Ahrd Presentation 2010

Learning from Experience Through the Executive Learning from Experience Through the Executive Coaching Competencies of Listening and Questioning:Coaching Competencies of Listening and Questioning:

Reviewing Literature to Inform Practice and Future Research

Symposium 34: Learning, Collaboration & Problem SolvingTerrence Maltbia, Rajashi Ghosh & Victoria MarsickFebruary 27, 2010

2

© Maltbia, Ghosh and Marsick (2010)

Learning from Experience Through Executive Coaching

Outline

FoundationsFoundations–– Problem, Purpose and Research Questions Problem, Purpose and Research Questions –– Method: Conceptual FrameworkMethod: Conceptual Framework

FindingsFindings–– Selective Integrative Literature Review: (1) Listening and QuestSelective Integrative Literature Review: (1) Listening and Questioning ioning

Competencies & (2) Learning from ExperienceCompetencies & (2) Learning from Experience

Insights & Connections to HRDInsights & Connections to HRD

Research FoundationsResearch FoundationsProblem, Purpose, RQs, Method & Conceptual Framework

4



Framing Problem…

DriversDrivers……

Learning Demands on Leaders Coaching as Supported LFE Accelerated in Pace & Depth Rapid Organizational Change Learning & Competitive Advantage Innovative Work Climates Attract/Retain Talent Top 5 Leadership Development

Practices

Problem StatementProblem Statement

Lack of Agreement… Meaning & Role of Coaching Major Investment: 2 Billion + 2006

Lack of Clear Framework… Call for coach-specific research Growing research interest (Grant 2008) None focused on providing empirical grounding of 2 central competencies(Grant 2008)

Gap

5



Professional Associations

In 2007 GSAEC identified the following coaching skills as part of a broader, more comprehensive set of 20 academic standards targeted for university based coaching programs: 1. research and assessment skills 2. questioning 3. listening 4. feedback (LFE) 5. challenging and constructive confrontation 6. encouraging 7.process and facilitation skills and 8. education and change management skills.

GSAEC

ICC has identified 9 key competencies coaches need to demonstrate as part of the certification process including: 1. general (i.e., ethics, distinctions between process and content, and client choice) 2. knowledge (i.e., background/ history of coaching, distinctions between coaching and other helping practices such as counseling and therapy, and criteria for testing process and outcomes) 3. relationship 4. listening 5. self-management 6. enquiry and questioning 7. feedback (LFE) 8. goals, values and behaviors 9. design actions and task.

International Coaching Community (ICC)

Since 1997 WABC has worked to define the emerging practice of business coaching and distinguish it from other forms of coaching—WABC promotes an elaborate competency structure where coaching skills is one of the 3 major clusters—the skills include: working within established ethical guidelines and professional standards; agreeing on a clear and effective contract for the coaching relationship; establishing trust and respect; establishing rapport; listening to understand; questioning effectively; communicating clearly; facilitating depth of understanding (LFE); promoting action; focusing on goals; building resiliency; managing termination of coaching; maintaining and improving professional skills.

Worldwide Association of Business Coaches (WABC)

Since the early 1990s ICF has developed, refined, and promoted the use of 11 core coaching competencies: 1. meeting ethical guidelines and profession standards 2. establishing the coaching agreement 3.establishing trust and intimacy with the client 4. coaching presence, 5. active listening, 6. powerful questioning 7. direct communication 8. creating awareness (LFE) 9. designing actions 10. planning and goal setting 11. managing progress and accountability.

International Coach Federation (ICF)

Coaching CompetenciesAssociation

6



Problem & Purpose Statements

The problem this paper addresses grows out of the lackof a clearly documented theory and research to support the use of 2 commonly-espoused, core coaching competencies of listening and questioning.

Our aim is to understand what evidence exists that support claims of the centrality of listening and questioning as conversational coaching competencies used by practitioners to help clients learn from, and through their experience, in order to achieve desired results.

7



Research Questions…

In what ways are the concepts of listening, questioning, and learning from experience defined in selected literature?

In what ways does the available literature: – (a) inform the practice of executive coaching (with an emphasis on

developing the core competencies of listening and questioning) and – (b) suggest implications for further competency research in the area

of executive coaching in organizations?

Method: Selective Integrated Literature (Torraco 2005 & see our paper)

8



Concrete Concrete ExperienceExperience

Reflective Reflective ObservationObservation

Abstract Abstract ConceptualizationConceptualization

Active Active ExperimentationExperimentation

Conceptual Framework

Goal, Reality, Obstacles/Options, Way Forward (GROW)

Goal Progress, Attainment, Outcomes

Coaching Competencies:Coaching Competencies:• Listening & Questioning• Others

Theoretical Basis:Theoretical Basis:• Kolb (e.g., 1984, 2005a, 2005b)• Roberts & Jarrett (2006)• Whitmore (e.g., 2002, 1996)• Gallwey (1971, 1980, 2001)

(Topic/Focus: of Coaching Conversation)

Emergent FindingsEmergent FindingsSummary of Key Discoveries…

10



Executive Coaching Competencies:Listening and Questioning

Structure of Findings…Describe the various ways listening, questioning and learning from experience have been defined

List the major components of each

Make connections between these concepts including sample research

Outline insights gains from this inquiry

11



Executive Coaching Competencies:Listening, Questioning & LFE

Key Words…“Definitions”

– “Listening” and “Questioning”

Organizational Listening

Listening Competency

Questioning SkillListening Style

Levels of QuestionsTaxonomy of Listening Question Hierarchies Cross-cultural ListeningExperiential Learning TheoryLearning from/through Experience

12



Executive Coaching Competencies:Listening and Questioning

ListeningListening QuestioningQuestioning2 Sides of the Same Coin

Chronological Review (35 yrs 1974-2009)

• Two Schools of Thought…• 1. Intrapersonal (e.g., Goss, 1982; Wolvin & Coakley 1988)• Cognitive Process (perceiving, remembering, attending to,

interpreting, understanding, assigning meaning, analyzing)• Listening as aspect of human intelligence• 2. Relational Perspective (e.g., Rhodes 1993)• Includes interpersonal skills of “responding” (e.g., Ridge 1993)• Included in 50 definitions of listening (Glen 1989)• HURIER model (Brownell 1986)• Listening Style Profile (Watson, Barker & Weaver, 1985)• Cultural Differences (e.g., Imhof & Janusik, 2006)

• Three major fields…• Linguistics analysis, Education & Practical • Common factors: (1) Thinking skills, (2) Learning Outcomes, & (3) Problem

solving• Bloom’s taxonomy • Behavior in context (Dillon 1990)• Three Cognitive Levels of Questions: (1)

Input, (2) Processing & (3) OutputShepardson & Pizzini, 1991)

13



Learning From Experience

Propositions inform practice of L & Q in Executive Coaching…Proposition 1: Experience is the foundation of, and the stimulus for, learning (i.e., past, present and anticipated) – questioning competencies as vehicle to surface relevant past, current & anticipated experiences/listening to help make connection to personal history and potential, future action;

Proposition 2: Learners actively construct their experience (i.e., mind-set, mental models and/or worldview) – use of listening and questioning competencies to unearth client’s mental models as prerequisite for deep & sustainable change;

Proposition 3: Learning is a holistic process (i.e., affective, cognitive, and behavioral) – use questioning & listening to meet client as a “whole person” – with thoughts, feelings and behavioral tendencies;

Proposition 4: Learning is socially and culturally constructed – surface & identify client’s—taken-for-granted assumptions acquired through socialization can present an opening to attend to expectations & conceptual baggage; and

Proposition 5: Learning is influenced by the socio-emotional context in which it occurs –attend to inter-play between experience and the role others as supportive and/or then need to address barriers that potentially impact goal attainment (Boud, Cohen, & Walker 1993, pp. 8-17).

14



Insights

Listening and questioning foundational of ORID guided dialogue process at the core of executive coaching

Key enablers…– Kolb’s (1984) Experiential Learning Stages – Jackson’s (1991) Science of Human Performance

15



Coaching as Strategic Learning

Clarifying theStrategicContext

Identifying the“Vital Few”

SuccessFactors

TakingInformed,Strategic

Action

Theoretical Basis…Science of Human Performance (Jackson, 1991)

Informal & Incidental Learning (Marsick & Watkins, 1990)

Experiential Learning Cycle (Kolb, 1984)

16



Phases—Core Questions/Data Forms…

Phase IPhase IWhat’s up?

Phase IIPhase IIWhat matters?

Phase IIIPhase IIIWhat’s next?

OutcomeFocus: Learn for perspective

OutcomeAlign: learn for knowledge Outcome

Perform: learn from Experience

Engagements/Sessions

17



Coaching ProcessPHASES & COMPONENT DESCRIPTIONS

Phase III Outcome:Performance (learn from experience)

Phase II Outcome:Alignment (learn for knowledge)

Phase I Outcome: Focus (learn for perspective)

Execution(Reflection-in-Action)Focus: Adding Value – Making Value of Coaching Process Explicit

Planning (Priorities, Goals & Critical Success Factors)Focus: From Aspiration to Commitment to Action

Situation Analysis(Data Collection & Synthesis)Focus: From Data to Insight + Reframing & Pivoting

Growth & Renewal(Strategic Insight)Focus: Whole Person Engagement / Sustain Progress

Exploring Options(Payoffs & Unintended Consequences)Focus: Expand Options & Envision a Positive Future

Developmental Frames(Mental Models/Worldview)

Focus: Understand client’s baseline/self-concept & values

Action Strategies(Experimentation & Pilots/Reflection-on-Action)Focus: Confidence & Capacity

Feedback(Giving and Receiving)Focus: Broaden Perspective & Implications

Entry and Contracting(Trigger & Framing)Focus: Topic & Need/Fit

ConductContentContext

18



Integration—ORID: Conversation Tool, Origins “Art Form Method”

What’s happening?

What does it mean?

How am I feeling/reacting?

What do I do/respond?

CE RO

AE AC

© Maltbia (2003)

19



Four Level Guided Dialogue - ORID

OBJECTIVE DATA REFLECTIVE DATA

Focus…Facts, observation and information (i.e., relatively direct observable data)

Access…What you (and/or others) see, hear, say or do (our senses)

Learning Capability…Contextual Awareness (i.e., Context) – External Focused

Focus…Reactions, emotions, mood, feelings, and associations (i.e., the impact of the external “reality” on you/others)

Access…Images, related experiences, metaphor (highs/lows)

Learning Capability…Contextual Awareness (perspective taking – Internal Focused

DECISIONAL DATA INTERPRETATIVE DATA

Focus…Options, Consequences & payoffs, priorities, goals and planning

Access…Response, experiments/pilots, and execution

Learning Capability…Informed Action (leveraging contextual awareness and deep conceptual clarity – i.e., Conduct) – External/Internal

Focus…Patterns, themes, meaning and values (i.e., What really matters)

Access…Exploring for impact, significance, learning, and insight

Learning Capability…Conceptual Clarity in formed by Context to Focus & Align Priorities (i.e., Content) – External and Internal Focus

20



Implications for HRD Practice

Theoretical and empirical support (definitions, taxonomies, types, levels and types) for the inclusion of listening and questioning as core competencies in coach preparation programsDocument important connections between the listening and questions literature combined with “experiential learning theory” (i.e., listening and questioning skills as enablers to question thinking, insight, & helping clients take informed action)

Listening & questioning skills are both interactive and relational in ways that, when taken together provide executive coaches with a foundation for using dialogue to help their clients construct productive responses to the changing demands of the world of work (including the cultural dimension)

The ORID serves as an integrating heuristic for informing coaching and dialogue sessions in that it parallels Kolbs’ (1984) experiential learning cycle, Argryis et al.’s (1985) ladder of inference stages to test assumptions, & Jackson’s (1991) strategic learning framework to guide the coaching process

21



Implications for ResearchDevise a more complete picture of how different listening styles might influence the effectiveness of dialogues in organizational coaching (Watson, Barker, and Weaver’s 1995 Listening Styles Profile) Explore data collected through instruments such as Learning Styles Profile (LSI), Neethling Brain Inventory (NBI-thinking style) and Listening Style Profile (LSP) to analyze the potential relationships (or interactions) among these constructs (i.e., learning from experience, listening and questioning) by creating a profile for participants in preparation programs to provide a baseline to guide development agendaExpand understanding of the ORID framework by integrating a number of the listening and questioning taxonomies presented in our paper to inform research design (i.e., integrated into the 7 themes of attending, being a sounding board, understanding, remembering, interpreting, evaluating and responding)Collect and examine data about the coach’s and client’s observable learning, thinking, and listening styles at the start, during, and at the end of coach preparation programs through video recordings of the conversations between a coach and the client, based on the listening and questioning taxonomies (these can serve to guide HRD professionals to tailor coaching interventions in organizations)

Learning from Experience Through the Executive Learning from Experience Through the Executive Coaching Competencies of Listening and Questioning:Coaching Competencies of Listening and Questioning:

Reviewing Literature to Inform Practice and Future Research

Symposium 34: Learning, Collaboration & Problem SolvingTerrence Maltbia, Rajashi Ghosh & Victoria MarsickFebruary 27, 2010

Ahrd Presentation 2010

Documents

Transcript of Ahrd Presentation 2010