The International Journal of Coaching in Organizations Coaching in Organizations

| IJCO Issue 3 2006 | IJCO Issue 3 2006 The International Journal of The International Journal of Coaching in Organizations Coaching in Organizations

Leadership Development: A Coaching Leadership Development: A Coaching Approach to Growing Sustainable Approach to Growing Sustainable Leadership Capabilities Leadership Capabilities

4 From The Desks of the 4 From The Desks of the Co-Editors Co-Editors

“Executive leader coaching has “Executive leader coaching has grown in popularity and application grown in popularity and application over the past several decades. The over the past several decades. The reasons for the expansion of leader- reasons for the expansion of leadership coaching are many. he task of ship coaching are many. he task of being an executive has arguably being an executive has arguably become much more difficult and ex- become much more difficult and expansive. More leaders now routinely pansive. More leaders now routinely deal with significant ambiguity, deal with significant ambiguity, disruptive changes and pressures to disruptive changes and pressures to perform in an increasingly global perform in an increasingly global and diverse context. They are asked and diverse context. They are asked to be both strategic decision mak- to be both strategic decision makers and masters of the “soft” skills ers and masters of the “soft” skills required to effectively manage people. required to effectively manage people. At the same time, due to the pace and At the same time, due to the pace and magnitude of change and the disrup- magnitude of change and the disruption within organizations themselves, tion within organizations themselves, the relationships that can support the relationships that can support personal development and learning, personal development and learning, an absolute requirement for effective an absolute requirement for effective leadership, are often lacking. Into leadership, are often lacking. Into this breach has stepped, among other this breach has stepped, among other professionals, the executive leader professionals, the executive leader coach – who is tasked with helping coach – who is tasked with helping guide leaders and managers toward guide leaders and managers toward betterment.” betterment.” —Barry Schlosser, Derek —Barry Schlosser, Derek Steinbrenner, Ellen Kumata Steinbrenner, Ellen Kumata and James Hunt, ”The Coach- and James Hunt, ”The Coach- ing Impact Study: Measuring ing Impact Study: Measuring the Value of Executive Leader the Value of Executive Leader Coaching,” p. 5 Coaching,” p. 5 ISSUE 3 2006 ISSUE 3 2006 | IJCO Issue 3 2006 | IJCO Issue 3 2006 IJCO IJCO

ISSUE 3 2006 ISSUE 3 2006

Featured Articles Regular Articles Featured Articles Regular Articles 8 The Coaching Impact Study: 86 Musings: Detour from Dynam- 8 The Coaching Impact Study: 86 Musings: Detour from Dynam- Measuring the Value of Execu- ic Engagement Measuring the Value of Execu- ic Engagement tive Leader Coaching Mike Jay tive Leader Coaching Mike Jay Barry Schlosser, Derek Steinbrenner, Ellen Ku- Barry Schlosser, Derek Steinbrenner, Ellen Ku- mata and James Hunt mata and James Hunt 90 The Coaching Marketplace 90 The Coaching Marketplace 27 Coaching and Leadership 27 Coaching and Leadership In the Six Cultures of Contempo- 92 In the Six Cultures of Contempo- 92 rary Organizations The Coaching Calendar rary Organizations The Coaching Calendar William Bergquist and Vikki Brock William Bergquist and Vikki Brock

40 Integral Intelligence ™: Un- 40 Integral Intelligence ™: Un- leashing Potential in Leaders leashing Potential in Leaders and Organizations and Organizations Donna Stoneham, Pat Weger and Debbie Rocco Donna Stoneham, Pat Weger and Debbie Rocco

52 Taking the Lead: Effectiveness of 52 Taking the Lead: Effectiveness of a Modular Coaching Program a Modular Coaching Program for Transformational Leader- for Transformational Leader- ship Development ship Development Nadjeschda Hebenstreit and Katrin Hinzdorf Nadjeschda Hebenstreit and Katrin Hinzdorf

64 Applying Adlerian Theory and 64 Applying Adlerian Theory and Psychological Research: Psychological Research: Integrity-Based Leadership Integrity-Based Leadership Coaching Coaching Stewart Borie and Daniel Eckstein Stewart Borie and Daniel Eckstein

78 An Issue of Trust in Executive 78 An Issue of Trust in Executive Coaching: Coaching: A Cross Cultural Conversation A Cross Cultural Conversation Meryl Moritz and Klaus Zepuntke Meryl Moritz and Klaus Zepuntke | IJCO Issue 3 2006 | IJCO Issue 3 2006

International Journal of Coaching in Organizations International Journal of Coaching in Organizations

Editorial Group Editorial Group William Bergquist, Co-Owner and Co-Executive Editor William Bergquist, Co-Owner and Co-Executive Editor John Lazar, Co-Owner and Co-Executive Editor John Lazar, Co-Owner and Co-Executive Editor Patti Erck, Managing Editor Patti Erck, Managing Editor Donald R. Tramel, Centura Press, Inc., Printer Donald R. Tramel, Centura Press, Inc., Printer

Advertising and Sales Office Advertising and Sales Office IJCO c/o Professional Coaching Publications Inc. IJCO c/o Professional Coaching Publications Inc. 7309 Randolph St. 7309 Randolph St. Forest Park, IL 60130 USA Forest Park, IL 60130 USA Phone (708) 771-9176 • Fax (708) 488-0940 Phone (708) 771-9176 • Fax (708) 488-0940

The International Journal of Coaching in Organizations (IJCO) (ISSN 1553-3735) is published quarterly by The International Journal of Coaching in Organizations (IJCO) (ISSN 1553-3735) is published quarterly by Professional Coaching Publications Inc., 7309 Randolph St., Forest Park, IL 60130 USA Professional Coaching Publications Inc., 7309 Randolph St., Forest Park, IL 60130 USA

Periodical postage paid at Sacramento, CA, and additional mailing offices. Periodical postage paid at Sacramento, CA, and additional mailing offices.

Subscriptions: One year subscriptions are $US80. For delivery to Canada, add $US10; for delivery outside Subscriptions: One year subscriptions are $US80. For delivery to Canada, add $US10; for delivery outside North America, add $US20. For more information about subscriptions and sponsorships, visit the IJCO North America, add $US20. For more information about subscriptions and sponsorships, visit the IJCO website, www.ijco.info, or call Patti Erck, Managing Editor, at +1 916-364-0252. website, www.ijco.info, or call Patti Erck, Managing Editor, at +1 916-364-0252.

Subscribers: To make address changes, either complete on the IJCO website, www.ijco.info, or email to Patti Subscribers: To make address changes, either complete on the IJCO website, www.ijco.info, or email to Patti Erck, Managing Editor, at [email protected]. Erck, Managing Editor, at [email protected].

The International Journal of Coaching in Organizations is a professional journal, published quarterly to provide The International Journal of Coaching in Organizations is a professional journal, published quarterly to provide reflection and critical analysis of coaching in organizations. The journal offers research and experiential learn- reflection and critical analysis of coaching in organizations. The journal offers research and experiential learning from experienced practitioners representing various coaching schools and methodologies. ing from experienced practitioners representing various coaching schools and methodologies. | IJCO Issue 3 2006 | IJCO Issue 3 2006

…of the Co-Editors FROM THE DESKS… …of the Co-Editors FROM THE DESKS… William Bergquist and Jeannine Sandstrom William Bergquist and Jeannine Sandstrom

t a recent presentation one of us t a recent presentation one of us [Jeannine] asked her colleagues [Jeannine] asked her colleagues A“to define ‘leadership’ . . . that A“to define ‘leadership’ . . . that phrase we’d been using for hours in phrase we’d been using for hours in this session with an unspoken collu- this session with an unspoken collu- sion that we all knew what we were sion that we all knew what we were talking about.” You’d have thought one talking about.” You’d have thought one of the Blue Angels jets [from the famous of the Blue Angels jets [from the famous American acrobatic jet fighter squad- American acrobatic jet fighter squad- ron] had just done an unannounced ron] had just done an unannounced flyover of a lakeside family picnic. flyover of a lakeside family picnic. The room went completely silent. The room went completely silent. Stunned. Slowly, phrases were tossed Stunned. Slowly, phrases were tossed into the room. Then faster and faster, into the room. Then faster and faster, until there was a virtual cacophony of until there was a virtual cacophony of ideas, definitions, differing opinions, ideas, definitions, differing opinions, similar themes, and so forth for every- similar themes, and so forth for everyone to examine. Surprisingly, for some one to examine. Surprisingly, for some seasoned professionals in the room, it seasoned professionals in the room, it had been years since they’d taken time had been years since they’d taken time to carefully examine their definition of to carefully examine their definition of leadership and identify the constructs leadership and identify the constructs on which they approach any leadership on which they approach any leadership development assignment. development assignment.

One us [Jeannine] with her partner, One us [Jeannine] with her partner, Lee Smith at CoachWorks Internation- Lee Smith at CoachWorks International al Inc. (www.CoachWorks.com), has Inc. (www.CoachWorks.com), has been been grappling with this complexity grappling with this complexity since since 1998 when they began to codify 1998 when they began to codify their their leadership development coaching leadership development coaching pro- processes. This was done at the request cesses. This was done at the request of of client companies that wanted to client companies that wanted to repli- replicate the progress made by Coach- cate the progress made by Coachworks works when Jeannine and Lee were not when Jeannine and Lee were not on- on-site. Jeannine and Lee utilize a sys- site. Jeannine and Lee utilize a systems tems approach to the interrelatedness approach to the interrelatedness of or- of organizational culture, level of ma- ganizational culture, level of maturity turity (experience) of the leader, skills (experience) of the leader, skills and and competencies of the individual and competencies of the individual and | IJCO Issue 3 2006 | IJCO Issue 3 2006 their direct reports, sphere of influence and how that is accomplished, vision and/or their direct reports, sphere of influence and how that is accomplished, vision and/or goals of the company. With their colleagues at CoachWorks, Jeannine and Lee codi- goals of the company. With their colleagues at CoachWorks, Jeannine and Lee codi- fied a complete leadership development platform—found at www.LegacyLeader- fied a complete leadership development platform—found at www.LegacyLeader- ship.com—that uniquely foretold and reinforced the research, models, applications ship.com—that uniquely foretold and reinforced the research, models, applications and concepts of the authors and the articles being presented in this issue of IJCO. and concepts of the authors and the articles being presented in this issue of IJCO.

As co-editors of this issue, we were struck by how each author spoke about the As co-editors of this issue, we were struck by how each author spoke about the complexity of their subject area. Leadership is by no means a simple, straight line complexity of their subject area. Leadership is by no means a simple, straight line cause-and-effect relationship. It’s this very challenge that affords the discipline of cause-and-effect relationship. It’s this very challenge that affords the discipline of executive leader coaching and the practitioners of executive leader coaching such executive leader coaching and the practitioners of executive leader coaching such a unique opportunity to identify and define those approaches, processes, tools and a unique opportunity to identify and define those approaches, processes, tools and evaluation methodologies which successfully grow leaders towards their best sus- evaluation methodologies which successfully grow leaders towards their best sustainable impact. tainable impact.

We sincerely challenge you to utilize this issue as a basis for a review of your per- We sincerely challenge you to utilize this issue as a basis for a review of your personal concept of leadership: sonal concept of leadership: • How do you define leadership? How do you know when you see/don’t see it? • How do you define leadership? How do you know when you see/don’t see it? • What specific construct/model do you use as your basic platform from which to • What specific construct/model do you use as your basic platform from which to coach or select coaches? coach or select coaches? • When do you coach fundamental leadership distinctions if your client doesn’t • When do you coach fundamental leadership distinctions if your client doesn’t have a clear personal concept? Or if you are a coaching client, when do you request have a clear personal concept? Or if you are a coaching client, when do you request your coach to provide fundamental leadership distinctions? your coach to provide fundamental leadership distinctions? • And, how do you, as a coach, help your client actively apply their new knowledge/ • And, how do you, as a coach, help your client actively apply their new knowledge/ skill within an action laboratory so that their learning can be integrated real time? skill within an action laboratory so that their learning can be integrated real time? Or if you are a coaching client, how do you make use of the services being provided Or if you are a coaching client, how do you make use of the services being provided by your coach to actively apply new knowledge/skills you have acquired within an by your coach to actively apply new knowledge/skills you have acquired within an action laboratory so that your learning can be integrated real time? action laboratory so that your learning can be integrated real time?

Coaches are leaders and often have the clearest model of what is possible when Coaches are leaders and often have the clearest model of what is possible when growing others—predominately through the language of leadership we choose in growing others—predominately through the language of leadership we choose in our work. our work.

Each of the articles in this issue presents multiple perspectives in the discipline of Each of the articles in this issue presents multiple perspectives in the discipline of coaching leaders—from ways to form the trusting relationship required for trans- coaching leaders—from ways to form the trusting relationship required for transformational work to follow-through coaching strategies for integrated application formational work to follow-through coaching strategies for integrated application and sustainability of the client’s learnings. Results of such efforts are documented and sustainability of the client’s learnings. Results of such efforts are documented by research looking to identify the return-on-investment (ROI) of the client’s and by research looking to identify the return-on-investment (ROI) of the client’s and coach’s investment in their engagement. coach’s investment in their engagement.

While cultural contexts and models for transformational coaching are presented in While cultural contexts and models for transformational coaching are presented in most of the articles presented in this issue of IJCO, the initial article concerns an most of the articles presented in this issue of IJCO, the initial article concerns an even more fundamental question in the field of executive leadership coaching: what even more fundamental question in the field of executive leadership coaching: what difference does it make? Schlosser, Steinbrenner, Kumata and Hunt report results difference does it make? Schlosser, Steinbrenner, Kumata and Hunt report results from a major research project concerned with the impact of leadership coaching in- from a major research project concerned with the impact of leadership coaching interventions. The authors of this multiple company coaching impact study describe terventions. The authors of this multiple company coaching impact study describe ways in which they measure the value of executive coaching. While this mode of ways in which they measure the value of executive coaching. While this mode of coaching continues to be viewed with skepticism in the corporate community, the coaching continues to be viewed with skepticism in the corporate community, the authors show how to measure the impact of executive leadership coaching and sug- authors show how to measure the impact of executive leadership coaching and suggest how this type of measurement can be of great value in addressing this skepti- gest how this type of measurement can be of great value in addressing this skepticism. Our authors outline their efforts to develop a meaningful methodology for the cism. Our authors outline their efforts to develop a meaningful methodology for the study of return on investment (ROI), presenting an overview of their rationale, a study of return on investment (ROI), presenting an overview of their rationale, a description of methodology, and some of the results from their study to date. description of methodology, and some of the results from their study to date. | IJCO Issue 3 2006 | IJCO Issue 3 2006 In our second article, Bergquist and Brock outline six distinct organizational cultures, In our second article, Bergquist and Brock outline six distinct organizational cultures, each of which can impact how a coach chooses to coach leaders in an organization. each of which can impact how a coach chooses to coach leaders in an organization. A common thread throughout each culture is how anxiety (normal and collective A common thread throughout each culture is how anxiety (normal and collective reaction to stress) is contained and impacts leadership direction and organizational reaction to stress) is contained and impacts leadership direction and organizational change. Bergquist and Brock challenge coaches to be conscious and intentional in change. Bergquist and Brock challenge coaches to be conscious and intentional in taking into account these cultural forces as they design each unique coaching rela- taking into account these cultural forces as they design each unique coaching relationship. tionship.

Stoneham, Weger and Rocco present a core dynamic of coaching—organizational Stoneham, Weger and Rocco present a core dynamic of coaching—organizational clients expect coaches to facilitate change in both the individual coachee and the clients expect coaches to facilitate change in both the individual coachee and the impact that individual has within the organization. Often that may look to the client impact that individual has within the organization. Often that may look to the client that Ways-of-Doing things differently will produce expected results. Based on their that Ways-of-Doing things differently will produce expected results. Based on their research and successful application of their Integral Intelligence Model, the authors research and successful application of their Integral Intelligence Model, the authors of this article declare that focusing on the leader’s Ways-of-Being is the true lever for of this article declare that focusing on the leader’s Ways-of-Being is the true lever for sustainable transformation in leadership development. sustainable transformation in leadership development.

Hebenstreit and Hinzdorf present theory and results of their LeadershipCircle (LC) Hebenstreit and Hinzdorf present theory and results of their LeadershipCircle (LC) coaching program using two pilot groups of 16 leaders each. LC takes both individ- coaching program using two pilot groups of 16 leaders each. LC takes both individual and group approaches to maximizing learning and stimulating transformation ual and group approaches to maximizing learning and stimulating transformation in leaders. This program is designed to connect cognitive learning at a deep enough in leaders. This program is designed to connect cognitive learning at a deep enough level to produce observable shifts and measurable results in seven leadership skills. level to produce observable shifts and measurable results in seven leadership skills. Outcomes from this pilot project strongly encourage a modular approach to coach- Outcomes from this pilot project strongly encourage a modular approach to coaching initiatives which allow the coachee maximum safety in choosing and practicing ing initiatives which allow the coachee maximum safety in choosing and practicing their developmental components. their developmental components.

With the article prepared by Borie and Eckstein, we initiate a new IJCO series. This With the article prepared by Borie and Eckstein, we initiate a new IJCO series. This series concerns ways in which theory and research regarding organizational coach- series concerns ways in which theory and research regarding organizational coaching can be translated into specific coaching practices. While most IJCO articles re- ing can be translated into specific coaching practices. While most IJCO articles re- side somewhere between theory/research and practice—focusing on the “strategies” side somewhere between theory/research and practice—focusing on the “strategies” of organizational coaching—articles are also needed that show how theory and re- of organizational coaching—articles are also needed that show how theory and research can be directly applied at the “tactical” level of organizational coaching. Borie search can be directly applied at the “tactical” level of organizational coaching. Borie and Eckstein specifically define and illustrate the role of integrity in business-ori- and Eckstein specifically define and illustrate the role of integrity in business-oriented client relationships, as well as in the practices of coaching to individuals and ented client relationships, as well as in the practices of coaching to individuals and groups in organizations. Integrity-Based Leadership Coaching (IBLC) involves the groups in organizations. Integrity-Based Leadership Coaching (IBLC) involves the use of radical inquiry-based approaches to coaching interventions. Three develop- use of radical inquiry-based approaches to coaching interventions. Three developmental coaching processes are discussed—assessment, diagnosis and coaching inter- mental coaching processes are discussed—assessment, diagnosis and coaching interventions. These processes are underpinned by theory and research. IBLC is intended ventions. These processes are underpinned by theory and research. IBLC is intended to be a powerful tool that can be used to incrementally deconstruct “disintegrity” to be a powerful tool that can be used to incrementally deconstruct “disintegrity” and to reconstruct more empowering inquiry-based integrity. and to reconstruct more empowering inquiry-based integrity.

This issue of IJCO also includes the fourth in a series of interviews between ex- This issue of IJCO also includes the fourth in a series of interviews between experienced organizational coaches. In this fourth “Coaching Dialogue,” two senior- perienced organizational coaches. In this fourth “Coaching Dialogue,” two senior- level coaches, Moritz and Zepuntke, converse about the issue of trust in executive level coaches, Moritz and Zepuntke, converse about the issue of trust in executive coaching. Not only do they have distinctions slightly different from each other, they coaching. Not only do they have distinctions slightly different from each other, they also bring a North America and European cultural background to the conversation. also bring a North America and European cultural background to the conversation. Both coaches recognize the absolute requirement of trust in the executive coaching Both coaches recognize the absolute requirement of trust in the executive coaching relationship and define how they know that trust exists and when it does not. They relationship and define how they know that trust exists and when it does not. They identify those moments in organizational coaching when coaches must pull back if a identify those moments in organizational coaching when coaches must pull back if a lack of trust has allowed a transfer of power to the coach. They also suggest ways in lack of trust has allowed a transfer of power to the coach. They also suggest ways in which coaches can model appropriate use of trust and responsibility in the coaching which coaches can model appropriate use of trust and responsibility in the coaching relationship. Implications in multiple coach engagements of mismatched trust and relationship. Implications in multiple coach engagements of mismatched trust and responsibility approaches among the coaches are further discussed. responsibility approaches among the coaches are further discussed.

Finally, in his regular essay (called “Musings”), Mike Jay digresses from his declared Finally, in his regular essay (called “Musings”), Mike Jay digresses from his declared | IJCO Issue 3 2006 | IJCO Issue 3 2006 subject for this issue in order to talk about SAGE Leadership—a self-authoring (Ke- subject for this issue in order to talk about SAGE Leadership—a self-authoring (Ke- gan’s level 4) leader. Mike unpacks his model and (as usual) offers neat, pithy com- gan’s level 4) leader. Mike unpacks his model and (as usual) offers neat, pithy comments to support his leading edge thinking. Mike, so very appropriately, challenges ments to support his leading edge thinking. Mike, so very appropriately, challenges each of us as leader and coach of leaders to evaluate our own SAGEness and the each of us as leader and coach of leaders to evaluate our own SAGEness and the impact of our response in nurturing the discipline of organizational coaching. impact of our response in nurturing the discipline of organizational coaching.

C. Jeannine Sandstrom, Ed.D. C. Jeannine Sandstrom, Ed.D. William Bergquist, Ph.D. William Bergquist, Ph.D.

Co-Editors Co-Editors

Individual IJCO Sponsors Individual IJCO Sponsors

Phyllis Campagna, Bartlett, Illinois USA [email protected] Phyllis Campagna, Bartlett, Illinois USA [email protected] Jeanne Grey Carr, Memphis, Tennessee USA [email protected] Jeanne Grey Carr, Memphis, Tennessee USA [email protected] Inga Estes, Santa Monica, California USA [email protected] Inga Estes, Santa Monica, California USA [email protected] Leslie Hamilton, Laingholm, Auckland New Zealand [email protected] Leslie Hamilton, Laingholm, Auckland New Zealand [email protected] Steve Heckler, Los Angeles, California USA [email protected] Steve Heckler, Los Angeles, California USA [email protected] Donna Karlin, Ottawa, Ontario Canada [email protected] Donna Karlin, Ottawa, Ontario Canada [email protected] David Lerner, Chicago, Illinois USA [email protected] David Lerner, Chicago, Illinois USA [email protected] Christine McDougall, Surfers Paradise, Queensland Australia [email protected] Christine McDougall, Surfers Paradise, Queensland Australia [email protected] Daniel McNeill, Poway, California USA [email protected] Daniel McNeill, Poway, California USA [email protected] Meryl Moritz, Tuckahoe, New York USA [email protected] Meryl Moritz, Tuckahoe, New York USA [email protected] Markus Moses, Johannesburg, Gauteng Republic of South Africa [email protected] Markus Moses, Johannesburg, Gauteng Republic of South Africa [email protected] Agnes Mura, Santa Monica, California USA [email protected] Agnes Mura, Santa Monica, California USA [email protected] Irven Penn, Norcross, Georgia USA [email protected] Irven Penn, Norcross, Georgia USA [email protected] Suzi Pomerantz, Germantown, Maryland USA [email protected] Suzi Pomerantz, Germantown, Maryland USA [email protected] Maureen Rabotin, Saint Gratien France [email protected] Maureen Rabotin, Saint Gratien France [email protected] Marcia Reynolds, Phoenix, Arizona USA [email protected] Marcia Reynolds, Phoenix, Arizona USA [email protected] Al Ringleb, Asolo, Italy [email protected] Al Ringleb, Asolo, Italy [email protected] Philippe Rosinski, Rhode-St.-Genese, Belgium [email protected] Philippe Rosinski, Rhode-St.-Genese, Belgium [email protected] Lee Salmon, Washington, D.C. USA [email protected] Lee Salmon, Washington, D.C. USA [email protected] Jeannine Sandstrom, Dallas, Texas USA [email protected] Jeannine Sandstrom, Dallas, Texas USA [email protected] Brenda Smith, Pittsburgh, Pennsylvania USA [email protected] Brenda Smith, Pittsburgh, Pennsylvania USA [email protected] Mark Storey, Columbus, Ohio USA [email protected] Mark Storey, Columbus, Ohio USA [email protected] Margie Summerscales Heiler, Herriman, Utah USA [email protected] Margie Summerscales Heiler, Herriman, Utah USA [email protected] Joan O. Wright, Charlotte, North Carolina USA [email protected] Joan O. Wright, Charlotte, North Carolina USA [email protected] | IJCO Issue 3 2006 | IJCO Issue 3 2006

The Coaching Impact Study: The Coaching Impact Study: Measuring the Value of Executive Coaching Measuring the Value of Executive Coaching

Barry Schlosser, Derek Steinbrenner, Ellen Kumata and James Hunt Barry Schlosser, Derek Steinbrenner, Ellen Kumata and James Hunt

When the topic of the return on invest- THE CONTEXT FOR MEASURING IMPACT When the topic of the return on invest- THE CONTEXT FOR MEASURING IMPACT ment (“ROI”) of coaching comes up As we know, executive leadership coaching has grown in popularity and ment (“ROI”) of coaching comes up As we know, executive leadership coaching has grown in popularity and among coaching professionals, there application over the past several decades. The reasons for the expan- among coaching professionals, there application over the past several decades. The reasons for the expan- is often skepticism about its ultimate sion of leadership coaching are many. The task of being an executive is often skepticism about its ultimate sion of leadership coaching are many. The task of being an executive usefulness. This may be rooted in the has arguably become much more difficult and expansive. More leaders usefulness. This may be rooted in the has arguably become much more difficult and expansive. More leaders notion, held by some, that it is essen- now routinely deal with significant ambiguity, disruptive changes and notion, held by some, that it is essen- now routinely deal with significant ambiguity, disruptive changes and tially impossible to accurately measure pressures to perform in an increasingly global and diverse context. They tially impossible to accurately measure pressures to perform in an increasingly global and diverse context. They ROI. This paper reports on our efforts are asked to be both strategic decision makers and masters of the “soft” ROI. This paper reports on our efforts are asked to be both strategic decision makers and masters of the “soft” to develop a meaningful methodology skills required to effectively manage people. At the same time, due to to develop a meaningful methodology skills required to effectively manage people. At the same time, due to for the study of return on investment the pace and magnitude of change and the disruption within organiza- for the study of return on investment the pace and magnitude of change and the disruption within organiza- broadly construed, of executive coach- tions themselves, the relationships that can support personal develop- broadly construed, of executive coach- tions themselves, the relationships that can support personal developing. We will present a brief overview ment and learning, an absolute requirement for effective leadership, are ing. We will present a brief overview ment and learning, an absolute requirement for effective leadership, are of the rationale for continued efforts often lacking. Into this breach has stepped, among other professionals, of the rationale for continued efforts often lacking. Into this breach has stepped, among other professionals, to come to grips with the ROI chal- the executive coach – who is tasked with helping guide leaders and to come to grips with the ROI chal- the executive coach – who is tasked with helping guide leaders and lenge followed by a description of the managers toward betterment. lenge followed by a description of the managers toward betterment. methodology developed by the research methodology developed by the research team and some of the results from THE CONTEXT FOR ASSESSING VALUE – team and some of the results from THE CONTEXT FOR ASSESSING VALUE – the study to date. Our goal has been WHY YOU SHOULD CARE the study to date. Our goal has been WHY YOU SHOULD CARE to create an approach that will help We also know, however, that coaching in some organizations has dem- to create an approach that will help We also know, however, that coaching in some organizations has dem- organizations enhance informed deci- onstrated a “life cycle” effect (Hunt and Weintraub, 2006). Coaching organizations enhance informed deci- onstrated a “life cycle” effect (Hunt and Weintraub, 2006). Coaching sion-making regarding how to invest in has caught on, spread throughout the organization and then been scaled sion-making regarding how to invest in has caught on, spread throughout the organization and then been scaled executive leadership coaching, as well back or even brought to an abrupt halt. The usual rationale for ending executive leadership coaching, as well back or even brought to an abrupt halt. The usual rationale for ending as to share information about the im- coaching in an organization has to do with the sense, on the part of key as to share information about the im- coaching in an organization has to do with the sense, on the part of key pact and value of leadership coaching organizational decision makers, that the coaching is not connected to pact and value of leadership coaching organizational decision makers, that the coaching is not connected to with the larger leadership development the needs of the business. Yes, it was helpful to individuals, but did it with the larger leadership development the needs of the business. Yes, it was helpful to individuals, but did it communities. help the business? How is one to know its value from that perspective? communities. help the business? How is one to know its value from that perspective?

This examination of worthiness takes place within the larger context of This examination of worthiness takes place within the larger context of the changing face of human resources management and strategy. Human the changing face of human resources management and strategy. Human capital, the idea that people represent more than tangible assets and are capital, the idea that people represent more than tangible assets and are in fact organizational investors in a knowledge economy, rather than or- in fact organizational investors in a knowledge economy, rather than organizational costs (Davenport, 1999), has begun to change the way we ganizational costs (Davenport, 1999), has begun to change the way we think about such questions such as “did coaching help the business?” think about such questions such as “did coaching help the business?” The question confronting human resources management is whether or The question confronting human resources management is whether or not it can move from being a function that provides a “nice to have” set not it can move from being a function that provides a “nice to have” set of programs to a “decision science” that helps organizational leaders of programs to a “decision science” that helps organizational leaders gain the most from their and others’ people-related investments (Bou- gain the most from their and others’ people-related investments (Bou- dreau & Ramstad, 2005). Decisions, good ones, require some ability to dreau & Ramstad, 2005). Decisions, good ones, require some ability to assess and measure relevant variables (among other things, of course). assess and measure relevant variables (among other things, of course). One could argue that the assessment of intervention impacts, from a One could argue that the assessment of intervention impacts, from a | IJCO Issue 3 2006 | IJCO Issue 3 2006 business perspective, is thus one of the main requirements of a decision science of business perspective, is thus one of the main requirements of a decision science of human resource management. human resource management.

In general, expert coaching appears to be a useful tool to In general, expert coaching appears to be a useful tool to promote learning and development, and yes, at times, help- The task of being an executive has arguably promote learning and development, and yes, at times, help- The task of being an executive has arguably ing get a leader back on a successful track (so-called “fix-it” ing get a leader back on a successful track (so-called “fix-it” coaching). Although executive coaching has, for the most become much more difficult. More leaders coaching). Although executive coaching has, for the most become much more difficult. More leaders part, been very poorly researched to date, some brave prac- now routinely deal with significant ambigu- part, been very poorly researched to date, some brave prac- now routinely deal with significant ambigu- titioners and researchers have documented such outcomes. titioners and researchers have documented such outcomes. See Wasylyshyn, Gronsky & Haas (2006), Orenstein ity, disruptive changes and pressures to per- See Wasylyshyn, Gronsky & Haas (2006), Orenstein ity, disruptive changes and pressures to per- (2006), Fillery-Traves & Lane (2006), Smither, London, form in an increasingly global and diverse (2006), Fillery-Traves & Lane (2006), Smither, London, form in an increasingly global and diverse Flautt, Vargas & Kucine (2003) and Hall, Otazo & Hol- context. Flautt, Vargas & Kucine (2003) and Hall, Otazo & Hol- context. lenbeck (1999) for some examples. These authors describe lenbeck (1999) for some examples. These authors describe or review a variety of studies indicating that effectively con- or review a variety of studies indicating that effectively conducted executive leadership coaching engagements result in both client satisfac- ducted executive leadership coaching engagements result in both client satisfaction and personal learning including changes in leadership behavior. However, tion and personal learning including changes in leadership behavior. However, such studies have focused on the individual level of analysis. Yes, coaching helps such studies have focused on the individual level of analysis. Yes, coaching helps individuals, but does it help the business? individuals, but does it help the business?

The fact that we are able to document that coaching can promote individual learn- The fact that we are able to document that coaching can promote individual learning does not help people make decisions about whether or not, or how, to insti- ing does not help people make decisions about whether or not, or how, to institute coaching in their organizations. Is what is learned in coaching truly relevant tute coaching in their organizations. Is what is learned in coaching truly relevant to the organization’s mission? Does it help the organization enough to warrant to the organization’s mission? Does it help the organization enough to warrant the costs associated with the investment? The latter question helps us under- the costs associated with the investment? The latter question helps us understand the occasionally heard notion that everyone should have their own coach. stand the occasionally heard notion that everyone should have their own coach. Perhaps that could be argued. However, realistically, not everyone is going to get Perhaps that could be argued. However, realistically, not everyone is going to get one. Leaders typically think about costs, types of costs and desired impacts when one. Leaders typically think about costs, types of costs and desired impacts when making decisions. They usually must make some assessment with regard to which making decisions. They usually must make some assessment with regard to which interventions will likely create the most value for the organization and for key interventions will likely create the most value for the organization and for key stakeholders involved with the organization, such as investors and customers. stakeholders involved with the organization, such as investors and customers.

Measures of return on investment then become relevant to making decisions about Measures of return on investment then become relevant to making decisions about the deployment of leadership coaching. However, note that from this discussion the deployment of leadership coaching. However, note that from this discussion “return” can be defined in multiple ways, as can types of investment. Measures of “return” can be defined in multiple ways, as can types of investment. Measures of return can be purely economic – as in: We spent X-dollars and have received X+Y return can be purely economic – as in: We spent X-dollars and have received X+Y dollar value as a result of coaching. If we can document the numeric outcome that dollar value as a result of coaching. If we can document the numeric outcome that flows from a coaching engagement, we can answer that question. However, such flows from a coaching engagement, we can answer that question. However, such an outcome measure isn’t always required. Let’s assume that an organization has an outcome measure isn’t always required. Let’s assume that an organization has a very robust leadership competency model in place such a very robust leadership competency model in place such that they know that certain behaviors or actions will lead Human capital, the idea that people repre- that they know that certain behaviors or actions will lead Human capital, the idea that people repre- to desired business outcomes. If it can be documented that sent more than tangible assets and are in to desired business outcomes. If it can be documented that sent more than tangible assets and are in coaching has resulted in the development of such compe- coaching has resulted in the development of such competencies, a similar equation can be made regarding invest- fact organizational investors in a knowledge tencies, a similar equation can be made regarding invest- fact organizational investors in a knowledge ment and business results. Such non-financial results from economy, rather than organizational costs ment and business results. Such non-financial results from economy, rather than organizational costs executive coaching, for example those involving leader executive coaching, for example those involving leader behavior changes, are easier to measure (Fillery-Traves & has begun to change the way we think about behavior changes, are easier to measure (Fillery-Traves & has begun to change the way we think about Lane, 2006). Beyond this perspective, however, we have such questions such as “did coaching help Lane, 2006). Beyond this perspective, however, we have such questions such as “did coaching help found in some organizations, particularly those that are found in some organizations, particularly those that are “mission driven” or are privately held, measures of return the business?” “mission driven” or are privately held, measures of return the business?” based solely on economics may seem irrelevant. In such based solely on economics may seem irrelevant. In such instances, it may be much more relevant to think about coaching “strategically” instances, it may be much more relevant to think about coaching “strategically” rather than tactically, relating organizational-wide coaching to business mission rather than tactically, relating organizational-wide coaching to business mission and strategy (see Kumata, 2002). The health-care organization, for instance, may and strategy (see Kumata, 2002). The health-care organization, for instance, may place quality of patient care above all, based on their stated mission. Discussions place quality of patient care above all, based on their stated mission. Discussions 10 | IJCO Issue 3 2006 10 | IJCO Issue 3 2006 of returns put in terms of money may seem irrelevant and even inappropriate. of returns put in terms of money may seem irrelevant and even inappropriate.

Value is in the eyes of the beholder. Decision makers look for value creation, ei- Value is in the eyes of the beholder. Decision makers look for value creation, either implicitly or explicitly, when deciding what to do about leadership coaching. ther implicitly or explicitly, when deciding what to do about leadership coaching. In most cases, they don’t just look at costs though, of course, there are always In most cases, they don’t just look at costs though, of course, there are always exceptions. We would suggest, however, that they are most likely to focus strictly exceptions. We would suggest, however, that they are most likely to focus strictly on costs when they do not have a clear understanding and first-hand experience on costs when they do not have a clear understanding and first-hand experience of the value that coaching, if properly executed and deployed, can create in terms of the value that coaching, if properly executed and deployed, can create in terms of whatever outcomes are of importance in their organizations. of whatever outcomes are of importance in their organizations.

In the absence of a broader discussion of returns and value creation that are mea- In the absence of a broader discussion of returns and value creation that are measurable, traditional calculations of ROI typically get considerable and growing surable, traditional calculations of ROI typically get considerable and growing attention. Interestingly, such attempts (e.g., Anderson, 2003, p. 181) typically attention. Interestingly, such attempts (e.g., Anderson, 2003, p. 181) typically suggest rates of return that may seem rather incredible, e.g., on the order of sev- suggest rates of return that may seem rather incredible, e.g., on the order of several hundred percent! How does this happen? It comes about because in large eral hundred percent! How does this happen? It comes about because in large measure the coaching program involved some carefully chosen individuals who, measure the coaching program involved some carefully chosen individuals who, with the aid of coaching, were given the opportunity to have a significant impact with the aid of coaching, were given the opportunity to have a significant impact that was of specific value to their organizations. These may also be individuals that was of specific value to their organizations. These may also be individuals who, by the nature of their role, influence larger financial metrics to begin with who, by the nature of their role, influence larger financial metrics to begin with and, in comparison to other coachees, disproportionately bias ROI results. ROI and, in comparison to other coachees, disproportionately bias ROI results. ROI in reality is at least to some degree, an organization-specific metric. This suggests in reality is at least to some degree, an organization-specific metric. This suggests again the importance of relating ROI metrics to what is valued within a particular again the importance of relating ROI metrics to what is valued within a particular organization. This perspective, of course, is aligned with the trend toward viewing organization. This perspective, of course, is aligned with the trend toward viewing executive coaching as serving a strategic rather than a remedial role. executive coaching as serving a strategic rather than a remedial role.

An organizational view of executive coaching that takes a broader perspective An organizational view of executive coaching that takes a broader perspective towards an examination of value creation will likely consider the following orga- towards an examination of value creation will likely consider the following organizational issues and needs: nizational issues and needs: • The competencies (i.e., behaviors and abilities) required of leaders and other • The competencies (i.e., behaviors and abilities) required of leaders and other potential coachees if the organization is to execute its business strategy, and in potential coachees if the organization is to execute its business strategy, and in particular the competencies required for significant impact on business results, particular the competencies required for significant impact on business results, short and/or long term. short and/or long term. • Those individual leaders who need those competencies the most. • Those individual leaders who need those competencies the most. • How expert coaching can help to build those critical competencies in this par- • How expert coaching can help to build those critical competencies in this particular group of people who are likely to be able to have a ticular group of people who are likely to be able to have a It is necessary . . . to provide measurement real impact on business results. It is necessary . . . to provide measurement real impact on business results. methodologies that address both the finan- methodologies that address both the financial and non-financial results of executive In sum, it is necessary, in our view, to provide measure- cial and non-financial results of executive In sum, it is necessary, in our view, to provide measurement methodologies that address both the financial and ment methodologies that address both the financial and leader coaching that will be of importance to non-financial results of executive coaching that will be of leader coaching that will be of importance to non-financial results of executive coaching that will be of particular organizations.” rather than “im- importance to particular organizations. It was this perspec- particular organizations.” rather than “im- importance to particular organizations. It was this perspective that drove the design of our research initiative and the tive that drove the design of our research initiative and the portance to specific organizations. development of the survey tool to be discussed below. portance to specific organizations. development of the survey tool to be discussed below.

HISTORY, OBJECTIVES AND ASSUMPTIONS OF THE COACHING IM- HISTORY, OBJECTIVES AND ASSUMPTIONS OF THE COACHING IM- PACT STUDY PACT STUDY Description of the Study Description of the Study Beginning in December 2004, Cambria Consulting launched an ongoing study Beginning in December 2004, Cambria Consulting launched an ongoing study of the impact of executive leadership coaching in large organizations. The four of the impact of executive leadership coaching in large organizations. The four authors served as principal investigators in this effort, comprising a multidisci- authors served as principal investigators in this effort, comprising a multidisci- plinary partnership from the areas of coaching, consulting and academia. The plinary partnership from the areas of coaching, consulting and academia. The study was designed to utilize a T1 – T2 methodology (“before” and “after”) to study was designed to utilize a T1 – T2 methodology (“before” and “after”) to as- assess the potential impact and realized impact of coaching from the perspective sess the potential impact and realized impact of coaching from the perspective of of multiple stakeholders. We have endeavored to understand the importance of multiple stakeholders. We have endeavored to understand the importance of 11 | IJCO Issue 3 2006 11 | IJCO Issue 3 2006 potential and realized gains from coaching from the organization’s perspective potential and realized gains from coaching from the organization’s perspective rather than our own. rather than our own.

The study instrument is an online survey that can be supplemented by follow-up The study instrument is an online survey that can be supplemented by follow-up interviews. Coachees, coaches, managers/sponsors and, when appropriate, oth- interviews. Coachees, coaches, managers/sponsors and, when appropriate, other stakeholders are surveyed in each participating organization. Initial findings er stakeholders are surveyed in each participating organization. Initial findings from the study have been presented to the annual convention of the Society for from the study have been presented to the annual convention of the Society for Industrial and Organizational Psychology (Kumata, Schlosser, Hunt, Gentry & Industrial and Organizational Psychology (Kumata, Schlosser, Hunt, Gentry & Steinbrenner, 2005) as well as to the Conference Board’s Executive Coaching Con- Steinbrenner, 2005) as well as to the Conference Board’s Executive Coaching Con- ference (Hunt, Stern, Mickelsen & Steinbrenner, 2006). As exemplified by this ference (Hunt, Stern, Mickelsen & Steinbrenner, 2006). As exemplified by this article, we are now moving toward written dialog with the coaching community. article, we are now moving toward written dialog with the coaching community.

The study is designed such that, in addition to providing participating organiza- The study is designed such that, in addition to providing participating organizations with valuable insights into the impact of their coaching activity, the aggre- tions with valuable insights into the impact of their coaching activity, the aggre- gated findings will make available to the extended coaching community—both gated findings will make available to the extended coaching community—both providers and consumers—more refined information about the broader impact of providers and consumers—more refined information about the broader impact of leadership coaching than is currently available in the existing literature. leadership coaching than is currently available in the existing literature.

Research Objectives Within and Across Organizations Research Objectives Within and Across Organizations It was our goal to create a research methodology that would be both useful and It was our goal to create a research methodology that would be both useful and illustrative. Our desire to be “useful” drew our attention to significant questions illustrative. Our desire to be “useful” drew our attention to significant questions that repeatedly confronted us when engaged in consulting or research projects that repeatedly confronted us when engaged in consulting or research projects related to coaching activities. Organizations have a long list of issues that they related to coaching activities. Organizations have a long list of issues that they face and a woeful lack of data or theory to guide them. ROI studies are inherently face and a woeful lack of data or theory to guide them. ROI studies are inherently a form of action research as they require a partnership with a research “subject,” a form of action research as they require a partnership with a research “subject,” in this case a firm, which is motivated by their own interests to participate. As in this case a firm, which is motivated by their own interests to participate. As discussed in the previous section, value is in the eyes of the beholder and is con- discussed in the previous section, value is in the eyes of the beholder and is con- tingent in part on the situation of the beholder. Thus we needed a methodology tingent in part on the situation of the beholder. Thus we needed a methodology that creates a good deal of “firm-specific” knowledge. Second, however, we hoped that creates a good deal of “firm-specific” knowledge. Second, however, we hoped to approach this challenge from a perspective that would travel well across organi- to approach this challenge from a perspective that would travel well across organizations and thus build insights valuable to the field. Our research objectives, then, zations and thus build insights valuable to the field. Our research objectives, then, were as follows. We hoped to: were as follows. We hoped to: 1. Systematically gain insights regarding which capabilities/behaviors are focused 1. Systematically gain insights regarding which capabilities/behaviors are focused on in coaching within and across organizations. on in coaching within and across organizations. 2. Identify individual leader development as well as business outcomes thought to 2. Identify individual leader development as well as business outcomes thought to have been improved as a result of coaching. have been improved as a result of coaching. 3. Explore perceptions of the qualitative and quantitative It was our goal to create a research method- 3. Explore perceptions of the qualitative and quantitative It was our goal to create a research method- value, impact and satisfaction of executive coaching en- value, impact and satisfaction of executive coaching engagements. ology that would be both “useful and illus- gagements. ology that would be both “useful and illus- 4. Use a time-efficient, concise data collection system that trative.. Our desire to be “useful” drew our 4. Use a time-efficient, concise data collection system that trative.. Our desire to be “useful” drew our would be “user friendly.” would be “user friendly.” 5. Avoid what we see as a trap, for now, regarding questions attention to significant questions that repeat- 5. Avoid what we see as a trap, for now, regarding questions attention to significant questions that repeat- that are beyond the state of current research to address, edly confronted us when engaged in consult- that are beyond the state of current research to address, edly confronted us when engaged in consult- such as which coaching methods work best. ing or research projects related to coaching such as which coaching methods work best. ing or research projects related to coaching Research Assumptions activities. Research Assumptions activities. Exploratory research (such as this study represents) re- Exploratory research (such as this study represents) requires careful examination of the underlying assumptions quires careful examination of the underlying assumptions of the researchers and the methodologies that emerge from this effort. In our case, of the researchers and the methodologies that emerge from this effort. In our case, we held the following four working assumptions based on field experience and we held the following four working assumptions based on field experience and our review of the literature as presented above: our review of the literature as presented above: 1. There are costs associated with coaching (and for not coaching, for that mat- 1. There are costs associated with coaching (and for not coaching, for that matter). ter). 2. Coaching usually results in the creation of value. 2. Coaching usually results in the creation of value. 12 | IJCO Issue 3 2006 12 | IJCO Issue 3 2006 3. Assessing the impact of coaching can be difficult but is not impossible. 3. Assessing the impact of coaching can be difficult but is not impossible. 4. These valuations can be compared to the costs to estimate ROI of various 4. These valuations can be compared to the costs to estimate ROI of various types. types.

Assumption 1: Assumption 1: There are costs associated with coaching (and with not coaching, for that There are costs associated with coaching (and with not coaching, for that matter). matter).

The costs of coaching may include dollar outlays to coaches, travel expenses, The costs of coaching may include dollar outlays to coaches, travel expenses, time spent by all of the stakeholders (e.g., coachee, coach, manager/sponsor, HR time spent by all of the stakeholders (e.g., coachee, coach, manager/sponsor, HR professional), administrative support, materials, training, coachee’s activities as professional), administrative support, materials, training, coachee’s activities as suggested from the coach (e.g., homework, readings, workshops, off-sites), gath- suggested from the coach (e.g., homework, readings, workshops, off-sites), gath- erings of the coaches, etc. erings of the coaches, etc.

Assumption 2: Assumption 2: Coaching usually results in the creation of value. Coaching usually results in the creation of value.

What happens as a result of coaching? And how might we understand the value What happens as a result of coaching? And how might we understand the value (“impacts”) of what happens from executive leader coaching? Given that organi- (“impacts”) of what happens from executive leader coaching? Given that organizations and organizational stakeholders to coaching have a variety of perspec- zations and organizational stakeholders to coaching have a variety of perspectives regarding the nature of value created from coaching, multiple assessments tives regarding the nature of value created from coaching, multiple assessments of value are likely to be more appropriate than a single measure. However, the of value are likely to be more appropriate than a single measure. However, the phrase “value is in the eyes of the beholder” does not get us very far. A more for- phrase “value is in the eyes of the beholder” does not get us very far. A more formal delineation of our assumptions regarding the kinds of value that are created mal delineation of our assumptions regarding the kinds of value that are created through coaching is as follows: through coaching is as follows:

1. Operating Financial Results: The financial results may be expressed, in 1. Operating Financial Results: The financial results may be expressed, in overview, as savings and revenue. Note that from a particular intervention there overview, as savings and revenue. Note that from a particular intervention there can be a distinction between perceived financial results based on opinion and ac- can be a distinction between perceived financial results based on opinion and actual financial results (e.g., guesstimates about cost savings vs. actual cost savings). tual financial results (e.g., guesstimates about cost savings vs. actual cost savings). 2. Business Results: Business results would include outcomes related to share- 2. Business Results: Business results would include outcomes related to share- holder value, organizational growth, market share, profitability (obviously related to #1, holder value, organizational growth, market share, profitability (obviously related to #1, above), product or service development, customer satisfaction and industry leadership. above), product or service development, customer satisfaction and industry leadership. 3. Strategic Results: The strategic value to the organization and its subunits 3. Strategic Results: The strategic value to the organization and its subunits refers to factors such as supporting high potency leadership, culture optimization, refers to factors such as supporting high potency leadership, culture optimization, transition management and other initiatives that help the organization compete transition management and other initiatives that help the organization compete effectively. effectively. 4. Human Capital Development and Organizational Effectiveness Im- 4. Human Capital Development and Organizational Effectiveness Im- provements: Acquiring, developing and retaining talent; leadership develop- provements: Acquiring, developing and retaining talent; leadership development; organizational effectiveness and succession planning, for example. Note ment; organizational effectiveness and succession planning, for example. Note here that one of the challenges associated with assessing impact on human capital here that one of the challenges associated with assessing impact on human capital is the long-term nature of human capital management. Some results take years is the long-term nature of human capital management. Some results take years to show and as such, we are again dealing with what we can see in the relative to show and as such, we are again dealing with what we can see in the relative here-and-now versus what we perceive is likely to be the longer-term impact of here-and-now versus what we perceive is likely to be the longer-term impact of an intervention. an intervention.

Assumption 3: Assumption 3: Assessing the impact of coaching can be difficult but is not impossible. Assessing the impact of coaching can be difficult but is not impossible.

Various estimates of results from the categories listed under Assumption 2 are, Various estimates of results from the categories listed under Assumption 2 are, more or less, readily accessible. We believe it is important not to let the desire for more or less, readily accessible. We believe it is important not to let the desire for perfection drive out the possibilities of gaining knowledge through the use of es- perfection drive out the possibilities of gaining knowledge through the use of estimates, particularly multiple estimates from multiple stakeholders, and thus the timates, particularly multiple estimates from multiple stakeholders, and thus the use of estimates may be viewed as essential as well as practical. use of estimates may be viewed as essential as well as practical. 13 | IJCO Issue 3 2006 13 | IJCO Issue 3 2006

Assumption 4: Assumption 4: These valuations can be compared to the costs of an executive coaching program These valuations can be compared to the costs of an executive coaching program to estimate ROI of various types. to estimate ROI of various types.

Note here that once a comprehensive assessment of value is offered, it becomes Note here that once a comprehensive assessment of value is offered, it becomes easier to estimate both the financial or business return on investment as well as easier to estimate both the financial or business return on investment as well as the ROI in relation to outcomes such as human capital development. the ROI in relation to outcomes such as human capital development.

THE INSTRUMENT THE INSTRUMENT The stakeholders we hoped to enlist in this effort are very busy people. We often The stakeholders we hoped to enlist in this effort are very busy people. We often find, as have others, that they are not necessarily interested in spending a great find, as have others, that they are not necessarily interested in spending a great deal of time on overly complex efforts to measure coaching impact, particularly deal of time on overly complex efforts to measure coaching impact, particularly when they feel that the coaching has been relatively effective from a satisfaction when they feel that the coaching has been relatively effective from a satisfaction standpoint. As such, we attempted to develop a survey tool that would: standpoint. As such, we attempted to develop a survey tool that would:

1. Be as brief as practicable. 1. Be as brief as practicable. 2. Make it possible for multiple raters to assess the same items. 2. Make it possible for multiple raters to assess the same items. 3. Take the respondents through a relatively granular assessment of coaching im- 3. Take the respondents through a relatively granular assessment of coaching impact and value, moving toward an overall assessment. pact and value, moving toward an overall assessment. 4. Provide a comprehensive depiction of human capital/organizational effective- 4. Provide a comprehensive depiction of human capital/organizational effectiveness as well as business and financial targets. (See Tables 1 and 2) ness as well as business and financial targets. (See Tables 1 and 2) 5. Allow for the selection of multiple outcome targets (up to three items) along 5. Allow for the selection of multiple outcome targets (up to three items) along with ratings of the item’s importance and an estimate of dollar value of coaching with ratings of the item’s importance and an estimate of dollar value of coaching success in that item’s area (i.e., perceived valuation). (See Table 3) success in that item’s area (i.e., perceived valuation). (See Table 3) 6. Provide the ability to visually track which items were selected from pre- to 6. Provide the ability to visually track which items were selected from pre- to post-surveying. The stakeholders we hoped to enlist in post-surveying. The stakeholders we hoped to enlist in 7. Provide an opportunity to assess other relevant aspects of 7. Provide an opportunity to assess other relevant aspects of a particular coaching program and activity. this effort are very busy people. We often a particular coaching program and activity. this effort are very busy people. We often

Tables 1 and 2 describe the specific items that relate to find...that they are not necessarily inter- Tables 1 and 2 describe the specific items that relate to find...that they are not necessarily inter- the building of human capital and/or organizational effec- ested in spending a great deal of time on the building of human capital and/or organizational effec- ested in spending a great deal of time on tiveness. Table 1 focuses largely on the personal gains in tiveness. Table 1 focuses largely on the personal gains in capability or behavior that can be expected through par- overly complex efforts to measure coach- capability or behavior that can be expected through par- overly complex efforts to measure coach- ticipation in executive coaching in terms of competencies ing impact . . . ticipation in executive coaching in terms of competencies ing impact . . . and competency-related outcomes. Table 2 focuses more and competency-related outcomes. Table 2 focuses more on organizational effectiveness and business outcomes ex- on organizational effectiveness and business outcomes external to the coaching client but nevertheless related to the work of the coaching ternal to the coaching client but nevertheless related to the work of the coaching engagement. engagement. 14 | IJCO Issue 3 2006 14 | IJCO Issue 3 2006

Capabilities and Behaviors Targeted in Coaching Capabilities and Behaviors Targeted in Coaching Big-picture/Detail Balance Diversity Considerations/Sensitivity Meeting Facilitation Big-picture/Detail Balance Diversity Considerations/Sensitivity Meeting Facilitation Building Enthusiasm Executive Presence Negotiation Skills Building Enthusiasm Executive Presence Negotiation Skills Building Relationships External Visibility/Image Partnering across Boundaries/Silos Building Relationships External Visibility/Image Partnering across Boundaries/Silos Building Team Morale Field Presence/Field Experience Personal Energy/Optimism Building Team Morale Field Presence/Field Experience Personal Energy/Optimism Business Acumen/Knowledge Following Others Productivity/Time Management Business Acumen/Knowledge Following Others Productivity/Time Management Business Results/Execution Fostering Innovation Project Management Business Results/Execution Fostering Innovation Project Management Career Advancement Global/International Perspective Quality of Work Product Career Advancement Global/International Perspective Quality of Work Product Client Focus/Service Goal Setting Self-Awareness/Self-Reflection Client Focus/Service Goal Setting Self-Awareness/Self-Reflection Collaboration/Teamwork Influence Self-Confidence Collaboration/Teamwork Influence Self-Confidence Communication Skills Internal Visibility/Image Sense of Urgency/Responsiveness Communication Skills Internal Visibility/Image Sense of Urgency/Responsiveness Conflict Management/Resolution Interpersonal Skills Setting Direction and Vision Conflict Management/Resolution Interpersonal Skills Setting Direction and Vision Decision Making and Judgment Job Satisfaction and Enjoyment Strategic Thinking Decision Making and Judgment Job Satisfaction and Enjoyment Strategic Thinking Delegation/Empowering Others Leading/Driving Change Stress Management Delegation/Empowering Others Leading/Driving Change Stress Management Developing Self Listening Skills Technical Skills Mastery Developing Self Listening Skills Technical Skills Mastery Developing/Coaching Employees Managing Performance Issues Work/Life Balance Developing/Coaching Employees Managing Performance Issues Work/Life Balance

Human Capital and Business Outcomes/Metrics Items Human Capital and Business Outcomes/Metrics Items Alignment with Business Priorities Employee/Team Retention Product/Service Launch Alignment with Business Priorities Employee/Team Retention Product/Service Launch Avoidance of Termination/Separation External Client Sat./Relationships Productivity Avoidance of Termination/Separation External Client Sat./Relationships Productivity Base of Committed Followers Increased Sales/Revenue Profitability Base of Committed Followers Increased Sales/Revenue Profitability Client Retention/Growth Intention to Remain with Organization Promotability/Career Progression Client Retention/Growth Intention to Remain with Organization Promotability/Career Progression Efficiency/Cost Reduction Internal Client Sat./Relationships Quality Management Efficiency/Cost Reduction Internal Client Sat./Relationships Quality Management Employee Alignment Merger Integration Reduce Loss/Business Decline Employee Alignment Merger Integration Reduce Loss/Business Decline Employee Engagement Process Improvement Risk/Liability Reduction Employee Engagement Process Improvement Risk/Liability Reduction Employee Satisfaction Product/Service Development Turnaround/Business Recovery Employee Satisfaction Product/Service Development Turnaround/Business Recovery

We utilized two ways to assess stakeholders’ perceptions of the value of these out- We utilized two ways to assess stakeholders’ perceptions of the value of these outcomes. This included a set of ten questions regarding the perceived overall value comes. This included a set of ten questions regarding the perceived overall value of the coaching. This approach was utilized given the difficulty we anticipated in of the coaching. This approach was utilized given the difficulty we anticipated in gaining reports regarding specific dollar estimates of the impact of general, over- gaining reports regarding specific dollar estimates of the impact of general, overview coaching outcomes. view coaching outcomes.

Dollar Value Rating Scale Dollar Value Rating Scale

Scale Dollar Value Scale Dollar Value

1 $0 1 $0

2 $1 to $5,000 2 $1 to $5,000

3 $5,001 to $10,000 3 $5,001 to $10,000

4 $10,001 to $25,000 4 $10,001 to $25,000

5 $25,001 to $50,000 5 $25,001 to $50,000

6 $50,001 to $100,000 6 $50,001 to $100,000

7 $100,001 to $250,000 7 $100,001 to $250,000

8 $250,001 to $500,000 8 $250,001 to $500,000

9 $500,001 to $1,000,000 9 $500,001 to $1,000,000

10 over $1,000,000 10 over $1,000,000

Copyright © 2004-2006 by Barry Schlosser and Cambria Consulting. All rights reserved. Reprinted with permission. Copyright © 2004-2006 by Barry Schlosser and Cambria Consulting. All rights reserved. Reprinted with permission. Table 3 Table 3 15 | IJCO Issue 3 2006 15 | IJCO Issue 3 2006 However, we also asked stakeholders to estimate the dollar value ascribed to vari- However, we also asked stakeholders to estimate the dollar value ascribed to various specific outcomes of the coaching using the dollar ranges as presented in ous specific outcomes of the coaching using the dollar ranges as presented in

The instrument also allowed stakeholders to define desired changes in behaviors The instrument also allowed stakeholders to define desired changes in behaviors or competencies, the human capital or business outcome associated with such or competencies, the human capital or business outcome associated with such changes, and an estimate of the dollar value associated with competency and changes, and an estimate of the dollar value associated with competency and outcome changes. outcome changes.

THE METHODOLOGY THE METHODOLOGY The Coaching Impact Study is designed to assess stakeholders perceptions at The Coaching Impact Study is designed to assess stakeholders perceptions at baseline (time 1 which is roughly at the outset of the coaching) and after the baseline (time 1 which is roughly at the outset of the coaching) and after the conclusion of coaching (“follow-up” – time 2). The survey instruments are quite conclusion of coaching (“follow-up” – time 2). The survey instruments are quite similar for times 1 and 2, differing mainly in grammatical tense. The follow-up similar for times 1 and 2, differing mainly in grammatical tense. The follow-up primary survey also asks for permission from the respondent to participate in primary survey also asks for permission from the respondent to participate in an assessment interview and has a supplemental survey appended that assesses an assessment interview and has a supplemental survey appended that assesses coach competencies and concomitant professional practices. Thus there is a capa- coach competencies and concomitant professional practices. Thus there is a capability for pre-post measurement (including supplemental surveying) along with bility for pre-post measurement (including supplemental surveying) along with qualitative post-coaching interviewing. qualitative post-coaching interviewing.

Because some participating organizations already have coaching engagements un- Because some participating organizations already have coaching engagements un- derway, there is an option to simply begin organizational participation by starting derway, there is an option to simply begin organizational participation by starting with the follow-up surveying (useful in its own right). We point this out because with the follow-up surveying (useful in its own right). We point this out because we have found that organizations and those charged with managing coaching we have found that organizations and those charged with managing coaching programs within organizations require a good degree of support as they move up programs within organizations require a good degree of support as they move up a learning curve associated with conducting such a detailed program assessment. a learning curve associated with conducting such a detailed program assessment. We stress that an ROI study is itself an organizational intervention and that it is We stress that an ROI study is itself an organizational intervention and that it is critically important to begin with “meeting the client where he/she is,” rather than critically important to begin with “meeting the client where he/she is,” rather than insisting upon a rigid partnering and design process. insisting upon a rigid partnering and design process.

Organizations participating in the study identified individual coachees, as well Organizations participating in the study identified individual coachees, as well as their managers, their coaches, and, in some instances, their HR contacts, to as their managers, their coaches, and, in some instances, their HR contacts, to respond to the on-line survey(s). Automated system reminder e-mails were used respond to the on-line survey(s). Automated system reminder e-mails were used to encourage higher response rates. To help cover the costs associated with on- to encourage higher response rates. To help cover the costs associated with online data collection, quantitative analysis, summary reporting, and presentation line data collection, quantitative analysis, summary reporting, and presentation of findings to scientific/industry communities, each participating company was of findings to scientific/industry communities, each participating company was asked to make a very modest financial contribution. asked to make a very modest financial contribution.

Participating organizations were invited based on previous relationships with one Participating organizations were invited based on previous relationships with one or more of the authors, as well as an active word-of-mouth campaign. Two of the or more of the authors, as well as an active word-of-mouth campaign. Two of the authors also served as coaches at two or more of the organizations. authors also served as coaches at two or more of the organizations.

Organizational participation in the Coaching Impact Study at times required a Organizational participation in the Coaching Impact Study at times required a certain degree of “selling.” Particular benefits emphasized to participant organiza- certain degree of “selling.” Particular benefits emphasized to participant organizations include: tions include: 1. Having information to share with coaches and consumers of coaching about 1. Having information to share with coaches and consumers of coaching about what is valued from coaching at the participating organization. what is valued from coaching at the participating organization. 2. Receiving a summary report based on an analysis of the responses from their 2. Receiving a summary report based on an analysis of the responses from their coaching program – to learn what areas receive attention in coaching and patterns coaching program – to learn what areas receive attention in coaching and patterns of progress. of progress. 3. Ultimately receiving a benchmark report aggregating results across participat- 3. Ultimately receiving a benchmark report aggregating results across participating organizations. ing organizations. We found that those organizations participating in the study did so for a variety We found that those organizations participating in the study did so for a variety of reasons. Some coaching practice managers were under explicit requirements of reasons. Some coaching practice managers were under explicit requirements to to provide ROI justification for program activities. All were interested in under- provide ROI justification for program activities. All were interested in understand- standing the question of value-creation in greater depth, even if they were not ing the question of value-creation in greater depth, even if they were not 16 | IJCO Issue 3 2006 16 | IJCO Issue 3 2006 under pressure to conduct a formal ROI study. All were also interested in trying under pressure to conduct a formal ROI study. All were also interested in trying to develop a clearer picture of how their programs were doing in relation to other to develop a clearer picture of how their programs were doing in relation to other “best practice” companies. A spirit of continuous improvement seems essential to “best practice” companies. A spirit of continuous improvement seems essential to such a partnership. such a partnership.

Data Protection Data Protection Confidentiality considerations are an important element of conducting the Coach- Confidentiality considerations are an important element of conducting the Coach- ing Impact Study. The sponsoring firm, Cambria Consulting, is committed to ing Impact Study. The sponsoring firm, Cambria Consulting, is committed to maintaining the confidentiality of the information gathered and stored in the pro- maintaining the confidentiality of the information gathered and stored in the process of carrying out the Coaching Impact Study. The investigators are commit- cess of carrying out the Coaching Impact Study. The investigators are committed to treating all study-related information as sensitive, and to that end, steps ted to treating all study-related information as sensitive, and to that end, steps have been taken to protect names and other identifying information of individual have been taken to protect names and other identifying information of individual respondents. The sensitive nature of this information is such that any analyses respondents. The sensitive nature of this information is such that any analyses and interpretations shared with an external audience will be in aggregate form. and interpretations shared with an external audience will be in aggregate form. Furthermore, names and other information provided to Furthermore, names and other information provided to We found that those organizations partici- Cambria in the course of the study will not be used for any We found that those organizations partici- Cambria in the course of the study will not be used for any pating in the study did so for a variety of purpose other than study-related activity. pating in the study did so for a variety of purpose other than study-related activity. reasons...All were interested in understand- Assessments are completed over the Internet on a private reasons...All were interested in understand- Assessments are completed over the Internet on a private ing the question of value-creation in greater survey portal owned and maintained by Cambria Consult- ing the question of value-creation in greater survey portal owned and maintained by Cambria Consult- ing, Inc. SSL encryption is used to protect communications ing, Inc. SSL encryption is used to protect communications depth, even if they were not under pressure with the server, and participants are given access to the sys- depth, even if they were not under pressure with the server, and participants are given access to the sys- to conduct a formal ROI study. tem by an individual username and password. User infor- to conduct a formal ROI study. tem by an individual username and password. User information and data are kept confidential at all times and will mation and data are kept confidential at all times and will be used solely for the purposes of this survey. be used solely for the purposes of this survey.

THE RESULTS THE RESULTS The findings reported herein are meant to give an initial overview of what we are The findings reported herein are meant to give an initial overview of what we are learning to date (as of August, 2006) and our assessment of the strengths and learning to date (as of August, 2006) and our assessment of the strengths and weaknesses of the methodology under study. We report here on some of our ini- weaknesses of the methodology under study. We report here on some of our initial findings regarding the triad of coachee/manager/coach using a subset of items tial findings regarding the triad of coachee/manager/coach using a subset of items from the follow-up primary survey data only. In that this is an ongoing study, our from the follow-up primary survey data only. In that this is an ongoing study, our aim is to periodically update the coaching community through articles and other aim is to periodically update the coaching community through articles and other media. media.

One or more stakeholders from 132 unique coaching engagement “triads” (coach, One or more stakeholders from 132 unique coaching engagement “triads” (coach, manager, and coachee) at Wachovia, Credit Suisse and Deloitte (the U.S. firm) manager, and coachee) at Wachovia, Credit Suisse and Deloitte (the U.S. firm) were invited to participate in the study. The results that follow are from 95 of were invited to participate in the study. The results that follow are from 95 of those engagements, meaning that at least one stakeholder from each of 95 engage- those engagements, meaning that at least one stakeholder from each of 95 engagement triads responded to the survey. Each of the participating organizations has ment triads responded to the survey. Each of the participating organizations has a substantial coaching program in place and is overseen by a coaching practice a substantial coaching program in place and is overseen by a coaching practice

Study Participants Study Participants

Coach Manager Coachee Coach Manager Coachee

Invited 124 114 130 Invited 124 114 130

Responded 70 14 56 Responded 70 14 56

Response Rate 56% 12% 43% Response Rate 56% 12% 43%

Table 4 Table 4

manager. All of the coaches in the data presented are external. Response rate is manager. All of the coaches in the data presented are external. Response rate is calculated based on the number of individuals in a particular stakeholder role calculated based on the number of individuals in a particular stakeholder role invited to respond to the survey. invited to respond to the survey. 17 | IJCO Issue 3 2006 17 | IJCO Issue 3 2006 As can be seen in Table 4, the most responsive stakeholder group consisted of As can be seen in Table 4, the most responsive stakeholder group consisted of coaches and the least responsive were managers. Presumably, coachees would not coaches and the least responsive were managers. Presumably, coachees would not have had more than a single engagement, whereas a given coach or manager could have had more than a single engagement, whereas a given coach or manager could be represented for more than a single engagement. In general, for most engage- be represented for more than a single engagement. In general, for most engagements, there would be a triad of coachee/manager/coach. ments, there would be a triad of coachee/manager/coach. Summing across respondents, the total n (sample size) for There is a tendency in all human beings Summing across respondents, the total n (sample size) for There is a tendency in all human beings this report is 140. For all of the general analyses that fol- this report is 140. For all of the general analyses that follow, please note that not all items have all members of a to engage in any number of behaviors low, please note that not all items have all members of a to engage in any number of behaviors particular stakeholder group responding (i.e., the n’s may to reduce either physical or emotional particular stakeholder group responding (i.e., the n’s may to reduce either physical or emotional vary, where n is the number of respondents to a particular vary, where n is the number of respondents to a particular item). distress in the moment. item). distress in the moment.

Capabilities/Behaviors Capabilities/Behaviors To understand what kinds of things were worked on for development, respon- To understand what kinds of things were worked on for development, respondents could select from a set of 46 capabilities and behaviors that could con- dents could select from a set of 46 capabilities and behaviors that could con- ceivably receive attention during a given engagement. The ten most frequently ceivably receive attention during a given engagement. The ten most frequently selected “Capabilities/Behaviors” per stakeholder group are listed in Table 5. selected “Capabilities/Behaviors” per stakeholder group are listed in Table 5.

Ten Most Commonly Targeted Capabilities/Behaviors by Stakeholder Group Ten Most Commonly Targeted Capabilities/Behaviors by Stakeholder Group

Coach Manager Coachee Coach Manager Coachee Building Relationships (74%) Developing Self (57%) Communication Skills (61%) Building Relationships (74%) Developing Self (57%) Communication Skills (61%) Self-Awareness/Self-Reflection (63%) Building Relationships (50%) Self-Awareness/Self-Reflection (54%) Self-Awareness/Self-Reflection (63%) Building Relationships (50%) Self-Awareness/Self-Reflection (54%) Communication Skills (53%) Big-picture/Detail Balance (43%) Developing Self (52%) Communication Skills (53%) Big-picture/Detail Balance (43%) Developing Self (52%) Career Advancement (46%) Goal Setting (36%) Conflict Management/Resolution (52%) Career Advancement (46%) Goal Setting (36%) Conflict Management/Resolution (52%) Executive Presence (44%) Listening Skills (36%) Building Relationships (45%) Executive Presence (44%) Listening Skills (36%) Building Relationships (45%) Developing Self (43%) Self-Awareness/Self-Reflection (36%) Career Advancement (45%) Developing Self (43%) Self-Awareness/Self-Reflection (36%) Career Advancement (45%) Partnering across Boundaries/Silos (41%) Career Advancement (36%) Executive Presence (41%) Partnering across Boundaries/Silos (41%) Career Advancement (36%) Executive Presence (41%) Internal Visibility/Image (41%) Leading/Driving Change (36%) Internal Visibility/Image (38%) Internal Visibility/Image (41%) Leading/Driving Change (36%) Internal Visibility/Image (38%) Building Team Morale (39%) Managing Performance Issues (36%) Interpersonal Skills (36%) Building Team Morale (39%) Managing Performance Issues (36%) Interpersonal Skills (36%) Influence (37%) Building Enthusiasm (36%) Listening Skills (36%) Influence (37%) Building Enthusiasm (36%) Listening Skills (36%) Setting Direction and Vision (36%) Setting Direction and Vision (36%)

Across the three stakeholder groups, four items were present in the top ten items Across the three stakeholder groups, four items were present in the top ten items selected by each group: “Developing Self,” “Self-Awareness/Self-Reflection,” “Ca- selected by each group: “Developing Self,” “Self-Awareness/Self-Reflection,” “Ca- reer Advancement,” and “Building Relationships.” reer Advancement,” and “Building Relationships.”

Coaches selected the most capabilities/behaviors, an average of 10.1 items (SD Coaches selected the most capabilities/behaviors, an average of 10.1 items (SD =6.5; n=70) out of a total of 46 possible, excluding a “None” option. Coachees =6.5; n=70) out of a total of 46 possible, excluding a “None” option. Coachees selected an average of 9.8 items (SD=6.1; n=56), and managers an average of selected an average of 9.8 items (SD=6.1; n=56), and managers an average of 8.6 items (SD=8.6; n=14). [note: SD = Standard Deviation, a measure of central 8.6 items (SD=8.6; n=14). [note: SD = Standard Deviation, a measure of central tendency] tendency]

The “Other” item from the list was selected by 10% of coaches, 7% of managers The “Other” item from the list was selected by 10% of coaches, 7% of managers and 5% of coachees, indicating that the list of items provided effectively captured and 5% of coachees, indicating that the list of items provided effectively captured a substantial majority of all behavioral change concepts addressed in coaching a substantial majority of all behavioral change concepts addressed in coaching engagements. Respondents were given the opportunity to describe their response engagements. Respondents were given the opportunity to describe their response for “Other,” three of which were described by more than one respondent: ‘build- for “Other,” three of which were described by more than one respondent: ‘building a high performing team’ (by three respondents), and “leadership” and “net- ing a high performing team’ (by three respondents), and “leadership” and “networking” (each by two respondents). working” (each by two respondents). 18 | IJCO Issue 3 2006 18 | IJCO Issue 3 2006 The incidence of respondents endorsing the “None (no change in any area)” item The incidence of respondents endorsing the “None (no change in any area)” item was very low—one respondent from both the coach and coachee groups and was very low—one respondent from both the coach and coachee groups and two from the manager group. Obviously, at the individual engagement level, a two from the manager group. Obviously, at the individual engagement level, a response of “None” is notable. Once our dataset has grown sufficiently, we can response of “None” is notable. Once our dataset has grown sufficiently, we can begin to explore the characteristics of such engagements. begin to explore the characteristics of such engagements.

Outcomes/Metrics Outcomes/Metrics To convey the impact of coaching, respondents could select from a set of 25 To convey the impact of coaching, respondents could select from a set of 25 outcomes and metrics that were believed to have improved as a result of the outcomes and metrics that were believed to have improved as a result of the coaching engagement. The five most frequently selected “outcomes/metrics” per coaching engagement. The five most frequently selected “outcomes/metrics” per stakeholder group are listed in Table 6. stakeholder group are listed in Table 6.

Top Five Selected Outcomes/Metrics per Stakeholder Group Top Five Selected Outcomes/Metrics per Stakeholder Group

Coach Manager Coachee Coach Manager Coachee Internal Customer Sat/Relationships (51%) Employee Engagement (43%) Promotion/Promotability (50%) Internal Customer Sat/Relationships (51%) Employee Engagement (43%) Promotion/Promotability (50%) Employee Engagement (49%) Base of Committed Followers (36%) Employee Engagement (41%) Employee Engagement (49%) Base of Committed Followers (36%) Employee Engagement (41%) Promotion/Promotability (44%) Promotion/Promotability (29%) Productivity (34%) Promotion/Promotability (44%) Promotion/Promotability (29%) Productivity (34%) Alignment with Business Priorities (41%) Alignment with Business Priorities (29%) Base of Committed Followers (32%) Alignment with Business Priorities (41%) Alignment with Business Priorities (29%) Base of Committed Followers (32%) Employee Alignment (40%) Employee Satisfaction (21%) Employee Alignment (32%) Employee Alignment (40%) Employee Satisfaction (21%) Employee Alignment (32%) Productivity (40%) Productivity (40%)

Copyright © 2004-2006 by Barry Schlosser and Cambria Consulting. All rights reserved. Reprinted with permission. Copyright © 2004-2006 by Barry Schlosser and Cambria Consulting. All rights reserved. Reprinted with permission. Table 6 Table 6 Across the stakeholder groups, two items were present in the top five items se- Across the stakeholder groups, two items were present in the top five items selected by each group: “Employee Engagement” and “Promotion/Promotability.” lected by each group: “Employee Engagement” and “Promotion/Promotability.” Because the survey’s design allows for the respondent to describe (in a text entry Because the survey’s design allows for the respondent to describe (in a text entry field) what progress looked like, we are able to gain additional insight as to the field) what progress looked like, we are able to gain additional insight as to the meaning of a given outcome, such as those listed in Table 6. For example, the- meaning of a given outcome, such as those listed in Table 6. For example, the- matically, the meanings ascribed to “Employee Engagement” included improve- matically, the meanings ascribed to “Employee Engagement” included improvement by the coachee in some instances and, in other instances, improvement ment by the coachee in some instances and, in other instances, improvement was ascribed to other employees (such as team members or other staff). At times, was ascribed to other employees (such as team members or other staff). At times, “Employee Engagement” gains also referenced increased teamwork overall. “Employee Engagement” gains also referenced increased teamwork overall.

Coaches again selected the most outcomes/metrics, an average of 5.3 items Coaches again selected the most outcomes/metrics, an average of 5.3 items (SD=3.9; n=70) out of a total of 25 possible, excluding the “None” option. (SD=3.9; n=70) out of a total of 25 possible, excluding the “None” option. Coachees selected an average of 4.5 items (SD=3.1; n=56), and managers an aver- Coachees selected an average of 4.5 items (SD=3.1; n=56), and managers an average of 3.2 items (SD=3.2; n=14). age of 3.2 items (SD=3.2; n=14).

The “Other” item from the list was selected by 10% of coaches, 7% of managers, The “Other” item from the list was selected by 10% of coaches, 7% of managers, and 4% of coachees, indicating that, again, the list of items provided effectively and 4% of coachees, indicating that, again, the list of items provided effectively captured most of the relevant outcome concepts impacted by coaching engage- captured most of the relevant outcome concepts impacted by coaching engagements. As with the list of capabilities and behaviors, respondents were given the ments. As with the list of capabilities and behaviors, respondents were given the opportunity to describe their response for “Other,” only one of which was de- opportunity to describe their response for “Other,” only one of which was described by more than one respondent: “increased profile/visibility” (by two re- scribed by more than one respondent: “increased profile/visibility” (by two respondents). spondents).

The incidence of respondents endorsing the “None (no change in any area)” The incidence of respondents endorsing the “None (no change in any area)” item was again very low—one respondent from the coach group, three from the item was again very low—one respondent from the coach group, three from the coachee group and two from the manager group. This finding indicates that, for coachee group and two from the manager group. This finding indicates that, for most coaching participants, the change they implemented as a result of coaching most coaching participants, the change they implemented as a result of coaching produced an observable positive impact on their workplace accomplishments. produced an observable positive impact on their workplace accomplishments. 19 | IJCO Issue 3 2006 19 | IJCO Issue 3 2006 Assessments of Value: General Perceptions Assessments of Value: General Perceptions A series of ten questions follows the outcome items described above, each ac- A series of ten questions follows the outcome items described above, each ac- companied by a common 10-point rating scale that ranges from 1 (very little) to companied by a common 10-point rating scale that ranges from 1 (very little) to 10 (very much). These ten questions address overall impact as well as factors that 10 (very much). These ten questions address overall impact as well as factors that could potentially affect the degree of impact experienced through coaching. Aver- could potentially affect the degree of impact experienced through coaching. Aver- age ratings were calculated for each respondent group, as shown in Table 7. age ratings were calculated for each respondent group, as shown in Table 7.

Means Table for Rating Scale Questions Means Table for Rating Scale Questions Coach Manager Coachee Coach Manager Coachee 1. To what extent has coaching positively impacted COACHEE’s† 7.9 5.8 7.7 1. To what extent has coaching positively impacted COACHEE’s† 7.9 5.8 7.7 overall effectiveness in his/her role? SD=1.9; n=62 SD=3.5; n=12 SD=1.6; n=55 overall effectiveness in his/her role? SD=1.9; n=62 SD=3.5; n=12 SD=1.6; n=55

2. To what extent was the coaching worth COACHEE’s† 8.7 7.2 8.9 2. To what extent was the coaching worth COACHEE’s† 8.7 7.2 8.9 investment of time? SD=1.6; n=66 SD=3.2; n=12 SD=1.3; n=55 investment of time? SD=1.6; n=66 SD=3.2; n=12 SD=1.3; n=55

3. To what extent was the coaching worth COMPANY’s† dollar 8.6 6.5 8.6 3. To what extent was the coaching worth COMPANY’s† dollar 8.6 6.5 8.6 investment? SD=1.8; n=64 SD=3.8; n=12 SD=1.6; n=54 investment? SD=1.8; n=64 SD=3.8; n=12 SD=1.6; n=54

4. How important was coaching success, in this instance, to the 8.5 6.8 8.0 4. How important was coaching success, in this instance, to the 8.5 6.8 8.0 part(s) of COMPANY† for which COACHEE† works? SD=1.7; n=58 SD=3.4; n=12 SD=1.6; n=53 part(s) of COMPANY† for which COACHEE† works? SD=1.7; n=58 SD=3.4; n=12 SD=1.6; n=53

5. To what extent was COACHEE† personally committed to the 8.7 7.7 9.0 5. To what extent was COACHEE† personally committed to the 8.7 7.7 9.0 coaching process? SD=2.0; n=69 SD=2.8; n=12 SD=1.2; n=55 coaching process? SD=2.0; n=69 SD=2.8; n=12 SD=1.2; n=55

6. To what extent MANAGER† personally committed to the 7.8 8.2 8.3 6. To what extent MANAGER† personally committed to the 7.8 8.2 8.3 coaching process with regard to COACHEE†? SD=2.3; n=68 SD=2.8; n=13 SD=1.9; n=51 coaching process with regard to COACHEE†? SD=2.3; n=68 SD=2.8; n=13 SD=1.9; n=51

7. To what extent did COMPANY† set clear expectations about 8.1 6.5 6.4 7. To what extent did COMPANY† set clear expectations about 8.1 6.5 6.4 coaching deliverables? SD=1.8; n=68 SD=2.3; n=11 SD=2.4; n=52 coaching deliverables? SD=1.8; n=68 SD=2.3; n=11 SD=2.4; n=52

8. To what degree was coaching useful in facilitating 7.2 6.6 6.1 8. To what degree was coaching useful in facilitating 7.2 6.6 6.1 understanding of COMPANY† strategic goals? SD=1.6; n=60 SD=3.3; n=10 SD=2.3; n=52 understanding of COMPANY† strategic goals? SD=1.6; n=60 SD=3.3; n=10 SD=2.3; n=52

9. At present, how satisfied are you with the value of coaching for 8.5 6.4 8.8 9. At present, how satisfied are you with the value of coaching for 8.5 6.4 8.8 COACHEE†? SD=1.8; n=69 SD=4.1; n=13 SD=1.4; n=55 COACHEE†? SD=1.8; n=69 SD=4.1; n=13 SD=1.4; n=55

10. At present, how satisfied are you with the value of coaching 8.8 5.3 7.8 10. At present, how satisfied are you with the value of coaching 8.8 5.3 7.8 initiatives across COMPANY†? SD=1.1; n=62 SD=2.5; n=12 SD=1.7; n=44 initiatives across COMPANY†? SD=1.1; n=62 SD=2.5; n=12 SD=1.7; n=44

† In the online survey, the terms COACHEE, COMPANY, and MANAGER shown above are replaced by the specific names of the relevant parties. † In the online survey, the terms COACHEE, COMPANY, and MANAGER shown above are replaced by the specific names of the relevant parties. Copyright © 2004-2006 by Barry Schlosser and Cambria Consulting. All rights reserved. Reprinted with permission. Copyright © 2004-2006 by Barry Schlosser and Cambria Consulting. All rights reserved. Reprinted with permission. Table 7 Table 7

These survey results reveal that coaches and their coachees tend to view most These survey results reveal that coaches and their coachees tend to view most impact and impact factor questions in a similar, quite encouraging, light. While impact and impact factor questions in a similar, quite encouraging, light. While also past the mid-point side of the 10-point scale, managers have a somewhat also past the mid-point side of the 10-point scale, managers have a somewhat less less positive view of most factors (with the notable exception of item 6, an assess- positive view of most factors (with the notable exception of item 6, an assessment ment of their own commitment to their direct report’s coaching process). Given of their own commitment to their direct report’s coaching process). Given that this that this study overall is still in its relatively early stages we cannot state with study overall is still in its relatively early stages we cannot state with strong con- strong conviction the reason for this difference. One might hypothesize, how- viction the reason for this difference. One might hypothesize, however, that the ever, that the reasons for this difference in ratings may be reasons for this difference in ratings may be an indication an indication that, in many coaching situations, managers . . . may be an indication that . . . managers . that, in many coaching situations, managers (as an aver- . . . may be an indication that . . . managers . (as an averaged group) are not sufficiently or effectively aged group) are not sufficiently or effectively incorporated incorporated into the coaching process to the point that . . are not sufficiently or effectively incorpo- into the coaching process to the point that they are fully . . are not sufficiently or effectively incorpo- they are fully prepared to detect behavior or style change rated into the coaching process to the point prepared to detect behavior or style change in their direct rated into the coaching process to the point in their direct reports, or to connect changes they do see to that they are fully prepared to detect behav- reports, or to connect changes they do see to the coaching that they are fully prepared to detect behav- the coaching process. Alternatively, it could be that manag- process. Alternatively, it could be that managers, having less ers, having less of a personal investment in finding posi- ior or style change in their direct reports, or of a personal investment in finding positive results from the ior or style change in their direct reports, or tive results from the coaching process, simply have a more to connect changes they do see to the coach- coaching process, simply have a more skeptical (pragmat- to connect changes they do see to the coach- skeptical (pragmatic?) viewpoint. This noteworthy pattern ic?) viewpoint. This noteworthy pattern of discrepancy in of discrepancy in responses between managers and both ing process. responses between managers and both ing process. 20 | IJCO Issue 3 2006 20 | IJCO Issue 3 2006 coaches and coachees is seen consistently throughout the survey results, and is coaches and coachees is seen consistently throughout the survey results, and is perhaps cause for coaching community debate. perhaps cause for coaching community debate.

Overall Future Value Overall Future Value One of the last items on the survey addresses the overall value of the coaching One of the last items on the survey addresses the overall value of the coaching engagement, giving respondents an opportunity to provide a single assessment engagement, giving respondents an opportunity to provide a single assessment that accumulates factors and details already explored in the survey, as well as any that accumulates factors and details already explored in the survey, as well as any additional factors deemed important by the respondent. The results from this additional factors deemed important by the respondent. The results from this forward-looking item are shown in Figure 1. forward-looking item are shown in Figure 1.

Overall Future Value as Assessed by Overall Future Value as Assessed by Different Stakeholder Groups Different Stakeholder Groups

Coach Manager Coachee Coach Manager Coachee

45% 45%

40% 40%

35% 35%

30% 30%

25% 25%

20% 20%

15% 15%

Percent of Responses 10% Percent of Responses 10%

5% 5%

0% 0%

0 0 0 0 0 0 $0 00 0 00 $0 00 0 00 0 ,000 ,00 0 0 ,000 ,00 0 0, 0,0 0, 0, 0,0 0, 25 0 25 0 $1 $ ,00 $1 $ ,00 to $5,000 to $5,000 to o $500 $1,000,00 $1 to o $500 $1,000,00 $1 $1 to $250,000 t $1 to $250,000 t 01 to 01 1 1 to 01 to 01 1 1 to 0 ,0 1 over 0 ,0 1 over 5, 00 00 5, 00 00 $ 10 0, 0, 00 $ 10 0, 0, 00 $ $25,001 to $50,00050,001 to $1 5 $ $25,001 to $50,00050,001 to $1 5 $ 0, $ 0, $10 $2 0 $10 $2 0 $5 $5 Recognizing that there are numerous factors involved, please estimate the Recognizing that there are numerous factors involved, please estimate the dollar value to COMPANY* of COACHEE’s* change in overall effectiveness dollar value to COMPANY* of COACHEE’s* change in overall effectiveness over the next 18 months as a direct result of coaching over the next 18 months as a direct result of coaching

Figure 1 Figure 1

As Figure 1 shows, over 85% of 56 coaches and over 90% of 51 coachees esti- As Figure 1 shows, over 85% of 56 coaches and over 90% of 51 coachees esti- mated 18-month prospective value of their coaching engagement (from the date mated 18-month prospective value of their coaching engagement (from the date of survey completion) to be over $50,000—a figure that would in nearly all cases of survey completion) to be over $50,000—a figure that would in nearly all cases recoup the expense of a one-year executive leadership coaching engagement. recoup the expense of a one-year executive leadership coaching engagement.

In contrast, the 12 managers who responded to this item differed dramatically In contrast, the 12 managers who responded to this item differed dramatically among themselves, with over 30% observing no value from the coaching process, among themselves, with over 30% observing no value from the coaching process, 42% estimating less than $50,000 in value from coaching, and 25% estimating 42% estimating less than $50,000 in value from coaching, and 25% estimating a substantially higher value of over $1,000,000. Again, this is preliminary data a substantially higher value of over $1,000,000. Again, this is preliminary data from a very small sample size. However, we might again consider whether or not from a very small sample size. However, we might again consider whether or not managers of coaching programs might benefit from giving more focus to how managers of coaching programs might benefit from giving more focus to how 21 | IJCO Issue 3 2006 21 | IJCO Issue 3 2006 managers are enlisted as contributors to the coaching process. managers are enlisted as contributors to the coaching process.

As a subpart to this item, we added a request for a confidence estimate for the 18- As a subpart to this item, we added a request for a confidence estimate for the 18- month forward-looking dollar valuation to be provided on a 10-point scale. Aver- month forward-looking dollar valuation to be provided on a 10-point scale. Aver- age responses indicate that coaches and coachees are highly confident in their valu- age responses indicate that coaches and coachees are highly confident in their valuation estimates, while, averaged manager responses fell just above the middle of ation estimates, while, averaged manager responses fell just above the middle of the scale. Not surprisingly, the two stakeholders most involved and knowledgeable the scale. Not surprisingly, the two stakeholders most involved and knowledgeable about the coaching process and results were more confident in their estimations. A about the coaching process and results were more confident in their estimations. A message for program managers may, again, be to more prescriptively include them message for program managers may, again, be to more prescriptively include them (“managers”) in the coaching process, particularly during the contracting and ac- (“managers”) in the coaching process, particularly during the contracting and action planning stage where the business impact of the proposed coaching plan can tion planning stage where the business impact of the proposed coaching plan can be clarified and agreed to by all parties. be clarified and agreed to by all parties.

Correlating Value with Potential Moderating Factors Correlating Value with Potential Moderating Factors Up to now, we have examined aggregate group-level responses to survey items in- Up to now, we have examined aggregate group-level responses to survey items in- dependently of one another. However, a deeper examination of the full survey data dependently of one another. However, a deeper examination of the full survey data may reveal interrelations among responses across multiple items. While a compre- may reveal interrelations among responses across multiple items. While a comprehensive analysis of all such potential mediating relationships is beyond the scope hensive analysis of all such potential mediating relationships is beyond the scope of this paper, we include here one such analysis: an examination of the correla- of this paper, we include here one such analysis: an examination of the correlations between the Overall Future Value item mentioned previously, and the ten rat- tions between the Overall Future Value item mentioned previously, and the ten rating-scale items (estimates of impact and impact factors) also described previously. ing-scale items (estimates of impact and impact factors) also described previously. Table 8 contains the results of this two-tailed Pearson correlation analysis using the Table 8 contains the results of this two-tailed Pearson correlation analysis using the

Correlations between Estimates of Overall Future Value of the Coaching Engagement and Correlations between Estimates of Overall Future Value of the Coaching Engagement and Ten Rating-Scale Items Ten Rating-Scale Items Overall Overall Future Value‡ Future Value‡

1. To what extent has coaching positively impacted COACHEE’s† overall effectiveness in his/her role? 0.49** 1. To what extent has coaching positively impacted COACHEE’s† overall effectiveness in his/her role? 0.49**

2. To what extent was the coaching worth COACHEE’s† investment of time? 0.47** 2. To what extent was the coaching worth COACHEE’s† investment of time? 0.47**

3. To what extent was the coaching worth COMPANY’s† dollar investment? 0.50** 3. To what extent was the coaching worth COMPANY’s† dollar investment? 0.50**

4. How important was coaching success, in this instance, to the part(s) of COMPANY† for which 4. How important was coaching success, in this instance, to the part(s) of COMPANY† for which 0.49** 0.49** COACHEE† works? COACHEE† works?

5. To what extent was COACHEE† personally committed to the coaching process? 0.35** 5. To what extent was COACHEE† personally committed to the coaching process? 0.35**

6. To what extent MANAGER† personally committed to the coaching process with regard to COACHEE†? 0.28** 6. To what extent MANAGER† personally committed to the coaching process with regard to COACHEE†? 0.28**

7. To what extent did COMPANY† set clear expectations about coaching deliverables? 0.21* 7. To what extent did COMPANY† set clear expectations about coaching deliverables? 0.21*

8. To what degree was coaching useful in facilitating understanding of COMPANY† strategic goals? 0.25** 8. To what degree was coaching useful in facilitating understanding of COMPANY† strategic goals? 0.25**

9. At present, how satisfied are you with the value of coaching for COACHEE†? 0.49** 9. At present, how satisfied are you with the value of coaching for COACHEE†? 0.49**

10. At present, how satisfied are you with the value of coaching initiatives across COMPANY†? 0.38** 10. At present, how satisfied are you with the value of coaching initiatives across COMPANY†? 0.38**

**p < .01 **p < .01 *p < .05 *p < .05 † In the online survey, the terms COACHEE, COMPANY, and MANAGER shown above are replaced by the specific names of the relevant parties. † In the online survey, the terms COACHEE, COMPANY, and MANAGER shown above are replaced by the specific names of the relevant parties. ‡ Full survey item: “Recognizing that there are numerous factors involved, please estimate the dollar value to COMPANY of COACHEE’s change in overall effectiveness ‡ Full survey item: “Recognizing that there are numerous factors involved, please estimate the dollar value to COMPANY of COACHEE’s change in overall effectiveness over the next 18 months as a direct result of coaching.” over the next 18 months as a direct result of coaching.” Copyright © 2004-2006 by Barry Schlosser and Cambria Consulting. All rights reserved. Reprinted with permission. Copyright © 2004-2006 by Barry Schlosser and Cambria Consulting. All rights reserved. Reprinted with permission. Table 8 Table 8 combined data from coachees, managers and coaches. combined data from coachees, managers and coaches. 22 | IJCO Issue 3 2006 22 | IJCO Issue 3 2006

As this table shows, all ten questions are positively correlated with overall value. As this table shows, all ten questions are positively correlated with overall value. The most strongly correlated items, not surprisingly, are those whose purpose is The most strongly correlated items, not surprisingly, are those whose purpose is also to provide an estimate of the overall value of the engagement in various ways. also to provide an estimate of the overall value of the engagement in various ways. However, the strength of the correlation of even the least significant factor, “To However, the strength of the correlation of even the least significant factor, “To what extent did COMPANY† set clear expectations about coaching deliverables?” what extent did COMPANY† set clear expectations about coaching deliverables?” indicates that the context, expectations, and environment set by the company, the indicates that the context, expectations, and environment set by the company, the program manager, and the coaching “triad” (coach, coachee, and manager) are all program manager, and the coaching “triad” (coach, coachee, and manager) are all important factors that affect perceptions of the value of coaching across the board. important factors that affect perceptions of the value of coaching across the board.

DISCUSSION DISCUSSION This coaching impact study is intended to The aim of this article is to report on our efforts to create This coaching impact study is intended to The aim of this article is to report on our efforts to create be ongoing and to include an ever-growing a tool and a methodology for the study of coaching im- be ongoing and to include an ever-growing a tool and a methodology for the study of coaching impacts which begin to satisfy the multiple challenges asso- pacts which begin to satisfy the multiple challenges asso- number of participant organizations from a ciated with the task. Such a tool and methodology must number of participant organizations from a ciated with the task. Such a tool and methodology must variety of business and other sectors. As our be capable of capturing the relationships between coaching variety of business and other sectors. As our be capable of capturing the relationships between coaching outcomes (typically behavior and style changes), business outcomes (typically behavior and style changes), business knowledge accrues, the findings can be put to outcomes and financial outcomes. Such a tool and method- knowledge accrues, the findings can be put to outcomes and financial outcomes. Such a tool and method- use for improving coaching services delivery. ology must also be readily useful and not represent a bur- use for improving coaching services delivery. ology must also be readily useful and not represent a bur- den on those involved. Such a tool and methodology need den on those involved. Such a tool and methodology need to take into account that different stakeholder groups and to take into account that different stakeholder groups and different organizations will have different perspectives on the kind of value that is different organizations will have different perspectives on the kind of value that is created through executive coaching. This coaching impact study is intended to be created through executive coaching. This coaching impact study is intended to be ongoing and to include an ever-growing number of participant organizations from ongoing and to include an ever-growing number of participant organizations from a variety of business and other sectors. As our knowledge accrues, the findings can a variety of business and other sectors. As our knowledge accrues, the findings can be put to use for improving coaching services delivery. be put to use for improving coaching services delivery.

Multiple Perspective, Multiple Organization Studies Appear to Have Promise Multiple Perspective, Multiple Organization Studies Appear to Have Promise Attention to the multi-faceted ways in which value is assessed in coaching and try- Attention to the multi-faceted ways in which value is assessed in coaching and trying to establish the relationships among them, inclusive of financial and non-finan- ing to establish the relationships among them, inclusive of financial and non-financial outcomes, appears promising. Relating financial outcomes, which admittedly cial outcomes, appears promising. Relating financial outcomes, which admittedly and purposefully represent estimates, and behavior observation appears workable and purposefully represent estimates, and behavior observation appears workable and, just as importantly, appears sensible to organizational stakeholders. and, just as importantly, appears sensible to organizational stakeholders.

The Manager’s Voice Needs to Be Heard The Manager’s Voice Needs to Be Heard The results of these initial studies obviously draw our attention to both the low The results of these initial studies obviously draw our attention to both the low rate of response of managers and the fact that those who did respond had differ- rate of response of managers and the fact that those who did respond had different estimates of the value of coaching. We would note, however, that 42% of them ent estimates of the value of coaching. We would note, however, that 42% of them reported a value estimate of $25,001 or higher that in most cases would have paid reported a value estimate of $25,001 or higher that in most cases would have paid for the coaching and then some (which touches on the issue that frames ROI as part for the coaching and then some (which touches on the issue that frames ROI as part of the justification for coaching). Nevertheless, the unique perspective of the man- of the justification for coaching). Nevertheless, the unique perspective of the manager needs to be heard. This has implications for the challenges facing the coach- ager needs to be heard. This has implications for the challenges facing the coaching practice managers in their efforts to understand coaching value creation. The ing practice managers in their efforts to understand coaching value creation. The manager has to be brought into the process of measurement. This will likely require manager has to be brought into the process of measurement. This will likely require greater partnering around outcome measurement as a part of the coaching process greater partnering around outcome measurement as a part of the coaching process itself. The findings also suggest that more frequent and in-depth involvement of the itself. The findings also suggest that more frequent and in-depth involvement of the manager would help them understand what is happening within a given engage- manager would help them understand what is happening within a given engagement and to be, thus, more attuned to coaching’s impact. Such involvement is an ment and to be, thus, more attuned to coaching’s impact. Such involvement is an opportunity for the coaching triad and the organization. opportunity for the coaching triad and the organization.

Extending the Scope Extending the Scope The findings presented here represent but a few examples of what can be gained The findings presented here represent but a few examples of what can be gained from an effort to research within and across organizations around the topic of the from an effort to research within and across organizations around the topic of the value of coaching. As the study proceeds, we will be able to broaden and deepen value of coaching. As the study proceeds, we will be able to broaden and deepen 23 | IJCO Issue 3 2006 23 | IJCO Issue 3 2006 our analyses and move toward statistical significance testing to supplement the our analyses and move toward statistical significance testing to supplement the survey descriptive metrics touched upon herein. Like many readers, we can also survey descriptive metrics touched upon herein. Like many readers, we can also imagine the variety of additional ways to look and examine imagine the variety of additional ways to look and examine the data. We invite your discussion and dialog! Assuring that coaching is serving the indi- the data. We invite your discussion and dialog! Assuring that coaching is serving the individual and the organization in ways that vidual and the organization in ways that As time, funding and personnel may allow, we can also en- As time, funding and personnel may allow, we can also en- vision related studies that would endeavor to correlate oth- demonstrate clear value is key to the suc- vision related studies that would endeavor to correlate oth- demonstrate clear value is key to the suc- er organizationally available data with coaching outcome cess of the field. er organizationally available data with coaching outcome cess of the field. survey data. Table 9 presents some examples of such data survey data. Table 9 presents some examples of such data that might be available through HRIS systems or from coaching practice manag- that might be available through HRIS systems or from coaching practice managers. Knowledge about these variables can complement outcomes drawn from the ers. Knowledge about these variables can complement outcomes drawn from the “perceived” outcomes referenced in the Initial and Follow-up Coaching Impact “perceived” outcomes referenced in the Initial and Follow-up Coaching Impact surveys. Obviously, study of such variables assumes support, access, permissions surveys. Obviously, study of such variables assumes support, access, permissions and resources. Also, in general, it would be useful to compare relatively matched and resources. Also, in general, it would be useful to compare relatively matched cohorts of coached versus non-coached executives. This would help discern the cohorts of coached versus non-coached executives. This would help discern the value and impact. value and impact. Examples of Coaching Impact Variables External to the Surveys Examples of Coaching Impact Variables External to the Surveys Actual dollar cost of a given coaching engagement Actual dollar cost of a given coaching engagement

Length of particular coaching engagement Length of particular coaching engagement

Reason(s) for coaching Reason(s) for coaching

Previous experience of coachee, manager and/or other stakeholders with coaching and/or other Previous experience of coachee, manager and/or other stakeholders with coaching and/or other forms of development forms of development

Experience level of the coach Experience level of the coach

Method of matching coach to coachee Method of matching coach to coachee

Real-world financial performance metrics, such as revenue, savings and profit changes (under Real-world financial performance metrics, such as revenue, savings and profit changes (under the purview of a given executive, or pro rata) the purview of a given executive, or pro rata)

Extent to which new products/services developed (as a business impact from coaching) Extent to which new products/services developed (as a business impact from coaching)

Time to market for products/services Time to market for products/services

Retention and turnover (as compared to matched, non-coached execs) Retention and turnover (as compared to matched, non-coached execs)

Promotion (as compared to matched, non-coached executive leaders) Promotion (as compared to matched, non-coached executive leaders)

Compensation level and changes Compensation level and changes

Scope of the coachee’s job responsibilities Scope of the coachee’s job responsibilities

Table 9 Table 9 Ways to Use the Study within the Organization Ways to Use the Study within the Organization Broadly speaking and taken together, impacts, value and ROI estimation represent Broadly speaking and taken together, impacts, value and ROI estimation represent a method of organizational self-study that should be helpful to program managers a method of organizational self-study that should be helpful to program managers on an on-going basis. The data that emerges from this self-study could be made of on an on-going basis. The data that emerges from this self-study could be made of use to organizational decision-makers, coaches and coaching clients as well as their use to organizational decision-makers, coaches and coaching clients as well as their managers. Ratings of the frequency with which particular capabilities are targeted managers. Ratings of the frequency with which particular capabilities are targeted for coaching intervention can help decision-makers assess the alignment between for coaching intervention can help decision-makers assess the alignment between overall coaching activities and business needs, for instance. overall coaching activities and business needs, for instance.

The notion of self-study also has potential as a coaching tool itself. The data gath- The notion of self-study also has potential as a coaching tool itself. The data gathered from initial surveys could be utilized to help the coach and coachee guide ered from initial surveys could be utilized to help the coach and coachee guide their activities going forward in the coaching. Choices of targets, impacts and the their activities going forward in the coaching. Choices of targets, impacts and the business implications of impacts can serve to focus those involved, without neces- business implications of impacts can serve to focus those involved, without necessarily undermining the customization that represents a true strength of coaching. sarily undermining the customization that represents a true strength of coaching. 24 | IJCO Issue 3 2006 24 | IJCO Issue 3 2006

CONCLUSION CONCLUSION In launching this study, our hope was to stimulate a dialogue regarding the value In launching this study, our hope was to stimulate a dialogue regarding the value of coaching that would engage those organizations who utilize coaching or are of coaching that would engage those organizations who utilize coaching or are contemplating coaching, as well as involving other stakeholders to the coaching contemplating coaching, as well as involving other stakeholders to the coaching enterprise. Assuring that coaching is serving the individual and the organization enterprise. Assuring that coaching is serving the individual and the organization in ways that demonstrate clear value is key to the success of the field. If we have in ways that demonstrate clear value is key to the success of the field. If we have no way to demonstrate and articulate this value, coaching in organizations is at no way to demonstrate and articulate this value, coaching in organizations is at risk. We understand the difficulties inherent in measuring coaching impact and risk. We understand the difficulties inherent in measuring coaching impact and have had multiple dialogues with coaches and organizations regarding both their have had multiple dialogues with coaches and organizations regarding both their reservations and support of this effort. We believe that despite the difficulties and reservations and support of this effort. We believe that despite the difficulties and complexities of a study of this kind, surrender is not an option! The challenge we complexities of a study of this kind, surrender is not an option! The challenge we face is that of continuing to refine a methodology for assessing value that meets the face is that of continuing to refine a methodology for assessing value that meets the needs of all stakeholders involved. needs of all stakeholders involved.

References References Anderson, M. (2003). Bottom-line organization development. London: Elsevier. Anderson, M. (2003). Bottom-line organization development. London: Elsevier. Boudreau, J., & Ramstad, P. (2005). Talentship and the new paradigm for human resource manage- Boudreau, J., & Ramstad, P. (2005). Talentship and the new paradigm for human resource management: for professional practices to strategic talent decision science. Human Resource Planning, 28, ment: for professional practices to strategic talent decision science. Human Resource Planning, 28, (2), 17 – 26. (2), 17 – 26. Davenport, T. (1999). Human capital: What it is and why people invest it. San Francisco: Jossey- Davenport, T. (1999). Human capital: What it is and why people invest it. San Francisco: Jossey- Bass. Bass. Fillery-Traves, A., & Lane, D. (2006). Does coaching work or are we asking the wrong question? Fillery-Traves, A., & Lane, D. (2006). Does coaching work or are we asking the wrong question? International Coaching Psychology Review, 1, (1), 23 – 36. International Coaching Psychology Review, 1, (1), 23 – 36. Hall, D.T., Otazo, K., & Hollenbeck, G. (1999). Behind closed doors: What really happens in execu- Hall, D.T., Otazo, K., & Hollenbeck, G. (1999). Behind closed doors: What really happens in executive coaching? Organizational Dynamics, Winter, 39 – 53. tive coaching? Organizational Dynamics, Winter, 39 – 53. Hunt, J., Stern, L., Mickelsen, N., & Steinbrenner, D. (2006, February). Let’s have a debate: What are Hunt, J., Stern, L., Mickelsen, N., & Steinbrenner, D. (2006, February). Let’s have a debate: What are the competencies we are looking for in our executive coaches? Presented to The Conference Board’s the competencies we are looking for in our executive coaches? Presented to The Conference Board’s Executive Coaching Conference, New York, NY. Executive Coaching Conference, New York, NY. Hunt, J., & Weintraub, J. (2006). The coaching organization: A strategy for developing leaders. Cali- Hunt, J., & Weintraub, J. (2006). The coaching organization: A strategy for developing leaders. Cali- fornia: Sage Publications, Inc. fornia: Sage Publications, Inc. Kumata, E. (2002, October). Aligning executive coaching with strategic business goals. Performance Kumata, E. (2002, October). Aligning executive coaching with strategic business goals. Performance Improvement, 41 (9), 16 – 19. Improvement, 41 (9), 16 – 19. Kumata, E., Schlosser, B., Hunt, J., Gentry, C., & Steinbrenner, D. (2005, April). Coaching impact: Kumata, E., Schlosser, B., Hunt, J., Gentry, C., & Steinbrenner, D. (2005, April). Coaching impact: Identifying individual and organizational outcomes of coaching. Presented to the Society for Indus- Identifying individual and organizational outcomes of coaching. Presented to the Society for Indus- trial and Organizational Psychology’s 20th Annual Conference, Los Angeles, CA. trial and Organizational Psychology’s 20th Annual Conference, Los Angeles, CA. Orenstein, R. (2006). Measuring executive coaching efficacy? The answer was right here all the time. Orenstein, R. (2006). Measuring executive coaching efficacy? The answer was right here all the time. Consulting Psychology Journal, 58, (2), 106 – 116. Consulting Psychology Journal, 58, (2), 106 – 116. Smither, J., London, M., Flautt, R., Vargas, Y., & Kucine, I. (2003). Can working with an executive Smither, J., London, M., Flautt, R., Vargas, Y., & Kucine, I. (2003). Can working with an executive coaching improve multisource feedback ratings over time? A quasi-experimental field study. Person- coaching improve multisource feedback ratings over time? A quasi-experimental field study. Person- nel Psychology, 56, Spring, 26 – 44. nel Psychology, 56, Spring, 26 – 44. Wasylyshyn, K., Gronsky, B., & Haas, J.W. (2006). Tigers, stripes, and behavior change: survey results Wasylyshyn, K., Gronsky, B., & Haas, J.W. (2006). Tigers, stripes, and behavior change: survey results of a commissioned coaching program. Consulting Psychology Journal, 58 (2), 65 – 81. of a commissioned coaching program. Consulting Psychology Journal, 58 (2), 65 – 81. 25 | IJCO Issue 3 2006 25 | IJCO Issue 3 2006

Barry Schlosser, Ph.D. Barry Schlosser, Ph.D.

Phone: (203) 421-8442 Phone: (203) 421-8442 Email: [email protected] Email: [email protected]

Barry Schlosser is a Partner with the Sigma Group of America, a professional ser- Barry Schlosser is a Partner with the Sigma Group of America, a professional services firm founded in 1992 that provides executive coaching, program design for vices firm founded in 1992 that provides executive coaching, program design for leadership development and assessment products. He is also a member of Cambria leadership development and assessment products. He is also a member of Cambria Consulting’s coaching network. In 1999, Dr. Schlosser initiated a primary empha- Consulting’s coaching network. In 1999, Dr. Schlosser initiated a primary emphasis on executive coaching and related consulting. Coaching specialties include: (1) sis on executive coaching and related consulting. Coaching specialties include: (1) working with introverted leaders to develop needed capabilities; (2) helping execu- working with introverted leaders to develop needed capabilities; (2) helping executives transition to new roles of strategic importance for an organization; and (3) tives transition to new roles of strategic importance for an organization; and (3) “turnaround” coaching for leaders whose careers are under duress. Representative “turnaround” coaching for leaders whose careers are under duress. Representative client engagements include Deloitte, UBS, JPMorgan Chase, JPMorgan Partners, client engagements include Deloitte, UBS, JPMorgan Chase, JPMorgan Partners, Wachovia, Thomson Financial ESG (now Omgeo), the Episcopal Church Pension Wachovia, Thomson Financial ESG (now Omgeo), the Episcopal Church Pension Group and others. He earned a B.A. in psychology from Emory University, Atlanta. Group and others. He earned a B.A. in psychology from Emory University, Atlanta. He holds a doctorate in clinical/community psychology and a M.A. in experimental He holds a doctorate in clinical/community psychology and a M.A. in experimental psychology, both from the University of South Florida in Tampa. psychology, both from the University of South Florida in Tampa.

Derek Steinbrenner, MA, MBA Derek Steinbrenner, MA, MBA

Phone: (617) 523-7500 Phone: (617) 523-7500 Email: [email protected] Email: [email protected]

Derek Steinbrenner is a Principal with Cambria Consulting. Derek manages Cam- Derek Steinbrenner is a Principal with Cambria Consulting. Derek manages Cam- bria’s Coaching practice and has been integral to the implementation of strate- bria’s Coaching practice and has been integral to the implementation of strategic coaching programs in such clients as National Semiconductor, Credit Suisse, gic coaching programs in such clients as National Semiconductor, Credit Suisse, MetLife, NASA and Wachovia. In addition, his specialization in the design and de- MetLife, NASA and Wachovia. In addition, his specialization in the design and development of web-enabled HR processes includes work on an online performance velopment of web-enabled HR processes includes work on an online performance management tutorial, a web-enabled succession planning system, and an on-line management tutorial, a web-enabled succession planning system, and an on-line coaching management system. Derek received his BA in psychology from Tufts coaching management system. Derek received his BA in psychology from Tufts University, an MA in Industrial/Organizational Psychology from Bowling Green University, an MA in Industrial/Organizational Psychology from Bowling Green State University, and an MBA from Columbus State University. State University, and an MBA from Columbus State University.

Ellen Kumata, MSc, J.D. Ellen Kumata, MSc, J.D.

Email: [email protected] Email: [email protected]

Ellen Kumata is a Partner and executive coach with Cambria Consulting, and leads Ellen Kumata is a Partner and executive coach with Cambria Consulting, and leads Cambria’s Coaching practice. She has more than 20 years of experience work- Cambria’s Coaching practice. She has more than 20 years of experience working with Fortune 500 companies and public sector organizations implementing ing with Fortune 500 companies and public sector organizations implementing a range of HR applications, including succession planning, performance manage- a range of HR applications, including succession planning, performance management and assessment, recruitment and selection, and executive development. Ellen ment and assessment, recruitment and selection, and executive development. Ellen has coached senior executives at many companies, including the Belo Corporation, has coached senior executives at many companies, including the Belo Corporation, Credit Suisse, JPMorgan Chase, Wachovia, and Deloitte. Ellen has a Bachelor’s de- Credit Suisse, JPMorgan Chase, Wachovia, and Deloitte. Ellen has a Bachelor’s degree in Psychology from the University of Michigan, a JD from Wayne State Uni- gree in Psychology from the University of Michigan, a JD from Wayne State Uni- versity, and a Master of Science in Industrial Relations and Personnel Management versity, and a Master of Science in Industrial Relations and Personnel Management from the London School of Economics. from the London School of Economics. 26 | IJCO Issue 3 2006 26 | IJCO Issue 3 2006 James Hunt, D.B.A. James Hunt, D.B.A.

Email: [email protected] Email: [email protected]

James Hunt is Chair of the Management Division, Associate Professor of Manage- James Hunt is Chair of the Management Division, Associate Professor of Manage- ment and the Charles Barton Term Chair Holder at Babson College in Wellesley, ment and the Charles Barton Term Chair Holder at Babson College in Wellesley, Massachusetts. He teaches management, strategic human resource management Massachusetts. He teaches management, strategic human resource management and leadership. James is the Faculty Co-Director of the Coaching for Leadership and leadership. James is the Faculty Co-Director of the Coaching for Leadership and Teamwork Program and a faculty member in the Leadership and Influence and Teamwork Program and a faculty member in the Leadership and Influence Program at Babson. He’s the co-author of two books, The Coaching Manager: De- Program at Babson. He’s the co-author of two books, The Coaching Manager: De- veloping Top Talent in Business and The Coaching Organization: A Strategy for veloping Top Talent in Business and The Coaching Organization: A Strategy for Leadership Development. James is a faculty member of the Leadership and Influ- Leadership Development. James is a faculty member of the Leadership and Influ- ence Program at Babson’s School of Executive Education. He is also a founder of ence Program at Babson’s School of Executive Education. He is also a founder of Hunt Associates, a career and leadership development firm that provides executive Hunt Associates, a career and leadership development firm that provides executive coaching, career counseling, employee assistance programs and strategic human coaching, career counseling, employee assistance programs and strategic human resource consulting (www.HuntAssociates.com). James graduated from MIT with a resource consulting (www.HuntAssociates.com). James graduated from MIT with a B. Sc. Degree and received his D.B.A. from Boston University. B. Sc. Degree and received his D.B.A. from Boston University.

Organizational IJCO Sponsors Organizational IJCO Sponsors

Adler School of Professional Coaching, Toronto, Ontario Canada www.adler.ca Adler School of Professional Coaching, Toronto, Ontario Canada www.adler.ca Adler School of Professional Coaching – SW, Phoenix, Arizona USA Adler School of Professional Coaching – SW, Phoenix, Arizona USA www.adlercoachsw.com www.adlercoachsw.com Berke Associates, Newtown, Connecticut USA www.berkeassociates.com Berke Associates, Newtown, Connecticut USA www.berkeassociates.com Foundation of Coaching, New York City, New York USA Foundation of Coaching, New York City, New York USA www.thefoundationofcoaching.org www.thefoundationofcoaching.org International Coach Academy, Macedon, Victoria Australia International Coach Academy, Macedon, Victoria Australia www.icoachacademy.com www.icoachacademy.com Kierson Consulting, Arlington Heights, Illinois USA www.kiersonconsulting.com Kierson Consulting, Arlington Heights, Illinois USA www.kiersonconsulting.com John B. Lazar & Associates, Inc., Forest Park, Illinois USA John B. Lazar & Associates, Inc., Forest Park, Illinois USA www.lazarconsulting.com www.lazarconsulting.com MKB Conseil & Consulting, Geneva Switzerland www.mkbconseil.ch MKB Conseil & Consulting, Geneva Switzerland www.mkbconseil.ch Professional School of Psychology, Sacramento, California USA www.psp.edu Professional School of Psychology, Sacramento, California USA www.psp.edu

27 | IJCO Issue 3 2006 27 | IJCO Issue 3 2006

Coaching and Leadership Coaching and Leadership In the Six Cultures of Contemporary In the Six Cultures of Contemporary Organizations Organizations

William Bergquist, Ph.D. and Vikki Brock, M.B.A. William Bergquist, Ph.D. and Vikki Brock, M.B.A.

Over the past twenty years, one of Six Organizational Cultures Over the past twenty years, one of Six Organizational Cultures us [Bill] has recognized the need for It has become increasingly fashionable to describe organizations as cul- us [Bill] has recognized the need for It has become increasingly fashionable to describe organizations as cul- cultural analyses of organizations tures. Anthropologists, management consultants, organizational psy- cultural analyses of organizations tures. Anthropologists, management consultants, organizational psy- from the perspective of those who chologists, and other social scientists have become enamored of this from the perspective of those who chologists, and other social scientists have become enamored of this lead and work in these organizations. concept and have helped to popularize the notion that cultural analyses lead and work in these organizations. concept and have helped to popularize the notion that cultural analyses (Bergquist, 1993; Bergquist, Guest and yield important insights about the life and dynamics of an organiza- (Bergquist, 1993; Bergquist, Guest and yield important insights about the life and dynamics of an organiza- Rooney, 2003, Bergquist and Pawlak, tion. The definitions of organizational culture and the methods used to Rooney, 2003, Bergquist and Pawlak, tion. The definitions of organizational culture and the methods used to 2007) He assumed that those inside the study organizational cultures are as diverse as the disciplines involved 2007) He assumed that those inside the study organizational cultures are as diverse as the disciplines involved organizations might welcome an un- (for example, Pettigrew, 1979; Peters and Waterman, 1982; Schein, organizations might welcome an un- (for example, Pettigrew, 1979; Peters and Waterman, 1982; Schein, derstanding of organizational culture, 1985, 1992, 1999; Kotter and Heskett, 1992; Deal & Kennedy, 2000; derstanding of organizational culture, 1985, 1992, 1999; Kotter and Heskett, 1992; Deal & Kennedy, 2000; because many organizations seem to Alveson, 2002; Martin, 2002; Cameron & Quinn, 2006). Here we will because many organizations seem to Alveson, 2002; Martin, 2002; Cameron & Quinn, 2006). Here we will be particularly resistant to influence use Philippe Rosinski’s (2003) view that “a group’s culture is the set be particularly resistant to influence use Philippe Rosinski’s (2003) view that “a group’s culture is the set and change. The dynamics of contem- of unique characteristics that distinguishes its members from another and change. The dynamics of contem- of unique characteristics that distinguishes its members from another porary organizations are often difficult group” (p. 20). Rosinski’s definition encompasses visible and invisible porary organizations are often difficult group” (p. 20). Rosinski’s definition encompasses visible and invisible to understand. Any framework that manifestations and sees culture as a group phenomenon as opposed to to understand. Any framework that manifestations and sees culture as a group phenomenon as opposed to can help bring order to the complexity an individual reality. While Rosinski is primarily focusing on the “Big C” can help bring order to the complexity an individual reality. While Rosinski is primarily focusing on the “Big C” of these organizations will be greatly (cultural differences across national and ethnic boundaries), his analysis of these organizations will be greatly (cultural differences across national and ethnic boundaries), his analysis appreciated. One of us [Vikki] has re- (as Rosinski himself suggests) also applies to the “Small c” (cultural dif- appreciated. One of us [Vikki] has re- (as Rosinski himself suggests) also applies to the “Small c” (cultural dif- cently conducted a series of interviews ferences within organizations and other social groups). The purpose of cently conducted a series of interviews ferences within organizations and other social groups). The purpose of with leading practitioners in the field this article is to provide an analysis of culture with regard to organiza- with leading practitioners in the field this article is to provide an analysis of culture with regard to organiza- of coaching. She has discovered widely tional coaching strategies. Rosinski (2003) states that “once differences of coaching. She has discovered widely tional coaching strategies. Rosinski (2003) states that “once differences divergent perspectives on the field and can be seen as cultural, there is the possibility of understanding and divergent perspectives on the field and can be seen as cultural, there is the possibility of understanding and believes (with Bill) that these differing developing skills to manage, or better yet leverage, those differences” believes (with Bill) that these differing developing skills to manage, or better yet leverage, those differences” perspectives relate to differing organi- (p. 17). perspectives relate to differing organi- (p. 17). zational cultures and, in turn, to differ- zational cultures and, in turn, to differing notions about effective leadership Four different, yet interrelated, cultures of leadership and coaching ing notions about effective leadership Four different, yet interrelated, cultures of leadership and coaching and coaching in each of these cultures. are often found in contemporary organizations. These cultures have and coaching in each of these cultures. are often found in contemporary organizations. These cultures have This article represents a blending of the a profound impact on ways in which leaders and coaches view their This article represents a blending of the a profound impact on ways in which leaders and coaches view their conceptual work and research done by current work, as well as ways in which they perceive the potential for conceptual work and research done by current work, as well as ways in which they perceive the potential for both authors. personal benefit and organizational improvement. These four cultures both authors. personal benefit and organizational improvement. These four cultures also influence how those outside the organization perceive the purposes also influence how those outside the organization perceive the purposes and appropriate operations of organizations, and how they believe they and appropriate operations of organizations, and how they believe they themselves should interact with these organizations. Two of the four themselves should interact with these organizations. Two of the four leadership and coaching cultures can be traced back several centuries. leadership and coaching cultures can be traced back several centuries. They are the professional culture and the managerial culture. The other They are the professional culture and the managerial culture. The other two have emerged more recently, partially in response to the seeming two have emerged more recently, partially in response to the seeming failure of the two original cultures to adapt effectively to changes in failure of the two original cultures to adapt effectively to changes in contemporary organizations. The first of these more contemporary cul- contemporary organizations. The first of these more contemporary cultures is referred to as the alternative culture and the second is referred tures is referred to as the alternative culture and the second is referred to as the advocacy culture. to as the advocacy culture. 28 | IJCO Issue 3 2006 28 | IJCO Issue 3 2006

There are additional external influences in our global cul- There are additional external influences in our global culture that are pressing upon the contemporary organization, Four different, yet interrelated, cultures of ture that are pressing upon the contemporary organization, Four different, yet interrelated, cultures of forcing it in some ways to alter the way it goes about its leadership and coaching are often found in forcing it in some ways to alter the way it goes about its leadership and coaching are often found in business. Two new leadership and coaching cultures are business. Two new leadership and coaching cultures are emerging in organizations as a result of these global, ex- contemporary organizations. These cultures emerging in organizations as a result of these global, ex- contemporary organizations. These cultures ternal forces. These two cultures interact with the previous have a profound impact on ways in which ternal forces. These two cultures interact with the previous have a profound impact on ways in which four, creating new dynamics. The first of these two cultures, four, creating new dynamics. The first of these two cultures, the virtual culture, has been prompted by the technological leaders and coaches view their current work, the virtual culture, has been prompted by the technological leaders and coaches view their current work, and social forces that have emerged over the past twenty as well as ways in which they perceive the and social forces that have emerged over the past twenty as well as ways in which they perceive the years. The second culture, the tangible culture, has existed years. The second culture, the tangible culture, has existed in some form for quite some time, yet has only recently potential for personal benefit and organiza- in some form for quite some time, yet has only recently potential for personal benefit and organiza- been evident as a separate culture partly in response to tional improvement. been evident as a separate culture partly in response to tional improvement. emergence of the virtual culture. emergence of the virtual culture.

We propose that these six distinct cultures (each with its own history and values) We propose that these six distinct cultures (each with its own history and values) yields a specific perspective with regard to organizational coaching and, in turn, yields a specific perspective with regard to organizational coaching and, in turn, assumptions about the way in which to work most effectively with organizational assumptions about the way in which to work most effectively with organizational leaders. (See Figure One) leaders. (See Figure One)

Figure 1. Six Leadership and Coaching Cultures Figure 1. Six Leadership and Coaching Cultures

Credentials & Ethics; Credentials & Ethics; Focus on Leadership; Coach is Focus on Leadership; Coach is Source of Wisdom & Credibility. Source of Wisdom & Credibility.

PROFESSIONAL Global Markets & Rapid PROFESSIONAL Global Markets & Rapid Access & Equality; Culture Change; Focus on the Access & Equality; Culture Change; Focus on the Learning Organizations; Coach is Learning Organizations; Coach is Focus on Influence & Power; O Focus on Influence & Power; O

l l Client is heard & appreciated. d Source of Challenge & Support Client is heard & appreciated. d Source of Challenge & Support ADVOCACY VIRTUAL ADVOCACY VIRTUAL R ew R ew Culture ecent N Culture Culture ecent N Culture

R R ecent ecent

New Personal & New Personal & O Spiritual Maturation; O Spiritual Maturation;

l l Stability & Sanctuary; d Focus on Higher Stability & Sanctuary; d Focus on Higher Focus on Roots & Community; Consciousness; Client Defines Focus on Roots & Community; Consciousness; Client Defines Coach Offers Face-to-Face What Success Means Coach Offers Face-to-Face What Success Means Services for Elite. Services for Elite. Accountability (ROI) & Fiscal Accountability (ROI) & Fiscal TANGIBLE Responsibility; Focus on Managerial ALTERNATIVE TANGIBLE Responsibility; Focus on Managerial ALTERNATIVE Culture Knowledge, Skills & Attitudes; Coach is Culture Culture Knowledge, Skills & Attitudes; Coach is Culture Facilitator of Performance Improvement Facilitator of Performance Improvement MANAGERIAL MANAGERIAL Culture Culture 29 | IJCO Issue 3 2006 29 | IJCO Issue 3 2006

The Professional Culture The Professional Culture Coaches and the users of coaching services who are aligned with this culture con- Coaches and the users of coaching services who are aligned with this culture conceive of coaching as a “profession” and seek to build its credibility through estab- ceive of coaching as a “profession” and seek to build its credibility through establishing a code of ethics, professional organizations [such as International Coach lishing a code of ethics, professional organizations [such as International Coach Federation (ICF), Professional Coach and Mentor Association (PCMA), Europe- Federation (ICF), Professional Coach and Mentor Association (PCMA), Europe- an Mentoring and Coaching Council (EMCC) and International Consortium for an Mentoring and Coaching Council (EMCC) and International Consortium for Coaching in Organizations (ICCO)] and publications [such as the International Coaching in Organizations (ICCO)] and publications [such as the International Journal of Coaching in Organizations (IJCO) and International Journal of Evidence Journal of Coaching in Organizations (IJCO) and International Journal of Evidence Based Coaching and Mentoring (IJEBC&M)] and research and scholarship regard- Based Coaching and Mentoring (IJEBC&M)] and research and scholarship regarding coaching. In many cases, the established professions (in particular, psychology ing coaching. In many cases, the established professions (in particular, psychology and business consulting) have claimed that they alone can certify coaches or, at the and business consulting) have claimed that they alone can certify coaches or, at the very least, that the field of coaching should be closely monitored and controlled. very least, that the field of coaching should be closely monitored and controlled. The motives behind this professional concern are laudable: concern for quality of The motives behind this professional concern are laudable: concern for quality of service and for an adequate foundation of theory-based and evidential research to service and for an adequate foundation of theory-based and evidential research to support coaching practices. However, underlying these legitimate motives is often support coaching practices. However, underlying these legitimate motives is often an unacknowledged thirst for control of the field (with its potentially rich source of an unacknowledged thirst for control of the field (with its potentially rich source of money and capacity to influence personal and organizational lives). money and capacity to influence personal and organizational lives).

“Professional associations play a variety of roles, including addressing “a need for “Professional associations play a variety of roles, including addressing “a need for status, a sense of commitment or calling, a desire to share in policy formation and status, a sense of commitment or calling, a desire to share in policy formation and implementation . . . a feeling of duty, a wish for fellowship and community, and a implementation . . . a feeling of duty, a wish for fellowship and community, and a zest for” coaching. (Houle, 1980, p. 171; Merriam and Brockett, 1997, p. 224) In zest for” coaching. (Houle, 1980, p. 171; Merriam and Brockett, 1997, p. 224) In debating the professionalization of adult education, Cervero (1992) suggests that the debating the professionalization of adult education, Cervero (1992) suggests that the debate over professionalizing is basically a moot issue because the field has already debate over professionalizing is basically a moot issue because the field has already done so. Cervero believes that adult education must turn its efforts toward finding done so. Cervero believes that adult education must turn its efforts toward finding a model of professionalization that best reflects the values and philosophies of prac- a model of professionalization that best reflects the values and philosophies of practice. Coaching is in the same situation and has the same opportunity as adult edu- tice. Coaching is in the same situation and has the same opportunity as adult education to “avoid a more traditional model of professionalization and instead move cation to “avoid a more traditional model of professionalization and instead move toward a view that questions authoritative assumptions about the field and reduces toward a view that questions authoritative assumptions about the field and reduces overdependence of professionals.” (Merriam and Brockett. 1997. p.221) overdependence of professionals.” (Merriam and Brockett. 1997. p.221)

While those aligned with this culture support research on coaching, they are in- While those aligned with this culture support research on coaching, they are inclined to identify coaching as an “art” rather than a “science,” and cringe at any clined to identify coaching as an “art” rather than a “science,” and cringe at any efforts to quantify (and therefore constrain or trivialize) the specific outcomes of efforts to quantify (and therefore constrain or trivialize) the specific outcomes of coaching. In his book Coaching to the Human Soul, Sieler (2003) supports both coaching. In his book Coaching to the Human Soul, Sieler (2003) supports both practice and theory when he says “according to an ancient practice and theory when he says “according to an ancient Chinese expression, ‘theory without practice is foolish; Those aligned with [the professional] cul- Chinese expression, ‘theory without practice is foolish; Those aligned with [the professional] cul- practice without theory is dangerous’” (p. xi). He presents practice without theory is dangerous’” (p. xi). He presents “a robust theoretical and practical framework for dealing ture . . . are inclined to identify coaching as “a robust theoretical and practical framework for dealing ture . . . are inclined to identify coaching as with the inevitable intersection of organizational and per- an “art” rather than a “science,” and cringe with the inevitable intersection of organizational and per- an “art” rather than a “science,” and cringe sonal concerns” (p xiii). Coaches who associate with this sonal concerns” (p xiii). Coaches who associate with this culture often embrace many untested assumptions about at any efforts to quantify (and therefore con- culture often embrace many untested assumptions about at any efforts to quantify (and therefore con- the dominance of rationality in the organization. They constrain or trivialize) the specific outcomes of the dominance of rationality in the organization. They constrain or trivialize) the specific outcomes of ceive of the coaching enterprise as the generation, interpre- coaching. ceive of the coaching enterprise as the generation, interpre- coaching. tation, and dissemination of knowledge and the develop- tation, and dissemination of knowledge and the development of specific values and qualities of character among ment of specific values and qualities of character among leaders in the organization—and they tend to differentiate between managers and leaders in the organization—and they tend to differentiate between managers and leaders. As “professional” coaches they are inclined to associate their work with leaders. As “professional” coaches they are inclined to associate their work with leadership, rather than the more “mundane” (in their view) operations of managers leadership, rather than the more “mundane” (in their view) operations of managers in the organization. in the organization. 30 | IJCO Issue 3 2006 30 | IJCO Issue 3 2006 The Managerial Culture The Managerial Culture Coaches and the users of coaching services who are aligned with this culture con- Coaches and the users of coaching services who are aligned with this culture conceive of coaching as a vehicle for the improvement of managerial performances. ceive of coaching as a vehicle for the improvement of managerial performances. Management, in turn, is often identified with a specific set of organizational func- Management, in turn, is often identified with a specific set of organizational functions and responsibilities. Viewing management from a professional culture orientations and responsibilities. Viewing management from a professional culture orientation, Warren Bennis (1989), suggests that managers administer, ask how and when, tion, Warren Bennis (1989), suggests that managers administer, ask how and when, focus on systems, do things right, maintain, rely on control, and have a short-term focus on systems, do things right, maintain, rely on control, and have a short-term perspective. Bennis also suggests that managers tend to accept the status-quo, have perspective. Bennis also suggests that managers tend to accept the status-quo, have an eye on the bottom line and imitate. They are the classic good soldier and are a an eye on the bottom line and imitate. They are the classic good soldier and are a copy. Given Bennis’s limiting perspective on management, copy. Given Bennis’s limiting perspective on management, Those aligned with [the managerial] cul- the role to be played by coaches becomes quite clear. They Those aligned with [the managerial] cul- the role to be played by coaches becomes quite clear. They ture tend to value fiscal responsibility and are to assist managers in performing these organizational ture tend to value fiscal responsibility and are to assist managers in performing these organizational the quantifiable measurement of coaching functions. While Bennis is somewhat biased in his profes- the quantifiable measurement of coaching functions. While Bennis is somewhat biased in his professional culture perspective on management, many of those sional culture perspective on management, many of those outcomes (for example, Return-on-Invest- aligned with the managerial culture who have written about outcomes (for example, Return-on-Invest- aligned with the managerial culture who have written about ment). coaching seem to agree with him. For example, Fournies ment). coaching seem to agree with him. For example, Fournies (1978) proposes that “the coaching process is a technique (1978) proposes that “the coaching process is a technique that helps managers more successfully bring about perfor- that helps managers more successfully bring about performance achievements in business that relate directly to the survival of that business” mance achievements in business that relate directly to the survival of that business” (p. vii). Megginson (1979) similarly indicates that “coaching is a process in which (p. vii). Megginson (1979) similarly indicates that “coaching is a process in which a manager, through direct discussion and guided activity, helps a colleague to learn a manager, through direct discussion and guided activity, helps a colleague to learn to solve a problem, or to do a task, better than would otherwise have been the case.” to solve a problem, or to do a task, better than would otherwise have been the case.” (p. 5) Peltier (2001) identifies management coaching as a “set of day-to-day skills (p. 5) Peltier (2001) identifies management coaching as a “set of day-to-day skills exercised by managers at all levels of the organization.” (p. xv). exercised by managers at all levels of the organization.” (p. xv).

Many other definitions of coaching from the late 1970s through the 2000s are simi- Many other definitions of coaching from the late 1970s through the 2000s are similarly oriented toward the management culture. Coaching is seen quite widely as a larly oriented toward the management culture. Coaching is seen quite widely as a vehicle for improved managerial performance. Coaches aligned with this culture vehicle for improved managerial performance. Coaches aligned with this culture are often engaged in the planning, implementation, and evaluation of a manager’s are often engaged in the planning, implementation, and evaluation of a manager’s work—this work being directed toward specified goals and purposes. They often work—this work being directed toward specified goals and purposes. They often perceive few, if any differences, between management and leadership. Those aligned perceive few, if any differences, between management and leadership. Those aligned with this culture tend to value fiscal responsibility and the quantifiable measurement with this culture tend to value fiscal responsibility and the quantifiable measurement of coaching outcomes (for example, Return-on-Investment). They tend to believe of coaching outcomes (for example, Return-on-Investment). They tend to believe that management (and therefore leadership) skills can be specified and developed that management (and therefore leadership) skills can be specified and developed through a blend of training and coaching. Coaches who associate with this culture through a blend of training and coaching. Coaches who associate with this culture often embrace many untested assumptions about the capacity of an organization’s often embrace many untested assumptions about the capacity of an organization’s managers (leaders) to clearly define and measure its goals and objectives. They managers (leaders) to clearly define and measure its goals and objectives. They conceive of the coaching enterprise as the inculcation or reinforcement of specific conceive of the coaching enterprise as the inculcation or reinforcement of specific knowledge, skills, and attitudes in the men and women they are coaching, so that knowledge, skills, and attitudes in the men and women they are coaching, so that they might become successful and responsible managers (leaders). they might become successful and responsible managers (leaders).

The Alternative Culture The Alternative Culture Coaches and the users of coaching services who are aligned with this culture con- Coaches and the users of coaching services who are aligned with this culture conceive of coaching as a vehicle for the creation of programs and activities that further ceive of coaching as a vehicle for the creation of programs and activities that further the personal (and often the spiritual) growth of all members of the organization (or the personal (and often the spiritual) growth of all members of the organization (or even more broadly the entire community). Flaherty (2005) says “coaching is a way even more broadly the entire community). Flaherty (2005) says “coaching is a way of working with people that leaves them more competent and more fulfilled so that of working with people that leaves them more competent and more fulfilled so that they are more able to contribute to their organizations and find meaning in what they are more able to contribute to their organizations and find meaning in what they are doing” (p. 3). Sieler (2003) supports this assertion: they are doing” (p. 3). Sieler (2003) supports this assertion: “The human soul is the hidden side of business. Coaching to the “The human soul is the hidden side of business. Coaching to the human soul is about supporting people to be at their best in living, human soul is about supporting people to be at their best in living, learning and working. Coaching to the human soul makes good learning and working. Coaching to the human soul makes good business sense, for when people are at their best, organisations ben- business sense, for when people are at their best, organisations benefit from their enhanced performance, productivity and creativity.” efit from their enhanced performance, productivity and creativity.” (p.xiii) (p.xiii) 31 | IJCO Issue 3 2006 31 | IJCO Issue 3 2006

Those leaders who are aligned with this culture turn to coaches who value personal Those leaders who are aligned with this culture turn to coaches who value personal openness and service to others, as well as the integration of mind, body and spirit openness and service to others, as well as the integration of mind, body and spirit (also in this issue of IJCO). Both coaches and leaders often do not accept an “ar- (also in this issue of IJCO). Both coaches and leaders often do not accept an “ar- tificial” distinction between personal and organizational coaching. Coaches who tificial” distinction between personal and organizational coaching. Coaches who associate with this culture often embrace many untested as- associate with this culture often embrace many untested assumptions about the inherent desire of all men and women Those leaders who are aligned with [the al- sumptions about the inherent desire of all men and women Those leaders who are aligned with [the al- to attain their own personal maturation. Both coaches and to attain their own personal maturation. Both coaches and leaders wish to assist the development of others in the orga- ternative] culture turn to coaches who value leaders wish to assist the development of others in the orga- ternative] culture turn to coaches who value nization (or even the broader community). They conceive personal openness and service to others, as nization (or even the broader community). They conceive personal openness and service to others, as of the coaching enterprise as the encouragement of poten- of the coaching enterprise as the encouragement of potential for cognitive, affective, physical and spiritual develop- well as the integration of mind, body and tial for cognitive, affective, physical and spiritual develop- well as the integration of mind, body and ment among all members of the organization—not just the spirit. ment among all members of the organization—not just the spirit. formal leaders. formal leaders.

The Advocacy Culture The Advocacy Culture Coaches and the users of coaching services who are aligned with this culture con- Coaches and the users of coaching services who are aligned with this culture conceive of coaching as a vehicle for the establishment of equitable and egalitarian ceive of coaching as a vehicle for the establishment of equitable and egalitarian policies and procedures regarding the distribution of resources and benefits in the policies and procedures regarding the distribution of resources and benefits in the organization. Rosinski (2003) views this as the equality end of the “hierarchy/equal- organization. Rosinski (2003) views this as the equality end of the “hierarchy/equality” continuum and at the universalist end of the “universalist/participant” continuity” continuum and at the universalist end of the “universalist/participant” continuum. Rosinski (2003) defines equality as the organizational arrangement as “people um. Rosinski (2003) defines equality as the organizational arrangement as “people are equals who often happen to play different roles” and universalist as “all cases are equals who often happen to play different roles” and universalist as “all cases should be treated in the same universal manner, adopting common processes for should be treated in the same universal manner, adopting common processes for consistency and economies of scale” (p. 54). Those aligned with this culture often consistency and economies of scale” (p. 54). Those aligned with this culture often have been associated in their past life with the formulation have been associated in their past life with the formulation and/or enforcement of HR (human resources) policies and Leaders who are aligned with [the advocacy] and/or enforcement of HR (human resources) policies and Leaders who are aligned with [the advocacy] procedures (serving as “policy police” in a large corpora- culture turn to coaches who value confronta- procedures (serving as “policy police” in a large corpora- culture turn to coaches who value confrontation or government agency). Leaders who are aligned with tion or government agency). Leaders who are aligned with this culture turn to coaches who value confrontation and tion and equitable, enabling and empower- this culture turn to coaches who value confrontation and tion and equitable, enabling and empower- equitable, enabling and empowering strategies that bring ing strategies that bring all stakeholders “to equitable, enabling and empowering strategies that bring ing strategies that bring all stakeholders “to all stakeholders “to the table.” Leaders turn to coaches who the table.” all stakeholders “to the table.” Leaders turn to coaches who the table.” recognize the inevitable presence of (and need for) multiple recognize the inevitable presence of (and need for) multiple constituencies with vested interests that are inherently in constituencies with vested interests that are inherently in opposition. They believe that coaching is essential to this engagement. Coaches opposition. They believe that coaching is essential to this engagement. Coaches (and leaders) associated with this culture embrace many untested assumptions (and leaders) associated with this culture embrace many untested assumptions about the ultimate role of power in the organization. They frequently identify the about the ultimate role of power in the organization. They frequently identify the need for outside mediation and conceive of the coaching enterprise as the surfacing need for outside mediation and conceive of the coaching enterprise as the surfacing of existing (and often repressive) social attitudes and structures, and establishment of existing (and often repressive) social attitudes and structures, and establishment of new and more liberating attitudes and structures. of new and more liberating attitudes and structures.

The Virtual Culture The Virtual Culture Coaches and the users of coaching services who are aligned with this culture con- Coaches and the users of coaching services who are aligned with this culture conceive of coaching as a vehicle for the engagement and use of knowledge and exper- ceive of coaching as a vehicle for the engagement and use of knowledge and expertise that is being produced and modified at an exponential rate in our postmodern tise that is being produced and modified at an exponential rate in our postmodern world. This organizational arrangement, labeled “change” by Rosinski (2003), “val- world. This organizational arrangement, labeled “change” by Rosinski (2003), “values a dynamic and flexible environment, promotes effectiveness through adaptabil- ues a dynamic and flexible environment, promotes effectiveness through adaptability and innovations, and avoids routine which is perceived as boring” (p. 54). Those ity and innovations, and avoids routine which is perceived as boring” (p. 54). Those aligned with this culture tend to value a global perspective and make extensive use aligned with this culture tend to value a global perspective and make extensive use of open, shared, and responsive learning systems. They are participants in what of open, shared, and responsive learning systems. They are participants in what Thomas Friedman (2006) describes as a “flat world” which has abandoned organi- Thomas Friedman (2006) describes as a “flat world” which has abandoned organizational and national boundaries. zational and national boundaries. 32 | IJCO Issue 3 2006 32 | IJCO Issue 3 2006 Leaders who are aligned with this culture turn to coaches who speak about learning Leaders who are aligned with this culture turn to coaches who speak about learning organizations. As Peter Senge (1990, p. 4), one of the early proponents of the learn- organizations. As Peter Senge (1990, p. 4), one of the early proponents of the learning organization has noted: “The organizations that will truly excel in the future will ing organization has noted: “The organizations that will truly excel in the future will be the organizations that discover how to tap people’s commitment and capacity to be the organizations that discover how to tap people’s commitment and capacity to learn at all levels in an organization. Learning organizations are possible because, learn at all levels in an organization. Learning organizations are possible because, deep down, we are all learners.” Furthermore, as learners, we do not avoid taking deep down, we are all learners.” Furthermore, as learners, we do not avoid taking risks and making mistakes, yet we do avoid repeating the risks and making mistakes, yet we do avoid repeating the Leaders who are aligned with [the virtual] same mistakes and taking the same unsuccessful risks. We Leaders who are aligned with [the virtual] same mistakes and taking the same unsuccessful risks. We learn from our mistakes and (the appreciative inquiry advo- learn from our mistakes and (the appreciative inquiry advo- culture turn to coaches who speak about cates would suggest) our successes. Coaches and leaders as- culture turn to coaches who speak about cates would suggest) our successes. Coaches and leaders as- learning organizations. sociated with this culture embrace many untested assump- learning organizations. sociated with this culture embrace many untested assumptions about their ability (both coaches and leaders) to make tions about their ability (both coaches and leaders) to make sense of the fragmentation and ambiguity that exists in the sense of the fragmentation and ambiguity that exists in the postmodern world. Coaches and leaders conceive of the coaching enterprise as link- postmodern world. Coaches and leaders conceive of the coaching enterprise as link- ing the leader’s learning needs to technological resources that enable the leader to ing the leader’s learning needs to technological resources that enable the leader to access a global market and learning network. access a global market and learning network.

The Tangible Culture The Tangible Culture Coaches and the users of coaching services who are aligned with this culture con- Coaches and the users of coaching services who are aligned with this culture conceive of coaching as a vehicle for the identification and appreciation of an organiza- ceive of coaching as a vehicle for the identification and appreciation of an organization’s roots, community and symbolic grounding. This organizational arrangement tion’s roots, community and symbolic grounding. This organizational arrangement is at the opposite end of the continuum of the virtual culture. Labeled “stability” by is at the opposite end of the continuum of the virtual culture. Labeled “stability” by Rosinski (2003), it “values a static and orderly environment, encourages efficiency Rosinski (2003), it “values a static and orderly environment, encourages efficiency through systematic and disciplined work, and minimizes change and ambiguity through systematic and disciplined work, and minimizes change and ambiguity which is perceived as disruptive” (p. 54). Those aligned with this culture tend to which is perceived as disruptive” (p. 54). Those aligned with this culture tend to value the predictability of a value-based, face-to-face coaching process. Leaders who value the predictability of a value-based, face-to-face coaching process. Leaders who are aligned with this culture turn to coaches who focus on deeply-embedded pat- are aligned with this culture turn to coaches who focus on deeply-embedded patterns (traditions) in the organization. Cultural-change is terns (traditions) in the organization. Cultural-change is Those aligned with [the tangible] culture tend either considered impossible or unwise. A strong emphasis Those aligned with [the tangible] culture tend either considered impossible or unwise. A strong emphasis to value the predictability of a value-based, is placed on the full appreciation of the existing and often to value the predictability of a value-based, is placed on the full appreciation of the existing and often long-standing dynamics of the organization—this empha- long-standing dynamics of the organization—this empha- face-to-face coaching process. sis being most fully articulated by those embracing an “ap- face-to-face coaching process. sis being most fully articulated by those embracing an “appreciative approach” to leadership (Shrivasta, Cooperrider preciative approach” to leadership (Shrivasta, Cooperrider & Associates, 1990 ) and coaching (Bergquist, Merritt & Phillips, 2004). Coaches & Associates, 1990 ) and coaching (Bergquist, Merritt & Phillips, 2004). Coaches and leaders associated with this culture embrace many untested assumptions about and leaders associated with this culture embrace many untested assumptions about the ability of organizations to “weather the storm” of faddish change. They conceive the ability of organizations to “weather the storm” of faddish change. They conceive of the coaching enterprise as the honoring and reintegration of learning from the of the coaching enterprise as the honoring and reintegration of learning from the existing sources of distinctive wisdom located in their specific organization. existing sources of distinctive wisdom located in their specific organization.

Although most organizational coaches and leaders tend to embrace or exemplify Although most organizational coaches and leaders tend to embrace or exemplify one of these six cultures, the other five cultures are always present and interact with one of these six cultures, the other five cultures are always present and interact with the dominant culture in an actual coaching session. The dynamic interaction among the dominant culture in an actual coaching session. The dynamic interaction among these six cultures is critical. We would suggest that each culture has an “opposite” these six cultures is critical. We would suggest that each culture has an “opposite” on which it depends and with which it shares many features and assumptions. Thus, on which it depends and with which it shares many features and assumptions. Thus, the alternative culture, which has evolved primarily in response to faults associated the alternative culture, which has evolved primarily in response to faults associated with the professional culture, is nevertheless dependent on it and shares many val- with the professional culture, is nevertheless dependent on it and shares many values and perspectives with this culture. Similarly, the advocacy culture grew out of ues and perspectives with this culture. Similarly, the advocacy culture grew out of opposition to the managerial culture, yet looks to it for identity and purpose—and opposition to the managerial culture, yet looks to it for identity and purpose—and shares values and perspectives with it. We similarly suggest that the tangible culture shares values and perspectives with it. We similarly suggest that the tangible culture has reared its head in opposition to the virtual culture’s lack of acknowledgement has reared its head in opposition to the virtual culture’s lack of acknowledgement of the value of face-to-face or historical contact, and that tangibility and virtuality of the value of face-to-face or historical contact, and that tangibility and virtuality need one another. need one another. 33 | IJCO Issue 3 2006 33 | IJCO Issue 3 2006 Culture and Meaning Culture and Meaning A culture helps to define the nature of reality for those people who are part of that A culture helps to define the nature of reality for those people who are part of that culture. People belong to multiple groups and cultures, which provide the lenses culture. People belong to multiple groups and cultures, which provide the lenses through which members interpret and assign value to the various events and prod- through which members interpret and assign value to the various events and products of this world. Culture is composed of artifacts and products (visible and con- ucts of this world. Culture is composed of artifacts and products (visible and conscious manifestations), norms and values (group’s collective answers to universal scious manifestations), norms and values (group’s collective answers to universal challenges) and basic assumptions (invisible and unconscious beliefs about uni- challenges) and basic assumptions (invisible and unconscious beliefs about universal challenges). (Rosinski, 2003, pp. 21-28) If we are to understand and influ- versal challenges). (Rosinski, 2003, pp. 21-28) If we are to understand and influence men and women in their daily work inside contemporary organizations, then ence men and women in their daily work inside contemporary organizations, then we must come to understand and fully appreciate their implicitly held models of we must come to understand and fully appreciate their implicitly held models of reality. Schein agrees with this view: “The bottom line for leaders is that if they do reality. Schein agrees with this view: “The bottom line for leaders is that if they do not become conscious of the cultures in which they are embedded, not become conscious of the cultures in which they are embedded, those cultures will manage them. Cultural understanding is desir- If we are to understand and influence men and those cultures will manage them. Cultural understanding is desir- If we are to understand and influence men and able for all of us, but it is essential to leaders if they are to lead.” women in their daily work inside contempo- able for all of us, but it is essential to leaders if they are to lead.” women in their daily work inside contempo- (Schein, 1992, p. 15) Equally critical is for coach practitioners to (Schein, 1992, p. 15) Equally critical is for coach practitioners to understand the particular norms, values, and basic assumptions that rary organizations, then we must come to un- understand the particular norms, values, and basic assumptions that rary organizations, then we must come to un- shape their perspectives. derstand and fully appreciate their implicitly shape their perspectives. derstand and fully appreciate their implicitly Ultimately, culture provides guidelines for problem-solving, decision held models of reality. Ultimately, culture provides guidelines for problem-solving, decision held models of reality. making, influencing, establishing mindsets and directing behaviors. making, influencing, establishing mindsets and directing behaviors. (Rosinski 2003, p. 42) More generally, culture (both Big C and small C) serves an (Rosinski 2003, p. 42) More generally, culture (both Big C and small C) serves an overarching purpose—a dimension that was often ignored in cultural analyses and overarching purpose—a dimension that was often ignored in cultural analyses and traditional coaching prior to the publication of Coaching Across Cultures by Ros- traditional coaching prior to the publication of Coaching Across Cultures by Ros- inski in 2003. A culture is established around the production of something valued inski in 2003. A culture is established around the production of something valued by its members. A culture does not exist for itself; rather, as Lessem (1990) notes, by its members. A culture does not exist for itself; rather, as Lessem (1990) notes, it exists to provide a context “within which the production and consumption of it exists to provide a context “within which the production and consumption of needed, worthwhile, and quality products and services can take place.” At a deeper needed, worthwhile, and quality products and services can take place.” At a deeper level, culture is the collective programming of the mind that distinguishes members level, culture is the collective programming of the mind that distinguishes members of one group or category of people from another. The cultures of organizations must of one group or category of people from another. The cultures of organizations must thus be understood within the context of each organization’s purposes. The ceremo- thus be understood within the context of each organization’s purposes. The ceremo- nies, symbols, assumptions, and modes of leadership in an organization are usu- nies, symbols, assumptions, and modes of leadership in an organization are usually directed toward the organization’s purposes and derive from its cultural base. ally directed toward the organization’s purposes and derive from its cultural base. Precisely because of its subordinate (though critical) role, culture is a phenomenon Precisely because of its subordinate (though critical) role, culture is a phenomenon so elusive that, unless it is explicitly targeted, it can often be seen only when an or- so elusive that, unless it is explicitly targeted, it can often be seen only when an organization is struggling with a particularly complicated or intractable problem—as ganization is struggling with a particularly complicated or intractable problem—as often is the case with contemporary organizations. often is the case with contemporary organizations.

Culture and Leadership: The Containment of Anxiety Culture and Leadership: The Containment of Anxiety Beyond the understanding of the cultures themselves and how they are formulated, Beyond the understanding of the cultures themselves and how they are formulated, it is important for organizational coaches to consider how cultures serve the purpose it is important for organizational coaches to consider how cultures serve the purpose of containing the anxiety and fear that is faced by organizational leaders. Anxiety is of containing the anxiety and fear that is faced by organizational leaders. Anxiety is created in relation to the work of the leader and the formal and informal processes created in relation to the work of the leader and the formal and informal processes of evaluation and monitoring that are associated with this work. Anxiety is also cre- of evaluation and monitoring that are associated with this work. Anxiety is also created at a second level, as the assumptions of one culture collide with those of other ated at a second level, as the assumptions of one culture collide with those of other cultures. A group creates assumptions and thus develops a culture as it learns to cultures. A group creates assumptions and thus develops a culture as it learns to adapt to external circumstances and establish internal integration. The group feels adapt to external circumstances and establish internal integration. The group feels better because the culture provides a solution – a way of perceiving, thinking, and better because the culture provides a solution – a way of perceiving, thinking, and feeling about the challenges it faces. feeling about the challenges it faces.

Organizational cultures do not change easily (as those aligned with the tangible Organizational cultures do not change easily (as those aligned with the tangible culture tend to emphasize). This is for a variety of reasons. Not the least of these culture tend to emphasize). This is for a variety of reasons. Not the least of these reasons is the ability of culture to assuage the anxieties and fears that develop as we reasons is the ability of culture to assuage the anxieties and fears that develop as we adapt to external influences and seek internal integration. If the assumptions and adapt to external influences and seek internal integration. If the assumptions and beliefs upon which our culture is based are challenged through either external or in- beliefs upon which our culture is based are challenged through either external or in- 34 | IJCO Issue 3 2006 34 | IJCO Issue 3 2006 ternal situations, or through an organizational change process, we will tend to resist ternal situations, or through an organizational change process, we will tend to resist the challenges. We seek cognitive and emotional stability. We avoid fear and anxiety the challenges. We seek cognitive and emotional stability. We avoid fear and anxiety of instability because they provoke pain and we avoid pain. So we avoid change. of instability because they provoke pain and we avoid pain. So we avoid change. Edgar Schein (1992, p.23) specifically suggests that anxiety is released when basic Edgar Schein (1992, p.23) specifically suggests that anxiety is released when basic assumptions are unstable. The human mind needs cognitive stability. Therefore, any assumptions are unstable. The human mind needs cognitive stability. Therefore, any challenge to or questioning of a basic assumption will release anxiety and defensive- challenge to or questioning of a basic assumption will release anxiety and defensive- ness. In this sense, the shared basic assumptions and beliefs that make up the cul- ness. In this sense, the shared basic assumptions and beliefs that make up the culture of a group can be thought of as psychological defense mechanisms that permit ture of a group can be thought of as psychological defense mechanisms that permit the group to continue to remain viable. the group to continue to remain viable.

Anxiety and Culture Anxiety and Culture We long for an existence that is comfortable, even joyful, and certainly free from We long for an existence that is comfortable, even joyful, and certainly free from anguish or surprise. Instead, we find ourselves living a contemporary life in a world anguish or surprise. Instead, we find ourselves living a contemporary life in a world that is filled with the demands for change and the accompanying demands for learn- that is filled with the demands for change and the accompanying demands for learning. To the extent that the hazards of learning are unknown and unpredictable, spe- ing. To the extent that the hazards of learning are unknown and unpredictable, specific fears translate into a diffuse anxiety about that which can’t be clearly defined. cific fears translate into a diffuse anxiety about that which can’t be clearly defined. Culture provides a container. It establishes roles, rules, attitudes, behaviors and Culture provides a container. It establishes roles, rules, attitudes, behaviors and practices. It prescribes ways for people to feel safe. Culture provides predictability practices. It prescribes ways for people to feel safe. Culture provides predictability and ascribes importance to one’s actions and one’s presence in the world. It says that and ascribes importance to one’s actions and one’s presence in the world. It says that when you participate in this culture you are not alone. There are specific roles and when you participate in this culture you are not alone. There are specific roles and responsibilities. responsibilities.

Psychologists tell us that when we become anxious, we tend to regress to a more Psychologists tell us that when we become anxious, we tend to regress to a more primitive state of mind and feelings. We become more like we were as children. primitive state of mind and feelings. We become more like we were as children. In particular, we are likely to become dependent, and look forward to being taken In particular, we are likely to become dependent, and look forward to being taken care of by a person who in certain respects is superior. This anxiety and resulting care of by a person who in certain respects is superior. This anxiety and resulting dependency often serves us well. Anxiety, however, is a source of major problems dependency often serves us well. Anxiety, however, is a source of major problems with regard to learning. Anxiety not only keeps people from embracing major new with regard to learning. Anxiety not only keeps people from embracing major new learning in their lives, it contributes to the inability or un- learning in their lives, it contributes to the inability or un- The shared basic assumptions and beliefs that willingness of leaders to learn about their own organization The shared basic assumptions and beliefs that willingness of leaders to learn about their own organization make up the culture of a group can be thought and to learn about ways they must confront the emerging make up the culture of a group can be thought and to learn about ways they must confront the emerging challenges of our postmodern era. We propose that anxiety challenges of our postmodern era. We propose that anxiety of as psychological defense mechanisms that blocks the personal and organizational learning required in of as psychological defense mechanisms that blocks the personal and organizational learning required in permit the group to continue to remain viable. our contemporary systems. When we as coaches and lead- permit the group to continue to remain viable. our contemporary systems. When we as coaches and leaders come to understand the nature and effect of this anxiety ers come to understand the nature and effect of this anxiety and its interplay with organizational culture, we will begin and its interplay with organizational culture, we will begin to unravel many of the Gordian knots associated with resistance to learning and to unravel many of the Gordian knots associated with resistance to learning and change. change.

Organizational Culture as a Container of Anxiety Organizational Culture as a Container of Anxiety The fundamental interplay between the containment of anxiety and the formation of The fundamental interplay between the containment of anxiety and the formation of organizational cultures was carefully and persuasively documented many years ago organizational cultures was carefully and persuasively documented many years ago by Isabel Menzies Lyth (1988). She wrote about ways in which nurses in an English by Isabel Menzies Lyth (1988). She wrote about ways in which nurses in an English hospital cope with the anxiety that is inevitably associated with issues of health, life hospital cope with the anxiety that is inevitably associated with issues of health, life and death. Menzies Lyth noted how the hospital in which nurses worked helped to and death. Menzies Lyth noted how the hospital in which nurses worked helped to ameliorate or at least protect the nurses from anxiety. She suggested that a health ameliorate or at least protect the nurses from anxiety. She suggested that a health care organization is primarily in the business of reducing this anxiety and that on care organization is primarily in the business of reducing this anxiety and that on a daily basis all other functions of the organization are secondary to this anxiety- a daily basis all other functions of the organization are secondary to this anxiety- reduction function. reduction function.

It is specifically the culture of the organization that serves as the primary vehicle It is specifically the culture of the organization that serves as the primary vehicle for addressing anxiety and stress. The culture of an organization is highly resistant for addressing anxiety and stress. The culture of an organization is highly resistant to change precisely because change directly threatens the informal system that has to change precisely because change directly threatens the informal system that has been established in the organization to help those working in it to confront and been established in the organization to help those working in it to confront and 35 | IJCO Issue 3 2006 35 | IJCO Issue 3 2006 make sense of the anxiety inherent in health care. Menzies Lyth’s observations have make sense of the anxiety inherent in health care. Menzies Lyth’s observations have been reaffirmed in many other organizational settings. Anxiety is to be found in been reaffirmed in many other organizational settings. Anxiety is to be found in most contemporary organizations and efforts to reduce this anxiety are of prominent most contemporary organizations and efforts to reduce this anxiety are of prominent importance. Somehow an organization that is inclined to evoke anxiety among its importance. Somehow an organization that is inclined to evoke anxiety among its employees must discover or construct a buffer that both isolates (contains) the anxi- employees must discover or construct a buffer that both isolates (contains) the anxiety and addresses the realistic, daily needs of its employees. ety and addresses the realistic, daily needs of its employees.

How exactly does anxiety get addressed in organizations? Menzies Lyth (1988) sug- How exactly does anxiety get addressed in organizations? Menzies Lyth (1988) suggested that it gets addressed through the “social defense system”—that is, the pat- gested that it gets addressed through the “social defense system”—that is, the patterns of interpersonal and group relationships that exist in the organization. Other terns of interpersonal and group relationships that exist in the organization. Other organizational theorists and researchers similarly suggest that the rituals, routines, organizational theorists and researchers similarly suggest that the rituals, routines, stories, and norms (implicit values) of the organization help members of the orga- stories, and norms (implicit values) of the organization help members of the organization manage anxiety inside the organization. Yet, these rituals, routines, stories, nization manage anxiety inside the organization. Yet, these rituals, routines, stories, and norms are not a random assortment of activities. Rather, they cluster together and norms are not a random assortment of activities. Rather, they cluster together and form a single, coherent dimension of the organization. This single, coherent and form a single, coherent dimension of the organization. This single, coherent dimension is known as the “culture” of the organization. As Edgar Schein (1999) dimension is known as the “culture” of the organization. As Edgar Schein (1999) has noted, the culture of an organization is the residue of the organization’s success has noted, the culture of an organization is the residue of the organization’s success in confronting varying conditions in the world. To the extent that an organization is in confronting varying conditions in the world. To the extent that an organization is adaptive in responding to and reducing pervasive anxiety associated with the pro- adaptive in responding to and reducing pervasive anxiety associated with the processes of organizational learning and related functions of the enterprise, the existing cesses of organizational learning and related functions of the enterprise, the existing cultures of this organization will be reinforced, deepen and become increasingly cultures of this organization will be reinforced, deepen and become increasingly resistant to challenge or change. resistant to challenge or change.

Reducing the Anxiety Reducing the Anxiety Perhaps contemporary organizations can best reduce the fear of their leaders, em- Perhaps contemporary organizations can best reduce the fear of their leaders, employees and other stakeholders through bringing together the diverse perspectives ployees and other stakeholders through bringing together the diverse perspectives that the six cultures bring to the organization. Taken in isolation, each of the six that the six cultures bring to the organization. Taken in isolation, each of the six cultures provides a vehicle that is only partially successful in reducing the fears and cultures provides a vehicle that is only partially successful in reducing the fears and anxieties of people about their own learning. Furthermore, even when successful, anxieties of people about their own learning. Furthermore, even when successful, each culture alleviates only the symptoms of the anxiety—not its ultimate source. each culture alleviates only the symptoms of the anxiety—not its ultimate source. Fear and anxiety will only be fully addressed when people feel that they are being Fear and anxiety will only be fully addressed when people feel that they are being freely served with the skills, knowledge, strategies and resources of all members of freely served with the skills, knowledge, strategies and resources of all members of the company—regardless of culture. the company—regardless of culture.

We propose that it is crucial to appreciate each of the cultures so that one can oper- We propose that it is crucial to appreciate each of the cultures so that one can operate effectively within and among them. With this knowledge one can also more ef- ate effectively within and among them. With this knowledge one can also more effectively influence and improve the quality of change that is fectively influence and improve the quality of change that is required in contemporary organizations. With this sense of It is specifically the culture of the organization required in contemporary organizations. With this sense of It is specifically the culture of the organization appreciation, each culture can become a force for improve- appreciation, each culture can become a force for improvement rather than destruction in our organizations. Each that serves as the primary vehicle for address- ment rather than destruction in our organizations. Each that serves as the primary vehicle for address- culture can contribute to the learning of leaders rather than ing anxiety and stress. culture can contribute to the learning of leaders rather than ing anxiety and stress. reinforcing limiting and inflexible assumptions about the reinforcing limiting and inflexible assumptions about the nature and direction of the enterprise in which these lead- nature and direction of the enterprise in which these leaders are engaged. ers are engaged.

Professional Culture Professional Culture The primary vehicles for containing and eliminating anxiety in the professional cul- The primary vehicles for containing and eliminating anxiety in the professional culture are the demonstration of wisdom and credibility on the part of the coach. If ture are the demonstration of wisdom and credibility on the part of the coach. If she can exhibit extensive knowledge of the particular business in which her client is she can exhibit extensive knowledge of the particular business in which her client is working or if she can exhibit a broad-based knowledge of how organizations work working or if she can exhibit a broad-based knowledge of how organizations work and how leaders lead, then her client is likely to feel more at ease and less vulner- and how leaders lead, then her client is likely to feel more at ease and less vulnerable able to the leadership challenges that he faces. If a coach can show that she is cre- to the leadership challenges that he faces. If a coach can show that she is creden- dentialed (such as ICF certification) or if she can relate her client’s leadership issues tialed (such as ICF certification) or if she can relate her client’s leadership issues to a to a specific theory (e.g., a model of leadership) or specific research findings (e.g., specific theory (e.g., a model of leadership) or specific research findings (e.g., 36 | IJCO Issue 3 2006 36 | IJCO Issue 3 2006 leadership competencies) then she gains credibility with her client and is likely to leadership competencies) then she gains credibility with her client and is likely to be influential in her coaching interactions with him. be influential in her coaching interactions with him.

Managerial Culture Managerial Culture When a leader and coach interact under the auspices of this culture, anxiety is likely When a leader and coach interact under the auspices of this culture, anxiety is likely to be contained and eliminated if the coach can provide services that yield measur- to be contained and eliminated if the coach can provide services that yield measurable results – the leader improves her performance in a specific way (such as being able results – the leader improves her performance in a specific way (such as being able to increase revenues in her department by 30%). The coach is likely to be par- able to increase revenues in her department by 30%). The coach is likely to be particularly effective in reducing his client’s anxiety, if the performance improvement ticularly effective in reducing his client’s anxiety, if the performance improvement is linked to specific rewards. Thus, it is not only important that revenues increased is linked to specific rewards. Thus, it is not only important that revenues increased by 30%, it is also important that this leader receive a substantial bonus, salary in- by 30%, it is also important that this leader receive a substantial bonus, salary increase, increased responsibility, or promotion in recognition of her improved per- crease, increased responsibility, or promotion in recognition of her improved performance. The coach who is aligned with the managerial culture holds an advantage formance. The coach who is aligned with the managerial culture holds an advantage over coaches aligned with the other five cultures with regard to the reduction of over coaches aligned with the other five cultures with regard to the reduction of anxiety, because he can commit to specific goals (and this commitment is itself anxi- anxiety, because he can commit to specific goals (and this commitment is itself anxiety-reducing). On the other hand, with explicit coaching goals, there is always the ety-reducing). On the other hand, with explicit coaching goals, there is always the danger that if these goals are not met, the anxiety of both leader and coach will be danger that if these goals are not met, the anxiety of both leader and coach will be increased, not diminished. increased, not diminished.

Alternative Culture Alternative Culture The leader and coach who are associated with this culture tend to feel less anxious The leader and coach who are associated with this culture tend to feel less anxious when the client “feels better,” feels more aligned with some greater purpose or high- when the client “feels better,” feels more aligned with some greater purpose or higher level of consciousness, or feels that he has access to some higher (spiritual) source er level of consciousness, or feels that he has access to some higher (spiritual) source of energy or inspiration. In many ways, this culture offers the most accessible and of energy or inspiration. In many ways, this culture offers the most accessible and intimate vehicles for the reduction of anxiety: the leader senses that he is physically intimate vehicles for the reduction of anxiety: the leader senses that he is physically “more alive,” he is experiencing “less stress,” or he is “ener- “more alive,” he is experiencing “less stress,” or he is “ener- Perhaps contemporary organizations can best gized “by some external power or presence.” There are no Perhaps contemporary organizations can best gized “by some external power or presence.” There are no standardized criteria for determining the success of coach- standardized criteria for determining the success of coach- reduce the fear of their leaders, employees and ing in this culture. Success in each case is defined by the reduce the fear of their leaders, employees and ing in this culture. Success in each case is defined by the other stakeholders through bringing together client or by the particular community of belief and values other stakeholders through bringing together client or by the particular community of belief and values the diverse perspectives that the six cultures in which this specific coaching process is engaged. the diverse perspectives that the six cultures in which this specific coaching process is engaged. bring to the organization. Advocacy Culture bring to the organization. Advocacy Culture This specific culture is often filled with anxiety, given that This specific culture is often filled with anxiety, given that it inevitably involves some confrontation and some tension between the “haves” it inevitably involves some confrontation and some tension between the “haves” and “have nots.” The client (or client system) that is receiving the coaching is likely and “have nots.” The client (or client system) that is receiving the coaching is likely to feel less anxious when he feels “heard” and “appreciated.” He will feel even less to feel less anxious when he feels “heard” and “appreciated.” He will feel even less anxious if he believes he has been influential in the area(s) of greatest concern to anxious if he believes he has been influential in the area(s) of greatest concern to him. As in the case of the managerial culture, anxiety is often reduced in the advo- him. As in the case of the managerial culture, anxiety is often reduced in the advocacy culture if the coach and client can be explicit about their coaching goals. An cacy culture if the coach and client can be explicit about their coaching goals. An advocacy-oriented coach is likely to help her client identify specific ways in which advocacy-oriented coach is likely to help her client identify specific ways in which (and times and places when) he can be more influential. If “influential” can be stated (and times and places when) he can be more influential. If “influential” can be stated in measurable terms, then the advocacy leader and coach can celebrate victory (yet in measurable terms, then the advocacy leader and coach can celebrate victory (yet also risk the increased anxiety associated with defeat). also risk the increased anxiety associated with defeat).

Virtual Culture Virtual Culture The leader and coach who operate out of this particular frame of reference are in- The leader and coach who operate out of this particular frame of reference are involved in a balancing act with regard to the reduction or elimination of organiza- volved in a balancing act with regard to the reduction or elimination of organizational anxiety. On the one hand, the coach is often in the business of challenging his tional anxiety. On the one hand, the coach is often in the business of challenging his client with new information regarding her postmodern world or with new points client with new information regarding her postmodern world or with new points of access into a dynamic network of relationships. On the other hand, the virtual of access into a dynamic network of relationships. On the other hand, the virtual coach is also trying to be supportive of his client, providing her with some sense of coach is also trying to be supportive of his client, providing her with some sense of coherence in a world that is filled with complexity, unpredictability and turbulence. coherence in a world that is filled with complexity, unpredictability and turbulence. (Bergquist and Mura, 2005) The virtual coach faces a difficult task in helping his (Bergquist and Mura, 2005) The virtual coach faces a difficult task in helping his 37 | IJCO Issue 3 2006 37 | IJCO Issue 3 2006 client make sense of her world – it is not only a matter of digesting a large amount client make sense of her world – it is not only a matter of digesting a large amount of information; it is also a matter of thinking and acting at a very high level. Kegan of information; it is also a matter of thinking and acting at a very high level. Kegan (1994) suggests that we, of the postmodern era, are “in over our heads” (certainly a (1994) suggests that we, of the postmodern era, are “in over our heads” (certainly a source of profound anxiety) and it would seem that coaches to these virtual, post- source of profound anxiety) and it would seem that coaches to these virtual, postmodern leaders are particularly needed to help their clients address these major modern leaders are particularly needed to help their clients address these major postmodern challenges. postmodern challenges.

Tangible Culture Tangible Culture Given the postmodern challenges facing contemporary leaders, it is obvious that the Given the postmodern challenges facing contemporary leaders, it is obvious that the tangible coach is potentially of great value—for leaders long for coaching strategies tangible coach is potentially of great value—for leaders long for coaching strategies that are directly aligned with the tangible culture. They want to be able to meet with that are directly aligned with the tangible culture. They want to be able to meet with their coach face-to-face; they seek out a time and space that is safe. When effective, their coach face-to-face; they seek out a time and space that is safe. When effective, the coach who is aligned with the tangible culture will help create a “sanctuary” in the coach who is aligned with the tangible culture will help create a “sanctuary” in which her client leader can talk about anything and feel deeply. This coaching client which her client leader can talk about anything and feel deeply. This coaching client may have no specific agenda, nor does he necessarily want to improve his perfor- may have no specific agenda, nor does he necessarily want to improve his performance, find a higher level of consciousness, or become more influential. He mostly mance, find a higher level of consciousness, or become more influential. He mostly wants to find a place where he can “be himself,” “talk to someone who holds no wants to find a place where he can “be himself,” “talk to someone who holds no agenda other than being there for him,” or “simply be listened to by someone who agenda other than being there for him,” or “simply be listened to by someone who cares about my personal welfare.” These needs are not easily articulated in a formal cares about my personal welfare.” These needs are not easily articulated in a formal coaching contract. However, as in the case of the alternative culture, the coaching coaching contract. However, as in the case of the alternative culture, the coaching strategies associated with the tangible culture may be immediately effective in help- strategies associated with the tangible culture may be immediately effective in helping to reduce postmodern anxiety – though this type of coaching is often reserved ing to reduce postmodern anxiety – though this type of coaching is often reserved only for those with sufficient power, wealth or opportunity to meet in person with only for those with sufficient power, wealth or opportunity to meet in person with a coach (often in some retreat site). Thus, the tangible culture – more than any of a coach (often in some retreat site). Thus, the tangible culture – more than any of the other five cultures – is often associated with coaching services that are reserved the other five cultures – is often associated with coaching services that are reserved for the elite. for the elite.

Beyond and Beneath the Anxiety Beyond and Beneath the Anxiety Our analysis would suggest that there are not only many sources of anxiety associ- Our analysis would suggest that there are not only many sources of anxiety associated with leadership of a contemporary organization; there are also many different ated with leadership of a contemporary organization; there are also many different ways in which coaches can help to alleviate the leader’s anxiety. Many psychological ways in which coaches can help to alleviate the leader’s anxiety. Many psychological theorists suggest that human service providers should not theorists suggest that human service providers should not be in the business of reducing anxiety—for anxiety is a sig- There are not only many sources of anxiety be in the business of reducing anxiety—for anxiety is a sig- There are not only many sources of anxiety nal that something is wrong in the life of the person being nal that something is wrong in the life of the person being served. The anxiety we are talking about here is a normal associated with leadership of a contemporary served. The anxiety we are talking about here is a normal associated with leadership of a contemporary (and collective) reaction to stress that helps one deal with a organization; there are also many different (and collective) reaction to stress that helps one deal with a organization; there are also many different tense situation in the organization—not the disabling anxi- ways in which coaches can help to alleviate tense situation in the organization—not the disabling anxi- ways in which coaches can help to alleviate ety disorder that becomes an excessive, irrational dread of ety disorder that becomes an excessive, irrational dread of everyday situations (NIMH, 2006). Just as pain is an im- the leader’s anxiety. everyday situations (NIMH, 2006). Just as pain is an im- the leader’s anxiety. portant source of information for the health care provider portant source of information for the health care provider regarding the nature of an injury or illness, so anxiety might be a source of informa- regarding the nature of an injury or illness, so anxiety might be a source of information about the “malady” facing an organizational leader regarding his own behavior tion about the “malady” facing an organizational leader regarding his own behavior or some broader systemic problem. Thus, an organizational coach might wish to or some broader systemic problem. Thus, an organizational coach might wish to examine the ways in which her coaching strategies and perspectives help not only examine the ways in which her coaching strategies and perspectives help not only to alleviate anxiety, but also to reveal the underlying problem(s) that have helped to alleviate anxiety, but also to reveal the underlying problem(s) that have helped to generate the anxiety. In this article we have identified several of the strengths to generate the anxiety. In this article we have identified several of the strengths associated with each culture and the coaching strategies aligned with each culture. associated with each culture and the coaching strategies aligned with each culture. We have also identified some of the potential blind spots. We encourage coaches to We have also identified some of the potential blind spots. We encourage coaches to explore their own untested assumptions, while encouraging their clients to explore explore their own untested assumptions, while encouraging their clients to explore what lies beyond and beneath their anxiety. what lies beyond and beneath their anxiety.

References References Alveson, M. (2002). Understanding organizational culture. Newbury Park, CA: Sage Publications. Alveson, M. (2002). Understanding organizational culture. Newbury Park, CA: Sage Publications. Bennis, W. (1989). On becoming a leader. Reading, MA: Addison-Wesley. Bennis, W. (1989). On becoming a leader. Reading, MA: Addison-Wesley. 38 | IJCO Issue 3 2006 38 | IJCO Issue 3 2006 Bergquist, W. (1993). The four cultures of the academy. San Francisco: Jossey-Bass. Bergquist, W. (1993). The four cultures of the academy. San Francisco: Jossey-Bass. Bergquist, W., Guest, S., & Rooney, T. (2003). Who is wounding the healers? Sacramento, CA: Pacific Bergquist, W., Guest, S., & Rooney, T. (2003). Who is wounding the healers? Sacramento, CA: Pacific Soundings Press. Soundings Press. Bergquist, W., Merritt, K., & Phillips, S. (2004). Executive coaching: An appreciative approach. (Re- Bergquist, W., Merritt, K., & Phillips, S. (2004). Executive coaching: An appreciative approach. (Re- vised Edition) Sacramento, CA: Pacific Sounding Press. vised Edition) Sacramento, CA: Pacific Sounding Press. Bergquist, W. & Mura, A. (2005) Ten themes and variations for postmodern leaders and their coaches. Bergquist, W. & Mura, A. (2005) Ten themes and variations for postmodern leaders and their coaches. Sacramento, CA: Pacific Soundings Press. Sacramento, CA: Pacific Soundings Press. Bergquist, W., & Pawlak, K. (2007, in press). Engaging the six cultures of the academy. San Francisco: Bergquist, W., & Pawlak, K. (2007, in press). Engaging the six cultures of the academy. San Francisco: Jossey-Bass.. Jossey-Bass.. Cameron, K. & Quinn. R. (2006) Diagnosing and changing organizational culture. (Rev. Ed.) San Cameron, K. & Quinn. R. (2006) Diagnosing and changing organizational culture. (Rev. Ed.) San Francisco: Jossey-Bass.. Francisco: Jossey-Bass.. Cervero, R. M. (1992). Adult education should strive for professionalization. In M. W. Galbraith and Cervero, R. M. (1992). Adult education should strive for professionalization. In M. W. Galbraith and B. Sisco (Eds.), Confronting controversies in challenging times: A call for action. New Directions for B. Sisco (Eds.), Confronting controversies in challenging times: A call for action. New Directions for Adult and Continuing Education, No. 54. San Francisco: Jossey-Bass. Adult and Continuing Education, No. 54. San Francisco: Jossey-Bass. Deal, T. E., & Kennedy, A. A. (2000). Corporate cultures: The rites and rituals of corporate life. Perseus Deal, T. E., & Kennedy, A. A. (2000). Corporate cultures: The rites and rituals of corporate life. Perseus Publishing. Publishing. Flaherty, J. (2005). Coaching: Evoking excellence in others. Amsterdam: Elsevier Butterworth-Heine- Flaherty, J. (2005). Coaching: Evoking excellence in others. Amsterdam: Elsevier Butterworth-Heine- mann. mann. Freidman, T. (2006) The world is flat. [updated and expanded] New York: Farrar, Straus and Giroux. Freidman, T. (2006) The world is flat. [updated and expanded] New York: Farrar, Straus and Giroux. Houle, C. O. (1980). Continuing learning in the profession. San Francisco: Jossey-Bass. Houle, C. O. (1980). Continuing learning in the profession. San Francisco: Jossey-Bass. Kegan, R. (1994). In over our heads: The mental demands of modern life. Cambridge: Harvard Uni- Kegan, R. (1994). In over our heads: The mental demands of modern life. Cambridge: Harvard Uni- versity Press. versity Press. Kotter, J.P., & Heskett, J.L. (1992). Corporate culture and performance. New York: The Free Press. Kotter, J.P., & Heskett, J.L. (1992). Corporate culture and performance. New York: The Free Press. Lessem, R. (1990) Managing Corporate Culture. Brookfield, Vt.: Gower. Lessem, R. (1990) Managing Corporate Culture. Brookfield, Vt.: Gower. Martin, J. Organizational culture; Mapping the terrain. (2002). Newbury Park, CA: Sage Publications. Martin, J. Organizational culture; Mapping the terrain. (2002). Newbury Park, CA: Sage Publications. Menzies Lyth, I. (1988). The functioning of social systems as a defense against anxiety. Containing Menzies Lyth, I. (1988). The functioning of social systems as a defense against anxiety. Containing anxiety in Institutions, London: Free Associations, 43-85. anxiety in Institutions, London: Free Associations, 43-85. Merriam, S. B., & Brockett, R. G. (1997). The profession and practice of adult education. San Fran- Merriam, S. B., & Brockett, R. G. (1997). The profession and practice of adult education. San Fran- cisco: Jossey-Bass. cisco: Jossey-Bass. National Institute of Mental Health, retrieved July 20, 2006 from http://www.nimh.nih.gov/HealthIn- National Institute of Mental Health, retrieved July 20, 2006 from http://www.nimh.nih.gov/HealthIn- formation/anxietymenu.cfm formation/anxietymenu.cfm Peltier, B. (2001). The psychology of executive coaching: Theory and application. New York: Brun- Peltier, B. (2001). The psychology of executive coaching: Theory and application. New York: Brun- ner-Routledge, 2001. ner-Routledge, 2001. Peters, T. J., & Waterman, R. H. (1982). In search of excellence: Lessons from America’s best-run com- Peters, T. J., & Waterman, R. H. (1982). In search of excellence: Lessons from America’s best-run companies. New York: Harper Collins. panies. New York: Harper Collins. Pettigrew, A. M. (1979). On studying organizational cultures. Administrative Science Quarterly, 24, Pettigrew, A. M. (1979). On studying organizational cultures. Administrative Science Quarterly, 24, 570-581. 570-581. Rosinski, P. (2003). Coaching across cultures: New tools for leveraging national, corporate, and pro- Rosinski, P. (2003). Coaching across cultures: New tools for leveraging national, corporate, and professional differences. London: Nicholas Brealey Publishing. fessional differences. London: Nicholas Brealey Publishing. Schein, E. (1985). Organizational culture and leadership: A dynamic view. San Francisco, CA: Jossey- Schein, E. (1985). Organizational culture and leadership: A dynamic view. San Francisco, CA: Jossey- Bass. Bass. Schein, E.H. (1992). Organizational culture and leadership. (2nd Ed.) San Francisco, CA: Jossey Schein, E.H. (1992). Organizational culture and leadership. (2nd Ed.) San Francisco, CA: Jossey Bass. Bass. Schein, E.H. (1999). The corporate culture survival guide. San Francisco, CA: Jossey-Bass. Schein, E.H. (1999). The corporate culture survival guide. San Francisco, CA: Jossey-Bass. Sieler, A. (2003). Coaching to the human soul: Ontological coaching and deep change. Blackburn, Sieler, A. (2003). Coaching to the human soul: Ontological coaching and deep change. Blackburn, Victoria, Australia: Newfield Australia. Victoria, Australia: Newfield Australia. Senge, P. (1990). The fifth discipline. New York: Doubleday. Senge, P. (1990). The fifth discipline. New York: Doubleday. Srivastva, S., Cooperrider, D., & Associates. (1990). Appreciative management and leadership: The Srivastva, S., Cooperrider, D., & Associates. (1990). Appreciative management and leadership: The power of positive thought and action in organizations. San Francisco: Jossey-Bass. power of positive thought and action in organizations. San Francisco: Jossey-Bass. Stoneham, D., Weger, P., & Rocco, D. (2006). Integral intelligence ™: Unleashing potential in leaders Stoneham, D., Weger, P., & Rocco, D. (2006). Integral intelligence ™: Unleashing potential in leaders and organizations. International Journal of Coaching in Organizations, 4 (3), 41-52. and organizations. International Journal of Coaching in Organizations, 4 (3), 41-52.

William Bergquist, Ph.D. William Bergquist, Ph.D.

Phone: 207.833 5124 Phone: 207.833 5124 Email: [email protected] Email: [email protected]

An international coach and consultant, author of 43 books, and president of a grad- An international coach and consultant, author of 43 books, and president of a graduate school, Dr. Bergquist consults on and writes about personal, group, organiza- uate school, Dr. Bergquist consults on and writes about personal, group, organizational and societal transformations. In recent years, Bergquist has focused on the tional and societal transformations. In recent years, Bergquist has focused on the processes of organizational coaching, having co-founded the International Journal processes of organizational coaching, having co-founded the International Journal of Coaching in Organizations and the International Consortium for Coaching in Or- of Coaching in Organizations and the International Consortium for Coaching in ganizations. His graduate school (The Professional School of Psychology: PSP) offers Organizations. His graduate school (The Professional School of Psychology: PSP) 39 | IJCO Issue 3 2006 39 | IJCO Issue 3 2006 Masters and Doctoral degrees in clinical and organizational psychology to mature, Masters and Doctoral degrees in clinical and organizational psychology to mature, accomplished adults. PSP also participates in The Coaching Alliance—a multi-pro- accomplished adults. PSP also participates in The Coaching Alliance—a multi-program initiative that provides worldwide training, coaching, consulting, publishing gram initiative that provides worldwide training, coaching, consulting, publishing and research services. and research services.

Vikki Brock, M.B.A. and Master Certified Coach Vikki Brock, M.B.A. and Master Certified Coach

Phone: 206-297-9300 Phone: 206-297-9300 Email: [email protected] Email: [email protected]

Vikki is an executive and leadership coach with over 20 years Fortune 100 leader- Vikki is an executive and leadership coach with over 20 years Fortune 100 leadership experience and 10 years as a successful entrepreneur. She graduated from Uni- ship experience and 10 years as a successful entrepreneur. She graduated from Uni- versity of Washington’s Executive MBA Program in 1989 and expects completion versity of Washington’s Executive MBA Program in 1989 and expects completion this year of a Ph.D. in Coaching and Human Development from the International this year of a Ph.D. in Coaching and Human Development from the International University of Professional Studies. Her dissertation work on the evolution of coach- University of Professional Studies. Her dissertation work on the evolution of coaching encompasses interviews of over 150 key influencers. She plans on publishing ing encompasses interviews of over 150 key influencers. She plans on publishing several books documenting “Who’s Who in Coaching: Who Shaped It, Who’s Shap- several books documenting “Who’s Who in Coaching: Who Shaped It, Who’s Shap- ing It”. An International Coach Federation Master Certified Coach (MCC) since ing It”. An International Coach Federation Master Certified Coach (MCC) since 1998, she is also a certified practitioner of the Myers-Briggs Type Indicator (MBTI) 1998, she is also a certified practitioner of the Myers-Briggs Type Indicator (MBTI) and a Certified Executive Coach (CEC) with the Worldwide Association of Business and a Certified Executive Coach (CEC) with the Worldwide Association of Business Coaches (WABC). In her business Call Me Coach and as a member of the execu- Coaches (WABC). In her business Call Me Coach and as a member of the executive coaching team of The Ken Blanchard Companies, she has coached numerous tive coaching team of The Ken Blanchard Companies, she has coached numerous leaders, sales executives and coaches from Fortune 1000 companies. She empha- leaders, sales executives and coaches from Fortune 1000 companies. She emphasizes authenticity, collaboration, and inclusion as the foundation for personal and sizes authenticity, collaboration, and inclusion as the foundation for personal and organizational health and increased productivity. Bottom-line, she supports people organizational health and increased productivity. Bottom-line, she supports people worldwide to create success from inside themselves by their own definition. worldwide to create success from inside themselves by their own definition.

Themes for 2006-2007 Themes for 2006-2007

Issue Four (2006) Issue Four (2006) Coaching and Diversity Coaching and Diversity

Issue One (2007) Issue One (2007) Coaching and Consulting: Integration or Differentiation Coaching and Consulting: Integration or Differentiation

Issue Two (2007) Issue Two (2007) Appreciative Inquiry and Coaching Appreciative Inquiry and Coaching

Issue Three (2007) Issue Three (2007) Coaching and Human Capital Development Coaching and Human Capital Development

Issue Four (2007) Issue Four (2007) Coaching the Mid-Size Organization Coaching the Mid-Size Organization 40 | IJCO Issue 3 2006 40 | IJCO Issue 3 2006

Integral Intelligence ™: Unleashing Potential Integral Intelligence ™: Unleashing Potential in Leaders and Organizations in Leaders and Organizations

Donna Stoneham, Pat Weger and Debbie Rocco Donna Stoneham, Pat Weger and Debbie Rocco

In this article, the authors describe Who Am I Becoming as a Leader? In this article, the authors describe Who Am I Becoming as a Leader? a novel approach to coaching and This question is the focal point for beginning the Integral Intelligence™ a novel approach to coaching and This question is the focal point for beginning the Integral Intelligence™ leadership development that uses a leadership journey. Although leadership journeys are personal, they leadership development that uses a leadership journey. Although leadership journeys are personal, they holistic model, Integral Intelligence™, also have an enormous impact on others. For this reason, we designed holistic model, Integral Intelligence™, also have an enormous impact on others. For this reason, we designed to generate significant expansion of our leadership program as a group experience. This article recounts the to generate significant expansion of our leadership program as a group experience. This article recounts the the capacity and capability of lead- personal stories of two groups of leaders who completed our Integral the capacity and capability of lead- personal stories of two groups of leaders who completed our Integral ers and their teams. Examples from Intelligence™ leadership program at Comcast Communications’ West ers and their teams. Examples from Intelligence™ leadership program at Comcast Communications’ West their experience working with thirty Division. Brad and Linda, members of one of these groups, worked to- their experience working with thirty Division. Brad and Linda, members of one of these groups, worked to- leaders from the West Division of gether on a four member cross-functional team to develop a high-level leaders from the West Division of gether on a four member cross-functional team to develop a high-level Comcast Communications, a Fortune business case over the course of four months. The purpose of this pro- Comcast Communications, a Fortune business case over the course of four months. The purpose of this pro- 100 company, illustrate the Integral gram was to deliver a tangible business result at the end of the program 100 company, illustrate the Integral gram was to deliver a tangible business result at the end of the program Intelligence™ approach to leadership while, at the same time, developing Way-of-Being and Way-of-Doing Intelligence™ approach to leadership while, at the same time, developing Way-of-Being and Way-of-Doing development. Interested readers will for a group of high potential leaders. Way-of-Being was supported by development. Interested readers will for a group of high potential leaders. Way-of-Being was supported by be coaches, individuals with leader- learning a set of practices that cultivate and expand the dimensions of be coaches, individuals with leader- learning a set of practices that cultivate and expand the dimensions of ship development responsibility in Integral Intelligence™. Way-of-Doing was supported through learn- ship development responsibility in Integral Intelligence™. Way-of-Doing was supported through learn- organizations, and leaders interested ing a set of tools and practices that develop leadership in collaborative organizations, and leaders interested ing a set of tools and practices that develop leadership in collaborative in exploring a unique approach that is teams. In designing this learning experience, we wanted to fill a void in exploring a unique approach that is teams. In designing this learning experience, we wanted to fill a void generating powerful results. A signifi- left by leadership programs that focus only on what is often regarded as generating powerful results. A signifi- left by leadership programs that focus only on what is often regarded as cant distinction in this leadership de- the “hard stuff” of leadership development. Typically these approaches cant distinction in this leadership de- the “hard stuff” of leadership development. Typically these approaches velopment process is the authors’ focus focus exclusively on Way-of-Doing, the tasks leaders perform in doing velopment process is the authors’ focus focus exclusively on Way-of-Doing, the tasks leaders perform in doing in supporting leaders in developing a their work. It is our premise that a sharp focus on Way-of-Being, which in supporting leaders in developing a their work. It is our premise that a sharp focus on Way-of-Being, which powerful “leadership presence” by be- is often dismissed as the “soft stuff,” leads to more sustainable transfor- powerful “leadership presence” by be- is often dismissed as the “soft stuff,” leads to more sustainable transfor- coming more conscious of the impact of mation in leadership development. coming more conscious of the impact of mation in leadership development. their behaviors, attitudes, and actions their behaviors, attitudes, and actions on their effectiveness. This is what they In asking the question, “Who am I becoming as a leader?” we are really on their effectiveness. This is what they In asking the question, “Who am I becoming as a leader?” we are really call Way-of-Being, which is cultivated asking leaders to focus not only on what they do as leaders, but also call Way-of-Being, which is cultivated asking leaders to focus not only on what they do as leaders, but also through the development of Integral on who they are as leaders. This distinction often remains unexamined through the development of Integral on who they are as leaders. This distinction often remains unexamined Intelligence™. until it is called out and made explicit as a focus for learning. A new Intelligence™. until it is called out and made explicit as a focus for learning. A new leadership journey began for one participant in our program, whom leadership journey began for one participant in our program, whom we will call Brad, who found himself on the first day of a four-month we will call Brad, who found himself on the first day of a four-month intensive program in a room full of hand picked high potential leaders. intensive program in a room full of hand picked high potential leaders. Teams formed, and as the group dived into projects spon- Teams formed, and as the group dived into projects spon- When both Way-of-Doing and Way-of-Being sored by members of the senior leadership team, Brad felt a When both Way-of-Doing and Way-of-Being sored by members of the senior leadership team, Brad felt a provide the foundation for a learning experi- distinctive lack of self-confidence. As he looked around the provide the foundation for a learning experi- distinctive lack of self-confidence. As he looked around the room and heard the other leaders speak and contribute, his room and heard the other leaders speak and contribute, his ence, the impact deepens for developing each confidence continued to ebb. One of his peers on his proj- ence, the impact deepens for developing each confidence continued to ebb. One of his peers on his proj- leader and for producing optimum results for ect team was a particularly hard-driving, results-oriented leader and for producing optimum results for ect team was a particularly hard-driving, results-oriented financial professional, Linda. The teams worked in an ac- financial professional, Linda. The teams worked in an ac- the business. tion learning model on real-world projects between group the business. tion learning model on real-world projects between group sessions. The teams were self-directed as they worked be- sessions. The teams were self-directed as they worked be 41 | IJCO Issue 3 2006 41 | IJCO Issue 3 2006 tween sessions, with intermittent support from Executive Coaches who sat in on tween sessions, with intermittent support from Executive Coaches who sat in on some work sessions and offered coaching and feedback. Due largely to his lack of some work sessions and offered coaching and feedback. Due largely to his lack of self-confidence, Brad began to withdraw and let Linda carry much of the workload. self-confidence, Brad began to withdraw and let Linda carry much of the workload. Not surprisingly, he soon found himself criticized by her for his failure to hold up Not surprisingly, he soon found himself criticized by her for his failure to hold up his end of delivering on the work product. his end of delivering on the work product.

Brad and Linda quickly exposed their leadership devel- In asking the question, “Who am I becoming Brad and Linda quickly exposed their leadership devel- In asking the question, “Who am I becoming opment “edges” as the project team floundered, and the opment “edges” as the project team floundered, and the deadline for presenting their project to the senior leader- as a leader?” we are really asking leaders to deadline for presenting their project to the senior leader- as a leader?” we are really asking leaders to ship team rapidly approached. Linda continued with her focus not only on what they do as leaders, but ship team rapidly approached. Linda continued with her focus not only on what they do as leaders, but “results only” focus and Brad spiraled further into self- “results only” focus and Brad spiraled further into self- doubt, assuming he had failed. While working with their also on who they are as leaders. doubt, assuming he had failed. While working with their also on who they are as leaders. coaches and drawing support from their project team and coaches and drawing support from their project team and other peers in the program, Brad and Linda continued to learn more about their other peers in the program, Brad and Linda continued to learn more about their Integral Intelligence™ as leaders. Linda’s coach encouraged her to be direct in of- Integral Intelligence™ as leaders. Linda’s coach encouraged her to be direct in offering feedback to Brad and to take responsibility for helping create a new, positive fering feedback to Brad and to take responsibility for helping create a new, positive direction for the team. Brad’s coach worked with him on showing up in an authentic direction for the team. Brad’s coach worked with him on showing up in an authentic and courageous way by admitting what he didn’t know while bringing his distinc- and courageous way by admitting what he didn’t know while bringing his distinctive strengths to the table. Brad focused on the Emotional and Somatic (physical) tive strengths to the table. Brad focused on the Emotional and Somatic (physical) dimensions of Integral Intelligence™ in order to cultivate authenticity, courage and dimensions of Integral Intelligence™ in order to cultivate authenticity, courage and presence so he could step more assertively into his leadership, while Linda’s focus presence so he could step more assertively into his leadership, while Linda’s focus was primarily on the Relational dimension, seeking to balance her drive for results was primarily on the Relational dimension, seeking to balance her drive for results with the necessary relationship work required to produce them. Brad shared his with the necessary relationship work required to produce them. Brad shared his leadership story at the end of the program as he reflected on what he had learned. leadership story at the end of the program as he reflected on what he had learned.

When I was first contacted about the program, I was drawn in When I was first contacted about the program, I was drawn in because I wanted to learn more about Emotional Intelligence. I because I wanted to learn more about Emotional Intelligence. I thought I would just breeze through it. What I thought I would thought I would just breeze through it. What I thought I would learn was nothing like what I came out with! The example I’ll use learn was nothing like what I came out with! The example I’ll use of my experience in this program is how, if you tap a ball of mer- of my experience in this program is how, if you tap a ball of mercury, it shatters into a million pieces and scatters all over the table. cury, it shatters into a million pieces and scatters all over the table. That’s what my life was like. My coach pointed out how compart- That’s what my life was like. My coach pointed out how compart- mentalized I was. In our first meeting, I recognized what a powerful mentalized I was. In our first meeting, I recognized what a powerful group of leaders we had in the program. They were not afraid to group of leaders we had in the program. They were not afraid to be 3-D people. I was more like a cardboard cutout. My goal now be 3-D people. I was more like a cardboard cutout. My goal now is to become more of a 3-D person, to get all my little bubbles of is to become more of a 3-D person, to get all my little bubbles of mercury into one whole person and to integrate all the different mercury into one whole person and to integrate all the different aspects of my life. aspects of my life.

Brad experienced a significant personal transformation through this program. An Brad experienced a significant personal transformation through this program. An integral approach to coaching and learning resulted in integration in Brad’s life. integral approach to coaching and learning resulted in integration in Brad’s life. Rather than approaching leadership as something separate to be performed at work, Rather than approaching leadership as something separate to be performed at work, or as one of our executive coaching clients said, “your work self and your other self,” or as one of our executive coaching clients said, “your work self and your other self,” the experience provided support for Brad’s learning and growth as a whole human the experience provided support for Brad’s learning and growth as a whole human being. Brad, like many other corporate leaders, used to speak about “who I am at being. Brad, like many other corporate leaders, used to speak about “who I am at home, and who I am at work; they’re separate people.” He has now found an au- home, and who I am at work; they’re separate people.” He has now found an authentic space, where he is much freer to show up as the unique person he is. In this thentic space, where he is much freer to show up as the unique person he is. In this authentic presence he is able to step further into his power as a leader. authentic presence he is able to step further into his power as a leader.

Through coaching and her interactions with Brad and her team, Linda has discov- Through coaching and her interactions with Brad and her team, Linda has discovered an appreciation for cultivating relationships as a critical part of getting the work ered an appreciation for cultivating relationships as a critical part of getting the work done. done. I came into the program only thinking about process and results. I came into the program only thinking about process and results. I was good at that. What I’ve come out with is a sense of self, I was good at that. What I’ve come out with is a sense of self, with the relationship piece. Some of the tools I am taking away are with the relationship piece. Some of the tools I am taking away are 42 | IJCO Issue 3 2006 42 | IJCO Issue 3 2006 breathing, centering myself and being able to speak when I’m in a breathing, centering myself and being able to speak when I’m in a conflict situation and not run away from that. I’ve learned how to be conflict situation and not run away from that. I’ve learned how to be in inquiry, when before, I was always advocating for what I wanted. in inquiry, when before, I was always advocating for what I wanted. I’m now listening to others’ points of view. I’ve learned to summa- I’m now listening to others’ points of view. I’ve learned to summa- rize so I can try to better understand what others are saying. I now rize so I can try to better understand what others are saying. I now ask myself everyday, “What kind of leader am I becoming and what ask myself everyday, “What kind of leader am I becoming and what steps do I need to take to become the kind of leader I want to be?” steps do I need to take to become the kind of leader I want to be?”

Through team and individual coaching following the second session of the pro- Through team and individual coaching following the second session of the program, the team began to coalesce. Brad began to assert his authority as a leader and gram, the team began to coalesce. Brad began to assert his authority as a leader and share more of the workload and Linda began to be more aware of the impact of her share more of the workload and Linda began to be more aware of the impact of her behaviors in facilitating Brad’s withdrawal. By the last session of the program when behaviors in facilitating Brad’s withdrawal. By the last session of the program when they presented their project to the senior leadership team, they had gelled, were they presented their project to the senior leadership team, they had gelled, were seamless in their hand-offs in the presentation, and received a positive reception for seamless in their hand-offs in the presentation, and received a positive reception for their work. their work.

This integral process of discovery for leaders differs from many other leadership This integral process of discovery for leaders differs from many other leadership development approaches because it focuses on Way-of-Being, in addition to Way- development approaches because it focuses on Way-of-Being, in addition to Way- of-Doing. When approached as a Way-of-Doing, leadership of-Doing. When approached as a Way-of-Doing, leadership Many leadership development processes that is often measured or judged on how leaders perform their Many leadership development processes that is often measured or judged on how leaders perform their remain focused only on external behaviors and jobs, their actions and approaches, the tasks they perform, remain focused only on external behaviors and jobs, their actions and approaches, the tasks they perform, their behaviors, and the outcomes they achieve. This is ap- their behaviors, and the outcomes they achieve. This is ap- outcomes fall short in helping leaders make propriate since business and organizations are outcome fo- outcomes fall short in helping leaders make propriate since business and organizations are outcome fo- deep, sustainable changes in their leadership. cused, usually in financial terms, but as a singular focus, deep, sustainable changes in their leadership. cused, usually in financial terms, but as a singular focus, it is not sufficient for creating transformational changes in it is not sufficient for creating transformational changes in overall leadership. Many leadership development processes overall leadership. Many leadership development processes that remain focused only on external behaviors and outcomes fall short in helping that remain focused only on external behaviors and outcomes fall short in helping leaders make deep, sustainable changes in their leadership. leaders make deep, sustainable changes in their leadership.

In the case of Brad and Linda, Way-of-Being, the development of Integral Intelli- In the case of Brad and Linda, Way-of-Being, the development of Integral Intelli- gence™, was combined with Way-of-Doing, the application of tools for collabora- gence™, was combined with Way-of-Doing, the application of tools for collaborative team work. This dual focus contributes not only to immediate business results, tive team work. This dual focus contributes not only to immediate business results, but also to deeper, transformational growth in how the participants now show up but also to deeper, transformational growth in how the participants now show up as leaders. Way-of-Being work takes leaders deeply into reflection on their own as leaders. Way-of-Being work takes leaders deeply into reflection on their own patterns of behavior and world view, initially invisible to them, and provides new patterns of behavior and world view, initially invisible to them, and provides new practices, which create transformational shifts as they focus on, “Who am I becom- practices, which create transformational shifts as they focus on, “Who am I becoming as a leader?” ing as a leader?”

Way-of-Being and the Integral Intelligence™ Model Way-of-Being and the Integral Intelligence™ Model Leadership is not only a state of doing; it is also a state of being. It’s not only what Leadership is not only a state of doing; it is also a state of being. It’s not only what you do as a leader that counts. It’s who you are. This distinction is critical because you do as a leader that counts. It’s who you are. This distinction is critical because it is in how leaders “show up” that differentiates good, or not-so-good, leaders from it is in how leaders “show up” that differentiates good, or not-so-good, leaders from great ones. Integral Intelligence™ is the capacity to access, integrate, and effectively great ones. Integral Intelligence™ is the capacity to access, integrate, and effectively use multiple sources of intelligence – cognitive, emotional, relational, somatic, and use multiple sources of intelligence – cognitive, emotional, relational, somatic, and spiritual. spiritual. 43 | IJCO Issue 3 2006 43 | IJCO Issue 3 2006

W O R L D W O R L D A N I Z AT I A N I Z AT I O R G O N O R G O N T E A M T E A M

I N D I V I D U A L I N D I V I D U A L

ive Em ive Em it ce In o it ce In o n n te t n n te t g e Authe ll io g e Authe ll io o lig nt ig n o lig nt ig n C l ici e a C l ici e a te ce ty n l te ce ty n l n en c n en c I li e I li e si si e T E G R A e T E G R A R N R N I L V I L V i i s s i i o o

n n

o o

i i

t t

a a e e

l l

r r r r

c c c c c c

i i i i

a a a a a a

I I I I I I n n n n n n

p p p p

n n n n n

n M M

n n n n n n

e e e e e e

s s s s P P P P

o o o o o

o T T t t t t t t

i i i i i i

g g g g g g

S S S S S S n n n n r r r r

e e e e e e

i i i i i i t t t t t t

I I I I

e e e e

l l l l l l

o o o o o o

l l l l l l

a a a a a a

l l l l l l

s s s s l l l l l l

l l l l l l

m m m m m m i i i i i i

e e e e

e e e e e e E E

g g g g g g

e e e e e e

t t t t t t

n n n n

a a a a a a e e e e e

I e I

R R R R R R

c c c c n n n n n

n C C

I I I I I I t t t t t t n n n n n n

e e e

N e N

i i i i i i

c c c c c c c c c c c c

y y y

y N N

e e e e e e

t t t

t T T

i i i

i E E

v v v

v E E

i i i i

t t t

t L L I G L L I G

a a a a

C C C C

e e e e

o o o o

r r r r

u u u u

C C C C

r r r r

a a a a g g g g e e e e

e e e e e e I I I I I I n n n n n n c c c c c c t t t t t t n n n n n n e e e e e e e e e e e e l l l l l l l l l l l l i i i i i i g g g g g g

l l l l l l S S S S S S a a a a a a p p p p p p u u u u u u i i i i i i r r r r r r t t t t t t i i i i i i

I N D I V I D U A L I N D I V I D U A L T E A M T E A M N N O R G A N I Z AT I O O R G A N I Z AT I O W O R L D W O R L D

A Joint Venture of Positive Impact, LLC and MW Coaching and Consulting, Inc. A Joint Venture of Positive Impact, LLC and MW Coaching and Consulting, Inc. Integral Intelligence™ Model Integral Intelligence™ Model

Cognitive Intelligence includes the use of logic, observation and analysis to gener- Cognitive Intelligence includes the use of logic, observation and analysis to generate effective plans. Emotional Intelligence includes self-awareness and awareness of ate effective plans. Emotional Intelligence includes self-awareness and awareness of others’ emotional states and moods and the ability to respond appropriately. Rela- others’ emotional states and moods and the ability to respond appropriately. Rela- tional Intelligence includes being able to interact effectively with others in a respect- tional Intelligence includes being able to interact effectively with others in a respectful and appreciative manner. Somatic Intelligence includes caring for one’s body, ful and appreciative manner. Somatic Intelligence includes caring for one’s body, the ability to observe and respond to the body language of others, and awareness the ability to observe and respond to the body language of others, and awareness of one’s own leadership stance. Spiritual Intelligence is based in deeply held values of one’s own leadership stance. Spiritual Intelligence is based in deeply held values and in one’s ability to live with meaning and purpose. The integration of all of these and in one’s ability to live with meaning and purpose. The integration of all of these intelligences manifests as a Way-of-Being for leaders by cultivating their ability to intelligences manifests as a Way-of-Being for leaders by cultivating their ability to lead with vision, be authentic, present, courageous, creative, inspirational and resil- lead with vision, be authentic, present, courageous, creative, inspirational and resilient. A focused emphasis on Way-of-Being asks the leader to grow in self-awareness ient. A focused emphasis on Way-of-Being asks the leader to grow in self-awareness and to focus on how she shows up in every moment, every interaction, and every and to focus on how she shows up in every moment, every interaction, and every response. Integral Intelligence™ provides a foundation for coaching and leadership response. Integral Intelligence™ provides a foundation for coaching and leadership development, which generates significant expansion of the capacity and capability development, which generates significant expansion of the capacity and capability of leaders and their teams. of leaders and their teams. 44 | IJCO Issue 3 2006 44 | IJCO Issue 3 2006 Historically, leaders have most often relied almost exclusively on cognitive intelli- Historically, leaders have most often relied almost exclusively on cognitive intelligence, on the ability to analyze and think things through. In recent years, emotional gence, on the ability to analyze and think things through. In recent years, emotional intelligence has also emerged as a necessary element for effective leadership (Gole- intelligence has also emerged as a necessary element for effective leadership (Gole- man, 1995). Our work in developing Integral Intelligence™ in leaders moves these man, 1995). Our work in developing Integral Intelligence™ in leaders moves these cognitive and emotional capacities to the next level, while simultaneously support- cognitive and emotional capacities to the next level, while simultaneously supporting the development of the physical (somatic), values-based (spiritual) and human ing the development of the physical (somatic), values-based (spiritual) and human relationship (relational) intelligences. relationship (relational) intelligences.

Developing Leadership Qualities Developing Leadership Qualities When we talk about leaders who move us, inspire us and make a difference, we When we talk about leaders who move us, inspire us and make a difference, we usually don’t speak about what these leaders do; instead we speak about the quali- usually don’t speak about what these leaders do; instead we speak about the qualities of leadership that distinguish them. More highly de- ties of leadership that distinguish them. More highly de- When we talk about leaders who move us, veloped Integral Intelligence™ results in the growth of a When we talk about leaders who move us, veloped Integral Intelligence™ results in the growth of a set of leadership qualities: authenticity, presence, vision, set of leadership qualities: authenticity, presence, vision, inspire us and make a difference, we usually courage, inspiration, resilience, and creativity. Several years inspire us and make a difference, we usually courage, inspiration, resilience, and creativity. Several years don’t speak about what these leaders do; in- ago, leading organizational learning theorists and leader- don’t speak about what these leaders do; in- ago, leading organizational learning theorists and leadership development consultants Peter Senge, Otto Sharmer, ship development consultants Peter Senge, Otto Sharmer, stead we speak about the qualities of leader- Joseph Jaworski and Betty Sue Flowers interviewed over stead we speak about the qualities of leader- Joseph Jaworski and Betty Sue Flowers interviewed over ship that distinguish them. one hundred fifty leading scientists, business and social en- ship that distinguish them. one hundred fifty leading scientists, business and social en- trepreneurs to discover what would be required of leaders trepreneurs to discover what would be required of leaders for the future (2004). Presence was the core capacity they for the future (2004). Presence was the core capacity they found that is required to access what they call the “field of the future.” They define found that is required to access what they call the “field of the future.” They define presence as “deep listening, of being open beyond one’s preconceptions and his- presence as “deep listening, of being open beyond one’s preconceptions and historical ways of making sense” (2004, p.11). Our work with Integral Intelligence™ torical ways of making sense” (2004, p.11). Our work with Integral Intelligence™ supports leaders in developing presence, which many of our participants describe supports leaders in developing presence, which many of our participants describe as one of the most significant outcomes of the program. as one of the most significant outcomes of the program.

In the case of working with our second group of telecommunications leaders at In the case of working with our second group of telecommunications leaders at Comcast, we had a specific opportunity to help them develop their “leadership Comcast, we had a specific opportunity to help them develop their “leadership stance” while preparing to present their project work to the senior leadership team. stance” while preparing to present their project work to the senior leadership team. In this instance, we focused on presence, authenticity and courage. We employed In this instance, we focused on presence, authenticity and courage. We employed several practices, particularly practices that develop somatic intelligence throughout several practices, particularly practices that develop somatic intelligence throughout the program to build authenticity, presence, and courage. These practices included the program to build authenticity, presence, and courage. These practices included sitting and breath work, centering and moving our bodies into our leadership stance. sitting and breath work, centering and moving our bodies into our leadership stance. These practices serve to embody the leadership qualities through practice. The no- These practices serve to embody the leadership qualities through practice. The notion of practice, repeating something until it becomes an embodied habit, is often tion of practice, repeating something until it becomes an embodied habit, is often overlooked in leadership development. It is one thing to talk about presence, but it overlooked in leadership development. It is one thing to talk about presence, but it is quite another to be present. Here are some observations from participants. is quite another to be present. Here are some observations from participants.

I have learned what it means to show up and be present…I am I have learned what it means to show up and be present…I am committed to finding my gift and giving it back to others. committed to finding my gift and giving it back to others.

I have become more self-aware of who shows up. What made this I have become more self-aware of who shows up. What made this possible was working on my somatic and spiritual side and through possible was working on my somatic and spiritual side and through understanding others’ perceptions. I have become more self-gen- understanding others’ perceptions. I have become more self-generating and the people who have benefited are my family, my co- erating and the people who have benefited are my family, my co- workers, my company and myself. workers, my company and myself.

I found centering to be very important and I use it to calm myself I found centering to be very important and I use it to calm myself before going into meetings and before coming to work. I have before going into meetings and before coming to work. I have benefited from this work, as have my direct reports, my peers, ev- benefited from this work, as have my direct reports, my peers, everybody I interact with. I’m even more tolerant of my kids! I will erybody I interact with. I’m even more tolerant of my kids! I will use what I’ve learned by continuing to work on this area of being use what I’ve learned by continuing to work on this area of being fully present and being available to others. fully present and being available to others. 45 | IJCO Issue 3 2006 45 | IJCO Issue 3 2006 As leaders deepen their capacity to lead from a place that embodies these qualities, As leaders deepen their capacity to lead from a place that embodies these qualities, they are able to lead more powerfully in their teams, their organizations and to make they are able to lead more powerfully in their teams, their organizations and to make a broader impact in the world. a broader impact in the world.

Coaching: the Catalyst for Integral Intelligence™ Coaching: the Catalyst for Integral Intelligence™ Integral coaching (Flaherty, 1995) was a core component of the learning experi- Integral coaching (Flaherty, 1995) was a core component of the learning experiences of both groups we worked with at Comcast. In the first group, participants ences of both groups we worked with at Comcast. In the first group, participants formed peer-coaching pairs, who supported each other for the duration of the pro- formed peer-coaching pairs, who supported each other for the duration of the program. In the second group, project teams of four participants coached each other in gram. In the second group, project teams of four participants coached each other in the context of completing their project work. In both cases, Executive Coaches, who the context of completing their project work. In both cases, Executive Coaches, who also served as session facilitators, coached individuals, the peer pairs and the project also served as session facilitators, coached individuals, the peer pairs and the project teams. The peer pairs worked on developing coaching ability and on their unique teams. The peer pairs worked on developing coaching ability and on their unique leadership development areas, and the cross-functional teams worked on initiatives leadership development areas, and the cross-functional teams worked on initiatives sponsored by senior leadership, as well as on their personal leadership develop- sponsored by senior leadership, as well as on their personal leadership development plans. The learning experience spanned 4-6 months and included individual ment plans. The learning experience spanned 4-6 months and included individual 360- feedback, personal leadership development plans, group sessions, individual 360- feedback, personal leadership development plans, group sessions, individual coaching, and peer or team coaching. coaching, and peer or team coaching.

The power in the work occurred as a result of modeling the concepts and practicing The power in the work occurred as a result of modeling the concepts and practicing Way-of-Being. James Flaherty says that “Human beings change in biological time,” Way-of-Being. James Flaherty says that “Human beings change in biological time,” and this principle is deeply embedded in the Integral Intelligence™ work. Somatic and this principle is deeply embedded in the Integral Intelligence™ work. Somatic practices such as breathing, centering, and sitting helped these leaders embody the practices such as breathing, centering, and sitting helped these leaders embody the qualities of presence and authenticity. Relational and emotional intelligence were qualities of presence and authenticity. Relational and emotional intelligence were developed through the use of practices including dialogue, Appreciative Inquiry developed through the use of practices including dialogue, Appreciative Inquiry and learning to balance inquiry and advocacy. Participants developed spiritual intel- and learning to balance inquiry and advocacy. Participants developed spiritual intelligence by clarifying purpose and values and their contribution to the greater good. ligence by clarifying purpose and values and their contribution to the greater good. Leaders left this program not only having achieved their personal leadership devel- Leaders left this program not only having achieved their personal leadership development goals, but also with greater capability to coach their direct reports, peers opment goals, but also with greater capability to coach their direct reports, peers and customers, cascading the effect of the program deeper into the organization. and customers, cascading the effect of the program deeper into the organization.

Influences on the Integral Intelligence™ Model Influences on the Integral Intelligence™ Model As we developed the Integral Intelligence™ model and the ensuing experiences we As we developed the Integral Intelligence™ model and the ensuing experiences we structured for leaders, we drew upon several bodies of work and thought. These structured for leaders, we drew upon several bodies of work and thought. These include: social constructionism (Gergen, 1999), Appreciative Inquiry (Cooperidder include: social constructionism (Gergen, 1999), Appreciative Inquiry (Cooperidder & Whitney, 1999; Watkins & Mohr, 2001;Whitney & Trosten-Bloom, 2003). We & Whitney, 1999; Watkins & Mohr, 2001;Whitney & Trosten-Bloom, 2003). We also incorporated concepts from the field of appreciative leadership (Busche,2001; also incorporated concepts from the field of appreciative leadership (Busche,2001; Schiller, Holland & Riley, 2001; Srivastva & Cooperrider,1999; Stoneham, 2004). Schiller, Holland & Riley, 2001; Srivastva & Cooperrider,1999; Stoneham, 2004). Additionally, we applied concepts from action learning (Argyris, Putnam & McLain Additionally, we applied concepts from action learning (Argyris, Putnam & McLain Smith, 1985; Schön, 1987). We also incorporated work on developing learning orga- Smith, 1985; Schön, 1987). We also incorporated work on developing learning organizations (Senge, 1990; Wheatley, 2000), integral coaching (Flaherty), integral phi- nizations (Senge, 1990; Wheatley, 2000), integral coaching (Flaherty), integral philosophy (Wilber, 2000, 2001) and emotional intelligence (Goleman,1995;Weisinger, losophy (Wilber, 2000, 2001) and emotional intelligence (Goleman,1995;Weisinger, 1998). Key ideas from the fields of transformative learning and education (Boyd & 1998). Key ideas from the fields of transformative learning and education (Boyd & Myers, 1988; Heron, 1992; Mezirow, 1991, 2000; Reason, 1994; Yorks & Kasl, Myers, 1988; Heron, 1992; Mezirow, 1991, 2000; Reason, 1994; Yorks & Kasl, 2002) and adult learning (Friere, 1995; Knowles, 1998; Kolb, 1984; Rogers, 1995) 2002) and adult learning (Friere, 1995; Knowles, 1998; Kolb, 1984; Rogers, 1995) are also applied in our approach. are also applied in our approach.

Social constructionist thought proposes that human beings create knowledge and Social constructionist thought proposes that human beings create knowledge and meaning in relationships and relationships are built through language. Our program meaning in relationships and relationships are built through language. Our program participants build relationships through the practice of inquiry and dialogue. Using participants build relationships through the practice of inquiry and dialogue. Using Appreciative Inquiry, our work builds from strengths and what’s working for lead- Appreciative Inquiry, our work builds from strengths and what’s working for leaders and organizations, rather than focusing on weaknesses or gaps. Action learning ers and organizations, rather than focusing on weaknesses or gaps. Action learning provides the structure, a process in which a people come together to help each other provides the structure, a process in which a people come together to help each other to learn from their experience. Our coaching model is based on James Flaherty’s to learn from their experience. Our coaching model is based on James Flaherty’s integral coaching approach, which takes into account the integral, multi-faceted na- integral coaching approach, which takes into account the integral, multi-faceted nature of human beings and offers a respectful, reciprocal relationship between coach ture of human beings and offers a respectful, reciprocal relationship between coach 46 | IJCO Issue 3 2006 46 | IJCO Issue 3 2006 Our coaching model is based on James Fla- and client. This approach develops new practices and new Our coaching model is based on James Fla- and client. This approach develops new practices and new language, and provides the opportunity to examine results language, and provides the opportunity to examine results herty’s integral coaching approach, which in relationship to intentions, which leads to self-correction, herty’s integral coaching approach, which in relationship to intentions, which leads to self-correction, takes into account the integral, multi-faceted self-generation and long-term exceptional performance. takes into account the integral, multi-faceted self-generation and long-term exceptional performance. The four-quadrant model (intentional, behavioral, cultural The four-quadrant model (intentional, behavioral, cultural nature of human beings and offers a respect- and social) and the evolving stages of human development nature of human beings and offers a respect- and social) and the evolving stages of human development ful, reciprocal relationship between coach and are drawn from Ken Wilber’s integral philosophy. The work ful, reciprocal relationship between coach and are drawn from Ken Wilber’s integral philosophy. The work on emotional intelligence, the nurturing of self-awareness, on emotional intelligence, the nurturing of self-awareness, client. self-discipline and empathy, helped us blaze a path that client. self-discipline and empathy, helped us blaze a path that both incorporates this dimension of intelligence and also both incorporates this dimension of intelligence and also moves beyond it. Finally, the principles of adult learning – direct and immediate moves beyond it. Finally, the principles of adult learning – direct and immediate relevance, autonomy, honoring the experience of the learner, and orientation to relevance, autonomy, honoring the experience of the learner, and orientation to practical goals – form a foundation for the leadership learning experience. practical goals – form a foundation for the leadership learning experience.

All of these approaches overlap, support and inform one another in an integral All of these approaches overlap, support and inform one another in an integral fashion, resulting in a remarkably different learning experience for leaders. What we fashion, resulting in a remarkably different learning experience for leaders. What we have observed with some amazement as we have interacted with program partici- have observed with some amazement as we have interacted with program participants in the corporate environment is the openness for establishing a safe space for pants in the corporate environment is the openness for establishing a safe space for learning, for allowing vulnerability, and for approaching the notion of spirituality, or learning, for allowing vulnerability, and for approaching the notion of spirituality, or contribution to a greater good. In a very short time span, we are finding the willing- contribution to a greater good. In a very short time span, we are finding the willingness of leaders to open themselves within a group to the larger possibilities of their ness of leaders to open themselves within a group to the larger possibilities of their own leadership journey in courageous and powerful ways. own leadership journey in courageous and powerful ways.

Leadership Development and the “Soft Stuff” Leadership Development and the “Soft Stuff” The initial response of leaders to the Way-of-Being leadership development work The initial response of leaders to the Way-of-Being leadership development work ranges from discomfort to resistance, because it is seen at the outset as “touchy-feely” ranges from discomfort to resistance, because it is seen at the outset as “touchy-feely” or the “soft stuff.” Many organizations and their leaders are much more comfortable or the “soft stuff.” Many organizations and their leaders are much more comfortable working on the “hard stuff” of leadership: the numbers, the output, the presenta- working on the “hard stuff” of leadership: the numbers, the output, the presenta- tions, and expertise in the business. This mistakenly makes an assumption that the tions, and expertise in the business. This mistakenly makes an assumption that the “soft stuff” falls in the category of “nice to have, but not necessary.” In practice, the “soft stuff” falls in the category of “nice to have, but not necessary.” In practice, the “soft stuff” is really much more difficult than the “hard stuff”! Another participant “soft stuff” is really much more difficult than the “hard stuff”! Another participant in the program, Darren, a respected and accomplished leader when he arrived at in the program, Darren, a respected and accomplished leader when he arrived at the first session, was challenged to confront what was holding him back from being the first session, was challenged to confront what was holding him back from being fully authentic in the workplace. He knew if he could achieve this goal, it would fully authentic in the workplace. He knew if he could achieve this goal, it would move him to the next level of leadership. On the last day of the program, he shared move him to the next level of leadership. On the last day of the program, he shared his leadership story with his peers and senior leadership. his leadership story with his peers and senior leadership. For me, this program has been a journey of discomfort and resis- For me, this program has been a journey of discomfort and resistance that has evolved into enlightenment and then development. tance that has evolved into enlightenment and then development. I’m not a touchy-feely type person. I don’t know if you’ve had the I’m not a touchy-feely type person. I don’t know if you’ve had the opportunity to see the Oprah show, but Oprah has this uncanny opportunity to see the Oprah show, but Oprah has this uncanny ability to get people to open up. In this program, we had three ability to get people to open up. In this program, we had three Oprah’s [coach/facilitators] that created a lot of discomfort! As lead- Oprah’s [coach/facilitators] that created a lot of discomfort! As leaders, we have created resolutions about ourselves and we don’t like ers, we have created resolutions about ourselves and we don’t like having our resolutions challenged. I’ve been through many lead- having our resolutions challenged. I’ve been through many leadership development programs in my career, but this was the first ership development programs in my career, but this was the first time I had an opportunity to step outside myself and see who I am time I had an opportunity to step outside myself and see who I am and how I do what I do. My biggest challenge is the challenge of and how I do what I do. My biggest challenge is the challenge of presence. Who do you see? Do you see me the person or do you presence. Who do you see? Do you see me the person or do you see me, the role? My challenge has been to find the balance and to see me, the role? My challenge has been to find the balance and to allow the real me to be present when I engage with others. That is allow the real me to be present when I engage with others. That is what I’m learning how to do. what I’m learning how to do. For Darren, who was already an accomplished leader when he entered the program, For Darren, who was already an accomplished leader when he entered the program, a focus on Way-of-Being, or the “soft stuff,” turned out to be the powerful catalyst a focus on Way-of-Being, or the “soft stuff,” turned out to be the powerful catalyst for his continuing growth as a leader. for his continuing growth as a leader. 47 | IJCO Issue 3 2006 47 | IJCO Issue 3 2006

The Client’s Perspective The Client’s Perspective The experience for the two groups we worked with at Comcast’s West Division had The experience for the two groups we worked with at Comcast’s West Division had somewhat different applications, based on the end result sought for each group. somewhat different applications, based on the end result sought for each group. For the first group, the client wanted leaders to grow coaching capability and au- For the first group, the client wanted leaders to grow coaching capability and authenticity, as well as to develop leadership bench strength as part of the company’s thenticity, as well as to develop leadership bench strength as part of the company’s succession planning process. The business case for the second group was also based succession planning process. The business case for the second group was also based on the organization’s need to develop a bench of leaders who could engage the full on the organization’s need to develop a bench of leaders who could engage the full participation and commitment of their teams in a decentralized, fast paced, dynamic participation and commitment of their teams in a decentralized, fast paced, dynamic environment. The client wanted to develop leaders who could lead and influence environment. The client wanted to develop leaders who could lead and influence across functional lines, coach and develop future leaders, stay centered and focused across functional lines, coach and develop future leaders, stay centered and focused in the midst of change and deliver exceptional business results. in the midst of change and deliver exceptional business results.

Past leadership programs for this division had focused primarily on what leaders do Past leadership programs for this division had focused primarily on what leaders do as they perform their work, their Way-of-Doing, and they had not been as successful as they perform their work, their Way-of-Doing, and they had not been as successful as desired in producing the long-term sustainability and self-generative quality that as desired in producing the long-term sustainability and self-generative quality that was needed to transform their organizational capability. Our client, Debbie Rocco, was needed to transform their organizational capability. Our client, Debbie Rocco, Senior Director of Learning and Development for Comcast’s West Division, summa- Senior Director of Learning and Development for Comcast’s West Division, summarized the company’s experience with our Integral Intelligence™ programs. rized the company’s experience with our Integral Intelligence™ programs. With the support of a few key senior leaders within the company, With the support of a few key senior leaders within the company, we were able to take a “leap of faith” and integrate the Way-of-Do- we were able to take a “leap of faith” and integrate the Way-of-Do- ing approach with a focus on how leaders are showing up, or Way- ing approach with a focus on how leaders are showing up, or Way- of-Being. Within our organization’s culture, this attention to the of-Being. Within our organization’s culture, this attention to the “soft stuff” was a foray into the unknown and a risk, but the early “soft stuff” was a foray into the unknown and a risk, but the early results have far exceeded our expectations. We were most struck results have far exceeded our expectations. We were most struck by the gratitude our leadership program participants expressed for by the gratitude our leadership program participants expressed for the opportunity to explore their own leadership within the larger the opportunity to explore their own leadership within the larger context of who they are as individuals, and by the support and context of who they are as individuals, and by the support and engagement senior leadership demonstrated as the participants engagement senior leadership demonstrated as the participants shared their leadership stories. We are confident that as we con- shared their leadership stories. We are confident that as we continue to provide support for our leaders to grow as human beings, tinue to provide support for our leaders to grow as human beings, we will be able to demonstrate a sustainable return we will be able to demonstrate a sustainable return on investment for the business. Having practiced many years in the area of on investment for the business. Having practiced many years in the area of leadership development and organizational leadership development and organizational The Results The Results Having practiced many years in the area of leadership de- development, we were particularly interested Having practiced many years in the area of leadership de- development, we were particularly interested velopment and organizational development, we were par- in both the sustainability and applicability of velopment and organizational development, we were par- in both the sustainability and applicability of ticularly interested in both the sustainability and applica- ticularly interested in both the sustainability and applicability of this learning experience. How often do you hear this learning experience. bility of this learning experience. How often do you hear this learning experience. someone say that the session or program was great, but the someone say that the session or program was great, but the learning was quickly lost when participants returned to work? Our belief was that a learning was quickly lost when participants returned to work? Our belief was that a combination of individual coaching, peer coaching, group sessions and experiential combination of individual coaching, peer coaching, group sessions and experiential learning and practice over time would embody learning so that participants would learning and practice over time would embody learning so that participants would continue on their leadership learning path after the program was complete. Based continue on their leadership learning path after the program was complete. Based on post-assessment data we have received, our belief appears credible, according to on post-assessment data we have received, our belief appears credible, according to our client, Debbie Rocco. our client, Debbie Rocco. Improving the company’s leadership bench strength has been one Improving the company’s leadership bench strength has been one significant result of the program. Within two months of completing significant result of the program. Within two months of completing the first Integral Intelligence™ program, three of the participants in the first Integral Intelligence™ program, three of the participants in the first group had been promoted and one had received significant the first group had been promoted and one had received significant enhancement of job scope, resulting in a 25% increase in bench enhancement of job scope, resulting in a 25% increase in bench strength. Two individuals who were promoted said that what they strength. Two individuals who were promoted said that what they learned in the program gave them the leverage they needed to move learned in the program gave them the leverage they needed to move to the next level of leadership in their careers. to the next level of leadership in their careers. 48 | IJCO Issue 3 2006 48 | IJCO Issue 3 2006 Following the interview process for his new job, Bill, a program participant shared: Following the interview process for his new job, Bill, a program participant shared: The interview process was very challenging. There were three inter- The interview process was very challenging. There were three interviews back to back for five hours and each was a different style of views back to back for five hours and each was a different style of interview. I have to thank you from the bottom of my heart for the interview. I have to thank you from the bottom of my heart for the training and support you have given me. Utilizing those new tools, training and support you have given me. Utilizing those new tools, I think I really hit the ball out of the park! I think I really hit the ball out of the park!

Sustainability or learning “stickiness” was a second key goal for our client. Debbie Sustainability or learning “stickiness” was a second key goal for our client. Debbie shared the results to date on this key dimension. shared the results to date on this key dimension. In post-assessment data collected in the first group nine months In post-assessment data collected in the first group nine months after program inception and three months after completion, all re- after program inception and three months after completion, all respondents replied that 75-100% of program content was applicable spondents replied that 75-100% of program content was applicable to their work and 100% reported that they had been able to sustain to their work and 100% reported that they had been able to sustain their learning much of the time. Additionally, 100% of respondents their learning much of the time. Additionally, 100% of respondents in both programs indicated their intentions to continue to work in both programs indicated their intentions to continue to work with their peer coach or their project team members following pro- with their peer coach or their project team members following program completion. gram completion.

A third goal for Comcast was that what participants learned could be cascaded A third goal for Comcast was that what participants learned could be cascaded throughout the organization as they shared their learning and modeled a new Way- throughout the organization as they shared their learning and modeled a new Way- of-Being with their teams. Sue, a program participant, made these comments in her of-Being with their teams. Sue, a program participant, made these comments in her post-assessment survey. post-assessment survey. The program was quite beneficial to all parts of my life. It lays a The program was quite beneficial to all parts of my life. It lays a firm foundation to develop leaders with the desire to develop direct firm foundation to develop leaders with the desire to develop direct reports and foster healthy relationships within the organization and reports and foster healthy relationships within the organization and across functions. I personally feel that what I learned and gained across functions. I personally feel that what I learned and gained from this experience is contagious to the circle of influence I have from this experience is contagious to the circle of influence I have today in all areas of my life. I have been able to sustain much of my today in all areas of my life. I have been able to sustain much of my learning by continuing to focus on them on a regular basis. I con- learning by continuing to focus on them on a regular basis. I continue to ask for feedback from my peers, especially if I feel myself tinue to ask for feedback from my peers, especially if I feel myself slipping back into old habits. As part of my development plan, I’ve slipping back into old habits. As part of my development plan, I’ve been able to be more open to other peoples’ ideas and suggestions been able to be more open to other peoples’ ideas and suggestions rather than imposing my “will” on people. This is attributed in large rather than imposing my “will” on people. This is attributed in large part to my self-observation and being able to rely on my peer net- part to my self-observation and being able to rely on my peer network for feedback. work for feedback.

Attaining each leader’s specific development objectives was another key objective, Attaining each leader’s specific development objectives was another key objective, so we assessed participants in both programs with a 360º assessment tool before so we assessed participants in both programs with a 360º assessment tool before the program and again, by the same group of respondents, three months after the the program and again, by the same group of respondents, three months after the program ended. We measured each leader’s individual development goals, as well program ended. We measured each leader’s individual development goals, as well as the Integral Intelligence™ leadership qualities. At the time of this writing, the as the Integral Intelligence™ leadership qualities. At the time of this writing, the first group’s post-assessment data from their raters had been completed with the first group’s post-assessment data from their raters had been completed with the following results: following results: • 100% of items measured indicated that participants leveraged their leadership • 100% of items measured indicated that participants leveraged their leadership strengths “often” or “consistently.” strengths “often” or “consistently.” • 84% of the items measured indicated that the participants showed “significant” • 84% of the items measured indicated that the participants showed “significant” or “exceptional” improvement in their individual develop- or “exceptional” improvement in their individual develop- 92% of participants in the first group and ment areas. 92% of participants in the first group and ment areas. • 79% of the items measured showed “significant” or ex- • 79% of the items measured showed “significant” or ex- 100% of participants in the second group said ceptional” growth in the development of the Integral Intel- 100% of participants in the second group said ceptional” growth in the development of the Integral Intel- they would recommend the program to a col- ligence leadership qualities: resilience, presence, creativity, they would recommend the program to a col- ligence leadership qualities: resilience, presence, creativity, league. vision, authenticity, courage and inspiration. league. vision, authenticity, courage and inspiration. Additionally, 92% of participants in the first group and Additionally, 92% of participants in the first group and 100% of participants in the second group said they would recommend the program 100% of participants in the second group said they would recommend the program to a colleague. The first group rated their satisfaction of the program at 4.58 on a to a colleague. The first group rated their satisfaction of the program at 4.58 on a 5-point scale and the second group, at 4.8. 5-point scale and the second group, at 4.8. 49 | IJCO Issue 3 2006 49 | IJCO Issue 3 2006

In addition to results, Debbie spoke of the focus on high value as an important con- In addition to results, Debbie spoke of the focus on high value as an important con- sideration for Comcast in deciding to move forward with the Integral Intelligence™ sideration for Comcast in deciding to move forward with the Integral Intelligence™ programs. programs. Because of the way the program is designed, two to three leaders Because of the way the program is designed, two to three leaders can participate for the cost of one Executive Coaching contract, so can participate for the cost of one Executive Coaching contract, so this was a high value proposition for our organization. That fact, this was a high value proposition for our organization. That fact, coupled with the development of business cases for key business coupled with the development of business cases for key business projects in the organization in the second group, should provide projects in the organization in the second group, should provide the company with a significant return on investment moving for- the company with a significant return on investment moving forward. ward.

The Importance of a Holistic Approach The Importance of a Holistic Approach The Integral Intelligence™ program takes a strengths-based, multi-faceted and The Integral Intelligence™ program takes a strengths-based, multi-faceted and integrated approach as it addresses Way-of-Doing and Way-of Being in order to integrated approach as it addresses Way-of-Doing and Way-of Being in order to achieve effective business results. What we are learning from participants is that achieve effective business results. What we are learning from participants is that this approach provides leverage for critical decision-making, expands the leaders’ this approach provides leverage for critical decision-making, expands the leaders’ repertoire of choices, and creates the energy and resilience necessary for them to repertoire of choices, and creates the energy and resilience necessary for them to successfully address the complexity of their ever-changing, fast-moving worlds. The successfully address the complexity of their ever-changing, fast-moving worlds. The Integral Intelligence™ experience opens the possibility for greater contribution by Integral Intelligence™ experience opens the possibility for greater contribution by participants, their teams, and those they lead and manage, while broadening the participants, their teams, and those they lead and manage, while broadening the context for leadership. context for leadership.

Participants report satisfying their yearning to lead in a way that unleashes per- Participants report satisfying their yearning to lead in a way that unleashes personal, team and organizational creativity and potential. These leaders are cultivating sonal, team and organizational creativity and potential. These leaders are cultivating greater authenticity in all settings, leading to a deeper, more connected engagement greater authenticity in all settings, leading to a deeper, more connected engagement in work and life. In an organizational setting, the Integral Intelligence™ approach in work and life. In an organizational setting, the Integral Intelligence™ approach develops individual leaders, enhances leadership bench strength for internal suc- develops individual leaders, enhances leadership bench strength for internal succession, and creates more cohesive, effective teams. Perhaps most importantly, this cession, and creates more cohesive, effective teams. Perhaps most importantly, this holistic approach to leadership development helps leaders manifest the dream of holistic approach to leadership development helps leaders manifest the dream of becoming the leaders they seek to become. becoming the leaders they seek to become.

References References

Argyris, C., Putnam, R., & McLain Smith, D. (1985). Action science: Concepts, methods, and skills Argyris, C., Putnam, R., & McLain Smith, D. (1985). Action science: Concepts, methods, and skills for action research and intervention. San Francisco, CA: Jossey-Bass. for action research and intervention. San Francisco, CA: Jossey-Bass. Boyd, R., & Myers, J. (1988). Transformative education. International Journal of Lifelong Education. Boyd, R., & Myers, J. (1988). Transformative education. International Journal of Lifelong Education. 7, (4). 261-284. 7, (4). 261-284. Bushe, G. (2001). Clear leadership: How outstanding leaders make themselves understood, cut Bushe, G. (2001). Clear leadership: How outstanding leaders make themselves understood, cut through the mush, and help everyone get real at work. Palo Alto, CA: Davies-Black. through the mush, and help everyone get real at work. Palo Alto, CA: Davies-Black. Cooperrider, D. & Whitney, D. (1999). Appreciative inquiry. San Francisco, CA: Berrett-Koehler. Cooperrider, D. & Whitney, D. (1999). Appreciative inquiry. San Francisco, CA: Berrett-Koehler. Flaherty, J. (1998). Coaching: Evoking excellence in others. Norton, MA: Butterworth-Heinemann. Flaherty, J. (1998). Coaching: Evoking excellence in others. Norton, MA: Butterworth-Heinemann. Freire, P. (1995). Pedagogy of hope, reliving pedagogy of the oppressed. New York: Continuum. Freire, P. (1995). Pedagogy of hope, reliving pedagogy of the oppressed. New York: Continuum. Gergen, K. (1999). An invitation to social constructionism. London: Sage. Gergen, K. (1999). An invitation to social constructionism. London: Sage. Goleman, D. (1995). Emotional intelligence. New York: Bantam. Goleman, D. (1995). Emotional intelligence. New York: Bantam. Heron, J. (1992). Feeling and personhood. London: Sage. Heron, J. (1992). Feeling and personhood. London: Sage. Knowles, M. (1998). The adult learner: The definitive classic in adult education and human resource Knowles, M. (1998). The adult learner: The definitive classic in adult education and human resource development (5th edition). Houston, TX: Gulf Publishing. development (5th edition). Houston, TX: Gulf Publishing. Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. Engle- Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. Engle- wood Cliffs, N.J: Prentice-Hall. wood Cliffs, N.J: Prentice-Hall. Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco, CA: Jossey-Bass. Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco, CA: Jossey-Bass. Mezirow, J. & Associates. (2000). Learning as transformation: Critical perspectives on a theory in Mezirow, J. & Associates. (2000). Learning as transformation: Critical perspectives on a theory in progress. San Francisco, CA: Jossey-Bass. progress. San Francisco, CA: Jossey-Bass. Reason, P. (1994). Participation in human inquiry. Thousand Oaks, CA: Sage. Reason, P. (1994). Participation in human inquiry. Thousand Oaks, CA: Sage. Rogers, C. (1995). A way of being. New York: Houghton Mifflin. Rogers, C. (1995). A way of being. New York: Houghton Mifflin. Schiller, M., Holland, B. & Riley, D. (2001). Appreciative leaders: In the eye of the beholder. Taos, Schiller, M., Holland, B. & Riley, D. (2001). Appreciative leaders: In the eye of the beholder. Taos, N.M: Taos Institute. N.M: Taos Institute. Schön, D. (1987). Educating the reflective practitioner. San Francisco, CA: Jossey-Bass. Schön, D. (1987). Educating the reflective practitioner. San Francisco, CA: Jossey-Bass. 50 | IJCO Issue 3 2006 50 | IJCO Issue 3 2006 Senge, P. (1990). The fifth discipline. New York: Doubleday/Currency. Senge, P. (1990). The fifth discipline. New York: Doubleday/Currency. Senge, P., Scharmer, O., Jaworski, J., & Flowers, B. (2004). Presence: Human purpose and the field Senge, P., Scharmer, O., Jaworski, J., & Flowers, B. (2004). Presence: Human purpose and the field of the future. Cambridge, MA: The Society for Organizational Learning. of the future. Cambridge, MA: The Society for Organizational Learning. Srivastva, S., & Cooperrider, D. (Eds.) (1999). Appreciative management and leadership: The power Srivastva, S., & Cooperrider, D. (Eds.) (1999). Appreciative management and leadership: The power of positive thought and action in organization. (Revised Edition). Euclid, OH: Williams Custom Pub- of positive thought and action in organization. (Revised Edition). Euclid, OH: Williams Custom Pub- lishing. lishing. Stoneham, D. (2004). Developing the heart of a leader: The impact of an appreciative leadership and Stoneham, D. (2004). Developing the heart of a leader: The impact of an appreciative leadership and integral coaching program on the development of health care leaders. Unpublished doctoral disserta- integral coaching program on the development of health care leaders. Unpublished doctoral dissertation, California Institute of Integral Studies, San Francisco, CA. tion, California Institute of Integral Studies, San Francisco, CA. Watkins, J., & Mohr, B. (2001). Appreciative inquiry: Change at the speed of imagination. San Fran- Watkins, J., & Mohr, B. (2001). Appreciative inquiry: Change at the speed of imagination. San Fran- cisco, CA: Jossey-Bass/Pfeiffer. cisco, CA: Jossey-Bass/Pfeiffer. Weisinger, H. (1998) Emotional intelligence at work. San Francisco, CA: Jossey-Bass. Weisinger, H. (1998) Emotional intelligence at work. San Francisco, CA: Jossey-Bass. Wheatley, Margaret. (2000) Turning to one another: Simple conversations to restore hope to the fu- Wheatley, Margaret. (2000) Turning to one another: Simple conversations to restore hope to the future. San Francisco, CA: Berrett-Koehler. ture. San Francisco, CA: Berrett-Koehler. Whitney, D. & Trosten-Bloom, A. (2003). The power of appreciative inquiry: A practical guide to posi- Whitney, D. & Trosten-Bloom, A. (2003). The power of appreciative inquiry: A practical guide to positive change. San Francisco, CA: Berrett-Koehler. tive change. San Francisco, CA: Berrett-Koehler. Wilber, K. (2000). A brief history of everything (2nd ed.). Boston, MA: Shambala. Wilber, K. (2000). A brief history of everything (2nd ed.). Boston, MA: Shambala. Wilber, K. (2001). No boundary: Eastern and western approaches to personal growth. Boston, MA: Wilber, K. (2001). No boundary: Eastern and western approaches to personal growth. Boston, MA: Shambala. Shambala.

Donna Stoneham Donna Stoneham

Phone: 510-235-7107 Phone: 510-235-7107 Email: [email protected] Email: [email protected]

Donna Stoneham is President of Positive Impact, LLC (www.positiveimpactllc.com) Donna Stoneham is President of Positive Impact, LLC (www.positiveimpactllc.com) and has been providing Executive Coaching, Organization and Leadership Devel- and has been providing Executive Coaching, Organization and Leadership Devel- opment Services for a wide variety of industries and organizations including Com- opment Services for a wide variety of industries and organizations including Com- cast, Hewlett-Packard Co, Sharp Healthcare, the American Medical Association, UC cast, Hewlett-Packard Co, Sharp Healthcare, the American Medical Association, UC Berkeley, the City of Berkeley, the San Jose Unified School District and the National Berkeley, the City of Berkeley, the San Jose Unified School District and the National Service Leadership Institute since 1992. She is a certified Integral Coach, holds a Service Leadership Institute since 1992. She is a certified Integral Coach, holds a Masters in Human and Organization Transformation and is currently a Ph.D. can- Masters in Human and Organization Transformation and is currently a Ph.D. candidate at the California Institute of Integral Studies, where her research is focused didate at the California Institute of Integral Studies, where her research is focused on developing Integral Leaders. She is Vice President of Professional Coaches and on developing Integral Leaders. She is Vice President of Professional Coaches and Mentor’s Association Northern California and works as adjunct faculty in the profes- Mentor’s Association Northern California and works as adjunct faculty in the professional coaching program at John F. Kennedy University and in the MBA Program at sional coaching program at John F. Kennedy University and in the MBA Program at Holy Names University. A popular conference speaker, Donna is the co-author of Holy Names University. A popular conference speaker, Donna is the co-author of an upcoming book, Positive Questions for Coaches and her work is featured in two an upcoming book, Positive Questions for Coaches and her work is featured in two books, The Power of Appreciative Inquiry: A Practical Guide to Positive Change books, The Power of Appreciative Inquiry: A Practical Guide to Positive Change and The Purpose of Your Life. and The Purpose of Your Life.

Pat Weger Pat Weger

Phone: 720-427-1474 Phone: 720-427-1474 Email: [email protected] Email: [email protected]

Pat Weger, President and CEO of MW Coaching and Consulting, offers executive Pat Weger, President and CEO of MW Coaching and Consulting, offers executive coaching and consulting services in organization and leadership development and coaching and consulting services in organization and leadership development and effectiveness. She has held senior leadership positions in a number of companies effectiveness. She has held senior leadership positions in a number of companies including AT&T, Fidelity Investments, and Digital Equipment Corporation, where including AT&T, Fidelity Investments, and Digital Equipment Corporation, where she gained widespread respect as a leader of collaborative organizations, and as she gained widespread respect as a leader of collaborative organizations, and as a successful leader of large-scale organizational change, including strategy shifts, a successful leader of large-scale organizational change, including strategy shifts, restructuring, organizational alignment and mergers and acquisitions. She holds restructuring, organizational alignment and mergers and acquisitions. She holds a Masters in Adult Education and Instructional Technology from the University of a Masters in Adult Education and Instructional Technology from the University of Wyoming, and she completed advanced studies in visual learning and instructional Wyoming, and she completed advanced studies in visual learning and instructional design at the University of Iowa. She is a certified integral coach and professional design at the University of Iowa. She is a certified integral coach and professional facilitator. facilitator. 51 | IJCO Issue 3 2006 51 | IJCO Issue 3 2006

Deborah Rocco Deborah Rocco

Phone: 720-267-3013 Phone: 720-267-3013 Email: [email protected] Email: [email protected]

Deborah Rocco is the Senior Director of Learning & Development for Comcast Deborah Rocco is the Senior Director of Learning & Development for Comcast Communications West Division, where she is responsible for the learning strat- Communications West Division, where she is responsible for the learning strategy for 13,000 employees. She has held lead Learning and Development positions egy for 13,000 employees. She has held lead Learning and Development positions at the field and corporate levels for several large telecommunication companies, at the field and corporate levels for several large telecommunication companies, where she was responsible for leadership and executive development, organization where she was responsible for leadership and executive development, organization effectiveness and operational training initiatives. Prior to her tenure in the telecom- effectiveness and operational training initiatives. Prior to her tenure in the telecommunications industry, Deborah was the Assistant Dean for Career Development & munications industry, Deborah was the Assistant Dean for Career Development & Placement at the University of Denver’s Daniels College of Business, where she built Placement at the University of Denver’s Daniels College of Business, where she built the center responsible for the placement of the school’s Executive and Full-time the center responsible for the placement of the school’s Executive and Full-time MBA students. Deborah holds a Masters of Education in Human Resource Develop- MBA students. Deborah holds a Masters of Education in Human Resource Develop- ment from Colorado State University, and is a certified executive coach and Senior ment from Colorado State University, and is a certified executive coach and Senior Professional in Human Resources. Professional in Human Resources. 52 | IJCO Issue 3 2006 52 | IJCO Issue 3 2006

Taking the Lead: Effectiveness of a Taking the Lead: Effectiveness of a Modular Coaching Program for Modular Coaching Program for Transformational Leadership Development Transformational Leadership Development

Nadjeschda Hebenstreit and Katrin Hinzdorf, PhD. Nadjeschda Hebenstreit and Katrin Hinzdorf, PhD.

The present study concerns the evalu- It is a well researched fact that one of the most important factors deter- The present study concerns the evalu- It is a well researched fact that one of the most important factors deter- ation of the LeadershipCircle (LC) mining the success of any organization is the quality of its leadership ation of the LeadershipCircle (LC) mining the success of any organization is the quality of its leadership coaching program designed for lead- (Bloom et al., 2005). To date there are endless models describing appro- coaching program designed for lead- (Bloom et al., 2005). To date there are endless models describing appro- ership development, combining indi- priate strategies and tactics of successful leaders. The main question for ership development, combining indi- priate strategies and tactics of successful leaders. The main question for vidual and group coaching, interactive professionals (such as HR managers, coaches, and trainers), however, vidual and group coaching, interactive professionals (such as HR managers, coaches, and trainers), however, learning and buddy coaching. In order still remains: How are powerful insights and lasting transformations in learning and buddy coaching. In order still remains: How are powerful insights and lasting transformations in to maximize learning and stimulate behavior generated? The answer to this question determines the success to maximize learning and stimulate behavior generated? The answer to this question determines the success transformation in leaders, the integral (and thereby the value) of costly training and coaching initiatives. transformation in leaders, the integral (and thereby the value) of costly training and coaching initiatives. perspective was chosen as the frame perspective was chosen as the frame of reference for all interventions. The One of the main challenges appears to be the integration of knowledge of reference for all interventions. The One of the main challenges appears to be the integration of knowledge theoretical background and concept on a fundamental level where it first enables shifts in mindsets followed theoretical background and concept on a fundamental level where it first enables shifts in mindsets followed behind the LC will be explained and by shifts in behaviors. Traditional training programs often do not initi- behind the LC will be explained and by shifts in behaviors. Traditional training programs often do not initi- the promising results of this innovative ate the quantum leap from understanding a concept to transforming the promising results of this innovative ate the quantum leap from understanding a concept to transforming approach to personal transformation of deep-rooted mindsets and behaviors. The most valuable knowledge will approach to personal transformation of deep-rooted mindsets and behaviors. The most valuable knowledge will leaders are presented. remain superficial and without lasting effect if it is not truly integrated leaders are presented. remain superficial and without lasting effect if it is not truly integrated into our being. Short term change in training programs does often oc- into our being. Short term change in training programs does often occur – however, observable transformations encompassing shifts on an cur – however, observable transformations encompassing shifts on an emotional, cognitive and behavioral level seldom take place. emotional, cognitive and behavioral level seldom take place.

The failure of a training program to transform behaviors was also dem- The failure of a training program to transform behaviors was also demonstrated in the dissertation project of one of the authors (Hinzdorf onstrated in the dissertation project of one of the authors (Hinzdorf [née Priemuth], 2002). The study evaluated a personality [née Priemuth], 2002). The study evaluated a personality Traditional training programs often do not ini- training program designed to enable managers to use their Traditional training programs often do not ini- training program designed to enable managers to use their motivation and volition to increase personal well-being and tiate the quantum leap from understanding a motivation and volition to increase personal well-being and tiate the quantum leap from understanding a performance. Results from this evaluation study suggested performance. Results from this evaluation study suggested concept to transforming deep-rooted mindsets concept to transforming deep-rooted mindsets that training alone is not sufficient to produce lasting ef- that training alone is not sufficient to produce lasting ef- and behaviors fects in participants. The author argued for the support of and behaviors fects in participants. The author argued for the support of coaching in order to enable participants to integrate new coaching in order to enable participants to integrate new knowledge, understand and explore emotions, and to gen- knowledge, understand and explore emotions, and to generate insights which will subsequently promote shifts in mindsets and erate insights which will subsequently promote shifts in mindsets and behaviors. behaviors.

In order to convince HR managers and other decision makers in cor- In order to convince HR managers and other decision makers in corporations to invest in coaching initiatives, coaches need to accept the porations to invest in coaching initiatives, coaches need to accept the challenge of demonstrating that coaching can in fact be the missing link challenge of demonstrating that coaching can in fact be the missing link between acquiring cognitive understanding and integrating knowledge between acquiring cognitive understanding and integrating knowledge on a level deep enough to produce observable shifts and measurable on a level deep enough to produce observable shifts and measurable results. results.

Some of the responsibilities of HR managers, trainers and coaches in Some of the responsibilities of HR managers, trainers and coaches in 53 | IJCO Issue 3 2006 53 | IJCO Issue 3 2006 dealing with internal and external clients entail: boosting motivation; increasing dealing with internal and external clients entail: boosting motivation; increasing teamwork; lowering the number of sick leaves; heightening commitment, creativ- teamwork; lowering the number of sick leaves; heightening commitment, creativity, and innovation; and (last but not least) increasing productivity. So the question ity, and innovation; and (last but not least) increasing productivity. So the question we asked was: How can coaching support leaders to become the most outstanding we asked was: How can coaching support leaders to become the most outstanding leaders they can be, leaders who can co-create with others to reach these and even leaders they can be, leaders who can co-create with others to reach these and even more ambitious goals? more ambitious goals?

Structure of the Program Structure of the Program The LeadershipCircle (LC) was designed for developing leaders in the business The LeadershipCircle (LC) was designed for developing leaders in the business community as well as leaders from the public sector. In order to achieve maximum community as well as leaders from the public sector. In order to achieve maximum impact, the LC coaching program was designed to develop leaders by focusing on impact, the LC coaching program was designed to develop leaders by focusing on their personal transformation. The LC is a combination of individual and group their personal transformation. The LC is a combination of individual and group coaching, interactive learning and buddy coaching (see Figure 1). coaching, interactive learning and buddy coaching (see Figure 1).

Figure 1. Leadership Circle Program Structure Figure 1. Leadership Circle Program Structure

Duration: 4 months Duration: 4 months

1x group coaching 1x group coaching 1x group coaching 1x group coaching 1x individual coaching 1x individual coaching 1x individual coaching 1x individual coaching 1x telephone conference 1x telephone conference 1x telephone conference 1x group coaching 1x group coaching 1x telephone conference 1x group coaching 1x group coaching 1x individual coaching 1x individual coaching 1x individual coaching 1x individual coaching 1x telephone conference 1x telephone conference 1x telephone conference 1x telephone conference

buddy coach :: development diary :: homework buddy coach :: development diary :: homework

Program Content and Theoretical Foundation Program Content and Theoretical Foundation TheFigure goal 1 :of Components the LC is ofto theintroduce LeadershipCircle participants to an integral perspective of lead- TheFigure goal 1 :of Components the LC is ofto theintroduce LeadershipCircle participants to an integral perspective of leadership—with a particular emphasis on seven leadership ership—with a particular emphasis on seven leadership tasks from a systemic perspective (Mussmann & Zbinden, We paid particular attention in designing this tasks from a systemic perspective (Mussmann & Zbinden, We paid particular attention in designing this 2003). program to the assumption that transforma- 2003). program to the assumption that transforma-

We paid particular attention in designing this program to tions are more likely to occur if the human We paid particular attention in designing this program to tions are more likely to occur if the human the assumption that transformations are more likely to oc- needs for control, relationship, and challenge the assumption that transformations are more likely to oc- needs for control, relationship, and challenge cur if the human needs for control, relationship, and chal- cur if the human needs for control, relationship, and challenge are fulfilled (Schmidt-Tanger, 2004). are fulfilled. lenge are fulfilled (Schmidt-Tanger, 2004). are fulfilled.

• Control. Participants retain the control of (and responsibility for) their learning • Control. Participants retain the control of (and responsibility for) their learning process, progress and pace during all times. They are encouraged to keep a learning process, progress and pace during all times. They are encouraged to keep a learning journal in which to document insights, questions and self-defined learning goals. journal in which to document insights, questions and self-defined learning goals. Naturally, the participants also decide on the topics to be explored during their indi- Naturally, the participants also decide on the topics to be explored during their individual coaching sessions. Participants are constantly encouraged to apply and adapt vidual coaching sessions. Participants are constantly encouraged to apply and adapt all tools and models in their personal work environment. The resulting observable all tools and models in their personal work environment. The resulting observable shifts in participants` behaviors in turn produced positive observable responses and shifts in participants` behaviors in turn produced positive observable responses and feedback from colleagues (and often even from spouses). These positive experiences feedback from colleagues (and often even from spouses). These positive experiences enhanced the transformative process, shifted mindsets lastingly and strengthened enhanced the transformative process, shifted mindsets lastingly and strengthened the participants’ commitment to develop new strategies and behavioral responses the participants’ commitment to develop new strategies and behavioral responses for old problems. for old problems. 54 | IJCO Issue 3 2006 54 | IJCO Issue 3 2006 • Relationship. Equal emphasis was placed on personal buddy contact between par- • Relationship. Equal emphasis was placed on personal buddy contact between participants (rotating each month), peer interactions during the group calls, and coach- ticipants (rotating each month), peer interactions during the group calls, and coaching calls with personal coaches. These multiple interactions produced an intense ing calls with personal coaches. These multiple interactions produced an intense and often touching experience of being supported through relationships. In many and often touching experience of being supported through relationships. In many cases, the formed relationships seem to have grown into friendships for life. By their cases, the formed relationships seem to have grown into friendships for life. By their positive and solution-focused nature, these new relationships function as powerful positive and solution-focused nature, these new relationships function as powerful role models for other relationships inside and outside of the work context. role models for other relationships inside and outside of the work context.

• Challenge. The group coaching and exercise elements of the LC expose the par- • Challenge. The group coaching and exercise elements of the LC expose the participants to the integral perspective and provided them with practical tools to in- ticipants to the integral perspective and provided them with practical tools to incorporate in their leadership behavior. These are novel concepts for many partici- corporate in their leadership behavior. These are novel concepts for many participants—they challenge old belief patterns and require that new behaviors be tested. pants—they challenge old belief patterns and require that new behaviors be tested. For example, applying a systemic, solution-focused viewpoint to leadership ques- For example, applying a systemic, solution-focused viewpoint to leadership questions is experienced as helpful, inspiring and sometimes provoking. The goal of the tions is experienced as helpful, inspiring and sometimes provoking. The goal of the LC is not to train leaders as coaches, but rather to (1) provide leaders with a set of LC is not to train leaders as coaches, but rather to (1) provide leaders with a set of useful tools for self-reflection as well as communication, and (2) support them to useful tools for self-reflection as well as communication, and (2) support them to adapt new mindsets around what makes them an outstanding leader. adapt new mindsets around what makes them an outstanding leader.

Leadership from an Integral Perspective Leadership from an Integral Perspective In order to give the LC a scientific, yet intuitive, framework, we linked all LC con- In order to give the LC a scientific, yet intuitive, framework, we linked all LC content to the Integral Theory as described by Wilber (2001) (see figure 2). According tent to the Integral Theory as described by Wilber (2001) (see figure 2). According to Integral Theory it is necessary to consider at least four different perspectives in to Integral Theory it is necessary to consider at least four different perspectives in describing the cognitive, emotional, social, spiritual, physical, and behavioral de- describing the cognitive, emotional, social, spiritual, physical, and behavioral development of humans. The four perspectives are visualized in four quadrants. (The velopment of humans. The four perspectives are visualized in four quadrants. (The authors note that Integral Theory is much more complex. However, due to restric- authors note that Integral Theory is much more complex. However, due to restric- tions regarding the length of this article, only the four quadrants are touched upon tions regarding the length of this article, only the four quadrants are touched upon in this text. Please refer to the original publications for a deeper understanding of in this text. Please refer to the original publications for a deeper understanding of Integral Theory). Integral Theory).

Quadrant upper left (UL) describes the internal representation of an individual Quadrant upper left (UL) describes the internal representation of an individual (“Who am I? What is my internal reality? What mindsets that I hold are support- (“Who am I? What is my internal reality? What mindsets that I hold are supporting my and others’ growth and development? Which mindsets do I want to chal- ing my and others’ growth and development? Which mindsets do I want to challenge?”). Quadrant upper right (UR) describes the external representation of an lenge?”). Quadrant upper right (UR) describes the external representation of an individual (“What behaviors of myself and others can I observe? Which can I build individual (“What behaviors of myself and others can I observe? Which can I build on? Which behaviors do I want to modify or challenge?”). Quadrant lower left on? Which behaviors do I want to modify or challenge?”). Quadrant lower left (LL) describes the internal representation of a group (“What is the culture within (LL) describes the internal representation of a group (“What is the culture within our system? What values do we operate on?”), and Quadrant lower right (LR) de- our system? What values do we operate on?”), and Quadrant lower right (LR) describes the external representation of a group (“Which systems do we employ that scribes the external representation of a group (“Which systems do we employ that hinder or support the goals we want to achieve? Which systems and structures need hinder or support the goals we want to achieve? Which systems and structures need to be implemented?”). to be implemented?”).

From a practical viewpoint, the four quadrants of the Integral Theory offer a coher- From a practical viewpoint, the four quadrants of the Integral Theory offer a coherent framework in which every model and every method can be organized and put in ent framework in which every model and every method can be organized and put in relation to other models and methods handling a different aspect of human reality. relation to other models and methods handling a different aspect of human reality. The goal of the LeadershipCircle is to strengthen competencies in each of the four The goal of the LeadershipCircle is to strengthen competencies in each of the four quadrants and generally increase the participants’ capacity for observation, self-re- quadrants and generally increase the participants’ capacity for observation, self-reflection and insight. flection and insight. 55 | IJCO Issue 3 2006 55 | IJCO Issue 3 2006

Figure 2: The Four Quadrants of Integral Theory (Wilber, 2001) Figure 2: The Four Quadrants of Integral Theory (Wilber, 2001)

II ItIT II ItIT Interior/IndividualInterior/Individual Exterior/IndividualExterior/Individual Interior/IndividualInterior/Individual Exterior/IndividualExterior/Individual (Intentional)(Intentional) (Behavioral)(Behavioral) (Intentional)(Intentional) (Behavioral)(Behavioral) ForFor example:e.g.: ForFor e.g.: example: observable observable ForFor example:e.g.: ForFor e.g.: example: observable observable self-concept,self-concept, motivation, behaviorsbehaviors of of myself myself and and self-concept,self-concept, motivation, behaviorsbehaviors of of myself myself and and needsneeds othersothers needsneeds othersothers

WEWE ITs(plural)/TheyITs (plural)/They WEWE ITs(plural)/TheyITs (plural)/They Interior/CollectiveInterior/Collective Exterior/CollectiveExterior/Collective Interior/CollectiveInterior/Collective Exterior/CollectiveExterior/Collective (Cultural)(Cultural) (Social)(Social) (Cultural)(Cultural) (Social)(Social) ForFor example:e.g.: ForFor example:e.g.: observable observable ForFor example:e.g.: ForFor example:e.g.: observable observable CulturalCultural norms, rolerole modelsmodels structuresstructures and systemssystems CulturalCultural norms, rolerole modelsmodels structuresstructures and systemssystems

Figure 2: The FoAu rparticular Quadrants emphasisof Integral Tish eputory on(W ithelber ,systemic 2001) approach, a methodology located in Figure 2: The FoAu rparticular Quadrants emphasisof Integral Tish eputory on(W ithelber ,systemic 2001) approach, a methodology located in the LR quadrant. The systemic approach allows for a deep- the LR quadrant. The systemic approach allows for a deeper understanding of the dynamics of the systems in which Operating from a solution-focused mindset er understanding of the dynamics of the systems in which Operating from a solution-focused mindset people operate and enables participants to reflect on their makes it possible for participants to define and people operate and enables participants to reflect on their makes it possible for participants to define and roles and relationships within their systemic context (Ra- roles and relationships within their systemic context (Ra- datz, 2000). Operating from a solution-focused mindset find solutions instead of inquiring deeper into datz, 2000). Operating from a solution-focused mindset find solutions instead of inquiring deeper into makes it possible for participants to define and find solu- problematic states. makes it possible for participants to define and find solu- problematic states. tions instead of inquiring deeper into problematic states. tions instead of inquiring deeper into problematic states. In other words, the LC continually encourages solution-fo- In other words, the LC continually encourages solution-focused questions, such as “What do we want and how do we get there?” rather than cused questions, such as “What do we want and how do we get there?” rather than “What is the problem, how was it created and whose fault is it?” As a benchmark for “What is the problem, how was it created and whose fault is it?” As a benchmark for leadership development, the seven core leadership tasks from a systemic perspective leadership development, the seven core leadership tasks from a systemic perspective are used (Mussmann & Zbinden, 2003), which again can be attributed to one or are used (Mussmann & Zbinden, 2003), which again can be attributed to one or more of the four integral quadrants: more of the four integral quadrants: 1. Capture the meaning and development of the entire system with all its 1. Capture the meaning and development of the entire system with all its components. components. In order to make effective decisions, all components of a system need to be consid- In order to make effective decisions, all components of a system need to be considered from a meta-perspective. Useful questions are: What is the current situation? ered from a meta-perspective. Useful questions are: What is the current situation? Who are the stakeholders? What effect will a change in one area or department have Who are the stakeholders? What effect will a change in one area or department have on the rest of the system? What are the relationships between the different com- on the rest of the system? What are the relationships between the different components and people within the system? What change could have the most positive ponents and people within the system? What change could have the most positive powerful impact? powerful impact? 2. Take and show ownership of the leadership position. 2. Take and show ownership of the leadership position. Especially young leaders, specialists who have been promoted into a leadership po- Especially young leaders, specialists who have been promoted into a leadership position but don’t feel they have the skills to lead, or leaders with a strong need to be sition but don’t feel they have the skills to lead, or leaders with a strong need to be liked often fall into the trap of not filling their leadership role. Distinctions between liked often fall into the trap of not filling their leadership role. Distinctions between leading and leadership are made and leaders are encouraged to define how “taking leading and leadership are made and leaders are encouraged to define how “taking and showing ownership” can be an authentic expression of their personality. and showing ownership” can be an authentic expression of their personality. 3. Create room for solutions and discover solutions. 3. Create room for solutions and discover solutions. Taking the leadership role for many leaders still implies taking full responsibility for Taking the leadership role for many leaders still implies taking full responsibility for strategy as well as outcomes. The advantages for creating room for co-development strategy as well as outcomes. The advantages for creating room for co-development of solutions with others are explored and tested in real work situations. of solutions with others are explored and tested in real work situations. 56 | IJCO Issue 3 2006 56 | IJCO Issue 3 2006 4. Include and empower co-workers. 4. Include and empower co-workers. In order to include and empower co-workers, observations about these co-workers’ In order to include and empower co-workers, observations about these co-workers’ specific strengths, talents and needs must be made. Observation is a fundamental specific strengths, talents and needs must be made. Observation is a fundamental skill that is practiced during the LC program. skill that is practiced during the LC program. 5. Acknowledge and honor the contributions of (senior) co-workers. 5. Acknowledge and honor the contributions of (senior) co-workers. From a systemic perspective it is important that everyone, in particular those who From a systemic perspective it is important that everyone, in particular those who have been part of a system the longest, are acknowledged for their contributions. have been part of a system the longest, are acknowledged for their contributions. Dignified ways to express sincere gratitude to others are explored. Dignified ways to express sincere gratitude to others are explored. 6. Permit and express emotions – act authentically. 6. Permit and express emotions – act authentically. In order to be seen and respected not as a function but rather as a person with a In order to be seen and respected not as a function but rather as a person with a particular function within the system, it is vital for the person holding the leader- particular function within the system, it is vital for the person holding the leadership role to express emotions authentically. Participants are guided to discover and ship role to express emotions authentically. Participants are guided to discover and express their own needs in a way that respects the needs of everyone else involved. express their own needs in a way that respects the needs of everyone else involved. Better and deeper human connections are produced that increase the quality of Better and deeper human connections are produced that increase the quality of work life within the team. work life within the team. 7. Invest in personal development. 7. Invest in personal development. Truly outstanding leaders are people who value personal development and have Truly outstanding leaders are people who value personal development and have perfected their ability for self-reflection. Their quest is not only to be more efficient perfected their ability for self-reflection. Their quest is not only to be more efficient but also to be more human. They have discovered that outstanding results are more but also to be more human. They have discovered that outstanding results are more likely to be produced by co-workers who are allowed to bring intellect, heart and likely to be produced by co-workers who are allowed to bring intellect, heart and soul to the workplace every day. soul to the workplace every day.

The integral lens thus offers a useful framework not only for the seven leadership The integral lens thus offers a useful framework not only for the seven leadership tasks but also for all exercises and methods selected to further the self development tasks but also for all exercises and methods selected to further the self development of leaders. The methods combine to help with diverse leadership challenges—such of leaders. The methods combine to help with diverse leadership challenges—such as (1) developing self-awareness through observation, goal-oriented and respectful as (1) developing self-awareness through observation, goal-oriented and respectful communication with individuals, (2) powerful learning how to moderate group and communication with individuals, (2) powerful learning how to moderate group and team processes, and (3) increasing fun and humor in the work place. Throughout team processes, and (3) increasing fun and humor in the work place. Throughout the program, learning is supported by an experiential approach. Newly acquired the program, learning is supported by an experiential approach. Newly acquired skills are applied in simulations during the group coaching day, followed by their skills are applied in simulations during the group coaching day, followed by their application in real life situations. application in real life situations.

Recurrent discussions in pairs or small groups about ob- Recurrent discussions in pairs or small groups about ob- The coaching approach ensures that partici- servations and insights deepen the understanding and pro- The coaching approach ensures that partici- servations and insights deepen the understanding and pro- pants never feel obliged to adopt the “latest” mote integration of new behaviors. The coaching approach pants never feel obliged to adopt the “latest” mote integration of new behaviors. The coaching approach ensures that participants never feel obliged to adopt the ensures that participants never feel obliged to adopt the fashionable leadership model, but rather feel “latest” fashionable leadership model, but rather feel sup- fashionable leadership model, but rather feel “latest” fashionable leadership model, but rather feel sup- supported in their observation of what works ported in their observation of what works and what is effec- supported in their observation of what works ported in their observation of what works and what is effective to generate positive relationships with self and others. tive to generate positive relationships with self and others. and what is effective to generate positive rela- Each participant is entitled to at least one individual coach- and what is effective to generate positive rela- Each participant is entitled to at least one individual coach- tionships with self and others. ing session over the telephone between the group coach- tionships with self and others. ing session over the telephone between the group coaching days. Participants use the individual coaching sessions ing days. Participants use the individual coaching sessions to discuss specific personal challenges and tailor solutions to discuss specific personal challenges and tailor solutions that have evolved during the group coaching days to fit their personality and lead- that have evolved during the group coaching days to fit their personality and leadership style. Additionally, each participant selects one group member every month ership style. Additionally, each participant selects one group member every month to be his or her “buddy”. The buddy teams are in weekly contact, supporting one to be his or her “buddy”. The buddy teams are in weekly contact, supporting one another in their self-defined homework, and exchange experiences and tips for solv- another in their self-defined homework, and exchange experiences and tips for solving problems. ing problems.

Research Methodology and Results Research Methodology and Results Our hypothesis was that the combination of these different elements (individual Our hypothesis was that the combination of these different elements (individual and group coaching, buddy, development diary) would promote reflection, learning and group coaching, buddy, development diary) would promote reflection, learning and lasting shifts in the seven leadership tasks. The evaluation results of two groups and lasting shifts in the seven leadership tasks. The evaluation results of two groups of 16 leaders from the public sector (school principals of various school types) are of 16 leaders from the public sector (school principals of various school types) are presented in this study. presented in this study. 57 | IJCO Issue 3 2006 57 | IJCO Issue 3 2006

Group Number of Sex Schooltypes Number of Group Number of Sex Schooltypes Number of Participants Teachers in Staff Participants Teachers in Staff Group A 16 male: 13 secondary schools: 1 <30: 0 Group A 16 male: 13 secondary schools: 1 <30: 0 female: 3 elementary schools: 3 30-39: 3 female: 3 elementary schools: 3 30-39: 3 high schools: 6 40-49: 4 high schools: 6 40-49: 4 vocational schools: 2 50-59: 1 vocational schools: 2 50-59: 1 Junior high school / secondary 60-69: 3 Junior high school / secondary 60-69: 3 schools: 3 70-79: 1 schools: 3 70-79: 1 pedagogical schools: 1 80-89: 2 pedagogical schools: 1 80-89: 2 >90: 2 >90: 2 Group B 16 male: 13 secondary schools: 3 <30: 1 Group B 16 male: 13 secondary schools: 3 <30: 1 female: 3 elementary schools: 5 30-39: 2 female: 3 elementary schools: 5 30-39: 2 high schools: 5 40-49: 2 high schools: 5 40-49: 2 vocational schools: 2 50-59: 4 vocational schools: 2 50-59: 4 Junior high school / secondary 60-69: 2 Junior high school / secondary 60-69: 2 schools: 1 70-79: 1 schools: 1 70-79: 1 80-89: 2 80-89: 2 >90: 2 >90: 2

Table 1: Description of Participants Table 1: Description of Participants Table 1 : Description of Participants Table 1 : Description of Participants

An intervention can be rated as effective when it demonstrably produces sufficiently An intervention can be rated as effective when it demonstrably produces sufficiently intensive or substantial changes relating to the program’s specific goals. Further- intensive or substantial changes relating to the program’s specific goals. Further- more, as stated by Hager (2000) about interventions in the realm of training, coach- more, as stated by Hager (2000) about interventions in the realm of training, coaching, or therapy, effectiveness needs to be demonstrated as transfer over time (persis- ing, or therapy, effectiveness needs to be demonstrated as transfer over time (persis- tence, duration). We thus tested the extent to which: a) the program enhanced the tence, duration). We thus tested the extent to which: a) the program enhanced the self-perceived competence of the participants in realizing the seven tasks of a leader, self-perceived competence of the participants in realizing the seven tasks of a leader, and b) their participation had a self-perceived impact on their school environment. and b) their participation had a self-perceived impact on their school environment.

Program and participant progress was evaluated by delivering the same question- Program and participant progress was evaluated by delivering the same questionnaire at three measurement points for the group A: the first prior to entering the naire at three measurement points for the group A: the first prior to entering the program, the second after completion of the program and the third five months after program, the second after completion of the program and the third five months after completion. One additional measurement point was scheduled four months prior completion. One additional measurement point was scheduled four months prior to the beginning of the LC for the group B. The questionnaire was designed to spe- to the beginning of the LC for the group B. The questionnaire was designed to specifically target mindsets and self-reported behaviors regarding the seven leadership cifically target mindsets and self-reported behaviors regarding the seven leadership tasks and contained 62 items that were summarized in seven main scales. The re-test tasks and contained 62 items that were summarized in seven main scales. The re-test allowed investigation of the stability of the measured effects after the participants allowed investigation of the stability of the measured effects after the participants had already left the program and thus lost part of their interpersonal support. had already left the program and thus lost part of their interpersonal support.

The “Delayed-treatment control-group design“ (Neck & Manz, 1996) allowed for The “Delayed-treatment control-group design“ (Neck & Manz, 1996) allowed for the separation of variations in response patterns which are the direct result of par- the separation of variations in response patterns which are the direct result of participation in the LC from variations caused by unrelated factors, such as being ex- ticipation in the LC from variations caused by unrelated factors, such as being exposed posed

Pre-test/post-test/group plan Pre-test/post-test/group plan

4 months 5 months 4 months 5 months

Group A m1 LC m2 m3 Group A m1 LC m2 m3

Group B m1 m2 LC m3 m4 Group B m1 m2 LC m3 m4

4 months 4 months 5 months 4 months 4 months 5 months

one-group-plan within-group one-group-plan within-group comparison comparison

FigureFigure 3.3: experimentalExperimental design Design of the of LC the evaluation LC Evaluation study Study FigureFigure 3.3: experimentalExperimental design Design of the of LC the evaluation LC Evaluation study Study 58 | IJCO Issue 3 2006 58 | IJCO Issue 3 2006 to the questionnaire or other measurement effects (Priemuth, 2002). to the questionnaire or other measurement effects (Priemuth, 2002). In order to measure and demonstrate statistical significance, the classical magnitude In order to measure and demonstrate statistical significance, the classical magnitude of effect method was used. This approach has two main advantages over simply cal- of effect method was used. This approach has two main advantages over simply cal- culating significance: firstly, independence from sample size, and secondly, consid- culating significance: firstly, independence from sample size, and secondly, consid- eration of variance. To prove a significant impact of the LC we followed the require- eration of variance. To prove a significant impact of the LC we followed the requirement formulated by Cohen (1988) and Bortz & Döring (1995) that verifiable ment formulated by Cohen (1988) and Bortz & Döring (1995) that verifiable

Test Classification of effect sizes Test Classification of effect sizes small medium large small medium large

t-Test for dependent samples 0,20 0,50 0,80 t-Test for dependent samples 0,20 0,50 0,80 (within group comparison) (within group comparison)

Interaction test 0,10 0,25 0,40 Interaction test 0,10 0,25 0,40 (between group comparison) (between group comparison)

Table 2: Classification of Effect Sizes (Bortz, 1995) Table 2: Classification of Effect Sizes (Bortz, 1995) T able 2: C lassification of E ffect Sizes (Bortz, 1995) T able 2: C lassification of E ffect Sizes (Bortz, 1995)

Pr ü fung Testder Wirksamkeitshypothese of hypothesis Pr ü fung Testder Wirksamkeitshypothese of hypothesis

1) Vergleich 1) Within innerhalb group comparison der Gruppen 1) Vergleich 1) Within innerhalb group comparison der Gruppen

1a) Pr ü 1a)fung Test der of statistischen statistical predictions Vorhersagen - one- sidedeinseitige t-test t -forTests dependent für abhä samplesngige Stichproben 1a) Pr ü 1a)fung Test der of statistischen statistical predictions Vorhersagen - one- sidedeinseitige t-test t -forTests dependent für abhä samplesngige Stichproben

1. ChangeVer änderung in prediction in vorhersage conform- VorhersagekonformePrediction conform statistical statistische 1. ChangeVer änderung in prediction in vorhersage conform- VorhersagekonformePrediction conform statistical statistische konformerdirection? Richtung ? Insignifikanzinsignificance forfür group die B? konformerdirection? Richtung ? Insignifikanzinsignificance forfür group die B? 2. statisticalstatistische significance Signifikanz for f ür die Kontrollgruppe (Wartegruppe )? 2. statisticalstatistische significance Signifikanz for f ür die Kontrollgruppe (Wartegruppe )?

Experimentalgruppegroup A? ? H 0,2: μµKG(N) (M) - μµKG(V) (M) ≥ 0 Experimentalgruppegroup A? ? H 0,2: μµKG(N) (M) - μµKG(V) (M) ≥ 0 H 1,1: μµEG(N) (M) - μµEG(V) (M) > 0 H 1,1: μµEG(N) (M) - μµEG(V) (M) > 0

1. yesja 1. 1.yes ja jayes nein,no, but allerdings change in Ver - 1. yesja 1. 1.yes ja jayes nein,no, but allerdings change in Ver - 2. yesja 2.2. no nein äpredictionnderung conformin vorhersa - 2. yesja 2.2. no nein äpredictionnderung conformin vorhersa - gekonformerdirection. Richtung gekonformerdirection. Richtung

1b) Pr ü 1b)fung Test der of psychologischen psychological predictions Vorhersagen - Calculation – Berechnung of effect der sizes Effektgr ößen 1b) Pr ü 1b)fung Test der of psychologischen psychological predictions Vorhersagen - Calculation – Berechnung of effect der sizes Effektgr ößen

grolargeßer pre-post Vorher effect-Nachher for group-Effekt A bei Ausbleibenabsence of large eines effect großen in predictionEffektes in der grolargeßer pre-post Vorher effect-Nachher for group-Effekt A bei Ausbleibenabsence of large eines effect großen in predictionEffektes in der der Experimentalgruppe vorhersagekontrcontradicting directionären Richtung for group bei B der der Experimentalgruppe vorhersagekontrcontradicting directionären Richtung for group bei B der d= ≥ 0,80 Kontrollgruppe (Wartegruppe ) d= ≥ 0,80 Kontrollgruppe (Wartegruppe )

2) Vergleich 2) Between zwischen group comparisonden Gruppen 2) Vergleich 2) Between zwischen group comparisonden Gruppen

2a) TestPr ü fungof the der statistical statistischen prediction- Vorhersage interaction– Interaktions t-test for a two-factorial-t-Test einer repeated- zweifaktoriellen 2a) TestPr ü fungof the der statistical statistischen prediction- Vorhersage interaction– Interaktions t-test for a two-factorial-t-Test einer repeated- zweifaktoriellen measurementMesswiederholungsvarianzanalyse analysis of variance measurementMesswiederholungsvarianzanalyse analysis of variance

H 1,3: [μ[µEG(N) (M) - μµEG(V) (M) > 0 ] - [μ[µKG(N) (M) - μ] KG(V) (M) ] > 0 bestconfirmed?ätigt? ja yes// nein no H 1,3: [μ[µEG(N) (M) - μµEG(V) (M) > 0 ] - [μ[µKG(N) (M) - μ] KG(V) (M) ] > 0 bestconfirmed?ätigt? ja yes// nein no

2b) TestPr üfung of a psychologicalder psychologischen prediction Vorhersage calculation –ofBerechnung effect size der Effektgr öße 2b) TestPr üfung of a psychologicalder psychologischen prediction Vorhersage calculation –ofBerechnung effect size der Effektgr öße Ergebnisresult: large: gro effectße Effektgr size; d=öß ≥e ;0,40 d= ≥ 0,40 Ergebnisresult: large: gro effectße Effektgr size; d=öß ≥e ;0,40 d= ≥ 0,40

Figure 4: Procedure for Hy- Figure 4: Procedure for Hy- pothesis Testing pothesis Testing Best ä tigung Confirmation der Wirksamkeitshypothese of hypothesis Best ä tigung Confirmation der Wirksamkeitshypothese of hypothesis Figure 4 : Procedure for Hypothesis Testing Figure 4 : Procedure for Hypothesis Testing 59 | IJCO Issue 3 2006 59 | IJCO Issue 3 2006 statistical magnitudes of effects should show an effect size of 0,8 or higher. statistical magnitudes of effects should show an effect size of 0,8 or higher. Figure 4 visualizes the statistical procedure for testing the hypothesis: Figure 4 visualizes the statistical procedure for testing the hypothesis: The analysis of the LC data for group A clearly shows an effect size of 0,8 and above The analysis of the LC data for group A clearly shows an effect size of 0,8 and above for all seven leadership tasks but one (leadership task #5: Acknowledge and honor for all seven leadership tasks but one (leadership task #5: Acknowledge and honor the contributions of (senior) co-workers). In the second group, group B, all seven the contributions of (senior) co-workers). In the second group, group B, all seven scales reached the effect size of 0,8 or above. The results can be taken as statistical scales reached the effect size of 0,8 or above. The results can be taken as statistical verification for the effectiveness of the LC intervention. The four month post-mea- verification for the effectiveness of the LC intervention. The four month post-measurement confirmed the effect sizes higher than 0,8 to be stable, which supports the surement confirmed the effect sizes higher than 0,8 to be stable, which supports the

Absolutely Absolutely true 6 true 6

5 1. Capture the meaning and development of 5 1. Capture the meaning and development of the entire system with all its components the entire system with all its components 4,9 2. Take and show ownership of the 4,9 2. Take and show ownership of the leadership position leadership position 4,8 4,8 3. Create room for solutions and 3. Create room for solutions and 4,7 discover solutions 4,7 discover solutions 4. Include and empower co-workers 4. Include and empower co-workers 4,6 4,6

4,5 5. Accept and honor the contributions 4,5 5. Accept and honor the contributions of (senior) co-workers of (senior) co-workers 4,4 6. Permit and express emotions 4,4 6. Permit and express emotions – act authentically – act authentically 4,3 4,3 . 7. Invest in personal development . 7. Invest in personal development 4,2 4,2

4,1 4,1

4 4

3,9 3,9 Not true Not true 1,0 1,0 at all at all m1 m2 m3* m1 m2 m3*

Figure 5: Results of LeadershipCircle Group A. Figure 5: Results of LeadershipCircle Group A. Mean Values of the Seven Scales at Three Measurement Points. Mean Values of the Seven Scales at Three Measurement Points. *The deviations between m2 (directly after the LC) and m3 (5 months after completion of the LC) are random and *The deviations between m2 (directly after the LC) and m3 (5 months after completion of the LC) are random and statistically insignificant with the expection of leadership taks #5. Here a medium sized effect can be demonstrated. statistically insignificant with the expection of leadership taks #5. Here a medium sized effect can be demonstrated.

Absolutely Absolutely 6 6 true true 5,5 5,5

5,4 5,4

5,3 1. Capture the meaning and development of 5,3 1. Capture the meaning and development of the entire system with all its components the entire system with all its components 5,2 5,2 2. Take and show ownership of the 2. Take and show ownership of the 5,1 leadership position 5,1 leadership position 3. Create room for solutions and 3. Create room for solutions and 5 discover solutions 5 discover solutions 4,9 4. Include and empower co-workers 4,9 4. Include and empower co-workers

4,8 5. Accept and honor the contributions 4,8 5. Accept and honor the contributions of (senior) co-workers of (senior) co-workers 4,7 4,7 6. Permit and express emotions 6. Permit and express emotions 4,6 – act authentically 4,6 – act authentically

4,5 7. Invest in personal development 4,5 7. Invest in personal development

4,4 4,4

4,3 4,3

Not true 4,2 Not true 4,2 at all at all 1,0 1,0 m1 m2 m3 m4* m1 m2 m3 m4*

Figure 6: Results of LeadershipCircle Group B. Figure 6: Results of LeadershipCircle Group B. Mean Values of the Seven Scales at Three Measurement Points. Mean Values of the Seven Scales at Three Measurement Points. * The deviations between m1 (prior to the LC) and m2 (first day of the LC) and m3 (directly after completion of the LC) * The deviations between m1 (prior to the LC) and m2 (first day of the LC) and m3 (directly after completion of the LC) and m4 (5 months after completion of the LC) are random and statistically insignificant. and m4 (5 months after completion of the LC) are random and statistically insignificant. 60 | IJCO Issue 3 2006 60 | IJCO Issue 3 2006 notion that the LC is able to build sustainable leadership competencies as defined notion that the LC is able to build sustainable leadership competencies as defined by the seven leadership tasks. by the seven leadership tasks. The statistical evaluation results as shown in figures 5 and 6 demonstrate a signifi- The statistical evaluation results as shown in figures 5 and 6 demonstrate a significant development in respect to the seven leadership tasks (according to the ques- cant development in respect to the seven leadership tasks (according to the questionnaire responses of participants). The within group effect sizes for each of the tionnaire responses of participants). The within group effect sizes for each of the seven leadership tasks of measurement prior to the start of the LC and directly after seven leadership tasks of measurement prior to the start of the LC and directly after completion of the LC are presented in figures 7 and 8. completion of the LC are presented in figures 7 and 8.

Effect size Effect size 0 0,5 0,8 1 1,5 2 2,5 0 0,5 0,8 1 1,5 2 2,5

1. Capture the meaning and 1. Capture the meaning and development of the entire system with development of the entire system with all its components all its components 2. Take and show ownership of the 2. Take and show ownership of the leadership position leadership position 3. Create room for solutions and 3. Create room for solutions and discover solutions discover solutions 4. Include and empower co-workers 4. Include and empower co-workers

5. Acknowledge and honor the 5. Acknowledge and honor the contributions of (senior) co-workers contributions of (senior) co-workers 6. Permit and express emotions 6. Permit and express emotions – act authentically – act authentically 7. Invest in personal development 7. Invest in personal development

Critical effect size of 0,8 fulfilled* Critical effect size of 0,8 fulfilled*

Figure 7 : Effect sizes of Group A Between Measurement Point 1 and 2 Figure 7 : Effect sizes of Group A Between Measurement Point 1 and 2 *Within group comparison, unidirectional t-test for dependent samples *Within group comparison, unidirectional t-test for dependent samples

Effectsize Effectsize

0 0,5 0,8 1 1,5 2 2,5 3 0 0,5 0,8 1 1,5 2 2,5 3

1. Capture the meaning and development 1. Capture the meaning and development of the entire system with all it's of the entire system with all it's components components 2. Take and show ownership of the 2. Take and show ownership of the leadership position leadership position 3. Create room for solutions and 3. Create room for solutions and discover solutions discover solutions 4. Include and empower co-workers 4. Include and empower co-workers

Critical effect size of 0,8 fulfilled* Critical effect size of 0,8 fulfilled*

Figure 8 : Effect sizes of Group B Between Measurement Point 1 and 2 Figure 8 : Effect sizes of Group B Between Measurement Point 1 and 2 *Within group comparison, unidirectional t-test for dependent samples *Within group comparison, unidirectional t-test for dependent samples

61 | IJCO Issue 3 2006 61 | IJCO Issue 3 2006 [The Leadership Circle] is able to build sus- [The Leadership Circle] is able to build sus- The evaluation results support the notion that the combi- tainable leadership competencies as defined The evaluation results support the notion that the combi- tainable leadership competencies as defined nation of different elements in the LeadershipCircle pow- nation of different elements in the LeadershipCircle powerfully promotes learning, insights and sustainable shifts by the seven leadership tasks. erfully promotes learning, insights and sustainable shifts by the seven leadership tasks. in behaviors. One interpretation of the different results for in behaviors. One interpretation of the different results for group A and group B in respect to improvements in the seven leadership tasks is group A and group B in respect to improvements in the seven leadership tasks is that coaching is a process that unfolds its individuality depending on the people that coaching is a process that unfolds its individuality depending on the people involved. It is unlikely that any of the groups experiencing the LC are going to have involved. It is unlikely that any of the groups experiencing the LC are going to have the same improvements in the same leadership tasks. The two groups also expe- the same improvements in the same leadership tasks. The two groups also experienced different effects regarding shifts in the general climate of their schools as rienced different effects regarding shifts in the general climate of their schools as depicted in Figure 9. depicted in Figure 9.

Effect size Effect size 0 0,2 0,4 0,6 0,8 1 1,2 0 0,2 0,4 0,6 0,8 1 1,2

Collaboration between us group A Collaboration between us group A (my colleagues and I) works (my colleagues and I) works group B group B well. well.

We (my colleagues and I) have group A We (my colleagues and I) have group A a positive and creative attitude a positive and creative attitude if confronted with designing group B if confronted with designing group B solutions. solutions.

We (my colleagues and I) group A We (my colleagues and I) group A have an open group B have an open group B communication culture and communication culture and value each others value each others contributions. Critical effect size of 0,8 fulfilled*/** contributions. Critical effect size of 0,8 fulfilled*/**

Figure 9: Sample questions for shifts in general climate between measurement point 1 and 3 Figure 9: Sample questions for shifts in general climate between measurement point 1 and 3 *Within group comparison, unidirectional t-test for dependent samples *Within group comparison, unidirectional t-test for dependent samples **The criterium for a large effect (0,4) was also reached or exceeded in the interaction-t-test for the two factorial **The criterium for a large effect (0,4) was also reached or exceeded in the interaction-t-test for the two factorial repeated measurement analysis of variance repeated measurement analysis of variance

Conclusion and Outlook Conclusion and Outlook The discussed effects strongly encourage a modular approach to coaching initia- The discussed effects strongly encourage a modular approach to coaching initiatives tailored for developing leaders in and across organizations. Preliminary data tives tailored for developing leaders in and across organizations. Preliminary data from other test groups such as the next two groups of school principals as well as a from other test groups such as the next two groups of school principals as well as a group of twelve leaders from a company in the wood-producing industry indicates group of twelve leaders from a company in the wood-producing industry indicates that the concept is equally effective for in-house groups consisting only of leaders that the concept is equally effective for in-house groups consisting only of leaders within one organization as well as in open groups consisting of leaders from differ- within one organization as well as in open groups consisting of leaders from different organizational backgrounds. However, specific benefits may vary for in-house or ent organizational backgrounds. However, specific benefits may vary for in-house or open groups (for example, strengthening of internal networks and cooperation for open groups (for example, strengthening of internal networks and cooperation for in-house groups and more powerful external networks for open groups). in-house groups and more powerful external networks for open groups).

One of the most frequent pieces of feedback we received from participants was their One of the most frequent pieces of feedback we received from participants was their expressed wish to continue the coaching program beyond the four months. This, expressed wish to continue the coaching program beyond the four months. This, we felt, was an indication that internal as well as externally visible transformations we felt, was an indication that internal as well as externally visible transformations take time to be integrated on a level affecting mindsets and behaviors. We have since take time to be integrated on a level affecting mindsets and behaviors. We have since added another day to the LC, focused on deepening observation skills and exposing added another day to the LC, focused on deepening observation skills and exposing participants to the basic premises of Spiral Dynamics (Beck & Cowan, 2005). participants to the basic premises of Spiral Dynamics (Beck & Cowan, 2005).

Outstanding leadership is not a technique or a carefully rehearsed behavior. Lead- Outstanding leadership is not a technique or a carefully rehearsed behavior. Leader- ership requires awareness of one’s own humanness, the ability to relate to others ship requires awareness of one’s own humanness, the ability to relate to others 62 | IJCO Issue 3 2006 62 | IJCO Issue 3 2006 with compassion, the ability to acknowledge others’ potential and assist them in with compassion, the ability to acknowledge others’ potential and assist them in developing it while simultaneously focusing on business objectives. Since leader- developing it while simultaneously focusing on business objectives. Since leadership development does not stop at the office reception desk, we greatly encourage ship development does not stop at the office reception desk, we greatly encourage participants to bring personal issues to the coaching con- participants to bring personal issues to the coaching con- Outstanding leadership is not a technique or versations. If leaders develop from the inside out, it is not Outstanding leadership is not a technique or versations. If leaders develop from the inside out, it is not a carefully rehearsed behavior. Leadership re- sufficient to introduce yet another leadership tool. Trans- a carefully rehearsed behavior. Leadership re- sufficient to introduce yet another leadership tool. Trans- formational coaching requires that we invite coachees to formational coaching requires that we invite coachees to quires awareness of one’s own humanness, the invest their whole selves in the process, and create a room quires awareness of one’s own humanness, the invest their whole selves in the process, and create a room ability to relate to others with compassion, the safe enough for them to share their needs, mindsets, values, ability to relate to others with compassion, the safe enough for them to share their needs, mindsets, values, ability to acknowledge others’ potential and and behavioral patterns. ability to acknowledge others’ potential and and behavioral patterns. assist them in developing it while simultane- Even if coaches can and should demonstrate the effective- assist them in developing it while simultane- Even if coaches can and should demonstrate the effective- ously focusing on business objectives. ness of an intervention, they can never promise it. Every ously focusing on business objectives. ness of an intervention, they can never promise it. Every coaching process and every group is unique. Ultimately, coaching process and every group is unique. Ultimately, lasting shifts rely on the choices each individual coachee lasting shifts rely on the choices each individual coachee makes. As coaches we can increase the likelihood of these shifts by holding the makes. As coaches we can increase the likelihood of these shifts by holding the intention and the conviction in people’s potential to transform. As the German phi- intention and the conviction in people’s potential to transform. As the German phi- losopher Johann Wolfgang von Goethe put it: “Treat others as if they were what they losopher Johann Wolfgang von Goethe put it: “Treat others as if they were what they should be and you will help them to become what they could be.” should be and you will help them to become what they could be.”

One of the authors is currently exploring the possibility to evaluate the program One of the authors is currently exploring the possibility to evaluate the program as her dissertation project and include other measurement instruments such as a as her dissertation project and include other measurement instruments such as a 360 degree questionnaire delivered to colleagues. The LC is currently offered in 360 degree questionnaire delivered to colleagues. The LC is currently offered in Germany and the UK. Germany and the UK.

References References

Beck, D. E., & Cowan, C. C. (2005). Spiral dynamics. Malden, MA: Blackwell Publishers. Beck, D. E., & Cowan, C. C. (2005). Spiral dynamics. Malden, MA: Blackwell Publishers. Bortz, J., & Döring, N. (1995). Forschungsmethoden und evaluation. 2. Auflage, Berlin: Springer. Bortz, J., & Döring, N. (1995). Forschungsmethoden und evaluation. 2. Auflage, Berlin: Springer. Bloom, N., Dorgan, S., Dowdy, J., Van Reenen, J., & Rippin, T. (2005). Management practices across Bloom, N., Dorgan, S., Dowdy, J., Van Reenen, J., & Rippin, T. (2005). Management practices across firms and nations. Internet Site. firms and nations. Internet Site. Cohen, J. (1988). Statistical power analysis for the behavioral sciences. (1st and 2nd eds.) New York: Cohen, J. (1988). Statistical power analysis for the behavioral sciences. (1st and 2nd eds.) New York: Academic Press. Academic Press. Hager, W. (2000). Zur wirksamkeit von interventionsprogrammen: Allgemeine kriterien der wirksam- Hager, W. (2000). Zur wirksamkeit von interventionsprogrammen: Allgemeine kriterien der wirksamkeit von programmen in einzelnen untersuchungen. In W. Hager, J-L. Patry & H. Brezing (Hrsg.), keit von programmen in einzelnen untersuchungen. In W. Hager, J-L. Patry & H. Brezing (Hrsg.), Handbuch evaluation psychologischer inerventionsmaßnahmen. Bern: Verlag Hans Huber, 153-168. Handbuch evaluation psychologischer inerventionsmaßnahmen. Bern: Verlag Hans Huber, 153-168. Jackson, P. Z., &and McKergow, M. (2002). The solutions focus: The simple way to positive change. Jackson, P. Z., &and McKergow, M. (2002). The solutions focus: The simple way to positive change. London: Nicholas Brealey Publishing. London: Nicholas Brealey Publishing. Mussmann, C., & Zbinden, R. (2003). Lösungsorientiert führen und beraten. Kaufmännischer Ver- Mussmann, C., & Zbinden, R. (2003). Lösungsorientiert führen und beraten. Kaufmännischer Ver- band Zürich. band Zürich. Neck, C. P. and Manz, C. C. (1996). Thought self-leadership: The impact of mental strategies training Neck, C. P. and Manz, C. C. (1996). Thought self-leadership: The impact of mental strategies training on employee cognition, begavior, and affect. Journal of Organizational Behavior,. 17, 445-467. on employee cognition, begavior, and affect. Journal of Organizational Behavior,. 17, 445-467. Priemuth, K. (2002). Motivation und volition. Evaluation eines psychologischen interventionspro- Priemuth, K. (2002). Motivation und volition. Evaluation eines psychologischen interventionspro- grams. Frankfurt a.M.: Peter Lang. grams. Frankfurt a.M.: Peter Lang. Radatz, S. (2000). Beratung ohne ratschlag. Systemisches coaching für führungskräfte und beraterin- Radatz, S. (2000). Beratung ohne ratschlag. Systemisches coaching für führungskräfte und beraterin- nen. Verlag Systemisches Management. nen. Verlag Systemisches Management. Schmidt-Tanger, M. (2004). Gekonnt coachen. Jungfermann. Schmidt-Tanger, M. (2004). Gekonnt coachen. Jungfermann. Wilber, K. (2001). A brief history of everything. San Francisco: Shambhala Publications. Wilber, K. (2001). A brief history of everything. San Francisco: Shambhala Publications.

Nadjeschda Hebenstreit, ACC Nadjeschda Hebenstreit, ACC

Phone: +49-(0)30-69564585 Phone: +49-(0)30-69564585 Email: [email protected] Email: [email protected]

Nadjeschda Hebenstreit studied psychology in Germany and the USA and was Nadjeschda Hebenstreit studied psychology in Germany and the USA and was trained as a coach and facilitator by CoachU, CoachingDevelopment and McKin- trained as a coach and facilitator by CoachU, CoachingDevelopment and McKinsey sey & Company. Nadjeschda is past president of the ICF Germany and has been a & Company. Nadjeschda is past president of the ICF Germany and has been a 63 | IJCO Issue 3 2006 63 | IJCO Issue 3 2006 member of the organizing teams of three ICF European Conferences. She is owner member of the organizing teams of three ICF European Conferences. She is owner and founder of Circumplex Coaching and co-developed the LeadershipCircle with and founder of Circumplex Coaching and co-developed the LeadershipCircle with her partner her partner

Katrin Hinzdorf, PhD. Katrin Hinzdorf, PhD.

Phone: +49-(0)331-6473078 Phone: +49-(0)331-6473078 Email: [email protected] Email: [email protected]

Katrin Hinzdorf studied psychology in Germany, South Africa, and England, re- Katrin Hinzdorf studied psychology in Germany, South Africa, and England, received her doctoral degree in Organizational Psychology from the University of Mu- ceived her doctoral degree in Organizational Psychology from the University of Mu- nich, and was trained in Team Coaching and in Individual Coaching at the centre nich, and was trained in Team Coaching and in Individual Coaching at the centre of interdisciplinary system theory (ZiS) in Aarau, Switzerland. She is owner and of interdisciplinary system theory (ZiS) in Aarau, Switzerland. She is owner and founder of the Sophus GmbH and is an expert in conducting employee surveys founder of the Sophus GmbH and is an expert in conducting employee surveys which are followed by coaching interventions. which are followed by coaching interventions. 64 | IJCO Issue 3 2006 64 | IJCO Issue 3 2006

Applying Adlerian Theory and Psychological Applying Adlerian Theory and Psychological Research: Research: Integrity-Based Leadership Coaching Integrity-Based Leadership Coaching

Stewart Borie, M.B.A. and Daniel Eckstein, Ph.D. Stewart Borie, M.B.A. and Daniel Eckstein, Ph.D.

An oxymoron is defined as “a figure of From Theory and Research . . . An oxymoron is defined as “a figure of From Theory and Research . . . speech that uses seeming contradic- The authors define integrity as being authentic. Congruence is a similar speech that uses seeming contradic- The authors define integrity as being authentic. Congruence is a similar tions ‘cruel kindness’ or ‘to make haste concept. This is the leader who genuinely “walks the talk.” It has been tions ‘cruel kindness’ or ‘to make haste concept. This is the leader who genuinely “walks the talk.” It has been slowly,’” (Webster’s, 1991, p. 968). Too concretely described as “what you see is what you get.” Conversely, slowly,’” (Webster’s, 1991, p. 968). Too concretely described as “what you see is what you get.” Conversely, often “business integrity” and “busi- “disintegrity” is the gap between who the person presents himself or often “business integrity” and “busi- “disintegrity” is the gap between who the person presents himself or ness ethics” could be added to that list. herself to be and how the core essence of that individual is at their core. ness ethics” could be added to that list. herself to be and how the core essence of that individual is at their core. The purpose of this article is to define Trust is highly correlated to integrity while mistrust is a frequent conse- The purpose of this article is to define Trust is highly correlated to integrity while mistrust is a frequent conse- and to illustrate the role of integrity in quence of disintegrity. and to illustrate the role of integrity in quence of disintegrity. business-oriented client relationships business-oriented client relationships as well as in the practices of coaching Corollaries to fundamental theoretical principals will be included, par- as well as in the practices of coaching Corollaries to fundamental theoretical principals will be included, par- to individuals and groups in organi- ticularly as they relate to a core theme of IBLC, the use of radical inqui- to individuals and groups in organi- ticularly as they relate to a core theme of IBLC, the use of radical inqui- zations; it is referred to as Integrity- ry-based approaches to coaching interventions. Three developmental zations; it is referred to as Integrity- ry-based approaches to coaching interventions. Three developmental Based Leadership Coaching (IBLC) by coaching processes will be discussed: 1) assessment; 2) diagnoses; and Based Leadership Coaching (IBLC) by coaching processes will be discussed: 1) assessment; 2) diagnoses; and the authors. 3) suggested coaching interventions. the authors. 3) suggested coaching interventions.

Sometimes it is easier to define what something is not as a way of also Sometimes it is easier to define what something is not as a way of also describing what it is. Lack of “integrity” in business can be identified in describing what it is. Lack of “integrity” in business can be identified in almost every business-oriented journal or newspaper. One of the most almost every business-oriented journal or newspaper. One of the most prominent examples of course is the collapse of the Enron empire in the prominent examples of course is the collapse of the Enron empire in the United States. Greedy executives, knowing the end was near, cashed in United States. Greedy executives, knowing the end was near, cashed in all their stocks. The workers were left with no retirement savings as the all their stocks. The workers were left with no retirement savings as the company’s stock value plummeted. company’s stock value plummeted.

What the authors describe as “radical inquiry-based approaches” to What the authors describe as “radical inquiry-based approaches” to coaching interventions will also be presented. coaching interventions will also be presented.

Here is some relevant research on how coaches can utilize behavioral Here is some relevant research on how coaches can utilize behavioral science concepts for maximum effectiveness in moving leaders toward science concepts for maximum effectiveness in moving leaders toward integrity. integrity.

Adult Development Applied to Coaching Adult Development Applied to Coaching Axelrod (2005) applies the theory of adult development to the growing Axelrod (2005) applies the theory of adult development to the growing discipline known as executive coaching. He is a psychoanalyst who has discipline known as executive coaching. He is a psychoanalyst who has also expanded his private practice in New York City to include execu- also expanded his private practice in New York City to include executive coaching. Here is a summary of some of his comments. tive coaching. Here is a summary of some of his comments.

Axelrod believes adult developmental theory is important to coaches Axelrod believes adult developmental theory is important to coaches be- because it furnishes a dynamic perspective on personality growth with- cause it furnishes a dynamic perspective on personality growth without out privileging the childhood past. While the coach might have some privileging the childhood past. While the coach might have some un- understanding of an executive’s early life issues and conflicts, these phe- derstanding of an executive’s early life issues and conflicts, these phe 65 | IJCO Issue 3 2006 65 | IJCO Issue 3 2006 nomena become the backdrop against which the all-impor- nomena become the backdrop against which the all-important struggles of adulthood play out. The coach is more tant struggles of adulthood play out. The coach is more likely to focus on issues of the adult past and to be aware While the coach might have some understand- likely to focus on issues of the adult past and to be aware While the coach might have some understand- of how landmark adult developmental tasks are being ne- ing of an executive’s early life issues and con- of how landmark adult developmental tasks are being ne- ing of an executive’s early life issues and con- gotiated by the client. The coach then adds to the mix an gotiated by the client. The coach then adds to the mix an understanding of how career progress, success and failure, flicts, these phenomena become the backdrop understanding of how career progress, success and failure, flicts, these phenomena become the backdrop goals and values, leadership style, interpersonal relation- against which the all-important struggles of goals and values, leadership style, interpersonal relation- against which the all-important struggles of ships, communication skills, self-management skills, and adulthood play out. ships, communication skills, self-management skills, and adulthood play out. so forth have affected the development of the personality in so forth have affected the development of the personality in adulthood. (p. 118) adulthood. (p. 118)

An understanding of human development theory is useful in understanding execu- An understanding of human development theory is useful in understanding executives reaching midlife. Axelrod describes it like this: tives reaching midlife. Axelrod describes it like this: My most common assignment as an executive coach has been My most common assignment as an executive coach has been to guide the development of the hard-charging middle manager. to guide the development of the hard-charging middle manager. These are executives who are typically, but not always, men and are These are executives who are typically, but not always, men and are usually in their mid-30s to early 40s. They are long on drive and usually in their mid-30s to early 40s. They are long on drive and ambition and rather short on people skills such as active listening, ambition and rather short on people skills such as active listening, persuasion, consensus building, and conflict resolution. They tend persuasion, consensus building, and conflict resolution. They tend to be results-oriented, project driven, and highly focused. They ad- to be results-oriented, project driven, and highly focused. They ad- mit that they “do not suffer fools gladly” and have difficulty toler- mit that they “do not suffer fools gladly” and have difficulty toler- ating divergent opinions when the solutions to problems seem so ating divergent opinions when the solutions to problems seem so obvious. These executives are typically abrasive, and in remedial obvious. These executives are typically abrasive, and in remedial cases, abusive. They are often “all business” and don’t show enough cases, abusive. They are often “all business” and don’t show enough of their more human (and humorous) side. (p.119) of their more human (and humorous) side. (p.119)

He uses a creative metaphor of surfing in describing his coaching interventions. He uses a creative metaphor of surfing in describing his coaching interventions. I like to think of the coach’s role with these executives as helping I like to think of the coach’s role with these executives as helping them “ride the wave” of development from early to middle adult- them “ride the wave” of development from early to middle adulthood. Some are natural born surfers, but others need help spotting hood. Some are natural born surfers, but others need help spotting the wave and riding it. Understanding the normative developmen- the wave and riding it. Understanding the normative developmental challenges of this era can help the coach guide the executive tal challenges of this era can help the coach guide the executive through the “transformational task. (p. 119) through the “transformational task. (p. 119)

Erikson (1950, 1958, 1968) and Gould (1972) have emphasized the centrality of a Erikson (1950, 1958, 1968) and Gould (1972) have emphasized the centrality of a sense of authenticity and integrity in late middle age. Axelrod similarly states, sense of authenticity and integrity in late middle age. Axelrod similarly states, . . . the attainment of authenticity carries with it an increased sense . . . the attainment of authenticity carries with it an increased sense of what is truly important, a capacity to assess and accept what of what is truly important, a capacity to assess and accept what is real in both the external and internal worlds regardless of the is real in both the external and internal worlds regardless of the consequences. Authenticity in late middle age entails a more pen- consequences. Authenticity in late middle age entails a more pen- etrating sense of what is intrinsically important over time in rela- etrating sense of what is intrinsically important over time in relationships, work, and the life of an organization. Healthy develop- tionships, work, and the life of an organization. Healthy development at this stage carries with it a strong sense of life as a journey ment at this stage carries with it a strong sense of life as a journey and adventure, complete with joy, grief, success, setbacks, love, and and adventure, complete with joy, grief, success, setbacks, love, and death. (p.120) death. (p.120)

The Corporation is a Canadian documentary, based on Joel Bakan’s (2004) book The Corporation is a Canadian documentary, based on Joel Bakan’s (2004) book by the same title. The producers asked the rhetorical question “if a corporation is by the same title. The producers asked the rhetorical question “if a corporation is indeed a ‘person’ having such literal legal recognition in U.S. courts since the 1930’s, indeed a ‘person’ having such literal legal recognition in U.S. courts since the 1930’s, then what type of ‘person’ is a corporation?” To more precisely assess the personality then what type of ‘person’ is a corporation?” To more precisely assess the personality of the corporate person, a checklist was employed using actual diagnostic tools of of the corporate person, a checklist was employed using actual diagnostic tools of psychiatrists and psychologists. The results of the diagnostics suggested that the op- psychiatrists and psychologists. The results of the diagnostics suggested that the operational principles of the corporation give it a highly anti-social personality, which erational principles of the corporation give it a highly anti-social personality, which is self-interested, inherently amoral, callous and deceitful; it breaches social and le- is self-interested, inherently amoral, callous and deceitful; it breaches social and legal standards to get its way; it does not suffer from guilt, yet it can mimic the human gal standards to get its way; it does not suffer from guilt, yet it can mimic the human 66 | IJCO Issue 3 2006 66 | IJCO Issue 3 2006 qualities of empathy, caring and altruism. A disturbing diagnosis was delivered by qualities of empathy, caring and altruism. A disturbing diagnosis was delivered by Bakan (2006) wherein the institutional embodiment of laissez-faire capitalism fully Bakan (2006) wherein the institutional embodiment of laissez-faire capitalism fully meets the diagnostic criteria of a “psychopath.” meets the diagnostic criteria of a “psychopath.”

The filmmakers assert that the sole function of a corporation is to make money for The filmmakers assert that the sole function of a corporation is to make money for the stockholders. Dumping harmful chemicals into local streams therefore becomes the stockholders. Dumping harmful chemicals into local streams therefore becomes one way of outsourcing “internal ‘pesky’ cost factors.” Deliberate pollution becomes one way of outsourcing “internal ‘pesky’ cost factors.” Deliberate pollution becomes one way to maximize corporate profits. Of course this appraisal of the corporate one way to maximize corporate profits. Of course this appraisal of the corporate “person” is a generalization and not a fair representation of all corporate philoso- “person” is a generalization and not a fair representation of all corporate philosophies and practices. Indeed the producers identify “healthy personality” companies phies and practices. Indeed the producers identify “healthy personality” companies such as Interface, the world’s largest commercial carpet manufacturer, founded by such as Interface, the world’s largest commercial carpet manufacturer, founded by Ray Anderson, where the environmental impact of company products is now being Ray Anderson, where the environmental impact of company products is now being considered. Anderson, Interface’s CEO, is a visionary leader, who had an environ- considered. Anderson, Interface’s CEO, is a visionary leader, who had an environmental epiphany about sustainable business principles and re-organized his $1.4 mental epiphany about sustainable business principles and re-organized his $1.4 billion company to embody these principles. This individual, finding or listening billion company to embody these principles. This individual, finding or listening to his personal integrity, shaped the “person” and hence social integrity of his orga- to his personal integrity, shaped the “person” and hence social integrity of his organization. nization.

Adlerian Contributions to Coaching Adlerian Contributions to Coaching We believe that the notion of integrity and Integrity-Based Leadership Coaching We believe that the notion of integrity and Integrity-Based Leadership Coaching (IBLC) can apply to the individual and the organizational “person” in coaching in- (IBLC) can apply to the individual and the organizational “person” in coaching interventions designed to align the integrity of individuals and organization, with terventions designed to align the integrity of individuals and organization, with strong corollaries to Alfred Adler’s seminal work on a systems approach to human strong corollaries to Alfred Adler’s seminal work on a systems approach to human behavior. Adler’s theories of social interest—and the attendant assumption that one’s behavior. Adler’s theories of social interest—and the attendant assumption that one’s behavior is purposeful, goal-directed or teleologicall—an be applied toward com- behavior is purposeful, goal-directed or teleologicall—an be applied toward com- mitting to the value of integrity in all aspects of one’s life in individual and/or orga- mitting to the value of integrity in all aspects of one’s life in individual and/or organizational coaching processes Adler stressed that individual behavior can only be nizational coaching processes Adler stressed that individual behavior can only be understood by a systems-based focus. He used the term social interest. Behaviors as- understood by a systems-based focus. He used the term social interest. Behaviors associated with social interest include helping, sharing, participation, compromising, sociated with social interest include helping, sharing, participation, compromising, encouraging and reforming. Social interest also involves being cooperative and em- encouraging and reforming. Social interest also involves being cooperative and em- pathic. Feelings associated with social interest include belonging, feeling at home, pathic. Feelings associated with social interest include belonging, feeling at home, commonality, faith in others, the courage to be imperfect, being human and being commonality, faith in others, the courage to be imperfect, being human and being optimistic. optimistic.

Kaplan (1991) identified concrete ways that behaviors, feelings, and cognitions Kaplan (1991) identified concrete ways that behaviors, feelings, and cognitions (thoughts) are associated with the “integrity” of social interest. Abraham Maslow (thoughts) are associated with the “integrity” of social interest. Abraham Maslow created Adler’s belief in social interest as a primary description of individuals by created Adler’s belief in social interest as a primary description of individuals by noting “this word (Gemeinschaftsgefuhl –social interest)… is the only one available noting “this word (Gemeinschaftsgefuhl –social interest)… is the only one available that will describe the flavor of the feeling for mankind by self actualized subjects… that will describe the flavor of the feeling for mankind by self actualized subjects… They have, for human beings in general a deep feeling of identification, sympathy They have, for human beings in general a deep feeling of identification, sympathy and affection… it is as if they were all members of a single family.” (Ansbacher, and affection… it is as if they were all members of a single family.” (Ansbacher, 1991, p.5) 1991, p.5)

Gemeinschaftsgefuhl is the most distinctive and yet one of the most challenging Gemeinschaftsgefuhl is the most distinctive and yet one of the most challenging concepts in Adler’s model. It is generally translated from German into English as concepts in Adler’s model. It is generally translated from German into English as “social interest (SI) or “social feeling.” There actually is no accurate English word “social interest (SI) or “social feeling.” There actually is no accurate English word that seems to communicate the German sense of community (Ansbacher, 1999). that seems to communicate the German sense of community (Ansbacher, 1999). O’Connell (1991) prefers the term “humanistic identification.” But even that seems O’Connell (1991) prefers the term “humanistic identification.” But even that seems to fall short in accurately conveying the essence of being “connected” to the total to fall short in accurately conveying the essence of being “connected” to the total environment beyond “human” connectedness. environment beyond “human” connectedness.

“Embeddedness” is the rich term Adler (1938) used to describe an individual’s per- “Embeddedness” is the rich term Adler (1938) used to describe an individual’s personal feeling of being connected in an interdependent manner with one’s environ- sonal feeling of being connected in an interdependent manner with one’s environment. O’Connell (1991) illustrated the interrelationship between the individual and ment. O’Connell (1991) illustrated the interrelationship between the individual and the environment by proposing the following “equation.” NH=SE+SI, meaning that a the environment by proposing the following “equation.” NH=SE+SI, meaning that 67 | IJCO Issue 3 2006 67 | IJCO Issue 3 2006 “natural high” (in contrast to the high of chemical-based addiction) is a combination “natural high” (in contrast to the high of chemical-based addiction) is a combination of both high self-esteem and high social interest towards others. of both high self-esteem and high social interest towards others.

Applied to the concept of integrity, the authors assert that consultations and in- Applied to the concept of integrity, the authors assert that consultations and interventions that are directed toward the individual or group learning about one- terventions that are directed toward the individual or group learning about oneself—about learning to be in integrity-- has fundamental implications in assisting self—about learning to be in integrity-- has fundamental implications in assisting clients in finding Gemeinschaftsgefuhl or “embeddedness”. The implication is that clients in finding Gemeinschaftsgefuhl or “embeddedness”. The implication is that learning about and acting in integrity can be beneficial to individuals, organizations learning about and acting in integrity can be beneficial to individuals, organizations and the larger community. Through such integral practices a community becomes and the larger community. Through such integral practices a community becomes sustainable. sustainable.

Covey’s Seven Habits Covey’s Seven Habits Integrity-Based Leadership Coaching is also consistent with Covey’s Seven Habits of Integrity-Based Leadership Coaching is also consistent with Covey’s Seven Habits of Highly Effective People (1992). Covey believes these “habits” are characteristics of Highly Effective People (1992). Covey believes these “habits” are characteristics of what he calls “abundance managers”. They: what he calls “abundance managers”. They: 1. Return to the “right” sources (a sense of internal serenity that helps keep them 1. Return to the “right” sources (a sense of internal serenity that helps keep them gentle, open, trusting and genuinely happy for the success of others). gentle, open, trusting and genuinely happy for the success of others). 2. Seek solitude and enjoy nature. 2. Seek solitude and enjoy nature. 3. “Sharpen the saw” by continually upgrading their skills. 3. “Sharpen the saw” by continually upgrading their skills. 4. Serve others anonymously. 4. Serve others anonymously. 5. Maintain a long-term, intimate relationship with another person. 5. Maintain a long-term, intimate relationship with another person. 6. Forgive themselves and others. 6. Forgive themselves and others. 7. Are problem solver, specifically being able to separate the people from the prob- 7. Are problem solver, specifically being able to separate the people from the problem been addressed. (p.33) lem been addressed. (p.33)

Covey (1990, p. 52) stresses that people are guided to practice simple “habits of Covey (1990, p. 52) stresses that people are guided to practice simple “habits of effectiveness.” “Because they are based upon principles (guidelines for human con- effectiveness.” “Because they are based upon principles (guidelines for human conduct that are proven to have enduring, permanent value), they bring the maximum duct that are proven to have enduring, permanent value), they bring the maximum long-term beneficial results possible. They become the basis of a person’s character, long-term beneficial results possible. They become the basis of a person’s character, creating an empowering center of correct maps from which an individual can effec- creating an empowering center of correct maps from which an individual can effectively solve problems, maximize opportunities, and continually learn and integrate tively solve problems, maximize opportunities, and continually learn and integrate other principles in an upward spiral of growth.” In the authors’ view, if people or other principles in an upward spiral of growth.” In the authors’ view, if people or organizations “walk the talk” of their “maps”, then they would be operating in integ- organizations “walk the talk” of their “maps”, then they would be operating in integrity with their core “self.” rity with their core “self.”

In The 8th Habit from Effectiveness to Greatness, Covey (2004) cites research from In The 8th Habit from Effectiveness to Greatness, Covey (2004) cites research from a Harris poll of over 23,000 people employed full time within key functional areas. a Harris poll of over 23,000 people employed full time within key functional areas. Here are some of the five key findings: Here are some of the five key findings: 1. Only one in five was enthusiastic about their teams and organization goals. 1. Only one in five was enthusiastic about their teams and organization goals. 2. The same percentage said they have a clear “line of site” between their tasks and 2. The same percentage said they have a clear “line of site” between their tasks and their team’s and organization’s goals. their team’s and organization’s goals. 3. Only 15 percent felt they worked in a high-trust environment. 3. Only 15 percent felt they worked in a high-trust environment. 4. Only 20 percent fully trusted the organization for which they worked. 4. Only 20 percent fully trusted the organization for which they worked. 5. Only 13 percent have high-trust, highly cooperative working relationships with 5. Only 13 percent have high-trust, highly cooperative working relationships with other groups or departments. (pp. 2-3) other groups or departments. (pp. 2-3)

From this, Covey adds his eighth habit, “find your voice and inspire others to find From this, Covey adds his eighth habit, “find your voice and inspire others to find theirs.” In suggesting that people need to find their voice, Covey alludes to the theirs.” In suggesting that people need to find their voice, Covey alludes to the condition we refer to as “disintegrity,” wherein the persona of the individual or or- condition we refer to as “disintegrity,” wherein the persona of the individual or organizational “person” lacks integrity, and that “person’s” voice is not their real voice. ganizational “person” lacks integrity, and that “person’s” voice is not their real voice. The person must therefore search, find, discover, or inquire into what is their real The person must therefore search, find, discover, or inquire into what is their real “voice.” (p.5) “voice.” (p.5)

We believe that integrity is a cornerstone of Covey’s eighth habit. Covey believes that We believe that integrity is a cornerstone of Covey’s eighth habit. Covey believes that “voice lies at the nexus of talent (your natural gifts and strengths), passion (those “voice lies at the nexus of talent (your natural gifts and strengths), passion (those 68 | IJCO Issue 3 2006 68 | IJCO Issue 3 2006 things that naturally energize, excite, motivate and inspire you), need (including things that naturally energize, excite, motivate and inspire you), need (including what the world needs enough to pay you for), and conscience (that still, small voice what the world needs enough to pay you for), and conscience (that still, small voice within that assures you of what is right and that prompts you to actually do it).” within that assures you of what is right and that prompts you to actually do it).” (p.5) (p.5)

Conversely, being “politically correct,” is a symptom mentioned in M. Scott Peck’s Conversely, being “politically correct,” is a symptom mentioned in M. Scott Peck’s best-seller People of the Lie (1983). Saying what is expected represents when people best-seller People of the Lie (1983). Saying what is expected represents when people are “out of integrity” are “out of integrity”

According to Yukl (2002), “Personal integrity means that a person’s behavior is con- According to Yukl (2002), “Personal integrity means that a person’s behavior is consistent with espoused values and the person is honest, ethical and trustworthy.” sistent with espoused values and the person is honest, ethical and trustworthy.” Integrity-based leadership is the type of leadership wherein the leader is at-one with Integrity-based leadership is the type of leadership wherein the leader is at-one with him or herself, where essentially “what you see is what you get” and his/her person- him or herself, where essentially “what you see is what you get” and his/her personality has integrity, not in the moral sense, but in the sense of reliable continuity of ality has integrity, not in the moral sense, but in the sense of reliable continuity of self. Observers of this style and type of leadership recognize it easily, when a leader self. Observers of this style and type of leadership recognize it easily, when a leader “knows herself, when she is comfortable in her own skin.” In other words, they are “knows herself, when she is comfortable in her own skin.” In other words, they are simply themselves. simply themselves.

Covey (1991) refers to “principle-centered leadership” or “leadership by compass” Covey (1991) refers to “principle-centered leadership” or “leadership by compass” wherein “correct principles are like compasses: they are always pointing the way. wherein “correct principles are like compasses: they are always pointing the way. And if we know how to read them, we won’t get lost, confused or fooled by conflict- And if we know how to read them, we won’t get lost, confused or fooled by conflict- ing voices and values. Principles are self-evident, self-validating natural laws. They ing voices and values. Principles are self-evident, self-validating natural laws. They don’t change or shift. They provide ‘true north’ direction to our lives when navigat- don’t change or shift. They provide ‘true north’ direction to our lives when navigat- ing the ‘streams’ of our environment.” (p.19) ing the ‘streams’ of our environment.” (p.19)

We know when someone is operating according to “true north,” but this is not We know when someone is operating according to “true north,” but this is not listed in normative taxonomies of leadership. Instead, a chorus of leadership traits listed in normative taxonomies of leadership. Instead, a chorus of leadership traits and attributes drown out the essential characteristic of personal integrity-- knowing and attributes drown out the essential characteristic of personal integrity-- knowing oneself--as the “true north” of leadership. oneself--as the “true north” of leadership.

In Primal Leadership Goleman et al (2002) write, “Great leadership works through In Primal Leadership Goleman et al (2002) write, “Great leadership works through emotions. No matter what leaders set out to do – whether it’s creating strategy or emotions. No matter what leaders set out to do – whether it’s creating strategy or mobilizing teams to action – their success depends on how they do it. Even if they mobilizing teams to action – their success depends on how they do it. Even if they get everything else just right, if leaders fail in this primal get everything else just right, if leaders fail in this primal A chorus of leadership traits and attributes task of driving emotions in the right direction, nothing they A chorus of leadership traits and attributes task of driving emotions in the right direction, nothing they drown out the essential characteristic of per- do will work as well as it could or should.” (p.3) Goleman drown out the essential characteristic of per- do will work as well as it could or should.” (p.3) Goleman sonal integrity-- knowing oneself--as the “true believes emotional intelligence (EI) is at the root of effective sonal integrity-- knowing oneself--as the “true believes emotional intelligence (EI) is at the root of effective leadership. One of the EI competencies in the self-man- leadership. One of the EI competencies in the self-man- north” of leadership. agement domain is transparency, “an authentic openness north” of leadership. agement domain is transparency, “an authentic openness to others about one’s feelings, beliefs, and actions – allows to others about one’s feelings, beliefs, and actions – allows integrity.” (p. 254) In order to become a resonant and sus- integrity.” (p. 254) In order to become a resonant and sustainable leader, a person must have experienced or changed according to five per- tainable leader, a person must have experienced or changed according to five personal discoveries: sonal discoveries: 1. My ideal self : Who do I want to be? 1. My ideal self : Who do I want to be? 2. My real self: Who am I? What are my strengths and gaps? 2. My real self: Who am I? What are my strengths and gaps? 3. My learning agenda: How can I build on my strengths while reducing my gaps? 3. My learning agenda: How can I build on my strengths while reducing my gaps? 4. Experimenting with and practicing new behaviors, thoughts and feelings to the 4. Experimenting with and practicing new behaviors, thoughts and feelings to the point of mastery. point of mastery. 5. Developing supportive and trusting relationships that make change possible. 5. Developing supportive and trusting relationships that make change possible. (p.109) (p.109)

Personal integrity, whether seen from the perspective of the authors, or from that Personal integrity, whether seen from the perspective of the authors, or from that of Covey, Peck, Garner or Goleman, appears to be consistent with a core Adlerian of Covey, Peck, Garner or Goleman, appears to be consistent with a core Adlerian principle: one’s behavior is purposeful, goal-directed, or teleological (Adler, 1938). principle: one’s behavior is purposeful, goal-directed, or teleological (Adler, 1938). 69 | IJCO Issue 3 2006 69 | IJCO Issue 3 2006 Positive Psychology and Coaching Positive Psychology and Coaching Positive psychology attempts to understand positive emotions, positive strengths Positive psychology attempts to understand positive emotions, positive strengths and virtues, and positive institutions (Seligman and Csikszentmihalyi, 2000). Ac- and virtues, and positive institutions (Seligman and Csikszentmihalyi, 2000). Ac- cording to Seligman (2002), strengths are special traits that meet additional criteria, cording to Seligman (2002), strengths are special traits that meet additional criteria, setting them apart from talents and more general personality traits and imbuing setting them apart from talents and more general personality traits and imbuing them with moral significance. A partial list of strengths that fit these criteria would them with moral significance. A partial list of strengths that fit these criteria would include creativity, social intelligence, wisdom, bravery, kindness, fairness, leader- include creativity, social intelligence, wisdom, bravery, kindness, fairness, leadership, humility, spirituality, and integrity. ship, humility, spirituality, and integrity.

According to Peterson and Seligman’s (2004) influential classification system, According to Peterson and Seligman’s (2004) influential classification system, strengths are the building blocks of higher order virtues. Bacon (2005) also dis- strengths are the building blocks of higher order virtues. Bacon (2005) also dis- cusses additional applications of positive psychology for coaches to consider. Rather cusses additional applications of positive psychology for coaches to consider. Rather than a set of unrelated topics, new patterns may emerge. Peterson and Seligman’s than a set of unrelated topics, new patterns may emerge. Peterson and Seligman’s Values in Action (Peterson & Seligman, 2001, 2004) classification system exempli- Values in Action (Peterson & Seligman, 2001, 2004) classification system exemplifies this productive way in which to structure the domain. This system identifies 24 fies this productive way in which to structure the domain. This system identifies 24 universally recognized strengths and organizes them hierarchically under a set of universally recognized strengths and organizes them hierarchically under a set of six higher order virtues. The web-site www.authentichappiness.com is an excellent six higher order virtues. The web-site www.authentichappiness.com is an excellent resource for coaches relative to helping leaders identify “signature strengths.” resource for coaches relative to helping leaders identify “signature strengths.”

. . . To Practice . . . To Practice Assessment Philosophy Assessment Philosophy Integrity-Based Leadership Coaching (IBLC) begins with an underlying philosophy Integrity-Based Leadership Coaching (IBLC) begins with an underlying philosophy of what we call “a reason to be.” In Man’s Search for Meaning, Viktor Frankl (l984) of what we call “a reason to be.” In Man’s Search for Meaning, Viktor Frankl (l984) quoted Neitzche who said, “A man who has a ‘why’ for his life can withstand any quoted Neitzche who said, “A man who has a ‘why’ for his life can withstand any ‘how.’” ‘how.’”

The “reason to be” is similar to what the existentialists refer to as an “existential The “reason to be” is similar to what the existentialists refer to as an “existential anchor.” This is related to a basic assessment that is made by consultants with the anchor.” This is related to a basic assessment that is made by consultants with the individual, team, or group. This assessment is based on two fundamental questions: individual, team, or group. This assessment is based on two fundamental questions: “what’s right?” and “what’s wrong?” “what’s right?” and “what’s wrong?”

The assessment phase of IBLC features a basic philosophy of inquiry into the core, The assessment phase of IBLC features a basic philosophy of inquiry into the core, authentic self. This has strong corollaries to Adler’s concept of personal lifestyle authentic self. This has strong corollaries to Adler’s concept of personal lifestyle assessment. There are many methods of exploring one’s self that Adlerians use in assessment. There are many methods of exploring one’s self that Adlerians use in personality life-style assessments. They are only briefly identified herein. A more personality life-style assessments. They are only briefly identified herein. A more thorough description can be found in Eckstein and Kern’s (2002) thorough description can be found in Eckstein and Kern’s (2002) Psychological Fingerprints: Life Style Assessment and Interven- Integrity-Based Leadership Coaching begins Psychological Fingerprints: Life Style Assessment and Interven- Integrity-Based Leadership Coaching begins tions. with an underlying philosophy of what we call tions. with an underlying philosophy of what we call

There is also a theme issue of the Journal of Individual Psychology “a reason to be.” There is also a theme issue of the Journal of Individual Psychology “a reason to be.” devoted to life-style assessment, in which Eckstein’s (2003) “Foot- devoted to life-style assessment, in which Eckstein’s (2003) “Foot- prints and fingerprints: reflections on 30 years of life-style assessment” features prints and fingerprints: reflections on 30 years of life-style assessment” features many consulting interview questions. Les White and Linda Page have also created many consulting interview questions. Les White and Linda Page have also created a “work-style assessment” that is a sequential exploration of an individual in his or a “work-style assessment” that is a sequential exploration of an individual in his or her workplace (in Eckstein and Kern, 2002, pp. 209-225). her workplace (in Eckstein and Kern, 2002, pp. 209-225).

Henry Stein (l991) observes that there are many similarities and differences between Henry Stein (l991) observes that there are many similarities and differences between Adler and the classic “Socratic method” of questioning. Milliren and Wingett (2005) Adler and the classic “Socratic method” of questioning. Milliren and Wingett (2005) have adopted the Adlerian Socratic method to their own oxymoron they paradoxi- have adopted the Adlerian Socratic method to their own oxymoron they paradoxically call “the practice of precision guesswork.” It is based on a coaching interview cally call “the practice of precision guesswork.” It is based on a coaching interview style they call both “creative empathy” and “respectful curiosity.” Their process en- style they call both “creative empathy” and “respectful curiosity.” Their process encourages a person to reflect on the process of reflection. For example, after address- courages a person to reflect on the process of reflection. For example, after addressing some of the above questions, they add such questions as: ing some of the above questions, they add such questions as: 1. How do you experience your reflections on these responses right now? 1. How do you experience your reflections on these responses right now? 2. How are those responses a part of your life now? 2. How are those responses a part of your life now? 70 | IJCO Issue 3 2006 70 | IJCO Issue 3 2006 3. What do your responses say about you now? 3. What do your responses say about you now? 4. What do you think are some future implications of your responses? 4. What do you think are some future implications of your responses? 5. If you were your own coach, what would you suggest to yourself?” 5. If you were your own coach, what would you suggest to yourself?”

Regardless of whether one uses Alderian lifestyle assessment or another form of di- Regardless of whether one uses Alderian lifestyle assessment or another form of directed inquiry, we suggest that radical inquiry is an important component of know- rected inquiry, we suggest that radical inquiry is an important component of knowing “self” and finding individual or organization integrity. ing “self” and finding individual or organization integrity.

Diagnostic Approach Diagnostic Approach Integrity-Based Leadership Coaching (IBLC) is built upon a basic foundation of dili- Integrity-Based Leadership Coaching (IBLC) is built upon a basic foundation of diligent inquiry into “self.” However, the notion of self-inquiry should not be viewed gent inquiry into “self.” However, the notion of self-inquiry should not be viewed in terms of isolated self-inquiry. Instead, we suggest that facilitated and managed in terms of isolated self-inquiry. Instead, we suggest that facilitated and managed inquiry in a collaborative, co-creative environment is the root of effective discovery inquiry in a collaborative, co-creative environment is the root of effective discovery and manifesting of authentic self, or “showing up” in integrity. and manifesting of authentic self, or “showing up” in integrity.

Consistent with the Adlerian philosophy that a coach and client are “equals,” IBLC Consistent with the Adlerian philosophy that a coach and client are “equals,” IBLC diagnosis is meant to be a collaborative team effort. It is not the “all knowing Oz” diagnosis is meant to be a collaborative team effort. It is not the “all knowing Oz” coach making the diagnosis. Furthermore, it must incorporate a systems focus rath- coach making the diagnosis. Furthermore, it must incorporate a systems focus rather just focusing on the individual in isolation, particularly relative to the “and there- er just focusing on the individual in isolation, particularly relative to the “and therefore what does all this mean?” summary. Several diagnostic methods are particularly fore what does all this mean?” summary. Several diagnostic methods are particularly well-suited for facilitating and managing radical self-inquiry, including: well-suited for facilitating and managing radical self-inquiry, including:

1. Encouragement: is an ongoing critical coaching skill. Adler stressed that one 1. Encouragement: is an ongoing critical coaching skill. Adler stressed that one should build on strengths and not weakness. Dreikurs added that humans need should build on strengths and not weakness. Dreikurs added that humans need encouragement like plants need water. Additional applica- encouragement like plants need water. Additional applica- We suggest that facilitated and managed in- tion of Adlerian theory in organization settings is found in We suggest that facilitated and managed in- tion of Adlerian theory in organization settings is found in quiry in a collaborative, co-creative environ- Dinkmeyer and Eckstein’s (l996) Leadership by encourage- quiry in a collaborative, co-creative environ- Dinkmeyer and Eckstein’s (l996) Leadership by encouragement is the root of effective discovery and ment. ment is the root of effective discovery and ment. manifesting of authentic self, or “showing up” 2. Confrontation is paradoxically an essential aspect of en- manifesting of authentic self, or “showing up” 2. Confrontation is paradoxically an essential aspect of en- in integrity. couragement. Nikelly (l971) has called them “stoke and in integrity. couragement. Nikelly (l971) has called them “stoke and spit” consulting skills. By that he means that both the spit” consulting skills. By that he means that both the building on strengths approach, coupled with the approach building on strengths approach, coupled with the approach of what Adler (1956) very vividly called “spitting in the soup” is a “dynamite” “one- of what Adler (1956) very vividly called “spitting in the soup” is a “dynamite” “one- two” coaching “skills combination”. Adler said, “if you are eating a bowl of soup and two” coaching “skills combination”. Adler said, “if you are eating a bowl of soup and someone comes along and spits in it you can keep eating the soup… it probably someone comes along and spits in it you can keep eating the soup… it probably won’t be as pleasurable however.” To confront is to focus on a discrepancy. Adler won’t be as pleasurable however.” To confront is to focus on a discrepancy. Adler (l956) said it this way “trust the ‘tongue’ of the shoe not the ‘tongue of the mouth.”. (l956) said it this way “trust the ‘tongue’ of the shoe not the ‘tongue of the mouth.”. Examples of confrontational discrepancies include: Examples of confrontational discrepancies include: a. Between what one says he or she will do and what is actually done a. Between what one says he or she will do and what is actually done b. Between one’s perception not only of quality and excellence but also of basic sat- b. Between one’s perception not only of quality and excellence but also of basic sat- isfactory work when compared to the perceptions of other people isfactory work when compared to the perceptions of other people c. Between the stated job description and stated standards of performance and the c. Between the stated job description and stated standards of performance and the extent to which an individual is willing and/or able to perform the job and work to extent to which an individual is willing and/or able to perform the job and work to these standards. these standards.

Confrontation does not have to be harsh. It can be done in such a way that leaders Confrontation does not have to be harsh. It can be done in such a way that leaders cooperate, especially when they are invited respectfully to examine their behaviors, cooperate, especially when they are invited respectfully to examine their behaviors, attitudes, and thoughts. An essential ingredient in effective confrontation is basic re- attitudes, and thoughts. An essential ingredient in effective confrontation is basic respect for the recipient. Coaches who care enough to make demands on their clients spect for the recipient. Coaches who care enough to make demands on their clients and show genuine empathy are, in effect, communicating to the clients that they can and show genuine empathy are, in effect, communicating to the clients that they can be fully in contact with their own potentials or personal integrity. Ultimately, how- be fully in contact with their own potentials or personal integrity. Ultimately, however, coaches are most effective in confrontation when appreciating that, as adult ever, coaches are most effective in confrontation when appreciating that, as adult learners, the individual himself or herself ultimately is responsible for deciding what learners, the individual himself or herself ultimately is responsible for deciding what to do with the information (Corey, 2005). to do with the information (Corey, 2005). 71 | IJCO Issue 3 2006 71 | IJCO Issue 3 2006

Intervention Confrontation does not have to be harsh. It Intervention Confrontation does not have to be harsh. It IBLC is both an approach and a discipline. It focuses on IBLC is both an approach and a discipline. It focuses on identifying gaps in personal or organizational integrity and can be done in such a way that leaders coop- identifying gaps in personal or organizational integrity and can be done in such a way that leaders coop- in using critical directed inquiry to identify solutions, nar- erate, especially when they are invited respect- in using critical directed inquiry to identify solutions, nar- erate, especially when they are invited respect- row or bridge the gaps, and replace problematic patterns row or bridge the gaps, and replace problematic patterns with inquiry-based solutions. fully to examine their behaviors, attitudes, and with inquiry-based solutions. fully to examine their behaviors, attitudes, and thoughts. thoughts. The role of the coach The role of the coach It is important to recognize the various potential roles of the It is important to recognize the various potential roles of the coach. They can include: coach. They can include: 1. Problem solving: dealing with diverse issues such as organizational process, con- 1. Problem solving: dealing with diverse issues such as organizational process, conflict resolution, human resource management, organizational design, decision mak- flict resolution, human resource management, organizational design, decision making, brainstorming or simply unsticking organizational log jams. ing, brainstorming or simply unsticking organizational log jams. 2. Being a third party: providing situational, objective oversight to mitigate bias 2. Being a third party: providing situational, objective oversight to mitigate bias and insure impartiality. This can provide fair opinions, test concepts, or critically and insure impartiality. This can provide fair opinions, test concepts, or critically examine a position from another point of view, including debunking false or dis- examine a position from another point of view, including debunking false or disabling/limiting assumptions. abling/limiting assumptions. 3. Empowering: providing motivational enhancement. 3. Empowering: providing motivational enhancement. 4. Providing expertise: providing expert value in areas such as knowledge, process 4. Providing expertise: providing expert value in areas such as knowledge, process and methods, systems, resources, organizational design, or environment, and methods, systems, resources, organizational design, or environment, 5. Accessing: providing difficult-to-obtain information or influence. 5. Accessing: providing difficult-to-obtain information or influence. 6. Bringing prestige: attaching branded personal or organization credibility, along 6. Bringing prestige: attaching branded personal or organization credibility, along with an implicit endorsement. with an implicit endorsement. 7. Leveraging: using an intermediate resource as a stepping-stone to another ob- 7. Leveraging: using an intermediate resource as a stepping-stone to another objective, e.g., using a consultant to access a prospect, financing source or political jective, e.g., using a consultant to access a prospect, financing source or political resource. resource. 8. Managing issues: using issue-specific expertise to manage a specific circum- 8. Managing issues: using issue-specific expertise to manage a specific circum- stance. stance. 9. Providing management coaching: including in areas such as marketing, strategy 9. Providing management coaching: including in areas such as marketing, strategy development, and decision-making. development, and decision-making. 10. Being a knowledge merchant: shortening the learning curve with expert facilita- 10. Being a knowledge merchant: shortening the learning curve with expert facilitation, access to hidden or hard-to-find knowledge, research, and interpretation. tion, access to hidden or hard-to-find knowledge, research, and interpretation. 11. Being an educator/mentor: transferring knowledge. 11. Being an educator/mentor: transferring knowledge.

The role of a coach involves utilizing such interventions as critical inquiry, guided The role of a coach involves utilizing such interventions as critical inquiry, guided self- or situational appraisal, objective but empathetic directed inquiry, deconstruct- self- or situational appraisal, objective but empathetic directed inquiry, deconstructing limiting beliefs and systems, and reconstructing empowering and enabling belief ing limiting beliefs and systems, and reconstructing empowering and enabling belief systems. The roles can be diverse, concurrent and evolving, depending upon the is- systems. The roles can be diverse, concurrent and evolving, depending upon the issue or presenting problems. But depending upon the issue, sue or presenting problems. But depending upon the issue, presenting problem or need, the client may be facing one or The role of a coach involves utilizing such in- presenting problem or need, the client may be facing one or The role of a coach involves utilizing such in- more of the following challenges: terventions as critical inquiry, guided self- or more of the following challenges: terventions as critical inquiry, guided self- or • Not knowing what they need nor having realistic expecta- • Not knowing what they need nor having realistic expectations situational appraisal, objective but empathetic tions situational appraisal, objective but empathetic • Confronting many issues which confuse the situation directed inquiry, deconstructing limiting be- • Confronting many issues which confuse the situation directed inquiry, deconstructing limiting be- • Covering up, denying, blaming or confusing liefs and systems, and reconstructing empow- • Covering up, denying, blaming or confusing liefs and systems, and reconstructing empow- • Neediness • Neediness • Pursuing incongruent objectives ering and enabling belief systems. • Pursuing incongruent objectives ering and enabling belief systems. • Unindividuated thinking (i.e., groupthink) • Unindividuated thinking (i.e., groupthink) • Using inappropriate methods or tools • Using inappropriate methods or tools

A major theme of IBLC is that “Integrity (or lack thereof) runs deep”. Hence, the A major theme of IBLC is that “Integrity (or lack thereof) runs deep”. Hence, the presenting problems may only be a symptom. Not having integrity is an example of presenting problems may only be a symptom. Not having integrity is an example of “What you see is not what you get.” either organizationally or individually. In other “What you see is not what you get.” either organizationally or individually. In other words, the persona (the personality protected by or assembled of “icon armor”) is words, the persona (the personality protected by or assembled of “icon armor”) is 72 | IJCO Issue 3 2006 72 | IJCO Issue 3 2006 incongruent with person or “self.” IBLC applies directed inquiry to identify these incongruent with person or “self.” IBLC applies directed inquiry to identify these gaps. gaps.

A second theme is that people or organizations may not recognize their own dis- A second theme is that people or organizations may not recognize their own disintegrity. The role of the coach is to identify this, and then use directed inquiry to integrity. The role of the coach is to identify this, and then use directed inquiry to allow the client to see their own gaps, helping the individual or organization find allow the client to see their own gaps, helping the individual or organization find authentic “self.” Another theme is that the integrity of the coach sets the resonant authentic “self.” Another theme is that the integrity of the coach sets the resonant tone of the engagement: Integrity begets integrity. tone of the engagement: Integrity begets integrity.

Issues of integrity are particularly important when looking at the presenting prob- Issues of integrity are particularly important when looking at the presenting problem or strategic objective of the coaching assignment. Organizations or individuals lem or strategic objective of the coaching assignment. Organizations or individuals rarely hire coaches unless they “need” something. The presenting problem is often rarely hire coaches unless they “need” something. The presenting problem is often presented as a specific issue, a general problem, or a broader strategic issue. How- presented as a specific issue, a general problem, or a broader strategic issue. How- ever, issues of integrity are confounding, illusory, and subtle and often reflect an ever, issues of integrity are confounding, illusory, and subtle and often reflect an oversimplified perspective, including a “quick fix” expectation. oversimplified perspective, including a “quick fix” expectation.

Often, conflict is an individual and organization taboo, an indicator of failure, and Often, conflict is an individual and organization taboo, an indicator of failure, and hence shunned. Yet it is often an essential indicator of the health of the individual hence shunned. Yet it is often an essential indicator of the health of the individual and the organization, essential to proper individuation and interdependent work. and the organization, essential to proper individuation and interdependent work. A coach will often be hired to help the members of an organization “solve” or “fix” A coach will often be hired to help the members of an organization “solve” or “fix” conflict rather than embrace its benefits and allow it to run its course. Amidst the conflict rather than embrace its benefits and allow it to run its course. Amidst the confusion, there are some integrity-based truisms, including these: confusion, there are some integrity-based truisms, including these: • If the client knew what the real problem was, he or she would probably be able • If the client knew what the real problem was, he or she would probably be able to fix it. to fix it. • The client may be the problem. • The client may be the problem. • The crisis of an individual may become the crisis of the organization. For example, • The crisis of an individual may become the crisis of the organization. For example, corporate cultures can make or break business combinations, and leadership integ- corporate cultures can make or break business combinations, and leadership integrity can create a lasting culture. A CEO’s divorce can kill a company, highlighting the rity can create a lasting culture. A CEO’s divorce can kill a company, highlighting the Often, conflict is an individual and organiza- myth of work/life separation. Often, conflict is an individual and organiza- myth of work/life separation. tion taboo, an indicator of failure, and hence Intake interview. In order to get a true picture of what is tion taboo, an indicator of failure, and hence Intake interview. In order to get a true picture of what is shunned. Yet it is often an essential indicator going on above and below the surface, the coach needs to shunned. Yet it is often an essential indicator going on above and below the surface, the coach needs to pay great attention to the intake interview or series of inter- pay great attention to the intake interview or series of inter- of the health of the individual and the organi- views, applying disciplined inquiry to such questions as: of the health of the individual and the organi- views, applying disciplined inquiry to such questions as: zation, essential to proper individuation and • Why is the coach being hired? zation, essential to proper individuation and • Why is the coach being hired? • Is the coach being used as a credibility enhancer rather • Is the coach being used as a credibility enhancer rather interdependent work. than for substance? interdependent work. than for substance? • Does the client know what they need? • Does the client know what they need? • Does the client have unrealistic expectations of the coaching? • Does the client have unrealistic expectations of the coaching? • Might the individual (organizational customer) hiring the coach be the problem? • Might the individual (organizational customer) hiring the coach be the problem?

Much like a career consulting interview or a therapeutic counseling interview, the Much like a career consulting interview or a therapeutic counseling interview, the coach must be prepared to skillfully explore many layers to uncover the true issues coach must be prepared to skillfully explore many layers to uncover the true issues of integrity that affect their client. There are both project scoping questions to ask of integrity that affect their client. There are both project scoping questions to ask of the organizational customer, as well as interview questions of the client. Scoping of the organizational customer, as well as interview questions of the client. Scoping questions can focus on business need and urgency, what’s been done before and questions can focus on business need and urgency, what’s been done before and with what result, decision making process, decision makers and their criteria, bud- with what result, decision making process, decision makers and their criteria, bud- get, and desired results and expectations. Interview questions may include: get, and desired results and expectations. Interview questions may include: • Why do you feel you need a coach? • Why do you feel you need a coach? • What are your specific or general needs? • What are your specific or general needs? • What are your expectations? • What are your expectations? • How did you arrive at this decision? • How did you arrive at this decision? • Who will work with you on this? • Who will work with you on this? • How does this make you feel? • How does this make you feel? • How do you think this will affect you? • How do you think this will affect you? 73 | IJCO Issue 3 2006 73 | IJCO Issue 3 2006 • How do you think this will affect others? • How do you think this will affect others?

There may be multiple “clients” or multiple problems. There may be “fatal flaws” There may be multiple “clients” or multiple problems. There may be “fatal flaws” that hamstring the engagement from the beginning, and there may be problems best that hamstring the engagement from the beginning, and there may be problems best suited for someone else. Basic ethical integrity on the part of a coach is that he or suited for someone else. Basic ethical integrity on the part of a coach is that he or she cannot be all things to all people. This is a fundamental criticism that has often she cannot be all things to all people. This is a fundamental criticism that has often been leveled at the coaching profession . IBLC begins with the personal integrity of been leveled at the coaching profession . IBLC begins with the personal integrity of the coach. the coach.

It is very important that in the initial inquiry a coach: It is very important that in the initial inquiry a coach: • assesses the integrity of the assignment, • assesses the integrity of the assignment, • asserts the integrity of the coach with the assignment, • asserts the integrity of the coach with the assignment, • sets the tone for future interventions activities, and • sets the tone for future interventions activities, and • establishes initial intervention inquiry paths. • establishes initial intervention inquiry paths.

Intervention Intervention There are several important philosophies on IBLC intervention, including: identifi- There are several important philosophies on IBLC intervention, including: identification and iconization, irreverence, and doing things incrementally. cation and iconization, irreverence, and doing things incrementally.

Identification and iconization. Understanding identification and iconization as Identification and iconization. Understanding identification and iconization as essential paradoxes is one of the most important elements of intervention, related essential paradoxes is one of the most important elements of intervention, related to the aforementioned “reason to be.” Much of our individual and organizational to the aforementioned “reason to be.” Much of our individual and organizational personality is based upon drive for identification made up of icons and icon (object) personality is based upon drive for identification made up of icons and icon (object) orientations. The essential drive for identification makes up the fabric of our separ- orientations. The essential drive for identification makes up the fabric of our separateness and hence our ability to have a different and individual perspective on life. ateness and hence our ability to have a different and individual perspective on life. To inquire into our own nature can sustain us but can also become a trap, where we To inquire into our own nature can sustain us but can also become a trap, where we overly revere our own icons, losing our “self” in the process. overly revere our own icons, losing our “self” in the process.

For example, individuals chase “success” according to a symphony of learned lead- For example, individuals chase “success” according to a symphony of learned leadership metrics, frequently becoming identified with those metrics rather than their ership metrics, frequently becoming identified with those metrics rather than their authentic selves. They build a leadership “persona,” thinking they are doing all the authentic selves. They build a leadership “persona,” thinking they are doing all the right things, but ultimately are disingenuous and encounter problems. They can right things, but ultimately are disingenuous and encounter problems. They can never build trust or effectively adapt to change because they are “stuck” or cement- never build trust or effectively adapt to change because they are “stuck” or cement- ed” in iconic belief systems. Similarly, organizations chase a business plan, and its ed” in iconic belief systems. Similarly, organizations chase a business plan, and its organizational identity emerges, with the organization becoming the plan instead organizational identity emerges, with the organization becoming the plan instead of the applied intelligence of its members. In either case, we assess that the indi- of the applied intelligence of its members. In either case, we assess that the individual or organization is operating in “disintegrity.” Disintegrity can lead to a host vidual or organization is operating in “disintegrity.” Disintegrity can lead to a host of problems such as becoming disenfranchised from employees, becoming myopic of problems such as becoming disenfranchised from employees, becoming myopic in focus, encountering competitive difficulties, or breeding in focus, encountering competitive difficulties, or breeding pathologies such as improper doctrines of failure, group- Much of our individual and organizational pathologies such as improper doctrines of failure, group- Much of our individual and organizational think, moral and ethical shortfalls, compensation schisms, personality is based upon drive for identifica- think, moral and ethical shortfalls, compensation schisms, personality is based upon drive for identifica- and false leadership metrics. and false leadership metrics. tion . . .. The essential drive for identification tion . . .. The essential drive for identification Irreverence. If we can identify and “unstick” individuals makes up the fabric of our separateness and Irreverence. If we can identify and “unstick” individuals makes up the fabric of our separateness and and organizations from a pathological icon orientation, we and organizations from a pathological icon orientation, we can intervene as a coach and open them to new perspec- hence our ability to have a different and indi- can intervene as a coach and open them to new perspec- hence our ability to have a different and indi- tives. If the intervention supplants the pathological icon vidual perspective on life. tives. If the intervention supplants the pathological icon vidual perspective on life. orientation with an inquiry orientation, the intervention orientation with an inquiry orientation, the intervention can become sustainable, i.e., “self-healing” over time. can become sustainable, i.e., “self-healing” over time.

Detachment from icons allows the individual and or organization to pursue dis- Detachment from icons allows the individual and or organization to pursue discovery of a constantly emerging “self,” beyond the familiar trapping of icons such covery of a constantly emerging “self,” beyond the familiar trapping of icons such as success, career or adult responsibility. In organizations, this detachment can be as success, career or adult responsibility. In organizations, this detachment can be known as innovation, entrepreneurship, adaptability, or competitive differentiation. known as innovation, entrepreneurship, adaptability, or competitive differentiation. In individuals, this can mean the difference between false, icon-oriented leadership, In individuals, this can mean the difference between false, icon-oriented leadership, 74 | IJCO Issue 3 2006 74 | IJCO Issue 3 2006 and utilizing one’s own integrity. and utilizing one’s own integrity.

Doing things incrementally. Much of our identity and identification process is Doing things incrementally. Much of our identity and identification process is made up of incremental cognitive assemblages formed over made up of incremental cognitive assemblages formed over IBLC is an approach to individual and orga- a lifetime. In order to affect true change, those that are as- IBLC is an approach to individual and orga- a lifetime. In order to affect true change, those that are assessed to be detrimental must be deconstructed and then sessed to be detrimental must be deconstructed and then nizational mentoring based upon discovery, reconstructed with healthy alternatives. However, if the nizational mentoring based upon discovery, reconstructed with healthy alternatives. However, if the alignment, and the practice of integrity. . process is too radical several things can result: alignment, and the practice of integrity. . process is too radical several things can result: • The client’s sense of self can be shaken.. • The client’s sense of self can be shaken.. • The client can become overly self-critical or consumed • The client can become overly self-critical or consumed with remorse. with remorse. • It can be too painful or threatening. Too much insight or too much change can • It can be too painful or threatening. Too much insight or too much change can be emotionally, mentality and spiritually overwhelming and painful. The client can be emotionally, mentality and spiritually overwhelming and painful. The client can “check out” and abandon the intervention. “check out” and abandon the intervention. •It can be destructive. There is a fine line between deconstruction and reconstruc- •It can be destructive. There is a fine line between deconstruction and reconstruction, and destruction. In the absence of establishing new foundations, deconstruction, and destruction. In the absence of establishing new foundations, deconstruction cannot rebuild, and becomes therefore destructive. tion cannot rebuild, and becomes therefore destructive.

IBLC looks at change management much like a martial art. One cannot learn a IBLC looks at change management much like a martial art. One cannot learn a martial art overnight. Neither can one unlearn a lifetime of behavior or undo an en- martial art overnight. Neither can one unlearn a lifetime of behavior or undo an en- trenched organizational bureaucracy overnight. It takes incremental retraining and trenched organizational bureaucracy overnight. It takes incremental retraining and incremental introduction of new perspectives. This begins with incremental inquiry incremental introduction of new perspectives. This begins with incremental inquiry as a foundational path to new incremental insight. as a foundational path to new incremental insight.

Five Intervention Tools Five Intervention Tools The primary tool of IBLC is disciplined, radical inquiry, looking for unhealthy icons, The primary tool of IBLC is disciplined, radical inquiry, looking for unhealthy icons, and then seeding questions (inquiry-based solutions) that open thinking to alterna- and then seeding questions (inquiry-based solutions) that open thinking to alternatives. Some of the elements of this inquiry practice include the following. tives. Some of the elements of this inquiry practice include the following.

Assigned journaling. Journaling is designed to invoke self-inquiry and situational Assigned journaling. Journaling is designed to invoke self-inquiry and situational inquiry and examine value alignment and disintegrity. The coach can assign themes, inquiry and examine value alignment and disintegrity. The coach can assign themes, as illustrated by these. as illustrated by these. • What are your success metrics - in life, work, and/or in your business? • What are your success metrics - in life, work, and/or in your business? • Where are you going? How? Why? • Where are you going? How? Why? • How do you practice? • How do you practice? • Who are your role models? • Who are your role models? • What is your vision? • What is your vision? • Who is involved in your success or failure? • Who is involved in your success or failure? • What to you want to do? • What to you want to do? • What do you have to do? • What do you have to do? • What do you wish you could do? • What do you wish you could do? • How do you make decisions? • How do you make decisions? • What are your limits? Why? • What are your limits? Why?

Needs analysis. IBLC emphasizes the impact of individual needs as foundational Needs analysis. IBLC emphasizes the impact of individual needs as foundational to understanding organizational issues. We look for alignment of needs, stated and to understanding organizational issues. We look for alignment of needs, stated and unstated, throughout an organization. Stated needs are only a start, giving hints at unstated, throughout an organization. Stated needs are only a start, giving hints at motivating systems of thinking or icons of identification. Unstated or implicit needs motivating systems of thinking or icons of identification. Unstated or implicit needs are more subtle and difficult to distinguish. Diligent inquiry can uncover the im- are more subtle and difficult to distinguish. Diligent inquiry can uncover the implicit needs and draw them out to become explicit. For example, when dealing with plicit needs and draw them out to become explicit. For example, when dealing with a narcissistic client, implicit need can be the hidden engine driving behavior and a narcissistic client, implicit need can be the hidden engine driving behavior and organizational design. Questions of a needs analysis can include these: organizational design. Questions of a needs analysis can include these: • What do you need – in work, life, family, and play? • What do you need – in work, life, family, and play? • What do you want – in work, life, family, and play? • What do you want – in work, life, family, and play? • What do others need from you? • What do others need from you? 75 | IJCO Issue 3 2006 75 | IJCO Issue 3 2006 • What do they want from you? • What do they want from you? • What drives these needs? • What drives these needs? • How do they affect you? • How do they affect you? • Why do you believe this? • Why do you believe this? • What have you learned? • What have you learned? •What do you do that is part of your culture? •What do you do that is part of your culture?

Mapping values. Mapping values along decision chains, management chains, or Mapping values. Mapping values along decision chains, management chains, or even across an individual’s thinking or actions can tell a lot about integrity. The con- even across an individual’s thinking or actions can tell a lot about integrity. The consultant looks for disconnects and balance in areas such as congruence. sultant looks for disconnects and balance in areas such as congruence.

For example, the simple distinction between outcome orientation and process ori- For example, the simple distinction between outcome orientation and process orientation can tell a lot about how an individual or organization works. Similarly, entation can tell a lot about how an individual or organization works. Similarly, valuing ideas over operations can set a huge differential tone in any organization, valuing ideas over operations can set a huge differential tone in any organization, e.g., thinkers vs. doers, or strategy vs. tactics. The paradigm of women as relation- e.g., thinkers vs. doers, or strategy vs. tactics. The paradigm of women as relationship-oriented vs. men as agency-oriented can create themes of value orientations. ship-oriented vs. men as agency-oriented can create themes of value orientations. Value mapping can include these kinds of questions: Value mapping can include these kinds of questions: • What are your leadership skills? • What are your leadership skills? • How do you apply them? In your work? Your family? In the world? • How do you apply them? In your work? Your family? In the world? • What are your rules on politeness? Where do you apply them? When? • What are your rules on politeness? Where do you apply them? When? • What rules do you use? Where, when, how and why? • What rules do you use? Where, when, how and why? • How do you develop strategy? • How do you develop strategy? • Where did you learn this? • Where did you learn this? • How do you react when things go wrong? Who do you turn to? Why? • How do you react when things go wrong? Who do you turn to? Why? • When someone asks who you are, what do you say? • When someone asks who you are, what do you say? • How do you compete? Why and when? • How do you compete? Why and when?

Mental modeling. Decision-making, self-conception (identification) and reverence Mental modeling. Decision-making, self-conception (identification) and reverence for icons are modeled behaviors, patterned in the associations of values, cogni- for icons are modeled behaviors, patterned in the associations of values, cognitive functions and environmental interaction. These can include examples such as tive functions and environmental interaction. These can include examples such as dysfunctional behavior, narcissistic thinking, groupthink mindset, overly complex dysfunctional behavior, narcissistic thinking, groupthink mindset, overly complex process, overly simplistic rationales, or reverence to disempowering icons. process, overly simplistic rationales, or reverence to disempowering icons.

Inquiry can uncover limiting mental models, allowing their “unpacking”, reframing Inquiry can uncover limiting mental models, allowing their “unpacking”, reframing and reconstruction of new, inquiry-based (open-ended, less reverent) models. Men- and reconstruction of new, inquiry-based (open-ended, less reverent) models. Men- tal modeling is a powerful tool. Applied to self-inquiry, it can also be an important tal modeling is a powerful tool. Applied to self-inquiry, it can also be an important element in practicing facilitated and disciplined “self” inquiry. element in practicing facilitated and disciplined “self” inquiry.

Practiced irreverence. This involves loosening the grip of individual or organiza- Practiced irreverence. This involves loosening the grip of individual or organization icons, where inquiry is the antidote to reverence. We adhere to icons (concepts, tion icons, where inquiry is the antidote to reverence. We adhere to icons (concepts, models, notions, people, words, processes) in direct proportion to our reverence models, notions, people, words, processes) in direct proportion to our reverence systems. Here are some examples. systems. Here are some examples. • Leadership: We mimic iconic leadership traits according to how much we attach • Leadership: We mimic iconic leadership traits according to how much we attach the reverence of “success” to them. the reverence of “success” to them. • Religion: We iconify religion according to our need to belong, or to have faith, • Religion: We iconify religion according to our need to belong, or to have faith, believe, or have a solution to unanswerable questions. believe, or have a solution to unanswerable questions. • Meritocracy: We look to meritocracy as a dominant self-satisfaction system if we • Meritocracy: We look to meritocracy as a dominant self-satisfaction system if we inherently believe in competition, achievement, success, or academic systems. inherently believe in competition, achievement, success, or academic systems. • Adulthood: Most adults abandon their essential and healthy childlike nature in • Adulthood: Most adults abandon their essential and healthy childlike nature in reverence to the social norms of adult behavior and responsibility systems (there’s reverence to the social norms of adult behavior and responsibility systems (there’s that disintegrity again). that disintegrity again).

Most systems of action are based upon concrete operations, which are based on Most systems of action are based upon concrete operations, which are based on outcome orientations, judgments and conclusions. These develop into patterns of outcome orientations, judgments and conclusions. These develop into patterns of simplicity - revered in their simplicity, apparent merit or usefulness, and accepted simplicity - revered in their simplicity, apparent merit or usefulness, and accepted 76 | IJCO Issue 3 2006 76 | IJCO Issue 3 2006 social context. But any individual or organization can be- social context. But any individual or organization can be- IBLC is an approach to individual and orga- come a victim of their patterns and their iconic reverence IBLC is an approach to individual and orga- come a victim of their patterns and their iconic reverence nizational mentoring based upon discovery, (importance) systems. They believe in the icons, not in nizational mentoring based upon discovery, (importance) systems. They believe in the icons, not in themselves. Practiced irreverence can be a pattern against themselves. Practiced irreverence can be a pattern against alignment, and the practice of integrity. pathological (overly stuck) iconification. alignment, and the practice of integrity. pathological (overly stuck) iconification.

Summary Summary IBLC is an approach to individual and organizational mentoring based upon dis- IBLC is an approach to individual and organizational mentoring based upon discovery, alignment, and the practice of integrity. Using radical facilitated inquiry to covery, alignment, and the practice of integrity. Using radical facilitated inquiry to examine and deconstruct revered icons (concepts, models, notions, people, words, examine and deconstruct revered icons (concepts, models, notions, people, words, processes), IBLC can be a powerful tool to incrementally deconstruct disintegrity processes), IBLC can be a powerful tool to incrementally deconstruct disintegrity and reconstruct more empowering and self-healing, inquiry-based integrity. and reconstruct more empowering and self-healing, inquiry-based integrity.

References References Adler, A. (1938). Social interest: A challenge to mankind. London: Faber & Faber. Adler, A. (1938). Social interest: A challenge to mankind. London: Faber & Faber. Achbar, M., & Bakan, J. (2004). The corporation (DVD). Retrieved February 25, 2005, from Achbar, M., & Bakan, J. (2004). The corporation (DVD). Retrieved February 25, 2005, from www.thecorporation.com. www.thecorporation.com. Angeles, P. (1981). Dictionary of philosophy. New York: Barnes & Noble Books. Angeles, P. (1981). Dictionary of philosophy. New York: Barnes & Noble Books. Ansbacher, H. (1991) The concept of social interest. Individual Psychologist, 47 (1), 28-46. Ansbacher, H. (1991) The concept of social interest. Individual Psychologist, 47 (1), 28-46. Axelrod, S. (2005). Executive growth along the adult development curve. Consulting Psychology Jour- Axelrod, S. (2005). Executive growth along the adult development curve. Consulting Psychology Jour- nal, 57 (2), 118-125. nal, 57 (2), 118-125. Bacon, S. (2005). Positive psychology: Two cultures. Review of General Psychology, 9 (2), 181-192. Bacon, S. (2005). Positive psychology: Two cultures. Review of General Psychology, 9 (2), 181-192. Bakan, J. (2004). The corporation: The pathological pursuit of power. New York; Simon & Schuster. Bakan, J. (2004). The corporation: The pathological pursuit of power. New York; Simon & Schuster. Bakan, J. (2006). What the bleep. Retrieved March 23, 2006, from http://www.whatthebleep.com. Bakan, J. (2006). What the bleep. Retrieved March 23, 2006, from http://www.whatthebleep.com. Bedell, G. (1980). Philosophizing with Socrates. Washington, D.C.: University Press of America, Inc. Bedell, G. (1980). Philosophizing with Socrates. Washington, D.C.: University Press of America, Inc. Covey, S. R. (1990). The seven habits of highly effective people. New York: Simon & Schuster. Covey, S. R. (1990). The seven habits of highly effective people. New York: Simon & Schuster. Covey, S. Principle-centered leadership. (1992). New York: Simon & Schuster. Covey, S. Principle-centered leadership. (1992). New York: Simon & Schuster. Covey, S. R. (2004). The 8th habit: From effectiveness to greatness. New York: Simon & Schuster. Covey, S. R. (2004). The 8th habit: From effectiveness to greatness. New York: Simon & Schuster. Eckstein, D. (2003). Footprints and fingerprints of my 30 year journey in lifestyle assessment. Journal Eckstein, D. (2003). Footprints and fingerprints of my 30 year journey in lifestyle assessment. Journal of Individual Psychology, 59 (4), 410-433. of Individual Psychology, 59 (4), 410-433. Eckstein, D. & Kern, R. (2002). Psychological fingerprints: Life style assessment & interventions. Eckstein, D. & Kern, R. (2002). Psychological fingerprints: Life style assessment & interventions. Dubuque, IA: Kendall-Hunt. Dubuque, IA: Kendall-Hunt. Epstein, W. (1981). The classical tradition of dialectics and American legal education. Journal of Legal Epstein, W. (1981). The classical tradition of dialectics and American legal education. Journal of Legal Education, 31, 424-451. Education, 31, 424-451. Erikson, E. (1950). Childhood and society. New York: Norton. Erikson, E. (1950). Childhood and society. New York: Norton. Erikson, E. (1958). Young man Luther. New York: Norton. Erikson, E. (1958). Young man Luther. New York: Norton. Erikson, E. (1968). Identity: Youth and crisis. New York: Norton. Erikson, E. (1968). Identity: Youth and crisis. New York: Norton. Frankl, V. (1984). Man’s search for meaning. New York: Simon & Schuster. Frankl, V. (1984). Man’s search for meaning. New York: Simon & Schuster. Goleman, D. (1995). Emotional intelligence. New York: Bantam Books. Goleman, D. (1995). Emotional intelligence. New York: Bantam Books. Goleman, D., Boyatzis, R., & McKee, A. (2002). Primal leadership: Recognizing the power of emo- Goleman, D., Boyatzis, R., & McKee, A. (2002). Primal leadership: Recognizing the power of emotional intelligence. Boston: Harvard Business School Press. tional intelligence. Boston: Harvard Business School Press. Gould, R. L. (1972). The phases of adult life: A study in developmental psychology. American Journal Gould, R. L. (1972). The phases of adult life: A study in developmental psychology. American Journal of Psychiatry, 129, 521-531. of Psychiatry, 129, 521-531. Kaplan, H. (1991). A quick guide for explaining social interest. Journal of Individual Psychology, 47 Kaplan, H. (1991). A quick guide for explaining social interest. Journal of Individual Psychology, 47 (1), 82-85. (1), 82-85. Meyer, M. (1980). Dialectics and questioning: Socrates and Plato. American Philosophical Quarterly, Meyer, M. (1980). Dialectics and questioning: Socrates and Plato. American Philosophical Quarterly, 17, 281-289. 17, 281-289. Milliren, A. & Wingett, W. (2005). The practice of precision guesswork. Program presented at the Milliren, A. & Wingett, W. (2005). The practice of precision guesswork. Program presented at the Florida Adlerian Society Annual Convention, Tampa, Florida, February 12, 2005. Florida Adlerian Society Annual Convention, Tampa, Florida, February 12, 2005. O’Connell, W. (1991). Humanistic identification. Individual Psychology, 47 (1), 26-27. O’Connell, W. (1991). Humanistic identification. Individual Psychology, 47 (1), 26-27. Peck, M.S. (1983). People of the lie. New York: Simon & Schuster. . Peck, M.S. (1983). People of the lie. New York: Simon & Schuster. . Peterson, C. & Seligman, M. E. P. (2001). VIA strengths inventory. Retrieved November 20, 2003, from Peterson, C. & Seligman, M. E. P. (2001). VIA strengths inventory. Retrieved November 20, 2003, from http://psych.upenn.edu/seligman/viastrengthsinventory. http://psych.upenn.edu/seligman/viastrengthsinventory. Peterson, C. & Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classifica- Peterson, C. & Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classification. Washington, DC: American Psychological Association. tion. Washington, DC: American Psychological Association. Seligman, M. E. P. (2002). Authentic happiness: Using the new positive psychology to realize your Seligman, M. E. P. (2002). Authentic happiness: Using the new positive psychology to realize your potential for lasting fulfillment. New York: Free Press. potential for lasting fulfillment. New York: Free Press. Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55, 5-14. Psychologist, 55, 5-14. Stein, H. (1991). Adler and Socrates: Similarities and differences. Journal of Individual Stein, H. (1991). Adler and Socrates: Similarities and differences. Journal of Individual Psychology, 47 (2). Psychology, 47 (2). Walton, F. (2002). Mini-lifestyle interview. in D. Eckstein and R. Kern, Psychological Walton, F. (2002). Mini-lifestyle interview. in D. Eckstein and R. Kern, Psychological fingerprints. Dubuque, IA: Kendall Hunt, 63-64. fingerprints. Dubuque, IA: Kendall Hunt, 63-64. Webster’s College Dictionary. (1991). New York: Random House, 968. Webster’s College Dictionary. (1991). New York: Random House, 968. 77 | IJCO Issue 3 2006 77 | IJCO Issue 3 2006 Yukl, G. (2002). Leadership in organizations (5th ed.). Upper Saddle River, New Jersey: Prentice Yukl, G. (2002). Leadership in organizations (5th ed.). Upper Saddle River, New Jersey: Prentice Hall. Hall.

J. Stewart Borie, MBA J. Stewart Borie, MBA

Phone: 760-924-0072 Phone: 760-924-0072 Email: [email protected] Email: [email protected]

Stewart Borie is currently a doctoral candidate at Capella University, Minneapolis, Stewart Borie is currently a doctoral candidate at Capella University, Minneapolis, Minnesota, in the industrial organization psychology program. Mr. Borie is a Stra- Minnesota, in the industrial organization psychology program. Mr. Borie is a Stra- tegic Advisor and Business Mentor, specializing in entrepreneurial management, tegic Advisor and Business Mentor, specializing in entrepreneurial management, strategic planning, finance, and business formation and development. His clients strategic planning, finance, and business formation and development. His clients have ranged from Fortune 500 companies to start-up ventures. In addition to his have ranged from Fortune 500 companies to start-up ventures. In addition to his consulting work, Mr. Borie is President of a non-profit organization, Entrust Envi- consulting work, Mr. Borie is President of a non-profit organization, Entrust Envi- ronmental Corporation, dedicated to alternative capital formation and innovative ronmental Corporation, dedicated to alternative capital formation and innovative organizational development. He has a B.A. from The University of Pennsylvania and organizational development. He has a B.A. from The University of Pennsylvania and an MBA in Finance and Entrepreneurial Management from The Wharton School of an MBA in Finance and Entrepreneurial Management from The Wharton School of Business. Business.

Daniel Eckstein, Ph.D. Daniel Eckstein, Ph.D.

Phone: 760-924-0072 Phone: 760-924-0072 Email: [email protected] Email: [email protected] Website: www.leadershipbyencouragement.com Website: www.leadershipbyencouragement.com

Daniel Eckstein, Ph.D., is an associate professor in the Department of Educational Daniel Eckstein, Ph.D., is an associate professor in the Department of Educational Leadership and Counseling, Sam Houston St. University, Huntsville, Texas. Dr. Eck- Leadership and Counseling, Sam Houston St. University, Huntsville, Texas. Dr. Eck- stein holds the diplomate in Adlerian Studies from the North American Society of stein holds the diplomate in Adlerian Studies from the North American Society of Adlerian Psychology. He has authored such books as Leadership by Encouragement, Adlerian Psychology. He has authored such books as Leadership by Encouragement, Psychological Fingerprints, and Raising Respectful Kids in a Rude World. Psychological Fingerprints, and Raising Respectful Kids in a Rude World. 78 | IJCO Issue 3 2006 78 | IJCO Issue 3 2006

An Issue of Trust in Executive Coaching: An Issue of Trust in Executive Coaching: A Cross Cultural Conversation A Cross Cultural Conversation

Meryl Moritz and Klaus Zepuntke . Meryl Moritz and Klaus Zepuntke .

This is the fourth in a series of IJCO Background Information This is the fourth in a series of IJCO Background Information dialogues among senior organizational Born in Hamburg, Germany, Klaus studied American, English and dialogues among senior organizational Born in Hamburg, Germany, Klaus studied American, English and coaches. Meryl Moritz and Klaus German language and literature and education in both Germany and coaches. Meryl Moritz and Klaus German language and literature and education in both Germany and Zepuntke are executive coaches who the United States. He graduated from the University of Hamburg with Zepuntke are executive coaches who the United States. He graduated from the University of Hamburg with met at the Executive Coaching Summit the Second State Examination (comparable to a Masters degree in met at the Executive Coaching Summit the Second State Examination (comparable to a Masters degree in in 2003 where they both signed up to American and German Language and Literature). Klaus taught at the in 2003 where they both signed up to American and German Language and Literature). Klaus taught at the work on the issue of Diversity in Exec- University of Cincinnati and at the Education Department of South work on the issue of Diversity in Exec- University of Cincinnati and at the Education Department of South utive Coaching. Moritz, a U.S. nation- Australia, both on a scholarship basis, before becoming a management utive Coaching. Moritz, a U.S. nation- Australia, both on a scholarship basis, before becoming a management al with a smattering of German, and coach and trainer with Eric Krauthammer International in Geneva. al with a smattering of German, and coach and trainer with Eric Krauthammer International in Geneva. Zepuntke, a German national married Zepuntke, a German national married to a Canadian and poised on the brink Klaus is an independent executive and corporate coach, project to a Canadian and poised on the brink Klaus is an independent executive and corporate coach, project of dual nationality, entered into a three manager and facilitator with international experience in a variety of dual nationality, entered into a three manager and facilitator with international experience in a variety year peer coaching relationship to of industries including: banking, energy services, manufacturing, year peer coaching relationship to of industries including: banking, energy services, manufacturing, explore coaching across cultures from communications and health care. His special areas of interest are explore coaching across cultures from communications and health care. His special areas of interest are a new perspective…in part to study dealing with resistance to change processes, conflict management, a new perspective…in part to study dealing with resistance to change processes, conflict management, the phenomenon of diversity. This analysis of a company’s current culture and development of future the phenomenon of diversity. This analysis of a company’s current culture and development of future interview is an excerpt of a three year core values and culture, implementing of newly developed core values interview is an excerpt of a three year core values and culture, implementing of newly developed core values exchange of views on a host of topics. and guidelines, change management, value-oriented leadership, goal- exchange of views on a host of topics. and guidelines, change management, value-oriented leadership, goal- oriented leadership, team development, one-to-one and small group oriented leadership, team development, one-to-one and small group coaching in the areas of executive and corporate coaching. coaching in the areas of executive and corporate coaching.

Klaus is a member of the ICF (www.coachfederation.org) and ICCO Klaus is a member of the ICF (www.coachfederation.org) and ICCO - The International Consortium for Coaching in Organizations. He - The International Consortium for Coaching in Organizations. He is MBTI and DISC licensed. Klaus works in Europe and in North is MBTI and DISC licensed. Klaus works in Europe and in North America with offices in Calgary, Alberta, Canada and Hamburg, America with offices in Calgary, Alberta, Canada and Hamburg, Germany. He can be reached at [email protected]. Germany. He can be reached at [email protected].

Like Klaus, Meryl studied literature – English, French, Italian, and Like Klaus, Meryl studied literature – English, French, Italian, and Japanese – for her Bachelor of Arts degree, which she received from Japanese – for her Bachelor of Arts degree, which she received from Carleton College in Minnesota. She went on to earn the Master of Carleton College in Minnesota. She went on to earn the Master of Science in Sociology of Organizations from Hunter College in New Science in Sociology of Organizations from Hunter College in New York City. She did her coach training through Coach U, and then York City. She did her coach training through Coach U, and then earned two professional credentials (first the PCC, then the MCC) earned two professional credentials (first the PCC, then the MCC) from the International Coach Federation. Meryl’s career history from the International Coach Federation. Meryl’s career history includes a nine-year stint working for the United Nations, seven years includes a nine-year stint working for the United Nations, seven years of senior management positions in two international corporations, of senior management positions in two international corporations, forming two businesses (marketing/market research and now a forming two businesses (marketing/market research and now a leadership development/coaching firm) and a three year interlude leadership development/coaching firm) and a three year interlude as a as a partner in a leadership coaching firm. She is passionate about partner in a leadership coaching firm. She is passionate about bringing bringing up the next generation of coaches to be even more effective up the next generation of coaches to be even more effective 79 | IJCO Issue 3 2006 79 | IJCO Issue 3 2006 than the current generation. To that end, she teaches organizational and executive than the current generation. To that end, she teaches organizational and executive coaching at New York University. Meryl’s firm introduces coaching cultures to coaching at New York University. Meryl’s firm introduces coaching cultures to major organizations, one coaching engagement at a time. Meryl can be reached at major organizations, one coaching engagement at a time. Meryl can be reached at [email protected]. [email protected].

The Dialogue The Dialogue Meryl: Let’s begin by defining trust. Meryl: Let’s begin by defining trust.

Klaus: Basically, trust is a sense of comfort with another person that arises when Klaus: Basically, trust is a sense of comfort with another person that arises when both feel that they can be simply themselves in a relationship and don’t feel the both feel that they can be simply themselves in a relationship and don’t feel the need to hide behind their persona or escape into their ego. The main ingredients need to hide behind their persona or escape into their ego. The main ingredients are faithfulness and confidentiality. In the coaching relationship between client are faithfulness and confidentiality. In the coaching relationship between client and coach, as in any other professional or private relation- Basically, trust is a sense of comfort with an- and coach, as in any other professional or private relation- Basically, trust is a sense of comfort with an- ship, trust develops over time because everybody involved ship, trust develops over time because everybody involved needs time to experience the other. Once trust has been other person that arises when both feel that needs time to experience the other. Once trust has been other person that arises when both feel that established and is continually felt, it is the door opener they can be simply themselves in a relation- established and is continually felt, it is the door opener they can be simply themselves in a relation- to initiating real change (versus cosmetic change: I’ll do it to initiating real change (versus cosmetic change: I’ll do it because my boss wants it … because everybody else seems ship and don’t feel the need to hide behind their because my boss wants it … because everybody else seems ship and don’t feel the need to hide behind their to do it … etc.,) which roots deeply in the client and is persona or escape into their ego. to do it … etc.,) which roots deeply in the client and is persona or escape into their ego. long lasting. long lasting.

Meryl: A definition of trust which I feel pretty comfortable with is this: the flexible Meryl: A definition of trust which I feel pretty comfortable with is this: the flexible state of open-heartedness and open-mindedness that is created and sustained state of open-heartedness and open-mindedness that is created and sustained when a person can step forward to try out new ideas, being him or herself, with when a person can step forward to try out new ideas, being him or herself, with relatively little fear. It is achieved in coaching at the precise moment the person relatively little fear. It is achieved in coaching at the precise moment the person registers that no harm will come to him or her, and no judgment will be levied registers that no harm will come to him or her, and no judgment will be levied against him or her by the coach. While this trust can happen in the first few against him or her by the coach. While this trust can happen in the first few minutes of the relationship, it deepens over time as the relationship between minutes of the relationship, it deepens over time as the relationship between Client and Coach is tested by challenges encountered and satisfactorily handled Client and Coach is tested by challenges encountered and satisfactorily handled with support from the Coach. with support from the Coach.

But the topic of trust is many-layered and a simple But the topic of trust is many-layered and a simple definition doesn’t suffice. My own views of trust have been . . . .contractual (trust of character), compe- definition doesn’t suffice. My own views of trust have been . . . .contractual (trust of character), compe- strongly influenced by the work of Dennis and Michelle tence (trust of capability) and communica- strongly influenced by the work of Dennis and Michelle tence (trust of capability) and communica- Reina (Reina and Reina, 1999). The Reinas look at the tion (trust of disclosure). These three types of Reina (Reina and Reina, 1999). The Reinas look at the tion (trust of disclosure). These three types of capacity an individual has to trust. They identify types capacity an individual has to trust. They identify types of “transactional trust:” contractual (trust of character), transactional trust must be built before a team of “transactional trust:” contractual (trust of character), transactional trust must be built before a team competence (trust of capability) and communication (trust or an organization can come to transforma- competence (trust of capability) and communication (trust or an organization can come to transforma- of disclosure). These three types of transactional trust of disclosure). These three types of transactional trust must be built before a team or an organization can come tive trust. must be built before a team or an organization can come tive trust. to transformative trust. to transformative trust.

As you and I have discussed, Klaus, trust is the cornerstone for effective As you and I have discussed, Klaus, trust is the cornerstone for effective coaching to occur. We’ve seen the ICF nominate it as a critical competency for coaching to occur. We’ve seen the ICF nominate it as a critical competency for awarding any of its worldwide coaching credentials. Our colleagues who were awarding any of its worldwide coaching credentials. Our colleagues who were part of the first Executive Coaching Summit in October 1999 specified a set of part of the first Executive Coaching Summit in October 1999 specified a set of Advanced Proficiencies for the executive coach to be accomplished in, nearly Advanced Proficiencies for the executive coach to be accomplished in, nearly each of which exemplifies one of the Reinas’ types of transactional trust. (www. each of which exemplifies one of the Reinas’ types of transactional trust. (www. executivecoachingsummit.com) And a major study conducted by the Executive executivecoachingsummit.com) And a major study conducted by the Executive Coaching Forum (www.executivecoachingforum.org) resulted in a competency Coaching Forum (www.executivecoachingforum.org) resulted in a competency model that identifies both basic and advanced aspects of each competency, with model that identifies both basic and advanced aspects of each competency, with the very first coaching skill/task named being “build and sustain trust.” the very first coaching skill/task named being “build and sustain trust.”

So, Klaus…how do you know – cognitively and/or intuitively – that your clients So, Klaus…how do you know – cognitively and/or intuitively – that your clients 80 | IJCO Issue 3 2006 80 | IJCO Issue 3 2006 trust you? What are the indicators that tell you that you can go ahead? trust you? What are the indicators that tell you that you can go ahead?

Klaus: Well, Meryl, this is an interesting question. The indicators for me are when Klaus: Well, Meryl, this is an interesting question. The indicators for me are when the client starts taking 100% responsibility for herself or himself and is moving the client starts taking 100% responsibility for herself or himself and is moving out of “blame mode.” Why is this an indicator? I firmly believe trust always starts out of “blame mode.” Why is this an indicator? I firmly believe trust always starts from within. This implies acknowledging one’s own strengths and weaknesses and from within. This implies acknowledging one’s own strengths and weaknesses and constantly increasing one’s own awareness about one’s self by continuously doing constantly increasing one’s own awareness about one’s self by continuously doing a personal SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis. If a a personal SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis. If a person does not trust her/himself 100%, how can this person ever trust anybody person does not trust her/himself 100%, how can this person ever trust anybody else? Another indicator is the level of conversation. The more depth there is in else? Another indicator is the level of conversation. The more depth there is in a conversation, the closer the people are to one another and the more they can a conversation, the closer the people are to one another and the more they can fearlessly relate to one another. The conversation is not empty talk anymore, where fearlessly relate to one another. The conversation is not empty talk anymore, where you are just being polite and repeating established patterns of communication; you are just being polite and repeating established patterns of communication; rather it has the capability for creative dialogue. This implies mutual, vigorous rather it has the capability for creative dialogue. This implies mutual, vigorous questioning to help your client move beyond the level of assumptions, and questioning to help your client move beyond the level of assumptions, and before that, to become aware of how deeply assumptions have created the issues before that, to become aware of how deeply assumptions have created the issues presented. I have found that one of the key ways to create trust with a client is to presented. I have found that one of the key ways to create trust with a client is to constantly challenge the status quo of her/his beliefs about answers to the what constantly challenge the status quo of her/his beliefs about answers to the what and how questions. and how questions.

Down the road in the development of the coaching relationship, I find that power Down the road in the development of the coaching relationship, I find that power evolves from trust. Now, how do we as coaches responsibly utilize this power? evolves from trust. Now, how do we as coaches responsibly utilize this power? Again, the first thing is awareness. The questions we ask the client and the input Again, the first thing is awareness. The questions we ask the client and the input we provide have an affect on her/his execution of leadership and, therefore, we provide have an affect on her/his execution of leadership and, therefore, on other people such as direct reports, colleagues, on other people such as direct reports, colleagues, There are three watchwords for us in terms of and customers. It is important here that our thinking There are three watchwords for us in terms of and customers. It is important here that our thinking modeling trust and responsibility: Feedback, be process-oriented, reflective of possible effects our modeling trust and responsibility: Feedback, be process-oriented, reflective of possible effects our questions and input may have, and compatible with our questions and input may have, and compatible with our Results and Confidentiality. own ethics. A couple of other questions come to my mind, Results and Confidentiality. own ethics. A couple of other questions come to my mind, namely when is the time and what are the indicators that namely when is the time and what are the indicators that tell us to pull back? The most obvious indicator is when we are being perceived as tell us to pull back? The most obvious indicator is when we are being perceived as the real leaders and decision makers. For example, you coach the CEO, and her/ the real leaders and decision makers. For example, you coach the CEO, and her/ his direct reports say say to you jokingly, “Oh, here comes our CEO.” I think this his direct reports say say to you jokingly, “Oh, here comes our CEO.” I think this is the time to pull back and to confront our client with very hard questions about is the time to pull back and to confront our client with very hard questions about her/himself with regard to ownership of responsibility and weaknesses. her/himself with regard to ownership of responsibility and weaknesses.

Meryl: Beyond examples you’ve given, Klaus, here are some “criteria” or signals Meryl: Beyond examples you’ve given, Klaus, here are some “criteria” or signals that I’ve observed to suggest trust is burgeoning. If none of these is occurring that I’ve observed to suggest trust is burgeoning. If none of these is occurring organically, after a couple of months, I’d have to say that we are just skimming organically, after a couple of months, I’d have to say that we are just skimming the surface and are not operating at the highest level of trust. Also, if I initiate the surface and are not operating at the highest level of trust. Also, if I initiate the request in any of these areas and the answer is an unequivocal, “No!” I better the request in any of these areas and the answer is an unequivocal, “No!” I better examine then and there what happened to the trust along the way. examine then and there what happened to the trust along the way.

a) When clients introduce me to their peers and their subordinates as their coach a) When clients introduce me to their peers and their subordinates as their coach rather than keeping the relationship private. rather than keeping the relationship private. b) When they ask me to observe them in front of their teams. b) When they ask me to observe them in front of their teams. c) When they give me highly confidential information and ask my counsel on how c) When they give me highly confidential information and ask my counsel on how they should proceed with it. they should proceed with it. d) When they ask me to interview their detractors, their premium customers or d) When they ask me to interview their detractors, their premium customers or their board members regarding their leadership. their board members regarding their leadership. e) When they ask me to do conflict resolution coaching with them and a colleague e) When they ask me to do conflict resolution coaching with them and a colleague or subordinate. or subordinate. f) When they ask for “constructive” feedback in disproportion to positive feedback. f) When they ask for “constructive” feedback in disproportion to positive feedback. g) When they keep a scheduled coaching session even in a crisis to help them g) When they keep a scheduled coaching session even in a crisis to help them clarify their thinking and improve their decision making rather than leaping to clarify their thinking and improve their decision making rather than leaping to 81 | IJCO Issue 3 2006 81 | IJCO Issue 3 2006 fight fires. fight fires. h) When they “share” me with members of their team. h) When they “share” me with members of their team.

Klaus: So, Meryl . . .How do you role model trust and responsibility in the client Klaus: So, Meryl . . .How do you role model trust and responsibility in the client organization? What are your essential ingredients? organization? What are your essential ingredients?

Meryl: There are three watchwords for us in terms of modeling trust and Meryl: There are three watchwords for us in terms of modeling trust and responsibility: Feedback, Results and Confidentiality. Perhaps you’ll disagree with responsibility: Feedback, Results and Confidentiality. Perhaps you’ll disagree with me as to the order I mention these things, Klaus. me as to the order I mention these things, Klaus.

I suppose the Number One thing we do is to establish our keen interest and I suppose the Number One thing we do is to establish our keen interest and openness to the Client’s feedback. I am always asking for feedback on how well openness to the Client’s feedback. I am always asking for feedback on how well the organization/individual Client’s expectations are being met, and treating with the organization/individual Client’s expectations are being met, and treating with respect and seriousness any short falls. My coaches are also trained to ask for respect and seriousness any short falls. My coaches are also trained to ask for feedback at every juncture in the coaching relationship: from the Client at the end feedback at every juncture in the coaching relationship: from the Client at the end of every coaching session, from the Sponsor at agreed upon intervals established at of every coaching session, from the Sponsor at agreed upon intervals established at the outset of the engagement, and at the completion stage of the engagement. We the outset of the engagement, and at the completion stage of the engagement. We thank our clients for telling us the tough stuff. And we make visible our efforts to thank our clients for telling us the tough stuff. And we make visible our efforts to communicate and demonstrate our commitment to enhance the Client Experience. communicate and demonstrate our commitment to enhance the Client Experience.

The Number Two thing we do is to match our Client’s commitment to improving The Number Two thing we do is to match our Client’s commitment to improving business results. There are many things that will threaten a results focus in business results. There are many things that will threaten a results focus in coaching and with them a tremendous temptation to “follow” the Client as he coaching and with them a tremendous temptation to “follow” the Client as he or she attempts to fight fires instead of going for the gold. We are dogs with or she attempts to fight fires instead of going for the gold. We are dogs with the proverbial bone with regard to the Client/organization objective. Unless the the proverbial bone with regard to the Client/organization objective. Unless the objective is renegotiated, we can be counted on to point the Client to that goal in objective is renegotiated, we can be counted on to point the Client to that goal in every session and in every designed action. every session and in every designed action.

The Number Three thing we do is to be “paragons” of discretion. I put this The Number Three thing we do is to be “paragons” of discretion. I put this last not because it is of less importance than the other two, but because it is a last not because it is of less importance than the other two, but because it is a threshold requirement for any coaching. Still, of course, we set and abide by clear threshold requirement for any coaching. Still, of course, we set and abide by clear parameters for the protection of confidences right from parameters for the protection of confidences right from the beginning of a contract. However, there are subtle There are subtle challenges to our promise of the beginning of a contract. However, there are subtle There are subtle challenges to our promise of challenges to our promise of confidentiality every time confidentiality every time we communicate challenges to our promise of confidentiality every time confidentiality every time we communicate we communicate with anyone in the organization. For we communicate with anyone in the organization. For example, our invoices do not use client names but rather with anyone in the organization. example, our invoices do not use client names but rather with anyone in the organization. are coded for the contracting officer’s understanding only. are coded for the contracting officer’s understanding only.

You’ve told me about situations in coaching where you find you need to challenge You’ve told me about situations in coaching where you find you need to challenge conventional wisdom and rock the boat of accepted beliefs with expertise and conventional wisdom and rock the boat of accepted beliefs with expertise and enthusiasm. Where you put developed trust at risk. I thought I’d mention one enthusiasm. Where you put developed trust at risk. I thought I’d mention one such situation here and what we are still learning from it. In a corporation where such situation here and what we are still learning from it. In a corporation where 5-6 of us are working with 10-15 executives and their direct reports, we have a 5-6 of us are working with 10-15 executives and their direct reports, we have a triad kick-off meeting to set up our coaching compact. triad kick-off meeting to set up our coaching compact. This has been working extremely well (or so we thought) For example, our invoices do not use client This has been working extremely well (or so we thought) For example, our invoices do not use client for 12 months. In the past weeks, I discovered from names but rather are coded for the contracting for 12 months. In the past weeks, I discovered from names but rather are coded for the contracting coaching one of my clients that he was unaware his direct coaching one of my clients that he was unaware his direct report was undergoing coaching in the area of presence, officer’s understanding only. report was undergoing coaching in the area of presence, officer’s understanding only. communication and presentation, hence had no input into communication and presentation, hence had no input into the direction of the coaching. Instead, my Client’s boss had participated in these the direction of the coaching. Instead, my Client’s boss had participated in these meetings—creating a very clandestine triangle. This was a blind spot for me. I meetings—creating a very clandestine triangle. This was a blind spot for me. I had approved the invoices for the coaching and the triad meeting, but made an had approved the invoices for the coaching and the triad meeting, but made an assumption that the Client knew this was going on. assumption that the Client knew this was going on.

When I realized what had occurred, I went to the contracting officer and explained When I realized what had occurred, I went to the contracting officer and explained 82 | IJCO Issue 3 2006 82 | IJCO Issue 3 2006 that I would be proposing to my Client that he either replace or accompany his that I would be proposing to my Client that he either replace or accompany his own boss to future triad update meetings. This threw the contracting officer, the own boss to future triad update meetings. This threw the contracting officer, the Client’s boss and the Coach who reports to me into system anxiety, to say the Client’s boss and the Coach who reports to me into system anxiety, to say the least! The pattern of indirect communication in this Division of the corporation least! The pattern of indirect communication in this Division of the corporation had been named and was pinned to the “specimen board” for all to see. The had been named and was pinned to the “specimen board” for all to see. The Client expressed tremendous gratitude for being alerted to this; however, his boss Client expressed tremendous gratitude for being alerted to this; however, his boss and his subordinate outright denied that these meetings had happened or that and his subordinate outright denied that these meetings had happened or that another one was slated to occur. When it was finally determined that no one was another one was slated to occur. When it was finally determined that no one was judging the past meetings as “wrong” or “bad”, but rather that in the spirit of direct judging the past meetings as “wrong” or “bad”, but rather that in the spirit of direct communication, a new behavior was called for, the denials vanished—but the communication, a new behavior was called for, the denials vanished—but the sheepish expressions still remain. This incident may be a powerful springboard sheepish expressions still remain. This incident may be a powerful springboard for the organization to unlearn a counter-productive behavior in which it has long for the organization to unlearn a counter-productive behavior in which it has long engaged. We will try to support this change from a politically neutral stance. engaged. We will try to support this change from a politically neutral stance.

You’ve said that in your experience, one of the key ways to create trust with a You’ve said that in your experience, one of the key ways to create trust with a client is to constantly challenge the status quo of her/his beliefs on the answers to client is to constantly challenge the status quo of her/his beliefs on the answers to the what and how questions. I’d say we ask for permission the what and how questions. I’d say we ask for permission You’ve said that in your experience, one of to do this when we go over the logistics for coaching, You’ve said that in your experience, one of to do this when we go over the logistics for coaching, but I’m not sure that folks remember this until we raise it but I’m not sure that folks remember this until we raise it the key ways to create trust with a client is to in the situation. The way we keep the trust I suppose is the key ways to create trust with a client is to in the situation. The way we keep the trust I suppose is constantly challenge the status quo of her/his through our commitment to our feedback process. When constantly challenge the status quo of her/his through our commitment to our feedback process. When we impart the message either explicitly or implicitly that “I we impart the message either explicitly or implicitly that “I beliefs on the answers to the what and how trust you will stand up to me as needed and you will give beliefs on the answers to the what and how trust you will stand up to me as needed and you will give questions. me straightforward feedback, feel free to disagree with questions. me straightforward feedback, feel free to disagree with my opinion, etc.,” we’re also planting the seed that we my opinion, etc.,” we’re also planting the seed that we may respectfully disagree with the Client, stand up to him may respectfully disagree with the Client, stand up to him or her, and do our level best to raise awareness, expand perception and surface or her, and do our level best to raise awareness, expand perception and surface alternatives. When you ask me, Klaus, “Would you say this is a general experience alternatives. When you ask me, Klaus, “Would you say this is a general experience that most executive coaches have?” I really don’t know but I sure hope so. that most executive coaches have?” I really don’t know but I sure hope so.

Klaus: Coming from a German cultural background and working mostly with Klaus: Coming from a German cultural background and working mostly with German executives, I first help them to really take leadership responsibility, which German executives, I first help them to really take leadership responsibility, which simply means to lead and to feel comfortable doing it. simply means to lead and to feel comfortable doing it.

What do I mean by this? Well, within the German culture – and I am only relating What do I mean by this? Well, within the German culture – and I am only relating this to Germany, not to any other German speaking countries – the German this to Germany, not to any other German speaking countries – the German word for to lead is führen and a leader is a Führer. Now, I guess you understand word for to lead is führen and a leader is a Führer. Now, I guess you understand what I am trying to point out here. Due to our recent German history, the word what I am trying to point out here. Due to our recent German history, the word and the action of führen is still an unconscious taboo, because it is automatically and the action of führen is still an unconscious taboo, because it is automatically related to the Third Reich experience, which was very painful to the world. As a related to the Third Reich experience, which was very painful to the world. As a corporate leader, you don’t want to be unconsciously compared with or moved corporate leader, you don’t want to be unconsciously compared with or moved into the neighborhood of Adolf Hitler. Therefore and due to the fact that English into the neighborhood of Adolf Hitler. Therefore and due to the fact that English is a Germanic language, the German corporate world “escaped” into the English is a Germanic language, the German corporate world “escaped” into the English language. English is free of any negative connotations with reference to the words language. English is free of any negative connotations with reference to the words leadership and leadership skills, in comparison with the German translation. So, leadership and leadership skills, in comparison with the German translation. So, part of my work is to liberate the executives from their deeply hidden guilt that part of my work is to liberate the executives from their deeply hidden guilt that to lead is something bad, and to help them slowly gain confidence in using the to lead is something bad, and to help them slowly gain confidence in using the German word führen and more so, trust themselves to execute leadership. German word führen and more so, trust themselves to execute leadership.

Meryl: Let’s go one level deeper and explore the idea of executive coaches working Meryl: Let’s go one level deeper and explore the idea of executive coaches working in alliance with other coaches. This was of particular concern at our last Executive in alliance with other coaches. This was of particular concern at our last Executive Coaching Summit … we external coaches are keenly interested in successful Coaching Summit … we external coaches are keenly interested in successful partnering with our cohorts. What keeps us from doing that more often? What partnering with our cohorts. What keeps us from doing that more often? What happens behind closed doors is my question. For example, what happens when happens behind closed doors is my question. For example, what happens when your partner colleague is demonstrating a different level of self-awareness, and your partner colleague is demonstrating a different level of self-awareness, and 83 | IJCO Issue 3 2006 83 | IJCO Issue 3 2006 self-reflection? How does that impact the established trust and credibility you self-reflection? How does that impact the established trust and credibility you have with your client? What are the implications for the image and practice of our have with your client? What are the implications for the image and practice of our emerging profession when this occurs? emerging profession when this occurs?

Klaus: Good question. As a team of coaches working with a client, we are Klaus: Good question. As a team of coaches working with a client, we are permanent role models of high level leadership and of a high performance team. permanent role models of high level leadership and of a high performance team. This means that the personal fit factor is the decision making criterion. In my This means that the personal fit factor is the decision making criterion. In my personal experience, there are many highly qualified executive coaches, but to find personal experience, there are many highly qualified executive coaches, but to find the right fit is the challenge. What do we need to consider when speaking about the right fit is the challenge. What do we need to consider when speaking about the personal fit factor? First, you need to speak the same language, meaning you the personal fit factor? First, you need to speak the same language, meaning you need to have the same or compatible work ethics and need to have the same or compatible work ethics and core values. You also need to be able to give and perceive As a team of coaches working with a client, we core values. You also need to be able to give and perceive As a team of coaches working with a client, we feedback on an eye-to-eye level without your egos getting are permanent role models of high level lead- feedback on an eye-to-eye level without your egos getting are permanent role models of high level lead- in the way. If you as a team can’t do that, if you can’t in the way. If you as a team can’t do that, if you can’t engage in disciplined debate and creative dialogue, you are ership and of a high performance team. This engage in disciplined debate and creative dialogue, you are ership and of a high performance team. This losing the grounds for being positive role models. Let me means that the personal fit factor is the deci- losing the grounds for being positive role models. Let me means that the personal fit factor is the deci- use a metaphor here, Meryl. Let’s picture a swan. How do use a metaphor here, Meryl. Let’s picture a swan. How do you perceive a swan on land and a swan in water? What is sion making criterion. you perceive a swan on land and a swan in water? What is sion making criterion. the core difference? In my perception, the swan in water is the core difference? In my perception, the swan in water is in his element. As a team of coaches, you need to be the swans in the water, or it in his element. As a team of coaches, you need to be the swans in the water, or it won’t work. The water consists of won’t work. The water consists of • Accountability • Accountability • Commitment • Commitment • Valuing each other • Valuing each other • Developed feedback culture • Developed feedback culture • Diverse competencies with a complementary effect • Diverse competencies with a complementary effect • Functional and technical skills • Functional and technical skills • Common approach • Common approach • Monitoring and measuring performance • Monitoring and measuring performance

If you are perceived by the client as swans on land, you start losing trust. Once If you are perceived by the client as swans on land, you start losing trust. Once your words and your own activities are not compatible any more, you are out. your words and your own activities are not compatible any more, you are out.

How do you bring this issue forward in order to sustain trust and credibility? How do you bring this issue forward in order to sustain trust and credibility? I think we simply need to be able to have a real conversation with our team I think we simply need to be able to have a real conversation with our team colleagues, put things clearly on the table, and execute a boldness with one colleagues, put things clearly on the table, and execute a boldness with one another which is mutually understood as the leveraging point of the professional another which is mutually understood as the leveraging point of the professional relationship. relationship.

Meryl: You know, Klaus, I myself have had mixed levels of satisfaction in formal Meryl: You know, Klaus, I myself have had mixed levels of satisfaction in formal and informal alliances with other executive coaches through the years. Usually, and informal alliances with other executive coaches through the years. Usually, it comes down to trust. I go back to the Reina model. If contractual trust (you it comes down to trust. I go back to the Reina model. If contractual trust (you do what you say you will do) is missing, the thing falls do what you say you will do) is missing, the thing falls apart. Many of my less than stellar experiences with You know, Klaus, I myself have had mixed lev- apart. Many of my less than stellar experiences with You know, Klaus, I myself have had mixed lev- other executive coaches were with coaches who do not els of satisfaction in formal and informal al- other executive coaches were with coaches who do not els of satisfaction in formal and informal al- show up with coach-like qualities outside of the coaching show up with coach-like qualities outside of the coaching relationship. For example, others with whom we may liances with other executive coaches through relationship. For example, others with whom we may liances with other executive coaches through “partner” in volunteering for initiatives in the various the years. Usually, it comes down to trust. “partner” in volunteering for initiatives in the various the years. Usually, it comes down to trust. associations we belong to, may not take their commitment associations we belong to, may not take their commitment to heart, may miss planning meetings, may fail to deliver on assignments, or drop to heart, may miss planning meetings, may fail to deliver on assignments, or drop out without notice. I won’t collaborate with someone in a profit engagement if out without notice. I won’t collaborate with someone in a profit engagement if they don’t show up in a volunteer one. they don’t show up in a volunteer one.

Sometimes the issue is not contractual trust but competence trust – for example, Sometimes the issue is not contractual trust but competence trust – for example, the Coach shows impatience and judgment in discussion with me about the Client the Coach shows impatience and judgment in discussion with me about the Client 84 | IJCO Issue 3 2006 84 | IJCO Issue 3 2006 or Prospect. We need to have frank discussions in order to match the Client to the or Prospect. We need to have frank discussions in order to match the Client to the Coach in temperament, but a high level of emotional intelligence is a prerequisite Coach in temperament, but a high level of emotional intelligence is a prerequisite for work with senior management. The Coach’s industry-relevant expertise may be for work with senior management. The Coach’s industry-relevant expertise may be high, but low EQ will make them a misfit for working in our engagements. But I high, but low EQ will make them a misfit for working in our engagements. But I have to say that since we spent so much time at the last Summit investigating the have to say that since we spent so much time at the last Summit investigating the whole collaboration thing, I’ve been far more conscious of my own standards and whole collaboration thing, I’ve been far more conscious of my own standards and requirements, which has opened me up to inviting six other coaches to work with requirements, which has opened me up to inviting six other coaches to work with me. me.

Klaus: What about the key success factors for us as executive coaches—such as Klaus: What about the key success factors for us as executive coaches—such as surrounding ourselves with outstanding peers in the coaching world and from surrounding ourselves with outstanding peers in the coaching world and from other disciplines, constantly challenging our clients’ status quo, or being an expert other disciplines, constantly challenging our clients’ status quo, or being an expert in some area? Meryl, what would you say needs to be essentially added from a in some area? Meryl, what would you say needs to be essentially added from a trust perspective? trust perspective?

Meryl: What I get from your question is the reminder that coaching, after all, is a Meryl: What I get from your question is the reminder that coaching, after all, is a method of inquiry, and it’s not the only method of inquiry. I come from the world method of inquiry, and it’s not the only method of inquiry. I come from the world of the social sciences, having been trained as a sociologist. Research is my “bag.” of the social sciences, having been trained as a sociologist. Research is my “bag.” I see myself as a participant-observer when I’m coaching. As such, I am always I see myself as a participant-observer when I’m coaching. As such, I am always “conducting” research with human subjects. I’m just not writing up the results as “conducting” research with human subjects. I’m just not writing up the results as a study. I’m getting informed myself and using my experience to help my clients a study. I’m getting informed myself and using my experience to help my clients with new thinking. My guess is I will always be allied with the world of research with new thinking. My guess is I will always be allied with the world of research and am a huge fan of our profession’s annual Research Symposium. and am a huge fan of our profession’s annual Research Symposium.

I’m on the faculty of New York University’s certificate program in coaching where I’m on the faculty of New York University’s certificate program in coaching where we teach that coaching derives from six disciplines, so I’m committed to staying we teach that coaching derives from six disciplines, so I’m committed to staying abreast of developments in each of these areas. My particular interests lie in the abreast of developments in each of these areas. My particular interests lie in the areas of change and systems theory. Management science also holds great appeal areas of change and systems theory. Management science also holds great appeal for me. That said, Clients do count on us, as their confidantes and “counselors”, for me. That said, Clients do count on us, as their confidantes and “counselors”, to be “with it.” This is the second dimension of trust the Reinas write about… to be “with it.” This is the second dimension of trust the Reinas write about… competence trust. It’s not enough that we have industry-specific expertise, or that competence trust. It’s not enough that we have industry-specific expertise, or that we know how to coach, or even that we know their organization well. Many times we know how to coach, or even that we know their organization well. Many times we are looked to for something that will normalize what is happening so that the we are looked to for something that will normalize what is happening so that the Client or organization can ground him/itself and move in a new direction. Client or organization can ground him/itself and move in a new direction.

Does that make sense? What’s your take on this, Klaus? Does that make sense? What’s your take on this, Klaus?

Klaus: It definitely does make sense, Meryl. In my opinion, it takes mature Klaus: It definitely does make sense, Meryl. In my opinion, it takes mature people with a high level of self-awareness to hold a conversation and, therefore, people with a high level of self-awareness to hold a conversation and, therefore, to continuously create trust. One needs to be able to deeply question oneself over to continuously create trust. One needs to be able to deeply question oneself over and over again, never to take anything for granted in order to keep – and I quote and over again, never to take anything for granted in order to keep – and I quote you here, Meryl—the method of inquiry at a high quality level. In the end, it’s the you here, Meryl—the method of inquiry at a high quality level. In the end, it’s the conversation that is the heart of coaching and the quality of this conversation is conversation that is the heart of coaching and the quality of this conversation is the basis for building trust. the basis for building trust. In the end, it’s the conversation that is the heart In the end, it’s the conversation that is the heart of coaching and the quality of this conversa- Final Comments of coaching and the quality of this conversa- Final Comments Meryl: This conversation has been eye opening for me Meryl: This conversation has been eye opening for me tion is the basis for building trust. in a number of ways. The subject of trust is extremely tion is the basis for building trust. in a number of ways. The subject of trust is extremely important to me, but has been relegated to the back of important to me, but has been relegated to the back of my mind, where it stays unless a Client is recuperating from a “betrayal” and we my mind, where it stays unless a Client is recuperating from a “betrayal” and we must deal with it head on. Bringing trust front and center in this dialogue made must deal with it head on. Bringing trust front and center in this dialogue made me both uncomfortable and energized. Uncomfortable because it made me think me both uncomfortable and energized. Uncomfortable because it made me think and complain of the disappointments I’ve had with people in our profession on and complain of the disappointments I’ve had with people in our profession on the trust front, and energized, because I realized that the ECS (Executive Coaching the trust front, and energized, because I realized that the ECS (Executive Coaching Summit) discussion in 2005 moved me to scope out my own boundaries and Summit) discussion in 2005 moved me to scope out my own boundaries and 85 | IJCO Issue 3 2006 85 | IJCO Issue 3 2006 standards for collaboration. As a consequence, I’m really proud to say that my standards for collaboration. As a consequence, I’m really proud to say that my strategic alliances are working well and our clients love us. That’s a very different strategic alliances are working well and our clients love us. That’s a very different scenario than you would have heard from me before the Now it is up to you, dear reader, to have this scenario than you would have heard from me before the Now it is up to you, dear reader, to have this 2005 Summit. 2005 Summit. conversation with yourself, your peers and conversation with yourself, your peers and Klaus: Meryl, I really would like to thank you for the your clients. Klaus: Meryl, I really would like to thank you for the your clients. inspiring insights you’ve shared in our work together as inspiring insights you’ve shared in our work together as peer coaches and again in this conversation. Now it is up peer coaches and again in this conversation. Now it is up to you, dear reader, to have this conversation with yourself, your peers and your to you, dear reader, to have this conversation with yourself, your peers and your clients. clients.

Reference Reference Reina, D., & Reina, M. (1999). Trust & betrayal in the workplace. San Francisco: Berrett -Koehler. Reina, D., & Reina, M. (1999). Trust & betrayal in the workplace. San Francisco: Berrett -Koehler. 86 | IJCO Issue 3 2006 86 | IJCO Issue 3 2006 MUSI N GS MUSI N GS

Detour from Dynamic Engagement Detour from Dynamic Engagement BY MIKE R. JAY, DEVELOPMENTALIST BY MIKE R. JAY, DEVELOPMENTALIST

emember in my last musing emember in my last musing where I stated I was going to where I stated I was going to Rdo Part Two of leadership as Rdo Part Two of leadership as dynamic engagement? Well, that’s dynamic engagement? Well, that’s too big a leap for most, so let me talk too big a leap for most, so let me talk about one of my favorite topics, one about one of my favorite topics, one which a number of my colleagues also which a number of my colleagues also find juicy—SAGE Leadership. find juicy—SAGE Leadership. The reason for the detour is that dy- The reason for the detour is that dynamic engagement is a heady, com- namic engagement is a heady, complex approach that, quite frankly, few plex approach that, quite frankly, few people will be interested in until they people will be interested in until they run into the cul-de-sac of their favorite run into the cul-de-sac of their favorite theory road, if you catch my driving theory road, if you catch my driving here. here.

While on the other hand SAGE Lead- While on the other hand SAGE Lead- ership is an archetype of the times. ership is an archetype of the times. Yes, archetype, like in Jung. Interesting Yes, archetype, like in Jung. Interesting work is being done these days around work is being done these days around the globe regarding archetypes. I sus- the globe regarding archetypes. I sus- pect it will become the next big thing pect it will become the next big thing coaching will swing around because coaching will swing around because of the work Clotaire Rapaille is doing of the work Clotaire Rapaille is doing with his new book, The Culture Code. with his new book, The Culture Code. I reviewed it here, if you’re interested: I reviewed it here, if you’re interested: http://www.the-culture-code.com/ http://www.the-culture-code.com/ bookreview. bookreview.

Yet Rapaille’s archetypes leave you Yet Rapaille’s archetypes leave you wanting…a coach, for sure, but on to wanting…a coach, for sure, but on to SAGE Leadership. SAGE Leadership.

SAGE as an archetype is perhaps dif- SAGE as an archetype is perhaps different than many would suggest as ferent than many would suggest as a a leadership style, although depend- leadership style, although depending ing upon whose definition of the upon whose definition of the SAGE SAGE archetype you read, the type archetype you read, the type of leader- of leadership drawn from the Jungian ship drawn from the Jungian arche- archetype might not be a bad place type might not be a bad place 87 | IJCO Issue 3 2006 87 | IJCO Issue 3 2006 to begin. I’ll let you decide that, but for now, here’s how I want to play with this to begin. I’ll let you decide that, but for now, here’s how I want to play with this leadership game. leadership game.

SAGE in my idea of reality is an acronym rather than an archetype. Here’s why. SAGE in my idea of reality is an acronym rather than an archetype. Here’s why. Way back in the beginning of my musings history I have made mention of sub- Way back in the beginning of my musings history I have made mention of subject-object relations. These relations are described by Robert Kegan in either The ject-object relations. These relations are described by Robert Kegan in either The Evolving Self, or In Over Our Heads, take your pick. For those of you who are Evolving Self, or In Over Our Heads, take your pick. For those of you who are more determined to get into the practice of defining the subject and object (and more determined to get into the practice of defining the subject and object (and most of you calling yourself executive coaches should become “immediately” most of you calling yourself executive coaches should become “immediately” conversant in this theory, of course in my opinion) in your client’s espoused theory conversant in this theory, of course in my opinion) in your client’s espoused theory or theory in use (Argyris), then you will want to get your hands on the SOI Guide or theory in use (Argyris), then you will want to get your hands on the SOI Guide to Interviewing from Kegan’s office at Harvard. He’s in education, just call his office to Interviewing from Kegan’s office at Harvard. He’s in education, just call his office and say you want the Subject-Object Interviewing Guide from 1988, I believe if and say you want the Subject-Object Interviewing Guide from 1988, I believe if my failing memory serves me. my failing memory serves me.

Ok, now, here’s really why you need to understand SAGE as an acronym or a Ok, now, here’s really why you need to understand SAGE as an acronym or a metaphor and not as an archetype. metaphor and not as an archetype.

Archetypes are present in everything we do, however the FIRST test for a SAGE Archetypes are present in everything we do, however the FIRST test for a SAGE leader in my theory is that they are at a minimum self-authoring (Kegan’s level 4). leader in my theory is that they are at a minimum self-authoring (Kegan’s level 4). This is important and why I provided the off-ramp to Kegan above. Other-directed This is important and why I provided the off-ramp to Kegan above. Other-directed leaders (Kegan level 3), or what some call socializing subject-object relations make leaders (Kegan level 3), or what some call socializing subject-object relations make up their identity from those around them. While this might seem wonderful to up their identity from those around them. While this might seem wonderful to many, it’s not so great to have a leader in this kind of relativistic position. many, it’s not so great to have a leader in this kind of relativistic position.

A SAGE leader in my view looks to others to provide data, but sorts the facts using A SAGE leader in my view looks to others to provide data, but sorts the facts using his or her own principles of how the world works—perhaps even utilizing the his or her own principles of how the world works—perhaps even utilizing the skill of others to do these tasks. So, to me, SAGE leadership has a specific level of skill of others to do these tasks. So, to me, SAGE leadership has a specific level of development mastered or matured before they ever crawl into the SAGE brush. development mastered or matured before they ever crawl into the SAGE brush. (Had to get in a reference to the Oregon Trail you know, because we have a lot of (Had to get in a reference to the Oregon Trail you know, because we have a lot of SAGE all around us, but not many SAGE leaders to speak of.) Catch my meaning SAGE all around us, but not many SAGE leaders to speak of.) Catch my meaning here? To use a Forest Gumpism…SAGE is as SAGE does…not as SAGE is brushed here? To use a Forest Gumpism…SAGE is as SAGE does…not as SAGE is brushed by others! by others!

In a few words, here’s the SAGE model: In a few words, here’s the SAGE model: S in SAGE stands for spiritual, for without spirit no amount of leadership can be S in SAGE stands for spiritual, for without spirit no amount of leadership can be wise in a world of doing and non-doing. wise in a world of doing and non-doing.

A in SAGE stands for actionable, and I could and will probably someday write a A in SAGE stands for actionable, and I could and will probably someday write a book on this very term. Many have tried, many have died, but most are not action- book on this very term. Many have tried, many have died, but most are not actionable. The illusion of actionability in leadership today is delusion. Why aren’t most able. The illusion of actionability in leadership today is delusion. Why aren’t most leaders creating actionable followings? Because of the lack of development, which leaders creating actionable followings? Because of the lack of development, which means the inability to differentiate the integrated! means the inability to differentiate the integrated!

Huh? Huh?

Well, you heard it here first, folks. Just kidding. The psychobabble aside…without Well, you heard it here first, folks. Just kidding. The psychobabble aside…without perspective and the ability to see not only around corners, but to hear through the perspective and the ability to see not only around corners, but to hear through the noise, or feel the vibration…most of the junk called leadership today won’t get you noise, or feel the vibration…most of the junk called leadership today won’t get you rated in Moody’s or anywhere else. Am I pessimistic? No, but I’m not optimistic rated in Moody’s or anywhere else. Am I pessimistic? No, but I’m not optimistic either…I guess as Wil Durant said in Lessons of History…”I’m a realist.” And that, either…I guess as Wil Durant said in Lessons of History…”I’m a realist.” And that, my dear friends, is where actionable starts. my dear friends, is where actionable starts.

There’s too much vision thing, especially when we start talking about all this There’s too much vision thing, especially when we start talking about all this shared vision malarkey that is passed around by pundits who never made a serious shared vision malarkey that is passed around by pundits who never made a serious 88 | IJCO Issue 3 2006 88 | IJCO Issue 3 2006 payroll. Anything that is shared is in big trouble. If you don’t believe me, travel to payroll. Anything that is shared is in big trouble. If you don’t believe me, travel to Russia. Russia.

Actionable means that I understand and have evaluated the resources I have as a Actionable means that I understand and have evaluated the resources I have as a leader, including human resources, and I understand and have evaluated the real- leader, including human resources, and I understand and have evaluated the reality of business and organization in the network perspective…and I know how to ity of business and organization in the network perspective…and I know how to create the language I need to say that which creates what needs to be heard, felt create the language I need to say that which creates what needs to be heard, felt and experienced by the people who are inspired to follow. and experienced by the people who are inspired to follow.

Believe me, this is easier said than done, but if you see any SAGE model that is Believe me, this is easier said than done, but if you see any SAGE model that is undifferentiated along these lines and treats everyone the same, view everything undifferentiated along these lines and treats everyone the same, view everything through shared lenses, then head the other way, as we say out here in the west. through shared lenses, then head the other way, as we say out here in the west. G in SAGE stands for generative. And that’s what you get if you have the S and G in SAGE stands for generative. And that’s what you get if you have the S and the A in place. Generative-ness, or generativity as some might call it, is where we the A in place. Generative-ness, or generativity as some might call it, is where we create multiple wins. For a long time, we’ve heard about the win-win proposition. create multiple wins. For a long time, we’ve heard about the win-win proposition. That has served us for a time, but it’s the win-win that has produced global warm- That has served us for a time, but it’s the win-win that has produced global warm- ing! Yikes, what did I say? Yes, we have too long operated on a local basis…if we ing! Yikes, what did I say? Yes, we have too long operated on a local basis…if we could see it, feel it, touch it, hear it, or taste it, then we were talking win-win. could see it, feel it, touch it, hear it, or taste it, then we were talking win-win. What happened? What happened?

What happened was the lack of a non-local connection. We only recently discov- What happened was the lack of a non-local connection. We only recently discovered that win-win won’t allow us to hide the environmental issues we’ve created… ered that win-win won’t allow us to hide the environmental issues we’ve created… that win-win doesn’t explain why human resources gets exploited as fast as you that win-win doesn’t explain why human resources gets exploited as fast as you can say, globalization. can say, globalization.

Nope, in my view, there are few SAGE leaders to model…because win-win doesn’t Nope, in my view, there are few SAGE leaders to model…because win-win doesn’t cut it anymore. Unless leadership is generative, and it solves more problems than cut it anymore. Unless leadership is generative, and it solves more problems than it creates…unless it is both local and non-local in its consequences, it ain’t SAGE! it creates…unless it is both local and non-local in its consequences, it ain’t SAGE! E stands for ecological. Of course you might expect that seeing how you have read E stands for ecological. Of course you might expect that seeing how you have read through the rant this far. But when I talk ecological, I’m not only talking green- through the rant this far. But when I talk ecological, I’m not only talking green- peace here, folks. I’m talking the ecology of network dynamics. It is impossible peace here, folks. I’m talking the ecology of network dynamics. It is impossible to be spiritual, actionable and generative without having the ecology of things in to be spiritual, actionable and generative without having the ecology of things in mind. Whether that be the ecology of a family system, a community network, or mind. Whether that be the ecology of a family system, a community network, or the planet’s moans and groans. the planet’s moans and groans.

While the environment is important, which environment are we talking about… While the environment is important, which environment are we talking about… how about the environment of mind, or the environment of work, or the environ- how about the environment of mind, or the environment of work, or the environment of our consequences? Our narrow-focused “blinking” around has created a ment of our consequences? Our narrow-focused “blinking” around has created a wonderful set of special problems that could only from the narrowest of steward- wonderful set of special problems that could only from the narrowest of steward- ship emerge. Enabling people in an organization to function with their strengths ship emerge. Enabling people in an organization to function with their strengths requires ecologically prowess in a manner I can’t explain in a few short sentences. requires ecologically prowess in a manner I can’t explain in a few short sentences. Oh yes, I believe dynamic engagement is essential, but without SAGE leadership, Oh yes, I believe dynamic engagement is essential, but without SAGE leadership, it’s all just another game to play to keep the leadership tabloids full of pages and a it’s all just another game to play to keep the leadership tabloids full of pages and a way in which to ignore the real problems while we rearrange the nameplate on our way in which to ignore the real problems while we rearrange the nameplate on our office. office.

Back in the spring of 2006, if my memory serves me, I seem to recall an article in Back in the spring of 2006, if my memory serves me, I seem to recall an article in one of the ‘weeks’, either news or business which stated that China would be short one of the ‘weeks’, either news or business which stated that China would be short more than 75,000 leaders within a few years. I wonder who wrote that article and more than 75,000 leaders within a few years. I wonder who wrote that article and what ecology they come from. They should have noticed that in the US, we are what ecology they come from. They should have noticed that in the US, we are short hundreds of thousands of leaders, let alone SAGE leaders! short hundreds of thousands of leaders, let alone SAGE leaders! We lack leaders in Congress, the Senate, in the executive branch, the government, We lack leaders in Congress, the Senate, in the executive branch, the government, business, entrepreneurship and even…ouch, this is going to sting…in coaching. business, entrepreneurship and even…ouch, this is going to sting…in coaching. By the time this gets to press, the largest organization of “coaches” will have By the time this gets to press, the largest organization of “coaches” will have con- conducted its Future of Coaching Summit in Vancouver. Lord willing, I will have ducted its Future of Coaching Summit in Vancouver. Lord willing, I will have 89 | IJCO Issue 3 2006 89 | IJCO Issue 3 2006 attended and I have no idea what will have happened and then again, I do know attended and I have no idea what will have happened and then again, I do know before it happens what will happen. before it happens what will happen.

Will there be evidence of SAGE leadership in this special calling of the world’s Will there be evidence of SAGE leadership in this special calling of the world’s special coaches? special coaches?

Hmmm. What I am about to say will incriminate me for sure…NO! Hmmm. What I am about to say will incriminate me for sure…NO! Our very own industry lacks SAGE leadership for the reasons I’ve stated above. Our very own industry lacks SAGE leadership for the reasons I’ve stated above. WE are the blind leading the blind. And that’s what’s so special about coaching. WE are the blind leading the blind. And that’s what’s so special about coaching. Thousands of so-called coaches, many who dare call themselves leadership coach- Thousands of so-called coaches, many who dare call themselves leadership coaches…have no idea of what they are doing. We march along behind the academic es…have no idea of what they are doing. We march along behind the academic drumbeat of leaders who can’t lead and leaders who have led us to the brink of di- drumbeat of leaders who can’t lead and leaders who have led us to the brink of di- saster with their fancy models, their outstanding leadership only to find the world saster with their fancy models, their outstanding leadership only to find the world is now a worse place than when they had it handed over to them. Hmmm, SAGE is now a worse place than when they had it handed over to them. Hmmm, SAGE leadership examples? I just don’t think we’re there yet. leadership examples? I just don’t think we’re there yet.

I must call myself out here and as I write this now too long musing…realize that I must call myself out here and as I write this now too long musing…realize that espoused theory is just no longer good enough. During the past year I have chal- espoused theory is just no longer good enough. During the past year I have challenged myself to become a more SAGE-like leader, a more dispassionate coach, a lenged myself to become a more SAGE-like leader, a more dispassionate coach, a more compelling mentor and a more generative facilitator. Much of this is beyond more compelling mentor and a more generative facilitator. Much of this is beyond me, as I’m not fully awake and don’t know if I will awaken in this lifetime. But me, as I’m not fully awake and don’t know if I will awaken in this lifetime. But as I leave you here today in the midst of the SAGE brush…I challenge YOU to as I leave you here today in the midst of the SAGE brush…I challenge YOU to consider yourself, your leadership and your actions in a more spiritual, action- consider yourself, your leadership and your actions in a more spiritual, actionable, generative and ecological-based leadership paradigm as we all stir in this nest able, generative and ecological-based leadership paradigm as we all stir in this nest together. together.

Next time, dynamic engagement for sure! Next time, dynamic engagement for sure! Mike Jay Mike Jay 90 | IJCO Issue 3 2006 90 | IJCO Issue 3 2006

ADLER School of Professional Coaching-SouthWest COACHI N G CA L E DAR ADLER School of Professional Coaching-SouthWest COACHI N G CA L E DAR Phoenix, AZ / www.adlercoachsw.com Phoenix, AZ / www.adlercoachsw.com

Workplace Coaching Skills for Leaders Workplace Coaching Skills for Leaders This award winning, experiential 2-day course provides leaders with a solid This award winning, experiential 2-day course provides leaders with a solid grounding in coaching tools, techniques and theory specially developed for grounding in coaching tools, techniques and theory specially developed for workplace application. Perfect for leaders & managers, HR professionals, con- workplace application. Perfect for leaders & managers, HR professionals, consultants, and training & development specialists who want to learn effective sultants, and training & development specialists who want to learn effective coaching skills and establish good coaching habits. coaching skills and establish good coaching habits. February 12-13, 2007 February 12-13, 2007 April 19-20, 2007 April 19-20, 2007

Team Coaching Team Coaching This three day course is structured as a living lab to develop skills in enhancing This three day course is structured as a living lab to develop skills in enhancing group capacity for synergy, honesty, ownership, and performance. group capacity for synergy, honesty, ownership, and performance. May 3-5, 2007 May 3-5, 2007

Strengthening Workplace Relationships: Coaching for Interpersonal Strengthening Workplace Relationships: Coaching for Interpersonal Connection Connection Relationship issues are one of the two top reasons leaders fail. This three day Relationship issues are one of the two top reasons leaders fail. This three day course provides important insights and skills for coaching individuals to develop course provides important insights and skills for coaching individuals to develop more effective relationships. more effective relationships. May 9-11, 2007 May 9-11, 2007

Foundations of Professional Coaching (ICF Accredited Program) Foundations of Professional Coaching (ICF Accredited Program) This highly experiential 5-day course provides a comprehensive introduction This highly experiential 5-day course provides a comprehensive introduction to coaching, encompassing a strong theoretical foundation, introduction to to coaching, encompassing a strong theoretical foundation, introduction to our uniquely powerful and flexible coaching model, tools and techniques for our uniquely powerful and flexible coaching model, tools and techniques for coaching, practical information, and lots of mentored practice. Foundations is coaching, practical information, and lots of mentored practice. Foundations is both a stand-alone introduction to coaching, and the starting point for our ICF both a stand-alone introduction to coaching, and the starting point for our ICF Accredited “Certificate of Professional Coaching” program. Our coach training Accredited “Certificate of Professional Coaching” program. Our coach training program is known for its strength in workplace coaching application. program is known for its strength in workplace coaching application. February 5-9, 2007 February 5-9, 2007 April 23-27, 2007 April 23-27, 2007 July 16-20, 2007 July 16-20, 2007 October 1-5, 2007 October 1-5, 2007 February 4-8, 2008 February 4-8, 2008

The Coaching Conversation in the Context of Work The Coaching Conversation in the Context of Work Part 2 of our ICF Accredited Coaching Certificate Program (Prerequisite: Foun- Part 2 of our ICF Accredited Coaching Certificate Program (Prerequisite: Foun- dations of Professional Coaching) dations of Professional Coaching) June 4-8, 2007 June 4-8, 2007 91 | IJCO Issue 3 2006 91 | IJCO Issue 3 2006

Moving Toward Artful Coaching Moving Toward Artful Coaching Part 3 of our ICF Accredited Coaching Certificate Program (Prerequisites: Founda- Part 3 of our ICF Accredited Coaching Certificate Program (Prerequisites: Founda- tions of Professional Coaching and The Coaching Conversation in the Context of tions of Professional Coaching and The Coaching Conversation in the Context of Work) Work) September 24-28, 2007 September 24-28, 2007

Please call 602-493-1886 or see our website at www.adlercoachsw.com to register. Please call 602-493-1886 or see our website at www.adlercoachsw.com to register.

The Executive Team Alignment Process (ExecuTAP) The Executive Team Alignment Process (ExecuTAP) Master Training For Coaches and Consultants to Leaders Master Training For Coaches and Consultants to Leaders 4 _ - Day Intensive 4 _ - Day Intensive October 9-13 London/November 6-10 Chicago area October 9-13 London/November 6-10 Chicago area

Transform executive teams – and your practice! Learn a powerful process that time Transform executive teams – and your practice! Learn a powerful process that time after time has proven to have enormous impact on client organizations, far exceed- after time has proven to have enormous impact on client organizations, far exceed- ing clients’ expectations, and led to expanded and extended work for the consul- ing clients’ expectations, and led to expanded and extended work for the consultant! Developed and presented by executive coach Miles Kierson. tant! Developed and presented by executive coach Miles Kierson.

• Make a bigger impact on client organizations • Make a bigger impact on client organizations • Expand the size, nature and success of your consulting engagements • Expand the size, nature and success of your consulting engagements • Dramatically improve the effectiveness of senior leadership teams • Dramatically improve the effectiveness of senior leadership teams • Enhance ability to develop relationships with senior executives • Enhance ability to develop relationships with senior executives • Graduates report selling engagements within days and weeks of completing the • Graduates report selling engagements within days and weeks of completing the training training

Program includes breakfast, lunch, private cocktail party, three one-hour post- Program includes breakfast, lunch, private cocktail party, three one-hour post- course coaching sessions, electronic PowerPoint files, more. course coaching sessions, electronic PowerPoint files, more.

Free Q & A conference calls for your questions. Free Q & A conference calls for your questions. Contact [email protected] Contact [email protected] Complete details: http://www.kiersonconsulting.com/executap/3 Complete details: http://www.kiersonconsulting.com/executap/3

ÿ Ca reer Coa chin g S kills—with ÿ Ca reer Coa chin g S kills—with LeadingLea di ng Education Ed uca tio n LeadingLea di ng Education Ed uca tio n Prism Award Winners Gail Donner Prism Award Winners Gail Donner & Mary Wheeler, Oct. 13 & 14 in & Mary Wheeler, Oct. 13 & 14 in Leadership Coaching Toronto LeadershipLea der shi p Coaching Coach ing Toronto Lea der shi p Coach ing ÿ Fo un dat ions of P ro fess io nal ÿ Fo un dat ions of P ro fess io nal Leadership in Coaching LeadershipLea der shi p in in Coaching Coach ing Coa chi ng—gateway to ICF- Lea der shi p in Coach ing Coa chi ng—gateway to ICF- accredited coach training program, accredited coach training program, Oct. 23-27 in Toronto Oct. 23-27 in Toronto

ÿ Eva lu atio n and R OI o f ÿ Eva lu atio n and R OI o f Coa chi ng—with IJCO co- Coa chi ng—with IJCO co- executive editor John Lazar, 10 executive editor John Lazar, 10 weekly teleclasses beginning Nov. 7 weekly teleclasses beginning Nov. 7

www.adlercoach.com or email [email protected] www.adlercoach.com or email [email protected] Proud sponsor of IJCO Proud sponsor of IJCO 92 | IJCO Issue 3 2006 92 | IJCO Issue 3 2006 Marcia Reynolds, President of Covisioning Marcia Reynolds, President of Covisioning Leadership Development, Mentoring, Speech Coaching Leadership Development, Mentoring, Speech Coaching “I believe that much of the recent gold (emotional, spiritual and financial) in my life is a “I believe that much of the recent gold (emotional, spiritual and financial) in my life is a result of by being touched by you. You inspire me. You are always looking for new ways result of by being touched by you. You inspire me. You are always looking for new ways to challenge yourself and grow. You are a savvy business woman with incredible focus and to challenge yourself and grow. You are a savvy business woman with incredible focus and determination. You are deeply compassionate with lots of heart and soul. And you’re a determination. You are deeply compassionate with lots of heart and soul. And you’re a damn good coach. You enable me to see possibilities without pushing me. Thank you for damn good coach. You enable me to see possibilities without pushing me. Thank you for being a powerful presence in my life.”–Deb Weiler, President, Career Aspirations®, Inc. being a powerful presence in my life.”–Deb Weiler, President, Career Aspirations®, Inc. “Marcia, you are gold! I’m amazed at your ability to sift through my ideas and immediately “Marcia, you are gold! I’m amazed at your ability to sift through my ideas and immediately zero-in to the heart of my message. After each of our sessions, I’ve been inspired and COACHI N G MARKET PL ACE zero-in to the heart of my message. After each of our sessions, I’ve been inspired and COACHI N G MARKET PL ACE energized to create an unforgettable experience for my audience.” –Kim Goad, Ovations energized to create an unforgettable experience for my audience.” –Kim Goad, Ovations Inc. Inc. “As to the value for my money? Absolutely! In the past, I always chose to surround myself “As to the value for my money? Absolutely! In the past, I always chose to surround myself with personalities and view points similar to mine. Marcia makes me look at things in with personalities and view points similar to mine. Marcia makes me look at things in a new way. This is good. Because of the balance she consistently strives to achieve in a new way. This is good. Because of the balance she consistently strives to achieve in her own life, I have then adapted her examples to my own personality and lifestyle. It her own life, I have then adapted her examples to my own personality and lifestyle. It works!”–Lynn Berzynski, President, Molly Maids International works!”–Lynn Berzynski, President, Molly Maids International www.OutsmartYourBrain.com or contact us direct at 602-954-9030 and Marcia@ www.OutsmartYourBrain.com or contact us direct at 602-954-9030 and Marcia@ Covisioning.com Covisioning.com

Phyllis Campagna, CBC, CEC Phyllis Campagna, CBC, CEC 1810 Golf View Drive 1810 Golf View Drive Bartlett, IL 60103 USA Bartlett, IL 60103 USA 630-855-5101 630-855-5101 630-855-0418 (fax) 630-855-0418 (fax) [email protected] [email protected]

XSEL Performance Strategies is a business coaching firm that specializes in assisting XSEL Performance Strategies is a business coaching firm that specializes in assisting individuals in defining and implementing their professional objectives. The method is to individuals in defining and implementing their professional objectives. The method is to focus internal truths toward external goals by encouraging clients to meld their goals and focus internal truths toward external goals by encouraging clients to meld their goals and talents into an effective and ethical plan of action. talents into an effective and ethical plan of action. 93 | IJCO Issue 3 2006 93 | IJCO Issue 3 2006

The Foundation of Coaching The Foundation of Coaching 350 Park Avenue 30th Floor 350 Park Avenue 30th Floor New York, New York 10022 New York, New York 10022

We’re building The Foundation of Coaching to do what no other single organization can do for coaching. We’re creating We’re building The Foundation of Coaching to do what no other single organization can do for coaching. We’re creating a nonprofit, independent resource, bringing together the vast array of professional organizations, universities, colleges, a nonprofit, independent resource, bringing together the vast array of professional organizations, universities, colleges, training, coaches, clients, students, and others interested in coaching worldwide. We want to collect every published training, coaches, clients, students, and others interested in coaching worldwide. We want to collect every published academic study on coaching and make this body of research available in an online repository. We want to commission academic study on coaching and make this body of research available in an online repository. We want to commission coaching-related research. We want to encourage leading-edge thinking, peer-reviewed research, and international coaching-related research. We want to encourage leading-edge thinking, peer-reviewed research, and international dialogue. The Foundation will elect from time to time, Global Visionary Fellows, whose past achievements merit dialogue. The Foundation will elect from time to time, Global Visionary Fellows, whose past achievements merit acknowledgment and recognition, and whose current work merits support. The Foundation will also host Global acknowledgment and recognition, and whose current work merits support. The Foundation will also host Global Dialogues, inviting leaders in the coaching world to participate. Join us as we build this global coaching community! Dialogues, inviting leaders in the coaching world to participate. Join us as we build this global coaching community!

For more information, visit us: http://www.thefoundationofcoaching.org/ For more information, visit us: http://www.thefoundationofcoaching.org/

Agnes Mura Inc. – THE NEXUS BETWEEN BUSINESS CULTURE AND RESULTS Agnes Mura Inc. – THE NEXUS BETWEEN BUSINESS CULTURE AND RESULTS

Agnes Mura, MA MCC, is dedicated to the growth of the coaching profession Agnes Mura, MA MCC, is dedicated to the growth of the coaching profession as a means of creating generative, productive and fulfilling work environments. as a means of creating generative, productive and fulfilling work environments.

Agnes Mura, Inc. has developed an impeccable record of powerful Agnes Mura, Inc. has developed an impeccable record of powerful Leadership Coaching interventions in numerous global companies Leadership Coaching interventions in numerous global companies spanning three continents, and has been equally dedicated to spanning three continents, and has been equally dedicated to supporting resilient smaller firms in the western US. supporting resilient smaller firms in the western US.

• We help senior Leaders lead from their core convictions, transform Teams into crucibles of effectiveness, and change and • We help senior Leaders lead from their core convictions, transform Teams into crucibles of effectiveness, and change and integrate Cultures to reflect the values and strategies of the organization. integrate Cultures to reflect the values and strategies of the organization. • We provide both state of the art executive coaching for individuals, and high-impact development processes for teams • We provide both state of the art executive coaching for individuals, and high-impact development processes for teams from senior executives through mid-level managers. from senior executives through mid-level managers. • We facilitate strategic planning retreats and decision-making processes for boards and executive teams. • We facilitate strategic planning retreats and decision-making processes for boards and executive teams. • Our experiential workshop “The Leader as Coach” anchors the art of coaching into companies’ cultural fabric. • Our experiential workshop “The Leader as Coach” anchors the art of coaching into companies’ cultural fabric.

Agnes Mura’s book, Agnes Mura’s book, 10 Themes and Variations for Postmodern Leaders and Their Coaches 10 Themes and Variations for Postmodern Leaders and Their Coaches is available through: is available through: 310.450.503 [email protected] www.AgnesMura.com 310.450.503 [email protected] www.AgnesMura.com 94 | IJCO Issue 3 2006 94 | IJCO Issue 3 2006

The ICCO Symposia The ICCO Symposia

ICCO hosts high-level, intimate local conversations ICCO hosts high-level, intimate local conversations among all the constituents of the Organizational Coaching industry. among all the constituents of the Organizational Coaching industry.

∑ Through these intimate conversations, senior participants share successes and failures in real life case studies of coaching ∑ Through these intimate conversations, senior participants share successes and failures in real life case studies of coaching in organizations. in organizations. ∑ Organizations share their experiences with executive coaches. Organizational decision makers feel enabled to ∑ Organizations share their experiences with executive coaches. Organizational decision makers feel enabled to systematize and accelerate their internal processes due to these dialogues. systematize and accelerate their internal processes due to these dialogues. ∑ Coach educators and researchers present as well as learn about the open questions that continue to surround the ∑ Coach educators and researchers present as well as learn about the open questions that continue to surround the practice of great coaching in organizations. practice of great coaching in organizations. ∑ Roundtable discussions about innovative coaching applications open up the individual perspective. ∑ Roundtable discussions about innovative coaching applications open up the individual perspective. ∑ Many discussions are held in small groups and self managed. ∑ Many discussions are held in small groups and self managed. ∑ Plenary sessions often occur in an open space format. Groups share their findings with the community. ∑ Plenary sessions often occur in an open space format. Groups share their findings with the community.

You are invited to one of these exclusive events. These are limited-capacity events, with a maximum of 30 participants, to You are invited to one of these exclusive events. These are limited-capacity events, with a maximum of 30 participants, to ensure intimate dialogue and meaningful networking opportunities. ensure intimate dialogue and meaningful networking opportunities.

ICCO is committed to holding several Spring and Fall Symposia in 2007, in various US locations as well as international ICCO is committed to holding several Spring and Fall Symposia in 2007, in various US locations as well as international locations (the first non-USA symposium to be held in Mexico City). locations (the first non-USA symposium to be held in Mexico City).

Find out about upcoming symposia and register on-line through the ICCO website: www.CoachingConsortium.org Find out about upcoming symposia and register on-line through the ICCO website: www.CoachingConsortium.org

95 | IJCO Issue 3 2006 95 | IJCO Issue 3 2006

John Lazar, MA, MCC John Lazar, MA, MCC President, John B. Lazar & Associates, Inc. President, John B. Lazar & Associates, Inc. Catalyzing Performance for Business Success Catalyzing Performance for Business Success

We coach high performers in key roles - senior executives, managers and teams - to achieve greater success and personal We coach high performers in key roles - senior executives, managers and teams - to achieve greater success and personal satisfaction. Our clients can find themselves in different situations: those who excel in their job and are concerned with satisfaction. Our clients can find themselves in different situations: those who excel in their job and are concerned with maintaining peak performance; those who are frustrated and unable to get back on track; those who have taken on maintaining peak performance; those who are frustrated and unable to get back on track; those who have taken on larger accountabilities or are targeted for promotion; and those facing the challenges of change, uncertainty, and shifting larger accountabilities or are targeted for promotion; and those facing the challenges of change, uncertainty, and shifting priorities. priorities.

We build trustworthy, constructive client relationships. Our coaching focuses on developing several critical skills and We build trustworthy, constructive client relationships. Our coaching focuses on developing several critical skills and competencies: self-awareness and self-management; expanded vision; effective communication; powerful working competencies: self-awareness and self-management; expanded vision; effective communication; powerful working relationships; and personal responsibility and choice with a sense of freedom. These building blocks are the basis for our relationships; and personal responsibility and choice with a sense of freedom. These building blocks are the basis for our programs: programs: • Developing emotionally effective leadership • Developing emotionally effective leadership • Developing effective teams • Developing effective teams • Getting traction during transition • Getting traction during transition • Critical thinking skills training and facilitation • Critical thinking skills training and facilitation • Creating personal stability in uncertain times • Creating personal stability in uncertain times • Running meetings that impact top and bottom lines • Running meetings that impact top and bottom lines

“Thanks so much for your services and the propulsion it provided me in my business. Your delicate attention to detail had “Thanks so much for your services and the propulsion it provided me in my business. Your delicate attention to detail had me ‘cut the crap’, eliminate the drama and create clarity. The results were truly dramatic!!!” me ‘cut the crap’, eliminate the drama and create clarity. The results were truly dramatic!!!” Nessa Baskerville Johnson, Executive Director, Jubilation, Inc. Nessa Baskerville Johnson, Executive Director, Jubilation, Inc.

“Working with John has taken our regional management to the next level of performance and helped our team evolve. I “Working with John has taken our regional management to the next level of performance and helped our team evolve. I am extremely pleased with the impact John has had on our organization and our potential for growth. He’s done a great am extremely pleased with the impact John has had on our organization and our potential for growth. He’s done a great job.” job.” Jamie Rosin, CEO, Rosin Eyecare Jamie Rosin, CEO, Rosin Eyecare

“Business leaders are stretched to the limit to work wisely and well, to take care of their people and customers, and “Business leaders are stretched to the limit to work wisely and well, to take care of their people and customers, and to keep their enterprise thriving. We all need partners to challenge our limits and work to expand our capabilities… I to keep their enterprise thriving. We all need partners to challenge our limits and work to expand our capabilities… I completely endorse the quality and integrity of the work done by John Lazar and his firm.” completely endorse the quality and integrity of the work done by John Lazar and his firm.” Darleen McFarlan, Owner and CEO, Darleen’s Interiors Darleen McFarlan, Owner and CEO, Darleen’s Interiors

Get John’s perspective in his book, Conversations on Success, Volume 6, and on his DVD Master Keys to Success and Get John’s perspective in his book, Conversations on Success, Volume 6, and on his DVD Master Keys to Success and his CD/DVD series Take Your Power Back, now available on the www.lazarconsulting.com website. his CD/DVD series Take Your Power Back, now available on the www.lazarconsulting.com website.

We work on both a retainer as well as an individual referral basis. Contact us by phone 877-739-0187 (toll-free in the U.S. We work on both a retainer as well as an individual referral basis. Contact us by phone 877-739-0187 (toll-free in the U.S. and Canada), +1 708-771-9176 (worldwide), via email at [email protected], or through our website, www. and Canada), +1 708-771-9176 (worldwide), via email at [email protected], or through our website, www. lazarconsulting.com. lazarconsulting.com. 96 | IJCO Issue 3 2006 96 | IJCO Issue 3 2006

www.thecoachingforums.com www.thecoachingforums.com [Online discussion forum and community] [Online discussion forum and community] Lifewright Ltd. 4 Scholars Place, London, N16 0RF Lifewright Ltd. 4 Scholars Place, London, N16 0RF

The Coaching Forums is the first independent online community and discussion forums for coaches from all professional The Coaching Forums is the first independent online community and discussion forums for coaches from all professional backgrounds, all training organizations, all professional associations and all countries. Membership is free and we intend to backgrounds, all training organizations, all professional associations and all countries. Membership is free and we intend to keep it that way! Our mission is to advance and strengthen the coaching profession and coaches by making the profession keep it that way! Our mission is to advance and strengthen the coaching profession and coaches by making the profession visible; by discussion and debate; through promoting research and interests; and collating resources. Our vision is “To grow visible; by discussion and debate; through promoting research and interests; and collating resources. Our vision is “To grow coaching together!” Please join us and spread the word. coaching together!” Please join us and spread the word.

Costs: membership is free Costs: membership is free Instructions: visit www.thecoachingforums.com to browse, register and enjoy. Any enquiries please contact info@ Instructions: visit www.thecoachingforums.com to browse, register and enjoy. Any enquiries please contact info@ thecoachingforums.com. thecoachingforums.com.

Team Trek Coaching Group Team Trek Coaching Group 500 East Racquet Club Place 500 East Racquet Club Place Memphis, TN 38117 Memphis, TN 38117

Team Trek and Team Trek Coaching Group are America’s premier source for custom designed teambuilding, leadership Team Trek and Team Trek Coaching Group are America’s premier source for custom designed teambuilding, leadership development, and individual and team coaching. At Team Trek we build people and connect teams. We are unique. We development, and individual and team coaching. At Team Trek we build people and connect teams. We are unique. We listen. We strategize and take extraordinary care in everything we do. Whether we conduct a program at our state-of-the-art listen. We strategize and take extraordinary care in everything we do. Whether we conduct a program at our state-of-the-art learning center in the peaceful Ozark foothills or at the client’s location, we create custom designed programs that meet our learning center in the peaceful Ozark foothills or at the client’s location, we create custom designed programs that meet our clients’ needs and exceed their expectations. To support our commitment to excellence, we guarantee measurable results clients’ needs and exceed their expectations. To support our commitment to excellence, we guarantee measurable results and offer an unconditional guarantee. and offer an unconditional guarantee.

Instructions: Call (901) 525-2394 or e-mail [email protected]. Instructions: Call (901) 525-2394 or e-mail [email protected]. 97 | IJCO Issue 3 2006 97 | IJCO Issue 3 2006

Developing Leaders, Delivering Results Developing Leaders, Delivering Results

CoachWorks® International, Inc. is a community of Executive Leader Coaches committed to working with leaders, teams CoachWorks® International, Inc. is a community of Executive Leader Coaches committed to working with leaders, teams and organizations to enhance competencies for changing times, and create better ways of meeting marketplace demands. and organizations to enhance competencies for changing times, and create better ways of meeting marketplace demands. CoachWorks® provides executive coaching services, assessments and leadership training materials, resources and services CoachWorks® provides executive coaching services, assessments and leadership training materials, resources and services nationally and internationally. nationally and internationally.

CoachWorks® facilitates sustainable results in the areas of critical and current concern for top level clients. After years of CoachWorks® facilitates sustainable results in the areas of critical and current concern for top level clients. After years of industry experience, CoachWorks® International has a proven record in leadership development and helping clients realize industry experience, CoachWorks® International has a proven record in leadership development and helping clients realize solutions to the top issues concerning executives today. CoachWorks® provides a full range of coaching to every level of solutions to the top issues concerning executives today. CoachWorks® provides a full range of coaching to every level of management, specializing in C-Level Executives, Senior Management, Leadership Teams and Boards of Directors. management, specializing in C-Level Executives, Senior Management, Leadership Teams and Boards of Directors. Coaching expertise and specialties include complex systems coaching, privately-held succession and transition coaching, Coaching expertise and specialties include complex systems coaching, privately-held succession and transition coaching, and on-board coaching for executives with major new responsibilities. and on-board coaching for executives with major new responsibilities.

Legacy Leadership® Resources and Training Services Legacy Leadership® Resources and Training Services CoachWorks® developed Legacy Leadership®, a comprehensive and highly adaptable leadership model to meet the growing CoachWorks® developed Legacy Leadership®, a comprehensive and highly adaptable leadership model to meet the growing needs of changing leadership in today’s global community. A full range of resources are available for use organizationally needs of changing leadership in today’s global community. A full range of resources are available for use organizationally and individually including coaching to the Legacy Leadership® model, training events, individual workbooks, and individually including coaching to the Legacy Leadership® model, training events, individual workbooks, hardcopy assessments and development plans, a full service online 360 feedback service and a wide range of hardcopy assessments and development plans, a full service online 360 feedback service and a wide range of associated support materials. Currently, Legacy Leadership® is available in several different formats including: associated support materials. Currently, Legacy Leadership® is available in several different formats including: Legacy Leadership® - The Original Business Model, Legacy Leadership® for Educators, Legacy Leadership® for Legacy Leadership® - The Original Business Model, Legacy Leadership® for Educators, Legacy Leadership® for Community, Legacy Leadership® for Kids, Legacy Leadership® in French and Korean, and Legacy Leadership® Community, Legacy Leadership® for Kids, Legacy Leadership® in French and Korean, and Legacy Leadership® Faith Version. CoachWorks® has trained over 300 facilitators who deliver Legacy Leadership® training events, institutes, Faith Version. CoachWorks® has trained over 300 facilitators who deliver Legacy Leadership® training events, institutes, and seminars in corporate or organizational venues, as well as with individual coaching clients. and seminars in corporate or organizational venues, as well as with individual coaching clients.

For more information about CoachWorks® services and training materials, call 214.585.8254 or visit our website at www. For more information about CoachWorks® services and training materials, call 214.585.8254 or visit our website at www. CoachWorks.com or www.LegacyLeadership.com CoachWorks.com or www.LegacyLeadership.com

Dr. C. Jeannine Sandstrom, MCC (Dallas, Texas USA) Direct: 817.497.4927 Dr. C. Jeannine Sandstrom, MCC (Dallas, Texas USA) Direct: 817.497.4927 Dr. Lee Smith, MCC (Seattle, Washington USA) Direct: 206.730.8163 Dr. Lee Smith, MCC (Seattle, Washington USA) Direct: 206.730.8163

ADLER School of Professional Coaching-SouthWest ADLER School of Professional Coaching-SouthWest Coach Training & Certification Coach Training & Certification

Adler School of Professional Coaching-SW, LLC Adler School of Professional Coaching-SW, LLC 13835 N. Tatum Blvd., #9-182 13835 N. Tatum Blvd., #9-182 Phoenix, Arizona 85032 USA Phoenix, Arizona 85032 USA 1-602-493-1886 www.adlercoachsw.com 1-602-493-1886 www.adlercoachsw.com

Offering an ICF-Accredited Coach Training Program, and the award winning Workplace Coaching Skills for Leaders, Adler Offering an ICF-Accredited Coach Training Program, and the award winning Workplace Coaching Skills for Leaders, Adler School of Professional Coaching-SW supports individual and organizational excellence through excellence in coaching School of Professional Coaching-SW supports individual and organizational excellence through excellence in coaching and coach training. Adler’s programs, available both for public enrollment or customized for organizations, provide and coach training. Adler’s programs, available both for public enrollment or customized for organizations, provide powerful coaching skills and develop highly effective leaders. Our corporate programs support organizations in shifting powerful coaching skills and develop highly effective leaders. Our corporate programs support organizations in shifting to a coaching culture that empowers individuals, invites innovation, creates an environment for open communication, to a coaching culture that empowers individuals, invites innovation, creates an environment for open communication, builds respectful relationships, and provides opportunity for meaningful contribution, all leading to greater satisfaction, builds respectful relationships, and provides opportunity for meaningful contribution, all leading to greater satisfaction, improved performance and better bottom line results. improved performance and better bottom line results.

Please call 602-493-1886 or see our website at www.adlercoachsw.com for more info, current schedule and registration Please call 602-493-1886 or see our website at www.adlercoachsw.com for more info, current schedule and registration information. information. 98 | IJCO Issue 3 2006 98 | IJCO Issue 3 2006

Emotional Intelligence: Engaging Human Capital Emotional Intelligence: Engaging Human Capital

Our mission is to transform individuals and the organizations in which they work to their highest potential. We do Our mission is to transform individuals and the organizations in which they work to their highest potential. We do this by applying emotional intelligence in real time, building Engaged Leaders‰ who inspire innovation, loyalty and this by applying emotional intelligence in real time, building Engaged Leaders‰ who inspire innovation, loyalty and productivity. We believe that people, not businesses, succeed and that the soft skills are what produce the hard results! productivity. We believe that people, not businesses, succeed and that the soft skills are what produce the hard results!

We call this engagement, the impassioned relationship between workers and work. We accomplish this by applying We call this engagement, the impassioned relationship between workers and work. We accomplish this by applying emotional intelligence in real time using coaching and group learning, so that people can be more effective and efficient emotional intelligence in real time using coaching and group learning, so that people can be more effective and efficient handling ambiguities of relationship, change and innovation. Through our Engaged Leader™ and proprietary coaching handling ambiguities of relationship, change and innovation. Through our Engaged Leader™ and proprietary coaching programs, we promote authentic leadership for individuals at all organizational levels and every stage of the work-life programs, we promote authentic leadership for individuals at all organizational levels and every stage of the work-life cycle, leaving them more confident, effective and fulfilled. cycle, leaving them more confident, effective and fulfilled.

Peoplesmith Global dismantles the complexity of change into manageable, actionable strategies that help people change… Peoplesmith Global dismantles the complexity of change into manageable, actionable strategies that help people change… in human time. in human time.

Our international “Experience Team” is waiting to hear you and ready for new possibilities for action Our international “Experience Team” is waiting to hear you and ready for new possibilities for action

1-866-413-6579 1-866-413-6579 www.peoplesmithglobal.com www.peoplesmithglobal.com

TetraCoaching™ TetraCoaching™ ..to ignite the synergy within ..to ignite the synergy within

Effectively build your coaching practice, deepen your coaching skills and develop yourself using TetraCoaching™ - a Effectively build your coaching practice, deepen your coaching skills and develop yourself using TetraCoaching™ - a guiding map to: guiding map to:

ÿ Engage easily with potential clients ÿ Engage easily with potential clients ÿ Coach at a deep level ÿ Coach at a deep level ÿ Offer clients a unique experience ÿ Offer clients a unique experience ÿ Build your business ÿ Build your business ÿ Work holistically ÿ Work holistically

TetraCoaching™ is based on the TetraMap® (www.tetramap.com), a cross-cultural relationship model that maps personal TetraCoaching™ is based on the TetraMap® (www.tetramap.com), a cross-cultural relationship model that maps personal and organisational strategies for success. This model is a blend of ancient Chinese wisdom and modern Western thought and organisational strategies for success. This model is a blend of ancient Chinese wisdom and modern Western thought reflecting the elements and structure of Nature. reflecting the elements and structure of Nature.

TetraMap® is used by coaches, trainers, facilitators, and managers TetraMap® is used by coaches, trainers, facilitators, and managers around the world to improve behaviour and performance. around the world to improve behaviour and performance.

TETRACOACHING™ TELECLASS: To register or for more information, TETRACOACHING™ TELECLASS: To register or for more information, contact: Leslie Hamilton at [email protected]. contact: Leslie Hamilton at [email protected].