precisely what will hinder our capacity to survive and thrive in the disruption age.

COACHIN G L E AD ERSHIP

MOVING BEYOND MANAGEMENT THEORY Trying to learn new ways of thinking so that we can grow our organisations differently without addressing the state of consciousness that have created many of the challenges that we’re now facing, quite simply put, ‘makes no sense.’ Essentially, there needs to be a paradigm shift in the entire approach. If disruption is an idea that uproots and changes how we think, behave, do business, learn and go about our day-to-day, then our approach to dealing with the fallout from disruption will require a fundamental shift in our consciousness. Only then will we create new ways of thinking that engender transformative approaches which, in turn, will enable us to conceptualise, develop and implement new business models that are right for the economic paradigm that is emerging. I believe that one of the biggest opportunities for coaches and strategists during this period of massive upheaval in the marketplace is in the area of coaching for leadership development. We urgently need real leaders who know how to coach effectively within their own organisations. Businesses today are under tremendous pressure to become more effective whilst simultaneously addressing the threat of possible disruption. If an organisation desires to progress in a VUCA* (Volatile, Uncertain, Complex, Ambiguous) environment, leaders will need to devote more energy and resources to creating new teams, fostering an innovation culture and building positive communication with committed employees, whilst inspiring improved performance within the core business. We desperately need the jobs that these businesses create. But we also need businesses that are led by people who care better for each other – and for our planet. Today, we are facing the greatest technological upheaval and the greatest need for creative restructuring since the Industrial Revolution. We won’t get there without new ways of being and thinking that require thought leadership. Without clearly recognising it, corporate and public leaders are challenged by external forces to build a radically new leadership culture from the ground up. This new culture of leadership must redefine the leadership paradigm to enable us to deal creatively with rapid change, uncertainty, global interconnectivity, decentralisation, and greater demands for ethics and meaning from members of organisations and institutions. This environment that we live in today requires not just new thinking, new metaphors and new assumptions; it requires a re-look at the values and the consciousness that have been driving our businesses, organisational structures and our leadership theories to date. I believe that there is no more powerful model for such a paradigm shift than the revolution in scientific thinking that gave us quantum physics, chaos, and complexity science.

VUCA: (Volatile,Uncertain, Complex, Ambiguous)

THE EMERGENCE OF NEW LEADERSHIP PARADIGMS In our quest to find the right model for shifting paradigms, it makes sense to explore the emergence of disruptive leadership. But once we begin to understand truly the underpinnings of disruptive leadership, we quickly realise that the idea of disruptive leadership is also nothing new. In fact, it has its roots stretching back to long ago. James Lopata of Forbes2 describes how Zen masters have used the tactics of disruptive leadership to bring out the best in their mentees. Using the element of surprise to keep students (or employees) on their toes is a long-standing tradition, though it doesn’t always go by the same name. There are trends that occur in every industry and culture and leadership development theory, and coaching is no exception. What is different, however, is the level of existential threat that we face on planet earth today. We are also presented with unparalleled opportunities to create an abundant future. Leadership styles will continue to go in and out of fashion as they have been doing for the past decades and centuries. What remains to be seen is whether thought leaders today have the capacity to move beyond innovation (which has always been a focus of new companies anyway) through disruption theory (startups challenging the status quo and learning how to do things faster, better and cheaper) to what will bring about fundamental transformation of existing systems. Do we have what it takes to disrupt poverty, pandemics, lack of access to nutritional food, clean water and energy? Disruptive tech is creating tremendous opportunities. But if our level of consciousness prevents us from utilising the opportunities we have to create a more sustainable future, then we’re missing the point entirely. We must begin by hacking the problem of the lack of human consciousness.

CONCLUSION I co-founded the Centre for Disruptive Technologies in order to explore transformative ways to harness the power of disruptive tech so as to make life better for people in Africa, a continent which registers the least amount of IP. We figure if we can get it right in Africa, most other places will be a real ‘walk in the park.’ We’ve invested countless womanhours and no small amount of cash building a network of disruptive ideators, radical outliers and experts committed to sharing their insights and ground-breaking ideas with business, government and civil society. The aim is to create new market opportunities and bankable evidence that what we believe works – and it is working. What have we learned thus far? That in order to survive and thrive in the disruption age we must combine nontraditional, creative approaches to business innovation with conventional strategy development models. We have learned to draw on numerous playbooks that rely on different types of intelligence (including spiritual intelligence). We’re immensely grateful for the emergence of more feminine architecture in leadership models – ones that

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validate our need to think with both halves of our brains. These new models value the notions of agility, resilience, collaboration and nurturing talent – all of which are based in a more feminine approach to leading. Today, we can (and do) talk about the need to raise a CEO’s level of consciousness without being kicked out of the C-Suite. And we’re using our whole brains to bring together perspectives from a number of complementary disciplines found in the business creativity movement; traditional strategy consulting; the new product development perspective of industrial design firms; qualitative consumer/ customer research; futures research found in think tanks and traditional and divergent scenario planning; and organisational development (OD) practices that examine the effectiveness of an organisation’s culture, processes and structures. We’ve learned that we still need to consult the usual consumer, market trend and competitive analyses, but to quickly look beyond them. Finally, we’re learning that to truly inspire catalytic breakthrough growth, we ourselves have to be ‘mavericky’ and entrepreneurial. Our approach by design is rooted in a provocative, ‘all-things-possible’ perspective that demands radical rethinking, challenges the status quo, and calls for us to consistently dig deeper to the place where values are born; to our consciousness. We’ve gone quantum. We don’t have all the answers yet about how consistently to get other leaders ‘there.’ But stay tuned, because we are partnering with amazing people and organisations from around the globe who understand the challenges – and who are responding by helping us to build better collaborative work spaces, creating new programmes that ‘pay it forward’ to the next generation of positive disruptors, and we are incredibly grateful to the big (and small) companies who have been willing to partner with us on a journey to where the wild things really are.

ABOUT THE AUTHOR Sharron L. McPherson is a former Wall Street investment banker and attorney turned serial social impact entrepreneur. Based in South Africa, her focus is on investing in women and youth with transformative ideas. She is the Co-Founder of the Centre for Disruptive Technologies – a tech-enabled pan-African platform bringing experts and disruptive ideators together to create new market opportunities, bankable evidence and a better future. Sharron is a best-selling author. She is currently co-authoring a book on exponential Africa.

1. Christensen, C.M. 2013. The Innovator’s Dilemma. Harvard Business Review (Reprint). 2. https://www.forbes.com/sites/forbescoachescouncil/2017/01/30/zensteve-jobs-and-the-art-of-disruptive-leadership/#1de7e3b44470

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COACHIN G L E AD ERSHIP

DIRECTIVE THEOR IMPACT NON-DIRECTIVE? OF DISRUPTION THAT IS THE ON QUESTION COACHING InDrawing this fast-changing how does coachingClare as a profession stay at on a wealthworld, of personal experience, Beckett-McInroy the forefront best organisations address the challenges discusses howtothe usesupport of non-directive coaching coupled with selfthey face? Laura Ashley-Timms explains how the coaching profession reflection can be a powerful tool to help implement a coaching culture will to adaptleadership to add thestyle mostwithin value organisations. to their clients. andneed an effective

Originating in business as a term to describe a radical change in industry, ‘disruption’ has taken on a life of its own, and, like so many fashionable phrases, it is used, misused and misunderstood. What exactly is ‘disruption’? According to the Oxford Dictionary, disruption describes ‘disturbances or problems which interrupt an event, activity or process.’ In this light, disruption can indeed be legitimately applied in all manner of contexts. However, adopting a disruption mindset is not about sounding up-to-date or appearing smart; it’s about how this challenging attitude and approach can enable us to look upon an existing condition and question its relevance today and in the future; and it’s about how we make concerted efforts to adapt. This mindset may be the modus operandi of the coach, but what does disruption mean to the actual practice of coaching?

CHANGE IS INEVITABLE Coaching as a practice has perhaps always been disruptive in its own right. Evolving over decades, it has escaped its niche, created new markets, and entered the mainstream.

Today, most of the world’s leading businesses employ the services of a coach in some guise. This exponential growth reflects a wide acceptance that coaching can enable success for individuals and businesses alike. It’s going well for the coach, right? Well, maybe - for now - but let’s assume that change will happen. After all, change is the one constant that we can always rely upon. Yes, change is constant, but the speed at which change occurs is affected by multiple drivers including the political landscape, the state of the environment, economic stability, social unrest, legislative changes, and so on. The scale and pace of change that we experience today in this VUCA (Volatile, Uncertain, Complex and Ambiguous) world is much greater than ever before, hastened by the digital revolution and the omnipresent impact of Artificial Intelligence. We now have access to more information than we are equipped to deal with, the future is largely unknown, and few precedents exist to help us with what is to come. In technological subjects at school, educators are relying on students reading the latest magazines and blogs to stay current as syllabuses can no longer keep pace with the speed of developments and change.

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Perhaps now more than ever, coaches can help individuals and teams to wade through the complexity, draw upon their resourcefulness and create clarity in highly ambiguous situations. There’s no question that coaching has a place in the future landscape of organisations - but what this looks like is up for grabs.

‘There’s no question that coaching has a place in the future landscape of organisations - but what this looks like is up for grabs.’ HOW MUCH TIME? One way this has already started to manifest itself is the race to shorten the typical executive coaching session. The dichotomy between what a coachee may need and how much time they actually get is on the move. It’s become a triple whammy - the high stakes of ‘not keeping up’ by having time out of the day job, the pressure to achieve more in less time, the desire to spend less money. These three factors are driving down the average length of coaching sessions from what used to be more typically longer face-to-face sessions to significantly shorter, often virtual, encounters. The risk in this trend is that depending on the brief, short, sharp sessions can become highly transactional, and the more strategic transformational coaching that is often badly needed at senior leadership levels can get lost in the mix. Short sessions have their place and can be effective, but it’s not a one-size-fits-all solution, and deep-dive, strategic sessions can leverage significantly greater returns where the coaching objectives require this. The challenge for the coach is to know when a transactional approach just won’t work and when to say No to safeguard the quality of coaching. Paying lip service to a coaching session, regardless of content or quality, will only serve to undermine the coaching relationship and jeopardise the ability to achieve any favourable outcomes, without which the coach will inevitably be sidelined. Faced with this level of disruption, the coach may also pose the question: ‘In what other ways can we assure the quality of the coaching session without the restrictions of time?’ This is a disruptive thought process that will help the coach prepare, survive and prosper in changeable times.

BITE-SIZED APPETITES This appetite for bite-sized sessions doesn’t rest with executive coaching alone. Most management development programmes are trending towards modular and bite-sized approaches, for example, by combining a range of shorter sessions with occasional face-to-face workshops. Even the workshop lengths are changing, and the three- to four-day programmes are now few and far between, with many organisations favouring single days or half-days in workshops off line.

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For coaching skills training, which can often benefit from an immersive environment and where learning can be further enhanced and accelerated over a few days, this can be more of a challenge, although for CPD and supervision the shorter sessions can work really well. It’s easy of course to keep saying yes and just lower standards – the challenge is to meet this real need whilst maintaining, or even improving, the results achieved in shorter and more virtual programmes. The change is starting and this is going to accelerate. What we all need to watch out for is that the quality of what we are delivering in these new formats doesn’t skip a beat. Innovation is the key to success here.

INTERNAL VS. EXTERNAL COACHES With the growing trend to develop in-house skills in coaching, will the external executive coach be out of a job? In a global survey conducted in 2017 by our coaching firm, Notion, 64% of organisations stated that they now have internal coaches operating in some capacity, which is a significant percentage in its own right. Sadly, and quite shockingly, 87% of these organisations don’t measure any return on investment from their internal coaches, which may make the ongoing funding of this resource hard to sustain as discretionary spend is put under more intensive scrutiny. This could have a knock-on impact on external coaches, too, who could be seen to be a luxury item in the absence of proof of outstanding value. One skill that needs to change in the very short term is all coaches’ abilities to measure the benefits of coaching with hard facts and commercial evidence. Whilst historically the appetite for this has been low, the ongoing commercial pressures organisations are facing and the drive to capture data are eventually going to make this inevitable.

HELLO WORLD - TECHNOLOGY IS AT THE FOREFRONT On a more positive front, advances in technology continue to create new opportunities and further open up the global market both for coaches and for the direct benefit of organisations. Where fifteen years ago telephone was the only alternative to face-to-face coaching, along came Skype and other appbased video conference facilities that allowed coaches to meet their coachees on a virtual platform - so simple and effective that it’s a pretty good alternative to the ‘real thing.’ Over the years this has further grown to cover webinar technology and, more recently, interactive workshop systems where larger groups can be split into ‘rooms’ for breakout sessions, finally making dynamic and interactive virtual workshops a reality. These virtual delivery approaches reduce travel time (for both parties) and mean that the coach can link up with clients anywhere in the world.

COACHIN G L E AD ERSHIP

Fortuitously, this creates a global marketplace for the coach to operate in, but it also generates significant competition. Tech-savvy coaches will thrive through the use of digital marketing strategies, whilst those without the technological skills may flounder. Another distinct advantage of virtual technology is the ability to connect people within the same organisation in different parts of the world. Group supervision, for example, is now accessible and cost-effective to deliver to internal coaches who might be based in four different continents. Delivery becomes inclusive and globally consistent, alongside creating new connections, opening dialogues and providing strong support networks across the business.

GET SKILLED OR TEAM UP Technology clearly opens up lots of opportunities for coaches to create new and innovative ways of practising, but there are also drawbacks. The coach will need to have the skills and resources to manage more sophisticated technological offerings. Solo operators may find this particularly challenging. In a training room the coach has the ability to field questions and to contextualise these in a live situation. In a virtual context, there may be a much larger number of delegates, each navigating their own technology. It would be extremely difficult to deal with the questions and problems of each delegate without severely hampering the delivery, especially with the more complex, multi-room systems. A specialised support team would be needed to set up the systems, respond to questions and provide just-in-time technical support. And the associated costs would need to be accounted for. The delegate experience is also at risk. The technology-bred millennial may favour a just-in-time, at-your-fingertips, fully connected learning experience, and encounter problems with relish. However, technologically naĂŻve delegates might feel anxiety about accessing learning opportunities in this way. A one-size-fits-all strategy would not account for the different learning styles of delegates and might alienate some of the audience. Whilst a complex virtual offering can be designed to contend with many of these problems, the cost of creating it would be remarkable for most.

THE GIFT OF CHOICE So there needs to be a choice. There is no doubt that technology will change the way we work beyond recognition, but we can choose how we respond. Artificial Intelligence will automate many jobs, but in the coaching field, where high levels of emotional intelligence and empathy are needed to deal with completely bespoke situations, the role of the coach can endure.

BEST OF BOTH WORLDS Technology will cause disruption. Virtual technologies have already started to change the way coaching, supervision and CPD are delivered. Coaches unable to keep up with these trends may need to align themselves with coaching organisations that have developed technological robustness. On the other hand, sometimes there is no better alternative to the interaction that occurs between humans when they are in the physical presence of one another, so there may still be scope for coaches who favour a face-toface approach. Screens and devices can hide a vast number of telling physical cues. And the inescapable distractions caused by being constantly on-line can prevent people from becoming completely immersed in their learning environment. This can inhibit the depth and impact of their experience. So, while technology offers a powerful contribution to the field of coaching, perhaps it will not so easily satisfy the Herculean task of real behaviour change. It might be tempting to supplant one method for another in a knee-jerk reaction to disruption. However, a more sustainable and future-proof response would combine the best of what humanity and technology have to offer, in a blended approach that ensures that innovation is embraced but does not override the intention of coaching. The future is very exciting.

ABOUT THE AUTHOR Laura Ashley-Timms is Director of Coaching at Notion (BusinessCoaching.co.uk). For the for the last 15 years Laura has helped develop Notion into a global brand. Alongside her role as a coach and designer of coaching skills programmes, she supports clients to develop sustainable operational coaching cultures that drive measurable returns on investment. She is also at the forefront of working with the latest software to support behavioural change programmes, and developing new ways of making coaching skills accessible to a wider audience.

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COACHING TO SUPPORT A FAIL FAST CULTURE Janet Sernack explains why cultivating a ’fail fast’ approach to innovation should be a strategic, systemic and cultural priority for every organisation if they want to survive and compete in our modern, disruptive world.

DANCING IN DIS-EQUILIBRIUM The business playing field is constantly changing, and disruption is here to stay. Crucial to success in the face of such disruption is leadership’s ability to unleash people’s collective genius towards creating increased value and delighting customers. A kind of leader different from current mainstream models is needed to dance in this disequilibrium. The coaching profession is in a unique position to support, enable and equip leaders to navigate this new world successfully. Whilst currently technology is the main driver of contemporary innovation and digitisation delivers it, innovation also requires investment in the potential of its human as well as its financial capital. This involves empowering leaders to embark on a way of working that is less dependent on new skills and knowledge acquisition and more on clarifying context and creating the safe spaces for people to co-create ideas and make breakthroughs, in addition to facilitating more flexibility, improvisation and play in the system.

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Leaders who willingly empower people to fearlessly discover, design and deliver innovative solutions to difficult problems are the ones who will succeed and flourish in the playing fields of the future.

HOW COACHES CAN HELP DEVELOP INNOVATION AGILITY The coaching industry can help leaders to develop the agility to dance in this dis-equilibrium by supporting them to diminish the ‘fear factor’ of failure and any subsequent riskaversion through a fail fast organisational culture. The term ‘fail fast’ originates from the realm of software development; it emerged as a useful and important concept that allowed developers to reduce the time lag and costs in detecting problems or failures in their products and services. They then relayed this back to the responsible developer to implement the next phase of the product’s development. This way of working was significant because it reframed ‘failure’ as an opportunity rather than inadequacy. It enabled software developers to build customer intimacy and the

EMERGIN G TREN D S

empathic understanding as to what constitutes value in their clients’ eyes, feedback naturally being a key enabler of adapting and responding quickly. It allowed software developers to apply continuous improvement adjustments, or to regroup and kill off an idea altogether. This resulted in increased speed to market, and in simpler, more affordable products and services that customers actually desired. Learning from this agile way of working takes the ‘heat’ out of failure, which is felt by many in the workplace as an awful, visceral experience. This is where coaching is significant, because coaches are potentially the most powerful and easily accessible resource for supporting leaders to develop ‘fail fast’ innovation cultures. Once a vivid picture of success has been envisaged, it allows coaches to reframe failure as feedback and as a way of making improvements on the road to success. Doing this supports people and organisations to adapt quickly and continuously improve behaviours, systems and processes to provide increased value for their members and customers. Many coaches have an understanding of the neurological and systemic processes involved when taking risks (cognitive, emotional and visceral); they also understand typical reactions to making mistakes and failure. Coaches bring their open minds, open hearts and open wills to guiding, supporting and coaching clients through their mistakes and failures, enabling them to see these as opportunities for change and learning which will result in higher performance outcomes. Growing up in Western societies and school systems, we typically learn to see failures as being due to internal or external shortcomings, or our own or others’ stupidity or imperfections. So we tend to avoid failure, make excuses about it and apologise for it. Yet we live in a world where governments, relationships and businesses all regularly fail

– so by acknowledging that, while none of these failures are a cause for celebration, we can more usefully see them as ‘signs of ideas in progress.’ These are the core critical success factors for enabling leaders in organisations to survive, flow and flourish in the context of the disruptions of the 21st century, which are causing unprecedented levels of ambiguity, uncertainty, volatility and instability.

VISCERAL REACTIONS TO FAILURE As coaches, when a client fails, we might notice that they unconsciously sink into a series of reactive responses that engage them neurologically and are expressed emotionally, resulting in a range of cognitive-emotional distortions, which usually involve disappointment, confusion and shame, all of which cause them to suffer. As illustrated in Diagram One, we might notice them acting defensively or avoiding solving the problem because of these pervasive un-resourceful states. This involves laying blame elsewhere, making justifications and excuses, and even denial of the reality of the situation. Here, it is perhaps useful to turn to science to help reframe the narrative: this approach to failure is the very opposite of what most scientists are programmed to do, who operate under the basic principle that we get things right by analysing what went wrong. Stuart Firestein puts this succinctly in his book Failure: Why Science Is So Successful. ‘Virtually all of science is a failure that is an end in itself. This is because scientific discoveries and facts are provisional. Science is constantly being revised. We scientists hop from failure to failure, happy with the interim results because they work so well and often are pretty close to the real thing.’

Diagram One: Typical Reactive Response to Mistakes and Failure

Initial Event

Reactive Responses

Think & Feel = disappointed confused & ashamed

Act = risk averse, avoidant, denial, justify & blame

Initial Event Reactive Responses Think & Feel = disappointed confused & ashamed Act = risk averse, avoidant, denial, justify & blame

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BEING WRONG AND BEING JUDGED Most people are concerned about how others see them. They compare themselves to, and like to be approved of, by others. When people are judged in this way, especially for making a mistake, others often come to unfair, generalised and distorted assessments of them – which unfairly overshadows all their other abilities. This affects people deeply, and they ‘become’ the failure themselves; it is part of them rather than something they have been involved with. They can feel violated, disappointed, ashamed and fearful of punitive consequences: being fired, disregarded for promotions, or and being required to ‘fall on their sword.’ As coaches in this new disruptive world, we have the opportunity to support leaders to take a reflective stance by hitting their ‘pause button’ and help them understand the internal and external processes that occur when mistakes do happen. This allows them the time and space to take a reflective stance, understand their range of feelings, identify their outcome and strategies for achieving it. It also creates a new space that allows the leader to become inquisitive and curious. Specific questions help uncouple their fear from the failure, break old operating patterns and choose a more resourceful response next time. This enables the leader to take responsibility and acknowledge that their locus of control is within them. When a leader steps into this place, they can learn from mistakes and failures, and coach their people to do so as well.

participation in developing a ‘fail fast’ culture. It unleashes their collective genius and cultivates the agility to birth innovation and sustain it successfully in the age of disruption.

DRIVING OUT FEAR AND NORMALISING FAILURE ‘If we as leaders can talk about our mistakes and our part in them, then we can make it safe for others. You don’t run from it or pretend it doesn’t exist. This is why I make a point of being open about our meltdowns inside Pixar, because they teach us something important: being open about problems is the first step toward learning from them. My goal is not to drive our fear completely, because fear is inevitable in high stake situations. What I want is to loosen its grip on us. While we don’t want too many failures, we must think of the cost of failure as an investment in the future.’ - Ed Catmull, Pixar and Disney Animation

Doing this helps cultivate people’s self-awareness and self-regulation, plus ultimately the self-mastery to deal with adapting, making changes, taking risks, making mistakes and failing consciously and constructively.

UNCOUPLING FAILURE Coaching leaders how to uncouple their fears to support and enable their people to normalize failure will help develop tolerance of surprises and problems and shift the way they think and feel about making changes and taking risks. According to Ed Catmull, President of Pixar and Disney Animation and an example of a leader embracing this approach, ‘Mistakes aren’t a necessary evil. They aren’t evil at all. They are the inevitable consequence of doing something new (and as such, should be valuable; without them, we’d have no originality).’ At Pixar, ‘failure is a manifestation of learning and exploration’. In fact, ‘if you aren’t experiencing failure, then you are making a far worse mistake: you are being driven by a desire to avoid it. And for leaders, especially, this strategy – trying to avoid failure by outthinking it – dooms you to fail.’ Working this way encourages leaders to treat mistakes and failures as ‘coachable moments’ – as opportunities – coaching their people to be less risk averse and avoidant. This empowers them as authentically courageous, creative and decisive risk takers. It builds people’s trust, receptivity, curiosity and

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ABOUT THE AUTHOR Janet Sernack ACC is the Founder and Chief Katalyst of ImagineNation™ a global innovation coaching, education and culture consulting company that partners with business enterprises globally to ensure that they out innovate their competitors by unleashing the innovation potential of their people. She has 28 years of experience consulting and leading culture development, change management, leadership and innovation education interventions to some of Australasia’s and Israel’s top 100 companies. If you want to explore how to coach leaders to cultivate innovation agility, find out more about ImagineNation™’s ICF accredited CCE The Coach for Innovators Certified Program™ starting January 30, 2018 at http://www.imaginenation.com.au/coach-innovatorscertified-program/

EMERGIN G TREN D S

THE POSSIBILITY OF AN AGILE MINDSET For anyone working in the corporate world these days, it is unlikely that you will not have come across the concept of Agile Mindset explains Judith Cardenas, PhD, RCC.

For anyone working in the corporate world these days, it is unlikely that you will not have come across the concept of Agile Mindset. The Agile Manifesto was written during February 2001 in the Utah Mountains by a group of software gurus. The Manifesto established a chart of four values and twelve principles, with unlimited numbers of processes, tools, and practices for training agile mindset teams. The June 2016 issue of Forbes presented an article,1 that asked several insightful questions concerning the possibility of a truly agile mindset. With leadership expert Steve Denning as lead contributor to the collaborative article, an intriguing YouTube video was featured that underscored a serious obstacle to the Agile Mindset. The title of the video is The Backwards Brain Bicycle2. A bicycle is engineered to turn opposite to the handlebars – turn the bars right and the front wheel turns left, and vice-versa. A mechanic geared a bike to challenge American engineer Destin Sandin, producer of the educational website Smarter Every Day3. Destin took eight months to master it; his brain would not let his body re-coordinate the connections he had learnt as a child. His take-home message is that knowledge is

not the same as understanding, and that our biases get in the way of how we view the truth. In terms of Agile Mindset, there is a powerful human faculty called judgement: deeming what is right or wrong. We judge the values of people, things, and the whole world according to our mindset and our own values. As complicated as learning to master the Agile Mindset Manifesto or as the process Dustin went through to master the opposing wheel/handle bar bike, mastering our judgement in real life is an enormous challenge. Human judgement is based on our fear of being wrong, and we use our judgement to categorise others and events as either right or wrong. Judgement, then, withholds the creative dimensions of potential (in others as well as in ourselves). If we judge ourselves as not having the ‘right stuff’ for this task or that opportunity, we do not allow ourselves to move forward. True agility is the ability to be open to possibilities, whether our own or others’. This is not the same as the amorphous concept of ‘positive’ thinking that ‘everything is good.’ Nor is agility just ‘jumping in’ to something (assessing a situation

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without reflection or emotional response). Agility is a paradigm shift in our stance before the world: we recognise that there are different ways of viewing what’s out there. Fundamentally, agility is the openness to listen and learn. We are life-long learners and agility is the stance of looking for what can be learnt from life experiences, from this person or that situation. How can we learn to ride a ‘backwards brain bicycle’? Agility is the alert consciousness of our surroundings, which carry multiple dimensions and multiple possibilities. There is an old saying ‘The best is the enemy of good.’ Judgement comes from the stance of perfectionism, that something is never good enough. Those who demand perfection are in a position of finality: there is nothing beyond the perfect. To suspend judgement is to think beyond the final verdict. This does not mean that we abrogate this human faculty; we judge all the time. Suspending judgement means that we hold off making a decisive categorisation in order to stay open to what options are available, and what kind of options these might be. Agility jumps beyond our biases and prejudices to embrace differences and uncertainty. The agile mindset is the mind open to learning what possibilities exist in others or in events. It is essential for appropriate coaching that insightful questions are asked rather than advice be given. The brain shuts down in response to advice. Advice is like a judgemental final word or perfect position. There is nothing more to be considered. An insightful question opens the mind to other possibilities through reflections and suspension of judgement. It counters fear, the perennial obstacle to moving forward. The insightful coach helps the client look at fears so that an open view of possibilities is available to them. Adopting the agile mindset is therefore suspending judgement, opening the mind to seeing beyond the moment to potential horizons. And a good coach is one who points to these horizons.

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ABOUT THE AUTHOR Judith Cardenas is an innovation and performance strategist with more than 22 years of experience in learning and performance, corporate training and consulting. Judith is also professionally trained in the area of Neuro Coaching, the application of neuroscience and organisational psychology into the field of coaching and performance improvement. She currently provides training, consulting and coaching for organisations such as the U.S. Navy, U. S. Coast Guard and U.S. Air Force plus a number of private clients

1. Denning, Steve, (2016). ‘What’s missing in the Agile Manifesto Mindset’, Forbes,com, June7, 2016 2. YouTube, The Backwards Brain Bicycle, SmarterEveryDay, Published on Apr 24, 2015 https://www.youtube.com/watch?v=MFzDaBzBlL0 3. http://www.smartereveryday.com/

IN TERV IEW

EMBRACING VULNERABILITY AS A ROUTE TO GROWTH In the final interview in our series featuring thought leaders, Sue Stockdale, Deputy Editor, talks to John Mattone, author, executive coach, and leadership expert, and one of eight finalists for the Thinkers50 Ranking Award for Leadership in 2017.

The most important element of personal growth, according to John Mattone, is having the courage to be vulnerable. The world’s top authority on Intelligent Leadership, and ranked by Global Gurus as the world’s no. 2 Executive Coach, Mattone believes that when a leader has the willingness to look inside, it’s the first step on their journey to growth. Mattone was also executive coach to the late Steve Jobs, so when I asked how he himself role-modelled vulnerability, I was not expecting the candour and openness he showed. Mattone told me that he has had his fair share of ups and downs in his career, including being fired twice, during which time he learned that being selfish, having a big ego and being around unsupportive people, was not the way to go. At 48 he went back into the corporate world as Vice President of Sales, and learned about coaching. As he developed his coaching work, and also began to carry out more research, he was able to hone his concept of ‘Intelligent Leadership.’ Mattone realised that greatness in the outer core – the behaviour and skills that others observe on a daily basis and come to value you for – are strongly connected to our inner core – our self-concept, character, values and emotional make up. If

our inner core is strong, vibrant and mature, we have a much better probability of executing the outer core at a higher level.

‘Ultimately, your greatness as a leader,’ he says, ‘has nothing to do with you – it has to do with the people whose lives you touch. I regularly get phone calls from leaders who want to be a better critical thinker, or a more successful CEO, and I always explain that there is no shortage of intellect in most organisations, but what we are short of is leaders who use their heart and soul. If we can help leaders to optimise their head, heart and soul, we can help them to break through and be the best they can be.’

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DISRUPTING BEHAVIOUR PATTERNS I was curious to find out what methods Mattone uses to disrupt a leader’s typical behaviour patterns in order to accelerate their willingness to embark on a journey of personal growth. Mattone believes it is vital to disrupt their comfort zone early on by getting them to see a vision for themselves that is much bigger than what they have become. He says...

‘I let the executive know up front that I respect that they want to develop into the leader they want to become, but ultimately it’s about opening their eyes to the leader they must become for the benefit of others too.’

East. I asked him, ‘What do you need to work with me for, if you have everything already?’ And he said, ‘I wake up every day, but I know I’m not the best I can be.’ So I told him about the concept of vulnerability and my approach, and he is now really keen to get started with the coaching.’ As we closed our conversation I asked for John’s thoughts on what coaches should do to encourage their clients to be more vulnerable. Here are his tips: l We need to help executives think big about things, think differently, and to accept that the culture they operate in is not good enough and could be better, so they are motivated to want to change and improve l As a coach, you also need to show vulnerability in how you behave, which models the value it can bring to the coaching relationship. l Coaches can help executives to understand the privilege they have to touch the hearts and minds of their people and their families as well, and how important it is for them to keep their eyes open, and be willing to adjust their behaviour.

‘Executives, men and women, arrive at the embracing of vulnerability differently. Some are immediate, and some will profess vulnerability, but as soon as you sit down and talk they are not as vulnerable as they professed. You have got to work a little harder as a coach in that circumstance, and not let it disrupt you.’ John believes that if you try to encourage a leader to involve their stakeholders too early on, you don’t get the leader really embracing the idea of vulnerability as a courageous decision, or a key to change. Mattone typically encourages a leader to engage with their stakeholders about three months into the coaching process, which gives the individual time to be comfortable enough to share their vulnerabilities with others, often using some type of 360 process. He recalls Armando, who set up a meeting with 18 of his team to share his development plan. Mattone recalls ‘Armando said to his team, “l can’t become the best leader I can be without your help, so I have been working with John and we have developed a plan. I want to give you the highlights along with the strategy today and if you want to come and talk to me later that will be great.” Armando went through the areas he planned to focus on with conviction and pride, and at the end they gave him a standing ovation. He was moved deeply, to the point of tears. Afterwards he said, “I can never let these people down, ever”. That’s true vulnerability demonstrated,’ says Mattone, ‘there in front of your team’. As Mattone works with clients globally I wondered if he had noticed any differences in how quickly leaders are willing to be vulnerable in different geographies. He believes that no matter where he works around the world, he finds people just want good things for their families, and their kids to be well educated. ‘I find that people are open to disrupting their existing ways of behaving if they believe it’s going to be of benefit. I had been told that my way of working would not be viable in the Middle East, but I have found that they are embracing it just as much as anywhere else. Recently, I signed a new client who is one of the richest people in the Middle

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ABOUT JOHN MATTONE John Mattone is the world’s top authority on Intelligent Leadership (IL) and the creator of the IL Executive Coaching Process and Certification. He was named as one of eight finalists for the prestigious 2017 Thinkers50 Leadership Award recognising the world’s top leadership authority and thinker. John was also honoured by his executive coaching peers (The Association of Corporate Executive Coaches), with the prestigious 2015 International Executive Coach Thought Leader of Distinction Award, in recognition of his thought leadership and his work as a global executive coach.

ABOUT THE AUTHOR Sue Stockdale is an AC-accredited Master Executive Coach, and a coaching supervisor working with clients in FTSE companies, elite sport and not-for-profit organisations. She was the first British woman to ski to the Magnetic North Pole and has represented Scotland in track and field athletics. As an author, Sue has written and co-authored eight books including Cope with Change at Work, (Teach Yourself Books 2012); and Risk: All that Matters (Hodder & Stoughton 2015) and is Deputy Editor of Coaching Perspectives.

COACHIN G IMPAC T

TRIPLE ACTION: THE POWER OF EMPATHY + HAPPINESS + OPTIMISM FOR STUDENT PERFORMANCE Maureen Salmon shares her insights from a practice-led research project on emotional intelligence, academic performance and design thinking carried out by final year students on BA Design Management and Cultures course at the London College of Communication, University of the Arts.

The value of design thinking to shaping our lives to navigate the complexities and challenges of society is being widely debated, and there many good examples of how it is being used in different countries, cultures and contexts. So much so, that along with emotional intelligence, design thinking has now been identified among the key skills we all need for the future (World Economic Forum1; Design Council 20152; Siddall 20173). This is in line with the future direction of the role of coaching, recently explored in her 2017 book by Hetty Einzig4, and earlier advocated by the late Sir John Whitmore5. According to Whitmore, ‘Coaching is part of human evolution, it’s part of self-responsibility. It is the human way of learning in the wider political, economic and social context of society. We must embrace the bigger picture of our place in the world. Coaching is the tool for making people responsible – help people find their individual reality.’ Whitmore argued for better education, and for learning to be more balanced human beings. He also talked about the need for coaching children, young people, teachers and parents. Within every single one of us, there is a purpose. Continuous

learning harnesses the energy in all of us. The best learning is through our own experience and we must be open to learning. Whitmore’s words resonated with me. I noted them in my journal and then incorporated coaching into my learning and teaching practice. As course co-leader for Design Management and Cultures at London College of Communication (LCC), out of curiosity and in conversations with students, I co-designed a pilot project on ‘Emotional Intelligence + Design Thinking, Academic Performance’ in 2015. Insights from this pilot led to a substantial project, supported by the LCC Teaching and Learning Innovation Fund. The project was integrated into the Professional Practice unit from October 2016 to June 2017.

Coaching is the tool for making people responsible – help people find their individual reality

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The project was underpinned by research that showed emotional intelligence as a critical predictor of academic performance, work and life success (Salovey and Mayer 19906; Goleman 19957; Seal et al 20108; Petrides 20179). It also informed design industry practice, which showed the correlation between emotionaland design thinking – a human-centered approach to problem-solving. Tim Brown,CEO of international design and consulting firm IDEO, identified a number of personal traits that designers should have, such as empathy and optimism. Insights for the project were gathered from a number of sources10: l Qualitative interpretative data from the students’ Trait Emotional Intelligence (TEIQue) reports; coaching, conversations, reflective journals, and professional practice portfolios; l A roundtable panel discussion led by the students and Professor Petrides; l A video of the students’ stories made by students on Television and Live Events and Illustrations BA courses; l Tutors’ observations and reflections on students’ transformational journeys, not just during their final year, but since starting they started the course in 2014. Trait Emotional Intelligence (TEIQue), developed by Professor Petrides11 is a comprehensive framework, widely used in the workplace and education sector to measure a range of emotional self-perceptions that are relevant to personal performance. TEIQue helps identify how to thrive in a dynamic, changing environment and identify the areas to develop.

TEIQue assesses: •

Well-being Factors: Happiness, Optimism, Self-Esteem

•

Self-Control Factors: Emotional Regulation, Impulse Control, Stress Management

•

Emotional Factors: Empathy, Emotional Perception, Emotional Expression, Relationships

•

Sociability Factor: Emotional Management, Assertiveness, Social Awareness

•

Independent Facets: Self-Motivation, Adaptability

Each student completed the online self-assessment and received one-to-one coaching feedback on their results that were presented in a detailed developmental report. Empathy, happiness and optimism were the three factors that the students connected with most. As a result the project was branded ‘Empathy + Happiness + Optimism’ (EiHO). The students understood these factors both from their personal perspectives and also in the context of design thinking. However, their reports and scores helped them to gain a deeper understanding of emotional balance.

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Extracts of the students’ stories in their EiHO video highlighted:12 l ‘EI has helped me to reformulate the image that normally I give of myself to other people’ l ‘I think this report has given awareness to myself, who am I and the people around me’ l ‘I think the project has helped me view how I see myself and what I can bring to the world’ l ‘EI improved how I take on stress in a team, because I often feel the stress of other people so I am trying to say no to things rather than saying yes to everything’ l ‘I have taken the EI test two times and I feel I have benefitted from it both times. The first time, I saw a lot of improvement in my academic performance, I could see myself collaborating better, focusing on my strengths and the second time I could work on my assertiveness’ l ‘EI test allowed me to get a deeper understanding of the way my qualities can be perceived by others’ The second learning intervention was coaching conversations - to give feedback on the TEIQue reports which would also provide deeper learning and professional development. My approach was to capitalise on the experiences of the students to inspire critical thinking, growth and change leading to actions. The conversations focused on the students’ human strengths to help identify problems, solutions and address areas for development. Through these conversations, the students increased their self-awareness, self-confidence and professional competence. The coaching conversations also helped the students to understand each other’s point of view (empathy), and learn how to work collaboratively and provide constructive feedback. There were moments of mutual ‘concern’ in some of the conversations, where words would be misinterpreted or were counter-productive. This was particularly evident where the students were feeling anxious and/or vulnerable. How I made the students feel about themselves, and their future, was far more important than what I said. My ‘emotional fit’ in terms of my TEIQue result and reflective abilities was critical to the students’ emotional well-being and success. This reinforced the importance of emotional intelligence in teaching and coaching practices. Not long after the students received the feedback on their TEIQue reports and engaged in peer group discussions, there was a significant change in behaviour - attendance, punctuality, engagement, motivation and communication improved. There were some amazing classes, when attendance hit 95% - particularly on the topic ‘Creating Your Future’. Essentially, my role was to nurture the students to challenge themselves and think differently, find their passions and create the futures that they wanted. To navigate the turbulent waters of the rapidly changing, complex and competitive world, they will need to be like well-designed

COACHIN G IMPAC T

lifeboats. Throughout their career cycles, they will need to reinvent, rebrand and redesign their futures every three to five years.

HOW EMPATHY, HAPPINESS AND OPTIMISM IMPROVED STUDENTS’ PERFORMANCE The students’ self-perception is the most powerful measurement of their achievements in terms of selfconfidence, academic performance and employability potential. As final year students, all had previous experience of using design thinking, but had not applied it to themselves to solve their own problems. However, they were using design thinking process similar to Ayse Birsel’s13 process in her book Design the Life You Love (Deconstruction, Point of View, Reconstruction, Expression) to craft their futures and create their professional practice portfolios. An analysis of final marks awarded at the end of second year of their degree and actual final degree marks, showed that overall the majority students’ academic results had improved: in some cases by two to three grades. To illustrate, one of students whose mark increased from C+ to A (first class honours degree), attributed this achievement to emotional learning, personal professional development and growth. This was evidenced by this student’s reflective writings and portfolio of professional practice. Emotional intelligence is not an end in itself, but rather a means to helping students realise their full potential to create value and find their purpose in the world. As Seal et al (2010)14 explain, it is not enough to produce the brightest and the best technically minded experts. Universities must seek to develop the whole person, better prepare graduates for future success. Students who are able to develop their capacity to understand themselves and the world, build meaningful relationships, and foster positive change have the advantage in education, work and life.

ABOUT THE AUTHOR Maureen Salmon is a consultant, coach and educator. She created Freshwaters Consultancy to inspire fresh thinking, new perspectives on creating sustainable futures for individuals and organisations internationally. Alongside her industry practice, Maureen is a senior lecturer at the University of the Arts London where she teaches on a range of undergraduate and post graduates courses. Maureen is a member of the Association For Coaching, a fellow of the Royal Society of Arts, Chartered Management Institute, Higher Education Academy. She is an experienced emotional intelligence practitioner.

1. Future of Job Report 2015. World Economic Forum 2. Design Academy: Initial insights. Design Council 2016 3. Siddall, S. 2017. The Power of Design Thinking. London: Royal Society of Arts 4. Coaching Perspectives. October 2017. Issue 14. . See also Einzig, H. 2017. The Future of Coaching. Routledge. 5. AC member event: ‘The Great Debate: What will coaching look like at the end of the next decade?’ 11 December 2012. Wallace Space London \ 6. Salovey, P and Mayer, D. 1990. Emotional Intelligence, Imagination, Cognition and Personality. 7. Goleman, D. 1995. Emotional Intelligence: Why EQ Can Matter More Than IQ . Mass Market Paper Back 8. Seal, C.R (Social emotional development: a new model of student learning in higher Education. Research in Higher Education Journal. pages 2-13 9. Petrides, K. V (2007). Trait Emotional Intelligence. London College of Communication 10. Brown, T. ‘Design Thinking - How to deliver on a great plan.’ Harvard Business Review. June issue 2008. Pages 84-92 12. Emotional Intelligence + Academic Performance + Design Thinking video June 2017 13. Birsel A. 2015. Design the Life you Love. Ten Speed Press 14. Seal, C.R ‘Social emotional development: a new model of student learning in higher education’. Research in Higher Education Journal. March 2010 pages 2-13

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3 ODD SECRETS TO CURE MARKETING OVERWHELM ‘Marketing and communications guru’ Kim Arnold shares her top tips to getting your coaching business running for success

Whenever I meet a coach, their eyes light up when they talk about helping their clients. They love seeing the transformation, the excitement and how powerful it feels to help someone change their life. But when I mention the word MARKETING and ask how they get those lovely clients – crazy eyes start to appear. Lots of grimacing. Eye-rolling. Lips pressed tightly together. Headshaking. In fact, it seems a lot of coaches would rather get root canal surgery than tackle their marketing. They tell me they ‘feel overwhelmed by it all,’ they ‘don’t know where to start’ or they ‘just want to get on with coaching.’ As a marketing expert that makes me cry a little inside. But I get it. I really do. Marketing has just got so, well, complicated. Twenty years ago, you didn’t need much to market your business – maybe a brochure and some business cards. And a stress ball with your logo on if you wanted to blow the lights out.

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WELCOME TO THE WORLD OF OVERWHELM But these days it’s a whole different ball game. You’re being told that you need to do Linkedin. Twitter. Instagram. That you need to blog. And vlog. That you need newsletters. Campaigns. Giveaways. That you need to understand SEO. PPC. CRM.

AARGH! IT’S. ALL. TOO. MUCH. And if that’s not bad enough, you can’t just be a coach these days. Oh no. You need to be an ‘influencer.’ A ‘thought leader.’ A (wait for it) ‘guru.’ Pretty intimidating, right? Especially as I’m guessing you went into coaching because you loved helping others and not because you were desperate to sell yourself. But marketing is what attracts clients. And clients are how you pay your mortgage, buy a new car, go on holiday and save for retirement. Digital marketing has gone and changed everything. On the plus side, it’s given us lots of great new ways to

COACHIN G IN CON TEX T

communicate with our customers, but (and it’s a big BUT) it’s unleashed a terrifying avalanche of seemingly endless marketing options. And this unlimited choice can make us feel completely and utterly overwhelmed.

ODD SECRET NO. 2: AVOID THE AWKWARD SHUFFLE New clients come to me all the time and say things like ‘We did social media, but it didn’t work.’

BE THE BOSS OF YOUR MARKETING

Hmmm. So I normally ask them ‘Well, exactly what did you want it to do?’

So how do you get control over your marketing? How do you stop it from rampaging like a toddler after too much ice cream? How do you know what to focus on and, even more importantly, what to pass up?

There’s normally an embarrassed pause where they fidget nervously (I call it ‘The Awkward Shuffle’), look at their toes and then say, ‘Errrr, you know, well, sort of, er, get more clients?’

Well, I’m going to share my 3 Odd Secrets to Cure Marketing Overwhelm. I’ll show you how to do less marketing with better results. And you might even love doing it. Gasp.

Yikes! Vague goals don’t turn into sales. Never.

ODD SECRET NO. 1: YOUR MESSAGE CAN’T BE A LETTUCE LEAF Over and over I see so many small businesses waste huge amounts of time and money. They go round and round in circles like a puppy chasing its tail. Why? Because they simply haven’t nailed their core message. Each time they sit down to write a bit of blurb for their website or a proposal for a client, they start from scratch, fretting over what to say and how to say it. They haven’t put enough time and effort into thinking about the problems they solve for their clients and why anyone should give a damn. Their message is as limp, bland and uninspiring as a wilted lettuce leaf at the bottom of the salad bowl. As inconsistent as the British summertime. And as useful as a soup sandwich.

MY ADVICE FOR NAILING YOUR MESSAGE? Spend time thinking about the answers to the following questions: 1. What exactly does my business offer? (Use vivid detail and examples, don’t just talk about ‘coaching solutions’). 2. How do I do it? (How is your approach or methodology unique to you?). 3. What are the problems I’m solving? (Be clear about the pain points that you’re addressing). 4. Why should my clients give a damn? (What’s their sense of urgency?) 5. How will they feel after working with me? (Paint a picture of a dramatically improved future). Work on your answers until your value shines like the icing on a Krispy Kreme doughnut. Once your value proposition is clear and powerful, everything will start to fall into place. You’ll stop feeling like you’re wading through treacle. Your sales and marketing activities will suddenly feel more effortless. And they’ll become a whole lot more effective too.

Which clients?! Where?! How?! When?! With a vague goal, you’ll always get vague, wishy-washy results.

MY ADVICE FOR MARKETING THAT WILL ACTUALLY GET YOU RESULTS? First, ask yourself which ONE marketing goal is the most important for you over the next year. (Yes, just one. Really. That’s enough.) For example, that could be: l getting your name and brand out there so hot prospects start to notice you or l showing the world that you’re the No.1 expert in a particular area or l drumming up lots of juicy leads for you to convert into clients. Once you decide your UBER-SPECIFIC marketing focus, then tie your marketing strategy to your goal. If you want visibility, how about concentrating on speaking at conferences and events? If you want to become an expert, you could try blogging. And if you want more leads, a webinar could be one of your priorities. Remember, you’ve got to cut your marketing a bit of slack. You’ve got to give it a fighting chance. Sure, it’s a great weapon, but it’s not a magic wand. Be clear about what you want it to do and it’s far more likely to succeed. You’ve been told.

ODD SECRET NO. 3: YOU’RE NOT WONDERWOMAN Ever heard of a theory called the ‘planning fallacy’? It’s a problem that we all suffer from. And understanding it is the key to getting on top of your marketing. The ‘planning fallacy’ is the idea that we humans are hardwired to overestimate how much we can do in any given time. We think our ideas and time are endless (bless us). And we also ignore all the other factors that might get in the way (like, well, life).

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What does this mean for your marketing? Well, I hate to break it to you, but it’s very likely that you’re just not being realistic. You’re not being realistic about how much you can truthfully get done with the capacity you have. And this is a surefire route to overwhelm.

MY ADVICE FOR GETTING REAL WITH YOUR MARKETING? Follow business psychologist Tony Crabbe’s tips in his ‘you’ve-just-gotta-read-it’ book, Busy* (really, it’s brilliant for every stressed-out business owner). He suggests that when you’re wondering whether to take on a new activity, look at how much time you think you can dedicate to it, based on all the other stuff you’ve got on your plate. Then you have to slice that time in half. Chop. Chop. Next, look at how long you think this new task will take, and DOUBLE it (yes, double it!). Now you can decide properly whether to take it on. This means you have a much better chance of prioritising the right activities, and actually completing those that you start (and we all know how rarely that happens, right?). Do less, do it better, and you’ll get much better results. You know I’m right.

YOU’RE CURED (WELL, YOU WILL BE)! So there we have it. My 3 Odd Secrets To Cure Marketing Overwhelm. Your super-charged short-cuts to showing your marketing who’s boss. Down, boy! You’re going to LOVE the feel of your marketing working for you, not against you. It’s going to feel effortless. It’s going to feel powerful. And most of all you’re going to love the way those clients will start hammering down your door. So the next time I ask you about your marketing, promise me there won’t be an eye roll in sight. In fact, if you follow my advice you might just be grinning from ear to ear instead. Over to you!

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ABOUT THE AUTHOR Kim Arnold is a UK-renowned business growth expert who grabs small companies by the scruff of the neck and shakes some spectacular marketing and sales into them. She’s also a respected industry speaker and coach on all things communication, sharing her unique secrets to help businesses talk and write in a way that inspires action. As a Princes Trust mentor, she helps young entrepreneurs bring their business ideas to life. Sign up to her free marketing tips and e-book at kimarnold.co.uk

* Published by Piatkus, 2015.

COACHIN G IN CON TEX T

DIRECTIVE OR NON-DIRECTIVE? THAT IS THE QUESTION INCLUDING DIVERSITY IN THE COACHING PROFESSION Drawing on a wealth of personal experience, Clare Beckett-McInroy discusses how the use of non-directive coaching coupled with selfRajvindercan Kaur outlines why and how the coaching profession reflection beUppal a powerful tool to help implement a coaching culture needs toand adapt marketleadership changes and embrace diversity spectrum. an to effective style within the organisations.

Diversity is a reality. Globalisation, migration patterns, improved technology and increased communications have changed the way business is done, who business is done with, who we live amongst and who we need to deliver goods and services to. The 2010 Census data indicate that 36%1 of the US population are diverse. In the UK, as of 2011, this was 14%2. Diversity will continue to rise and what is currently the ‘minority’ will by 2045 become the ‘new majority’. This ‘new normal’3 provides an opportunity for industries to re-examine their businesses, competencies and strategies to best engage with, target and monetize these changing markets. Over the past few years many industries have faced scrutiny over their equality practices. In the US, for example, when nominations for the 2016 Oscar awards were announced, these attracted protests due to their perceived lack of racial diversity and were criticised for not reflecting contemporary Hollywood. The viral backlash escalated to the now infamous hash tag #OscarsSoWhite. More recently, PepsiCo. faced accusations of being ‘tone deaf’4 to the realities of diversity and issues pertaining to the Black Lives Matter campaign. Following an almost immediate global backlash,

Pepsi were swiftly forced to pull what, ironically, was supposedly a peace campaign slated to run globally. Social media backlashes towards global organisations, global events and global consciousness are fast becoming a norm. Public expectations of representation, service provision and delivery have become heightened and can, if not met, easily lead to mass public scrutiny and backlash. This raises the stakes for service providers and industries to become more accountable, and to make changes to factors and omissions which may have led to misrepresentations or misguided approaches. Diversity has transitioned from being an obligatory politically correct buzzword to a reality for the future. Many global organisations and services are introducing diversity and inclusion departments in order to reflect market demographics and respond to required legislative changes. The coaching profession, still relatively young, remains an unregulated industry somewhat immune from public and professional scrutiny. There is potential for the profession to be a vital support for the diversity agenda, both for organisations and individuals. However, the coaching

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For diversity fully to benefit the majority of stakeholders, an organisation has to consider how it culturally thinks and whether it is authentically inclusive and committed to reflecting and incorporating change. Companies that reflect change as part of their process and corporate culture can create workplaces and environments which enable diverse talent recruitment, but more importantly talent retention and promotion. Diversity as integral to operations and services would not only benefit workplace morale and interconnectedness, but also enhance an organisationâ&#x20AC;&#x2122;s creativity and innovation. Coaching and mentoring have aided many leaders within companies to reach their goals. However, it is ironic that the lens of self-reflection and revisions in leadership and service provision may not be adapting to changing market trends and flux within the coaching profession itself. Coaching as a concept, specifically traditional coaching â&#x20AC;&#x201C; for example, the early foundations of coaching and models such as GROW â&#x20AC;&#x201C; are marketed and considered, unknowingly, as Western models. Uniform models, despite being resultsoriented, do not necessarily register external and underlying factors, systems or indeed diversity aspects of a coachee that could be usefully considered. The coaching profession very much needs to refresh its current stance on diversity to engage and attract more diversity into its profession if it is to appeal to a wider and growing diverse client base. Training needs to ensure that coaches have greater understanding of diversity to achieve greater results for their clients. This requires the coaching profession to turn the lens of due diligence on itself to assess and adapt its own cultural and racial understandings and expertise, in order to ensure it is systemically moving towards reflecting and working alongside market demands.

ETHICS

profession also needs to be mindful of how it acknowledges and facilitates racial diversity: in areas of training, hiring, organisational practice, branding, marketing, workplace and service delivery. Diversity and issues of exclusion and inclusion are realities which need to be considered moving forward.

Professional coaching bodies such as the Association for Coaching and the European Mentoring and Coaching Council, and also the International Coach Federation, have some guidance in their codes of ethics on recognising equality and diversity. However, given that coaching is an unregulated industry, guidelines and terms of conduct are hard, if not impossible, to monitor or stipulate. With no obligation or repercussions for coaches to follow ethical guidelines there is a real danger that these are seen as virtue signalling.

THOUGHTS FOR THE FUTURE DIVERSITY MAKES GOOD BUSINESS SENSE The key to serving diversity adequately is to ensure that due diligence is undertaken. Diversity, if accurately processed, managed and delivered, can be good for business. A McKinsey report in 20155 noted that companies that are more diverse both racially and gender-wise, not only outperform their competitors but also benefit from gaining a larger market share.

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Real progress will be made when diversity moves from being an obligatory, politically correct term, to one which strives for real inclusion. Changes that are required for the future include diversity being given a seat at the table - the decision-making table. Leaders of coaching institutions, training and accreditation bodies need to take the lead and treat diversity as a legal, ethical and business obligation. Diversity needs to be incorporated as a cultural and practical norm as opposed to segregated and considered an issue or problem to tackle.

COACHIN G IN CON TEX T

The coaching profession needs to ensure that it reflects the needs of the ever-changing market and growing new client bases and potential; also that its services are marketed to ensure inclusivity and reflect the society we live in. Coaches may need to adapt to be more culturally and practically appealing; to undertake training in and around diversity and inclusion and consider their own diversity hiring. This will require the coaching profession and coaches themselves to be willing and able to look at diversity within their own cultural and racial awareness, their own and their coachee’s workplaces – addressing both conscious and sub-conscious levels of awareness. Coaches also need to have the ability to recognise and work within flawed systems. The reality is that very few organisations and companies have managed to engage a company culture that inwardly and outwardly is able to incorporate and value diversity seamlessly into their operating DNA. This may create obstacles and/ or potential conflict for some coachees. It is key that the coach working within such organisations is able to identify and acknowledge this, and tactfully ensure that the needs of the coachee are considered and treated as paramount. Coaches need to ensure they have supervision with a supervisor who has had appropriate training in diversity awareness. They also should be aware of where, when and how they may need to refer the coachee to a specialist or coach with appropriate diversity awareness. This could be a coach from the same racial group as the coachee, who may have better cultural and racial understanding, and be able to address the prospective needs of the coachee.

ABOUT THE AUTHOR Rajvinder Kaur Uppal is a Member of the AC, the ICF and the Change Management Institute, UK. She runs Plan B Consultancy, offering a tailored approach to communications. With over 25 years’ experience spanning three continents, Plan B specialises in the fields of corporate diversity, working with business leaders, and the tech and media sector to drive effective communications. Plan B brings together diverse target markets to effect real change in business through coaching, consultancy and training services to individual and small businesses across the globe. www.planbconsultancy.co.uk

1. Burgos, D. & Mobolade, O. (2011). Marketing to the New Majority – Strategies for a Diverse World. NYC: Palgrave MacMillan: Millward Brown Publishing. 2. Census (2011). Office for National Statistics. London, UK 3. See 1. above 4. Jan, T. (2017 April 5) ‘Pepsi tried cashing in on Black Lives Matter with a Kendall Jenner ad. Here’s how that’s going.’ The Washington Post. 5. Hunt, V., Layton, D. & Prince, S. (Jan 2015) Why Diversity Matters, McKinseyonline.

Alternatively, finding a coach who has greater experience and training to work with the cultural and racial barriers a coachee may be facing, and that may play a large part in their potential or perceived lack of potential and opportunities, may be an appropriate solution.

CONCLUSION The reality is that diversity and inclusion need to be given the highest priority, with a clear value proposition for any business or profession to survive and thrive in the future. Diversity and the changing future provide the opportunity for the coaching profession to analyse, strategise, market, innovate, and deliver for this ‘new normal’. Coaching organisations, accreditation bodies, sponsors and coaches themselves must become proactive leaders in this, and be committed to ensuring the coaching profession does not fall through the cracks of accountability, adaptability and appropriateness in their service provision and delivery. Bringing about change in the workplace will require robust future thinking and extensive transformation programmes which explicitly address unconscious bias. Diversity does not just happen. The true value of diversity is beyond just best practice.

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THRIVING IN WHITE-WATER Canoeist and executive coach Jonathan Males outlines why his passion for navigating through white-water is useful when seeking to thrive in a rapidly changing environment.

The turbulent rapids of a white-water river are a good metaphor for our VUCA environment. The rushing, roaring water is volatile; the waves, rocks and trees make it complex; and for the uninitiated it is unpredictable, hard to understand and readily provokes fear. Yet a different reality emerges for those who know white-water. As a keen canoeist, I’ve been in and around moving water for over 40 years. I spent my teenage years with mates exploring Tasmania’s wilderness rivers in a kayak, then most of my twenties pursuing competitive glory as a member of the Australian slalom team at four world championships. Over the last ten years I’ve started competing in slalom again, this time as a Masters athlete. So, for me, white-water is to be respected and enjoyed as a source of learning. How have I learned to thrive amidst the turbulence, and what are the applications for others seeking to perform amidst disruption and change?

DECISION-MAKING Slalom is a combination of an intellectual puzzle and a gut-busting, 90-second sprint. Competitors must prepare

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their run down the course from the bank, making a plan for how they will tackle the 20 or so sets of gates suspended over the rapids. Just like in business, preparation, decisionmaking and planning are critical. With patient observation and experience, rapids that at first seemed random and unpredictable reveal their patterns. Surges in the water start to become familiar. Watching how other canoeists respond and adapt gives insight. A plan starts to emerge, that can be mentally rehearsed again and again to build confidence and commitment. Mental rehearsal is a routine skill for most sports people, and it benefits anyone. See, feel and hear yourself performing as you intend. Yet through my own experience, and whilst working as a sports psychologist with world-class athletes, I’ve learned some powerful lessons about decision-making and rehearsal in a dynamic environment. The most common mistake is to get into too much detail and to over-prescribe ideal actions. This makes it much harder to get into ‘auto pilot’, particularly when I need to adapt to deviations and unexpected events. Much better to have a clear intent and let the details emerge in the moment, as I encounter the reality of the white-water and gates. Likewise, strategic

COACHIN G PA SSION S

intent is not the same as an operational plan. Remaining steadfast in intent will guide new, agile responses that can’t always be planned in advance.

EXECUTION In slalom, deviations from the plan are inevitable, even if measured in centimetres. The problem is not so much the deviation itself, but my reaction to it. Often, a deviation (sometimes called a mistake!) will break my concentration and lead to unhelpful self-talk that takes the focus away from the ‘here and now’ to the past or future; ‘that’s blown my chances’, ‘you idiot!’ Effective execution requires the capacity to re-focus quickly to the present moment, to remain mindful of, but not distracted by, thoughts and self-judgement. In the same way, any unexpected event or ‘mistake’ at work can catch my ego and trigger an unhelpful response, unless I’ve developed the capacity to stay present and mindful.

MOTIVATION I have a wooden spoon hanging on my office wall. I received it in 1977, when I finished last in the Derwent Descent canoe race. Receiving it at my local canoe club was deeply embarrassing for a fourteen-year-old boy, and this emotion overshadowed my sense of satisfaction at being the youngest person to complete the 42km marathon, which saw many older club members drop out. The wooden spoon symbolises the motivation that drove me for many years – a desire to prove myself, to ‘show them’, to not come last ever again. And it worked, at least for a while. I won Australian national titles and earned the right to compete internationally. I discovered the limitations of this type of motivation as I competed against the best in the world through the 1980’s. I was never talented enough as an athlete to win major international races – to do so requires a combination of the right genetic inheritance, lengthy physical conditioning, and consistent technical coaching that I lacked. Yet I aspired to win, tried to convince myself it was possible, and based much of my self-esteem on it happening. I ended up disappointed, feeling like I hadn’t achieved my ambition, and turned my attention to the study of psychology and human potential.

In the turbulent, fast-changing world beyond the river bank, the pursuit of perfection and external validation is not a sustainable motivation either. The goal posts can change fast and without warning, leaving me without clear reference points and doubting my worth. Instead, I need a motivational combination that aligns a desire for mastery and individual growth with a compelling and clear intent; a worthwhile, meaningful purpose. This creates the conditions for long-term performance, satisfaction and contribution.

SUMMARY To thrive in a dynamic, fast-changing context, become a keen student of your environment and learn to see the patterns, even if this simply serves to make unpredictability predictable. Learn to harness the power of your imagination to plan different options, and stay true to your intent rather than becoming rigid about the granular detail. Develop your capacity to remain mindful in the face of the unexpected, so you can respond with choice and poise. Cultivate your desire for mastery and purpose, not just external validation. And above all, enjoy the rapids!

ABOUT THE AUTHOR Jonathan Males PhD. is an executive coach who works with leaders and teams in a wide range of business sectors, in the UK and beyond. As a sport psychologist, he has helped many athletes prepare for Olympic and Paralympic competition. He founded the consultancy Performance1 in 2000. www.performance-1.co.uk His book In the Flow is the first to provide a detailed guide to performance psychology for paddle sports.

Returning to competition in my 50’s, my motivation feels very different. Sure, I’m still competitive, I like to win and dislike losing. But losing doesn’t represent the existential threat it did 30 years ago. I’m now much more interested in being the best I can be, in learning new skills, to get better at performing to my best when it counts. I’m learning about the real meaning of pursuing mastery – that this is a neverending pursuit that can sustain my efforts without putting my identity and self-esteem at risk. I’m now more willing to take risks, more relaxed and confident on race day, and more able to enjoy competition rather than feel threatened.

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Start your Accreditation Journey The AC is passionate about all aspects of coaching and has a firm belief in establishing and upholding the highest standards of best practice within the industry. Our accreditation schemes have been developed so that buyers of coaching or related services can be assured that an individual or organisation has been assessed to rigorous standards using the AC Coaching Competency Framework.

COACH ACCREDITATION

COACHING SUPERVISOR ACCREDITATION

As a supervisor, stand out in a competitive market place. Support from an AC Accredited Coaching Supervisor ensures coaches receive a good quality service and flags to users of their coaching service that their coach is receiving excellent professional support. Designed to accredit fitness to practise, it indicates that the Supervisor operates to core principles and demonstrates appropriate competencies within the functions of supervision.

COACH TRAINING ACCREDITATION

Our Coach Training Accreditation offers reassurance to buyers of coaching programmes that the courses have a blended learning approach with a balance of practical and theoretical content together with the application of coaching competencies. We offer four different levels of coach training accreditation to reflect the development of a coach from novice to mastery.

accreditation@associationforcoaching.com +44 (0) 845 653 1050 www.associationforcoaching.com

We have a great opportunity for you on May 11th 2018! The week of 7th –13th May 2018 celebrates International Coaching Week 2018. In partnership with the AOCS we will be celebrating International Coaching Supervision Day on Friday 11th May. In honour of this we are extending our exclusive member benefit of complimentary Group Supervision Experience calls to non-members. 41 people attended ACGSE calls in 2017 and we would like to reach more people and more countries in 2018. So, how can you play your part ? l Existing member – book your place by emailing karenb@associationforcoaching.com l Recommend a colleague – have attended a call yourself and have non-member colleague who you would like to share with? Invite them to attend a call on Friday 11th May 2018. Watch out for the email in Jan/Feb in order to book. l Want to help host a call? - If you are a trained coaching supervisor based outside of the UK and would like to help us host a call on ICS day, get in touch with karenb@associationforcoaching.com (additional AC training will be required)

For more information about our ACGSE calls take a look at our webpage www.associationforcoaching.com/page/EventsGroupSupervi

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GLOBAL RESE ARCH

DIRECTIVE WOMENOR LEADERS NON-DIRECTIVE? DO IT THATDIFFERENTLY! IS THE QUESTION Drawing Standing on a wealth at the crossroads of personalofexperience, a new leadership Clare Beckett-McInroy landscape, Sue discusses Congram how describes the usethe of non-directive thinking behind coaching a groundbreaking coupled with initiative selfreflection can for female be a powerful leadership toolprogression to help implement at Barclays a coaching UK. culture and an effective leadership style within organisations.

The traditional worldview of top-down, programme-based leadership learning does not fit with the new leadership landscape that is emerging today. In particular, this model gets in the way of women’s progression. We are at a crossroads. Behind us and around us is a leadership paradigm that maintains a powerful grip on an old root; in front of us is a new leadership landscape. Calling for different leadership practices and different forms of learning, this is a landscape in which women have a significant contribution to make and a standpoint to establish. To stay the same is no longer an option. In 2016, my colleagues* Mary Musselbrook and Rosie Mayes and I were invited by Ruth Ashby, Head of Talent at Barclays UK, to help Barclays address the challenge of female leadership progression. Faced with the knowledge that ‘things have to change,’ we realised that the time had come for a bold step, a non-conventional leadership learning intervention. Equipped with substantial research, knowledge and experience of developing female leaders, we believed that: l A systemic approach would lead to long-term change l The development of a relational and psychological leadership intelligence was needed

l It was time for qualities eclipsed by traditional leadership to be made visible. The mindset of ‘it’s the women who need fixing’ had to be extinguished l An inclusive element to an all-women intervention would be critical to success. Ruth agreed to our suggestion of a co-created initiative, building learning together with a group of female directors. Our aim was to explore in depth their everyday lived experiences, challenges and barriers, through self-andsystem and self-in-system frames of reference, a highly reflective process that would build a much stronger psychological and relational intelligence for this group of women leaders that would also ripple out into the wider system. Through this process, topics for focused learning emerged which we could not have anticipated and to which we were able to respond.

*Mary Musselbrook, Rosie Mayes, and myself, worked closely with our client, developing a strong relationship with them and ensuring good alignment with their diversity and inclusion strategy.

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A NON-CONVENTIONAL INTERVENTION A cohort of 27 women were allocated to small groups of five or six. We referred to these as ‘pods**’. Each pod was to meet a number of times over six to seven months, using the space between meetings to observe and reflect on their everyday experiences; to experiment with new ways of engaging in their leadership; and to connect with each other to strengthen their learning and support. Leading this initiative required strong group process and relational capabilities; to notice, then crystallise, emerging themes for focused learning. This meant sitting on the edge of ‘not-knowing’. It also meant providing enough resources and support for the women to learn how to: l self-reflect l self-/other-reflect l reflect in-depth on their own assumptions, beliefs and cultural habits l become more aware of the daily challenges and microbehaviours that confront them l recognise their own auto-responses l know the difference between descriptive and evaluative observations Psychological and relational themes became seeds for indepth learning within the conversations of each pod.

PSYCHOLOGICAL AND RELATIONAL INTELLIGENCE Our experience of women and what limits women’s progression is far more complex and much harder to grasp than making changes in organisational policies and structures alone. More is needed, especially concerning psychological and relational dynamics. In the pods we covered both these topics through in-the-moment facilitated learning and by providing small pockets of more structured learning in later sessions. Psychological intelligence covers a very wide spectrum. In the pods we were able to address some very specific personal issues, such as strengthening self-belief – different from growing self-confidence – and self-resourcing in emotionally challenging situations, as well as overcoming victim dynamics and self-limiting behaviours. Through understanding all of these, the women discovered how they could hold their authoritative ground more solidly and authentically – without ‘bending out of shape’. We strengthened relational intelligence through exploring live issues that women brought to their group, building learning around themes that emerged. The women found that struggles which they had felt alone in dealing with, such as conflict, leadership politics and bullying behaviour, were experienced by other women in their pod. Our work was then to facilitate, coach, guide and introduce new concepts that would create the conditions for their future success.

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In terms of more general learning, we found ourselves sprinkling the pod sessions with a range of relational hints and tips during our conversations. Within those exchanges we explored and observed how women would eclipse qualities – unwittingly overshadowing or obscuring – that were, in fact, personal strengths: a dynamic that we knew would affect their leadership and relationships with others. An example would be how a drive to be assertive might eclipse qualities of empathy and compassion.

ILLUMINATING THE ECLIPSED A number of studies, including my own1, have shown the extent to which a wide range of practices that women bring to leadership are not recognised or given the status of leadership that they deserve. Until now, a wide range of qualities have been eclipsed, by both men and women, to align with a powerful masculinised leadership ethos. ‘Eclipsing’ in leadership happens both internally (what I believe I should be) and externally (what I believe the organisation wants of me and how others should see me). These beliefs arise through deep cultural norms and assumptions. A typical internal message for women might be: ‘To be successful as a female leader I have to be determined, directive and heroic. I need to cover up my emotional, relational and connective sides; these are vulnerabilities to be hidden.’ Through this belief, valuable qualities, such as the three identified here, become eclipsed and never fully valued. In my research I concluded that as long as organisations fail to recognise a broader, more inclusive, relational leadership paradigm, many women will be held back from progressing to more senior positions in their leadership. In the pods it was important to bring this phenomenon to the attention of the women, knowing that as long as men and women alike collude with the old paradigm, unwittingly going along with eclipsing, they continue to be gripped by the problem they are trying to overcome. To step into a new landscape and shake off the roots of the old means learning a new language. Sometimes that language has segments of old roots still firmly embedded. Terms that I used in my own research, which today are breaking through into new leadership2 thinking, are masculinised and feminised3. In my study I particularly noticed how the dominance of masculinised qualities eclipse feminised qualities in everyday leadership practice. I also recognised how this language is infused with prejudice, stereotypes and hierarchy. As much as I believe that the language of ‘masculine’ and ‘feminine’ provide a useful reference for new leadership to be understood, especially in support of women’s progression, we also need to watch our step.

**The name was based on seed pods and a process of seeding learning.

GLOBAL RESE ARCH

Experience tells me that with any disruptive initiative, progress comes when people wake up to an insight, perspective or mindset, and the new language follows. If a cutting-edge concept is too difficult, out of reach, or infused with cultural misperceptions, then breakthrough is less likely to happen on the grounds of language alone. The bridge between old and new needs to be built with care. In the pods, we invited our groups to name the two categories of dominant and eclipsed leadership qualities, refraining from using masculinised and feminised language, unless the issue of language use was raised by a member of the group. Whilst I believe these terms are beneficial in progressing a new understanding of leadership, the way in which society tends to instill gendered prejudices and biases from a very early age means that, until they are better understood, experience tells me that bringing the language of ‘masculinised’ and ‘feminised’ in too soon can hijack learning rather than add value to it.

around the problem, becoming more aware of unacceptable behaviours that they had taken as a norm and speaking up about them, and recognising and stepping away from victimpersecutor dynamics. Many of the women have since also reported progress in their careers within Barclays.

WOMEN-LED, INCLUSIVE GROUPS

We knew we were and still are in ground-breaking territory and that this pioneering work has arisen through a situation that is of our time: contributing to a global understanding of women in leadership continues to be new territory. Old paradigm learning methods cannot provide the leap that is needed in support of new progressive practices that are naturally inclusive of women. To progress requires bravery, wit and disruptive interventions.

Why did we continue with women-only groups, knowing the associated sensitivities? What we have noticed is that women learn in different ways, with personal issues and challenges more readily discussed in women-only groups. These appear more difficult to access in mixed groups. Furthermore, when women tell their stories together, relationships deepen, resulting in a rich body of shared learning. In the pod groups we believed that a first important step was for women to learn more about their own collective and individual situation, and then lead the way for change. On the other hand, we strongly believe that women’s progression is also an issue for men to address. Men are part of the process and therefore must be part of the solution. The first step is in dialogue – not necessarily about men and women, but more fundamentally about balanced leadership practices. In the initiative with Barclays, a meeting with men was co-created, resulting in each of the women inviting a peer, boss or more senior manager to join a pod session organised for this purpose. These sessions were exploratory, relational and dialogic, holding a focus on inclusivity. It was much later in the schedule of meetings that we appreciated how the pod groups are more than women-only groups; they are women-led leadership groups, influencing and reshaping their culture through role-modelling, and infusing the system with more progressive, inclusive leadership practices.

WHAT WE LEARNED Our intervention was a success. It strengthened personal authority (‘self-in-system’) and at the same time guided women towards appreciating the powerful influence they could have on the leadership culture, through their own role-modelling (‘self-and-system’). Women were reporting back that they had approached seemingly insurmountable difficulties in new and different ways, such as saying what they really wanted to say to a male boss rather than scouting

We also learned a lot ourselves. For instance, we underestimated the power of old paradigm, top-down learning in people’s mindsets and expectations, which meant building very strong bridges between old and new. By running a co-created initiative we discovered together with the women how to do this. Providing more explicit maps for learning, explaining as much as we would about what we were doing, and giving the women enough structure to feel safe were all in the mix. The women realised that they could ask us for more information concerning themes arising out of the sessions. I love this responsive resourcing approach, as it is a process motivated by the people learning rather than being imposed on them by us.

ABOUT THE AUTHOR Sue Congram has been designing and delivering innovative learning interventions in management and leadership for over 30 years. As an international thought leader, her ground-breaking work in leadership and the advancement of women is a result of her PhD research. Sue co-founded the EB Centre for engendering balance in leadership. She has published books, chapters and papers on business psychology, management & leadership, organisational development, diversity and coaching. She speaks nationally and internationally on her work. www.EBCentre.co

1. Congram, S (2014) Dynamic fields of leadership: A study of underlying social, cultural and collective influences. Cardiff University. http://orca.cf.ac. uk/53524/ 2. See Issue 12 (January 20187) of Global Coaching http://c.ymcdn.com/ sites/associationforcoaching.site-ym.com/resource/resmgr/Coaching_ Perspectives/GCP_JANUARY_2017.pdf 3. Congram, S, et. al (2015) Engendering Balance: A fresh approach to leadership. Engendering Balance Publishing, UK 4. Elworthy, S. (2014) Pioneering the possible: Awakened leadership for a world that works. North Atlantic Books, California

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DEALING WITH DISRUPTION – WHAT LEADERSHIP APPROACHES REALLY WORK? David Ringwood, Vice President at Management Research Group, examines the leadership practices most likely to drive effectiveness as we cope with the inevitable disruption generated by increasing complexity and diversity in the workplace.

The work environment, like many aspects of our society, is increasingly driven by the influence of technology and its implications in terms of greater complexity and faster pace. Technology enables a great deal: information sharing, real time communication and flexible work practices – and promises even greater benefits as further innovations become available. The potential downsides, however, are becoming evident and the lack of precedent that inevitably accompanies new technologies certainly presents some challenges in terms of leadership. Furthermore, diversity within organisations has expanded rapidly and generally is seen as a positive direction. Being able to harness this diversity and draw on a wide range of abilities and orientations now becomes more imperative. How do leaders cope with this faster paced environment with increasing degrees of complexity? What competencies become more important as the work environment evolves? Management Research Group (MRG), with more than 30 years’ global experience in assessment design, explored these aspects of disruption. More specifically, we wanted to see what types of competencies might be more important in managing workplace disruption while maintaining maximum performance. Three areas in particular emerged as being worthy of further evaluation.

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l Fast learners – leaders who adapt rapidly to new challenges l Ability to work with diverse people – effectively managing those from different cultures and backgrounds l Tolerance for ambiguity – dealing effectively with complexity and paradox

The preferred approach for MRG is to use empirical evidence – looking at the actual behaviours and effective leadership practices of real leaders in real organisations. Using a sample study of over 2,500 leaders across over 15 countries in Europe, MRG used data gathered through the Leadership Effectiveness Analysis, a multi-rater 360 behavioural assessment that measures 22 leadership behaviours and 26 organisational competencies. To make the study as robust and as objective as possible, we used only observer data (i.e. from bosses, peers and direct reports), which consisted of observations of a leader’s behaviours and ratings of that leader’s effectiveness. The research question was this: what behavioural practices differentiate the leaders who are rated as highly effective by observers in these 3 critical competencies compared to those who are seen as less effective?

GLOBAL RESE ARCH

To explore this research question, we looked at those leaders who were rated in the top 25% in effectiveness in all three competencies compared to those who received less favourable ratings, lower than 75%, in all three competencies. We were curious to see how those top leaders differed in their median leadership behaviours when it came to the combination of being fast learners, being able to manage diverse people and having tolerance for ambiguity, complexity and paradox.

LEADERSHIP EFFECTIVENESS ANALYSIS

l Less effective leaders were seen to be compliant and accepting of orders from above, whereas their more effective counterparts were more willing to disallow the views of senior leaders (Authority) These are interesting combinations of behaviours and these findings certainly indicate that being perceived as more effective in dealing with disruption requires a specific approach to leadership. There is a very particular subset of behaviours that distinguishes the most effective leaders from the majority, and these behaviours seem to be a blend of some classical business skills (Innovative, Strategic, Technical) with elements of interpersonal dynamic (Empathy, Communication). Much has been written in the leadership narrative about the need to rally people behind both the mission and the person, and this research certainly seems to reinforce this view. While this research is based on only one definition of a term such as ‘disruption’, it does raise an interesting question: for other leadership challenges (such as conflict management, strategic change, employee engagement, ethical leadership, etc.), what specific approaches to leadership really work, and what practices are less likely to lead to success? How can we coach leaders to drive greater levels of awareness and to make better behavioural choices as they navigate their leadership journey?

The findings above certainly identify some key differences between the highly effective leaders and their less effective counterparts. The key points can be summarised as follows:

While some patterns emerge as we look at the overall profile of effective leaders, oftentimes the deeper we dig the more nuance we discover. The increasingly complex professional landscape requires that we take the time to examine how leadership competencies interact with the various disruptions modern leaders encounter.

l The most effective leaders were more ideas-led and demonstrated a greater degree of domain expertise and specialist knowledge (Innovative & Technical)

For research exploring diversity, motivation and bias, generational patterns, derailment, and more, visit MRG.com/ research.

l Less effective leaders were more spontaneous in their approach, whereas their more effective counterparts made decisions on the basis of logic and evidence. The most effective leaders really spent some time thinking through potential implications before they acted (Strategic) l When it came to managing disruption the most effective leaders put far greater emphasis on setting clear expectations and letting people know what was required of them from the outset (Communication) l Assuming command and demonstrating clear leadership was a feature more prevalent in the more effective leaders, which also involves showing a greater sense of responsibility for making things happen (Management Focus) l Less effective leaders were more assertive and forceful in their approach, whereas the more effective top 25% adopted a more harmonious, ‘win-win’ mentality (Dominant) l Leaders who demonstrated a greater degree of sensitivity towards others were seen as much more effective when it came to working through disruption (Empathy)

ABOUT THE AUTHOR David Ringwood is Vice President of Client Development EMEA at Management Research Group (www.mrg.com), an international leader in creating high-quality assessment tools and conducting extensive research in leadership, career development/personal growth, sales and service. He works extensively with organisations around the world to help them identify critical leadership practices for personal and organisational success, and brings expertise in assessment tools and related coaching practices and methodologies.

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UPCOMING REGIONAL EVENTS LONDON

WEST YORKSHIRE

CAMBRIDGE

27th February 2018 Love & Fear in Coaching Robin Shohet

20th March 2018 Go with the Slow. Supervisory Presence Robin Shohet

5th March 2018 Navigating Life Successfully – Positive Psychology Coaching Clive Leach

BUCKS, BERKS & OXON BORDERS

GLASGOW

10th April 2018 Coaching Constellations Patrizia Amanati 19th April 2018 Practical Application for Coaching CBT – A Master Class

NEWCASTLE 5th March 2018 What is unique about Coaching? A view from contemporary Transactional Analysis Rosemary Napper Skills Development Day

19th March 2018 The Mindful Coach – Cultivating Embodied Presence Sara Hammond

22nd February 2018 The Listening Space Tasmin Hartley

15th May 2018 Birth Order Rosemary Napper

GLASGOW NEWCASTLE

WEST YORKSHIRE BUCKS, BERKS & OXON CAMBRIDGESHIRE LONDON

events@associationforcoaching.com +44 (0) 845 653 1050 36

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COACHIN G BY COUN TRY

COACHING IN GREECE: THE PAST, THE PRESENT, THE FUTURE Coach and coaching trainer Vassilis Antonas believes that coaching in Greece has benefited from being forged in the fire of the financial crisis.

Those of you keeping an eye on the international financial scene, the global business climate, and general socioeconomic developments, will be aware that Greece has been experiencing a severe financial crisis for almost a decade. The theoretical causes of this crisis can be traced back to a number of factors, such as the US property market collapse in 2007: the housing bubble that snowballed its way through global economies and acquainted us all with the likes of Goldman Sachs, J.P. Morgan and other financial investment firms implicated in the crash. Other factors include Greece’s accumulated national debt, which no government showed any interest in addressing over a period of 40 years, and its massive, ineffective and costly public sector… the list could go on. It even extends to a number of conspiracy theories, including the possibility of global corporations and multinationals deliberately destabilising and devaluing the Greek nation, with a view to purchasing what is a prime, strategic piece of land at a bargain price. Whatever the case, or the explanation, the fact remains that the standard of living of Greek citizens, average salaries, purchasing and spending power have taken a southward turn, while unemployment, layoffs and overall socioeconomic disruption have gone through the roof. The country has been on life support offered by the

European Commission, the European Central Bank and the International Monetary Fund, and is now on its way to receive a third bailout. Greece’s rotating governments seem unable to tackle the issues that resulted in this state, nor bring about any of the meaningful reforms dictated by the tripartite lending committee (the European Commission, the European Central Bank and the International Monetary Fund – ‘the Troika’), which has come to symbolise all that is evil for the average, disillusioned, discouraged, unemployed Greek citizen. The country’s young top talent has already fled abroad, and it could be argued that by comparison, this is probably the longest-lasting financial crisis of modern times, even when compared with America’s great depression (1929-1939) and more recently Argentina’s crisis, which lasted a mere three years (1999-2002). Other Mediterranean countries, such as Portugal, Spain and Cyprus, who faced similar circumstances back in 2008, have already fought back and are now looking at better, more prosperous times ahead. For the coaching industry, which arrived in Greece around 2005 with the coaching training industry following a couple of years later, this marked the beginning of challenging times, especially compared to the first few years (20062009), when demand for coaching services and coaching

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training had skyrocketed. The allocation of budgets from HR departments shrank to unprecedentedly low levels and equipping employees with leadership skills became a luxury. The plethora of coaches that had flooded the market, especially those with questionable credentials and background or those at the beginning of their careers, were left stranded in a market that no longer wished to allocate whatever little cash was left; it wished to invest it now. Back in 2008, and in the context of keeping an eye on market trends, my associates at Impact produced a list of most existing coaching providers in Greece, tracking and recording their web presence. By 2009, this list included well over 50 coaching providers. Over half were sole traders, approximately 40% were small, boutique firms and a small number operated as a branch within a major consulting, auditing or search firm or a franchise. By the end of 2010, clicking on the web addresses located in this database, resulted for the most part in the following messages: ‘URL not found,’ ‘This page no longer exists,’ and ‘Your browser cannot find the server.’ The vast majority of coaching service providers who ceased operations were those who had entered the market in recent times and therefore had little or no experience and very limited clientele to display. In addition, most of those who had set themselves up as coaches either through desperation (such as executives who had been laid off and had limited alternative career

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prospects) or in order to take advantage of coaching’s fashionable momentum (such as counsellors who wished to supplement their income and attended a coaching crash course) also left the scene, or moved from trying to establish a presence as executive coaches in the corporate world to providing life coaching services to individuals for a handful of euros. After a good few years of trying to make sense of what’s going on, it appears the market has had enough of standing by. In addition to the early coaching pioneers, most of whom are still around and have proven their resilience, as well as some newcomers who appear to have made a serious investment in securing training and expertise for themselves, the new trend is to offer coaching training to executives who can support their peers with their supplementary coaching skills. Even though these internal coaches cannot fully replace an external consultant, they can constitute a strong backbone that can support the creation of a coaching culture. After all, as an executive coach I would much rather synergise with an HR director, chief leadership officer, line manager or CEO who ‘speaks the same language’ as I do and has a fair idea of what they want to achieve, rather than step into the headquarters of a multinational and be expected to transform sheep to lions overnight with my magic wand.

COACHIN G BY COUN TRY

In Greece we say that when a fire breaks out it will burn both the fresh vegetation as well as the valueless weeds, meaning hardship makes no exception. Tough, challenging times are tough and challenging for everyone. Altogether I find this an encouraging development. And I believe that those who can really get the job done, are either right here amongst us, or about to join us. Such is the rule of natural selection, and regardless of how painful it is for some, there appear to be no exceptions. Those who exhibited sufficient resilience have now managed to strengthen their position by claiming a larger piece of the pie. Those who were able to determine the pace of developments, rather than be overcome by it, can now call the shots. Those who have manoeuvered in a strategic and deliberate way are now leading and accounting for this transformational process. It is my opinion that mid term this may be more than just about coaching in the business context. You see, the qualities that coaches have had to exhibit in my country over the past decade or so are the very qualities that we expect our clients to develop. Pace, resilience, accountability, influence, deliberation… and if you think about it, these are the very qualities that leaders and influencers in Greece are expected to put into practice right now, if the country is to leave these turbulent times behind. It would appear, then, that Greece and its coaching industry may be following parallel paths. And, as far as I am concerned, this can only be a good thing.

GREEK GROSS GOVERNMENT DEBT AS A PERCENTAGE OF GDP, 2002–2016

Source: European Commission, Eurostat.

ABOUT THE AUTHOR Executive coach, psychotherapist, organisational development consultant and Course Director of Impact’s Diploma in Executive Coaching and Organisational Development (AADCT), globally the first coaching training to receive accreditation from the AC. Vassilis has consulted for over 50 Greek and multinational companies, coaching leaders from companies such as Microsoft, Media Saturn, Vestas, Nike, Unilever and Abbvie. Senior martial artist (Aikido), musician (piano), motorsport enthusiast, devoted world traveller and the author of Coaching for Impact: The Evolution of Leadership (Routledge, 2017)

The Greek Financial Crisis 2009-2016. (2017). Retrieved from https://www. econcrises.org/2017/07/20/the-greek-financial-crisis-2009-2016/ Databases on the Greek economy : http://ec.europa.eu/eurostat http://www.worldbank.org

GREEK GOVERNMENT BUDGET DEFICIT AS A PERCENTAGE OF GDP, 2002–2016

Source: European Commission, Eurostat.

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DISRUPTIVE COLLABORATION IN A SUPERVISION SESSION Michelle Lucas and Benita Treanor, coaching supervisors and members of the AC Coaching Supervision Group, provide perspectives from supervisor and supervisee on the benefits of disruption in supervision.

Good coaching supervision offers a collaborative relationship so the coach can receive support from outside their own immediate system. This enables greater clarity and learning about their coaching relationships as part of the wider organisational context in which they work. Areas such as ethical issues related to confidentiality, dual relationships and requests for information are often considered. One of the benefits of external supervision is the catalytic nature of productive disruption. The external input is chosen consciously as it brings in ‘fresh eyes’ from outside the current system as a way of uncovering assumptions and collusions that may be in play. This example from an organisational client led to both supervisor and coach thinking more deeply about their approaches.

THE SUPERVISOR’S LENS I began working with a group of internal coaches, all new to coaching supervision. Mindful that their work was connected to the strategic change agenda, I was keen ‘to do things right.’

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During the contracting phase of the supervision work, I enquired how they informed their coachees that they would be bringing client matters to supervision. I felt it was useful to clarify how the coaches worked with confidentiality, and to support their skills in how they may communicate exceptions to this agreement. I recall the energy shifting in the room, and rather than provoking a discussion, I was met with silence and confused glances. I noticed in me an uncertainty; perhaps the ethical development of this group was not what I expected? I also felt a flicker of excitement: it was clear that we were on the edge of new territory. Within the benevolent qualities of the founders of the organisation and the wider network, there was an acceptance by employees that their managers may well talk about them, without their knowledge, but with their best interests at heart. I was reminded of my previous career in HR, and in some ways it would have been easy for me to collude with their view of the world – and yet these were no longer HR practitioners, and neither was I! Whilst I shared the best practice perspective, the coaches were reluctant to give up

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an approach that felt right for them. I felt the resistance of the wider system in play and recognised that I would need to live with this incongruence, for now. It brought me to question how I truly hold the tension between what is right in ‘principle’ and what was genuinely appropriate in this context? I rested on the belief that if a dynamic is important, it will come up again. This was a pragmatic and practical group, and I was conscious I was at risk of losing rapport and they needed to experience some actual supervision. We moved on.

THE SUPERVISEE’S LENS I was in my element in my new role – the work was totally in my sweet spot, I could focus on supporting people through change. I had no idea what ‘supervision’ would entail and was looking forward to re-connecting with my colleagues. As we started, the supervisor asked us how we would handle confidentiality with our coachees. My mind went blank. This wasn’t something I’d done with people; it hadn’t even occurred to me that I should. My colleagues looked similarly confused; we all remained quiet for some time.

ABOUT THE AC GROUP SUPERVISION CALLS The Association for Coaching provides a Group Supervision Experience service on the third Thursday of every month. The calls are held via video link or low-cost teleconference line and are facilitated by experienced AC Coaches who donate an hour of their time to support fellow AC Members. The calls last up to one hour with a maximum of five participants. AC Group Supervision Experience calls are designed to offer Members a taste of what supervision is like and what can be gained from participating in it. The calls are available to AC Members regardless of location across the world. For more information. www.associationforcoaching.com/page/EventsGroupSupervi

I left that first session thinking that the supervisor clearly had no idea of how things worked here. The next few sessions were better: we spent more time talking about our work. Driving to the third meeting I considered what I would bring. Earlier in the week I’d had a conversation that was still bothering me. In the supervision I offered to go first. About five seconds into the story I looked at my colleagues and stopped in my tracks…. Given what I was about to reveal, I suddenly felt guilty; my coachee might not want me to ‘go public’ with what was happening for her. And it was inevitable that despite ‘not naming names’ as we’d agreed initially, the rest of the group would know who I was talking about. The conversation that had been muted in first session reopened. This time there was an edginess to it. We realised, probably for the first time in our careers in this organisation, that we were making huge assumptions about our people’s need for privacy. This showed up in numerous managerial conversations, both formal and informal. Importantly, all of this served to reinforce the ‘parental’ feel to our culture. While benevolent and nurturing, it actually served to minimise initiative-taking. Ironically, this was the very culture we were trying to change.

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EAST MEETS WEST – INTERNATIONAL COACHING CONFERENCE ‘Bridging China Coaching Culture into the World: Development of Global Coaching Culture’, organised by the China Coach Federation (CCF), the Asia Coaching and Mentoring Authority (ACMA) and the Association for Coaching, held on 29 November 2017, was attended by Natalie Cooper, who captures how, with all our energies, wisdom and efforts, we can create a beautiful world together. Making my way to the conference room of King’s College at the University of Cambridge, I was warmly greeted by Dr. Olivia Pong, AC in China Head of Strategic Partnerships and Master Coach of Asia Coaching and Mentoring Academy (ACMA), and Eva Lam, AC in China Member Education and Development and Executive Coach of the ACMA. On entering, the energy in the room was different from any other I’ve ever encountered before. The only way I can describe it is as a bolt of joy, as awe and wonder engulfed me. It was an energy that rippled around everyone in the room. Although not a coaching practitioner myself, I quickly grasped that ‘coaching’ gave the keynote speakers, partners and members a richness of language to dance with.

SHARED VISION – YIN AND YANG In the opening speech – led by Kimmy Li, founding Chairman of the China Coach Federation – Li explained the desire shared between the two differing cultures to come together to ‘join hands’ through the exchange of knowledge to promote, raise and advance the coaching culture in China – and globally. This began with Fei Wang, Chairman and Trainer at China Coaching Academy, delivering a presentation on ‘Oriental Wisdom Reinforcing Coaching with Further Power.’ Having started out her career as a doctor, Wang’s profound moment came when she realised that although doctors can treat at the ‘surface’ level, ‘they cannot help people to live better.’ To develop this, she introduced the philosophy of yin and yang. What you see on the surface is ‘yang’, but the intangible is the ‘yin’. Everything comes in pairs. You cannot have winter without summer. Neither side can exist without the other, but both sides come together to create one unity. This underpinning rule of nature can help understanding of practice as a coach. You can focus on a person’s awareness, the yin, but the awareness also needs to come from outside, the yang. The power in coaching comes from initiating awareness and the desire to change, but how can you make sure new behavioural patterns are sustainable? You have to take into consideration the yin and the yang depending on context, helping people embrace change by tapping into the unknown.

TREE OF WISDOM AC Global Board Director Darren Robson’s presented ‘Creating a High Performance Coaching Culture.’ Robson begun by stating that he has real hope for our planet, and hope for humankind; ‘I’m proud to take over the baton from Sir John Whitmore who believed in the power of wisdom. A journey of a thousand miles begins with the first step, and hopefully this meeting today is the second or third step of that journey.’

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Robson went on to suggest that a coaching culture should sit at the heart of any organisation, aligning employees’ purpose with the organisation and creating an environment where people are able to give out ‘net positive contribution’. If you get the culture right, you will win. Leaders need to plant positive seeds in fertile soil. He used bamboo as an analogy; it takes four years to grow roots, and in its fifth year it suddenly shoots up to around 10m high. His message? Let’s plant seeds and build deep roots. Together we will grow a ‘tree of wisdom.’

FOUR SEASONS Next, Eva Lam presented ‘Coaching Life Cycle: 4-Seasons Model,’ explaining how she sought to combine the notion of the seasons as guiding principles of Chinese philosophy with Western coaching practices, and humbly admitted that it took her 20 years to build her own wood. Her journey brought her to coaching. The seasons are constantly changing: you plant new seeds in spring, work hard in summer, autumn is a time to harvest and you should take rest in winter. Yet when someone is out of alignment with the season, they could feel depressed or frustrated. When coaching, we need to know where a coachee is, which season people are stuck in and where they are out of balance. What I took from this presentation is that there’s no true separation between East and West, we only apply different styles of coaching. It’s about helping others to become bigger and stronger in an ever-changing world. We share the same principles.

UNDERSTAND THE MESSAGE Executive coach Keith Nelson’s talk, who is also the Director of Coaching Programmes at The Moller Centre, University of Cambridge, explored ‘Cross-Cultural Training.’ His hope for growing those little baby green bamboo shoots goes beyond individuals and teams and into believing that coaching can make a real difference in the world. As coaches, the less you do, the more you do. You have to enable the coaching space to allow for thinking and reflection time. In working across different cultures, it’s important you don’t lose the message in translation. You have to check for understanding. Ask yourself: have I understood what is being said? And then ask the question three or four times until you really know that you have got the right message.

TEAM COACHING In AC CEO Katherine Tulpa’s session, she offered this firm piece of wisdom: during team coaching, really be grounded in the room. In a group, you may find several people have different

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agendas. It’s your role as a coach to create a ‘safe container’ for that team so you can facilitate challenging conversations. She talked about the methods she uses in her practice, such as initial 1-1 conversations with each member to understand the group system, what they individually want from the conversation. She warned against coaching the leader first; the role is to coach the whole team, and the whole team is the role, ensuring that trust is built within that group to enable productive and insightful discussions. When it comes to team philosophy, embrace both differences and strengths, and always align back to the strategic goal. Tulpa’s first question when coaching the team is always, ‘what do you want my role to be?’. This ensures that there’s a clarity of understanding about what the coach’s role is and isn’t. Quite often you might observe that leaders are not going in the same direction as the group. This means that you have to be able to help facilitate real conversations about understanding what the goals for the team are. Tulpa’s advice: raise wider awareness for the team. Don’t just look at the team yourself, but also help them to look at what’s going on inside and outside the organisation themselves. You let them do the work. You’re not a process coach, so sit back and let them experiment between themselves to understand their own structures. When structures have been agreed and there’s clarity, give them enough opportunity to have conversations freely by asking, ‘How are you going to grow together?’. By encouraging team culture, you can facilitate a more developed capacity for impact for the team, creating a better workforce by aligning the team to work together in a collaborative way.

NATURE & THE HIDDEN LAWS In his session, Xiaoqing Yuan presented a talk entitled ‘Relativity between Coaching and Culture’. He began by stating that coaching has enlightened him. Firstly, for him the focal point of cross-cultural coaching should be understanding each other’s cultural ways, as the values and worldview of traditional Chinese people is very different from the traditional Western world. He talked about Taoism, in which the Chinese culture may appear to come across as something embodying a ‘we’re not in a hurry, wait and see’ approach. However, crucially it’s not that the Chinese are doing nothing; it’s about riding along with the tide of the river

and the law of nature. Next was a discussion of Buddhism, which is essentially about collectivism. In Chinese culture, individuals put the interest of team before their own, refraining from individualism or the truth and instead following the team. To address this, Yuan argued that we need to combine psychology with coaching. The West needs to understand Chinese culture before doing any coaching work in China or with Chinese people. For example, it’s typical of the Chinese to be polite and not express their emotions. To mitigate this potential area of misunderstanding, when Yuan coaches he aims to notice behavioural patterns and look at relationships. Every individual in a team is a complex person. On a similar note, Xu Chen believes there’s a coach in everyone. ‘From 0-1’ was his topic, and specifically he is passionate about growing the bamboo trees of coaching through the magic of the internet. Wifi has become a basic need for people in China and so a new era has come. Change is happening at a much faster speed. Bamboo shoots can only grow with everyone participating as fellow learners. The development of coaching in China needs many hands to sow the seeds of coaching.

POWERFUL QUESTIONING Dr. Olivia Pong concluded the day. Drawing from her experience of the transition from trainer to coach, she offered these statistics: 24 hours after a training session, most people don’t remember 70% of the training delivered, and within a week this rises to 90%. The lesson: training is not able to deliver effective development. Coaching is about asking powerful questions. The question ‘Why am I doing what I am doing?’ is a very simple and important question, but one that is often forgotten. If you have forgotten your purpose, you are not going to win. After closing with a tale of a monk and a master, the lesson is this: always be in the present.

ABOUT THE REVIEWER Natalie Cooper is a commercially-led editor and an award-winning journalist with over 15 years B2B magazine publishing experience. She’s a storyteller, wordsmith & brand guardian evangelist. Writing, storytelling, travel and connecting with people from all walks of life is second nature to Natalie. She acts as a guide to help people achieve a healthier way forward in life by realising their goals, talents and dreams.

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RIDING THE LEADERSHIP ROLLERCOASTER Kets de Vries’ latest book does not quite hit the spot, according to Professor Paul Brown

The second chapter in Anthony Powell’s twelve-volume novel, A Dance to the Music of Time, opens with the narrator observing: ‘It is not easy – perhaps not even desirable – to judge other people by a consistent standard.’ Manfred Kets de Vries’ latest book provokes reflections on both those propositions. He accomplishes the first with a detached narrative skill. Three main sections form the framework for around 30 brief, easy-read chapters, with a coaching vignette in each chapter of not much more than five pages. The three main section titles give a quick overview of what the reader might expect. Part I is ‘Going Down…’, Part II is ‘Going Up…’, and Part III is ‘Just Rolling…’. It is a little difficult to work out why such a trite and mechanical metaphor, based on a short-term thrill, is suited to the complexity of the human condition in general, let alone to leadership coaching. Bungee-jumping would work equally well, and would have the advantage that it appears as a metaphor in the management literature less frequently than rollercoaster. The chapters themselves do have the systemic structure of the aforementioned ‘consistent standard,’ in which two main themes repeat themselves. The first is the voice of a slightly condescending headmaster, who knows the answers for the development of his errant charges if these pupils would obey, only to excuse himself the failure of making the changes that he knows would be beneficial for the pupils by recording his informed conclusions in the manner of an end-of-term report. Words that a coach in training learns to limit their use of, coming as they do from the coach’s assumptions about the client rather than an understanding of the client, occur surprisingly frequently: ‘should,’ ‘ought to,’ ‘needs to,’ ‘would be,’ ‘must.’ Similarly, longer statements are equally worrying, such as: ‘only denialists can take themselves off the path of denial, and this will only happen if they make a deliberate choice of reality,’ and: ‘much of our capacity for happiness lies within our power to change. This means that if they felt so inclined [the coachee] has it in themselves to be a great deal happier.’ The second main voice in the book is of the (sometimes reluctant, heroic) psychoanalyst, ready to grapple with the forces of the unconscious to which only they have the privilege of properly informed access. De Vries claims that ‘Freud’s theories about unconscious mental processes are being rediscovered.’ Really? Modern scholarship has started to demonstrate that the frameworks that Freud spent a lifetime erecting, and had others protecting, are themselves an extraordinary, intelligent, conscious, fraud – the final Freudian

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slip. As with Marx, the focus of enquiry was fascinating, but the solutions were grievously in error. Despite an oddly touching (though unexplained) faith in the power of 360 or 270 feedback to provoke apparently lasting and actionable insights, nothing here answers the fact that, professionally, coaching is looking for explanatory rather than descriptive models of leadership behaviour, which are unfashionable and inaccessible. Organisations, too, are desperately in need of such models as they recover from the exhaustion of being performance driven. These explanations are, alas, not to be found in Kets de Vries’ most recent offering.

ABOUT THE REVIEWER A clinical and organisational psychologist for 55 years, Dr. Paul Brown is now Faculty Professor of Organizational Neuroscience at Monarch Business School Switzerland and Chairman of Executive Coaching Vietnam. Previously part of the National Science Council in the Office of the Prime Minister in Laos, he now maintains an international consulting practice in Europe, America and SouthEast Asia from Vietnam. Recent co-authored books include Neuropsychology for coaches; River Dragon; Neuroscience for Leadership; and The Fear-free Organization.

TITLE: Riding the Leadership Rollercoaster: An observer’s guide AUTHOR: Manfred F. R. Kets de Vries PUBLISHER: Palgrave Macmillan / The Palgrave Kets de Vries Library DATE: December 2016 HARDCOVER PRICE: £19.99 KINDLE PRICE: £9.99 ISBN: 978 0 7494 7549 9 ISBN: 978-3-319-45162-6 (eBook)

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VISIONARY LEADERSHIP IN A TURBULENT WORLD - THRIVING IN THE NEW VUCA CONTEXT This wide-ranging and diverse book offers a useful overview of addressing the problems of the modern world, says Dawn Sillett

The concept of ‘VUCA’ – Volatility, Uncertainty, Complexity and Ambiguity – originated in the U.S. military after the Cold War. This century the term has been adopted as shorthand for the fast-moving, often chaotic and turbulent times in which we now live. We have VUCA politics, environmental and social challenges – and work situations. How can leaders thrive in this context? Nine writers from four continents provide their answers in this book. Divided into three parts – mindset, skillset and knowledgeset – the authors’ wide range of specialisms and academic credentials provide different approaches for leaders to explore. VUCA and the challenges that leaders face are explored through different lenses; for example, systems approaches, cultural awareness, working in flow, and collaboration.

ABOUT THE REVIEWER Dawn Sillett is a management skills coach, group facilitator, author and director of Zoomly, which specialises in bite-sized learning. After working in the marketing communications industry in the UK and overseas for 15 years, Dawn retrained and now works with enterprises big and small to raise individual, team and business performance. She holds a Psychology degree, is a Chartered Member of the CIPD and the author of How to be Zoomly at Work and The Feedback Book. www.zoomly.co.uk

Despite the authors’ diversity of backgrounds and theoretical preferences, consistent themes emerge throughout the book. These will no doubt be familiar to coaches: clarity of purpose, emotional intelligence, situational and cultural awareness, and the importance of constant learning, development, reflection and practice.

TITLE: Visionary Leadership in a Turbulent World – Thriving in the New VUCA Context

Two broad groups of people might find this book useful: coaches and coachees.

PUBLISHER: Emerald Publishing Limited, Bingley, UK

l For coaches, this book provides valuable background context for the contemporary workplace. The case studies provide valuable examples of how VUCA affects work – and how to deal with it.

l For coaching clients, the book would be appreciated by

AUTHOR: Rob Elkington, Madeleine van der Steege, Judith Gluck-Smith, Jennifer Moss Breen and others

DATE: 30 June 2017 HARDBACK PRICE: £24.99 KINDLE PRICE: £12.99 ISBN: 978-1-78714-243-5

people who value academic approaches and enjoy learning about frameworks and models. I would have liked more case studies. Reading how familiarity with concepts such as flow and reflective practice can be applied to a VUCA leadership context enhanced my learning. The extensive research references from each contributor offer robust sources that coaches can use to support the case for coaching in organisations. I think the book could also help coachees develop their approach to dealing with stakeholders. For some, the book would serve as a consoling read, reassuring them that they’re not alone in this VUCA world, and giving them a choice of ways not merely to survive, but also to thrive in our ‘new normal’ environment.

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A STORY THAT MODELS HOW WE CAN COACH THROUGH EXAMPLE AS MUCH AS THROUGH TECHNIQUE Hetty Einzig recommends this uplifting book written by master coach Gill Smith

Gill Smith is a renowned coach and ex-Chair of the Association for Coaching, UK. She had always planned to write a book with this uplifting title – but not this kind of book. Because You Can is the story of Gill’s journey thus far with cancer. Told in her own words, mostly in diary format, it charts Gill’s journey from the diagnosis of terminal cancer in April 2016 to treatment for metastases in her brain in the autumn of 2017. The book is gripping. Gill’s openness, warmth and directness draw the reader into the daily detail of hospital appointments and treatment, family events, pets, friends and holidays, the reactions of her husband, daughters and others, her concern for her family’s wellbeing, and her own changing moods. We are invited into Gill’s life – an ordinary, real life – not unlike our own, in fact. This invitation has the effect of normalising cancer as something to be lived with rather than fought against – but, as one might expect from a master coach, lived with on one’s own terms, as the book’s subtitle asserts. And Gill’s terms are uplifting: over and again she urges herself and us to focus on what we can do, not on what we can’t. What also lifts this book beyond the now ubiquitous Diary of a Cancer Patient are Gill’s acute skills of reflection, her ability to identify and express her feelings but also to place her experience within a wider context. ‘In the System,’ the AC conference Gill convened and chaired in the autumn of 2016, where she spoke wittily about her NHS experiences, was a tribute to taking this systemic perspective. In the book Gill’s thoughtful and informative comments on the state of the NHS and the politics of care, on treatment options, on her physical, emotional and mental reactions to treatment and the challenges and ironies of life with cancer engage the reader in an intimate and stimulating conversation. The last few chapters usefully cover details of Gill’s current treatment, the side effects of chemotherapy and whole brain radiotherapy, and what she has learnt from this roller-coaster ride, together with a glossary and other resources. The book is full of light as well as shadow and laced with engaging stories. One of the best is the tale – recounted at the September 2016 conference – of Gill’s hospital ‘jailbreak’ to go to a Bruce Springsteen concert while in the midst of treatment… but you will have to read this for yourself! Gill’s strength of character shines through every page – even to the point where she is baffled by the inspiration others derive from her example, with the ‘… implicit assumption that… somehow, against all the odds, I am managing to be positive and open about what I am experiencing. This is far from true – I find it… easy to be open, and usually easy to be positive…

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but I am… hopeful that if people do find me or what I say inspirational then I will be doing something useful.’ This pragmatic attitude is typical – and of course she misses the point! It is this spirited capacity to choose to adopt an informed, positive, often assertive and sometimes mischievous approach in the face of the sheer exhaustion and overwhelming nature of living with cancer that is precisely so inspirational. The best coaching enables people to grasp challenges in this way and Gill’s story models well how we coach through example as much as through technique.

REVIEWER BIOGRAPHY Hetty brings 30 years of psychology and executive coaching experience to global leadership development, and her career has spanned the arts through to global corporate culture-change programmes. A Director of The Flourish Initiative, a Senior Consultant with Performance Consultants International and Analytic-Network Coaching, and an Associate of Leaders’ Quest, she teaches on the Executive Coaching Diploma at the IMI in Dublin, and is the Editor of Coaching Perspectives. Her new book, The Future of Coaching, is out now. www.hettyeinzig.com

TITLE: Because You Can: Living and Dying with CANcer on your own terms AUTHOR: Gill Smith PUBLISHER: Gill Smith (www.because-you-can.com) DATE: 2017 PAPERBACK PRICE: £17.99 ISBN: 978-1-5272-1483-5

“Collaborative Conversations with Masters” An AC Digital Learning Program with Darren Robson

“The Collaborative Leader” An AC Digital Learning event with Ian McDermott

One webinar per month throughout 2018

30th January, 13th & 27th February, 6th March 2018

Starting in January 2018, the Association for Coaching will run a year-long digital learning program, dedicated exclusively to members, offering our community access to thought leadership and continuous professional development.

Collaboration is the secret to success in any human endeavour. Why? Because to collaborate is to colabour. If you’re just going to do everything on your own, you limit what you can accomplish and what you can contribute.

We have asked our members what topics and speakers they would like to see in this program. Every month we will engage in collaborative conversations with different expert guest who will support our AC members to address meaningful topics.

Collaboration is a learnable skill: people can learn to collaborate. In this webinar series we want to share with you what makes this possible, how to do this for yourself and how to help others do this.

Join us on this journey to Develop as a Coach; Grow your Practice and Create a Lasting Legacy. This program is Exclusively for Members only. Join the AC to have complimentary access to this program and discounted prices for other Digital Learning events.

We invite you to learn how to foster a collaborative culture and working environment for others, how to promote collaborative working practices and how to inspire collaboration as a leader and as a coach.

As with all our CPD events, AC members are eligiable for a reduced rate. Visit www.associationforcoaching.com to learn more and book your spot. For any questions, please contact Smaranda Dochia, Director of Digital Learning & Events at smaranda@associationforcoaching.com

Raise the bar

Achieve AC Accreditation in 2018 The AC is passionate about all aspects of coaching and has a firm belief in establishing and upholding the highest standards of best practice within the industry. Our accreditation schemes have been developed so that buyers of coaching or related services can be assured that an individual or organisation has been assessed to rigorous standards using the AC Coaching Competency Framework.

COACH ACCREDITATION

Our Coach Accreditation Scheme has been established to allow coaches to benchmark themselves against high professional standards, and to provide reassurance to buyers of coaching regarding the level of experience and capability of coaches. Our Executive Coach Accreditation scheme, exclusive to the AC, is for those who work within an organisational setting.

COACHING SUPERVISOR ACCREDITATION

This scheme allows supervisors to stand out in a competitive market place. Support from an AC Accredited Coaching Supervisor ensures coaches receive a good quality service and flags to users of their coaching service that their coach is receiving excellent professional support. Designed to accredit fitness to practise, it indicates that the Supervisor operates to core principles and demonstrates appropriate competencies within the functions of supervision.

accreditation@associationforcoaching.com +44 (0) 845 653 1050

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COACH TRAINING ACCREDITATION