| Isn't it funny what we assume about leaders in | | | | and support) |
| senior positions. They no longer have anything to | | | | - teaching |
| learn about interpersonal relationships or leadership. | | | | - the ability to take a systems perspective (the |
| They have arrived, proof positive of their skill | | | | client does not operate in isolation but as an |
| level! | | | | integral part of complex organizational systems) |
| Furthermore, only a fearless few people will give | | | | Look for knowledge in three areas: |
| them the honest, useful feed-back that | | | | |
| self-development requires. The "culture" expects | | | | 1. psychology and human behavior |
| them to be role models and our models are | | | | 2. business, management and organizational life |
| supposed to get it "right." Showing their | | | | 3. how adults learn The ideal attributes in the |
| vulnerabilities is a "no-no," not to be done in front | | | | coach you select include: |
| of those who report to them and certainly not | | | | - flexibility |
| advised in front of competitive colleagues on their | | | | - work experience and maturity |
| leadership team. Of course, the CEO is too busy | | | | - self-confidence |
| (and often not sufficiently skilled) to help them | | | | - confidentiality |
| grow inter-personally. | | | | - comfort with complexity |
| The fact is that many individuals arrive at the | | | | - ambiguity I believe your coach should be |
| senior level with much still to learn about people. | | | | someone who places a high value on-even has a |
| Often they bring to the executive wing styles, | | | | passion for-the growth of others and who is |
| habits and beliefs that have worked for them | | | | willing to learn and grow himself/herself in the |
| since they were a supervisor. Suddenly these | | | | process. And, of course, the relationship must |
| formula for success no longer work and, in many | | | | work for both parties, client and coach. |
| cases, must be unlearned and replaced with | | | | Some coaches are clinically trained, that is, they |
| behaviors more in line with modern leadership. | | | | are psychologists or professional therapists. This is |
| This is why so many organizations today are | | | | not necessary but neither is it negative. Clinicians |
| investing in coaching for their key leaders. The | | | | bring a deep understanding of human behavior and |
| benefits from being coached stem primarily from | | | | effective interpersonal techniques. They are |
| the leverage that is obtained. When a senior | | | | trained to recognize deeper pathology should it |
| leader operates with a less-than functional style, | | | | become evident during the process. As long as |
| its negative impact on performance and morale | | | | they have a solid understanding of business and |
| can reverberate from within the senior leadership | | | | organizations and they stick to coaching, certainly |
| team right out through the frontlines to the | | | | do consider them for coaching. |
| customer. The good news is that turning this | | | | What does a coaching process look like? |
| individual's style around will have the same | | | | Each intervention is unique but let's look briefly at |
| multiplier effect in a positive direction. | | | | a typical sequence. |
| What is Coaching? | | | | |
| Coaching is a series of periodic one-on-one | | | | 1. Coach meets with the client's boss and the |
| consultations, usually with an external resource, | | | | client to ascertain issues, objectives and the |
| over a period of time-typically anywhere from | | | | standards expected by the organization. |
| three to eighteen months. Between sessions the | | | | 2. Coach and client meet. In this meeting I |
| "coachee" (whom we will call the "client") applies | | | | particularly check out our chemistry and my |
| newly learned approaches at work, receives | | | | client's degree of buy-in to the overall process. |
| feedback, then reassesses, and refines his/her | | | | Once that is confirmed, I conduct an in-depth |
| behavior accordingly. Coaching is not therapy, | | | | interview with him/her to scope in detail his/her |
| however, occasionally a coach may suggest | | | | personal and work background, version of the |
| counseling as a promising course of action for | | | | issues, feelings, needs, concerns, and how the |
| deeper seated issues that are blocking | | | | client currently perceives and interprets his/her |
| effectiveness. Well done coaching yields a high | | | | world. |
| return on investment because the process is | | | | 3. Data gathering. This may involve interviews |
| totally customized to the "client's" challenges and | | | | with key players in the team, the client's direct |
| needs and it maximizes the executive's time off | | | | reports, and others who interact with him/her. |
| the job. | | | | Often a 360 degree feedback instrument is used |
| The goal of the coaching process is to generate, | | | | to obtain perceptions from the client's boss, |
| in the client, effective skills and attitudes that are | | | | peers, and subordinates. Psychological |
| self-sustaining, self-correcting and directly | | | | measurements also can contribute a lot. I routinely |
| supportive of his or her expected performance | | | | use the Myers-Briggs Type Indicator with great |
| results. | | | | success. Another technique is to "shadow" the |
| When does one engage a coach? | | | | client and observe him/her in typical interactions |
| Usually-but not always-it is the individual's boss | | | | and meetings. |
| who initiates the coaching intervention. Typically | | | | 4. Coach compiles all this information, feeds it |
| this is in response to a need to turn around a | | | | back to the client, and facilitates a |
| significant performance problem or to improve an | | | | discussion-sometimes lengthy and emotional. |
| interpersonal skill deficiency that is holding back an | | | | 5. Client identifies and commits to specific |
| otherwise excellent executive. Coaching is also | | | | objectives and deliverables for the process. |
| used to prepare someone for a promotion, | | | | 6. Client develops an action plan. |
| generally enhance leadership potential, and provide | | | | 7. With the on-going involvement of the coach, |
| support for a particularly challenging leadership | | | | the client implements the plan over an appropriate |
| situation (e.g. managing a major change, inheriting | | | | number of months. This is the core of the |
| a new department). | | | | process. |
| On the other hand, Coaching is not always | | | | 8. Once the plan has been accomplished, client and |
| indicated. I would not take on a coaching | | | | coach conduct a final assessment of the client's |
| assignment when the boss has already decided to | | | | progress against the objectives. Here we may |
| fire or demote the individual, when there is | | | | determine the need to gather data once again to |
| insufficient time to generate the results required, | | | | confirm others' perceptions and experience of the |
| or where the person is entering a coaching | | | | progress made. |
| process against his/her will. This latter condition is | | | | 9. Finally, a ninth step might be contracted where |
| sometimes a judgment call but my ethical and | | | | the coach checks in occasionally over the next |
| business bottom-line is that the client must buy in | | | | year or so to provide on-going support. When we |
| to the process freely and genuinely. | | | | look to the world of athletics and entertainment |
| What should you look for in a coach? | | | | we see that those who aspire to excellence |
| Consider the mix of (1) skills, (2) knowledge and | | | | understand the value of coaches. The seasoned |
| (3) attributes of any coaching consultant. | | | | masters in my field of professional speaking |
| Critical skills are: | | | | certainly use them. I have several coaching |
| - communications (interviewing, listening, feedback, | | | | colleagues amongst whom we coach one another. |
| summarizing) | | | | What about your key people? What about you? |
| - facilitation (including the ability both to confront | | | | |