Joanne James – Programme Director Executive Development Newcastle Business School

1. Developing self awareness in coaches Key themes emerging from participant reflective accounts Joanne James – Programme Director Executive Development Newcastle Business School Northumbria University

2. Objectives of the session • To explain the context and motivation for this study • To outline the concepts derived from the literature that inform the study • To explain the methodology and approach • To share findings and present a conceptual model of development • To sumarise conclusions and potential implications for coaches and for future research.

3. Context and Motivation • Involved in development of leaders, executive coaching and development of coaches –want to understand the development process. • 2009/2010 Leadership and Performance Coaching programme for 100 leaders in public sector organisations. – Observed significant personal transformation. • Research aimed at capturing and understanding and this development process through analysis of reflective accounts.

4. Theoretical perspectives • Traditional vs contemporary leader development • The significance of self awareness in the development process. • The role of reflective practice

5. Traditional analysis of leader development – focus on process Contemporary leader development – Focus on self Bennis(2003), Avolio et al (2005), Popper & Mayseles (2007) Yukl (2010), Day (2000)

6. Role of self awareness in development Defining and Understanding aspects of self Congruentpurposeful behaviours Shamir Eilam(2005),Cooper et al (2005), Michie and Gooty (2005), Avolio et al (2005), Goleman (2007), Salovey ( 2002) Avolio et al (2005), Harter (2002), Illies (2005), Kernis (2005) Rhyff and Keyes (1995),

8. Gardner,, W.L., Avolio, B.J. ,Luthans, F.May, D.R. and Walumbwa F. (2005) Schon, D.A. (1987), Moon, J.A. (2005)

12. Self awareness and reflective practice is important for coach development and leader development • I feel more confident…and in reflection gain a deeper understanding of how I am developing as a manager. •  I fully believe I will continue to understand new aspects about myself as I reflect and evaluate my practice. • I am more open to challenge and frequently ask for feedback so that I can learn about the impact my behaviour has on others •  Increased self awareness has influenced my leadership style, I have consciously encouraged my staff to find solutions.

13. Research conclusions Implications What approaches do you utilise to develop self awareness? Does it help to understand the generic development process? Do you challenge your coachees out of their comfort zone? Is significant transformation always associated with emotional disturbance? Can it be avoided? Is it desirable? Do we enable reflection? In the session and outside? Do we provide encouragement and psychological containment through the pain barrier. • Self awareness and questioning self is key to development but individuals vary in their likely hood to approach learning in this way. • Breaking out of comfort zone seems significant in learning. • Personal development can be emotionally as well as cognitively demanding

14. Open questions that suggest further research • What are the factors that differentiate significant change with those individuals who make little progress? • Is there a link with developmental readiness? • Can learning philosophy alter learning and development. What are the learning philosophies operating in our students? • Is significant transformation always associated with emotional disturbance? Can it be avoided? Is it desirable?