Defining Critical Factors in

Executive Coaching Relationships

from the

Perspective of the

Executive Coach

Michael E. Speltz

St. Mary’s University of Minnesota

1

Agenda

Introduction

Literature Review

Methodology

Results

Recommendations, Implications, and Discussion

Ch. 2

Ch. 3

Ch. 4

Ch. 5

Ch. 1

Literature

Review

Intro

Method

Results

2

Recommendations

Special Thanks To:

Dr. Jack McClure, Chair

Dr. Sonia Feder-Lewis

Dr. Yvette Pye

Dr. Shannon Cisewski

Ch. 2

Ch. 3

Ch. 4

Ch. 5

Ch. 1

3

Significance of the Research

Addresses a gap in the body of literature

Increases awareness of the coach and

executive of what to look for in a

relationship

May contribute to successful future

coaching relationships

Ch. 2

Ch. 3

Ch. 4

Ch. 5

Ch. 1 Intro

4

Definition of Executive Coaching

A helping relationship between a client who

has managerial authority in an organization and a

consultant who uses a wide variety of methods to

help the client achieve a mutually identified set of

goals to improve his/her professional performance

and personal satisfactions and consequently, to

improve the effectiveness of the client’s

organization within a formally defined coaching

agreement (Kilburg, 1997).

Ch. 2

Ch. 3

Ch. 4

Ch. 5

Ch. 1 Intro

5

Research Question

What are the critical

factors in executive

coaching relationships

from the perspective of

the executive coach?

Ch. 2

Ch. 3

Ch. 4

Ch. 5

Ch. 1 Intro

6

Key Concepts

Lack of empirical research regarding

coaching relationships

Executive coaching is different than

mentoring and counseling

Executive coaching involves behavioral

change

Core competencies necessary for an

executive coach Ch.5

Ch. 2

Ch. 3

Ch. 4

Ch. 5

Ch. 1

Literature

Review

7

Key Concepts (cont.)

Various coaching strategies

Favorable or unfavorable factors that

impact the coaching engagement

Impact on the executive

Ch. 2

Ch. 3

Ch. 4

Ch. 5

Ch. 1

Literature

Review

8

Approach

Answering the research question

pointed to a qualitative approach

Phenomenological method was

engaged to address the research

Ch. 2

Ch. 3

Ch. 4

Ch. 5

Ch. 1

Method

9

Defining Phenomenology

Focuses on lived experiences of

individuals

Seeks to gather perceptions, beliefs

Not looking for right or wrong answers

Allows for open-ended questions

Richness of response (Moustakas, 1994)

Ch. 2

Ch. 3

Ch. 4

Ch. 5

Ch. 1

Method

10

Population and Sample

Connected with International Coach’s

Federation (ICF)

Access to Executive Coach’s contact

information via ICF website

Purposive Sample

15 executive coaches with minimum

of 2 years coaching experience

Ch. 2

Ch. 3

Ch. 4

Ch. 5

Ch. 1

Method

11

Instrument

Four interview questions were

developed and reviewed by subject

matter experts

Interview questions were tested in

two pilot interviews.

Ch. 2

Ch. 3

Ch. 4

Ch. 5

Ch. 1

Method

12

Ch. 2

Ch. 3

Ch. 4

Ch. 5

Ch. 1

Method

13

Instrument (cont.)

1) Walk me through the process of how you go

about getting started with a new executive

and establish a relationship with them.

2) I would like to best understand your approach

to relationship building. Tell me how

important it is to build an effective coaching

relationship and how that links to a successful

coaching experience?

Instrument (cont.)

Ch. 2

Ch. 3

Ch. 4

Ch. 5

Ch. 1

3) Can you tell me what you consider to be

an effective coaching relationship?

4) What else would you like to share with

me that might be helpful that we did not

discuss? Method

14

Methodology Flow Chart

Contacted coaches via email

Conducted 2 trial interviews

Conducted 13 interviews

Transcripts reviewed several

times by researcher and coaches

Transcripts entered in Excel and coded

Meaning Labels assigned to data

Meaning Labels grouped into

Meaning Clusters

Meaning Clusters grouped into

Themes

Themes shared with interviewed

coaches

Data Collection Data Analysis

Ch. 2

Ch. 3

Ch. 4

Ch. 5

Ch. 1

Method

15

Data Collection

15 interviews total

Transcribed by professional

transcriptionist

Read and reviewed transcripts

several times for accuracy, content,

tone, and thorough understanding

Ch. 2

Ch. 3

Ch. 4

Ch. 5

Ch. 1

Method

16

Data Analysis

Transcripts coded independently by self

and a coding partner

Excel spreadsheet used for database

Excerpts from transcripts assigned

MEANING LABELS

Meaning labels grouped into

MEANING CLUSTERS

Meaning clusters were grouped into

THEMES

Ch. 2

Ch. 3

Ch. 4

Ch. 5

Ch. 1

Method

17

Data Analysis (cont.)

Resulting themes shared with

interviewed coaches to determine their

reaction

High level of consensus and support

received from coaches based on themes

shared

Ch. 2

Ch. 3

Ch. 4

Ch. 5

Ch. 1

Method

18

Ethical Concerns

Identified purpose of research clearly

at outset and consent forms signed by

each participant

Emphasized confidentiality of

participant’s identity and related

company(ies)

Reminded participants there are no

right or wrong answers

Ch. 2

Ch. 3

Ch. 4

Ch. 5

Ch. 1

Method

19

Establishing Reliability

Consistent use of questions (wording

and order)

Inter-rater reliability (compared to

independent results by coder familiar

with qualitative research methods)

Each coach reviewed his/her transcript

and revised if needed

Ch. 2

Ch. 3

Ch. 4

Ch. 5

Ch. 1

Method

20

Establishing Validity

Method Used Definition

Bracketing Separate personal thoughts and opinions of the

researcher from those of the respondent

(Moustakas, 1994).

Horizonalizing Every statement is of equal value; therefore,

allows the researcher to capture the richness of

every response and then further identify any

overlap (Moustakas, 1994).

Journaling Record the researcher’s thoughts and ideas to

avoid judgment of feedback (Moustakas, 1994).

Triangulation Use of multiple and different sources, methods,

investigators, and theories to provide

corroborating evidence (Creswell, 1998).

Ch. 2

Ch. 3

Ch. 4

Ch. 5

Ch. 1

Method

21

Results of Data Analysis (refer to handout)

Ch. 2

Ch. 3

Ch. 4

Ch. 5

Ch. 1

Results

22

Resulting Themes

Based on interview comments, meaning

labels, and meaning clusters

Recurring thoughts surfaced

Some unique perspectives emerged

from the interviewed coaches

Ch. 2

Ch. 3

Ch. 4

Ch. 5

Ch. 1

Results

23

Five Main Themes

Constitute the “critical factors”

Each is supported by verbatim

comments from the interviews and key

concepts in the literature review Ch. 2

Ch. 3

Ch. 4

Ch. 5

Ch. 1

Results

24

Sample Interview Comment

Developing an effective working relationship with a

client is that they understand that I'm...they're on

equal ground with me. I'm not another

subordinate. And I'm taking you on. You don't talk

to me like I am one of your direct reports. I'm going to

do something that shows the other person I consider

myself...I'm an equal. You're not going to be

pushing me around, buddy. (Donald, p. 23)

Theme: Forged Partnership

Ch. 2

Ch. 3

Ch. 4

Ch. 5

Ch. 1

Results

25

What critical factors did the

coaches identify ?

1) Engaged executive

2) Connected, committed coach

3) Forged partnership

4) Conducive coaching environment

5) Well-defined development process

Ch..4

Ch. 2

Ch. 3

Ch. 4

Ch. 5

Ch. 1

Results

26

Realizes he/she is accountable

Receives coaching willingly and

accepts change

Trusts the coach, is open and honest

Defines goals and directs them

Ch. 2

Ch. 3

Ch. 4

Ch. 5

Ch. 1

(1) Engaged Executive

Results

27

Theme

Ch. 2

Ch. 3

Ch. 4

Ch. 5

Ch. 1

Results

(2) Connected, Committed Coach

28

Theme

Stresses and maintains confidentiality

Works within bounds of expertise

Acts fearless, unafraid to be fired

Demonstrates a strong coaching

presence

Understands relationship between coach

and executive and respect each other

Regards the coaching engagement as a

partnership

Establishes a blended chemistry between

executive and coach

Ch. 2

Ch. 3

Ch. 4

Ch. 5

Ch. 1

Results

29

Theme

(3) Forged Partnership

Use of assessment tools and how

coaching will be deployed

Contracting – who, what, when, how?

Existence of a safe environment

Ch. 2

Ch. 3

Ch. 4

Ch. 5

Ch. 1

Results

(4) Conducive Coaching Environment

30

Theme

Identifies clearly defined goals

Implements behavioral change

Offers support to executive

Ch. 2

Ch. 3

Ch. 4

Ch. 5

Ch. 1

Results

(5) Well-Defined Development Process

31

Theme

Ch. 2

Ch. 3

Ch. 4

Ch. 5

Ch. 1

Visual of the Themes

Results

32

Findings unrelated to the literature review

Executive knows the coach is not a

subordinate

Coach is fearless and unafraid to be fired

Coaching should be forward looking, not

stuck in the past

Coach provides his/her background to

executive

Ch. 2

Ch. 3

Ch. 4

Ch. 5

Ch. 1

Contribution

Results

33

Increased awareness of what to

expect in coaching relationship

Ch. 2

Ch. 3

Ch. 4

Ch. 5

Ch. 1

Implications for the Executive

Implications

34

Increased awareness of criticality of

coach’s role

Remain attentive to continued

professional development

Be alert to an evolving playing field

Ch. 2

Ch. 3

Ch. 4

Ch. 5

Ch. 1

Implications for the Coach

Implications

35

Important to assess executive’s willingness to participate

Alignment with coaching goals

Affording executive time for coaching

What to look for in a coach/coaching firm

Defining the stakeholders

Ch. 2

Ch. 3

Ch. 4

Ch. 5

Ch. 1

Implications for Organizations

Implications

36

Perform same study with

executives and determine alignment

with feedback from coaches

Use a larger sample size to either

cancel or support this research

Ch. 2

Ch. 3

Ch. 4

Ch. 5

Ch. 1

Recommendations for

Further Research

Recommendations

37

Answer related questions:

How are coaches trained regarding

the relationship aspect of coaching?

What role does the executive’s boss

play in the coaching relationship?

Ch. 2

Ch. 3

Ch. 4

Ch. 5

Ch. 1

Recommendations for

Further Research

38

Recommendations

References

Creswell, J. (1998). Qualitative inquiry and research design: Choosing among the five traditions. Thousand Oaks, CA: Sage Publishers.

Kilburg, R. (1997). Coaching and executive character: Core problems and basic approaches. Consulting Psychology Journal: Practice and Research, 49(4), 134-142. doi: 10.1037/1061-4087.49.4.281

Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA: Sage Publishers.

39

Feedback

Your questions and comments are

welcome!

Thank You!!

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