Ahrd Presentation 2012 Awareness And Communication

Awareness & Communication as Facilitative, Awareness & Communication as Facilitative, Executive Coaching Competencies:Executive Coaching Competencies:

Reviewing Literature to Inform Practice and Future Research!

Symposium 51: 3C’s Enhancing Organizational Learning Culture,Trainers’ Creative Role Identity & Facilitative Executive Coaching Competencies. Terrence Maltbia, Rajashi Ghosh & Victoria Marsick Saturday March 3, 2012: 3:30 – 5:00 PM

© Maltbia, Ghosh and Marsick (2012)

Learning from Experience Through Executive Coaching2

Outline

Problem, Purpose and Research Questions

Conceptual Framework

Findings from Integrated Literature Review

Conclusions and Implications



Grounding Coaching Practice in Theory & Research

Meeting Ethical Guidelines and Professional Standards

Establishing the Coaching Agreement]

Establishing Trust & Intimacy w/ the Client

Coaching Presence

Powerful Questioning

Active Listening

Creating Awareness

Direct Communication

Designing Actions

Planning & Goal Setting

Managing Progress & Accountability

ICF Core Coaching Competencies…

Theoretical and/or Empirical Basis…

Conversational (2010)

Questioning

Listening

Relational (2011)

Trust

Presence

Facilitative (2012)

Awareness

Communication

Structural (Future)

Coaching Agreement

Planning & Goal Setting

Designing Action

Monitoring Progress & Accountability



Problem, Purpose, Questions

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

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

In what ways are the concepts of awareness, communication, 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 awareness and communication) and

– (b) suggest implications for further competency research in the area of executive and organizational coaching?



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 • Awareness & Communications• 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)



Facilitative Competencies

AwarenessAwareness

Modifier focus attention on form Thorndike (1920) – “social intelligent” part of broad set of intelligences Katz (1955) – performance linked to 3 skill categories (technical, human interaction & conceptual) “Focusing ability” (Kolb & Boyatzis 1970) Emotional Intelligence (Goleman 2001) Multidimensional construct (cognitive, motivational & behavioral – Maltbia & Power, 2009) Measures (e.g., ECI; In-session self- awareness scale; PCS, etc.)

CommunicationCommunication

Conceptual Differentiators… 1. Level of Observation; 2. Intentionality; 3. Normative Judgment

Fundamental Properties 1. Effectiveness & 2. Appropriateness

Combination Strategies 1. Maximizing, 2. Sufficing, 3. Minimizing, 4. Optimizing

Relational Rules of Interdepend-ence Sender & Receiver Dynamics

Importance of Context

Integration

Applying the complementary skills of multidimensional reflection and effective communication inthe service of the executive coach’s commitment to enhancing client awareness, understanding, andchoice with the ultimate aim of helping people achieve the results they truly desire.



Reflection as Facilitator…

Governing Variables

(Values & Beliefs)

Action Strategies(Behavioral

Tactics)

Intentions(Goal/Desired, Future State)

Consequences(Outcomes)

Match

Mismatch

Single-loop Learning(Process Reflection or Skill-based Coaching )

Double-loop Learning(Content Reflection or Performance Coaching)

(Premise Reflection – Developmental coaching

Source: Authors’ adaptation from concepts in C. Argyris’ (1993), Knowledge for Action (pp. 50-66); J. Mezirow’s (2000), Learning as Transformation (pp. 19-24); T. E. Maltbia & A. Power’s (2009), A Leader’s Guide to Leveraging Diversity (pp. 173-199).



Conclusions and Implications

Theoretical and empirical support (definitions, taxonomies, types, levels and types) for the inclusion of awareness and communication as core competencies in coach preparation programs

Document important connections between the awareness and communication literature combined with “experiential learning theory” (i.e., facilitative competencies support clients in developing insight through increased levels of awareness in both the client and coach leading to effective communication between the two)

Awareness & effective communication skills have been catalogued in both descriptive and operational terms that can serve as a resource for: (a) coach-training providers in inform learning design; (b) researchers to use of “observational indicators” for future studies; and (c) practicing coaches to deepen understanding of the conditions that facilitate productive coach-client working relationships.

Reflection 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) theories of action stages to test assumptions, & Jackson’s (1991) strategic learning framework to guide the coaching process

Ahrd Presentation 2012 Awareness And Communication

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