AHRD Presentation 2011

Trust and Presence as Relational, Trust and Presence as Relational, Executive Coaching Competencies:Executive Coaching Competencies:Reviewing Literature to Inform Practice and Future Research!

Symposium 22: Coaching Executives, Coaching Competencies, & Your Boss’s Feedback Terrence Maltbia, Rajashi Ghosh & Victoria MarsickFriday February 25, 2011: 1:30 – 3:00 PM

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© Maltbia, Ghosh and Marsick (2011)

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) Trust & (2) PresencSelective Integrative Literature Review: (1) Trust & (2) Presencee

Insights & Connections to HRDInsights & Connections to HRD

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

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Framing Problem…

DriversDrivers……

Learning Demands on Leaders Coaching as Supported LFEAccelerated in Pace & Depth Rapid Organizational ChangeLearning & Competitive AdvantageInnovative Work Climates Attract/Retain TalentTop 5 Leadership Development Practices

Problem StatementProblem Statement

Lack of Agreement…Meaning & Role of CoachingMajor 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

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Broader Context – Emergence of Executive Coaching…

Executive Coaching over a billion $ Industry– Harvard Business Review, 2004

70% to 88% of Companies report they utilize coaching– Charted Institute of Personnel and Development, 2005; and the Australian

Institute of Management -- reported by Society of Human Resource Management Executive Coaching Brief Reports

Dramatic increase in utilization of executive coaching in the past five years as evidenced by (AMA Study 2008 | Conference Board Industry Study 2010):

– 58% of Respondents Say Coaching Utilization has Increased in Their Organizations in the Past Year

– 95% Say Coaching has Increased in Past Five Years – 0% Say Coaching Utilization has Declined in Past Five Years

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Broader Context – Emergence of Executive Coaching (cont.)…

Industry Growth Driving “Coaching Training Providers” and Coaches Entering the Field

– ICF Website “Training Program Search Service” list over 200 providers of ACTP, ACSTH, and/or CCE for “Executive Coaching” specialty area…

– ICF Website notes over 7,000 Credentialed Coaches @ 3-Levels since the launch of the program over a decade ago

– University Based Programs: GSAEC 2008 Study (on-going database)Baseline: 17 Institutions in Australia; 20 in Canada; 52 in the UK, Ireland & Scotland; & 124 in the USFour Categories: (1) Graduate Degree, (2) Graduate Certificate, (3) Non-Degree Certificate & (4) Application of Coaching In US: 45 Graduate Degree Programs; 12 Graduate Certificate Programs;5-Non-Degree Graduate Certificate; & 65 Coach Application Programs

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Professional Associations

GSAEC (In Press) is working to clarify the following coaching skills as part of a broader, more comprehensive set of 20 academic standards targeted for university based coaching programs: 1. establishing trust, 2. coaching presence, 3. questioning, 4. listening, 5. framing/reframing, & 6. contributing.

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

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Grounding Coaching Practice in Theory & Research…

Meeting Ethical Guidelines and Professional StandardsEstablishing the Coaching Agreement]Establishing Trust & Intimacy w/ the ClientCoaching PresencePowerful QuestioningActive ListeningCreating AwarenessDirect CommunicationDesigning ActionsPlanning & Goal SettingManaging Progress & Accountability

ICF Core Coaching Competencies… Theoretical and/or Empirical Basis…

Conversational Competencies (2010)Questioning Listening

Relational Competencies (2011)Trust Presence

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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 trust and presence.

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

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Research Questions…

In what ways are the concepts of trust, presence, 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 trust and presence) and – (b) suggest implications for further competency research in the area

of executive coaching and organizational coaching?

Method: Selective Integrated Literature (Torraco 2005 & see our paper - #256)

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Concrete Concrete ExperienceExperience

Reflective Reflective ObservationObservation

Abstract Abstract ConceptualizationConceptualization

Active Active ExperimentationExperimentation

Conceptual Framework

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

Goal Progress, Attainment, Outcomes

Coaching Competencies:Coaching Competencies:• Listening• Questioning• Trust • Presence • 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…

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Executive Coaching Competencies:Trust & Presence

Structure of Findings…Describe the various ways trust and presence have been defined

List the major components of each through the lens of learning from, and through, experience

Make connections between these concepts including sample research

Outline insights gains from this inquiry

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Executive Coaching Competencies:Trust and Presence

Key Word (combinations)…

“Definitions”– “Trust” and “Presence”

Combined with…– History, Literature Review,

Research, Studies, Meta-analysis

PresencingCoaching PresenceExecutive Coaching Organizational Coaching

Social and/or Emotional Intelligence

– Self-awareness – Self- management/regulation – Social-awareness – Relationship management

Relationship Building

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Sample Data Displays: Trust (Meaning of…)

“a reliance upon information received from another person about uncertain environmental states and their accompanying outcomes in a risky situation” (p. 419).

Schlensker, Helm, & Tedschi (1972)

Interpersonal trust: “an expectancy held by an individual or a group that the word, promise, verbal or written statement of another individual or group can be relied upon”(p. 651).

Rotter (1967)

“An individual may be said to have trust in the occurrence of an event if he expects its occurrence and his expectation leads to behavior which he perceives to have greater negative motivational consequences if the expectation is not confirmed than positive motivational consequences if it is confirmed” (1958, p. 266).

Deutsch (1958, 1960)

Definition/DescriptionAuthor(s)

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Sample Data Displays: Trust (Components…)

Conditions Affecting Trust - (1) expressed confidence in another’s intentions, (2) sincerity of another’s words and actions, (3) reliance upon the communication behavior of another person in order to achieve a desired but uncertain objective in a risky situation, (4) reception of relevant interpersonal information providing cues of the probability of the occurrence of an expected, future event, and (5) credibility of a communicator (pp. 419-421).

Schlensker, Helm, & Tedschi (1972)

Generalized expectancy: individuals differ in belief that statements of other people can be relied upon based directly or indirectly on behavior and statements of significant others (p. 653); Measure’s focus variables: (1) Interpersonal Trust Scale, (2) Trust Self-Rating, and (3) Trustworthiness; Measure’s control variables: (1) Dependency, (2) Humor, (3) Gullibility, (4) Popularity, (5) Friendship, and (6) Marlowe-Crowne Social Desirability Scale (pp. 661-664).

Rotter(1967)

Process of Mutual Trust - complementary social trust; I trusts II to behave in a certain way and is willing to do what II trusts him to do; the same is true for II. Each perceives that the other person is aware of his intent and his trust (p. 267); Conditions Affecting Trust - (1) as the individual's confidence that his trust will be fulfilled is increased, the probability of his engaging in trusting behavior will be increased; (2) as the ratio of anticipated positive to anticipated negative motivational consequences increases, the probability of his engaging in trusting behavior will be increased; (3) open-communication, (4) power dynamics and (5) influence of third parties (pp. 268-277).

Deutsch (1958, 1960)

Components/ElementsAuthor(s)

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Sample Data Displays: Presence (Meaning of…)

Presence is the quality of a therapist connecting with his/her patient (Rogers, 1979; Rogers, 1980).Presence in relation to the patient and the clinical process is the experiential heart and soul of my effort as a therapist, the essential élan vital of my contribution to patients' growth toward greater psychological well-being; bringing one’s complete self to the client with little or if possible no self-centered purpose in mind (Craig, 1986). Presence is a name for the quality of being in a situation or a relationship in which one intends at a deep level to participate as fully as she is able. Presence is expressed through mobilization of one’s sensitivity- both inner and outer- and bringing into action one’s capacity for response (Bugental, 1987).Presence is experienced as an enveloping comfort that emerges from the nurses’ gifts of authentic being and time (Gilje, 1993).Therapeutic presence involves bringing one’s whole self into the encounter with the client, being completely in the moment on a multiplicity of levels, physically, emotionally, cognitively, and spiritually (Geller & Greenberg, 2002). Presence is an affective quality with somatosensory components, felt by clients, which changes their state from suffering toward a sense of well-being. (Curry, 2003).

Helping professions (e.g., nursing, therapy, medicine)

DefinitionsField

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Sample Data Displays: Presence (Components…)

Two Facets of Presence - (1) accessibility: designates the extent to which one intends that what happens to a situation will matter, which calls for a reduction of our usual defenses against being influenced by others and a measure of commitment and (2) expressiveness: opening oneself to another’s influence is significantly investing in that relationship; has to do with the extent to which one intends to let oneself to be truly known by the other(s) in a situation, which involves disclosing without disguise some of one’s subjective experiencing, and willingness to put forth some effort (Bugental, 1987, p. 27)….Three Domains of Therapeutic Presence - (1) preparation for presence occurs prior to or at the beginning of a session (getting in the space to attend to the client); (2) process (i.e., namely receptivity, inwardly attending, and extending contact – with self and related boundaries); (3) in-session experience of presence itself: including the therapists’ experience of being immersed in the moment with the client; the experience of an expansion of awareness and sensation, being tuned into nuances that exist with the client, within the self and within the relationship; and the therapists’ sense of being grounded in their selves while entering the client’s experiential world while maintaining the intention to respond in a way that is with and for the client’s healing process (Geller & Greenberg, 2002, p. 78-80).General Characteristics of the Experience of Presence - those which are: (1) felt; (2) viewed as a pre-conditioned need or suffering; (3) promoters; (4) blockers; (5) co-created; (6) interpreted as meaningful by the experiment; and (7) descriptions of lasting change or transformations of heart, mind, or body (Curry, 2003, p. 199).

Helping professions (e.g., nursing, therapy, medicine)

Components/Elements/Processes Field

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Learning from Experience Through Executive Coaching19

Executive Coaching Competencies:Trust and Presence

TrustTrust PresencePresenceFoundational & Complementary

Chronological Review (Over 50 Years:1958 - 2010)

Major fields…• Communication, Leadership, Negotiation, Psychology,Sociology, Anthropology, Organizational Behavior etc. • Trust requiring interdependence :connection between expectations and behavior in the coaching relationship. (Deutsch 1958, 1960; Rotter, 1967). • Implications of accompanying environmental states (Schlensker, Helm, & Tedschi, 1972). • Researchers in the 1980s pushed the boundaries of trust to include an environmental perspective (Johnson-George & Swap, 1982 ; Lewis & Weigert, 1985). •Throughout the 1990s and 2000s, researchers framed trust to include cognitive and emotional components (Baron & Morin, 2009 ; Mayer, Davis, and Schoorman,1995, 2007; Viljanen, 2005;)

Major fields…• Helping Professions, Organizational Development• Two types: (1) Physical Presence, (2) Psychological Presence (Co-existence)

• Presence being foundational in interpersonal interaction (Bugental, 1987; Gilje, 1993; Geller & Greenburg, 2002; Curry, 2003)• Presence requiring letting go of old identities and the need to control (Senge, et al. 2004)

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Insights Literature on Trust & Presence

– Provided additional insight for coaches to sustain, or when necessary restore,trust throughout the coaching engagement

– Attending to the conditions that affect trust while learning from and through experience in pursuit of goal attainment (I.e., reviewing “What happened?: O/D; exploring reactions to what happened?: R/D; abstracting the key themes & lessons learned: I/D; & determining potential next steps: D/D – form of social awareness & relationship management)

– Catalogue various options for coaches to access and express the critical relational competency of presence (i.e., strive to understand client’s context; support meaning making; encourage to take, informed action – form of self awareness & self regulation)

Dynamic Interplay: Trust & Presence– Inside-out: (i.e., an awareness of dispositions, beliefs, emotions, and choices

influence one’s responses to others and situations) – Outside-in: (i.e., the dispositions, beliefs, emotions, and choices of others and

situations have an impact on our experience).

Context for Deep Learning and Change!Context for Deep Learning and Change!

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Insights

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

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Integration—ORID: Leverage Conversational Tool (Trust & Presence)

What’s happening?

What does it mean?

How am I feeling/reacting?

What do I do/respond?

CE RO

AE AC

© Maltbia (2003)

Context

ContentConduct

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Implications for HRD Practice

Theoretical and empirical support (definitions, components, connections) for the inclusion of trust and presence as core competencies in coach preparation programs & ongoing professional developmentDocument important connections between the trust and presence literaturecombined with “experiential learning theory” (i.e., trust and coaching presence skills) as enablers for establishing a personal bond and the designed allianceneeded to effectively combine the challenge with support for client’s to realize insight through guided dialogue and reflection with a trusted thought partner when the stakes are high, to achieve their intended outcomes

Cataloguing trust and presence in both descriptive and operational terms can service as a resource for:

– (1) coach-training providers to develop learning modules designed to enhanced these target competencies;

– (2) researchers to use as indicators for future investigations; and – (3) practicing executive coaches to deepen their understanding of the

conditions that constitute productive coach-client working relationships.

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Implications for Research

Devise a more complete picture of the role of trust in the executive coaching working relationship by including Rotter’s Measure of Interpersonal Trust combined with Johnson’s (et al., 1982) Specific Trust Measurement, in a battery of assessments in research projects examining the coach-client relationship in organizations; Continue to search for existing scales intended to measure presence to complement the assessments listed in the first point and better capture the “co-creating the relationship” component of the executive coaching process;

Explore the interplay between the antecedents and related consequences of trust on optimal and excessive forms in coaching engagements and potential outcomes; and

When assessing coaching effectiveness, research needs to attend to social-organizational factors within which coaching is embedded (barriers, supports, culture, etc.), especially with respect to assessment of progress toward strategic goals.

AHRD Presentation 2011

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