Find Out Why Coaching is Your Secret to Success
The Executive Coaching Report
2009 Edition
Coachbroker.com
Published by Coachbroker International Pty Ltd Level 18, 499 St Kilda Road Melbourne, Victoria Australia 3004 by R Anderson and K Tweedie Copyright Š 2009 Coachbroker International Pty Ltd All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the publisher. This report (revised from a Coachbroker publication in March 2006) is part of an annual series.
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CONTENTS Foreword _______________________________________________________________________________5 About the authors _____________________________________________________________________6 Coaching in a nutshell ________________________________________________________________7 What does coaching actually mean? _____________________________________________ 12
About coaching____________________________________________________________________________ 12 Coaching Activities: The Core Characteristics _______________________________________ 13 Coaching is NOT Mentoring _____________________________________________________________ 15
The widespread use of coaching__________________________________________________ 16
How popular is coaching? _______________________________________________________________ 16 A growing market_________________________________________________________________________ 17 Why use coaching? _______________________________________________________________________ 18 What do organisations primarily use coaching for? ________________________________ 19 Business and financial reasons for using coaching__________________________________ 20 Great expectations________________________________________________________________________ 21 It’s NOT a quick fix! _______________________________________________________________________ 22 When is it appropriate to use coaching? ______________________________________________ 22 Coaching isn’t a ‘onesizefitsall’ solution____________________________________________ 23
Building an internal coaching culture that allows development ____________ 24
Coachees become coaches_______________________________________________________________ 25
How is coaching delivered?________________________________________________________ 26
Should coaching be done over the phone?____________________________________________ 26 Those who deliver and those who receive____________________________________________ 28 Stakeholders in coaching ________________________________________________________________ 29 The tripartite contract __________________________________________________________________ 29 The extended tripartite relationship___________________________________________________ 29 Are internal or external coaches better? _____________________________________________ 30 So what happens in practice? ___________________________________________________________ 31 How to make internal coaching successful ___________________________________________ 31 Providing support for internal coaches _______________________________________________ 32 How should you choose an external coach? __________________________________________ 32 What makes a good coach? ______________________________________________________________ 35 Types of coaching_________________________________________________________________________ 36 One‐on‐one executive coaching ________________________________________________________ 36 Group Coaching __________________________________________________________________________ 37 Team Coaching __________________________________________________________________________ 38
What are the benefits of coaching?_______________________________________________ 39
Measuring return on investment_______________________________________________________ 39 ROI from Leader as Coach Program ____________________________________________________ 40 The Sherpa formula for Coaching ROI _________________________________________________ 40 Survey findings on the return on investment in coaching _________________________ 42 Executive benefits ________________________________________________________________________ 42 How can an organisation benefit?______________________________________________________ 45 Coaching and organisational objectives ______________________________________________ 48 Measuring coaching success ____________________________________________________________ 47
How long can change last? _________________________________________________________ 50
Where can change be seen in the longterm? ________________________________________ 50 Training vs. coaching_____________________________________________________________________ 51
The increased need for coaching standards ____________________________________ 52 Coachbroker Coaching Report 2009©
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Who delivers coaching services? _______________________________________________________ 52 Monitoring industry standards_________________________________________________________ 53 Some coaching demographics __________________________________________________________ 53 Sourcing and managing coaches _______________________________________________________ 53 Coaching panels _________________________________________________________________________ 54 Is there another way? ___________________________________________________________________ 54 How to fix these problems ______________________________________________________________ 54 The keys to successful coaching ________________________________________________________ 55
What’s next in executive coaching? ______________________________________________ 57 Future trends – A corporate perspective _____________________________________________ 57 Future trends – A coaching perspective_______________________________________________ 59
Appendix A: Coaching tools, techniques and models__________________________ 61
The most commonly used… _____________________________________________________________ 62
Appendix B: What is the right structure for coaching within your organisation? ________________________________________________________________________ 63 Which coaching structure should be used?___________________________________________ 63 Centralised and structured _____________________________________________________________ 63 Organic and emergent___________________________________________________________________ 64 Tailored middle ground_________________________________________________________________ 65
Appendix C: How can you build a business case for executive coaching? __ 67
Some guidelines___________________________________________________________________________ 67 Find your friends and supporters— then create more _______________________________ 67 Get agreement ___________________________________________________________________________ 67 Look for the return on investment _____________________________________________________ 68 Speak the language of business_________________________________________________________ 68 The eight elements of a winning business case ______________________________________ 68
Appendix D: The Coachbroker solution _________________________________________ 69
Coachbroker offers _______________________________________________________________________ 69 How does the Coachbroker service work?____________________________________________ 70 The Benefits _______________________________________________________________________________ 70 All things coaching . . . ____________________________________________________________________ 71 Leader as Coach programs ______________________________________________________________ 72 Characteristics of an Extended Leader as Coach Program____________________________ 73 Other services offered by Coachbroker _______________________________________________ 76 Premium search _________________________________________________________________________ 76 Managed Service_________________________________________________________________________ 76
References ___________________________________________________________________________ 77
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Foreword As with all dynamic service industries, executive coaching is undergoing massive review, research and scrutiny. Coachbroker is committed to providing the latest reviews, results and research data as they become available from around the globe. The fourth of our annual Coaching Report (revised and updated from our March 2005 publication) is an important body of knowledge for coaching reference in 2009. We hope it clarifies your understanding of the coaching industry and provides direction for your coaching research and programming – helping you develop the model that best suits your needs. Where possible, we have used relevant research and reliable survey data from the United Kingdom and the United States, assuming that trends in those countries will spread throughout Australasia. Seeking to raise awareness of what is happening around the coaching world, we trust this publication assists the corporate decision maker to take the lead in using professional coaching within their organisation.
Richard Anderson and Karen Tweedie June 2009
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About the authors Richard Anderson Richard is one of the founding partners and Managing Director of Coachbroker Pty Ltd. He is also a founding partner and CEO of Goalreach Pty Ltd, a successful executive coaching and consulting organisation. Founded in 2004 Goalreach focuses on working with senior executives within corporate Australia. (www.goalreach.com.au) Experienced in corporate, multi-national, B2B manufacturing sectors both in Australia and NZ. Richard has held regional and national General Manager roles in both countries. A successful sales and marketing background with experience in segment profitability, sales force management and operational effectiveness Richard has proven leadership skills with a strong understanding of matrix management, HR systems, strategic planning, project management and business change implementation. With over 1000 hours of executive coaching Richard holds a Certificate in Professional Coaching (CPC) and is a member of the International Coach Federation (ICFA) of Australasia. Trained in Genos EI coaching Richard specialises in Executive/ Leadership, Transitional and Executive Career coaching.
Karen Tweedie PCC Karen is an experienced educator, coach and mentor; a facilitation and coaching professional: a leadership and team coach, and a trainer of coaches. She has had 15 years’ experience consulting and coaching with a specialisation in organisation communication, leadership skills for influencing and building commitment. (www.knewtechnologies.com) Immediate Past President of the International Coach Federation Australasia, and currently President of the ICF Global Board. Through these associations she has access to leading coaches worldwide, and the opportunity to shape the coaching profession. Karen is an Professional Certified Coach (PCC) with over 1000 hours experience coaching individuals and teams. Karen brings a wealth of professional and personal development tools to her work with coaches and clients in groups and as individuals. Karen has a Bachelor of Education, and a CoachCorp Certificate in Professional Coaching. She is trained in using a wide variety of tools for understanding humans. She is an NLP master practitioner, uses MBTI and Jungian approaches, Narrative Coaching approaches, Genos Emotional Intelligence, Solution Focused Conversations, the Language of Emotions & Body in Coaching, and Patterns of Hypnosis in language.
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Coaching in a nutshell Every organisation needs great leaders who can, despite ongoing change and major global uncertainty, deliver today’s business results. As organisations face new challenges associated with the current economic situation, increased globalization and innovation, new leadership skills are required. Future leaders will need to: •
Work more effectively with outside partners
•
Serve as role models and mentors to individuals who are increasingly dispersed across countries, regions and geographies
•
Provide guidance and structure to employees who come from a variety of generations, experience levels and cultures.
Companies around the developed world are expressing their concern over the current, and projected, shortage of such individuals. Many large organisations fear that their inability to develop future leaders will impact negatively on planned growth strategies. While current economic conditions are tough and pressure has come off the skills market it is only a matter of time before we are again faced with growth in the emerging market, the retirement of experienced personnel in more-mature economies, and companies that are placing their futures at risk by not identifying, developing and empowering the next generation of leaders. Executive coaching has become an accepted and proven development aid used by corporations across the developed world to support and retain leaders. An ICF/PwCxxi survey calculated the coaching market worldwide at US$1.5 billion per annum. The USA market accounts for almost half of this revenue, with Australia accounting for US$120m. Over 60% of the top 25 Australian companies offer coaching support for their senior executives so they can improve individual performance, challenge underperformance and/or raise productivity in the workplace. And from this traditional focus, coaching is spreading down to senior management levels of organisations, delivered by a mix of external and internal coaches. However, this management intervention is relatively new, so some organisations may have uncertainties as to how they can best use coaching and in what situations it’s needed. They need to better understand the coaching industry before they can implement its services. Recognising this information gap, Coachbroker offers this annual report on trends in the coaching industry, with the aim of helping organisations determine which type of coaching intervention is appropriate in different circumstances. We also acknowledge that large corporates face serious issues in deciding how best to select and manage coaches, and deliver coaching to staff. The data in this report sheds light on these issues.
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What does coaching actually mean? Coaching has been identified as a means of positively developing the people within an organisation to help them to perform more effectively. It’s a tool used to help employees reach their full potential, to maximise their performance and increase their satisfaction. By partnering with a professional coach, the employee is able to capitalise on their already existing skills and knowledge to improve job performance. The process involves asking questions, eliciting responses, and treating the coachee as the expert. Through this, the coach and coachee can identify where the latter would like to be and what they’re willing to do to get there.
The widespread use of coaching A recent survey found that 55% of international companies sampled were using coaching in some form. Of the companies not using coaching, 56% said they intend to implement such programs in the near future. Surveys from both the United Kingdom and the United States have found that over 50% of companies were using coaching. As well as this, it’s been found by the AMA that 51% of the Fortune 500 companies were using coaching in some form. News articles from Australia have indicated that about 60% of the top 25 Australian companies are using coaching or mentoring. Other reported findings include: •
Coaching is now widespread around the world. However, issues are arising due to the industry’s fragmented nature and the diversity of clientele organisations. A significant problem is that many organisations have no defined strategy for implementing a coaching program, or they have a culture that does not support the qualities that coaching aims to teach.
•
The practise of coaching employees is moving beyond the higher ranks of corporations, down into the management layers of organisations.
•
Coaching appears set to continue to grow – both internationally and in Australia/New Zealand.
In the current economic environment, employees have to be able to both progress and adapt to change quickly. They need to have the ability to swiftly deal with changes in responsibility and the skills required of them. Coaching has the flexibility to target individuals with different needs and learning styles, at different levels within an organisation.
Studies in the United Kingdom and the United States found that organisations mainly use coaching: • For strategic, leadership or communications reasons • For learning and development, • In response to an employee’s request
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Before deciding to use a coach, the individual, their line manager or a member of the human resources department must perceive a learning or development need. Coaching is just one of a range of interventions that organisations can use to meet such needs, so the next step is to decide which intervention would be most effective. This decision should take into account employee preferences too. We provide a decision tree (page 22) to guide the selection of coaching as the most appropriate intervention. There is also data provided on what coachees hope to get out of coaching, and what the objectives of coaching are. Some individuals may not respond well to coaching - we list characteristics of an individual’s readiness to be coached.
Building an internal coaching culture that allows development In order for coaching programs to be successful, it is important to have an internal culture that is accepting of coaching and change. A coaching culture is typified by a set of shared behaviours that enable people to help each other develop the business and relationship skills tat drive the success and the productivity of the business. By creating an internal coaching culture, improvements can be seen in recruitment, development and retention as future employees become aware of the support that is available to them.
How is coaching delivered? Currently, coaching in Australia is mostly done face-to-face, which is the method preferred over telephone coaching. We present the results of two surveys on where and how coaches deliver their services (face to face 47%, by telephone 38% etc.). There are advantages and disadvantages for all types of coaching, for example, because in-person meetings involve travel time and limits a coach’s geographic reach, some coaches choose to deliver services over the telephone. Although telephone coaching is still in the minority, its acceptance is growing. An organisation also needs to decide on who will be coaching – will it be an internal coach or an external source? Choosing the right coach is crucial to success. Internal coaches are superior when a quick intervention is needed and when detailed knowledge of the corporate culture is required. External coaches are most effective for dealing with sensitive or confidential issues, or when particular experience is required. Regardless if the coach is internal or external, the coachee needs to be involved in the selection process, as a ‘personal connection’ is key to success.
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What are the benefits of coaching? Effective coaching can improve the performance of individuals, which means improved productivity, communication and relationships. We cite data from an American Management Association report from 2008 on the benefits of coaching to organisations. Research has also found that coaching participants generally experience very positive outcomes. We look at the benefits, as well as the drawbacks, to both executives and organisations. Although limited research exists on the return on investment (ROI) to be expected from executive coaching, we quote some ROI results. The lack of data in this area stems from organisations’ lack of, or inconsistent use of, an effective tracking, measuring and reporting system for their coaching programs. The box ‘Measure coaching success’ (page 47) covers this issue in more detail. How long can change last? It has been found that the development achieved through coaching activities have extended beyond the one year that participants spent in the study. Executives were able to integrate the skills and techniques they had learnt into their day-to-day work. And long-term improvements in self-esteem and self-awareness that have positive implications for leadership style and efficacy were reported. It has also been found that, in comparison to training, coaching is more effective in the longer term. While training can be useful for developing specific skills, coaching has far greater benefits in making change “stick”. The increased need for coaching standards Estimates are that there are around 50 000 full-time professional coaches worldwide. It is expected that by 2010, this will rise to 70 000. Those delivering coaching come from varied groups and organisations. Coaches could be business professionals, educators, organisational psychologists, academics or counsellors. Because of their diverse backgrounds, each coach brings different skills and techniques to their coaching. This has raised questions about what skills, qualities and experience a coach should have. Coaches and coaching companies are working to bring the market and the coaching industry together as demand for quality services increases. Likely coaching industry responses include: •
A growing drive by organisations such as the International Coach Federation (ICF) to attract members and differentiate membership based on credentials
•
In response to future corporate outsourcing, individual coaches will come together to form coaching alliances that deliver coaching across multiple sites
•
Coaching companies forming mergers, consortia or new national relationships to provide a wider coverage
•
The development of Coaching Standards to guide users in the future
The section covers more responses from the coaching industry.
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What’s next in executive coaching? From a coaching perspective, it is likely that: Within the next few years, there are a few trends that are likely to occur – from both corporate and coaching perspectives. In terms of a corporate perspective, it is likely that: •
Executive coaching will be widely accepted as a mainstream source of management support and will continue to expand and flow down into organisations to encompass all management roles
•
Buyers of executive coaching will become increasingly sophisticated by ensuring that the coaching goals align with organisational goals, introducing coaching lists, appointing Heads of Coaching and so on.
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Progress will continue in clarifying coaching standards and processes
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Organisations will increasingly understand how to better use coaching skills in line with management and leadership roles
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The coaching industry will become increasingly professional, with an emphasis on systems, method, tools, contractual arrangements and stronger evaluation/ review
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The market will become increasingly crowded. The better coaching providers will be able to set themselves apart with a distinctive message about what they offer. The result will be a greater separation between executive, business and life coaching
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Coaches will increase their qualifications and accreditation, so as to appeal more to the corporate market and to give increased selection confidence
The section will discuss more trends from both perspectives.
Future success is likely to depend on coaches’ ability to deliver demonstrable value to clients. Both suppliers and buyers are pushing for greater professionalism, quality standards and more ethical practice.
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What does coaching actually mean? There is a belief in some quarters that coaching is used for people who are underperforming or whose behaviour is unsatisfactory. Coaching is actually identified as a means for working with the people within an organisation who are already performing well and assisting them to perform at even higher levels. That is, it’s used to help employees reach their full potential, to maximise their performance and increase their satisfaction. The process involves a coach partnering with either an individual or a group of employees to capitalise on their already existing skills and knowledge to improve job performance. The International Coach Federation (ICF) sees coaching as “a thought-provoking and creative process” whereby through thought provoking conversations the coachee is inspired to maximise their personal and professional potential. The intervention is usually short term (three to six months) and focuses on specific skills and goals. It targets high performance and improvement at work, and may also impact the individual’s private life. In it’s purest form, coaching is about asking questions, eliciting responses and treating the coachee as the expert. It concentrates on where someone is now and what they are willing to do to get to where they want to be. Although there are many types of coaching – executive coaching, performance coaching, skills coaching, developmental coaching, and career coaching – they all follow a similar method and process.
About coaching Coaching can be used in many different settings, from line managers coaching one of their team members, to a chief executive partnering with an external professional. It helps organisations understand when each type of coaching is appropriate and to ensure all parties are equipped for their role in the process, whether as a participant, a manager or a coach.
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Coaching professionals agree that there are characteristics that are specific to coaching.
Coaching Activities: The Core Characteristics
Coaching is a short term, scheduled activity
It consists of one-to-one developmental discussions
It provides people with feedback on both their strengths and weaknesses
It is time bounded and aimed at specific issues or targeted areas
It focuses on improving performance and developing or enhancing individual skills
It leverages existing skills of the coachee
It has both organisational and individual goals
It works on the belief that coachees are self-aware and do not require a clinical intervention
It focuses positively on current and future performance and behaviour.
It is a skilled activity.
It may involve discussing personal issues, but it emphasises performance within the work environment.
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Case Study: CEO of a Community Medical Facility This person began the coaching program soon after taking the reins as CEO of her organisation - her first role at this level. She won the role after being in a senior management role in the organisation for some time. She inherited a leadership team that the previous CEO had led in a "divide and conquer" manner. The different divisions within this facility were working well, very successful in their own divisions but as a leadership team displayed little leadership and no team capability - and there was a high level of personal animosity between some team members. The CEO recognised that team work, vision and leadership were going to be vital over the next 9 months as constant changes to levels of government funding signalled enormous changes to organisational structure and staffing levels. Through the coaching program the CEO learnt to work to each of the leadership team member's strengths and to unite them to chart a shared course through the looming changes. She was able to establish her own leadership values and use them as a compass to assist her in the important task of changing the leadership team culture. As part of her endeavour she successfully let go of one of the key managers and brought his replacement into the team whilst keeping a positive mood and modelling for the remaining team members the new ways they needed to work together.
Case Study: Marketing Executive of Major Utility Company This person took on the Executive Coaching Program due to a personality clash with her senior manager and a resultant "poor image" within areas of the organisation. She attributed her lack of success in acquiring other roles within the organisation to this situation. Through coaching she learnt to position herself effectively with this manager and to effect a temporary change of role. As a result of this she was able to establish clear behavioural and organisational outcomes, to which she subsequently delivered. The improved profile and broader organisational exposure she achieved through this has allowed her to enhance her reputation. She subsequently achieved a glowing Performance Management report and a new role within Marketing allowing her to work directly with clients, an aspect of her work she values highly.
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Coaching is NOT Mentoring The two interventions are very different. However, they are often, incorrectly, used interchangeably. What are the core differences between these helping techniques? Source: Adapted from Jarvisi p. 20
Coaching
Mentoring
A relationship with a set duration
A relationship that can last for a long time
A structured process, with meetings A more informal process, with meetings scheduled on a regular basis taking place when support/advice is needed Short term (sometimes time bound), More long term, with broader view of the focused on specific development areas person or issues A process whereby the coach generally does not need to have direct experience of their client’s formal occupational role, unless the coaching is specific and skills based
A process whereby the mentor is usually more experienced and qualified than the mentee, and is often a senior person in the organisation who can pass on knowledge and experience, and open doors to otherwise outof-reach opportunities
A focus generally on developmental A focus on career and personal development issues at work An agenda focused on achieving specific An agenda set by the mentee, with the and immediate goals mentor providing support and guidance to prepare them for future roles A goal based on specific development A goal of areas and issues professionally
developing
the
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mentee
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The widespread use of coaching A recent surveyii found that 55% of companies of an international sample were using coaching in some form. Of those who were not using it, 56% said they intended to implement such programs in the near future. A UK surveyiii of more than 500 respondents revealed that organisations are moving away from classroom-based training and are focusing more on other forms of learning and development, such as coaching. The survey highlighted:
a 51% increase in the use of coaching over the past few years
a 47% increase in e-learning
a 42% increase in the use of mentoring and buddy schemes
agreement by 95% of respondents that individuals require advice and support if they are to take on more responsibility for their own learning.
How popular is coaching? Coaching is increasingly being used around the globe but due to the fragmented nature of the coaching industry and the diversity of organisations using it it is difficult to give definitive numbers. However, surveys from the United Kingdom and the United States have indicated that over 50% of companies use coaching in some form and that applies to both large and small organisations. In the United States, AMAii found that 51% of the Fortune 500 companies were using coaching in some form – an 11% increase from the figures found in 2001. In the United Kingdom, a CIPD surveyiv found that 63% of respondents used coaching in their organisations in 2004. Two years later, 77% of respondents reported an increased use of coaching. Although Australian data is harder to come by, news articles have quoted that 60% of the top 25 Australian companies are using coaching or mentoring. While it is widely accepted by larger organisations, it is only used to a limited extent within small to medium sized businesses.
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A growing market In the United States, the overall commitment to coaching more than doubled. It was found that the increase was a result of raised awareness of coaching and its benefits, both within the organisations and across industries. Due to the limited information available on Australian markets, a Coachbroker surveyv asked executive coaches to forecast growth based on their knowledge and market feedback. As can be seen by the graph, respondents expected positive growth in the use of coaching for the following year.
Forecast growth in the use of coaching in Australia
12 10 8
WA VIC
6
TAS QLD
4
NSW ACT
2 0 slight decline
no growth
5% growth
10% growth
20% growth
25%+ growth
Source: Coachbrokerv
It seems that coaching will continue to grow both internationally and within the Australian/New Zealand market. Coachbroker expects organisational commitment and financial support to increase over the next five years – as long as organisations continue to demonstrate the positive benefits of coaching.
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Some Statistics In 2007, the ICF/ PwC survey asked coaches about their expectations for growth over the next 12 months. They found: Increase: 81.0% Remain the same: 15.4% Decrease: 1.5% Base: 5415 coaches Coaches in the following countries expected to see an increase in their revenue in the next twelve months: South Africa: 90.2% Ireland: 91.1% New Zealand: 88.5% In terms of full-time and part-time coaches, there was a difference in the expectation of increasing revenues. Full-time: 86.7% Part-time: 77.2%
Why use coaching? In today’s environment, it is extremely important that employees have the ability to develop and progress quickly. They need to be able to adjust to substantial and continued changes in the responsibility and skills required of them. The developmental needs of individuals are diverse, and the ‘one size fits all’ model of development and training is often inappropriate. Coaching has the flexibility to target individuals with different needs and learning styles, and at different levels within an organisation. Coaching needs to be considered as part of any major program or project where the organisation needs to support the senior team in what is usually a high risk/ stressful period. Many organisations budget millions on these activities but often forget to factor in support tools, such as coaching, that can maintain the focus and team momentum. Specialist coaches should be brought in early to work with the team and the senior individuals throughout the life of the project.
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What do organisations primarily use coaching for? A Major UK studyvi of 1153 organisations found that it was to: •
Support a strategic initiative
•
Support leadership development
•
Respond directly to individual request
A study conducted in the USvii found that the top three most common situations where coaching was needed, in rank order, were: 1. To adjust to a new job with larger responsibilities 2. To develop new skills that weren’t needed before 3. To ensure organisation performance goals are met
Case Study:
CFO of Building Materials Company This person had progressed rapidly through a number of organisations and with 18 months in his current role felt that his career had stalled. He wanted help to work out the next steps to achieving his ultimate goal of CEO in an organisation. He felt he was not yet skilled enough for his ideal role and that he needed to leave the current organisation. He was not happy about this. As a result of the Leadership Coaching Program he moved from the Finance area to take on a State Management role in the same organisation. In the new role he is deliberately testing himself to broaden his skills in preparation for the CEO position to which he aspires. His state has, over the 15 months he has lead it, consistently outperformed all other states in terms of staff retention and revenue production. He has recently overseen the completion of a merger and accomplished that whilst maintaining high levels of staff morale.
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Business and financial reasons for using coaching There are certain characteristics, unique to the business environment, that may trigger the need for a coaching intervention
A rapidly evolving business environment. Targeted development interventions have become popular in helping individuals to adjust to workplace changes. The structural features of modern organisations. Organisational downsizing and flatter structures mean newly promoted individuals often have to quickly fit into the higher performance requirements of their new roles. Coaching can support individuals to achieve the changes required. The introduction of a new chief executive officer or senior executive. New executives often need support when starting with an organisation as they may lack the network and ‘sounding board’ needed to settle into a new role The need for targeted, individualised, just-in-time development. In large organisations, the development needs of individuals can be diverse, and in smaller organisations, often too few individuals have specific development needs to warrant the design of a formal training program. Coaching offers a flexible option that can be delivered ‘just in time’ to strengthen underdeveloped skills. The financial costs of poor performance by senior managers. Coaching can involve proactive intervention to improve the performance of senior managers and executives, and thus stem the costs associated with poor performance. Improved decision-making by senior employees. Senior level executives have few people in whom they can confide and with whom they can develop ideas and discuss decisions and concerns. A coach can be used as a safe and objective ‘sounding board’ and source of support. Individual responsibility for development. There is an increasing trend for individuals to take greater responsibility for their personal and professional development. Coaching helps identify development needs, plan development activities and support personal problem solving. Support for other learning and development activities. Coaching provides valuable ongoing support for personal development plans, particularly helping the transfer of learning in the workplace. Coaching as a popular development mechanism. People enjoy being coached because they receive one-on-one assistance and attention that fits their timeframes and schedules. And there is the potential to see quick results.
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Great expectations In Australia, Coachbroker conducted a survey of executive coaches in the Coachbroker pool. The surveyv similarities between the expectations of the coaches and the clients, with only minor variations. Both nominated leadership skill improvement and execution as the highest ranked outcome. Performance enhancement came a close second. The third priority for clients was confidence building and self-awareness, while coaches ranked remedial coaching as the third most important outcome for clients.
Expectations of coaching in Australian organisations Client expectations
Ranking Coach expectations
Ranking
Leadership skill improvement and execution
1
Leadership skill improvement
1
Increased performance and bottom line results
2
Performance enhancement
2
Remedial coaching to fix an issue
3
Confidence, selfawareness
3
Transition coaching
4
Promotion to a senior role
4
Executive retention
5
Career planning
5
Succession planning
6
Increased responsibility and reward
6
Source: Coachbrokerv
The CIPD studyiv showed that companies were very consistent as to their main objectives of coaching. Improving individual performance was rated first at 78%. Dealing with underperformance, improving productivity, career planning and personal development, and growing future staff followed.
Arnott and Sparrowvi reported that, from the 100 companies surveyed, the key focus for executives in their interaction with the coaches was: •
56 % personal behaviour change
•
43% enhancing leader effectiveness
•
17% personal development
•
7% better work/family integration
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It’s NOT a quick fix! Ideally, coaching is about taking key talent and “rising stars” and capitalising on their success. It’s a strength-based model for improvement, and designed to build on already existing capabilities. While there are benefits in using coaching for remedial purposes, fixing problems is not the key focus of coaching.
When is it appropriate to use coaching? It’s not always obvious that coaching is the right, or wrong, solution. Answering the following questions will help make the right decision
Source: Based on CIPDiv
Situations where coaching is the most suitable development tool include:
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•
Helping technical experts develop better interpersonal or managerial skills
•
Providing career support and developing an employee’s potential
•
Developing a more strategic perspective after being promoted to a more senior role
•
Handling and resolving conflict situations effectively
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Coaching isn’t a ‘one-size-fits-all’ solution Coaching is not an appropriate choice if someone has a psychological problem, resists coaching, has a common development need or lacks insight. It is important to determine if coaching is the right intervention before it commences. Assessing a person’s ‘readiness’ is a big part of this. The employee should be:
Committed to the program and accepting of change
Comfortable partnering with the particular coach
Empowered to make their own decisions
Participating voluntarily and enthusiastically
Supportive of life-long learning
Ready to explore and discuss issues openly and honestly
Committed to agreed actions and timelines
Willing to take risks and try new strategies
Happy to evaluate outcomes
Coachees need to be enthusiastic volunteers to the coaching process for it to have the optimum result.
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Building an internal coaching culture that allows development When an organisation engages in the systematic practice of coaching at multiple levels, it can produce: • Personal and professional development • High-trust relationships • Improved job performance • Greater customer satisfaction Additionally, executives become more skilled at adapting to changing circumstances, and competent at strategic communication.
A coaching culture is typified by a set of shared behaviours that enable people to help each other to develop the business and relationship skills that drive the success and productivity of the business. Creating a coaching culture can improve recruitment, development and retention when potential applicants become aware of the support mechanisms and culture that exist.
Designing and creating a coaching culture is a business initiative, usually accomplished with the help of a consultant. It’s more successful when it can be seen to fit in with some aspect of the firm's growth strategy. Employees will be able to see the connection between their goals for professional growth and the business strategy of the organisation. There are basic sets of skills that need to become embedded in the organisational culture, such that they are eventually passed from executive to executive, rather than from consultant to executive. These are the skills needed to create effective coaching partnerships. 1. The organisation has a common coaching language and approach 2. Leaders model the coaching approach 3 All coaching is positioned in relation to organisational values and desired outcomes 4. Coaching conversations happen up, down and across the organisation
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Coachees become coaches The best way to introduce coaching into the culture is to train people to coach through the experience of being professionally coached themselves (one-to-one Executive Coaching, Leader as Coach, Group coaching sessions (See page 37 and Appendix D) and simultaneously coaching others. Eventually, the process of peer-topeer coaching will evolve as well. This cascading effect embeds coaching into the organisational culture, securing it as an asset and competitive advantage. A typical coaching initiative might begin with the consultant providing a Leader as Coach program for a small group of executives, who receive skill development, training on coaching while they coach each other on any topics that support their own professional development. These "peers" must be brought together on a regular basis for a period of time. The most effective initiative usually takes place over a period of six months to a year to allow for adequate training and practice. See Appendix D for more information The consultant is able to "coach" these participants in the development of their own coaching skills and styles. Participants are chosen because they see the personal value for their own career development, and are prepared to set aside the necessary time for coaching. They are genuinely interested in coaching as means of attaining personal and organisational excellence. When peer-to-peer coaching becomes embedded in the culture of an organisation, it has the potential to transform the business and create a leadership pipeline. There is the potential for a tremendous return on the investment of time and money spent to create a coaching culture.
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How is coaching delivered? In Australia, most coaching is done face-to-face. 70% of executive coaches prefer this method, while only 27% prefer telephone coachingviii. The coachee’s office was rated the optimal location for coaching. In a United States surveyix, coaches were asked how they deliver their services. It found: • 47% was delivered in person • 38% was delivered by telephone • 25% was delivered by email. Internet chat and webcam accounted for less than 5% of sessions
Should coaching be done over the phone? In-person meetings involve travel time and limit a coach’s geographic reach, so some coaches deliver services over the telephone. However, telephone calls lack the body language and facial expressions that live coaching can provide. They rely more on language and verbal cues. It is also easy for a coachee to multitask and become unfocussed when coaching is done over the phone. Although the Sherpa Coaching surveyix showed that over one third of respondents found telephone coaching to be ‘the most effective method’, the majority of surveyed human resource professionals disagreed. 92% of them said ‘in-person meetings’ are most likely to produce positive change. Fritsch and Powersvii found an increasing acceptance of telephone coaching, with half of respondents rating it equal to or above in-person coaching. This indicates that more organisations, especially businesses, are accepting the viability of telephone coaching given the availability of qualified coaches, increasing client satisfaction with telephone coaching, and the lower cost.
The preferred delivery method for businesses In-person
25%
Telephone
13%
No preference
62% Source: Fritsch & Powervii
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Case study: In order to ensure the coaching is well targeted, I meet with both the client and the coachee to get a clear picture of what the desired outcomes are for each party. the coachee and I then work through the current situation, the objectives for moving forward and the time frame for reaching this destination. Despite having this framework it is essential to be flexible as each client's needs are unique. I was hired as coach to a director of a global organisation in the Asia-Pacific region. This person had recently been promoted to the role and would be leading managers in most Asia/Pacific countries. The brief was fairly loose and broad-based and focused on role transition, leadership and personal development. In our initial meetings, it became clear that he was at a crossroads as to where he was in the organisation and in his personal life. At the beginning of the coaching, I examined his current level of satisfaction with his management skills. This was done order to identify both strengths to build upon, as well as those areas ripe for improvement or refining. Initially, we focused on what he would like to achieve as a result of being coached. We identified the outcomes by using questioning, visualization and some tools to encourage idea development He identified that a key desire was to be sure that he was following the right path for himself. If it was identified that this was his best option, then improved and deepened leadership skills, better time management and greater work/life balance were seen as the next major goals. We worked on identifying his roles in the world as he saw them, how important each role was and whether these roles were congruent with his business and personal life . By doing this, he could then be sure that he was focusing on the right thing at the right time and contributing the right amount of energy to each area. We created a tool that represented the roles that took into account his personal work style and sense modality. I was able to help him rank their importance and thereby clearly know what the focus of the coaching should be. He appreciated the certainty. This clarity of focus energized my client and helped him really engage in the process of moving forward. After determining that he was dedicated to his employer he became eager to grow into the new role. He wanted to be able to motivate and effectively manage a culturally diverse team in varied locations. This logical and orderly person had been operating in a style that didn’t suit him and as a result, he was frustrated and less efficient. We brainstormed ideas and set goals to make him a better manage his time, then jointly set tasks in this area for which he was accountable. Over the months of coaching his confidence and abilities grew through focused study, coaching conversations and positive 360 degree feedback. These all created momentum and desire to achieve more. Once his time was better managed and he was working smarter – not harder – he felt engaged in the organisation, satisfied with his roles in life and positive about the future. His employer has appreciated his increased productivity, effectiveness and communication, and retention in the business. My client felt that coaching was key to this achievement. Source Christina Derbyshire, Coachbroker executive coach Victoria
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Those who deliver and those who receive A diverse group of individuals and organisations—including trained external coaches, specialist internal coaches, line managers, peers and members of the human resources department—deliver coaching services. The CIPD UK surveyiv found that line managers were the most likely group to deliver coaching. A further quarter said line managers were responsible for ‘half’ of the coaching activity. Conversely, over 40% of respondents never used external coaches for their needs, and those who did tended to use them for only a small amount of their coaching. The CIPD survey also found that: • 64% of recipients were junior or middle managers • 52% of recipients were senior managers • 37% of recipients were directors Overall, coaching appeared to be used to develop staff at many organisational levels. In Australia, executive coaching is still in its infancy and predominately centred on senior executives. External coaches tend to provide this service. In the Fritsch and Powersvii study, those who received coaching seemed to depend on the individual’s position and role. In both the government and business sectors, 92% of the executives (chief executive officers, presidents, and senior executive service and senior foreign service levels) were always eligible for coaching, while 85% of senior leaders (vice presidents, senior directors etc.) were also eligible. The mid-level positions also received coaching, with 55% being eligible (without any clear difference between business and government). In addition to position or rank, program advisors across both business and government reported the following reasons for eligibility: •
Job transition (54%)
•
Performance improvement (46%)
•
Candidacy for succession planning (46%)
•
Service as part of a leadership program (31%).
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Stakeholders in coaching The primary relationship in any coaching activity is between the coach and the individual coachee. However, this is not the only important relationship. Key stakeholders also include the person representing the organisation’s interests, who is usually either a HR practitioner or the coachee’s manager. Both are interested in improving the individual’s performance and their contribution to the organisation.
The tripartite contract A tripartite contract illustrates relationships based on an external coaching arrangement, recognising the part of each party in the coaching program. In this relationship, the confidentiality dimension lies between the coach and the coachee, while the coach and client have more of a reporting relationship.
Source: Based on CoachCorp
x
The extended tripartite relationship If the client (for example, the HR manager) and the line manager are different people, the reporting relationship will likely need to be clarified. It is important to establish guidelines for confidentiality and information flow early in the process, to develop trust between the individual and coach, and among the other stakeholders.
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Are internal or external coaches better? Two international studiesxi xii have provided empirical support for the use of external coaches, demonstrating that it achieves greater performance compared to peer coaching. Both studies also highlighted the importance of coaching by a credible source. Jarvisi suggested that some situations might be better handled using internal coaches, such as times when a quick intervention is needed and when detailed knowledge of the corporate culture is required. External coaches would be more effective when there are highly sensitive or confidential issues to be addressed within a relationship, or when extensive or diverse experience is required.
External coaches are preferable …
Internal coaches are preferable …
For providing sensitive feedback to senior business leaders (which, for political reasons, can be difficult for an internal coach)
When knowing the company culture, history and politics is critical
For bringing specialised expertise from a wide variety of organisations and industry situations
When easy availability is desired
When individuals are concerned about ‘conflict of interest’ and when confidentiality is important
For being able to build a high level of personal trust over time
For being less likely to judge and for being more objective
For keeping costs under control Source: Jarvis CIPDiv
The following are criteria for a successful coaching program, regardless of whether it is provided by an internal coach or an external coach: •
The coach’s ability to ‘connect’ with the executive, and establish a professional, trusting relationship.
•
The coach’s ability to gather a thoroughly supported coaching agreement along with clear success measures. The contracting stage of coaching is vital and needs, wherever possible, to engage the coachee and the organisation.
•
The coach’s use of a clear and sound coaching methodology – able to work through the coaching contract and noting milestones along the way.
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So what happens in practice? In a Harvard Business Review surveyxiii organisations identified the following attributes when choosing a coach: •
65% of respondents look for experience in a similar setting
•
61% of respondents look for a clear methodology
•
50% of respondents look for a high quality client list
Respondents rated the following as the least important when looking for a coach: •
Background in executive search
•
Experience as a psychological therapist
•
Experience working in a similar role as the coachee
How to make internal coaching successful In order for an internal coaching programme to be successful, it is important that confidence is generated throughout the organisation. In some organisations, these programmes are enthusiastically taken up and used with notable success. What are the common factors in those organisations where take-up is high? •
The internal coaching programme is actively promoted – to both potential coaches and coachees
•
Coaching is perceived as a development opportunity and not a remedial intervention designed to deal with a performance gap
•
Application to become an internal coach isn’t restricted, but must be supported by the line manager
•
There is a selection process to become an internal coach
•
Programmes are run by a dedicated, passionate HR resource
•
There is a high quality training programme, often run and/or accredited by an outside organisation
•
There’s a clear set of common standards for internal coaches and an agreed coaching language and methodology
•
Internal coaches are offered as part of structured coaching programmes, not on an occasional basis
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•
There is ongoing support for internal coaches, including some elements of peer networks, regular networking, continuing professional development events, web-based discussion forums and supervision
Providing support for internal coaches The majority of organisations offering internal coaching services ensure the quality and reputation of the coaching by offering ongoing support to coaches. For example, coaches tend to participate in a peer network that’s supported, to some degree, by a learning and development resource. Activities include: •
A coaching network that connects coaching practitioners through a community of practice that could include shared web spaces, email groups and support groups
•
Regular practitioner meetings or forums from ranging from monthly to twiceyearly
•
Continuing Profession Development -activity to build the skills of the coaches
•
Supervision – either on an individual or group basis
How should you choose an external coach? The coaching industry offers coaches with various skills, competencies and accreditations. To identify high quality coaches, organisations need to be able to discriminate between them. Many use stringent criteria for coach selection or rely on referrals. In particular, the following criteria are vital for selecting coaches: •
An appropriate level of coaching experience. Different levels of coaching experience and qualification may be required, depending on the complexity of the situation and the seniority of the coachee. The coach needs to ‘fit the purpose’. Organisations should ask prospective coaches about their experience and also the seniority where they usually work
•
Relevant qualifications and training. Coaches should possess relevant qualifications and be able to demonstrate their competency in providing coaching services. Education and commercial institutions across Australia, and internationally, offer specific coaching qualifications (ranging from masters level to short courses), so there is no reason for coaches not to be appropriately qualified. Organisations such as the International Coach Federation (ICF) offer international credentialing programs so clients feel more confident in appointing ICF credentialed coaches.
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•
Relevant business or industry experience. Executive coaches usually need a strong understanding of organisational dynamics and the business world. But direct experience of a particular industry or organisation is unlikely to be a requirement for a person to be an effective coach. Nevertheless, relevant experience can be useful in establishing the ‘face validity’ of the coach, and in ‘matching’ a coach with the individual to create a good working relationship. Background is only one factor in the selection process, and it is useless without sound coaching skills and methods.
•
References. A good coach should always be able to supply references. The organisation should check these early on in the process to establish the coach’s credentials and ability to deliver.
•
The coach’s background. Coaches come from a variety of professional backgrounds, which means each will bring different experience and skills to the coaching relationship. The key is to find a good fit with your organisation and the purpose of the intervention.
•
Breadth of tools, techniques, models. Coaches need to have an extensive kit of tools and techniques that they use in different situations, and they should be able to clearly describe their preferred approaches to different coaching needs. Good coaches use models, techniques and frameworks from a range of theoretical backgrounds, including organisational theory, psychology, psychometrics, learning and counselling. Again, the tools used must be ‘fit for purpose’.
•
Understanding of boundaries and a referral approach. Coaches should understand the boundaries of their expertise, and they should not accept coachees who need specialist support beyond the competence of the coach or the resources available. Where specialist advice is needed, the coach should encourage the individual to seek appropriate support from a qualified professional. Coaching contracts should allow this change to occur without breaching the coachee’s confidentiality.
•
Membership of professional bodies. Buyers of coaching services should consider memberships as part of their selection criteria. Good practitioners are likely to be members of coaching related professional bodies, and take part in ongoing continuing education development. These bodies also require that members adhere to agreed codes of conduct.
•
Professional indemnity insurance. Holders of professional indemnity insurance can be seen to take their professional services more seriously by preparing for any situation where they unintentionally have a negative impact on a client.
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•
Other qualities and personal characteristics. The best coaches are those who give honest, realistic, challenging feedback, are good listeners and suggest useful ideas for action. Beyond looking for qualifications, experience and knowledge, it is important to look for coaches who have the qualities and skills that are critical to successful coaching. The coach also needs to have a ‘personal connection’ with the coachee, which is why they need to be a part of the final coach selection process.
Case study:
Senior Consultant of Private Sector Consulting Company This person decided on the Leadership Coaching Program when she was promoted from Manager of a HR Consulting Team to a new role. This role involved client liaison and business building for other internal consulting teams. The role was newly created and there were no clear or formal measures in place to gauge her success. In a fiercely competitive environment where the generation of income is highly prized this was an extremely risky role - the results of her efforts subsumed into those of others. As a result of the Coaching Program she designed clear strategies for tackling the role, key players within the organisation were identified, a "marketing" approach planned and measurable success indicators (level of business growth, client satisfaction, $$s generated etc) were formulated. In recognition of the results achieved this person has again been promoted and moved interstate to set up a new product initiative for the organisation. She is now very close to reaching her ultimate goal as partner.
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What makes a good coach? •
Self-awareness and self-knowledge
•
Clear and effective communication skills (both verbal and non-verbal)
•
Relationship building skills, including the ability to establish rapport
•
Flexibility of approach
•
Listening and questioning skills
•
Ability to design an effective coaching program
•
Ability to assist goal development and goal setting, including giving feedback
•
Ability to motivate
•
Ability to encourage new perspectives
•
Ability to assist in making sense of a situation
•
Ability to identify significant patterns or thinking and behaving
•
Ability to challenge and give feedback
•
Ability to establish trust and respect
•
Ability to facilitate depth of understanding
•
Ability to promote action
•
Ability to build resilience
The Harvard surveyxiii found that organisations use certain criteria when selecting a coach.
Outcome
Ranking
Business experience
68%
Recommendations from a trusted source
59%
Interview with the prospective coach
54%
Consulting experience
52%
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Validated client results
48%
Coaching certifications
33%
Accreditation
29%
University degree in applicable field
28%
Counselling or therapy experience
24%
Ph.D.
10% Source: Coachbrokerv
Beware! Avoid coaches who: • Cannot explain the model of coaching they use • Cannot say what they can do, and what they cannot or will not do • Have no experience in organisational settings • Insist on using their own coaching model, assessment instruments and the like, instead of using yours or integrating it with theirs • Have done only outplacement or remedial work • Use a counselling approach (because coaching is not counselling) • Have no professional indemnity insurance cover
Types of coaching One-on-one executive coaching This type of coaching centres on developing ‘fast track’ and high performing leaders, in a one-on-one environment. It targets the corresponding leadership and management skills. It is based on the dynamics of being near the top of an organisation, recognising the need for constant improvement and demonstrated success. Executives need a neutral and objective coach with whom they can discuss opportunities and challenges in a confidential environment.
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Group Coaching Group Coaching is a facilitated group process for up to 8 people. Group Coaching participants often have similar roles or businesses and are not in direct competition with one another. It was created with the intention of maximising the energy, experience and wisdom of all participants in order to achieve both organisational and individual goals. Group coaching provides the opportunity for individuals to connect, collaborate and reciprocate. Each individual is able to bring their own unique background and experience to sessions for their own development as well as the development of the group and the organisation. Why group coaching? Group Coaching is a cost and resource-effective way to invest in the support and development of valuable staff. It provides a structure to build skills and support, particularly in times of change, challenge or upheaval. This style of coaching is ideal to support team members through the life of the project. It is also a complimentary process to leadership development initiatives. It can help the learners apply what they are learning to their “real-time” challenges. Group Coaching neatly supports the relationship/ communication challenges that leaders face – which are equally as important as their technical challenges.
Group Coaching can: •
Increase retention, as people who choose to be part of a coaching group feel supported in their challenges
•
Provide a support system with participants actively getting involved with common issues and opportunities
•
Improve productivity with participants learning from their peers and sharing the gains
•
Establish a mechanism to break down “silo” mentality
•
Assist with recruitment and retention in that it demonstrates the organisation’s care for people.
Individual care and confidentiality When a Group Coaching cohort forms, the first task of the group is to establish group values, and group rules. ‘Group values’ establishes a “base-line” for communication and respect and starts to build the culture of the group. A key aspect among the “rules” the group establishes, is how the group agrees to handle the issues of confidentiality, attendance and honouring commitments. The coach works with
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group members to agree to a blueprint for behaviour, which all group members agree to honour. Once this is in place, the coach clarifies the group agenda. With these elements established the coach’s role is to see that all are honoured in the achievement of the groups designed objectives. The “How” and “How Long” of Group Coaching In order to capitalise on the cross-organisational reach of coaching, many organisations opt to run coaching groups on a phone-based platform. The use of teleconferencing and Skype-based facilities is growing in acceptance. This allows for an economical way of connecting far-flung groups of organisational leaders. Most Coaching Groups operate over a period of 4 to 6 months. An individual Group Coaching cohort can opt to extend working together beyond this period but would normally re-engage and recommit to a further set of objectives.
Team Coaching Team Coaching is not the same as Group Coaching. The latter involves a group made up of people from a number of different teams or regions. Team Coaching is a transformational coaching process that works with an already intact team. In team coaching the skilled coach partners up with a team leader, usually the manager or executive. Together, they engage with the individual team members in an action learning process in order to achieve a shared business outcome. The team coach’s first task is to engage team members. Team coaching, unlike group coaching where membership of the group is a choice, enlists members. The engagement of team members is vital because, although a team is working on the project, results come from the coordinated efforts of individuals. In order to do this, it is important in team coaching that the leader and team members develop their relationship, involving themselves in frank and clear communication. The team coach assists this development by assisting the team to hold to the agreements they made.
For more information on the different types of coaching programmes, provided by Coachbroker see Appendix D
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What are the benefits of coaching? Effective coaching can have a positive impact on any organisation. It can improve performance, communication and relationships across the organisation. Coachees begin to use their skills and resources more productively. As a result, they feel more satisfied at work, take more responsibility for their actions, stretch beyond their assumed abilities, and often become more flexible in adapting to change. Coaching can help align individual performance with team and organisation objectives, and the growing quality of coachees’ performance is mirrored in better outcomes for the organisation. A UK study of 500 executivesiv found that:
99% agreed that coaching can produce tangible benefits, both to individuals and organisations
96% agreed that coaching is an effective way to promote learning in the organisation.
93% agreed that coaching and mentoring are key mechanisms for transferring learning from training courses back to the workplace
92% agreed that coaching can have a positive impact on the bottom line.
Measuring return on investment A US studyxi showed that coaching produced a 529% return on investment (ROI) and significant intangible benefits to the business. Overall ROI was boosted to 788% after financial benefits from employee retention were included.
Source: Andersonxi
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This independent study showed that coaching was an effective developmental tool for leadership development participants, with the respondents citing improved decision-making, team performance and motivation of others. ROI from Leader as Coach Program Over a period of two years, a major Australian banking group has been providing 45 week Leader as Coach programs to executives. Over 90 executives have partaken in the program to date (To learn more about the Leader as Coach program, see Appendix D). With strong emphasis on measuring outcomes from each cohort (12 per team) they have shown that programs of this type – telephone based over an extended period with both structured content and syndicate coaching – can generate high ROI, either in line with or better than that recorded for one-on-one coaching. This program, using the Sherpa formula, has recorded a minimum ROI of 700%. The Sherpa formula for Coaching ROI 1. Estimate the value of resolving an issue: Example: Avoided $65,000 in turnover costs, Increased productivity by $45,000 Total benefit: $110,000
2. Multiply by the percentage of the improvement attributable to coaching (In this example, 50%) Coaching benefit $55,000 ($110,000 x 50%)
3. Factor in our degree of confidence in our estimates: (In this example, we are 80% sure that our estimates in steps 1 and 2 are correct) Adjusted coaching benefit: 44,000 ($55,000 x 0.8)
4. Subtract cost of coaching (say, $8,000) Net benefit $36,000
5. Calculate ROI: Divide net benefit (step 4: $36k) by coaching cost ($8k) ROI = 455 %
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(36/8 = 4.5)
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Below is an extract from one of the cohort’s final evaluation sheets.
Intangible and Invaluable In the current environment in which Lending Services Australia is operating, coaching confidence and ability is paramount to ensuring as smooth as possible a transition through the current changes. Many leaders struggle with the coaching aspect of their role and are often assumed to be a good coach, simply because it is in their role description. The Leader as Coach Program provides leaders with the opportunity to build and strengthen their coaching skills over a period of time producing a greater permanent change than could be delivered by the traditional 2-3 day training program. While the ROI data for this cohort is exciting, it is important that the unmeasurable but equally valuable benefits of the training are not disregarded. Participants reported substantial increases in their own confidence as coaches, which includes those that have been in leadership positions for some time. In particular, they have developed the ability to prepare for and conduct difficult coaching sessions that they would previously have dreaded. What has notably improved for this group is their willingness to sit back and listen rather than rush in to offer solutions. Also reported was an increase in the coachees’ confidence that their leaders had the ability to provide good quality coaching, an essential element of any successful coaching partnership. For coachees to take on the feedback and direction provided, they need to trust that their coach knows what they are doing and have their best interests in mind. Indeed, that four of the participants in this cohort could generate over 5000% ROI between them indicates that the coachees did have this faith as without it the coaching interventions would not have succeeded.
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Survey findings on the return on investment in coaching • Coaching resulted in a 516% increase in measurable gains in the productivity of a financial services company’s sales personnelxiv • Booz Allen Hamilton received a return of $7.90 for every $1 spent on executive coachingxv • A 689% return ($3.3 million) on an investment of $414,310 to coach 45 managersxvi • A return of 5.7 times the initial investment, according to 100 executives from Fortune 1000 companies who received some coaching from six months to one yearxvii • A 529% return on investment in coaching of employees at Nortel Networksxviii
•
An 88% increase in productivity when one-on-one coaching (eight weeks) was added to a training program with managers (compared with a 22% increase without coaching)xix
Executive benefits Research of the views of coaching participants has shown extremely positive findings. An International Coach Federation studyxx found that clients reported a wide range of benefits Increased self-awareness
68%
Improved quality of life
43%
Better goal setting
62%
Enhanced communication skills
40%
A more balanced life
61%
Increased project completion
36%
Lower stress levels
57%
Improved health or fitness
34%
Enhanced self-discovery
53%
Better relationship with co-workers
33%
Increased confidence
52%
Better family relationships
33%
Source: ICF xxi
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A surveyxxii conducted in Melbourne asked 17 human resources directors, with experience of over 1000 coaching programs, to rank the results of coaching within their organisations.
Gain observed by HR professional
‘Strong gains’ frequency
‘Some gains’ frequency
Total points a
Clearer understanding of own style, responses and the issues arising from these
16
1
33
Improved communication and engagement skills
7
9
23
Improved coping with stress / robustness
6
7
19
Clearer understanding of own professional performance
7
4
18
Clearer understanding of organisational issues and how to resolve/overcome them
3
11
17
Improved ability to deliver feedback
2
13
17
Improved professional relationships with directors/managers
4
9
17
Improved professional relationships with subordinates
2
13
17
Improved decision making skills
2
12
16
Improved assertiveness / selfassurance / leadership strength
5
6
16
Improved professional relationships with peers
3
10
16
Improved motivation in role
2
10
14
Clearer career plans and actions
4
6
14
Improved work/life balance
2
9
13
Clearer strategic perspective
1
10
12
Quicker to move to action in dealing with issues
3
6
12
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a
Improved change agent skills
2
7
11
Improved measured personal performance
2
7
11
Improved delegation abilities
0
8
8
Improved work throughput
2
4
8
Calculated by allocating 2 points for ‘strong gain’ and 1 point for ‘some gain’
Source: Dagleyxxii
In general, coaching benefits individuals because it can:
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•
Unearth and tap into potential and creativity
•
Coordinate an individual’s career and personal life
•
Help an individual cope with and welcome change
•
Improve an individual’s confidence, concentration, relaxation and decision-making by removing performance fears and anxieties, and eliminating unhealthy stress at work.
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How can an organisation benefit? According to HR directors in the Dagleyxxii survey, organisations rated the following benefits of coaching
Benefit observed by HR professional
‘Strong gains’ frequency
‘Some gains’ frequency
Total points a
Professional development of talent pool / building capability
8
8
24
Talent retention and morale
6
6
18
Effective leadership
4
7
15
Team cohesion
3
6
12
Cultural change
3
6
12
Conflict resolution
1
9
11
Performance management and remediation
3
5
11
a
Calculated by allocating 2 points for ‘strong gain’ and 1 point for ‘some gain’
Source: Dagleyxxii
The same HR directors were asked about the drawbacks of using executive coaching. While these drawbacks were recorded, 15 of the 17 respondents indicated a strong interest in using executive coaching in the future, while the remaining two chose a rating of 3 (out of 4). ‘Big drawback’ frequency
‘Some drawback’ frequency
Total points a
Difficulties for participants in making time for sessions
1
12
14
Considered expensive
4
6
14
Negative perception of coaching (for example, perceived as a sign of poor performance)
3
6
12
Poor translation of learning to behavioural changes
3
6
12
Difficulty in locating or identifying good coaches
3
5
11
Drawback
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Difficulty in demonstrating relationships between executive coach and organisational performance
1
9
11
Poor or variable delivery by coaches
2
5
9
Difficulty in generating senior management support
1
4
6
Difficulty in generating participants’ enthusiasm
0
2
2
Difficulty in successfully matching coaches and participants
0
2
2
a
Calculated by allocating 2 points for ‘big drawback’ and 1 point for ‘some drawback’
Source: Dagleyxxii
Coaching and organisational objectives Based on a CIPD study (CIPD 2007 ) in very few cases, were objectives set for coachees. Objective-setting was more common in situations where coaching was used for remedial or corrective purposes but this was widely recognised to be far less effective than working with objectives decided jointly with the coachee. Many organisations express an aim that coaching should help to deliver the current organisational objectives and business priorities but it is rare to discover a clear set of overarching objectives held at the senior management level and even rarer to find these formally linked to the respective coaching program.
Note the Coachbroker management system provides both the organisation (Manager) and the Coachee the opportunity to record the program objectives within the program sheet so this may be reviewed on a regular basis throughout the coaching program and at the evaluation stages. The objectives may be reviewed and edited by either party with this being recorded as a variation.
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Measuring coaching success Only limited research exists on the ROI to be expected from executive coaching, and the International Coaching Federation, Anderson and McGovern et al. studies are the most widely used to make the case for coaching. Since there are no widely accepted benchmarks, many organisations take a ‘leap of faith’. A US surveyxxiii found, for example, that 55% of HR professionals who hire or use coaches cited ‘anecdotal evidence’ as the leading way of monitoring the value of coaching, while only 7% pointed to a formal process. A number of companies in the Arnott and Sparrow studyvi had difficulty introducing coaching because they lacked the understanding to measure the return and value to the organisation. Today, most coaching programs are still based on assisting the individual and assuming benefits will flow through to the bottom line, justified with intuition and anecdotal evidence. This problem was evidenced by the Fritsch and Powers studyvi in the United States, which found the primary similarity between the government and private sector groups surveyed was the lack of, or inconsistent use of, an effective tracking, measuring and reporting system. Most organisations in both sectors did not have a formal management system. And those that did, still could not effectively track and measure the meaningful type of data needed to determine the ROI of a coaching program. Inadequate time and inconsistent enforcement of tracking and measuring procedures underpin this failure. Inconsistent practice, lack of time and the need for confidentiality were the primary reasons cited for inability to collect meaningful data. While around 77% of the organisations surveyed by Fritsch and Powers kept records, only half of that percentage used any measurement. And of those, only one third reported measurements to their senior leadership. The organisations that were the most successful in tracking data used vendors specifically for that purpose (43% of the business group surveyed).
External and internal factors Objective measurement of coaching success must incorporate both external factors (measured in the individual’s work environment) and internal factors (found in the development of the individual’s relationships). External measures include the individual achieving coaching goals, earning increased revenue or obtaining a promotion. Performance feedback can also be considered external when obtained from a sample of the individual’s constituents (such as direct reports, colleagues, customers and managers) or from productivity or efficiency data. Ideally, external measures are already being measured and are something that the individual can directly influence. Internal measures include assessments that can be administered at intervals through the coaching process. They include measuring shifts in self-awareness and awareness of others, shifts in thinking that lead to more effective action, and shifts in emotional state that inspire confidence. In summary, the Australian market is still to qualify the ROI, but major corporations that use coaching are strongly supportive, reporting higher returns and also increased staff retention. As coaching spreads within organisations, however, control can easily slip away if they lack the supervisory personnel and systems to manage multiple interventions. A US surveyxxiv found about 47% of the 212 surveyed organisations provided coaching to their executives and managers, yet 62% of these did not track the number of coaching meetings being held, the stage of each intervention, the coaching processes being used, or the outcome progress.
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In general, coaching benefits organisations because it can: •
Help attract more business, improve customer service and provide structure, guidance and focus
•
Help monitor and evaluate actions, guide individuals and streamline processes
•
Promote initiative and accountability, and also encourage people to take responsibility
•
Motivate people and improve their leadership skills, including their ability to communicate better
•
Help retain staff by increasing their feelings of self-worth within the organisation. Executives are more likely to remain in an organisation they believe has an interest in them and their developing career.
•
Provide objective advice on business decisions, increase awareness of resources, and broaden the scope of information, ideas and solutions
•
Show the organisation is socially responsible towards its staff.
Coaching and organisational objectives Best practice suggests that coachees’ objectives should be lined up with organisational goals. Their own goals and aspirations should be headed in the same direction as the organisations.
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Case study: Introduction & Biography PB was a 55-year-old Director who managed an HR Function in a large Government organisation. He had a 30 year history of successfully leading large-scale educational institutions and specialised in turning around under-performing departments. Whilst he originally qualified in education, he gradually transitioned to HR as a result of his strong people focus and strategic capability. PB was introduced to coaching as a result of an initiative aimed at raising the performance of all Directors on the Senior Management team. Consequently, he was positively disposed towards the process and engaged in an open and committed manner.
Assessment As part of the executive coaching process, PB underwent a four hour assessment process that included an in-depth career history, detailed examination of the current role challenges and some psychometric assessment. Psychometrics utilised included the FIRO-B, the learning styles inventory and the MLQ-360. The FIRO-B indicated that PB was low on expressed inclusion and control, suggesting that others may find him distant and difficult to get to know as well as somewhat laissez-faire in his leadership style. This hypothesis was confirmed by the results of the MLQ-360, which showed clear strengths on building trust and integrity but some development required on inspiring others and coaching his staff effectively.
Key Issues –strengths and development areas Strengths that emerged as part of the assessment process were PB’s ability to think things through in a coherent and strategic manner, strong sense of integrity, high level of intrinsic motivation and capacity to influence others effectively. His development areas focused on his capacity to give effective feedback and coach others, his lack of inclusion and capacity to give clear direction to others when required. These issues were placed into a development plans and clear SMART goals were established that were linked to the business needs of the organisation.
Process used Each session was predicated on the foundation of a strong relationship that allowed equal measures of both challenge and support to occur. The models used in session to facilitate behavioural change were a combination of positive psychology, cognitive behavioural theory and the stages of change model. Each session began with a collaborative agenda, review of the previous period in the context of the development needs and a focus on building skill in one particular area eg giving feedback.
Outcome and Evaluation In evaluating the effectiveness of the coaching, it was crucial to monitor both PB’s reaction to the sessions and observed behavioural change at work. Informal evaluation of both the process and progress on the development plan occurred at the end of each session. After 6 sessions the coaching co-ordinator was contacted to discuss observed behavioural change in the workplace. Informal feedback from his staff and examples provided in the coaching sessions, suggested PB was becoming much clearer in his communication to staff and was providing much more balanced and constructive feedback in the process. PB was encouraged to share his development plan with his fellow Directors in order that they could support the coaching process. Several of the other Directors were also receiving coaching and this helped to establish a coaching culture within the top team. A repeat 360 was planned for 12 months after the beginning of the coaching process. PB decided that all his team should go through the same coaching process as a result of his experience. Doug MacKie, Coachbroker Executive Coach, QLD
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How long can change last? An in-depth coaching study in the United Statesxxv found executive development achieved during a coaching experience extended far beyond the one year that participants spent in the study project. Through the coaching intervention, executives integrated several techniques and skills into their day-to-day work.
Where can change be seen in the long-term? The study participants expected the benefits to continue long-term in the following areas:
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•
The use of reflection and introspection as a way to promote the fulfilment of the organisation’s mission, vision and goals
•
Increased self-awareness, self-acceptance and insight, having an enduring effect on executives’ leadership within their organisations
•
The accountability, structure and discipline provided by coaching. However, without regular coach contact, some participants doubted their ability to maintain these skills, while some had put new strategies into place to support them in this area.
•
The self-esteem and confidence realised through coaching
•
Specific tools, techniques and strategies, including o
techniques for networking
o
skills for developing meeting agendas and outcomes
o
communication tools
o
project management frameworks
o
guidelines and methods for staying organised.
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Training vs. coaching Despite the ongoing benefits of coaching, training remains the favoured method of executive support in many organisations. While training can be effective for developing a specific skill, the result of a stand-alone training intervention is far less sustainable than that of a coaching program in the longer term.
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The increased need for coaching standards At least 50 000 full time professional coaches are estimated to be working worldwide, with this figure expected to exceed 70 000 by late 2010. Many commentators expect continued high growth in all developing markets over the next five years. In Australia and New Zealand, it is estimated that there are around 2000 professional coaches, with growth at 25% per year (based on international trends).1 This high growth is fuelled by increased market awareness and acceptance of coaching, given its many years of success in the United States, Europe and the United Kingdom.
Who delivers coaching services? A diverse group of individuals and organisations deliver coaching services. They come from different backgrounds and include:
Academics and educators
Experienced business professionals
Human resources or training professionals.
Counsellors
Organisational psychologists
Naturally, these different coaches bring different skills to coaching. A growing number of professionals from different fields have reinvented themselves as business coaches and, without any further training, operate as full time coaches. Coach quality then becomes an issue, and many companies realise that they need a more discriminating approach to separate the high-quality, trained coaching professionals from the rest. This prompts the question: “Which skills, qualities and experiences should coaches have?”
While no firm data exist on total executive coach numbers, we looked at the membership of coaching associations and the average split between executive and other coaching disciplines to determine these figures.
1
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Monitoring industry standards The International Coach Federation (ICF) is the leading global coaching association for professional coaches. The ICF is working to raise coaching standards through its global coach credentialing program and the accreditation of coach training courses. Membership of the ICF at the end of June 2009 is over 17,500 (with over 1,100 based in Australia and New Zealand).
Internationally, approximately 25% of ICF members hold a designated credential, with the proportion in Australia at approximately 8% and growing fast (123 credentialed ICF coaches in Australia and New Zealand, with 14 at Master Coach Certification level at end of February 2008). As the coaching industry matures, and organisations lift the bar in selecting coaches, more coaches will recognise the need to have an independent coaching credential in addition to the other desirable qualifications on their résumé.
Some coaching demographics A coaching survey in Australiaviii showed that 83% of participants (89% executive coaches) had some type of coaching qualifications, while 93% had other qualifications that enabled them to provide rigour to their practice. The same survey showed that 50% of respondents were sole trader, home based coaches, with only 42% reporting company, partnership or practice structures. The majority of respondents (65%) had been in operation between one and five years, with only 19% having worked as coaches for longer. In terms of location, Melbourne (23%) and Sydney (28%) were the main centres, with Brisbane a distant third at 7%. The balance (42%) were spread across Australia, which confirms the fragmented nature of the industry.
Sourcing and managing coaches The evolving nature of the corporate coaching requirement, together with the background and structure of the coaching industry in Australia, raises issues for both organisations and the coaching industry:
How do organisations obtain professional, consistent coaching at all levels of their structure (from the chief executive officer to line managers) and across all sites, states and countries?
How do organisations manage and control the coaching process without incurring high internal administration costs?
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How do organisations move to more evidence-based coaching that can provide a clearer picture of benefits/ return on investment and justify the coaching investment?
Coaching panels The favoured method of coach sourcing is referral based, as this approach provides executives and organisations with some confidence that a particular coach or coaching supplier can deliver a professional service. As a result, an abundance of individual coaches have entered organisations, because no single coach supplier can deliver across the structure or demographic of an organisation. Traditionally, HR professionals have mostly controlled this supply, possibly via a panel of approved/preferred coaches that they have tested and engaged over time. While coaching panels have served organisations well, the expansion of coaching to provide broader support across multiple locations can expose the limited effectiveness of this supply system. Forming panels across national and global locations, and expanding these to cover increasingly wider groups of executives and managers, has become a costly logistical nightmare for some organisations.
Is there another way? An internal coaching program is an alternative, but not always an effective one. A lack of empirical evidence of success, resource constraints, gaps in expertise and escalating administration costs can restrict organisations in the support they offer key staff. Some organisations have chosen to contract the management of their coaching to other companies. At the national and global levels, this trend seems likely to continue. A further issue is that individual choice largely drives the selection of coaches for senior executives (although referral is still the likely source). Such personal selection may be based on comfort and confidence rather than an objective selection using clear criteria and reference checking.
How to fix these problems Coaches and coaching companies are working to address the above concerns and bring the market and the coaching industry together as demand for quality services increases. Likely coaching industry responses include: •
A growing drive by professional coaching organisations such as the ICF and others to attract members and differentiate membership based on credentials
•
In response to future corporate outsourcing, individual coaches coming together to form coaching alliances that deliver coaching across multiple sites
•
Coaching companies forming mergers, consortia or new national relationships to provide a wider coverage
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Other professional service suppliers (consultants, HR specialists, recruitment companies) looking to supply coaching as a diversified service to their current clients
•
Individual coaches taking on the management of coaching panels for organisations to reduce the internal cost to the organisation
•
Coach training companies working with organisations that wish to introduce coaching as an internal service provided by qualified coaches who are part of HR.
The keys to successful coaching The Dagleyxxii survey rated factors that deliver success in executive coaching in Australia. Professional coach supply is top of the list. The survey report said that the most highly rated factors in predicting success are: •
Highly skilled coaches
•
Highly engaged and committed participants
•
Supportive environment
The four lowest rated efficacy factors were those that provided for a highly structured approach: •
A standardised coaching program structure
•
Collation and presentation of results
•
The use of psychometric tools and other aids
•
The use of a standard model for delivery
Even establishing goals in advance of the program’s commencement ranked only 14th on the list of important efficacy drivers. The majority of respondents indicated that goals move and emerge as part of the coaching process. This finding may further indicate the flexibility needed in the method and expectations of any coaching program.
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Factors
Average importance rating
Highly skilled coaches
4.0
Rapport and trust between the coach and participant
3.9
Confidentiality of discussions restricted to between coach and participant only, not the client
3.9
Senior management support and engagement
3.8
Participant engagement and commitment
3.8
Effective dealing with other ethical considerations
3.8
Careful matching of coach and participant
3.8
Sponsor/supervisor support and engagement
3.7
Coaches allowed considerable flexibility to tailor program content
3.6
Rigorous coach selection procedures
3.5
Careful participant selection
3.5
A range of coaches available to meet the varying needs of participants
3.4
Informal review and debriefing processes
3.3
Predetermination of clear goals for each individual program
3.2
Sponsor involvement in reporting or review
3.1
Subsequent follow-up (for example, six months later) by coach with participant
2.9
Participant choice in the selection of the coach
2.8
Formal measurement and reporting processes
2.8
Use of a standard structure for coaching programs
2.4
Use of psychometric tools and inventories in the content of each program
2.2
Collation and presentation of executive coaching results
2.2
Use of a standard model for content delivery
1.9
Practitioners rated importance on a four-point scale, with 4 indicating the factor was critically important and 1 indicating the factor was not important.
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Source: Dagleyxxii
What’s next in executive coaching? Coaching has quickly become a major part of many corporate support and development programs. However, it has only emerged recently, and very few organisations have the expertise to manage coaching activities, particularly in selecting and supervising external coaches. Many are struggling with issues that prevent them from gaining the full value from their current coaching activities. The challenges reported include: •
Confusion around the terminology in use
•
A lack of agreement on what constitutes a good external coach
•
The multiple stakeholders to be engaged in coaching relationships
•
The contractual arrangements
•
The need to measure results.
As coaching moves across and down organisations, the scope of managing this process is becoming an issue in itself, as well as compounding other issues. They’re hindering system development and automation. Organisations that have ‘light’ human resources departments and do not wish to expand internal costs are encouraging new supply models from the coaching industry.
Future trends – A corporate perspective The following trends are likely to occur in the next few years: •
Executive coaching will be widely accepted as a mainstream source of management support and will continue to expand and flow down into organisations to encompass all management roles
•
Buyers of executive coaching will become increasingly sophisticated by ensuring that the coaching goals align with organisational goals, introducing coaching lists, appointing Heads of Coaching and so on. However, there will still be confusion about coaching standards and processes.
•
Organisations will increasingly understand how to better use coaching skills in line with management and leadership roles and coaching will become a specified and measured activity within the organisation
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•
Training will be viewed as having a more general technical role. It will be used less for individual personal development, giving one-to-one coaching a chance to grow
•
The use of external coaching professionals will be more attractive to younger executives who have lost internal mentors as a result of older senior executive retirement
•
Greater attention will be paid to external coach selection, with increased emphasis on a coach’s training, qualifications, accreditation and process tools
•
Demand for increased measurement of coaching outcomes will drive models for determining program effectiveness, return on investment, and individual results
•
Organisations will look for low cost management systems for coaching/ coaches, but one that has maximum effectiveness
•
Organisations will continue to build internal coaching capacity, although a clear role will remain for external coaches in value added situations (such as the coaching of senior leaders and high potentials, and transition coaching).
•
Clients will look for more evidence-based coaching, with a trend of increased emphasis on process and tools, international benchmarking and information sharing.
•
Corporations will no longer allow external coaching to be used to hide line managers’ failure to manage. They will continue to build their internal coaching capacity by appointing internal coaches and ensuring managers have coaching skills.
•
Organisations will look to coaching to increase executive retention in a period of skills shortage. They’ll also see it as a way of reducing the risk of program and project failure through poor executive support.
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Future trends – A coaching perspective The following trends are likely to occur over the next few years: •
The coaching industry will become increasingly professional, with an emphasis on systems, method, tools, contractual arrangements and stronger evaluation/ review.
•
The market will become increasingly crowded. The better coaching providers will be able to set themselves apart with a distinctive message about what they offer. The result will be a greater separation between executive, business and life coaching.
•
Coaches will increase their qualifications and accreditation, so as to appeal more to the corporate market and to give increased selection confidence.
•
There will be a growing interest in supervision, but differing views about what it involves and how much it should cost. A UK public sector organisation recently updating its coaching panel considered only coaches who had evidence of regular annual supervision.
•
The number and quality of coaching training providers will rise as more programs become available. Training providers will need to review, and improve their course structures, content and approach.
•
At present there is no agreed core curriculum. This is due to the diversity of approaches and the lack of commonly agreed upon coaching competencies and standards. This will change with the emergence of coaching proficiencies and best practice.
•
Training methods will come under greater scrutiny and debates will focus around how best coaching can be learnt. Questions that may need to be addressed could include: o
Does it require intensive workshop sessions?
o
Where does distance learning fit in?
o
What is the place of e-learning?
o
How many hours constitute a bona fide programme?
o
Should there be a minimum number of training and supervised practice hours? What should they be?
o
Should recognition of hours depend on who is being coached or mentored? For example, executive coaching requires substantially more training and development than line manager coaching
There is also the important question of accreditation. People who invest in coach training want to know the worth of the qualification in terms of professional recognition. Their concern is that the training may not be Coachbroker Coaching Report 2009©
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recognised by a lead body and are asked to undertake further training. Understandably, this is making those currently investigating the 'offerings' on the market very nervous •
The number of national coaching groups, companies and/or consortiums will increase, to provide better coverage for corporate clients.
•
Coaching bodies such as the International Coach Federation will increasingly drive to consolidate their position as recognised professional support for coaches
•
Individual coaches will increasingly need to demonstrate real qualifications and experience to buyers, raising the barriers to entry, particularly for individual coaches who are new to the market. Individual coaches will find it difficult to bridge the corporate gap and compete with the larger coaching supply groups
•
Larger corporations will rationalise their portfolio of coaches, making it more difficult for individuals to obtain work with them, but leading to more opportunities for coaching houses with clear service positioning
Future success is likely to depend on coaches’ ability to deliver demonstrable value to clients. Both suppliers and buyers are pushing for greater professionalism, quality standards and more ethical practice.
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Appendix A: Coaching tools, techniques and models Coaches use a variety of tools and techniques from a wide range of theoretical backgrounds. These include: • Organisational theory • Occupational psychology • Psychometrics • Learning • Counselling. They use them in different situations and with different clients – it all depends on a client’s specific needs.
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The most commonly used… •
Kolb’s learning cycle
•
The GROW model
•
Psychometric assessments
•
Goal setting
•
Emotional intelligence models
•
A 360 assessment – this is a foundational assessment for most coaching programs as it helps clarify coaching topic and focuses on individual improvement
•
The Myer-Briggs Type Indicator (MBTI) – the most popular alternative assessment, along with the DISC
•
FIRO-B
•
EQi
•
The Hogan Development survey
•
LSI
•
Tin-house assessments
•
Behaviour Minder
•
Personal Skills Map (PSM)
•
A strength deployment inventory
The number of different models, frameworks, and techniques that are available should not daunt organisations. Instead, they should look to employ coaches who use tools that are ‘fit for purpose’ and encourage self-awareness, reflective learning and change, and who recognise the simplest tools and techniques are often the most effective. Coaching tools most often used Business (use of engagements)
Government (use of engagements)
360° feedback
83%
75%
MBTI
20%
80%
DISC
25%
75%
Assessment type
Source: Fritsch & Powersvii p. 6
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Appendix B: What is the right structure for coaching within your organisation? Several common themes have emerged from research conducted in the UKxxvi: •
Many organisations feel that they are using trial-and-error to find their way, and they would prefer more assurance that they’re on the right path
•
There are many different approaches to providing coaching services that are successful – as long as they are matched well to the organisation’s needs and context
•
Learning and development professionals play a key role in guiding this process by being in tune with their organisation and understanding the value coaching can offer
Which coaching structure should be used? There are three broad approaches to structuring coaching services: •
Centralised and structured
•
Organic and emergent
•
Tailored middle ground
These approaches differ in terms of organisational context and rationale, structure and approach and the nature of coaching service provided. Each of these approaches flourish under different organisational conditions.
Centralised and structured Organisational context and rationale These approaches work well in organisations where learning and development has a high level of senior support or where formal structures are the norm, and in situations where consistency is seen as important for the organisation. The aim of this
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approach is to provide a structured, standard and consistent service across the organisation. Structure and approach In this approach, formal structures and processes are used to launch coaching within the organisation. To be successful, coaching needs to have senior management support and to be visibly adopted at the highest levels Nature of coaching service provided There’s often a focus on developing a group of internal coaches, standardising coaching competencies, processes and/or models, developing line managers and using a formal structure to create a ‘coaching culture’ to improve management/leadership style in the organisation. These approaches work best when they’re well integrated with wider organisational objectives. Without this linkage, well-thought-through centralised coaching programmes often expend large amounts of time and energy without sufficient focus. External coaches may be bought from one or two coaching providers for consistency and ease of management or may be required to take a particular approach, work to specified timescales or be part of a management process. They are often procured only for specific groups such as senior executives, high-potentials or internal coaches.
Organic and emergent Organisational context and rationale These approaches work well in organisations where variation in processes and ways of working is accepted and valued – perhaps because of the existence of different businesses, geographies or styles within the organisation – but where uniformity of approach isn’t necessary or doesn’t provide value. Learning and development teams need to be self-confident enough to trust different practices and individual coaches. The principle aim of organisations using these approaches is to be responsive to specific needs and preferences within the organisation. Structure and approach Typically, coaching emerges in various parts of the organisation, often in different ways, for different purposes and with varied levels of success because of differences in experience and localised practice. Structure is allowed to stay organic and decentralised to enable local differences to be met more effectively. Sometimes a light-touch structure develops, usually from an emerging need. For example, using an informal network of internal coaches, to develop professional practice and skills, for supervision purposes or to share common issues in the organisation. Any allocation of coaches by learning and development/HR is done using the same informal and personal approach.
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Organic approaches may be low-key but may also have a great deal of informal power in the organisation due to close coaching relationships and expertise of coaches. Nature of coaching service provided Coaches may be internal, external or both, with boundaries between them being less important. The emergent approach works well when coaching is interest-or needdriven rather than prescribed – so those who are coached have asked for coaching, which may improve results for individuals and the organisation.
Tailored middle ground The tailored middle ground seeks to find a combined approach for coaching, which combines aspects of the centralised control and organic approaches. This approach seems to emerge because a blend of the first two approaches is more palatable to the organisation generally and to senior management or learning and development teams specifically. The aim in deploying the tailored middle-ground approach is to provide some consistency in service, while responding to specific organisational context or needs. Aspects of the other approaches are combined in a number of different ways including: • Starting formally and then allowing the coachees’ interest to be the reason that the process is continued • Bringing together many organic activities to develop a coherent training programme and centralised service • Enabling both formal and emergent processes to live alongside each other The exact combination will be unique to each organisation and may at times tend towards a more centralised or organic model only to switch again later as they learn from the development process in their organisation. In the tailored middle-ground approach, often internal and external coaches are used. The numbers and quality of each may vary over time. The particular interest of guiding learning and development is the most significant factor. This combination of approaches works well in organisations that are able to adapt to their changing circumstances or as interest in coaching and coaching capability develops. Most organisations seem to fit this pattern, but there are still many variations. For example: •
Centralised development processes for internal coaches, but local, personal relationships prevail on choice of coaches
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•
Internal and external coaches are brought together for supervision and formal development of the coaching model, but otherwise operate locally.
One size clearly doesn’t fit all in relation to organising coaching services. What’s important is having a clear understanding of the organisational context for coaching, then establishing enabling processes that are congruent with that understanding and intent.
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Appendix C: How can you build a business case for executive coaching? Coaching needs a business case that will gain the support of the senior executive to supply funding from budget to budget. A business case should articulate the rationale for investing in leadership coaching and, where possible, should be based on results and returns from either your organisation or the market (where more and more data is being made available to substantiate this rationale). However, despite a logical business case, the decision making may be less rational, being influenced by history, politics and even emotional factors.
Some guidelines Anderson and Andersonxxvii provided the following guidelines for building a business case:
Find your friends and supporters— then create more Who will sponsor coaching? How can the sponsor be influenced in their decision about coaching? What other leaders will likely support coaching? Who can be your ‘pathfinder’ to identify the key players and help you build relationships with them? How best can all people—that is, the sponsors, human resources, leadership development team, coaches—partner effectively to create a powerful coaching program?
Get agreement How can you dispel any misconceptions about coaching? How will the coaching program be integrated with other developmental programs? How can a sustainable coaching capability be established in the organisation?
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Look for the return on investment What do leaders expect from coaching, or even from leadership development? How will coaching create the kind of value that business leaders are looking for? What are the performance gaps? What objectives will be set for the coaching program that link to the leaders’ expectations, meet business needs and close performance gaps?
Speak the language of business How will the coaching program add value to the organisation, in terms of the intangible and tangible benefits? Does the expected business value justify the investment? What are the costs of not investing in coaching?
The eight elements of a winning business case 1. A summary of leaders’ expectations, performance gaps and business needs 2. A crisp synopsis of the value message: how coaching will meet these expectations, close the gaps and help achieve business goals 3. A description of the coaching program, including objectives 4. The roles and responsibilities for a successful partnership 5. The benefits of the coaching program 6. The investment required for the coaching program 7. Risk factors that may mitigate benefits and/or drive up costs 8. How the program will be evaluated—for example, how you will know that you have been successful
Source: Anderson & Andersonxxvii slide 10
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Appendix D: The Coachbroker solution Responding to the increasing needs of the corporate market, and recognising the current profile of the coaching industry, we developed Coachbroker – an online coach supply and management system to address the needs of all stakeholders in the Australian market. Designed for corporates, our services focus on executive coaching supplied by professional, trained and approved coaches. Our aim, in all that we do, is to contribute to the development of a coaching culture within the organisation. With this in mind we target Leadership, Succession, Talent and Transition Coaching and performance development initiatives.
Coachbroker offers •
A diverse range of coaches - The Coachbroker coaches have indepth business and professional backgrounds and cover a variety of specialisations. Our 100+ coaches are located in all major Australian cities. They are highly trained and come with a wide range of experience and specialisation. Each has been through a rigorous application and referencing process.
•
Program selection – Coachbroker doesn’t just specialise in one-toone programs conducted face to face, by telephone or Skype. We also offer longer term and group coaching. The Standard 15 Program is ideal for transformational coaching as it allows for time to fully embed changes.
•
Evaluations – For the 10 and 15 hour programs, Coachbroker provides two automated evaluations – one interim and one final. The interim evaluation allows the coachee to report on the strength of the coaching relationship and their progress toward achieving goals. The final evaluation provides the coachee an opportunity to reflect on the achievement of lasting change Coach Pools – Coachbroker provides access to the general coach pool via our management system. Coaches can be located using search filters. We provide profiles, set up interviews, and assist you with inductions.
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How does the Coachbroker service work? The service is web-based to provide true national coverage at all times. The website covers the needs of both organisations and the independent coaches contracted to the service pool. Through the use if usernames and passwords, both parties can enter the site to action all services Clients can: • Select coaches • Contract coaches • Review evaluations • Check statistics and feedback • Pay accounts • Receive ongoing coaching support Coaches can: • Apply for registration • Update personal data • Input coaching contract acceptance I • Input coaching session completion and notes • Enter forum information • Manage accounts • Gain ongoing coaching support such as pro-bono coaching and supervision Coachees can: • Complete evaluations online • Review the program notes, agreed actions
The Benefits Our many service solutions ensure high quality coaching with considerably reduced overheads by providing maximum levels of service management and reporting, and with minimal client involvement in administration. We provide:
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•
National and international coverage, with all coaches meeting a high minimum standard
•
A consistent approach to coaching as a powerful tool to develop organisational talent
•
A solution based approach to achieve organisational goals and business outcomes Coachbroker Coaching Report 2009©
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A cost-effective service requiring no extra internal staff
•
A comprehensive filtering and coach matching, with the coachee making the final selection of coach.
•
A unique coaching management system accessible to coach, coachee, and administrator
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A single contractual and administrative partner to minimise client cost
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A comprehensive evaluation and reporting system to review the impact/ results of all coaching programs
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A highly consultative approach that involves making sure that the coach is aligning executive coaching with organisational goals to your executive being coaching, and to organisational goals
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Enhanced company wide statistics and monitoring to ensure successful completion of coaching programs
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Access to proven strategic partners and products o
Genos EI assessment tools and coaching
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CGR Leader as Coach program (45 weeks)
All things coaching . . . Coachbroker offers an array of services. They include:
• Leadership Development Seminars and Workshops: These programs support organisations in their development in the long term and helps them get the most out of their executive teams • 1:1 Coaching: These executive coaching programs are offered nationally. All programs are tracked by way of a sophisticated coach management system • Emotional Intelligence Coaching: GenosEi is an internationally renowned program to develop emotional intelligence in the workplace. Coachbroker provides specific coaching programs for a range of GenosEI assessments • Group Coaching: A facilitated group coaching process for up to 8 executives focused on creating maximum leverage for the energy, experience and wisdom of a group in achieving individual and organisational goals. Fortnightly, phone-based program over 6 months along with individual brief-coaching
Integrated Management of Programs Using our Coaching Management system you can set up all programs (nationally) and customise your search to locate the coaches of “best fit” for your organisational coaching need. You will have access to session by session tracking throughout the coaching program and Automatically generated evaluations and invoices at agreed schedule times. The coach, coachee and client can access a program sheet at any time to view progress, notes and evaluation reports. These sites can have your logo attached as a basic free service or you can have the site fully branded and linked to your intranet for ease of access and continuity of service. For customised Coach Management Systems contact us to discuss our Maximiser and Integrated Systems.
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• Leader as Coach: A nationally supplied coaching practice program for middle and senior managers with proven ROI. Up to 12 participants per program with weekly one-hour telephone sessions covering learning modules and syndicate work over a 45-week period. For more information see the Leader as Coach section below. • Coach Supervision: The provision of supervision services for internal executive coaches - either through one-to-one or group supervision exercises • Coaching Consulting: A professional service for all coaching related services and products with emphasis on: o Coaching Culture Audits, a valuable tool for determining how well coaching policies, programs, and practices respond to the needs of diverse groups and enable managers to deliver for the organisation. Data gathered from coaching culture audits can guide organisational planning efforts in how best to use coaching to close the gaps between espoused culture and practice and contribute to the development of leadership competency o Coaching Skills Assessment: A service offered to organisations to quality-assure their internal coaches. An interactive experience that provides the opportunity for coaches to practice and compare their coaching competence in theory and practice. Assessment process results in the preparation of an individual coach development plan. • Coaching Management Systems: Coachbroker can supply you with a system to expertly and efficiently manage both your external and internal coaching and mentoring needs. Systems available include ‘off the shelf’ basic systems all the way to customised, branded integrated systems. Each system provides degrees of coach search, selection, program set-up/ approval, program tracking and evaluation. All Internet based with 24/7 access and linked to our external system if required.
Leader as Coach programs Leader as Coach programs have been around for a number of years. The way they are designed varies considerably. At one end of the scale they are offered as one or two-day programs. At the other end they are offered as more extensive programs of up to 12 months. Like most training programs, experience shows that short, intense programs have a limited capacity to make lasting change to the style of the executive and the culture of the organisation. Like ‘learning a language’, it takes time to assimilate the skills of coaching. The executive needs time to understand and practice them within the workplace. A longer timeframe allows a coaching approach to become the norm over time, both in the way the executive operates and within the team. Leader as Coach programs
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prepare executives to use coaching as part of their leadership style. Experience todate shows that a number of them will go on to receive formal coach training. T this only increases the chance of introducing a successful coaching culture within an organisation. Leader as Coach programs use the principles of participatory learning and action double loop learning to help leaders develop or reinforce the characteristics of effective leadership. Throughout the program, participants learn how to coach themselves and others. They contribute to the development of a culture of effective leadership.
Characteristics of an Extended Leader as Coach Program One highly successful Leader as Coach program, offered by Coachbroker, runs over a 12 month period. It is structured to provide 45 sessions of one hour, held weekly. Up to 12 participants are involved, and each of them calls into a conference line to meet with a facilitator. The facilitator works with the participants throughout the year to sequentially cover the coach training material. This material contains a number of modules covering coaching skills and competencies. Participants work through the material and commit to practice what they learn each week back in their workplace. At subsequent sessions participants report on their learning, challenges and successes to contribute to the group’s learning and to look for feedback. Individual Care and Confidentiality Along with the learning and sharing within the larger group, smaller syndicates are formed to allow for the more intensive practice of coaching. Due to the sometimesconfidential nature of these coaching conversations, each individual commits to keeping the content of the sessions confidential. Personnel for Leader as Coach program Both a skilled coach/facilitator and a program administrator usually contribute to the successful running of a Leader as Coach program.
Considering a ‘Leader as Coach’ Program to build a coaching platform within your organisation? Go to www.coachbroker.com – Strategic Partners or call us on +61 (3) 9421 5926 or go to: Coaching Relationships Global at: www.coachingrelationshipsglobal.com.au
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Case Study - The Leader as Coach program The Leader as Coach development initiative was first implemented as a pilot project with an operational business within a major Australian financial institution in January 2007. History The Head of Development and Improvement had recognised that a key factor of the business’s ongoing commitment to sustainable people development was missing, namely the improvement of relationships between managers and the people for whom they were responsible. After considerable research the Head of Development and Improvement concluded that teaching managers coaching techniques would improve the managers’ relationships with their reports, which in turn, would result in improved business outcomes such as increased productivity, talent retention, and reduced absenteeism. To this end the Leader as Coach program was first run as a pilot project and following its success run again with three other groups. About the program The Leader as Coach program is designed to challenge leadership attitudes and beliefs in a manner that encourages managers to develop both professionally and personally. It is based on the notion that adult learning is optimised by both participation and action within the learning process. It also recognises that learning is not necessarily instantaneous and that a change in thinking and behavior can take time. The underlying rationale is that attitudes are changed and behavioral skills acquired by constant practice in a manner similar to learning a second language. The program was conducted entirely as a series of teleconferences, which allowed people from every Australian state to participate. The overall participant commitment was to attend 45 weekly one-hour teleconferences covering fourteen key coaching skills with fifteen sessions dedicated to skills practice. Objectives The objectives were to train participants to use coaching techniques to enhance their leadership styles; establish a culture of sustainable relationship improvement; be equipped with coaching material; have tools and techniques that can readily be used and replicated within the workplace and promote an attitude of commitment, self awareness and responsibility.
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Case Study - The Leader as Coach program (continued) Outcomes The objectives were largely reached as by the end of the course participants were able to lead more effectively, develop others as leaders, drive teamwork and collaboration, deliver a coherent approach across the business, develop and adapt behaviors consistent with high level work practice, encourage the growth of a culture that values shared learning and growth, access the knowledge and skill required to implement core competencies of the program, use coaching tools appropriately, effectively and strategically, use the skills required to apply a solution based approach to work challenges and demonstrate to others how to initiate constructive and positive work practices. Evaluation Evaluation was conducted internally by senior members of the financial institution and concluded that a very conservative calculation of net benefit represents approximately $30,000 per person per annum. 60% to 90% of the improved talent retention, reduced absenteeism and increased productivity were directly attributed to the skills learned on the program. Learnings To date four programs have been run within the business and considerable experience has been acquired. The program’s initial design has been shown to be sound; consequently there are only limited requirements for modification. However, certain key elements have emerged or been reinforced. 1. It is absolutely essential that participants view the program as an opportunity for development rather than a means of remedying leadership defects 2. The level of focus and passion of both the facilitator and the internal organiser is crucial to the program’s success 3. That constant evaluation and review is a necessity, not an afterthought. 4. The level of participants’ commitment can be so great that they will often phone in to a teleconference when on leave or away for other reasons 5. That the concepts discussed must be clear and presented in ‘plain’ English 6. That there is a need for constant reiteration of skills and techniques 7. That there needs to be opportunities for every skill taught to be immediately used and practiced.
- Michael Fahie and Helen Thompson June 2008
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Other services offered by Coachbroker Coachbroker is keen to help clients search for professional service providers outside of coaching. Most coaches supply multiple services, so we are well-placed to assist. We have broadened our coach database and application process to cover other professional services, including: • Facilitation • Training the manager as coach • Sales training • Communication training • Presentation skills • Leadership training • Strategic planning • Conflict resolution • Mediation • Executive mentoring
Premium search An organisation may have a unique coaching need that falls outside the experience of our pool. It may require a coach with highly specialised skills and a particular background. Coachbroker has the solution, with a premium service for senior executives. Given a detailed briefing from our client, we will: • Search our comprehensive database for the coach matching the specifications • Search the external market
Managed Service If organisations find their internal resources are too stretched, then Coachbroker can provide a full coaching management service that we call a 'Managed Service'. We appoint a senior service manager to manage all aspects of the coaching program at the people partnership organisation-from selecting coaches and setting up programs, to evaluating programs and regularly conducting coach / coachee reviews. First, we determine specific coaching needs, then the Coachbroker service manager identifies a range of suitable coaches and works with the client to shortlist those they would like to meet. Together with the client, we design an interview and induction process to ensure the coach fit is right and the client is comfortable with the coaches they invite to work with their people.
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