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First International Conference on Graduate Coaching Education: Theory, Research, and Practice
Friday, March 28, 2014
Graduate School Alliance for Executive Coaching (GSAEC) First International Conference on Graduate Coaching Education:
Theory, Research, and Practice Thursday, March 27 to Friday, March 28, 2014
Menlo College, Silicon Valley, California List of participants (Page 1/2)
FIRST NAME LAST NAME COUNTRY EMAIL
Jeffrey E. Auerbach USA ja@executivecoachcollege.com
Alexandra Barosa-Pereira Portugal abarosa@abpcoaching.com
John Bennett USA bennettj@queens.edu
Kent Blumberg USA kent@kentblumberg.com
Francine Campone US fcampone@fielding.edu
Cynthia Loy Darst USA Darstcoach@aol.com
Pauline Fatien Diochon USA pauline.fatien@menlo.edu
Mark Federman Canada mfederman@adler.ca
Marita Fridjhon USA somer@crrglobal.com
Victor Harms USA victor.harms@bellevue.edu Vivian Chien-Chun Hung China vivian.hung@janckvi.com
Stacey Larsen USA stacey@authenticedge.com
Dima Louis Qatar dima.louis@grenoble-em.com
Cindy Lynn USA a-cindy@hotmail.com
Terrence Maltbia USA maltbia@tc.columbia.edu
Guillermo Mendoza USA/UK guillermo@icscoach.com
Nina Morel USA nina.morel@lipscomb.edu
Beth Norden South Africa beth.n@mwebbiz.co.za
Graduate School Alliance for Executive Coaching (GSAEC) First International Conference on Graduate Coaching Education:
Theory, Research, and Practice Thursday, March 27 to Friday, March 28, 2014
Menlo College, Silicon Valley, California
List of participants (Page 2/2)
FIRST NAME LAST NAME COUNTRY EMAIL
Cal Oltrogge Singapore singaporecal@gmail.com
Ken Otter USA kotter@s tmarys-ca.edu
Linda Page Canada drljpage@gmail.com
Linda Pennington USA lpennington@live.com
Marcia Reynolds USA marcia@outsmartyourbrain.com
Jeremy Ridge UK jeremy.ridge@apecs.org
Florentin Roche France f.roche@fr-coach.com
George Rogers USA george.rogers@coachfederation.org
Charline Russo USA charline@sas.upenn.edu
Mike Salvador USA msalvado@kennesaw.edu
Robert Seidenspinner USA silkspinner@earthlink.net
Irene Stein USA irenestein@att.net
Pamela Van Dyck USA pam@vandykeresourcegroup.com
Marjorie Woo China marjorie.woo@keystonegroup.cn
Sue Young UK sueyoung@mac.com
First International Conference on Graduate Coaching Education: Theory, Research, and Practice
Paper session 1: Praxis in Coach Education Mike Salvador, Ph.D. – Moderator
Poster Session
Paper session 2: Complexities in Coach Education Beth Norden, MA, PCC, BCC – Moderator
Panel: The Role of Technique in Coach Education Terry Maltbia, Ed.D. – Moderator
The Coaching World Café
2
First International Conference on Graduate Coaching Education: Theory, Research, and Practice
Paper session 1: Praxis in Coach Education Mike Salvador, Ph.D. - Moderator
Thinking like a Professional: The Impact of Graduate Coach Education - Francine Campone, Ed.D., MCC, MAC - Fielding Graduate University, CA (USA)
Education vs. Practice in Coaching – Seamless Connection or Discontinuity? - Jeremy Ridge, Ph.D. - APECS (UK)
Building Assurance of Learning for Executive Coach Education: A Case Study - John Bennett, Ph.D., PCC, BCC - McColl School of Business, Queens University of Charlotte, NC (USA)
3
Thinking like a Professional: The Impact of Graduate Coach Education
Francine Campone, Ed.D., MCC, MAC - Fielding Graduate University, CA (USA)
Francine Campone
Thinking like a Professional: The
Impact of Graduate Coach Education
F R A N C I N E C A M P O N E , E D. D. , M C C , M AC
www.fielding.edu
Overview
• What characterizes a professional?
• Professional identity and coaching
• Educating coaches to think like professionals
• A study of graduate education outcomes
• Observations and discussion
www.fielding.edu
What characterizes a professional?
• Accepts and responds appropriately to complexity
• Applies knowledge and information from diverse sources with discernment
• Is competent in 3 dimensions: theory, performance and judgment
• Has a cohesive professional identity
www.fielding.edu
Educating coaches to think like professionals
The elements of the Fielding Evidence-Based Coaching program:
• GSAEC standards alignment
• Principles of transformative adult learning/andragogy
• Integrates theory, practice and reflective learning
www.fielding.edu
The study of program outcomes
• Data drawn from case studies
• Coded and categorized references to two aspects: • Integration of theory and practice- reflection in action
• Transformative adult learning- reflection on action
www.fielding.edu
Results Most frequently applied theories/models
Theories % of Cases % of coded segments
Cognitive-Behavioral 30 6.5
Positive Psychology 30 6.5
Humanistic 20 5.4
Adult Development 20 4.3
(Bridges) Transition Theory 20 4.3
Adult Learning 15 3.3
Gestalt 10 4.3
Family Systems 10 5.0
Social Learning/Social
Constructionism
10 2.2
Organizational Culture 10 2.2
Narrative 10 2.2
Communication 10 2.2
www.fielding.edu
Results Reflection in action
• Client characteristics
• Coaching tasks
• Coaching contexts
www.fielding.edu
Results Reflection on actions
• Managing boundaries and ethical challenges
• Self-awareness and self-management
• Understanding responsive process
• Applications of theory
www.fielding.edu
Implications for coach education
• Legitimacy and public trust
• Integrative content and instructional methods
• Develop professional cognitive processes as well as content and practice
• Groundwork for on-going learning and development
• Cultivate professional identity
www.fielding.edu
For further information, please contact
fcampone@fielding.edu
303-862-7710
Education vs. Practice in Coaching – Seamless Connection or Discontinuity?
Jeremy Ridge, Ph.D. - APECS (UK)
Jeremy Ridge
“Education v's Practice – seamless connection or discontinuity“
GSAEC International Conference
Presented by Dr. Jeremy J. Ridge
Chair, APECS
MARCH 2014
What is APECS about?
Example of a quote from a recent Applicant for APECS Executive Coaching accreditation: “ ........... becoming accredited with APECS is part of my development objectives. Having coached for around 9 years it is high time for me to consolidate my learning in a way that enables me to talk about in a professional and meaningful way. The APECS Accreditation process gives me the framework to consciously think about what I do, how I do it and why I do it and deepen my own understanding of this, whilst enabling me to communicate it in a professional and cohesive way. This is particularly important for me as the psychological terminology that surrounds coaching is very different to my business language. The APECS accreditation process is enabling me to link the two together, building my confidence in my practice as a coach. “
Overview Agenda
1 The Important Potential for Coaching? 2 Practice and Profession matters 3 The APECS Experience 4 The Seven Pillars 5 Conclusions / Discussion
1. The Important Potential for Coaching
– The potential – known or unknown?
– Executive Coaching as a focus
– The risks of getting it wrong
2. Practice and Profession matters
– Unease with the term ‘Professional’
– The importance of Trust in the professional equation
– The special Knowledge involved in PRACTICE
3. The APECS Experience
– Establishing Professional standards as a primary
focus
– Membership Structure to reflect the achievement
involved
– The technical challenges involved
– The 7 major ‘pillars’ of APECS standards – a basis
for typical professional standards
4. The APECS Seven Pillars
P - PRACTICE – as ‘Outputs’ – the WHAT
I - INQUIRY – as Extent of and Level of Learning
L - LEARNING about ORGANISATIONS
L - LEARNING about PEOPLE
A - ARTICULATION of Personal Practice Framework
R - REGULATION - by Self and Community
S - SOCIETY – as a Professional Community
4.1 PRACTICE – as ‘Outputs’ – the WHAT
• Evidence of relevant Executive Coaching Practice • Described in terms of outputs • The coachee’s context, and language, drives the agenda • Appreciation of the diversity of the ‘ROI’ question,
reflecting the diversity of stakeholder interests involved
• What the Practice does, and doesn't do
4.2 INQUIRY – Extent and Level of Learning
• Inquiry – a personal exploration, open to various sources ...
• Reference to independent and accepted standards; the UK Masters degree level of learning – actual or equivalence:
• The core of this level of learning – evidence of: – Appreciation of current foundations and frontiers of Knowledge in a
field that draws on multi-disciplinary sources
– Ability to critique the strengths and weaknesses of any knowledge
– Ability to test out knowledge and appreciate its limitations in practice
• Evidence of learning from a range of sources – practice, academic, peer review and ability to reflect on learning and test out and apply in on-going development of Personal Practice
• Knowing what you don't know
4.3 LEARNING about PEOPLE
• Diversity of others' learning in the field
• To a standard that respects diversity, and sophistication of
each person • Emphasis on the relational context • Awareness of the whole person context • Implications of when the agenda depends on the other
person as already functional.
4.4 LEARNING about ORGANISATIONS
• A broad based awareness about ‘Organisation’ – varied forms, not
just Business e.g. Public, NGO, Voluntary etc
• Appreciation of the People and behavioural circumstances typical of
Executive roles including direct experience – from 'top to bottom'
• Familiarity with the technical language of organisations
• Understanding the organisation’s own world / context e.g.
understanding the nature of their challenges
• Appreciation of the impact of broader contextual factors e.g. the
role and impact of different national, regional and organisational
/sector cultures
4.5 ARTICULATION of Personal Practice Framework – the HOW
• The established pattern of the practitioners own best practice method of working
• Integrated - with reference to current accepted terms and language
of Practice
• Appreciation of the central importance of the process of CONTRACTING
• Shows awareness of Practice BOUNDARIES for the Practitioner
concerned • Provides a picture of the Area and scope of their Practice method
4.6 REGULATION – Checks and Balances
• Taking a positive view of Regulation as the Contract for Trust • Appreciation that Regulation works best as SELF Regulation • Makes positive use of Supervision • Makes positive use of Continuing Personal Professional
Development (CPPD) • Adheres to the ethical code
4.7 SOCIETY – as a Professional Community
• Establishing a clear Identity for the Profession
• The credibility of a common voice
• Sharing and Learning from fellow Practitioners
• Renewal - Keeping up with Best Practitioner Practice
• Involvement - Making your own, unique, contribution
5. Conclusions
• Similarity with GSAEC Standards Framework • Some areas for further dialogue? • The importance of the level of learning
• The value of a seamless and common approach
• The importance of other contributors to the field
Building Assurance of Learning for Executive Coach Education: A Case Study
John Bennett, Ph.D., PCC, BCC - McColl School of Business, Queens University of Charlotte, NC (USA)
John Bennett
BUILDING ASSURANCE OF LEARNING
FOR EXECUTIVE COACH EDUCATION: A
CASE STUDY
John L. Bennett, Ph.D.
McColl School of Business
Queens University of Charlotte
March 28, 2014
What is Assurance of Learning
Mission
Learning Goals
Assessment
Change/Revise Curriculum &
Pedagogy
Review/Revise Mission
A system of defining
desired learning, assessing
outcomes, and making
adjustments to improve
effectiveness.
GSAEC Academic Program Standards
Standard 19: Program
Assessment/Quality
Enhancement
19.1: A quality assurance program
is in place to monitor effectiveness
and ensure excellence.
19.2: Clear procedures are in
place for evaluating the learning
outcomes for all major program
elements. Assessment activities
are linked to knowledge
requirements and core
competencies delineated in the
program goals.
19.3: Mechanisms for using quality
assurance data for program
improvements have been identified
and implemented.
Why is AOL Important
Improve quality of education
Deliver on missions (e.g., school, program, degree)
Enhance teaching
Enhance learning
Comply with accrediting bodies—e.g., AACSB, regional
accreditors
Linkage Examples
Mission • Alignment of XXX & XXX mission
• Alignment of XXX mission and program learning goals & objectives
Learning Goals/Objectives • Distinct goals & objectives across programs
Measures
•At least one direct measures for each program
•Faculty input
•Differentiation between measures (programs, levels)
Closing the Loop • Two cycles of data collection for each learning objective in each program
• Systematic process for review of data and ID of improvements
• Improvements implemented
• Evaluation of improvements’ effectiveness
Faculty & Other Stakeholder Involvement
•Drafting goals & objectives
•Developing measures
•Collecting & reviewing data
•Implementing improvements
Approaches to AOL
Selection (for admission)
Course-embedded measurement—for example,
Written assignments: cases, research reports, memos
Oral presentations
Simulations
Classroom exercises
Business plans and/or consulting projects
Exams
Demonstration: stand-alone testing or performance—for example,
Standardized exams
Senior or Capstone project and/or presentation
Assessment center
Student portfolios
“Mock” interviews
Rubrics: A Tool Support AOL &
Improvement 1-2 page document that describes varying levels of
quality, from excellent to poor, for a specific assignment
A list of criteria, or "what counts" in a project or
assignment
Gradations of quality, with descriptions of strong,
middling, and problematic student work
Linked to learning objectives at the assignment and/or
course levels
A rubric is a scoring tool that lays out the specific expectations for an assignment.
Rubrics divide an assignment into its component parts and provide a detailed
description of what constitutes acceptable and unacceptable levels of performance for
each of those parts. (Stevens and Levi, 2005, 3)
What Are We Currently Doing?
Course Level
• Course objectives
• Assignment Rubrics
Program (Degree) Level
• Curriculum mapping
• Using feedback to inform curriculum changes
• Linking assignments and assessments to goals
• Reviewing available data
“Closing the Loop”
What is Assurance of Learning (AOL)
Mission
Learning Goals
Assessment
Change/Revise Curriculum & Pedagogy
Review/Revise Mission
What is Assurance of Learning (AOL)
Mission
Learning Goals
Assessment
Change/Revise
Curriculum &
Pedagogy
Review/Revise
Mission
The Master of Science in
Executive Coaching educates
students to enhance the
performance, productivity and
quality of life of individuals,
organizations and the broader
community through excellence
in education, research and the
practice of executive and team
coaching.
What is Assurance of Learning (AOL)
Mission
Learning Goals
Assessment
Change/Revise
Curriculum & Pedagogy
Review/Revise Mission
• Our graduates will be ethical
decision-makers.
• Our graduates will be
committed to their
communities.
• Students will demonstrate
proficiency in designing,
communicating, managing,
and leading coaching
interventions.
• Our graduates will be capable
and competent social and
behavioral scientists.
• Our graduates will be skilled
consumers of theory and
research.
• Our graduates will be lifelong
learners who are positive
agents for change.
What is Assurance of Learning (AOL)
Mission
Learning Goals
Assessment
Change/Revise
Curriculum & Pedagogy
Review/Revise Mission
Examples:
• Students will demonstrate values
and ethical standards in decision-
making.
• Students will demonstrate that
they are committed to their
communities and appreciate the
system dynamics of
communities-as-a-whole.
• Students will be capable of
creating increased awareness
and motivation for positive
change with clients.
• Students will demonstrate
proficiency in coaching using a
coaching model and core
coaching skills.
What is Assurance of Learning (AOL)
Mission
Learning Goals
Assessment
Change/Revise
Curriculum &
Pedagogy
Review/Revise Mission
Examples:
• Course sequence
• Emphasis of course
content
• Approaches to
teaching specific
material
The Linkages—Example
• The XXXX School of Business educates students to become successful business and professional leaders who are competent, understand the importance of character, and are committed to their communities.
Mission
• Our graduates will be skilled consumers of theory and research.
Learning Objectives
• This course examines organizational coaching and surveys the foundational disciplines on which the practice of organizational coaching is based, applicable theories and methods…..
Course Description
• Identify the theoretical foundations of coaching
Course Objectives
• Research report analysis paper
• Personal foundation for practice paper
• Topic presentation
Assignment Assessment
What We Have Learned
• Requires a team effort
• Requires time and concerted effort
• Link data collection with course work
• Can be useful to improve programs
• Can be used to demonstrate value and outcomes
• Refine the processes and the measures
Resources and References
• Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (Second ed.). San Francisco, CA: Jossey-Bass.
• Banta, R. W. (2002). Building a scholarship of assessment. San Francisco, CA: Jossey-Bass.
• Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: the classification of educational goals; Handbook I: Cognitive Domain. New York: Longmans, Green.
• Bloom, B. S. (1994). Reflections on the development and use of the taxonomy in Anderson, L. W. & Lauren A. S. (eds). Bloom's Taxonomy: A Forty-Year Retrospective. Chicago: National Society for the Study of Education.
• Danielson, C., Axtell, D., Bevan, P., Cleland, B., McKay, C., Phillips, E., & Wright, K. (2009). Implementing the framework for teaching in enhancing professional practice. Alexandria, VA: ASCD.
• Diamond, R. M. (1998). Designing & assessing courses & curricula: A practical guide (Revised ed.). San Francisco, CA: Jossey-Bass.
• Kirkpatrick, D. L. (1998). Evaluating training programs: The four levels (2nd ed.). San Francisco, CA: Berrett-Koehler.
• Phillips, J. J. (2003). Return on investment in training and performance improvement programs (Second ed.). Amsterdam: Butterworth Heinemann.
• Phillips, P. P., Phillips, J. J., & Edwards, L. A. (2012). Measuring the success of coaching: A step-by-step guide for measuring impact and calculating ROI: American Society for Training & Development.
First International Conference on Graduate Coaching Education: Theory, Research, and Practice
Poster Session Coaching KSAOs [Knowledge, Skills, Abilities,
and Other characteristics] Integrative Literature Review - Kent Blumberg, PCC - University of
Phoenix/Louisiana State University (USA)
7
Introduction
There are 96 accredited coach training
programs (ACTP) that train in English.
The GSAEC website lists 180Institutions with Executive Coaching
programs.
With all that training and education going
on, I was curious what the literature had to
say about the competencies required of
coaches. My hope was that I would find
that the curricula of these programs were
supported by extensive empirical research.
Search Methodology
The literature search was confined to
English-language, peer-reviewed journal
articles, book chapters, and PhD
dissertations that focused on traits,
competencies, or behaviors of coaches
working with executives. The initial
search was limited to material published in
2008 or later, although that was
subsequently expanded to a number of
earlier, but still heavily cited works. Two
databases were searched: ProQuest
dissertations and theses, and PsycINFO.
The original 1,552 sources were
reduced first by eliminating titles that did
not address the problem statement, then by
reading of abstracts, and finally by reading
full documents. A final set of 23 sources was analyzed for this review.
Thanks to Ed Holton for inspiration, patience, and guidance; J. C.
Bunch for tutoring on poster creation; Vicky Katsioloudes, Chela
White, and Julie Henriquez for support, encouragement, and
ideas; my coaching clients for sparking my need to know more,
and the members of GSAEC for the opportunity to present at the
First International Conference on Graduate Coaching Education:
Theory, Research, and Practice.
. Conclusions
This review of the literature suggests three conclusions about the
current state of research into executive coaching KSAOs.
1. Only nine (39%) of the lists were based on empirical
research. To be fully credible, coaching education curricula
need to be based on evidence that shows how each element of
the curriculum supports coach effectiveness.
2. The nine empirical studies did not study verifiably-expert
coaches. The most credible subject selection method would
be based somehow on client results, which none of the studies
measured. Lacking measurable client results, level of
certification may be a proxy for expertise. However, that
likely would bias the results toward the certification body’s
competencies list.
3. None of the studies explored all elements of the KSAO
framework. For a competency model to be fully functional, it
needs to include what coaches need to know, what skills they
must be able to demonstrate, what innate abilities they
require, and how their other characteristics might affect their
effectiveness at coaching. Only with all four elements
covered can coaching educators design rigorous coach
preparation programs.
Closing the Gaps
1. Use Grounded Theory Method to develop hypothesized
competency model for executive coaches. Interviews might
use McClelland’s Behavioral Event Interview approach, or
Brinkerhoff’s Success Case Method. Conduct subsequent
quantitative studies to test the model.
2. Base the model on the study of expert coaches, as seen by
organizational buyers of coaching services. Those buyers
could be asked to nominate the most effective coaches they
hire, and to explain their nomination criteria.
3. During the initial qualitative study, explore all four elements
of the KSAO framework: knowledge, skills, abilities, and
other characteristics.
Kent M. BlumbergPh.D. student in Leadership Development at Louisiana State University
Bennett, J. L., & Rogers, K. D. B. (2012). Skill acquisition of executive coaches: A journey toward mastery.
Presentation to the ICF Research Community of Practice. McColl School of Business, Queens University of
Charlotte.
Bono, J. E., Purvanova, R. K., Towler, A. J., & Peterson, D. B. (2009). A survey of executive coaching practices.
Personnel Psychology, 62(2), 361-404. doi: 10.1111/j.1744-6570.2009.01142.x
Griffiths, K., & Campbell, M. (2008). Regulating the regulators: Paving the way for international, evidence-based
coaching standards. International Journal of Evidence Based Coaching & Mentoring, 6(1), 19-31.
Hale, D. P. (2008). Development of a validated core competency skill set for executive coaches. (Order No.
3334045, Northcentral University). ProQuest Dissertations and Theses, , 118. Retrieved from
http://search.proquest.com/docview/304823133?accountid=35812. (304823133).
Hatala, J.-P., & Hisey, L. (2011). Toward the development and validation of a career coach competency model.
Performance Improvement Quarterly, 24(3), 101-122. doi: 10.1002/piq.20117
Mavor, P., Sadler-Smith, E., & Gray, D. E. (2010). Teaching and learning intuition: Some implications for HRD
and coaching practice. Journal of European Industrial Training, 34(8/9), 822-838.
Moriarity, M. T. (2010). The essential components of coach training for mental health professionals: A Delphi
study. (3448051 Ph.D.), Sam Houston State University, United States -- Texas. Retrieved from
http://search.proquest.com/docview/859237559?accountid=35812 ProQuest Dissertations & Theses Full Text
database.
Passmore, J. (2010). A grounded theory study of the coachee experience: The implications for training and
practice in coaching psychology. International Coaching Psychology Review, 5(1), 48-62.
Wise, D., & Hammack, M. (2011). Leadership Coaching: Coaching Competencies and Best Practices. Journal of
School Leadership, 21(3), 449-477.
Further information
© 2014 Kent M. Blumberg, PCC.
For more information, email the author at
kent@kentblumberg.com.
Analysis
The primary method used to develop
each of the 23 competency lists was
determined by reading the
methodology sections of the sources.
Based on the methodology
description, each study was assigned
to a primary methodology (Table 1).
Based on the methodology
descriptions, each empirical study
was assigned a primary sampling
method (Table 2).
Elements of each competency list
were sorted into the KSAO
framework as follows. Any elements
of factual or procedural knowledge,
elements that might logically come
from books, lectures, or
demonstrations, were classified as
knowledge. Where enough
information was provided by a
source, knowledge elements were
further divided into knowledge of
theories, knowledge of coaching
models, and knowledge of coaching
processes. Any elements that
described coaching behaviors that
would take time and practice to
develop were classified as skills.
Any elements that described innate
abilities that would allow someone to
learn the necessary skills and
knowledge were classified as
abilities. Finally, any elements
that did not fit any of the other three
categories were classified as
other characteristics(Table 3).
1. Primary Study Methodology 2. Subject Selection Methods
3. KSAO Elements in Study Results
Nine Empirical Studies Acknowledgements
Primary Study Methodology
Conjectural Empirical
So
urc
e
Un
clea
r
Au
tho
r
Op
inio
n
Lit
erat
ure
Rev
iew
Info
rmal
Co
nsu
ltat
ion
Co
mm
itte
e
Del
ph
i
Su
rvey
Inst
rum
ent
Str
uct
ure
d
Inte
rvie
ws
AC Competency Framework
("AC Competency
Framework," 2012)
EMCC Competence
Framework ("EMCC
Competence Framework,"
2010)
ICF ("Core Competencies,"
2013)
Wood & Gordon (2009)
Bluckert (2006)
Cavanagh, et al. (2011)
Grant (2011)
Laske (2006)
McCarthy (2010)
Spaten & Hansen (2009)
Ennis, et al. (2012)
APA ("Guidelines for
Education and Training at
the Doctoral and
Postdoctoral Levels in
Consulting
Psychology/Organizational
Consulting Psychology,"
2007)
Maltbia & Page (2012)
Mooney (2008)
Hale (2008)
Moriarity (2010)
Bono, Purvanova, Towler, &
Peterson (2009)
Hatala & Hisey (2011)
Wise & Hammack (2011)
Bennett & Rogers (2012)
Griffiths & Campbell (2008)
Mavor, Sadler-Smith, & Gray
(2010)
Passmore (2010)
Subject Selection Methods
So
urc
e
Stu
die
d C
oa
ch
ee
s,
No
t C
oa
ch
es
Co
nve
nie
nce
Sa
mp
le
Wro
te a
Bo
ok
Ab
ou
t C
oa
ch
ing
Fo
un
de
r o
f C
oach
Tra
inin
g O
rg.
Ho
urs
or
Ye
ars
of
Exp
eri
ence
Leve
l o
f
Ed
uca
tio
n/T
rain
ing
Leve
l o
f
Ce
rtific
atio
n
No
min
atio
n b
y
Su
pe
rvis
or
or
Clie
nt
Wise & Hammack (2011)
Bono, Purvanova, Towler, & Peterson (2009)
Hatala & Hisey (2011)
Mavor, Sadler-Smith, & Gray (2010)
Moriarity (2010)
Hale (2008)
Passmore (2010)
Griffiths & Campbell (2008)
Bennett & Rogers (2012)
KSAO Elements in Study Results
Knowledge
Sourc
e
Theori
es
Coachin
g M
od
els
Coachin
g
Pro
cesses
Skill
s
Abili
ties
Oth
er
Chara
cte
ristics
Bennett & Rogers (2012)
Bono, Purvanova, Towler, & Peterson (2009)
Griffiths & Campbell (2008)
Hale (2008)
Hatala & Hisey (2011)
Mavor, Sadler-Smith, & Gray (2010)
Moriarity (2010)
Passmore (2010)
Wise & Hammack (2011)
First International Conference on Graduate Coaching Education: Theory, Research, and Practice
Paper session 2: Complexities in Coach Education Beth Norden, MA, PCC, BCC – Moderator
Educating Executive Coaches to Multiple Agendas within the Triangular Relationship: Issues and Opportunities- Dima Louis - Grenoble Ecole de
management (Lebanon/France) and Pauline Fatien Diochon, Ph.D. - Menlo College, CA (USA) / IAE Lyon (France)
Building Cross-Cultural Coaching Competence: Essay for the First Steps - Alexandra Barosa Pereira, PCC -
ABP Corporate Coaching (Portugal)
8
Educating Executive Coaches to Multiple Agendas within the Triangular Relationship: Issues and Opportunities
Dima Louis - Grenoble Ecole de management (Lebanon/France)
Pauline Fatien Diochon, Ph.D. - Menlo College, CA (USA) / IAE Lyon (France)
Dima Louis & Pauline Fatien
Educating Coaches to Power Dynamics: Managing Multiple Agendas
within the Triangular Relationship
Dima Louis and Pauline Fatien Diochon
GSAEC First International Conference on Graduate Coaching Education: Theory, Research and Practice
Friday, March 28, 2014
Menlo College, Silicon Valley, CA
In a context where coaching faces an urge for
professionalization …
…the pathway seems “at least bumpy, at worst derailed” (Gray, 2011)
The coaching practice and education fields are fragmented
With a tendency to focus on the coach-coachee relationship
Overshadowing the triangular contract – a neglect of power
dynamics (Pezet, 2007)
Coaching education challenge
Educate to work with both the individual and the
organization
What are the multiple agendas faced by coaches?
How do coaches manage these agendas?
How could we educate coaches to the management of
this complexity?
The success of coaching may be due to its perception
of a mediation tool solving long-lasting antagonisms
An “adaptive” approach (Amado, et al, 1991) that conveys an
instrumental view on the role of the coach
That may underestimate the inherent contradictions
within individuals and in organizations
Trying to solve problems at the relational level can represent
a regression of the political to the “psychofamilial” level
Multiple agendas in the triangular relationship
“Coach”
“Coachee” “Organizatio
n”
“Coach”
“Coachee” “Organization”
The triangular relationship
Dyadic relationships
Multiple agendas in the triangular relationship
The organization excluded (St John-Brooks, 2010)
The individualization (Tobias, 1996; Amado, 2004)
The poisonous gift (Fatien, 2012)
The loudspeaker (Fatien, 2012)
The apparent compliance (Bluckert, 2006)
Challenges faced by the coach with multiple agendas
Confidentiality issues (Bluckert, 2006; St John-Brooks, 2010)
Loyalty conflicts (Fatien and Nizet, paper under development)
Emotional challenges (Cox and Bashkirova, 2007)
Conflictual challenges (Hawkins, 2008; Kets de Vries, 2010)
Interpretive approach (Denzin & Lincoln, 2005)
Abductive process (Alvesson & Sköldberg, 2009)
Semi-structured interview (Corbetta, 2003)
Critical incident technique (Chell, 1998)
Sample of 20 executive coaches
Our finding #1
“Coach”
• Independent coach
• Coaching organization
• Subcontracting firm
• Other coaches
“Coachee”
• Individual coachee
• Team as coachee
• Group of coachees
“Organization”
• HR
• Board of directors
• Direct manager
• Colleagues and direct
reports
“Coach”
“Coachee” “Organization”
Our finding #2
Initial agenda
Additional agendas
Coach
Coachee
Line Manager
HR
Coach 1
Coachee 1 Coachee 2
Coach 2
Organization
Initial agenda
Additional agenda
Interview A Interview B
The agenda
# of
coaches
(/20)
The poisonous gift 9
The organization excluded 7
The Individualization 4
The loudspeaker 3
The coachee excluded* 2
The apparent compliance 1
The imaginary hidden agenda* 1
The coach’s hidden intervention strategy* 1
The organization’s conflicting agendas* 1
Multiple agendas are
normality. Nothing is simple,
everything is multiple. […]
Complexity is a reality.
(coach 02)
Hidden agendas exist all the
time, because [coaching] is
not linear. It is not fixed.
(coach 03)
*Hidden agendas identified in our study
Our finding #3
Issue Verbatim # of
coaches
(/20)
Emotional
challenges
“It made me feel stupid”, “I didn’t feel good about
hiding something so crucial”, “I felt used [and] very
angry”, “It was very uncomfortable”
8
Confidentiality
issues
“The coach knows information about the client that
are either beneficial or working against them in terms
of their promotion”
But is it the coach’s role to share such information?
3
Conflictual
challenges
“There was an issue about the relationship between
the commissioning manager as line manager and the
coaching client as the person that they were
managing, that they didn’t have a good trusting
relationship”
2
Our finding #4
Factors identified by
coaches
Purpose Prerequisites to apply
for a coaching
programs
Suggested Learning
Approaches
EXPERIENCE Peer and senior support Familiarity with tricky
situations
Get emotional support
Require that participants have
a supervisor during their
education
Reflective activities
Corporate Background Similar background (“same
world”)
Should all candidates have a
corporate background?
Case Studies
Supervised practice
Professional Coaching
Experience
Familiarity with tricky
situations
Case Studies
Supervised practice
SKILLS Quality of the relationship
and building trust
Ensuring a presence of the
coach
Role Play
Questioning and listening
skills
Be open to a broader
picture
Role Play
Internships
Self-awareness Avoid projections, transfer
etc
Should some sort of therapeutic
work be required to do a
coaching program?
Reflective activities
Our finding #4
Factors identified by
coaches
Purpose Prerequisites to apply
for a coaching
programs
Suggested Learning
Approaches
KNOWLEDGE (Continuous) learning Increase knowledge
of models,
approaches and
theories related to
coaching
What should be the
minimum level of
education of a
candidate?
Expose to different
theories
Have a minimum
number of classes
focused on acquiring
knowledge
Systemic approach Increase knowledge
related to the
complexity of
coaching
Include classes in
Organization theory
Teach systems-oriented
coaching models
This study focusing on multiple agendas highlights the
power dynamics that coaching can generate in
organizations
Because organizations are social systems where actors
play different roles, conscious and unconscious
And suggests that Working with both individuals and
organizations Requires from the coach knowledge, skills and experience
To apprehend the complex social and organizational system
Building Cross-Cultural Coaching Competence: Essay for the First Steps
Alexandra Barosa Pereira, PCC - ABP Corporate Coaching (Portugal)
Alexandra Barosa Pereira
First International Conference on Graduate Coaching Education: Theory, Research and Practice
March 27-28, 2014
Menlo College, Silicon Valley, California
Alexandra Barosa Pereira
21st century leadership in organizations:
Compete or partner at a transnational level
Requires ambidexterity and bricolage
Knows the resources and promotes entrepreneurship
Co-workers more knowledgeable and resourceful
New ways of working – new ways of relationship
Executive coaching reach those need:
Self-awareness and self-questioning
Flow of communication and engagement
Cultural alignment
Keeping the mean within self-references frames
1995: establishment of a professional organization for Coaching (ICF)
Standards for Coaching as a profession
Increase in publications
~2001: first attempts in Europe
Present: globalization of Executive Coaching
Consolidation of coaching identity
Alignment of expectations: integrate professionals and quality / protection of delivery
Competency is the individual’s ability of applying
acquired knowledge (qualification) and professional
experiences into action that will lead to performance
and results throughout different professional
situations that they can come across (Besson and
Hassadj, 1999)
Core Competencies shall be transverse that means not related
to a specific environment or profession, and shall be
transferable, which will allow individuals adaptability facing new
situations, in order to remain in the marketplace
Core Competencies shall be acquired through educational
contents, training methodologies and qualified professional
models. They shall be adjustable and shall come from a
combination of specific knowledge, evolving with context
dynamics (Suleman and Lopes, 2000)
Coaching should be something we can observe, and for that we will need tangible indicators
Very little research (not to say none) has focus on tangible indicators that will assess what the competencies of a coach should be
11 ICF Core Competencies
As far as the review of literature for this initial reflection was able to confirm, no empirical study was done to assess the validity of those competencies next to the ICF community that extended its geographical boundaries and that increased its diversity of specialties
Would it continue to be true worldwide?
Is there a need for a certain cultural awareness around
each competency (for example, would effective
questioning have the same meaning in India as in
Norway, or in any Company)?
What role does cultural awareness plays in coaching?
Research around culture in coaching have 3 focuses:
Identity of coaching
a) Coaching culture will be about the awareness of the belonging and having an identity that should be considered when partnering with clients or when interacting with the community
b) It will be also about the use of a coaching framework by managers, mainly for facilitating communication in an organizational environment
People have to be trained around on what to expect
Communication is key to the awareness of a credible and solid identity
What should people expect from coaching?
Research around culture in coaching have 3 focuses:
Intercultural coaching
Part of the research done around cultural coaching is concerning the adjustment of cultures between coach and people being coached
Nangalia & Nangalia (2010) – framework for cultural adaptation of coaching for Asian clients
Rosinski (2013) – Cultural Orientations Framework
Plaister-Tem – Kaleidoscope model
There is no study comparing the ICF Core Competencies with the dimensions of intercultural competence:
Mindset Skillset Heartset
Research around culture in coaching have 3 focuses:
Coaching expatriates or cross-cultural clients
a) coaching expatriates and global coaches and the use of specific cultural nuances to enrich coaching approach
b) coaching as a leadership style in Western cultures and its comparison with managers located in other countries
Research has proven its effectiveness
More quantitative research around cultural competencies in coaching is needed
Common ideas:
Expectations people have and the meaning they give to things they experienced is supported by the baggage they carry in their own cultural suitcases (St Claire Ostwald, 2007); all our daily live will be cross-cultural activity, that will be very well fulfilled, if we were aware of what we were carrying in our suitcases
At the end all coaches should be global coaches (Abbot & Rosinki, 2007)
With global mindedness, i.e. with ‘a way of thinking’, towards an integrated coaching approach (Wilson, 2013)
What if all coaches were open to be surprised and learn from it?
What if experience would increase the opportunity of coaches to be resourceful and creative?
What if being resourceful and creative coaches would help clients’ development?
Next steps:
Indentifying the elements that will contribute to an
integrated coaching approach = curiosity and focus on the
other’s perspective without missing the mastery of the global
that experience and knowledge will definitely bring
abarosa@abpcoaching.com
First International Conference on Graduate Coaching Education: Theory, Research, and Practice
Panel: The Role of Technique in Coach Education Terry Maltbia, Ed.D. – Moderator
Developing Extraordinary Talent with the Change of Beliefs - Guillermo Mendoza Impact Coaching Solutions
(USA)/ ICC (UK) and Lauren Salomon, Ph.D. – People
Advantage (USA)
Train as you Coach! Be what you teach … Thanks to Socrates Maieutics - Florentin Roche, Ph.D. – FR-Coach
(France)
The Effectiveness of Group Coaching: Virtual or Face-to-Face- Pam Van Dyke, Ph.D. - Van Dyke Resource
Group, LLC, TX (USA)
12
Developing Extraordinary Talent with the Change of Beliefs
Guillermo Mendoza Impact Coaching Solutions (USA)/ ICC (UK)
Lauren Salomon, Ph.D. – People Advantage (USA)
Guillermo Mendoza
Train as you Coach! Be what you teach … Thanks to Socrates Maieutics
Florentin Roche, Ph.D. – FR-Coach (France)
Florentin Roche
The Effectiveness of Group Coaching: Virtual or Face-to-Face
Pam Van Dyke, Ph.D. - Van Dyke Resource Group, LLC, TX (USA)
Pam Van Dyke
The Power of Group Coaching Virtual or Face-to-Face
Pam Van Dyke, Ph.D.
Group Coaching Anyone?
WHAT’S THE DIFFERENCE?
TEAM
COACHING PEER
COACHING
GROUP
COACHING
TEAM COACHING
Page 4
LEADER
DIRECT
REPORT
DIRECT
REPORT
DIRECT
REPORT
DIRECT REPORT
DIRECT
REPORT
PEER COACHING
Page 5
GROUP COACHING
Group
Member
Group
Member
Group
Member
Group
Member
Group
Member
Group
Member
Group
Member
Group Process
VIRTUAL – THE NEW NORMAL
The focus is on
the process more
so than the
individuals within
the groups
Utilizes the
momentum of
others as a
vehicle for self-
exploration
and insight
Group Process: The means by which individuals interact, solve problems and make decisions
VIRTUAL GROUP COACHING
Coach Facilitator
Group Member
via Web-ex Group Member
via Phone
Group Process
Group Member
via Threaded
Discussion
Group Member
via GoTo Meeting
Group Member
via Skype
Page 9
PARTICIPANT CRITERIA
The VGC process was facilitated by a credentialed executive coach
or someone in a related field.
The participants were business professionals were not connected
internally from within the same organization.
The VGC process size ranged from 4 to 8 individuals per group.
The VGC process held to a regular cadence of meetings and
convened at a set time either F2F or virtually.
The VGC commitment fell within a range of a minimum of 6 months
to a maximum of 4 years.
1
2
3
4
5
Page 10
PARICIPANT PROFILE
TOTAL PARTICIPANTS INTERVIEWED: 21
67% Females – 33% Males
Average Age Range 45-60 with most falling in the 45-50 range
United States (9 States), Canada and Australia
67% Fell into the 45-60 Age Range, the remaining 33% varied
81%: Caucasian 10%: Hispanic and 5% African American
1
2
3
4
5
82% Had either a Bachelors or Masters degree
52% - Financial business professionals 48% - Other business
professionals including other Executive Coaches
6
7
Page 11
VIRTUAL GROUP PROFILE
21 Participants – 19 Virtual Groups
Year Span: 2001 - 2010
Group Duration: 6 Months – 36 Months Avg: 18 Months
48% Had prior individual coaching experience
Virtual methodology: 86% Phone / 14% Phone, Skype or Web-Ex
1
2
3
4
5
Page 12
DATA ANALYSIS: 5 MAJOR THEMES EMERGED
BUSINESS EDUCATION
GROUP PROCESS
GROUP FACILITATION
PERSONAL DEVELOPMENT
VIRTUAL COMMUNITY
1
2
3
4
5
5 Major Themes / 23 Sub Themes
VIRTUAL RESEARCH
Page 13
PERFORM VIRTUAL GROUP COACHING MODEL©
PARTICIPANT
SELECTION
ELEMENTSOF
GROUP COACHING
REGULAR
CADENCE
FACILITATION SKILLS
ORGANIZATION
& LOGISTICS
Results
ORIENTATION
MEDIUM
PERFORM VIRTUAL GROUP COACHING MODEL©
Participant Selection – Comfortable working in a group and with technology
Elements of Group Process – Coach needs to understand group dynamics
and be able to help create group cohesion.
Regular Cadence – 3 – 6 month commitment and regular scheduled meetings
Facilitation Skills – knowledge and training in facilitation and understand
the difference between facilitation and coaching
Organization – good organization and logistics skills
Results Orientation – good understanding of ROI and how to achieve it
Medium Interface – be knowledgeable about the different technological
mediums that are available and know which one is best for your situation
Page 16
What Questions
Do You Have?
First International Conference on Graduate Coaching Education: Theory, Research, and Practice
The Coaching World Café
16
Welcome to The Coaching World Café!
A collaborative conversation on Coaching Graduate Education
Source: World Café Foundation, www.theworldcafe.com
How it works 3 Rounds of 15 minutes each, focusing on a question Record your ideas in words, images, doodles,
whatever! 10 minute break/”Harvest” round – everyone (but
one) switches tables Quick recap of the previous group’s “gift” to current
group Final “Harvest” round of the most inspiring ideas
Discover
What are some of the key
organizational / societal / global trends
that are changing the
skills / competencies / perspectives
of contemporary coaches?
During the Break
Contribute the most interesting, inspiring,
and intriguing ideas to the Discover Harvest
page.
Dream & Design
[Recap by the table “host”]
How might coach education programs
and schools optimally respond to these trends
and changes?
During the Break
Contribute the most interesting, inspiring,
and intriguing ideas to the Dream & Design
Harvest page.
Destiny
[Recap by the table “host”]
What are our expectations of GSAEC in
supporting these programs and schools?
During the Break
Contribute the most interesting, inspiring,
and intriguing ideas to the Destiny Harvest
page.
Final Harvest: A Reflection on GSAEC & the Day What learning & value have we taken? (what
matters to us)
What will we do based on our collective learning? (to start, stop, continue, change)
What are our opportunities for the future?
What are our next steps?