Advanced Corporate Coaching-Module 1 - globalioc.comLearning Goals • Critically evaluate coaching...
Transcript of Advanced Corporate Coaching-Module 1 - globalioc.comLearning Goals • Critically evaluate coaching...
Advanced Corporate Coaching-Module 1
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Aims and Outcomes
• Review current coaching theories in order to concretize a coaching world view
• Evaluation of coaching process models
• Review and discuss adult learning principles as applied to coaching
• Discuss and differentiate between the factors of success and breakdown in coaching practice
• Review and discuss the coaching ethical standards
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Learning Goals
• Critically evaluate coaching theories and coaching practices blending them into a unified theory of coaching in order to create opportunities for innovation in work practices.
• Critically explore coaching process models for efficacy in coaching and adapt coaching to address opportunities in their own coaching process.
• Reflect upon adult learning principles for application in their own coaching practice.
• Apply the constructs of breakdown and success factors to his/her own coaching practice.
• Critically reflect upon ethical standards and challenges that might occur in his/her coaching practice.
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Coaching Worldview
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Theoretical Traditions and Coaching Genres: Mapping the Territory
Cox, E., Bachkirova, T., and Clutterbuck, D. (2014) Theoretical traditions and coaching genres: Mapping the Territory.
Advances in Developing Human Resources, 16(2), 139-160.
Theoretical Traditions
Theoretical
Tradition
Description Potential
Paradigm
The Psychodynamic
Approach
current behaviors and feelings are powerfully
affected by unconscious motives rooted in earlier
experiences. Coaches use awareness about the
working of the unconscious for deepening their
practice.
Learning
Cognitive-Behavioral approach facilitates self-awareness of underlying
cognitive and emotional barriers to goal
attainment and aims to equip the client with
more effective thinking and behavioral skills.
Learning and/or
performance
Solution-Focused based on the premise that knowing how a
problem arose does not necessarily tell us how to
fix it. Define a desired future state and to construct
a pathway in both thinking and action that assists
them in achieving that state.
Learning and/or
performance
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Theoretical Traditions, con’t
Theoretical
Tradition
Description Potential
Paradigm
Person-Centered approach is based on a key assumption: the actualizing
tendency—a tendency of people to develop in positive and
constructive ways when the appropriate conditions are
present. The main purpose of coaching is to provide such
conditions, including positive regard and quality listening.
Learning
Gestalt creative adjustment to a changing environment that
emphasizes the need for clients’ moment-to-moment
awareness in relation to their experience, external world
and blocks to awareness. Gestalt coaches use their own
subjective experience when appropriate as part of an
authentic dialogue.
Learning
Existential based on three principles that describe the human
condition: relatedness, uncertainty, and existential anxiety.
It involves descriptive exploration of the clients’ worldview
from the context of their presenting concerns.
Learning
and
Meaning-in-
work
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Theoretical Traditions, con’t
Theoretical
Tradition
Description Potential
Paradigm
Ontological implies working with individuals with a focus on
their language, emotions, and physiology (body
posture). The coach attempts to be a catalyst for
change by triggering a shift in the client’s
“way of being.”
Learning and
Meaning-in-
work
Narrative Clients are seen as narrators of their own stories.
Coaching helps to identify connections between
stories, identities, and behaviors.
Learning and
Meaning-in-
work
Adult Psychological
Development
based on research and theories suggesting that
developmental changes in meaning making,
worldviews, and maturity of the ego occur in a
logical sequence of stages throughout the life of
the individual.
Learning and
Meaning-in-
work
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Theoretical Traditions, con’t
Theoretical Tradition Description Potential
Paradigm
Positive Psychology based on positive psychology as a discipline
where the focus is on a positive spectrum of people’s
experiences. It involves consistent shifting of attention
away from problems and weaknesses to opportunities
and strengths.
Learning and/or
performance
Transactional
Analysis
interactional approach to coaching based
on several notions such as ego states, life scripts, and
interactional patterns. TA involves a thinking framework
and accessible language that can be shared with clients
for greater understanding of the motivations, interactions
and coaching goals.
Learning and/or
performance
NLP attempts to identify patterns that represent the way
individuals construct their realities to control their inner
experiences in various environmental contexts. It involves
many techniques, such as matching and pacing; working
with well-formed outcomes, and anchoring.
Learning and/or
performance
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The Client Engagement Process
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Context:
•Space and Time
•Environmental Factors
•Organisational Agenda
•Organisational Culture
•Relevant Discourses
Coaching Relationship and Processes:
•Quality of coach/client relationship
•Power relationship
•Collaborative learning
•Communication
•Tools and Techniques
The Coaching Engagement
The Coach and Client as Individuals
Coach:
•Role
•Experience
•Individual qualities
•Professional ethics
•Level of development
Client:
•Attitudes and Values
•Intention
•Experience
•Quality of engagement
•Level of development
Coaching Process Models
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Coaching Process Models
Goldsmith Kilburg Auerbach Hargrove Crane Flaherty Whitworth
Behavioral
Focus
Identification
of Stake-holders
Building and
Maintaining
Coach-client
Relation-ship
Connection Investment
In
Relationships
Investing
Time in Building
Relationship
Building
Relationships
Listening
Assessment and
Feedback
Thorough
Knowledge of client
problem and issues
Assessment Develop a
Teachable
Point of
View
Under-standing
Roles and Challenges of
Clients
Interpretations
Of Client Practices-
Assess Competency
Levels
Intuition
Structuring
Of Coaching
Experience
Articulation Plan stretch
goals
Setting
Clear Expectations
Determine
Intended
Outcomes
Curiosity
Develop
of Action
Plan
Quality of coaching
Interventions
Commitment Coaching
Conversations
Client Fulfillment
Adherence
protocols
Action Forward the
Action
Stimulation
Of learning
Growth
And Performance
Action Plans Action and
Learning
On-going process
for
evaluation
Support Provide
Feedback and
Learning
Supporting and
Empowering
Clients-Substantive
Feedback in Timely
Manner
Self-evaluation
Evaluation of
Developmental
Plans
Self-
Management
Of Personal
Agenda
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Whitmore
Goal
Reality
Options
Way Forward
Completion
Self-
Management
Of Personal
Agenda
Model Resources
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Auerbach, J. E. (2001) Personal and executive coaching. Ventura: Executive College Press.
Crane, T. G. (2002). The heart of coaching. San Diego, CA: FTA Press.
Flaherty, J. (1999) Coaching: Evoking excellence in others. Boston, MA: Butterworth Heinmann.
Goldsmith, M., Lyons, L., & Freas, A. (2000) Coaching For Leadership. San Francisco, CA:
Jossey-Bass/Pfeiffer.
Hargrove, R. (1995). Masterful coaching: Extraordinary results by impacting people and
the way they think and work together. San Francisco, CA: Pfeiffer/Jossey-Bass.
Hudson, F. M. (1999). The handbook of coaching. San Francisco, CA: Jossey-Bass.
Kilburg, R. R. (2000). Executive coaching: Developing managerial wisdom in a world of
chaos. Washington, DC: American Psychological Association.
Whitmore, J. (1994). Coaching for performance. San Diego, CA: Pfeiffer.
Whitworth, L., Kimsey-House, H. & Sandahl, P. (2003) Co-Active Coaching. Palo Alto,
CA: Davies-Black Publishing.
The Global IOC Coaching Model™
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Adult Learning
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Adult Learning Theory-Knowles
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Motivation and Self-Direction
Adults are internally motivated and self-directed
Adult learners resist learning when they feel others are imposing information, ideas or actions on them
As their coach, how do you…
use a graded learning program that moves from more to less structure, from less to more responsibility and from more to less direct supervision when a client is learning something new?
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Come to Coaching with Life Experience
Adults bring life experiences and knowledge to learning experiences
Adults like to be given opportunity to use their existing foundation of knowledge and experience gained from life experience, and apply it to their new learning experiences.
As their coach, how do you…?
Assist them to draw on those experiences when problem-solving, reflecting and applying critical reasoning processes.
Ask questions that motivate reflection, inquiry and further research.
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Goal Orientation
Adults are goal oriented
Adult students become ready to learn when they experience a “need to learn it” in order to cope more satisfyingly with real-life tasks or problems.
As a coach, how do you…?
Provide meaningful learning experiences that are clearly linked to personal, client and fieldwork goals as well as assessment and future life goals.
Focus on making progress
Provide real case-studies
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Relevancy
Adults are relevancy oriented
Adult learners want to know the relevance of what they are learning to what they want to achieve.
As a coach, how do you…?
Inquire about what the client might expect to learn prior to the experience, on what they learned after the experience, and how they might apply what they learned in the future, or how it will help them to meet their learning goals.
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Problem Solving
Adults are practical
Clients move from learning mode to hands-on problem solving where they can recognize first-hand how what they are learning applies to life and the work context.
Key concept – unwrapping and re-wrapping. The practical application of what was learned! Moving beyond habit mode
As a coach, how do you…?
Promote active participation by allowing clients to try things rather than observe. This is a key point where role playing ties in with the adult learning model
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Respect and Recognition
Adult Learners Require Respect
As a coach, how do you…?
Acknowledge the wealth of experience the client brings to the opportunity
Regard them as a colleague who is equal in life experience.
Encourage them to express ideas, reasoning and feedback frequently.
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Experiential Learning-Kolb
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Accomodating Diverging
Converging Assimilating
Concrete
Experience
Abstract
Conceptualization
Reflective
Observation
Active
Experimentation
Experiential LearningCONCRETE EXPERIENCE (OR “DO”)
The first stage, concrete experience (CE), is where the learner actively experiences an activity such as a lab session or field work.
REFLECTIVE OBSERVATION (OR “OBSERVE”)
The second stage, reflective observation (RO), is when the learner consciously reflects back on that experience.
ABSTRACT CONCEPTUALIZATION (OR “THINK”)
The third stage, abstract conceptualization (AC), is where the learner attempts to conceptualize a theory or model of what is observed.
ACTIVE EXPERIMENTATION (OR “PLAN”)
The fourth stage, active experimentation (AE), is where the learner is trying to plan how to test a model or theory or plan for a forthcoming experience.
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Experiential Learning con’tACTIVE EXPERIMENTATION (OR “PLAN”)
The fourth stage, active experimentation (AE), is where the learner is trying to plan how to test a model or theory or plan for a forthcoming experience.
Kolb identified four learning styles which correspond to these stages. The styles highlight conditions under which learners learn better. These styles are:
Assimilators, who learn better when presented with sound logical theories to consider
Convergers, who learn better when provided with practical applications of concepts and theories
Accommodators, who learn better when provided with “hands-on” experiences
Divergers, who learn better when allowed to observe and collect a wide range of information
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Transformational Learning-Mezirow
“A particular function of reflection: reassessing the presuppositions on which our beliefs are based and acting on insights derived from the transformed meaning perspective that results from such assessments.”
Personal transformation usually begins with a disorienting dilemma -cognitive dissonance
The transformative process includes
➢Critical reflection
➢Self-examination
➢A re-orientation that results in revised action and deep learning
Represents a developmental shift, a new world view vs. developmental progress.
From Evidenced Based Coaching
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Transformational Learning
Three types of meaning perspectives.
Epistemic – what we know and how we came to know it
Sociolinguistic – relate to social norms, language use, culture
May lead to prejudices, stereotyping, etc.
Psychological – how we understand ourselves; how we are shaped by our inhibitions, defense mechanisms
Meaning perspective = a habitual set of expectations that constitute an orienting frame of reference. A belief system used to interpret and evaluate the meaning of an experience.
Need to be challenged if deep (transformative) learning is to occur.
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Factors in Breakdown and Success
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Factors in Breakdown and Success
Breakdown Success
Client/Coach Mismatch
Lack of Connection
Lack of Transparency
Resistance
Negative Mindset
Unrealistic Expectations
Lack of Readiness to
Change
Coach Selection
Connection
Client Enjoyment
Motivation
Openness
Accountability
Readiness to Take Action
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Ethics
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WABC Code of Business Coaching Ethics and Integrity
• Highest ethical standards with clients/stakeholders.
• Highest ethical standards in publicity and marketing.
• Clarity around coaching expectations.
• Strictest level of confidentiality
• Performing services in best interest of client.
• Avoiding all forms of inappropriate conduct.
• Highest level of ethical standards with business colleagues at WABC.
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Ethical Considerations
• Coaching Relationship and Contract
• Client Protection
• Confidentiality
• Conflicts of Interest
• Referrals and Termination
• Ethical Violations
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