Aom Presentation 2009

Curriculum for Academic Executive Coaching Programs – 8/10/2009 1

Curriculum for Academic Executive Coaching Programs

Sponsors: ODC, MC

Monday, August 10, 20094:45PM – 6:15PM


Agenda

• GSAEC Overview Background, Membership, Research Agenda

• Academic Standards Overview & UpdateStandard # 5: Theory and Knowledge Standard # 8: Coaching Process

• Boundaries of Coaching


Larry M. Starr, University of Pennsylvania

GSAEC Overview

Graduate School Alliance for Executive CoachingHistory and Membership

GSAEC ResearchCommunity, and Curriculum Development


History

2004 – 2005: Concepts discussed and decision to hold a 2-day conference

May 2005: Kennesaw State University - alliance agreedOctober 2005: U Texas Dallas – decided to seek 501 c 3

April 2006: Babson College – decided to formalize Board, membership, and began to draft a curriculum

www.gsaec.org


Membership

Founding InstitutionsFielding Graduate University, School of Human & Organization DevelopmentFranklin University , Ross School of Management & LeadershipKennesaw State University, Coles College of Business Rutgers, The State University of New Jersey, Graduate School of Applied &

Professional PsychologyUniversity of Pennsylvania , School of Arts and Science, Organizational

Dynamics Graduate StudiesMassachusetts School of Professional PsychologyUniversity of Toronto, Ontario Institute for Studies in Education/Adler School of

Professional StudiesThe University of Texas at Dallas , Executive and Professional Coaching Program


Research, Community, and Curriculum Development

Project 1: 2006123 institutions in the US offering “programs” - Degrees, concentrations, certificates, courses or applications within a Graduate School

Project 2: 2008 Foundation of Coaching Grant“No academic programs in New Zealand; 17 were being offered in Australia; 21 in Canada; 52 in the United Kingdom, Ireland, and Scotland; and 124 in the United States.”


Research Agenda

Searchable Database: //pennsurveys.org/coaching


Research Agenda

Draft Curriculum


Academic Standards

Terrence E. Maltbia, Columbia University

Update and Overview


• Initial Academic Standards– First developed in 2007– Chair, Lewis R. Stern– Leveraged prior work done by the Executive Coaching Forum in

2004 & experience of committee members– Resulted in 15 academic standards

• Current Effort—Highlights– Trigger & Intent: (1) Greater consistency (structure), (2)

Alignment with existing standard bodies (e.g., Middle States Commission on Higher Education & International Association for Continuing Education and Trainings), & (3) Explicit support

Academic StandardsUpdate & Overview


• Objectives for the Distribution of Academic Standards…– Establish standards for the graduate academic education of

executive and organizational coaching; – Test an initial set of standards within graduate academic

institutions; – Stimulate a dialogue with graduate academicians and their

institutions around the world; and – Implement an accreditation process for graduate programs in the

field of executive and organizational coaching.



• Standards as expression of confidence in institution’s…– Mission and Goals – It’s Performance– It’s Resources


Source: Middle States Commission on Higher Education - Characteristics of Excellence in Higher Education(2006, p. iv)


Revised Academic Standards

Standard #1Program Mission &

Objectives

Standard #2Program Context

Standard #3Requirements for

Admission

Standard #4Curriculum Design

& Pedagogy

Standard #5Theory & Knowledge

Standard #6Business Acumen

Standard #7Coaching

Competencies/Skills

Standard #8CoachingProcess

Standard #9Professional

Practice

Standard #10Requirements forSupervised Exp.

Standard #11Student Assessment

& Progress

Standard #12Program Values &Ethical Standards

Standard #13Program Admin.

& Resources

Standard #14Cultural & IndividualDifferences/Diversity

Standard #15Stakeholder Relations(e.g., students, faculty)

Standard #16Stakeholder

Relations

Standard #17Program AssessmentQuality Enhancement

Standard #18Advertising &

Claims

Standard #19Contribution to

New Knowledge

Standard #20Relations with

Accrediting Bodies


• Features of Updated Standards Project– Clear & Consistent Structure

• Label• Narrative Introduction• Short Descriptions (1-3 sentences)• Sub-standards (with indicators and/or examples)

– Explicit Resources (aligned to each standard/expanded in appendix)– Linkages to Existing Accrediting Bodies

• Examples: Academic Standards #5 & 8

Academic StandardsUpdate & Overview - Continued


Updated Standards

Linda Page, University of Toronto andRuth Orenstein, University of Pennsylvania

Academic Standard #5Theory & Knowledge


THEORY AND KNOWLEDGE FOR EXECUTIVE COACHING

• Draft curriculum still in peer-review• GSAEC formed to

-Promote development-Of empirically-based -Non-proprietary-High minimum standards

• Based on 4 Principles


Theory and Knowledge: Principle 1

Theory is necessary.

• A lens that focuses attention on relevant data

• Allows practitioner to extract the meaning of what is observed

• Provides for more effective application

• Encourages elaboration of further theory

• Supports development of expertise


Theory and Knowledge

Description:

As a new field of study, coaching draws on several traditional disciplines, each of which has its own language, research methods, history, and professional expectations and all of which are undergoing their own

change processes. Given that there is currently no integrated discipline of coaching studies, this standard is an attempt to provide theoretical

options that are as broad as possible, limited only by what proves to be useful to coaching clients and their organizations.



Executive coaching theory draws on many disciplines.

• A crucial strength• Minimum: human and organizational dynamics• Contributions from management science, psychological

subdisciplines, & others• Which specific theories are necessary is the question



Theory must be integrated with practice, and vice-versa.

• Knowledge becomes genuine only when it is applied

• Confidence in one’s practice comes from understanding – what application is relevant, – when and with whom, – what the results mean.



Knowledge which is unable to support action is not

genuine—and how unsure is activity without

understanding!

…Rudolf Virchow, 19th century proponent of public health



Prospective coaches must develop theories based on their own values and experience.

• Explore & integrate those theories that – resonate with their value system – match their experiences

• Result in serving the needs of the client

• Choose from widest variety of relevant theories


Theory and Knowledge: Summary

4 Principles:1. Theory is necessary.

2. Executive coaching theory draws on many disciplines.

3. Theory must be integrated with practice, and vice-versa.

4. Prospective coaches must develop theories based on their own values and experience.


Theory and Knowledge

Example of Sub-standard:

5.1 Ontology, epistemology, and phenomenology. Theories drawn from philosophy, philosophy of science, cultural and physical anthropology, sociology of knowledge. What makes us human? To what extent are we genetically determined? How do we know what we know? What do we take as evidence? Is mere knowledge enough? What’s important to us? Is there such a thing as free will?


Putting Principles into Action

• Invitation to graduate schools to propose theories, sources, citations

• Examples: 3 ways these principles have been incorporated into graduate programs


EXAMPLE 1: CAPSTONE COURSE IN DOCTORAL PROGRAMExecutive Coaching: Organizational Interventions at the Individual Level

CONTEXT

– Doctoral program in professional school of psychology within research University

– Three doctoral programs: Clinical, School, Organizational

– Course requirements for licensing and for each program


EXAMPLE 1: CAPSTONE COURSE IN DOCTORAL PROGRAMExecutive Coaching: Organizational Interventions at the

Individual Level

• Theory• Practice• Research• Supervision• Evaluation

Content


EXAMPLE 1: CAPSTONE COURSE IN DOCTORAL PROGRAMExecutive Coaching: Organizational Interventions at the

Individual Level

Theory– Organizational Theory

• Role Theory (Levinson, 1959; Katz & Kahn, 1978)

• Group Theory (Bion, 1961)

• Intergroup Theory (Alderfer, 1986)

• Systems Theory (Rice, 1963)

– Personality Theory• Psychodynamic Theories (Interpersonal, Object Relations)

• Cognitive-Behavioral Theories (Kanfer, 1988, 1991; Persons, 1989)

• Adult Developmental Theory (Levinson, 1978)

– Coaching Theory• Multidimensional Executive Coaching (Orenstein, 2007)


EXAMPLE 2: FOUNDATIONS COURSE IN MASTER’S DEGREE PROGRAM

Theories and Models that Inform Coaching

CONTEXT

– Graduate studies in Organizational Dynamics in School of Arts and Sciences in research University

– Core Curriculum: Foundations, Diagnosis and Evaluation Methods, Applications, Capstone/Thesis

– Six concentrations including Organizational Coaching– Student body: Mid-career adults




• Theory• Research• Application

Content




Theory– Importance and Meaning

– Model for Research: Multidimensional Theory (Orenstein, 2007)

– Student Research, Presentation, Application, Self-Reflection• Positive Psychology (Seligman)

• Emotional Intelligence (Salovey & Mayer)

• Cognitive-Behavioral (Kanfer)

• Appreciative Inquiry (Cooperrider)

• Complex Systems (Grant)

• Complex Social Systems (Ackoff)

• Family Systems (Bowen)

• Analytical Psychology (Jung)

• Structural Encasement (Smith)


EXAMPLE 3: INTEGRATED COMPONENT Organizational Consulting and Executive Coaching

CONTEXT

– Graduate studies in Organizational Dynamics in School of Arts and Sciences in research University

– Comprehensive and focused approach to coaching and consulting as profession: internal and/or external applications

– Learning cohort community with dedicated coaching faculty

– 18-month, weekend format



Seamless integration of experiential learning, theory, and practice.

Content



Theory– Organic outgrowth of experiential learning

– Selection based on interests and values

– Underpinnings for own framework and model

– Application in field experiences


Updated Standards

Terrence E. Maltbia, Columbia University

Academic Standard #8The Coaching Process


The Coaching Process

• Draft standard still in peer-review• Executive coaching in its infancy • Need for empirical support (e.g., Orenstein, 2007, & Grant, 2003)

• Current State of Practice: Competencies and Ethics Focus• Grounded in Action Research Process• AL requires people to stop & look critically at the reality of their world



Description:

The coaching process is a systematic yet emergent form of collaborate inquiry characterized by a designed alliance

involving the coach, client, and other key stakeholders, for the expressed purpose of engaging in cycles of action,

based on reflection, feedback, evidence/fact finding and evaluation of previous actions and the current situation, all

in pursuit organizational goals and personal fulfillment.



Theoretical Basis…

Foundation• Marx, Dewey, Lewin, Habermas, Gadamer, & Roty

Sample Key Thinkers• Coghlan & Brannick (2005); Stringer (2007); Greenwood & Levin (2007) –

action research• Knowles (1980) – adult learning • Burke et (1987) – organization development• A.Y. Kolb & D. A. Kolb (2005) – experiential learning theory• Schein (1988) – process consultation



Phases and Sub-standards…8.1 Entry & Contracting 8.2 Assessment & Feedback8.3 Goal Setting/Planning8.4 Facilitating Change and Development8.5 Outcome Evaluation 8.6 Termination/Ending/Long-term Planning



Example of Sub-standard: – Entry & Contracting—program provides clear processes, tools and

procedures for assisting participants learn to effectively plan for making initial contact in the client system including: the identification of useful resources to understand the client’s context, planning the preliminary meeting; constructing clear frameworks for aligning expectations and establishing formal agreements for coaching engagements (e.g., Orenstein, 2007; Burke 1987); sample indicators include:

• Environmental Scanning • Preliminary Meeting Check-list• Conditions for Establishing Productive Learning Climate• Mutual Consent Guidelines• Objectives, Boundaries and Roles• Desired Outcomes and Indicators • Timelines, Meeting Schedule, Fees and Payments• Sample Agreements & Contracts


EXAMPLE 1: Module in Residential Intensive of 8-Month Coaching Certification Program

Overview

– Coaching process module (1 of 3 foundations addressed in front-end 1-week intensive of certification process)

– Informed by the phases of Action Research applied to the discipline of coaching

– Descriptions are provided for each phase and related components; with coaching task associated with each


Coaching Process


Coaching ProcessPHASES & COMPONENT DESCRIPTIONS

Context Content ConductEntry and Contracting (ICF #2)(Trigger/Framing - Engagement & Session)Inquiring about the nature of the presentingproblem, trigger event, challenge or opportunitySurfacing hopes and concerns Clarifying expectations about the parameters of the coaching process

Feedback (ICF #7 & 8)(Giving and Receiving)Inviting clients to pay attention to observationalfeedback (in action and from others)Urging clients to summarize and interpretFacilitating the examination of hunches about potential disparities

Action Strategies (ICF #9)(Experimentation & Pilots/Reflection-on-Action)Helping clients discover opportunities for ongoing learning (sessions/work/life)Combining challenge with supportCelebrating client’s successes and capabilities for continued growth

Developmental Frames (ICF #8)(Mental Models/Worldview)Clarifying client’s relationship (identity/concept) to self and to others Determining emotional & social capacities (strengths & limitations)Building the client’s capability for growthand change

Exploring Options (ICF #9)(Payoffs & Unintended Consequences)Asking provocative questions to stimulate imaginative thinking about the futurePracticing “feed-forward” with various options to help clients illuminate possible futuresPrompting clients to consider potential benefitsand costs of options before taking action

Growth & Renewal (ICF #9-11)(Strategic Insight)Creating opportunities for clients to conduct honest, ongoing self-appraisalTranslating insights about strengths and limitations to focused & alignedcommitmentsFindings ways to promote self-renewal (e.g., work-life balance)

Situation Analysis (ICF #8)(Data Collection & Synthesis)Engaging clients in the identifying questionsto focus data collection and feedback Co-creating data collection strategies to determine what information is neededWorking with clients to diagnose the situation

Planning (ICF #10)(Priorities, Goals & Critical Success Factors)Stimulating clients to integrate insights and define focusCollaborating with clients to create a coaching plan and SMART goals, while attending to emergent goalsReaffirming client’s agenda (align goals with personal values & organizational priorities)

Execution (ICF #11)(Reflection-in-Action)Holding client’s attention on what’s important by following up on commitmentsBuilding client’s capacity to recognize“teachable moments”Modeling flexibility and adaptation by moving back and forth (e.g., “big picture”focus & making daily adjustments)

Outcome: Focus (learn for perspective) Outcome: Alignment (learn for knowledge)

Outcome: Performance (learn from experience)


Curriculum for an Academic Coaching Program

Stephen Brock, Kennesaw State University

Boundaries of Coaching


Helping Students Understand the Differences Between

“Coaching”, “Mentoring”, “Counseling”, “Therapy”, and “Consulting”


• Many definitions exist for Coaching and some of them appear to confuse Coaching with Mentoring

• Many professional “coaches” work with their clients from multiple perspectives: consulting, counseling, coaching, mentoring, depending on the client’s needs without making a distinction between these various roles

• Clients are often not clear about what they want or need from their “coach”


HELPING RELATIONSHIPS!


Focu

s

Correction

Growth or Development

Relation ship CollaborativeDirective

Mentor


Mentoring is a strategic approach to developing an employee (the mentoree)

by pairing him or her with a more experienced employee (the mentor) who

will teach, counsel, sponsor and encourage.


Focu

s

Correction



Counselor

Mentor


Counseling is a tactical intervention on the part of managers to correct

the behavior of an employee.


Focu

s

Correction



TherapistCounselor

Mentor


Therapy is a relationship in which the therapist helps an individual to understand the inner dynamics of his or her personality so they can choose new ways of adjusting

and dealing with life situations.


CounselorFo

cus

Correction



CoachMentor

Counselor Therapist


…A development process that builds a leader’s capabilities to achieve professional and organizational goals.

The focus is on leaders who are in a position to make a significant contribution to the mission and purpose of their organization. This form of coaching is conducted through one-on-one and group interactions;

…is driven by evidence and the inclusion of data from multiple perspectives; and is built on a solid foundation of mutual trust and respect.

The coach, the client, and their organizations work in partnership to help achieve the agreed- upon goals of the coaching engagement.


• A collaborative relationship, i.e. the coach and the coachee are equal partners

• Using a proven model of human and/or organizational development

• To achieve a goal that will result in enhanced development and performance


1. Coachees are normal, healthy human beings who are naturally creative, resourceful and have individual gifts and talents theybring to their experience.

2. Coaching addresses the whole person; personal and professional lives are integrated in who we are.

3. The agenda for the coaching originates with the coachee; they set the developmental goals.

4. The relationship is a contractual one around helping the coachee achieve realistic goals.


“Coaching is a goal-oriented, solution focused process in which the coach works with the coachee to help identify and construct possible solutions, delineate a range of goals and options, and facilitate the development and enactment of action plans to achieve those goals.

Coaching is about fostering directed purposeful change in the pursuit of specific goals.”

Anthony M. GrantEvidence Based Coaching

Aom Presentation 2009

Documents

Transcript of Aom Presentation 2009