“If we do not change direction, we are liable to
end up where we are headed.”
-- Co-Active Coaching, Whitworth, Kimsey-House, Sandahl
Synergizers
Luis Aguilar
Kevin Keifer
Danielle Schmal
Team # 5 – Training & Coaching i
TABLE OF CONTENTS
Book Reviews Page 1
- Co-Active Coaching Page 2
Laura Whitworth, Henry Kimsey-House
and Phil Sandahl
- Coaching for Leadership Page 14
Edited By: Marshall Goldsmith, Laurence
Lyons, and Alyssa Freas
Annotated Bibliographies Page 24
- ―Forty things every manager should know Page 25
about coaching‖
- ―Behind Closed Doors: What Really Page 26
Happens in Executive Coaching‖
- ―The Manager‘s Role as Coach and Page 28
Mentor‖
- ―Adler and the Profession of Coaching‖ Page 29
- ―Working with Executives: Consulting, Page 31
Counseling, and Coaching‖
- ―How Leaders Foster Self-Managing Page 32
Team Effectiveness: Design Choices
Versus Hands-on Coaching‖
- ―Why Coaching‖ Page 34
- ―Mentoring: The Components for Page 35
Success‖
- ―An Investigation of relationships between Page 37
communication style and leader-member
exchange‖
- ―Executive Coaching as a Transfer of Page 39
Training Tool: Effects on Productivity in
a Public Agency‖
Practitioner Interviews Page 41
- LCRD Jeff Priore, Training Officer, Page 42
NMCB 28 (Navy Construction Battalion)
- Diane Dykes, Learning & Development Page 43
Supervisor, BP Chemical Plant
- Reverend Mike Ruth, Senior Executive Page 44
Pastor, Metropolitan Baptist Church
- Joseph deLeon, Systemic Unit Supervisor, Page 47
EEOC
Team # 5 – Training & Coaching ii
Additional Resources Page 49
- Coaching for Performance Page 50
by John Whitmore
- ―Leader as Coach‖, BP Amoco Page 51
- International Coaching Foundation Page 52
Website
- ―Stay in the Game‖ Page 52
- ―The Art of Good Coaching‖ Page 54
Topic Summary Page 57
Implications Page 66
Team # 5 – Training & Coaching iii
BOOK REVIEWS
Co-Active Coaching-
New Skills for Coaching People toward Success in Work and Life
Laura Whitworth, Henry Kimsey-House and Phil Sandahl
&
Coaching for Leadership-
How the World’s Greatest Coaches Help Leaders Learn
Edited By: Marshall Goldsmith, Laurence Lyons, and Alyssa Freas
Team # 5 – Training & Coaching 1
I. Book Review
Co-Active Coaching- New Skills for Coaching People Toward Success in Work
and Life
Laura Whitworth, Henry Kimsey-House and Phil Sandahl
This book is about a particular kind of coaching: professional/personal coaching. The coaching
style called co-active coaching is called that way because it involves the active and collaboration
participation of both the coach and the client. The essential message is that co-active coaching is
a partnership of a willing client and an acceptable coach committed to the client‘s agenda. I
will summarize the book by the following three parts: ―Coaching Fundamentals‖, ―Co-Active
Coaching Skills‖ and ―Co-Active Coaching Processes‖. At the end I will provide my personal
opinion.
Coaching Fundamentals
The authors explain that people come to coaching for lots of different reasons, but the bottom
line is they want things to be different. They are looking for change or they have an important
goal to reach. There are four cornerstones that form the foundation of co-active coaching:
1. The client is naturally creative, resourceful, and whole.
2. Co-active coaching addresses the client‘s whole life.
3. The agenda comes from the client.
4. The relationship is a designed alliance.
The primary building block for all co-active coaching is this: Clients have the answers or they
can find the answers. The coach does not have the answers; the coach has questions. In some
cases people have powerful sabotaging voice that tells them they don‘t have the answers. But co-
active coaching stands on the certainty that clients really do know. When they look inside, with
Team # 5 – Training & Coaching 2
the help of a coach, they‘ll find they know themselves, their strengths, and their limitations.
They have found that clients are more resourceful, more effective, and generally more satisfied
when they find their own answers.
Co-active coaching focuses on these three client principles: fulfillment, balance, and process. In
a co-active coaching relationship the agenda comes from the client, not the coach. This is one of
the most important distinctions of co-active coaching. The coach‘s job is to help clients
articulate their dreams, desires, and aspirations, help them clarify their mission, purpose, and
goals, and help them achieve that outcome.
In co-active coaching, power is granted to the coaching relationships-not to the coach. Clients
don‘t buy a packaged program. They are involved in creating a powerful relationship that fits
their working and learning styles. Clients learn that they are in control of the relationship and
ultimately of the changes they make in their lives.
The product of the work the client and coach do together is action and learning. These two
forces of action and learning combine to create change. One of the purposes of coaching is to
forward the action of the client. The other force at work in the human change process is
learning. Learning is not simply a by-product of action; it is an equal and complementary force.
The learning generates new resourcefulness, expanded possibilities, and stronger muscles for
change. One of the common misunderstandings about coaching is that it‘s simply about getting
things done. But coaching is not just about action; it is just as importantly about continuing to
learn.
Team # 5 – Training & Coaching 3
The heart of the co-active coaching model is the client‘s agenda, so it is at the center of the co-
active Coaching Model diagram in Figure 1. The agenda addresses the three central aspects of
the client‘s life: the three principles of fulfillment, balance, and process. They are principals
because they are fundamental to the liveliness of life.
Figure1 The Co-Active Coaching Model
The definition of what fulfillment means to the client is always intensely personal. A fulfilling
life is a valued life, and clients will have their own definition of what they truly value. Sorting
Team # 5 – Training & Coaching 4
out values is a way of sorting out life choices because when the choices honor the client‘s values,
life is more satisfying and seems almost effortless. Achieving a certain goal can be very
fulfilling especially as a benchmark, but most clients find that fulfillment is not the finish line.
At its deepest level it is about finding and experiencing a life of purpose. It is about reaching
one‘s full potential.
At today‘s pace of life, with so many responsibilities, attractive options, demands, and
distractions, balance may feel like an impossible dream. Co-active coaching approaches the
whole person‘s life. It is no service to help client excel in one area of their lives without caring
for the rest. It‘s one of the reasons why coaches almost always do a broad assessment at the very
first session. It‘s a way to see where clients place their level of satisfaction in the significant
areas of a balanced life: career, health, finances, relationships, personal growth, spirituality, and
recreation.
Coaching for balance, however, focuses on widening the range of perspectives and, therefore,
adding more choices. Ultimately balance is about making choices: saying yes to some things and
no to others. Balance is a fluid state, always in motion, because life itself is dynamic. Therefore,
it makes more sense to look at whether a client is moving toward balance or away from balance-
rather than offering the client ―balance‖ as a goal to be achieved. Figure 2 shows ―The Wheel of
Life‖ exercise that is presented in the book related to balance that I found very useful.
Team # 5 – Training & Coaching 5
Figure 2 The Wheel of Life
We are always in process. Sometimes it looks frantic. Sometimes it looks graceful. Because
coaching is effective at achieving results, both clients and coaches can get drawn into the
―results‖ trap—focusing entirely on the destination ahead and losing sight of the flow of the
journey. The coach‘s job is to notice, point out, and be with clients wherever they are in the
process. Coaching the client‘s process allows clients to live more fully in deeper relationship
with all of their life.
The coach listens to the words that come from the client, of course. But the real listening of
coaching takes place on a deeper level. The coach is also listening for resistance, fear,
backtracking, and the voice of that internal saboteur-the Gremlin-who is there to object change,
Team # 5 – Training & Coaching 6
point out the client‘s weakness and failure, and cite reasons for holding back. The coach is
listening at many levels at once to hear where clients are in their process, to hear where they are
out of balance, to hear their progress on the journey of fulfillment. To understand this crucial
listening context, imagine there are three levels of listening:
- In Level I the listening is internal. We hear the words of the other person, but the focus
is on what it means to us. In a coaching relationship the client is at Level I: looking
inside.
- Level II is focused listening. The attention is laser-focused over there: on the other
person. The coach needs to be listening at Level II—and at Level III.
- Level III is a global range of listening: hearing that picks up emotion, body
language, the environment itself.
Listening at Levels II and III also gives coaches greater access to their intuition—that place just
below the surface where the hard data and soft data merge. It is rather like knowing what resides
in the background and usually remains unspoken. A coach receives a great deal of information
from the client and then, in the moment of coaching, combines it with previous information as
well as experience not only in coaching but in operating in the world. Add to this one more
factor: the unknown exponent of not knowing where some things come from. In the instant that
it takes this whole process to happen, our intuition gives us a message. This is a skill that, for
most coaches, needs practice and development. It is enormously valuable because time and
again it synthesized more impressions and information that we could ever analyze consciously.
One of the fundamental tenets of co-active coaching is that clients are capable and resourceful
and they have the answers. The coach‘s job is to ask the questions. The context of curiosity
gives a certain frame to the question-asking process. Curiosity is open, inviting, spacious, and
almost playful. And yet it is also enormously powerful. Like scientific curiosity that explores
the deepest questions of matter, life, and the universe, curiosity in coaching allows coach and
Team # 5 – Training & Coaching 7
client to enter the deepest areas of the client‘s life, side by side, simply looking, and curious
about what they will find.
In order to truly hold the client‘s agenda, the coach must get out of the way—not always an easy
thing to do. Self-management is the coach‘s ability to set aside his or her own personal opinions,
preferences, pride, defensiveness, and ego. Self-management means giving up on the need to
look good and the need to be right. For the coach, in this case, to manage one‘s self means to
become nearly invisible.
The coach‘s role is to create an environment in which clients focus entirely on their fulfillment,
balance, and process. The coach and client work together to design the working alliance, and the
coach uses the five contexts of coaching to make contact with the client and facilitate action and
learning. Because clients set the agenda in co-active coaching, when the coaching session
begins, coaches need to be ready to respond to whatever clients have determined is most
important. To be effective, co-active coaches must really be on their toes, ready to move
gracefully into the next question or to employ a coaching skill—not knowing until that moment
which skill is called for.
Co-Active Coaching Skills
The authors of the book believe that the easiest way to see and understand the application of
coaching skills is to view them within the five contexts of coaching. Following are the five
context of coaching that is presented in details in this chapter:
Team # 5 – Training & Coaching 8
- Listening
- Intuition
- Curiosity
- Action/Learning
- Self-Management
Listening is a talent that each of us is given in some measure. People who become coaches tend
to be gifted listeners to begin with. But listening is also a skill that can be trained and developed.
There are two aspects of listening in coaching. One is attention, or awareness. It is receiving of
information through what we with our ears, but it is also listening with all the senses and with
our intuition. The attention is on information in: the words, impressions, shift of energy. The
second aspect is what we do with our listening. This is refers to the impact of our listening on
others, specifically the impact of the coach‘s listening on the client. Active listening involves
clarifying what the other person says, noticing body language, increasing your awareness of the
feelings behind the words, and sharpening your sensitivity to the context of the conversation.
There are three levels of listening that were mentioned on the previous section, level I, level II
and level III. These three levels give the coach an enormous range and, ultimately, a greater
capacity for listening. The following coaching skills are generally associated with the context of
listening:
- Articulating: It involves mirroring back to clients what they‘ve just said to you.
Articulating is a skill that affirms the client
- Clarifying: Coaches serve as a resource for their client‘s self-reflection to create
greater clarity.
- Meta View: Presents the big picture and opens up room for perspective. It‘s easy to
get pulled into the details on the moment and lose focus on the client‘s meta-view of
the situation.
- Metaphor: Using metaphor is a skill to draw imaginary and experience to help the
client comprehend faster and more easily.
- Acknowledging: The coaching skill of acknowledgment strengthens the client‘s
foundation.
Team # 5 – Training & Coaching 9
Speaking from your intuition is extraordinary valuable in coaching. It‘s right alongside the
ability to listen deeply and deftly. Intuition is a powerful asset in coaching. Intuition, however,
is not directly observable-although sometimes its effects are. Like the wind in the trees, it may
not be visible, but we can see and hear its effect. That is why it is sometimes called the ―sixth
sense‖. It is sensitivity that goes beyond the physical world. In order to express our intuition in
words, we make an interpretation. It‘s our interpretation of the intuitive nudge that can be off
target. The intuitive impulse itself was neither right nor wrong. The important thing to
remember in coaching is to be open to intuition-trusting it, aware of it, and completely
unattached to the interpretation. In the end, intuition is valuable when it moves the client to
action or deeper learning. It‘s irrelevant, really, whether your intuition was correct. If you‘re
going to use your intuition effectively, you can‘t be attached to the interpretation. Being
unattached to an interpretation can be a challenge, and it is one reason people don‘t express their
intuition.
Curiosity presents a paradox in coaching: on one hand it has a wonderful quality of playfulness;
and yet, in practice, the coach‘s curiosity is a powerful way of opening doors that the client has
closed, locked, and forgotten. Curiosity is therefore disarming but also engaging. When you are
curious, you are no longer in the role of expert. Instead, you are joining clients in a quest to find
out what‘s there. You are exploring their world with them, not superimposing your world on
theirs. By finding the answers in themselves-rather than in you the coach-clients become even
more resourceful. Curiosity generates the search, defines and directs it, but it is the exploring
that creates learning. As a coach your curiosity leads you to know the client from the inside out,
building internal capabilities.
Team # 5 – Training & Coaching 10
Coaching works for many reasons that reasons that overlap and intertwine, but one of the
strongest threads in this weave is action. In fact, it‘s the cycle of action and learning, over time,
that leads to sustained and effective change. Coaching works because it is not easy to maintain
momentum alone. One of the defining qualities of coaching is that it creates accountability: a
measuring tool for action and a mean to report on learning. Accountability is essential to
forwarding the action and deepening the learning in co-active coaching because the coaching
session is more than just conversation: it is conversation that leads to some form of action. To be
accountable simply means: to give an account. What worked? What didn‘t work? What
happened? What would you do differently next time? Co-active coaches are not attached to the
results clients achieve. Coaches want their clients to excel, of course, and have fulfilled lives,
but the results belong to the client. Accountability can provide means for change and creates a
great opportunity to acknowledge how they succeed. This is ultimately what clients are
accountable for: their own lives, their own agenda. If nothing else as their coach, hold them
accountable for this and you will be a powerful coach. Each of the following skills helps to
forward the action and deepen the learning:
- Brainstorming
- Planning/Goal Setting
- Request for action
- Challenging the client
- Putting structure to make it work
The context of self-management is about how coaches manage the distractions and still succeed
in being effective coaches. By paying attention to your own self-management, you learn more
about how to help clients with their self-management and, moreover, you model good self-
management for them. The professional coaching relationship demands that the client‘s
fulfillment, balance, and process receive your full attention as coach as well your client‘s
Team # 5 – Training & Coaching 11
attention. There‘s really no room to deal with your own feelings, opinions, and judgments
without taking something away from the client. As a coach you need to be physically grounded,
emotionally steady, and mentally present. Despite your best intentions to always be present, there
will be times when you disconnect from your client. Admitting that you disappeared actually
creates trust.
Coaching Processes
In a chaotic, high speed world of schedules, commitments, stress, and demands on time and
energy there is a yearning for something called balance. Balance is dynamic; it only exists in the
midst of action. Balance requires consistent, conscious, and controlled motion. There is a seven
step approach designed to lead clients from powerlessness to possibility and finally into action to
create a more balanced life.
1. Help clients see they are fixated on one way of looking at the issue.
2. Identify additional perspective
3. Get inside the different perspectives
4. Choose the perspective
5. Create a plan that addresses the situation
6. Commit to the plan
7. Take action
Every client will have a unique model of what balance looks like.
The focus of process coaching is on where clients are now and how they want to be. Part of the
coach‘s job is to be with the client in the process. Be aware that clients almost never come to
coaching for the process. They mostly come for setting goals and getting into action to achieve
those goals. And in their minds that‘s all about doing: action steps, to-do lists, and
Team # 5 – Training & Coaching 12
accountability. Yet there are times when it is indeed the process that needs coaching. Process can
be compared to the river of life. Life has a constant flow but it changes form. In one part it is
steady, and then it hits rapids, and then a waterfall. There are eddies and whirlpools, backwater
and swampy parts. Process is about being wherever you are on the river and not trying to dam
the river, walk upstream, or stop the river.
Team # 5 – Training & Coaching 13
Book Review
Coaching for Leadership
How the World’s Greatest Coaches Help Leaders Learn
Edited By: Marshall Goldsmith, Laurence Lyons, and Alyssa Freas
In today‘s business world, having a coach is becoming more and more of a necessity for
executives and CEOs. The purpose of an executive coach is to help people become more than
they realize they can be. Having a coach can be compared to having a sturdy set of shoulders to
stand on – you can see more and farther than you might see on your own.
For there to be a successful coaching relationship, there must be two people with a deep burning
inside them: one who desperately wants to move forward, and one who longs to help that
individual on the journey. This will be the leadership path for the 21st century. In the past,
leadership was defined as being a decision maker and resource allocator who made decisions
based on how much they could get an employee to contribute to the company‘s bottom line.
Today, a leader is a people developer and a relationship builder who asks, ―How can I help this
person be more valuable as an individual – as well as to all of us?‖ In short, today‘s leader is a
coach.
For the above reasons, Coaching for Leadership – How the World’s Greatest Coaches Help
People Learn, is a must have, must read volume for anyone who endeavors to be in the executive
coaching field, either on the giving or receiving end. The editors have accumulated the work of
many distinguished executives, authors, professors, and consultants in the human resources field
who have first-hand knowledge of coaching practices and created a virtual encyclopedic
Team # 5 – Training & Coaching 14
reference for the topic of executive coaching. The book is structured in such a way that it does
not have to be read chapter by chapter, front to back. ―This is an ideal book to ‗dip into‘ when
looking for an approach, a technique, or even for some inspiration on the subject.‘ (p. XIX)
Even though the book covers a myriad of topics, the editors did provide some structure for
traditional readers. The book is separated into parts that represent an important aspect of
coaching for leadership. These are:
Foundations of Coaching – In this section of the book, the topic of coaching is
introduced and the topic is presented in a way to make it accessible to readers from any
background.
Role and Identity – This section of the book explores the many roles we might take in a
coaching activity and in our day-to-day behaviors as leaders.
Moments and Transitions – This section of the book examines coaching activities that
are inspired by a change of circumstance or by our participation in a process that may or
may not seem to be related to coaching on the surface.
Practice and Techniques – This section of the book is a collection of some of the best
practical approaches to coaching. By referencing this section, the reader should be able to
develop their own style of coaching based on the practices of coaching pioneers who
explain what works, and what can derail effective practices.
Expanding Situations – This section of the book collects the ideas of leaders who have
applied the coaching concept to real and important leadership situations. There is a
compendium of case studies in which the ideas of coaching can and do make a difference in
achieving results.
Since this book is more of an overall reference book rather than a traditional text on the topic of
executive coaching, this summary will focus on the writings of a few of the contributors from
each section in the hope of giving the reader an idea of how experts view the importance of
having a coach and being coached well in your career.
Team # 5 – Training & Coaching 15
Part One: The Foundations of Coaching
Chapter 2 of this section is ―Coaching for Behavioral Change,‖ contributed by one of the book‘s
editors, Marshall Goldsmith. Goldsmith is a founding director of Keilty, Goldsmith &
Company, a consulting firm and one of seven key providers of customized leadership
development in the United States as identified by Penn State University.
Behavioral coaching is exactly what it purports to be: coaching for a change in a person‘s
behavior. But Goldsmith theorizes that leaders have difficulty in promoting change among those
they can influence the most, their direct reports. Why? Because, like most people, leaders want
to be liked, and they believe that if they confront others about behavioral problems, they will be
disliked. But for the organization‘s continuing success, individual behavior should be aligned
with corporate values. Some of the world‘s leading companies are using 360° feedback
(feedback from an individual‘s supervisors, employees, clients etc) to help bring about desired
behavioral changes.
Before starting on behavioral coaching, Goldsmith recommends that certain conditions be
examined as they pertain to the subject individual. If any of these conditions are present,
behavioral coaching would not be appropriate. These are:
Is the person being coached willing to make a sincere effort to change?
Has the individual been ―written off‖ by the company?
Does the person have the skills to perform their job?
Does the organization have the right mission? If the organization is not headed in the
right direction, behavioral coaching will not help it change direction.
Team # 5 – Training & Coaching 16
According to Goldsmith, behavioral coaching involves eight steps. For the process to work, an
environment has to exist where the individual is willing to change and the company gives the
individual a chance to change. The steps are:
1. Identify attributes for the individual you are coaching. This involves identifying
characteristics for an individual in a given position and asking the individual if they agree
that these are the correct behaviors for that position. Agreement on these topics helps secure
commitment to the process.
2. Determine who can provide meaningful feedback. Stakeholders have to be identified, and
the coach should strive for a balanced mix that doesn‘t stack the deck for or against the
individual.
3. Collect feedback. The assessment should be written, anonymous, and compiled into a
summary report by an outside party and given to the individual being coached.
4. Analyze Results. The coach should speak with the individual about the results of their
peers‘ feedback. The objective is just to discuss strengths and weaknesses.
5. Develop an action plan. In behavioral coaching, the most helpful outcome of an
assessment is specific advice and the development of alternatives for consideration rather
than a mandated list.
6. Have the individual respond to stakeholders. The individual being coached should talk
with the member of the assessment team and collect additional suggestions on the key areas
targeted for improvement.
7. Develop an ongoing follow-up process. The coach should contact the assessment team
within a couple of months for further assessment of whether or not the individual has
improved in the targeted areas.
8. Review results and start again. If the process has been taken seriously, improvement
should be reported by the assessment team. Follow-up could uncover additional areas for
improvement, and stakeholders should not object to continued participation if the result is
improved behavior.
In summary, behavioral coaching is simple, but it‘s not easy. It is just a part of total strategy of
performance appraisal that can reinforce positive behavioral change. And it is worth trying,
Team # 5 – Training & Coaching 17
especially if an organizational leader wants their direct reports to demonstrate the behaviors the
organization promotes.
Part Two: Role and Identity
Chapter 13 from this section is ―Coaching From Below‖, contributed by Deepak Sethi, Director
of Executive and Leadership Development for Thomson Corporation. Sethi states that while
more and more companies are engaging in a 360° feedback process, some of the most insightful
and valuable sources of feedback come from those who have worked with us and for us for a
long time and our families. These sources are often overlooked, but these people have an
unvarnished view of us and can provide a wealth of feedback and coaching, if we have the
courage to tap into this resource. This is what he calls ―coaching from below.‖
For this type of coaching to be successful, Sethi states that three factors must be in place. The
first is a Safe Climate, where managers can have an open dialog with subordinates without their
fearing reprisal on your part. Sethi also points out that just because you request candor from
your underlings doesn‘t mean that it will be forthcoming. A subordinate may not believe that
you actually do want honest feedback. Patience and sincerity on your part will help win them
over. Subordinates will coach you when and if they trust you, and not a moment before.
The second factor that needs to be in place for coaching from below is Excellent Communication
Skills. When being coached by subordinates, all traces of judgment and defensiveness have to be
suspended. Listening must be strictly for learning, and listening skills must be enhanced.
Team # 5 – Training & Coaching 18
Additionally, most communication is non-verbal, so another aspect to master is our body
language so that it is consistent with our listening and learning intentions.
The third factor is Practicing Self-Discipline. Having received the coaching from a subordinate,
it is a natural response to want to act on the recommendations in some way. An important
resource is to find a role model to help us learn new behaviors, alter existing behaviors, or
unlearn old behaviors. Patience and perseverance are keys here as well as ensuring that the
employee who gave the feedback becomes part of the follow-up process. To extinguish an old
behavior, it‘s necessary to start practicing a new one. Starting in a simulated safe environment is
the best way to engage in a new behavior. Also, the practice of visualizing every detail of what a
successful behavior is will assist in having that new behavior become reality.
Part Three: Moments and Transitions
Dave Ulrich, the renowned professor at the School of Business at the University of Michigan is
the contributor for Chapter 16, ―Coaching CEO Transitions.‖ Ulrich states that under the best of
conditions, coaching is difficult because the very nature of coaching assumes that someone can
change someone else‘s behavior or attitude. He believes, however, that there may be more
opportunities for success in coaching by concentrating on transition moments, times when
individuals experience a major change in their circumstances and are more open to new ideas
and willing to experiment with new behaviors. One of the readily identifiable transition
moments occurs when an individual assumes a new role within an organization, such as the
appointment of a new CEO (chief executive officer).
Team # 5 – Training & Coaching 19
As with other types of coaching, there are steps to be followed in transition coaching. The first is
Setting the Stage. The stage is set for coaching to begin when the current CEO identifies their
successor and has initiated a dialog about transition. Also, the current and future CEO have to be
comfortable with the idea of having a third party coach help them through the transition.
The reason for having a coach during the transition from one CEO to the next is to make the
change in regimes as seamless as possible. To enable the transition to be seamless, Ulrich
recommends using an individual from outside the firm who has no personal agenda in the
transition.
The second step in transition coaching is to Define the Purposes. Ulrich uses the term
relationship equity as an item that needs to be transferred from the outgoing CEO to the
incoming CEO. Relationship equity is the network of personal contacts and alliances formed by
the current CEO (all stakeholders). The transfer is accomplished through coaching. The benefits
of this coaching from the incoming CEO‘s perspective are that they get to develop a point of
view for dealing with each of the stakeholders and get to decide how to allocate time to the
stakeholders. Coaching allows the ending to occur and the new beginning to be initiated.
During the transition between CEOs, the coach assists both parties in the Creation of a
Stakeholder Map. The coach helps identify stakeholders from inside and outside the company
and helps determine what kind of future relationships there should be for the outgoing CEO and
the kinds of relationships the incoming CEO needs to develop from the transition. Both the
Team # 5 – Training & Coaching 20
outgoing and incoming parties have to realize that there will also be an impact on their personal
lives, and a coach can help with personal issues and family demands.
Hand in hand with the creation of the stakeholder map is the identification of the key
stakeholders and the kind of relationships that need to be formed with them. Coaches help the
CEO build an agenda for each stakeholder and help force a dialog between the parties. And
finally, coaches help by assisting the new CEO in the management of their calendar because
everyone wants a piece of their time. The behaviors of the stakeholders have to be managed so
that the appropriate amount of time is dedicated to them. The coach helps the CEO prioritize and
sequence their activities so that they have the greatest impact and help the CEO establish their
agenda.
Part Four: Practice and Techniques of Coaching
Chapter 29 in this part of the book is ―The Big Three Derailment Factors in a Coaching
Relationship,‖ contributed by David Noer, owner of a consulting firm in North Carolina. His
practice involves executive coaching, team development, and dealing with the human aspects of
mergers, downsizing, and acquisitions. His specialty is helping organizations and people get
through difficult transitions.
Noer states that with the delayering of organizations and expanded spans of control, the coaching
and mentoring roles previously performed by managers is increasingly being farmed out to
consultants. However, many consultants do not have the expertise or training to maintain the
special kind of relationship necessary for effective coaching. Noer identifies and explains the
Team # 5 – Training & Coaching 21
three biggest reasons that coaching efforts run into trouble and examines them from the
perspective of the coach and client.
Noer identifies the first reason for coaching failure as Confusion, Collusion, and Lack of Clarity
as the Who is the Client. An organization may want a coach to work with an employee, but the
contract should be between the coach and the person being coached, not their boss, HR
representative, or any other third party.
For the person being coached, it is imperative they ask why they are being chosen for coaching
and if they choose to be coached, insist that they, not the boss, be the client. As the client, ask to
choose your own coach, and if that is not permitted, ask for veto power over the selection. Noer
states that the three ―Cs‖ be followed: Clarity: You are the client, not the organization;
Confidentiality: All information belongs to you and the coach makes no reports about your
progress to your boss or anyone else without your endorsement; and Control: you are in charge
of the process and the only one qualified to decide if it‘s helpful.
The second reason coaching efforts fail is Solutions Looking for Problems – Coaches Enamored
of a Single Model or Approach. Coaching is not a ―one model fits all‖ relationship. The base
line between coach and client has to be that of a helping relationship with empathy, being non-
judgmental, and mutually exploring the problem and searching for an accurate diagnosis. Each
client will have different needs calling for different approaches from the coach.
Team # 5 – Training & Coaching 22
The client will realize they have a good coach if the coach does most of the listening, and is more
interested in your ideas, hopes, dreams and aspirations than they are in their model or process.
An athletic coaching model, one that concentrates on the content of the game, is inappropriate
for an organizational setting. Organizational coaches are hired to help you grow and develop as
you define them. They don‘t have to be familiar with your content (business or service). They
have to be interested in you.
The third reason coaching relationships become derailed is identified as Creation of a
Dependency Relationship. The coach should work to empower the client and then withdraw
from the relationship. The creation of a dependent relationship, oft times for the sake of a steady
income, may be tempting for some coaches, but all it really does is trivialize the relationship and
the process. The client should be willing and able to go solo. Therefore, it is important in
establishing the relationship guidelines to know when to end the process with an agreed upon
termination plan.
Team # 5 – Training & Coaching 23
ANNOTATED BIBLIOGRAPHIES
Burdett, John O., “Forty things every manager should know about coaching”, Journal of
Management Development, Vol. 17, Issue 2/3, p 142, 1998.
Hall, Douglas T., Karen L. Otazo, George P. Hollenbeck, “Behind Closed Doors: What
Really Happens in Executive Coaching”, Organizational Dynamics, Vol. 27, Issue 3,
p 39, Winter 1999.
Orth, Charles D., Harry E. Wilkinson, and Robert C. Benfari, “The Manager’s Role as
Coach and Mentor”, 2001.
Page, Linda J., “Adler and the Profession of Coaching”, The Journal of Individual
Psychology, Vol. 59, No. 1, Spring 2003.
Sperry, Len, “Working with Executives: Consulting, Counseling, and Coaching”,
Individual Psychology, Vol. 49, No. 2, June 1993.
Wageman, Ruth, “How Leaders Foster Self-Managing Team Effectiveness: Design Choices
Versus Hands-on Coaching”, Organization Science, Vol. 12, No. 5, p 559-577, Sept.-
Oct. 2001.
Wales, Suzy, “Why Coaching”, Journal of Change Management, Vol. 3, Issue 3, p 2.75-285,
2003.
Young, Clara Y., “Mentoring: The Components for Success”, Journal of Instructional
Psychology, Vol. 28, Issue 3, p202, Sep. 2001.
Yrle, Augusta C., Sandra Hartman, and William P. Galle, “An Investigation of
relationships between communication style and leader-member exchange”, Journal
of Communication Management, Vol. 6, p 257-268, 2002.
“Executive Coaching as a Transfer of Training Tool: Effects on Productivity in a Public
Agency”, Public Personnel Management.
Team # 5 – Training & Coaching 24
Annotated Bibliographies
Burdett, John O., “Forty things every manager should know about coaching”, Journal of
Management Development, Vol. 17, Issue 2/3, p 142, 1998.
Burdett begins by comparing the competitive world of sports to the competitive world of commerce. He
says that businesses have become more competitive due to globalization and that like sports, ―winning
and losing has far more to do with the heat than the head.‖ Coaching helps people redefine what‘s
possible. To do this, organizations must get rid of the traditional ―cop‖ role and become more like
―cheerleaders‖ by challenging, empowering, encouraging and reinforcing. Burdett then defines forty
philosophical and practical critical issues that define coaching as a characteristic of leadership.
1. Coaching is a process that focuses on 21. Ownership of the problem should be given to
performance. the employee.
2. Employee needs come before those of the 22. Feedback should be specific.
coach. 23. All learning starts with a question.
3. Coaching is a managerial philosophy, not a 24. The coach should present possible options to
periodic activity. remedy poor performance.
4. The coaching agenda reflects an appreciation 25. The coach should outline why the employee
of the organization‘s context. needs change.
5. Tools are trust, mutual respect, common 26. Negative feedback should be delivered with
purpose, integrity, openness and honesty. honesty and sensitivity.
6. Meaningful coaching and focus are 27. There should be a sensitive balance between
synonymous. building self-esteem and introducing creative
7. The process includes managing expectations, tension.
monitoring performance, and giving feedback. 28. Sharing best practice, role play, simulation,
8. The coach shares their vision of success at the micro-experiences, and scenario building are
beginning of the relationship. good coaching tools.
9. Issues of disagreement must be resolved 29. Feedback should damage the employee‘s self-
before meaningful coaching can take place. esteem.
10. The behavior change expected must be 30. The coach should avoid employee negative
specific or nothing will change. self-talk.
11. Acceptable behavior is shared values, both 31. Don‘t use ―but‖ transitions between positives
personal and organizational. and negatives.
12. Every coach should ask, ―What should I do 32. Before change can occur there must be a will
differently?‖ to change, a capability to act, and practice
13. Not all employees can be or want to be opportunity.
coached. 33. Exploration and play are more meaningful that
14. The coach must determine if the problem is instruction.
―can‘t do‖ or ―won‘t do‖. 34. Team members coaching each other can be a
15. The time, place and rapport for feedback will powerful form of coaching.
determine its effectiveness. 35. Employee commitment to change behavior
16. Sometimes the best opportunities for coaching must be obtained.
happen by accident. 36. The change should be defined in specific,
17. Beginnings start with endings. unambiguous behavioral terms.
18. What the coach non-verbally communicates is 37. Action steps should emphasize the employee‘s
possible can determine the success of learning style.
coaching. 38. Follow-ups must be done.
19. Feedback should have simple framework to be 39. Celebrating successes is integral.
effective. 40. If carried through with purpose, subtlety, and
20. The feedback is ―as the coach sees it.‖ character, but behavior hasn‘t changed, the
employee may be in the wrong role
Team # 5 – Training & Coaching 25
Hall, Douglas T., Karen L. Otazo, George P. Hollenbeck, “Behind Closed Doors: What
Really Happens in Executive Coaching”, Organizational Dynamics, Vol. 27, Issue 3,
p 39, Winter 1999.
The method of coaching is appealing because it can deliver executive career development that is
formed around the company‘s strategic objectives; and it can be highly cost-effective. This
article looks at the ways coaching has been applied, how effective it has been, and what lessons
can be learned. Coaching is the ―buzzword‖ of the day because executives like the
confidentiality and personal attention they receive.
When adopting a coaching practice, companies can choose to have external coaches from outside
the organization or internal coaches who are actually employed by the organization. Executives
tend to prefer external coaches when confidentiality and anonymity are required, when a wide
range of experience in needed, or when the coach needs to speak candidly. With an external
coach, the executive may feel that the information is privileged and be kept between the two. A
disadvantage is that someone from the ―outside‖ doesn‘t always have knowledge of the
company.
Internal coaches are preferred when knowledge of the company culture and politics is important,
when convenience is valued, and when the executive needs someone that can trust and are
comfortable with. Many times the internal coach is an HR manager. Because HR has a dual role
in that they serve both the company and the employees, a ―conflict of interest‖ can occur, which
can lower the trust level. The authors mention that one of the most complex issues in coaching is
trust.
Team #5: Training and Coaching 26
Today coaching is used for a practical, goal-focused from of one-on-one learning. It can
improve performance behaviors, enhance a career, and help to work through organizational
issues. Coaching is limited because it is time-bounded and short-term and focused on specific
competencies or problems. The authors quote an internal coach who states, ―A coach is not a
life-long mentor. Ending is important so that closure is reached and action is taken.‖
The authors state some things that should be considered when implementing a coaching practice.
Coaching should be results oriented. Coaches should not follow their own agenda nor provide
only negative feedback. The coach should be competent and knowledgeable. Some qualities
that good coaches posses are reflecting, caring, integrity, and commitment to client success.
The benefits of executive coaching include learning by both parties and executive acquisition of
new skills, abilities, and perspectives. However, there are some concerns that the authors
mention. The primary concerns are: (1) Managing the growth for demand. (2) Addressing
ethical issues arising from the coaching process. (3) Defining program scope and controlling
costs. To meet the demand the authors suggest that the number of internal coaches be increased.
To address ethical issues that may arise, a coaching code of ethics should be drafted to govern
decisions concerning coach assignment and information use. Finally, to better define the
program scope, clear guidelines should be established as to the use of coaches and the coaching
process.
Team #5: Training and Coaching 27
Orth, Charles D., Harry E. Wilkinson, and Robert C. Benfari, “The Manager’s Role as
Coach and Mentor”, 2001.
The authors open by stating that ―by serving as mentors, managers can help employees expand
their capabilities and improve their performance, but first a manager must create the proper
climate and develop the specific skills needed for effective coaching.‖ The developing of
employees requires managers to incorporate coaching into their management style. This creates
an organizational culture that exhibits stronger management teams, increased management
performance, and a low stress work environment. There would also be more teamwork and less
competitiveness, which may help personnel problems.
Coaching is neglected in organizations for three reasons. First, organizational climates do not
offer rewards or incentives for developing employees. Second, because there are no incentives
or role models in the area of coaching, managers cannot see the benefits. Finally, coaching
requires a lot of practicing. To obtain the skills, one must deal with the constraints of time,
training, and changes in attitudes.
An effective mentor is skillful with their use of power, relationships, and teaching. Coaching is
unlike career counseling in that it is a ―day-by-day, hands-on process.‖ Managers must be able
to analyze performance, plan action, create a supportive workplace, and influence to change
behavior. The authors state that to be an effect manager, you also need to be an evaluator and
coach. The coach helps improve performance daily and over the long term, while the evaluator
makes judgments about performance. While coaching, managers must not make judgments and
instead listen, probe, and offer suggestions.
Team #5: Training and Coaching 28
A growth environment must be created by the mentor. There should be a free and open
exchange of ideas. This can be done by: not using threatening language, respect from both
parties, showing interest in the employee, having no interruptions, and correct timing. There are
four critical skills that a manager should have to also be a good coach. They are observational,
analytical, interviewing, and feedback skills.
The authors conclude by saying, ―Coaching is not a way of solving one-time problems. It is a
way of helping employees, over time, improve their performance to outstanding levels…‖
Page, Linda J., “Adler and the Profession of Coaching”, The Journal of Individual
Psychology, Vol. 59, No. 1, Spring 2003.
In developing a Professional Coach training program at the Adler School of Professional
Psychology in Ontario, Page compares the underlying principles of coaching with the principles
of the school‘s philosophy. According to Page, there are three trends that have contributed to the
expansion of coaching. First, she states that in the practice of ―coaching…it is as if the recipient
is an athlete who is seeking to improve his or her performance. Second, the coaching principles
of athletics began to appear in the business world in the 1980‘s due to a trend of flatter
organizations. Finally, there was also a shift in the field of psychology as technology ―enabled
people to think differently about how people learn.‖
Next, Page compares the Adlerian assumptions with that of the practice of coaching. She
identifies five assumptions: Phenomenology, Social Embeddedness, Idiography, Teleology, and
Team #5: Training and Coaching 29
Holism. Phenomenology refers to the important things in the client‘s subjective mind rather than
the objective mind of another viewing from the outside. Similarly, coaches help their clients to
think on their own and to communicating their own subjective understanding of their life.
Social embeddedness takes into account the external environment around the person rather than
just the internal processes going on inside their minds. When coaching on an organizational or
business level, coaches are trained to listen to what‘s going on in their client‘s life outside of
work in order to develop a work-life balance.
Idiography refers to seeing each person as unique and creative rather than placing everyone into
broad categories. Likewise, in coaching clients are encouraged to think on their own and find
answers within themselves rather the coach recommending solutions to the problem.
Teleology takes people away from the past and puts them in the present. For example, don‘t ask
why something happened, but instead ask what‘s stopping you from attaining a future goal. The
co-active approach to coaching pertains to helping clients distinguish and attain their own goals.
Finally, holism refers to the individual as a ―whole being‖ rather than a ―collection of traits.‖
Page further describes this assumption by saying that just because the separates parts are known,
doesn‘t mean that the whole person is known. For example, in a jigsaw puzzle, you can see all
the pieces and know them each, but you do not see the picture until the puzzle is complete. As in
the social embeddedness assumption, coaches take into account all of the pieces of a person‘s life
including health, relationships, work, etc.
Team #5: Training and Coaching 30
Sperry, Len, “Working with Executives: Consulting, Counseling, and Coaching”,
Individual Psychology, Vol. 49, No. 2, June 1993.
Sperry focuses on the changing needs of executives and how a consultant who is psychologically
trained can better respond to these needs through consulting, counseling, and coaching. First, the
author begins my developing the view from an executive‘s perspective. They must see the larger
picture and envision long-term successes and consequences. To do this they must be passionate
in both their personal and work lives. They usually have to rely on their own judgment and
therefore, exploit their own potential. The traits that executives exhibit are similar. However,
the manner in which they function can be different in each executive.
The author identifies three profiles of executives. The first is the Healthy, Effective Executive.
These executives are characterized by active leadership, high need for power and control, high
levels of stress, and risk-oriented behavior. The Distressed Executive is like the Healthy
Executive in that they are both active, functioning members in their corporation and personal
life. However, this executive doesn‘t always perform or function consistently because of
stressors present in their lives.
The Impaired Executive is different from the above two in that when there are setbacks, it hard
for this executive to bounce back. They have ―dysfunctional patterns of behavior that reflect a
lack of ‗fit‘ or negative interaction between a predisposed executive and their corporation.‖
Impaired Executives lose touch with their surroundings and behave strangely. They are usually
unpredictable or tend to act inappropriately.
Team #5: Training and Coaching 31
Because today‘s executive has to rely on his own judgment, an executive consultant can give
them an opportunity to share their ideas and concerns. This helps to clarify and validate their
conclusions before the executive must put his plan into action. Sperry recommends that the
consultant be a guide to help them form their own thoughts. Consultants can do this by asking
key questions to help formulate the problem, generating courses of action, and anticipating
consequences.
Executive counseling is like consulting, but more of a clinical role. A counselor has a process-
oriented role and nondirective role, while a consultant is more expert-oriented and directive.
The disadvantage to the executive is that a counselor usually provides services on their own
terms. This may be hard for an executive being that they are usually in control.
Sperry defines executive coaching as ―the teaching of skills in the context of a personal
relationship with the learner.‖ The most useful way to exhibit coaching to executives is by
teaching them human relations skills. A principle focus of this concept is providing feedback. In
a team building environment, the coach‘s role is to facilitate a bonding between members.
Wageman, Ruth, “How Leaders Foster Self-Managing Team Effectiveness: Design Choices
Versus Hands-on Coaching”, Organization Science, Vol. 12, No. 5, p 559-577, Sept.-
Oct. 2001.
This research investigates the effects of team design and hands-on coaching on team self-
management and team performance. To begin, Wageman discusses for functions must be done
in order to perform work. The person must execute the work, monitor and manage the work
Team #5: Training and Coaching 32
processes, structure the performing unit and its context, and specify the goals. The first two
functions are what a self-managing team has control and accountability for.
Three behavioral indicators are identified for self-managing teams: the degree of collective
responsibility, the degree of monitoring own performance and seeking feedback, and the degree
of performance management. The three indicators of team effectiveness are the degree of
member interaction, the degree of task performance, and the degree of individual satisfaction.
The author defines two actions that are characteristic of team leaders: designing the team and
hands-on coaching. First, the author hypothesizes that, ―Well designed teams exhibit more self-
management and are more effective than teams whose designs are flawed.‖ Through research,
team design had a positive effect to the overall level of team self-management. The effects are
due to clear direction, group rewards, and strategy norms (self-management).
This is where Wageman defines coaching as ―the direct interaction with the team that is intended
to shape team processes to produce good performance.‖ It is stated that coaching can affect
engagement with task, interpersonal issues, and the acceptance of collective responsibility.
There is also evidence that coaching can improve group processes and member satisfaction.
However, coaching alone may not make a difference in the team‘s actual performance. The
second hypothesis states that, ―Teams that receive coaching exhibit more self-management,
higher quality interpersonal relationships, and higher member satisfactions—but not higher task
performance—than do teams that receive no coaching at all.‖ This hypothesis was also
supported by research. Positive coaching contributes to a higher level of team self-management
and quality of group processes. However, there is no effect on group performance or
Team #5: Training and Coaching 33
satisfaction. Negative coaching contributes to a lower level of team self-management and
satisfaction, but had no effect on group performance or quality of group processes.
Finally, the author looks at the interaction between team design and hands-on coaching. The
third hypothesis states, ―Leaders‘ design activities and hands-on coaching interact in affecting
team self-management and effectiveness, with coaching having a greater positive impact for
well-designed teams than for poorly designed teams.‖ The research showed that this hypothesis
was supported in the level of self-management and quality of group processes, but not for
objective task performance or satisfaction. The effects of leader‘s coaching behaviors depend on
how well the team is designed: Effective coaching helps well designed teams more than poorly
designed teams, and ineffective coaching has a negative effect on poorly designed teams more
than well designed teams.
Wales, Suzy, “Why Coaching”, Journal of Change Management, Vol. 3, Issue 3, p 2.75-285,
2003.
In ―Why Coaching‖, Suzy Wales describes the experiences of a group of managers who are
participating in a coaching program. Her research examines the practice of coaching and
demonstrates the view of coaching from the recipients‘ side. The research takes place in a UK
bank with fifteen managers. The bank was recently reorganized into five separate businesses.
The Head of the Sales and Marketing Department wanted to change the bank structure to one of
―consultation and empowerment‖ and away from the traditional ―command and control‖
structure. Each manager received one hour of coaching to support them through the transition of
Team #5: Training and Coaching 34
structure. In order to show the recipient‘s view of coaching, Wales created a self-report
questionnaire that was based on six levels of learning and change; environment, individual
behavior, beliefs, values, and capabilities; their role, vision, and purpose.
From the questionnaire, key benefits were identified and could be divided into three groups:
internal, external, and mediating. Wales says that the benefits formed a pattern throughout the
three groups. The benefits of self-awareness and confidence are internal processes for ongoing
development, which facilitate five external benefits of management, assertiveness,
understanding, differences, stress management, and work/life balance. Mediation involves the
benefit of communication and acts between the internal and external groups.
Her research concludes that the practice of coaching involves self-development, management
development and organizational effectiveness. Coaching makes the link between the three more
effective by providing for personal development, supporting organizational initiatives, and
making managers feel valued.
Young, Clara Y., “Mentoring: The Components for Success”, Journal of Instructional
Psychology, Vol. 28, Issue 3, p202, Sep. 2001.
This article focuses on what causes mentoring relationships to be successful. Its purpose is to aid
in developing the process for those looking for a mentor and/or those hoping to become mentors.
Young describes a mentor as one who is ―skilled, knowledgeable, a visionary, dynamic, and
committed to the process of improving individual‘s skills.‖ She goes on to describe some of the
Team #5: Training and Coaching 35
behaviors that a mentor displays. Those behaviors are guiding, coaching, nurturing, teaching,
and modeling.
In the story of Odysseus‘ son, Mentor is entrusted with the responsibility of educating him. This
was where the concept of mentoring was first visualized. It‘s comparable to today‘s concept of
mentoring in that Mentor was not only involved in Odysseus‘ son‘s education, but also the
physical, intellectual, spiritual, and social areas of his life. This process teaches protégé‘s to
―think and act‖ for themselves as Mentor guided Odysseus‘ son to do the same. Young goes
further to say that the relationship between the mentor and the protégé need to be arranged so
that they are beneficial to both parties.
The author describes the characteristics of a good mentor as: committed; accepting; skilled;
effective in interpersonal context; communicates optimism; models continuous learning;
understanding of the role; knowledgeable; sensitive, accepting, and trusting of the protégé;
responsive; objective and clear. The roles of the protégé are as follows: respecting and trusting
of the mentor; understanding of mutual relationship; taking initiative; resourceful; willing;
development of a plan; listening and responding; knowledgeable of need for the mentor; open to
feedback; committed and willing to learn.
In order to establish a mentoring relationship, it is the protégé‘s responsibility to understand why
they need a mentor and what they want to gain. This includes evaluating the need for the
mentor. Does the mentor need personal development, professional development, or professional
growth? It is during this process that the protégé should ask two questions: ―What do I expect
from my mentor?‖ and ―What characteristics will I bring to the relationship?‖
Team #5: Training and Coaching 36
Next, the protégé begins their search and solicitation for a mentor. The answers from the
original assessment questions should identify the characteristics that should be looked for in
choosing a mentor. Solicitation is done in a face-to-face interaction. During the interaction,
needs and expectations should be identified to the potential mentor.
Once it is determined that the mentor wishes to take on the role, the two parties discuss the
relationship that will evolve. It is in this step that the ground rules should be laid out.
Yrle, Augusta C., Sandra Hartman, and William P. Galle, “An Investigation of
relationships between communication style and leader-member exchange”, Journal
of Communication Management, Vol. 6, p 257-268, 2002.
This research examines the relationships between literature of communication theory,
contingency ideas of coaching vs. counseling communication styles, and leader-member
exchange (LMX) theory from management literature. The LMX theory says that supervisors use
different communication styles with subordinates based on whether the relationship is high
quality or low quality. On the other hand, the communication literature focuses on ‗best‘
practices that should be used with all employees equally. The authors tackle the issue of whether
to two literatures can be used together to gain a better understanding of the differences in the
ways that managers communicate with different employees.
The study found that close supervision resembles a coaching style while when given latitude, a
more counseling or participative style is used. Three hypotheses were reviewed for the purpose
of the research. (1) Subordinates who report higher-quality LMX will also report better
Team #5: Training and Coaching 37
communication quality from their supervisors. (2) Supervisors‘ assessments of LMX will be
similar to subordinates‘ assessments. (3) Supervisor-subordinate pairs which are similar
demographically will experience higher LMX.
The first hypothesis concerning the relationship between higher-quality LMX and
communication quality was found to have a positive relationship. The research specifically
found that LMX is a predictor of the communication practices of coordination and participation.
As subordinates perceived higher exchange with managers, they also reported an increased
ability to participate due to good coordination by the manager.
Hypothesis (2) regarding the difference in perceptions by employees and supervisors on LMX
reported another positive relationship. However, the positive relationship was weak. The
authors suggest that this could be attributed to different constructs being measured. For example,
when measured from the different perspectives of leaders and supervisors, the same construct
may not be being measured.
The final hypothesis attempts to examine whether supervisors who are using lower-quality
communication exchanges are doing so for objective reasons. The authors suggest that more
research and study be put into this area. They were unable to find any conclusions.
Team #5: Training and Coaching 38
“Executive Coaching as a Transfer of Training Tool: Effects on Productivity in a Public
Agency”, Public Personnel Management.
This article discusses research that studies the effects of executive coaching in a public sector
municipal agency. In the research thirty-one managers completed a managerial training
program, followed by eight weeks of one-one-one coaching. The classroom training gave an
overview of important managerial roles that increase productivity, quality, and effectiveness.
The coaching involved goal setting, collaborative problem solving, practice, feedback,
supervisory involvement, evaluation of end-results, and a public presentation. The author
identifies one-on-one coaching as a critical factor that provides for transferring classroom
training to the job. One-on-one coaching gives managers the opportunity to practice and obtain
feedback on what was learned in the training. One of the factors of the coaching was a public
presentation. Managers made a presentation of results to a group of peers, supervisors, and top-
level executives.
The trainees anonymously took a pre-test and post-test that paralleled the classroom training.
The results of the tests were 71.1 percent correct for the pre-test and 88 percent correct for the
post-test. Once the coaching phase began, the trainees were able to document their results. The
data documented showed an increase in productivity of 22.4 percent.
In conclusion, the research showed the effects of one-on-one coaching to transferring knowledge
gained in training to the job. When augmented with coaching, training showed an increase in
productivity four times greater that with training alone. The authors believed that the goal-
Team #5: Training and Coaching 39
setting and public presentation were critical factors in the coaching phase. Goals must be
specific, challenging, measurable, assignable, realistic, and time-bound.
Team #5: Training and Coaching 40
PRACTITIONER INTERVIEWS
LCRD Jeff Priore, Training Officer, NMCB 28 (Navy Construction Battalion)
Diane Dykes, Learning & Development Supervisor, BP Chemical Plant
Reverend Mike Ruth, Senior Executive Pastor, Metropolitan Baptist Church
Joseph DeLeon, Systemic Unit Supervisor, EEOC
Team #5: Training and Coaching 41
Practitioner Interviews
LCRD Jeff Priore, Training Officer, NMCB 28 (Construction Battalion with the Navy)
On October 12, 2003 I interviewed LCRD Jeff Priore, training Officer with NMCB 28
(Construction Battalion with the Navy). He mentioned that coaching is an area that is utilized in
the Navy to help learners assume responsibility and to become self-motivating. In the Navy
there is a need for coaching and it is on-going with opportunities to improve. He mentioned the
value of tailoring a personal development approach for each of the four worker generations:
Silent Generation, Baby Boomers, Generation X and Generation Next.
Silent generation workers are able-bodied learners if you treat them with courtesy. Coach them
with the following in mind: treat them with respect, they want well respected & experienced
coaches and want to be trained tactfully.
Coaching baby boomers to strive for self-improvement shouldn‘t be difficult. But you need to be
sensitive to: coaching tactfully to clarify self-vision, reinforcing developmental initiative and
steering workers to make new skills habitual.
Generation X and Next are more geared towards multimedia, online and interactive materials and
should be taken into consideration when coaching. The point being of mentioning the above
generations is that we have experienced different approaches based on generation type has made
a difference. In the military the outcome of coaching can be the results of a life & death
Team #5: Training and Coaching 42
situation. That is why we take training seriously and ―train as we fight-to fight like we train‖.
This includes coaching that is on-going and expected from all senior personnel. In the Navy
LCDR Priore explained that the soldiers not necessarily go for coaching on their own, they are
required coaching annually. After discussing co-active coaching model with LCDR Priore he
enjoyed the concept and thought it was interesting, but he mentioned that for a lot of the
situations he has experienced this approach wouldn‘t work, but he also said that he can think of
other situations that co-active coaching would be beneficial to.
Diane Dykes, Learning & Development Supervisor, BP Chemical Plant
On October 15, 2003 I interviewed Diane Dykes. She is the Learning & Development Supervisor
at a BP Chemical Plant in Alvin, Texas. She has been in her position for two years. She
mentioned that four years ago several managers were trained to be coaches, to help transition
into a self-directed team organization. As coaches they facilitated meetings and helped the
different manufacturer teams with the re-organization. This was a temporary assignment and
these coaches have moved on to different assignments.
BP is currently developing some coaching sessions for management and for the first level
leaders. She expressed the need for a continuous coaching program at the chemical plant in the
management and first level leadership level. One of the challenges she confronts is the turnover
rate. Engineers and Managers move at an average rate of two years and it is difficult to
effectively see the progress or benefits of coaching, since coaching should be a long term
commitment and takes time for the changes to occur general. In general, she feels that in the past
Team #5: Training and Coaching 43
they haven‘t done a good job of following up on training sessions to make sure the skills are
implemented. In other words, validating the value of the seminars and training sessions.
I gave her a brief summary of my book review and she agreed with the author‘s approach. One
of the companies they have used is Innovation Associates Inc to facilitate their coaching
sessions. Their objective is to coach without controlling, pretty similar to the co-active coaching
model from the book review.
Reverend Mike Ruth, Senior Executive Pastor, Metropolitan Baptist Church
Mike Ruth has been Senior Executive Pastor of Metropolitan Baptist Church (The Met) for two
and a half years. The church‘s congregation numbers over 6,500 and its affiliation is with the
Southern Baptist Convention headquartered in Nashville, Tennessee. The church employs a full-
time staff of over 60 people along with numerous part-time employees and volunteers. As
Senior Executive Pastor, Mike‘s primary duties include overseeing the HR function and the daily
business operations of the church. Mike brings to his position many years of experience in
management from the private sector. My objective in talking with Mike about Executive
Coaching was to find how a church assists its staff in becoming the best ministers they can be
and to see if there were any similarities in their approach versus what we‘ve read about in the
private sector.
I asked Mike if he was familiar with the concept of Executive Coaching, and if so, had any of the
principles of coaching been used with the ministerial staff of the church. I wanted to know how
Team #5: Training and Coaching 44
the church responded if they discovered that any of the ministers was having difficulty in their
position and appeared as if they could benefit from having a coach they could turn to.
Pastor Mike told me that he was familiar with the concept of Executive Coaching and he wanted
to explain to me what approach the church uses with its senior staff. While not couched under
the terminology of Executive Coaching, he explained that there are ―coaching-like‖ approaches
used by the church if a need is detected. The needs of the staff could be brought to the attention
of the Senior Pastor and Executive Assistant Pastor by the individual or by another staff member.
Pastor Mike‘s contention is that there is a lot of pressure on all of the ministers on staff and that
it is in the church‘s and congregation‘s best interest for the organization to operate as
economically and efficiently as possible. This includes having all ministerial staff members be
―at their best‖ as much of the time as possible.
The church employs traditional employee reviews on a semi-annual basis. Beyond that, there
have been times when members of the ministerial staff have been identified as having greater
potential than what is required for their current position, and the church leadership moves to
encourage the individual and help them advance their career, usually in a more responsible
position at another church. (Robert Witherspoon, founder of Performance and Leadership
Development Ltd. has identified this situation as ―Coaching for Development.‖) In such a case,
senior church ministers will work with the individual to assess their current abilities and
determine which areas need performance enhancement to make the individual more attractive for
their next position. A working plan is established along with expectations and a time line for
achieving the goals. The individual being coached is encouraged to bring their questions and a
Team #5: Training and Coaching 45
concerns to their mentor/coach at scheduled review times and as the need arises so that
corrective suggestions can be made. When the established goals have been achieved, that
person‘s name is made available to a church inquiring about personnel recommendations. 0ne
church making referrals to another is the main avenue for filling ministerial job openings.
Another way in which the church makes use of coaching practices for its ministerial staff is to
work with an individual who needs assistance in performing their current job responsibilities.
According to Pastor Mike, an individual struggling in their current position is encouraged to seek
assistance from a minister working in a similar position at another church. For example, if the
Minister of Senior Adults is not meeting their job expectations, that person will meet with his
own church staff in brainstorming sessions. He will also be given the names of senior adult
ministers at other churches with successful, active programs in order to glean ideas about what
makes their programs successful. Pastor Mike said that cost of recruiting and employing
qualified ministers is very costly to most churches; so before making a change, the church wants
to give an established individual every opportunity to make their particular area of responsibility
a success, even if it means ―consulting with the competition.‖
Finally, Pastor Mike relayed to me the fact that, thus far in his tenure at The Met, the need for
engaging in coaching opportunities has been limited. He said that, for the most part, they have
been blessed with a very stable staff with little performance problems. He attributed this to the
strong leadership of the church‘s Senior Pastor, Rev. Sal Sberna, and the fact that very clear
expectations are laid out for the ministerial staff at the church‘s annual retreats which occur
every summer.
Team #5: Training and Coaching 46
Joseph DeLeon, Systemic Unit Supervisor, EEOC
Joseph DeLeon is a supervisor for the systemic unit at the Equal Employment Opportunity
Commission in the Houston District Office. His unit investigates both individual and group
claims of discrimination by employers. Joseph‘s responsibilities include keeping his staff on
track and helping them to investigate claims in a timely manner. His supervisory role has many
characteristics of coaching.
I spoke with Joseph about how he feels that his role as supervisor uses the concept of coaching.
He feels that the act of investigating itself follows a lot of the principles of coaching. When
investigating a claim, you must ask many questions to get to the facts. Also, the EEOC
investigators are neutral parties when investigating the claim. They are not there to help an
employee find a cause for discrimination nor are they there to help the employer prove there is
no cause. It is important that they stay neutral and not begin to follow their own agenda.
As far as his particular job as a supervisor, investigators come to him when they are having
problems with an investigation. Sometimes they are not sure where to begin in the investigation
or other times, they want validation that their decision is correct. Joseph uses the concept of
coaching to aid the investigators in finding the answers they are seeking. He goes through a
series of questions to help them to answer their own concerns. Although there are times, when
Joseph knows the facts of the case, there are times when he has no background on the case at all.
Team #5: Training and Coaching 47
However, through his coaching and questioning, he is still able to help his staff with their
investigation and help them to see the case more clearly.
Team #5: Training and Coaching 48
ADDITIONAL RESOURCES
Coaching for Performance
by John Whitmore
“Leader as Coach”, BP Amoco
International Coaching Federation Website
Levinsky, Rosemary, “Stay in the Game”, Black Enterprise, April 2000.
Bossidy, Larry, “The Art of Good Coaching”, The Chief Executive, May 2002.
Team #5: Training and Coaching 49
Additional Resources
Coaching for Performance
by John Whitmore
This resource is one of the training models that was offered to management at Amoco as a virtual
training assignment. The objective of the training is to help learners to assume responsibility for
their own development and to become self-motivating. Another objective is to help learners
develop greater levels of awareness. This, in turn, leads to greater knowledge and skill. It starts
talking about the flow of coaching which involves: Establishing a relationship, recognizing
openinsg, observing/assessing, and enrolling the client and having coaching conversations. This
is in-line with the co-active coaching model presented in the book review. Effective coaching
requires the ability to establish a trusting relationship and the ability to ask questions that enable
the client to become aware of his/her own thinking which stimulated action(s) and yielded
results. Performance coaching is based upon: awareness and responsibility, effective questioning
and goals/reality/options/will. Key coaching questions are: GOAL-What do you want to
develop? REALITY-What is happening now? OPTIONS-What could you do to reach your
goals? WILL-What will you do?
Amoco merged with BP and this virtual training is not being offered. But BP offers other
coaching type training throughout the world. One that is offered to the first level leaders is a
training called Leaders as Coach.
Team #5: Training and Coaching 50
Leader as Coach
The ―Leader as Coach‖ workshop introduces three essential elements for coaching and
developing employees: providing an environment conductive to coaching, confirming
development objectives with employees, and using on-the-job opportunities and face-to-face
discussions to improve performance. The workshop helps leaders understand the coaching
process and gives them practice in listening and communicating, observing behavior, evaluating
and prioritizing developmental opportunities, negotiating developmental opportunities with
employees, and creating concrete coaching plans. The program focus is on leveraging the
strengths and motivations of employees while aligning their performance with corporate
objectives. The coaching strategy modules are as follow:
Shape the Environment: Building a Culture for Coaching
The Pipeline for /Development-necessary conditions for development
Culture enablers
Forging a Partnership: Building Trust and Understanding
Understanding how people differ
Looking for motivation
Listening-moving to a ―viewing point‖
The trust test
Organizational issues
Inspire Commitment: Building Awareness and Alignment
―Gaps‖ )Goals, Abilities, Perceptions and Success Factors) analysis
Gathering information for coaching
Giving feedback using BEST
Focus on priorities
Grow Skills: Leveraging Learning
How people learn
Skill building tactics that work
Planning for development
Development discussion guides
Case Study
Team #5: Training and Coaching 51
Promote Persistence: Orchestrating Opportunities
Managing behavior change
Ways to ensure learning is applied
Capitalize on ―coaching moments‖
Developing people through work experiences
Dealing with emotions
Coaching to keep the momentum going
Getting to GO! model
International Coaching Federation Website
www.coachfederation.org: The website of the International Coaching Federation--the largest
association of professional business coaches--has a free coach referral service. The site helps
you select a coach using your specific criteria by putting in a "Request For Proposal" or RFP
online, which is sent out to members who can respond to you. Or contact them for a free referral
at:
ICF
PO Box 1393
Angel Fire, NM 87710
888-423-3131 (general info)
888-BE-MY-COACH (referrals only)
Levinsky, Rosemary, “Stay in the Game”, Black Enterprise, April 2000.
In ―Stay in the Game‖, Levinsky examines the role of executive coaches as it could benefit
African-American executives and explains why many African-Americans are not availing
themselves of this career-enhancing benefit.
Team #5: Training and Coaching 52
Levinsky begins her article by stating the main reason executives work with an executive coach:
to improve their performance and image. The coach‘s objective is to assist the individual in
improving their skills and shoring up the areas that need improvement. She distinguishes
between the function of a coach and a management consultant by stating that the coach works
with an individual for the long term to help resolve ongoing issues while a management
consultant may analyze and try to correct a problem and then be gone.
It is not just corporate employees who benefit from working with a coach. More and more,
entrepreneurs are enlisting the assistance of coaches to have a confidant to share experiences
with and possibly gain a new perspective on their businesses.
According to the International Coach Federation (ICF) the majority of people seeking coaching
assistance are professionals with college degrees and annual incomes over $60,000. The main
reasons for seeking coaching assistance are:
Help with Time Management
Career Guidance, and
Business Advice
while looking to achieve these benefits:
Higher level of self-awareness
Smarter Goal Setting
A more balanced life
Reduced stress levels
More self confidence
Yet, while executive coaching is coming to the forefront as an accepted performance enhancing
utility, African American participation with coaches is at very low levels. Theories for the
reasons behind this are lack of familiarity with the coaching process, a reluctance to go outside
Team #5: Training and Coaching 53
the established circle of family and friends for advice, and the existing prejudicial stigma that
their performance on the job is already viewed as inferior. Having to be coached would only add
to the misconception.
One of the best ways to increase African American participation in the coaching/mentoring
process is to change the overall corporate strategy and implement formal mentoring strategies for
everyone. Having or wanting a coach does not have to indicate that something is wrong. It can
be that the individual is stating, ―I want to be extraordinary.‖
The article finishes by mentioning the accepted methods of establishing a coaching relationship,
from setting the criteria for success from the organization‘s standpoint, to assessing the
individual against the criteria established by the organization, to establishing an action plan to
meet developmental needs, and then launching the action plan. Finally, Levinsky mentions that
it isn‘t in the best interest of the individual to decline an offer to participate in a coaching process
because of not being perceived as being a ―team player‖ or being motivated enough to improve
your skills.
Bossidy, Larry, “The Art of Good Coaching”, The Chief Executive, May 2002.
Bossidy, chairman and former CEO of Honeywell and former CEO of AlliedSignal, believes that
those who think of people as a company‘s most important asset must also be good coaches. He
defines coaching as pointing out the best way to accomplish something, not because of one‘s
intelligence, but because of the number of times you‘ve seen similar things happen before.
Team #5: Training and Coaching 54
Bossidy believes that every interaction with direct reports or meeting can be an opportunity for
coaching. To him, it‘s a matter of asking the ―right‖ questions, to get people knowledgeable
about business matters to start to think ―outside the box.‖
The results of a coach‘s efforts will be seen in the improved performance of those he is
interacting with. Bossidy believes that an executive coach has to be realistic and determine if
they are truly interested in helping others improve or if they just want to hear themselves talk.
Effective coaching methods have changed over time also. Methods that follow the command
and control model (think Bobby Knight or Vince Lombardi) are no longer relevant to those being
coached because people want to have input into what affects them. Coaching has to be tailored
to the people being coached. Additionally, it should be remembered that what is working today
may not work in the future because companies and working environments will continue to
change.
Who makes the best coach? Usually, it‘s the person with the best interpersonal skills and best
communication skills; the person who knows when to praise and when to press forward. A
measure to determine a person‘s effectiveness at Honeywell is to see how well they develop
those employees under him. Just by listening to comments from other employees, it is easy to
determine who is developing employees and those who aren‘t. According to Bossidy, those not
doing it usually have short careers.
Bossidy concludes by stating that his success depends on how well he has developed and
coached people. But being the best technologist or financial wizard in and of itself isn‘t going to
Team #5: Training and Coaching 55
be sufficient to get to the level of performance the company needs. The differentiating factor for
success will be the ability to identify, develop and coach great people.
Team #5: Training and Coaching 56
TOPIC SUMMARY
Team #5: Training and Coaching 57
Topic Summary
Co-Active Coaching- New Skills for Coaching People Toward Success in Work and Life
by Laura Whitworth, Henry Kimsey-House and Phil Sandahl.
In today‘s modern business environment a need for more coaching is perceived. Coaching is a
tool that can be used to make your business more competitive. If you agree that your people are
your strongest assets or important assets, developing them and unlocking a person‘s potential to
maximize their own performance will impact the bottom line. Being able to balance your life and
fulfilling your life is achievable. Using processes and co-acting coaching models can help you
achieve it. This is an important implication derived from the books, research articles and
interviews.
The premise of the co-active coaching model is that people come to coaching because they want
things to be different and they are capable and resourceful enough to make changes. Sometimes
this might not be the case. Sometimes people seek coaching because they were asked or ordered
to go to coaching and they really are not interested in changing. This book does not address that
type of scenario. A different type of coaching model should probably be used instead of the co-
active coaching model approach in that situation.
The book is very clear and simple to read and understand, but it will be difficult to implement the
co-active coaching successfully without coaching experience and real-world experience. There
are always a dozen different tunnels to go down with every client in every situation. This book is
not a coaching rule book or user‘s manual, and there probably is not one that covers all
Team #5: Training and Coaching 58
scenarios/situations. The approach of fulfillment, balance & process was quite interesting. On
the wheel of life or co-active coaching model, I would add another piece of the pie related to
spiritual principles.
A quote from the book that was interesting and worth remembering is: ―If we do not change
direction, we are liable to end up where we are headed‖. In my life experience I have worked in
environments that are reluctant to change. Sometimes because they just don‘t see or agree the
need for change and other times because they just don‘t want to change because it is out of their
comfort zone. To make progress and to be competitive during the existing world environment we
need to constantly make changes and those who can learn faster will most likely have the
competitive advantage.
People living fully, passionately, enjoying their work and giving their best is a great vision.
Coaching has emerged as a mean to accomplish the vision previously mentioned. This world
would be a lot different if the culture co-opted the principles of fulfillment, balance, and process
and made them a basic expectation for everyone.
The book was very enjoyable and supportive of continuing learning and growth. Coaching is a
tool that can be used to accomplish learning and growth. Everyone at all levels is strongly
encouraged to consider coaching.
Team #5: Training and Coaching 59
Coaching For Leadership – How the World’s Greatest Coaches Help Leaders Learn
Editors: Marshall Goldsmith, Laurence Lyons, and Alyssa Freas
Executive Coaching is becoming the buzzword in this first decade of the 21st century for the
approach of helping managers and executives expand their capabilities and skills, both on the job
and beyond. There are different coaching approaches for different situations, and this book,
Coaching For Leadership – How the World’s Greatest Coaches Help Leaders Learn, is an effort
by the editors to create a manual for coaching individuals to be more than they ever thought
possible.
The book draws on the expertise of many experienced practitioners of the coaching arts, from the
world of academia to consultants, to business executives. Each contributor draws on their
personal knowledge and research and presents their theories in a short article on a particular
topic. The editors‘ job was to contribute to the text as well as group the various submissions
under one of the areas of concentration: Foundations, Roles and Identities, Moments and
Transitions, Practice and Techniques, and Expanding Situations.
The editors acknowledge that their book should be viewed as a reference work that one could
consult often when presented with a coaching challenge in their life. Their stated hope is that the
reader will see how coaching fits in with other techniques and approaches, such as consulting
therapy and organizational development.
Team #5: Training and Coaching 60
Coaching For Leadership – How the World’s Greatest Coaches Help Leaders Learn has many
strengths. Among them, a chief strength is its readability by anyone with an interest in the topic.
Its audience is primarily those in the business world and chapters are written concisely and
succinctly, something busy executives will appreciate. Second, the book is a comprehensive
compilation of theories and suggestions for conducting a successful coaching relationship.
Anyone who is serious about becoming familiar with the coaching process will discover many
favorite sections, and I would imagine that many copies of these texts will become dog-eared and
high-lighted as the readers refer back to the passages that affected them the most.
Coaching for Leadership should become an executive coach‘s handbook. At a minimum, it
should be a part of a practitioner‘s library.
Annotated Bibliographies
The academic research follows the same major themes of each of the books that were reviewed.
The articles analyzed the effect of coaching on the individual, individual performance, the team,
team effectiveness, or the organization. In ―Why Coaching‖, Wales says that the practice of
coaching involves self-development, management development and organizational effectiveness.
Coaching can also improve team effectiveness. Specifically, Wageman looked at how the
combination of a good design and hands-on coaching affects team effectiveness and
performance. She found that effective coaching helps well designed teams more than poorly
designed teams, and ineffective coaching has a negative effect on poorly designed teams more
than well designed teams.
Team #5: Training and Coaching 61
The articles looked at how coaching can be used by managers. In ―The Manager‘s Role as
Coach and Mentor‖, the authors mention that managers can use this technique to help improve
the organizational culture and help employees expand their capabilities and improve their
performance. Coaching can also aid in transferring skills learned in a classroom to the actual job.
A critical factor in this is feedback. Almost all of the articles expressed the importance of
feedback in the coaching process.
In Young‘s article on mentoring, she discusses the important characteristics that those seeking
coaching should look for in a coach. Some of those characteristics are: skilled, knowledgeable, a
visionary, dynamic, and committed to the process of improving individual‘s skills.
Overall, the articles looked at how to apply the models of coaching introduced in the books to an
organizational setting and how coaching can affect the performance and culture. Most of the
articles supported their information through research or real-word observations.
Practitioner Interviews
From the interviews we conducted, we found that although not all organizations employ an
actual specific coaching model, the broad concept of coaching (aiding in personal growth to
improve performance) is used in practice. For example, Reverend Mike Ruth adopts the practice
of Coaching for Development in that employees are identified if they have greater abilities than
Team #5: Training and Coaching 62
their current position allows. They are then coached to find a position that better suits their
abilities.
LCRD Jeff Priore of the Navy commented that they although they use coaching regularly in the
military, a co-active style is not utilized. This shows that different organizational cultures
require different styles of coaching. The purpose of coaching in the Navy is to expand their
leadership roles to assume responsibility and become self-managing. Because the outcome of
coaching in the military can mean life or death, coaching is required annually. This idea actually
goes against what the books and academic literature say about coaching. However, when life or
death is the outcome, required coaching seems to be more than appropriate.
At the BP Chemical Plant, there is a formal coaching program. The purpose it to help transition
themselves into a self-directed team organization. This purpose is similar to that of the Navy in
that they both focus on the goal of self-managing. Diane Dykes emphasizes the importance of
feedback. Validating the transfer of skills to the job is something that would help BP‘s coaching
program sustain long lasting results. Feedback was mentioned as an important role in most of
the literature reviews and this goes hand-in-hand with the article ―Executive Coaching as a
Transfer of Training Tool.‖ The article states that when coaching is used to transfer classroom
skills, productivity and on-the-job performance increases.
Joseph DeLeon uses coaching daily in his role as Supervisor at the EEOC. He uses the art of
conversation and questioning to help his staff investigate claims and see a case more clearly.
Team #5: Training and Coaching 63
The investigators themselves follow coaching rules. One in particular is that they must not
follow their own agendas.
Additional Resources
The additional resources presented all support what information is found in the books, annotated
bibliographies and in the practitioner interviews. Coaching for Performance poses relevant
questions that coaches should use to facilitate a coaching meeting. GOAL-What do you want to
develop? REALITY-What is happening now? OPTIONS-What could you do to reach your
goals? WILL-What will you do? This gives a logical flow that coaches can follow to help
employees answer their own questions about their performance. Another tool used at BP Amoco
is the ―Leader as Coach‖ training. This gives an example of a real-world coaching program that
goes along with company strategy. This resource shows that a coaching program should be
aligned with corporate objectives in order to be successful.
We also looked at several additional annotated bibliographies. ―Stay in the Game‖ addresses
some of the issues and concerns that employees may have about coaching. Sometimes being
coached is seen as a weakness. To others it can mean you have a serious problem. Levinsky
states that a way to avoid this misconception is to implement formal mentoring strategies and
therefore, change the overall corporate strategy. This goes hand-in-hand with what was found in
the ―Leader as Coach‖ training at BP Amoco.
Team #5: Training and Coaching 64
Finally, in ―The Art of Good Coaching‖ Bossidy acknowledges that being the best technologist
or financial wizard in and of itself isn‘t going to be sufficient to get to the level of performance
the company needs. The differentiating factor for success will be the ability to identify, develop
and coach great people.
Team #5: Training and Coaching 65
IMPLICATIONS
Team #5: Training and Coaching 66
Implications
In conclusion, coaching is a tool that can be used to improve an individual‘s personal and
professional life. In organizations it is has been proven to increase productivity and
organizational effectiveness. Both being able to balance your life and fulfilling your life is
achievable. Using coaching processes and coaching models can help you achieve it. This is an
important implication derived from the books, research articles and interviews.
The research in this paper looks at many different ways to utilize coaching. Executive coaching
is one approach that helps managers and executives expand their capabilities and skills, both on
the job and beyond. On the other hand, the interviews and articles looked at way that managers
and supervisors can use coaching skills to increase productivity of their staff. Coaching is
especially useful in the transfer of classroom skills to on-the-job situations.
When selecting a coach, a client should decide first if they need an internal or external coach.
The research presented shows advantages and disadvantages to both. Some characteristics of a
good potential coach are skilled, knowledgeable, good listener, empathetic, and dynamic. But
most importantly the coach should be committed to the process of improving individual‘s skills.
Finally, anyone can use the skills of coaching in their personal and professional life. It can help
to improve performance and productivity in the workplace, but the skill set of a good coach can
also improve interpersonal relations outside of the workplace. ―If we do not change direction,
we are liable to end up where we are headed.‖
Team #5: Training and Coaching 67