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Vicki V. Vandaveer, Ph.D. Self as Key Instrument in the Executive Coaching Process: Assessment and Improvement

Vicki V. Vandaveer, Ph.D. Self as Key Instrument in the Executive Coaching Process: Assessment and Improvement. AGENDA. © Vandaveer. DEFINITIONS. © Vandaveer. “Self as Instrument” in the Coaching Process – The Concept. Georgetown University – Certificate in Leadership Coaching

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Vicki V. Vandaveer, Ph.D. Self as Key Instrument in the Executive Coaching Process: Assessment and Improvement

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  1. Vicki V. Vandaveer, Ph.D. Self as Key Instrument in the Executive Coaching Process: Assessment and Improvement

  2. AGENDA © Vandaveer

  3. DEFINITIONS © Vandaveer

  4. “Self as Instrument” in the Coaching Process – The Concept • Georgetown University – Certificate in Leadership Coaching • Emphasizes skill development on 3 levels: • Learning about self as a coach and instrument of change • Creating productive and fulfilling relationships in the coaching role • Understanding coaching within systems dynamics • Gestalt Institute of Cleveland (GIC) – International Coaching Program • “The Gestalt coach is trained to • Use self as instrument • Provide a presence that is otherwise lacking in the system • Help the client to complete units of work that result in new insights, behavior or action.” © Vandaveer

  5. EFFECTIVE COACH ATTRIBUTES, ACTIONS and BEHAVIOURS – from the Literature © Vandaveer

  6. EFFECTIVE COACH ATTRIBUTES, ACTIONS and BEHAVIOURS – from the Lierature (Continued) © Vandaveer

  7. Coach ROLE x Your Coaching COMPETENCIES[Diagram for illustrative purposes only] • KNOWLEDGE – • the Industry • x-cultural dynamics • PERSONAL CHARACTERISTICS • Values – Tradition, Security • Empathy – Very High • Need (high) – Acceptance, Warmth • SKILLS • Dealing with Conflict – varied repertoire • KNOWLEDGE • Psychology • Org Dynamics • Business • Psychometrics Aspects of your Strengths / Attributes that are not required or not desired in Role POLITICAL SAVVY RESPONSIBLE • SKILLS • Listening / Communication • Facilitation • Assessment • Emotional Intelligence Mod-Hi • PERSONAL CHARACTERISTICS • Social Boldness • Strong boundaries • Flexibility – style, approach PERCEPTIVE CONSCIENTIOUS SKILL – INTERIOR DECORATING AGILE LEARNER “Stretch” aspects of Role (draws on areas not your strengths) SELF (You) ROLE – Coaching Psychologist “Sweet Spot”- aspects of Role that play to YOUR current Strengths © Vandaveer

  8. SELF IN ROLE AS COACH [Diagram for illustrative purposes only] OPPORTUNITIES FOR DEVELOPMENT, GROWTH, IMPROVEMENT INTENT SELF ROLE Re-Assess / Continual Improvement – COMPARE – IMPACT CLIENT • ASSESS: • Outcomes • Client Feedback • Colleague Feedback © Vandaveer

  9. CASE STUDY MVPI - Motives, Values, Preferences Inventory / Profiles: Coachee, Coaching Psychologist (CP) CP COACHEE Percentile – Managers 10 20 30 40 50 60 70 80 90 100 ⏏ © Vandaveer

  10. MVPI (Motives, Values, Preferences Inventory / Dimensions and Definitions © Vandaveer

  11. CASE STUDY GPPI - Gordon Personal Profile Inventory CP COACHEE Percentile – Managers 10 20 30 40 50 60 70 80 90 100 ⏏ © Vandaveer

  12. GPPI - Gordon Personal Profile Inventory* - Dimensions * GPPI Manual © Vandaveer

  13. GPPI - Gordon Personal Profile Inventory* - Dimensions (Continued) * GPPI Manual © Vandaveer

  14. CASE STUDY TKI (Thomas Kilmann Conflict Mode Inventory) / Profiles: Coachee and Coaching Psychologist (CP) COACHEE CP Percentile – Managers 10 20 30 40 50 60 70 80 90 100 ⏏ © Vandaveer

  15. TKI (Thomas Kilmann Conflict Mode Inventory) / Dimensions – further descriptions

  16. MBTI – Myers Briggs Type Indicator 30 25 20 15 10 5 0 5 10 15 20 25 30 CLIENT COACH © Vandaveer

  17. FIRO-B – (Fundamental Interpersonal Relations Orientation – Behavior) / PROFILE COMPARISONS CLIENT COACH E E 13 15 W 4 W 15 3 9 5 17 10 10 10 30 © Vandaveer

  18. FIRO-B (Fundamental Interpersonal Relations Orientation – Behavior) / OVERVIEW • Interpersonal NEEDS underlie interpersonal behavior • Many interpersonal behaviors are “automatic” • Interpersonal behaviors affect individual effectiveness and team dynamics • Interpersonal needs measured: Inclusion, Control, Affection • Inclusion: the need to be around others – involved, included • Control: the need for influence, decision making, responsibility, being in charge • Affection: the need for close interpersonal relationships / warmth / support with others Cell Score: 1-3 = Low; 4-6 = Medium; 7-9 = High << More information on FIRO-B – pages 9-11>> © Vandaveer

  19. Behaviors Associated with the Three Needs INCLUSION (I) CONTROL (C) AFFECTION (A) Hammer, Allen L., with Schnell, Eugene R. FIRO-B Technical Guide. Palo Alto: Consulting Psychologists Press, 2000. © Vandaveer

  20. FIRO-B - Interpretation of Overall Need Score Hammer, Allen L., with Schnell, Eugene R. FIRO-B Technical Guide. Palo Alto: Consulting Psychologists Press, 2000. © Vandaveer

  21. JOHN CASE STUDY • Country Manager – Central & Southern Africa / American Global Mfg Co. • American expatriate – 55 yrs old • Financially well off • Married – second time 2 yrs ago; ‘trophy’ wife 36 years old; 1 yr old son • SETTING • Company restructured – geographical (60+ countries) to functional • John selected (with reservations) – VP Global Marketing . . . Reporting to President • Moved to Corporate Headquarters – Hong Kong • Six months after reorganization – President engaged coaching psychologist to work with him. Behavior must change, or he would be fired. ©Vandaveer

  22. JOHN: Available Existing Data CASE STUDY PERFORMANCE REVIEW (First step in disciplinary process) “The following behaviors must improve immediately and improvement sustained – or employment will be terminated” - Arrogant, condescending behaviours; showing disrespect to Senior Management - “Torpedo e-mails” - Public criticism of direct reports 360 FEEDBACK ©Vandaveer

  23. JOHN: Initial Meeting – Assessment & ‘Contracting’ CASE STUDY • Meeting rescheduled 4 times - On his terms - On his turf (Hotel in Kuala Lumpur where he was holding his global management team meeting) • Initial meeting - Behavior / demeanor: Cavalier, disingenuous, ‘charming’ - Appeared very surprised at his 360 feedback – and looked amused - Coach determined that John lacked motivation for change. • He was “going through the motions” to satisfy his boss. • << Case paused here – for workshop participant analysis and discussion >> ©Vandaveer

  24. JOHN: Initial Meeting – Assessment & ‘Contracting’ CASE STUDY The rest of the story . . . • Meeting rescheduled 4 times - On his terms - On his turf (Hotel in Kuala Lumpur where he was holding his global management team meeting) • Initial meeting - Behavior / demeanor: Cavalier, disingenuous, ‘charming’ - Appeared very surprised at his 360 feedback – and looked amused - Coach determined that John lacked motivation for change. • He was “going through the motions” to satisfy his boss. • After 1 hour of attempting to engage at an authentic level of dialogue, coach told John: “This coaching will be a waste of your and my time – as well as the company’s money. I’m disengaging.” ©Vandaveer

  25. JOHN: Initial Meeting – Assessment & ‘Contracting’ CASE STUDY • Coach then found “hook” – motivation to change - Seeing that the coach was serious – that she was disengaging before they even got started – John’s entire demeanor changed. - “My wife Elizabeth thinks I’m a star – a hugely successful international executive . . . believes I walk on water. I cannot get fired!” ©Vandaveer

  26. JOHN: The Intervention CASE STUDY Critical Success Factors: A.Motivation to Change B.Insight /Awareness C. Ability to Change D. Identification – Internal Enablers / Inhibitors for Change E. Effective Targeting – Highest Leverage Area(s) for focus F. Coach knowledge, skills – including ability to connect with coachee (coach = instrument) G. Courage H. Commitment I. Accountability ©Vandaveer

  27. JOHN: The Intervention: Cognitive-Behavioral Approach CASE STUDY Coaching Included: A. Data to inform the process – 1.Perceptual – Company360 feedback + coach 360 interviews 2. Annual Reviews – Performance; Potential B.Professional Executive Assessment Cognitive ability / agility; Personality; Values; Leadership profile; EI C.Monthly Meetings with Coach a) Work at cognitive level – Reframing (role, responsibilities, role, perceptions, intentions, impact – desired / actual, ‘success’ criteria) b) Surface assumptions; challenge; facilitate thinking; support D. Development of Strategy and Plan E. “Homework’ – designed / tailored reflective exercises F.Coach ongoing assessment / adjustment G. Accountability H. Progress Evaluation at 9 months / 18 months I. Telephone conversations in-between meetings – as helpful ©Vandaveer

  28. JOHN: Outcome deemed “very successful” CASE STUDY • Everyone (boss, direct reports, Top Management, coach) gave this engagement less than 50-50 chance of being even partly successful. • After 4 months of work, all of them had noticed significant change – and were asking the coach what the magic formula was. • After 9 months the 360 feedback process was repeated. Results had significantly improved, and responses to open-ended questions were positive . . . a number of people expressing pessimism that he could actually sustain the change, however. • At 12 months, John received a big promotion. • Coaching continued after that on a quarterly basis for two years. • Performance reviews were all positive – and he was ranked “1” (highest) • He began show-casing his team – and working with each one to develop them to their potential. Became a “coach” Leader. • He still calls the coach from time to time – for “reality check”, to test thinking, to analyze scenarios together, and to share successes & disappointments. • Elizabeth thinks he walks on water. ©Vandaveer

  29. JOHN: What Worked CASE STUDY • Motivation to change • Authentic connection with Coach • “Tough love” / no-nonsense approach • Candid feedback • Cognitive-Behavioral intervention (cognitive reframing) • Accountability for change (Boss) • Specific goals and measurable outcomes • Individual assessment (helped understand the 360 feedback; helped identify the greatest leverage areas for coaching) • Coaching Strategy and Process © Vandaveer

  30. RELEVANT RESEARCH – A few selected references Cox, E. and Bachkirova, T. (2007). “Coaching with emotion: How coaches deal with difficult emotional situations”. . In Palmer, S. and Cavanagh, M. (Eds) . International Coaching Psychology Review. British Psychological Society – Special Group in Coaching Psychology and Australian Psychological Society Ltd – Interest Group in Coaching Psychology (Vol 2, No 2) Gyllensten, K. and Palmer, S. (2007). “The coaching relationship: An interpretative phenomenological analysis”. In Palmer, S. and Cavanagh, M. (Eds) . International Coaching Psychology Review. British Psychological Society – Special Group in Coaching Psychology and Australian Psychological Society Ltd – Interest Group in Coaching Psychology (Vol 2, No 2) Hall, D.T., Otazo, K.L. & Hollenbeck, G.P. (1999). Behind closed doors: What really happens in executive coaching. Organisational Dynamics, 27, 39–53. Kilburg, R. (2004). Trudging towards Dodoville: Conceptual approaches and cases studies in executive coaching. Consulting Psychology Journal: Practice and Research, 56(4) Kilburg, R.R. (Ed.), (Winter, 2005). Executive coaching [Special issue]. Consulting Psychology Journal: Practice and Research, 57(1). Laske, O. (2007). “Contributions of evidence-based developmental coaching to coaching psychology and practice.” . In Palmer, S. and Cavanagh, M. (Eds) . International Coaching Psychology Review. British Psychological Society – Special Group in Coaching Psychology and Australian Psychological Society Ltd – Interest Group in Coaching Psychology (Vol 2, No 2) Laske, O. (1999) An integrated model of develop- mental coaching. Consulting Psychology Journal 51(3), 139–159. Palmer, S. and Cavanagh, M. (2007). International Coaching Psychology Review. British Psychological Society – Special Group in Coaching Psychology and Australian Psychological Society Ltd – Interest Group in Coaching Psychology (Vol 2, No 2) © Vandaveer

  31. RELEVANT RESEARCH (Continued) Passmore, J. and Gibbes, C. (2007). “The state of executive coaching research: What does the current literature tell us and what’s next for coaching research?” In Palmer, S. and Cavanagh, M. (Eds) . International Coaching Psychology Review. British Psychological Society – Special Group in Coaching Psychology and Australian Psychological Society Ltd – Interest Group in Coaching Psychology (Vol 2, No 2) Salovey, P. & Mayer, J. (1990). Emotional intelligence. Imagination, Cognition, and Personality, 9, 185–211. Schmid, P. (2001). Comprehension: The art of not knowing. Dialogical and ethical perspectives on empathy as dialogue in personal and person- centred relationships. In S. Haugh & T. Merry (Eds.), Empathy. Llongarron, Ross-on-Wye: PCCS Books. Stelter, R. (2007). “Coaching: A process of personal and social meaning making.” . In Palmer, S. and Cavanagh, M. (Eds) . International Coaching Psychology Review. British Psychological Society – Special Group in Coaching Psychology and Australian Psychological Society Ltd – Interest Group in Coaching Psychology (Vol 2, No 2) Wasylyshyn, K. (2003). Executive coaching: An outcome study. Consulting Psychology Journal: Practice and Research, 55, 94–106. Whitmore (1996). Coaching for performance. London: Nicholas Brealy Publishing. © Vandaveer

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