Leadership Through Change Dublin City University

1. Leadership Through ChangeDublin City University Coaching through Change Joan Bennett

2. The world as we know it is only 12 years old: • the end of the cold war….no E/W wall • Old (known) enemies replaced by new (unknown) ones • www • cell phones • global and satellite television • information technology - E-mail and voice mail • reducing cost of international travel • the everlasting search for added value

3. And the world of work: • Changing nature of organisations • Lack of time, frequent job changes – fewer managers to fill role of mentor • Rise in entrepreneurial economy • Changing nature of managerial work • Targeted, just in time development • Requirement to influence without formal authority • Increase in need for ‘soft’ skills • IES report 379

4. Some Benefits • Develops people in the context of their job without taking them /removing them from day to day responsibilities. • Focused, tailored to specific needs • Meets individual and organisational goals • Provides feedback and guidance • Both time and cost effective – diary, individual • Short term & specific ranging to long term development

5. Transition Psychology • Theories and models that help us to understand the process of change • Not all changes are transitions • Why change fails – overlooks the emotional impact • Experience will be different for different people • People’s perceptions are their reality • ‘Emotional’/’illogical’ responses cannot be dealt with properly by logic alone

6. Focused on expected results External to individuals Relatively quick Time defined Psychological Focused on internal processes – feelings Slow and progressive Not time defined Change Transition

7. The Transition Curve Well-being Time

8. The Transition Curve Well-being Doing it Denial Acceptance Resistance Exploration Time

9. Unconscious incompetence Unconscious competence Feelings & Confidence Conscious incompetence Conscious competence Competence: Knowledge & Skill

10. Transition Curve Well-being Denial Doing it Depression Discovery Time

11. Some Examples of Coaching within DCU

12. Newly Appointed Academic Head of School, previous experience Academic and role for a 3 year period. • Transition Team prior to and through an expansion of an existing School, through integration of staff from other institutions.

13. Newly Appointed Academic Head of School • The coaching partnership here fulfilled several roles: • to provide support at a particularly challenging time • to provide an independent sounding-board where he could discuss issues related to his role • to provide a forum for reflection and insight, giving personal development and continued learning within the role. • to review and clarify career direction • This was found to be an invaluable source of support and he also involved his coach in working with the executive team and in a wider review of the structures and working practices within the school.

14. Transition Team • The coaching partnership here fulfilled several roles: • to provide the opportunity for the Transition Team to consider the impact of the changes upon both the existing staff and the incoming staff and plan what communications and support was required • to provide an independent resource of change and transition experiences from other organisations • to provide a forum for the Head of School to consider his personal style of leadership and what was required for the future • to provide a non-threatening environment for feedback to be given and received. • Review and evaluation with the school showed that this support accelerated the ‘joining’ and integration process.

15. Coaching Styles and Skills

16. NON- DIRECTIVE PULL helping someone solve their own problem Listening to Understand Reflecting Paraphrasing Summarising Asking Questions that Raise Awareness Making Suggestions SPECTRUM of COACHING SKILLS Giving Feedback Offering Guidance Giving Advice PUSH solving someone's problem for them Instructing Telling DIRECTIVE

17. Definitions and Differences

18. “..Solution focussed, results orientated and systematic process in which coach facilitates the enhancement of performance, self-directed learning and personal growth of another” Grant 2002 “…concerned with making explicit and transparent those psychological theories, models and approaches that are used within coaching in order to facilitate learning and change more effectively” Chapman 2004 Coaching Psychology of Coaching

19. Ongoing relationship Can be informal – as and when Longer-term Mentor usually more experienced and qualified Focus on career and personal development Relationship – set duration Generally more structured and meetings scheduled Coach facilitates development Shorter term Focus upon specific development issues Mentoring Coaching

20. Agenda set by trainer Involves hierarchical style Agenda set by client Creating a sustained change in behaviour, feelings and thinking Training Coaching

21. Experts in their area Professional expertise, know the best way to proceed Tend to Tell Coaches experts in facilitating coachees learning and goal attainment Coaches help client find own solutions Tend to Ask the right questions Consulting Coaching

22. What is Coaching? • “Coaching is the art of facilitating the performance, learning and development of another.” (Downey 1999) • “Coaching focuses on future possibilities, not past mistakes.” (Whitmore, 2002) • “Coaching is a solution-focused, results orientated and systematic process in which the coach facilitates the enhancement of performance, self-directed learning and personal growth of another person”. (Adapted from Grant 2001)

23. “Coaching is a conversation, a dialogue whereby a coach and coachee interact in a dynamic exchange to achieve goals, enhance performance and move the coachee forward to greater success.” (Perry Zeus & Suzanne Skiffington, 2000) • “Coaching is unlocking a person’s potential to maximize their own performance. It is helping them to learn rather than teaching them.” (Tim Gallwey, 1986, 2000)

24. Coaching Psychology: • “Coaching Psychology is defined as is the research, theory and practice of the application of the behavioural science of psychology to the enhancement of life experience, work performance and personal growth of normal, non-clinical population.” (Grant, 2002)

25. Mentoring • A developmental alliance, which is a relationship between equals in which one or more of those involved is enabled to. Increase awareness, identify alternatives and initiate action to develop themselves. Julie Hay 1995 • The word mentor originally comes from Greek mythology. Ulysees, before setting out on an epic voyage, entrusted his son to the care and direction of his old and trusted friend Mentor. Yet in spite of the variety of definitions of mentoring … all the experts and communicators appear to agree that modern mentoring has its origins in the concept of apprenticeship. David Clutterbuck 1991 • Traditionally mentoring was seen as a hierarchical relationship in which a wise senior helped a grateful junior. (Grant 2003)

26. Counselling • “ A set of interpersonal skills, techniques and attitudes employed to help a person manage his or her own problems using his or her own resources” • Margaret Chapman 2003

27. References • Grant, A.M - Director of the Coaching Psychology Unit at Sydney University • Chapman, M. Co-director – Centre for Human Potential and Performance. University of Hertfordshire • Carter, A. (2001) Executive Coaching: Inspiring Performance at Work - Institute of Employment Studies (IES) Report 379 • Nicholson, N & West, M.A. (1988) Managerial Job Change: Men and women in Transition, Cambridge University Press • Coaching and Buying Coaching Services. CIPD 2004

28. Professional Bodies and Associations • Chartered Institute of Personnel and Development CIPD • European Mentoring and Coaching Council EMCC • Association for Coaching AC • British Psychological Society BPS • Institute of Employment Studies (IES)

29. Joan Bennett www.jmsolutions.co.uk

30. Does your organisation use coaching? • Why? • What are the benefits? • Internal or External