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Executive Coaching for Conscious Leadership: Insight Into Insight

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Executive Coaching for Conscious Leadership: Insight Into Insight EXECUTIVE COACHING FOR CONSCIOUS LEADERSHIP: INSIGHT INTO INSIGHT Cecily Moreton BA, DipEd, BTh, BEd (Counselling), MAPS, AACC Thesis submitted for the degree of Doctor of Philosophy 2006 School of Education University of Western Sydney Statement of Authentication The work presented in this thesis is, to the best of my knowledge and belief, original, except as acknowledged in the text. I hereby declare that I have not submitted this material, either in full or in part, for a degree at this or any other institution. …………………………………………… (Signature) ii Abstract This thesis is an investigation of the practice of executive coaching for conscious leadership. The researcher, an executive coach with many years of practice as educator, chaplain, counselling psychologist, Buddhist meditator and company director, draws on case studies to present a holistic understanding of the coaching relationship. She examines how the coaching relationship enables executive managers not only to achieve their management goals, but also to gain insight, assemble meaning, become conscious and present, and grow as leaders. The key questions for the thesis are: What does the coach do and how is it manifested through the coaching discourse? What are the key processes and variables in the coaching relationship that promote conscious leadership? In order to explore these questions, the researcher draws on literature from human relations praxis, ethics, psychology (including counselling, psychotherapy, positive psychology, educational and organisational psychology), education, theology, Buddhist practice and spirituality, leadership and leadership development, and executive coaching. The research methodology is qualitative and quantitative, drawing on data based on an intensive coaching program designed and delivered by the researcher to managers in two organisations - a retail company and a utility company. A series of group sessions reinforced the individual coaching process. Over 300 hours of one-on-one executive coaching sessions were recorded, with 24 executive managers (12 in each company), who each participated in twelve (or equivalent) fortnightly sessions over a 6-month period. In addition, a test of emotional intelligence was given to each of the managers at the beginning and end of the coaching program, giving a quantitative measure of the changes. The results of the coaching sessions are analysed in terms of the two companies and their participants, exploring the organisational context and outlining the benefits of coaching and the coaching relationship with each of the participants individually and in groups. Then two detailed individual case studies are presented, one client from each of the organisations in the study. The managers in the study learned new management skills and adopted new leadership behaviours, reflecting their growth in emotional intelligence and awareness. They reflected on gaining deep awareness and insight, signifying their move to conscious leadership, and reported practical benefits of coaching in their workplace practices, e.g. improved communication skills and the ability to give and receive genuine feedback. A quantitative analysis of the emotional intelligence pre- and post-test scores confirmed these positive outcomes. Many of the managers reported that the most significant aspect of the coaching was the quality of the relationship between them and the coach, which enabled conscious leadership to develop. Their relationship was deeply influenced by the personal qualities of the coach such as warmth, presence, qualifications, credibility, trustworthiness, openness, commitment, insight, and spiritual awareness. This made the difference between coaching for management goals alone and the development of conscious leadership. The concepts of executive coaching and of conscious leadership are holistic phenomena. The clients experience a profound sense of feeling known, respected, accepted, cared for and valued. In essence, they experience love. What has emerged from the research is that consciousness is the ‘being’ of leadership. The attributes of conscious leadership indicate an integration of the whole person that manifests in the workplace, in their homes with their families, and in their everyday interactions and responses to the world around them. While instrumental management goals may be achieved with qualified coaches, conscious leadership involves psychological integration via in-depth relationship and psychological interventions, these need to be experienced with a qualified practitioner with demonstrable advanced levels of personal integration and consciousness. The findings call for a more professional and holistic approach to executive coaching for leadership. iii Acknowledgements To each person who has coached me through this work, thank you. This thesis is about relationships and conversations, about learning and living and loving. It has been written because of the wonderful conversations I have experienced in many committed loving relationships which called us into being. There have been the rich, candid conversations with the talented managers who participated in the project, who partnered with me and took the risk of being recorded with me for the research. There have been dozens of conversations with my supervisor Dr John Cameron whose meditative being shone a torch of love and light through the highways and byways of the work. There have been hundreds of hours of inspiring conversations with generous loving friends and colleagues who unswervingly believed in the power of coaching for developing consciousness and real leadership. They gave practical help and challenging thoughtful feedback and encouragement to me at every point. There has been the constant conversation with my beautiful partner Chris, sometimes with hilarity and exhilaration of insight and sometimes in peaceful rhythmic knowing silence, which carried the thesis week by week to completion. To each of you my heartfelt thanks. I dedicate this work to my son Sam, a leader. You and your generation give me hope and confidence. May you always be inspired and guided to lead with love. iv TABLE OF CONTENTS Statement of Authentication ii Abstract iii Acknowledgements iv List of tables and figures viii Chapter 1 INTRODUCTION 1.1 Overview 1 1.2 Background: a personal narrative 3 1.3 Executive coaching 13 1.4 Outline of chapters 15 Chapter 2 A REVIEW OF LITERATURE: AN INTERDISCIPLINARY SELECTION 2.1 Introduction 19 2.2 The study of human relations 20 2.3 Transformative learning: teacher training, 25 feminism and social activism 2.4 Theology, spirituality and ethics 29 2.5 Psychology and psychotherapy 35 2.6 Leadership and organisational management 42 2.7 Executive Coaching 57 2.8 Towards Conscious Leadership 66 2.9 Conclusion 71 Chapter 3 METHODOLOGY 3.1 Introduction 74 3.2 Methodological traditions 75 3.3 Research method 77 3.4 The conscious leadership model 80 3.5 Coach attributes, skills assumptions and exercises 80 3.6 Coaching protocol 82 3.7 Pre and Post-testing of of the participants 86 3.8 Analysing the data 91 3.9 Limitations 94 3.10 Conclusion 96 v Chapter 4 INSIDE THE ORGANISATIONS: COMPANY CASE STUDIES AND THE EQ-i RESULTS 4.1 Introduction: the multiple layers of data 97 4.2 The organisational context 99 4.3 Group sessions 101 4.4 Individual sessions: Building conscious leadership 109 4.5 Qualitative results: 128 Overall self-reporting of individual executive coaching 4.6 Quantitative data: EQ pre-and post-test indicators of change 136 4.7 Conclusion 148 Chapter 5 BRIAN’S STORY: CASE STUDY 1 5.1 Introduction 150 5.2 Session 1 150 5.3 Session 2 158 5.4 Session 3 164 5.5 Session 4 169 5.6 Sessions 5,6 and 7 172 5.7 Session 8 and 9 181 5.8 Session 10 183 5.9 Session 11 187 5.10 Session 12 191 Chapter 6 PENNY’S STORY: CASE STUDY 2 6.1 Introduction 195 6.2 Session 1 195 6.3 Session 2 203 6.4 Session 3 208 6.5 Session 4 and 5 211 6.6 Session 6 219 6.7 Sessions 7 and 8 221 6.8 Session 9 226 6.9 Session 10 228 6.11 Session 11 230 Chapter 7 DISCUSSION 7.1 Introduction 238 7.2 Reflections on the Company case studies 239 and the EQ results 7.3 Reflections on the individual case studies: 254 Brian’s and Penny’s stories 7.4 Recommendations for future research 281 vi 7.5 Towards conscious leadership through executive coaching 282 References 290 Appendices A “The Healthy Self Living in Love” coaching handout 313 B EQ-i Sample Report 314 C Zeidner et al.’s Comparative Table of EI Measures. 319 D Participants Information Sheet and Consent Form 321 vii LIST OF TABLES AND FIGURES Table 3.1 Components measured by the Bar-On of EQ-i 89 Table 4.1 Research participants 99 Table 4.2 Participants and overall EQ-i scores 138 Table 4.3 Means (Standard Deviations) for Total EQ-i and EQ-i Composite Scales 141 Table 4.4 Means (Standard Deviations) for Content Sub-scales 143 Table 4.5 Means (Standard Deviations) for Pre-Intervention Total EQ-i, EQ-i Composite Scales and Age by Company 144 Table 4.6 Means (Standard Deviations) for Pre-Intervention Total EQ-i, EQ-i Composite Scales by Gender 145 Table 4.7 Means (Standard Deviations) for Post-Intervention Total EQ-i, EQ-i Composite Scales and Age by Company 145 Table 4.8 Means (Standard Deviations) for Post-Intervention Total EQ-i, EQ-i Composite Scales and Age by Gender 146 Table 4.9 Means (Standard Deviations) for Post-Intervention Total EQ-i, EQ-i Composite Scales and Age by Gender 147 Table 4.10 Means (Standard Deviations) for Difference Scores of Total EQ-i and EQ-i Composite Scales by Gender 147 Table 4.11 Paired Samples T Tests for Intrapersonal and General Mood Composite Scales with Outliers Removed 148 Table 5.1 Case Notes – Brian’s Job Satisfaction Values 154 Table 5.2 Brian: Old Me 178 Table 5.3 Brian: New Me 180 Table 6.1 Case Notes – Penny’s Next Tasks 211 Table 6.2 Case Notes - Penny, Session 5 217 Table 6.3 Penny: Old Me 229 Table 6.4 Penny: New Me 230 viii Table 6.5 Penny: Work Values 233 Table 7.1 Example of data analysis for Case Study 1 256 Fig 3.1 Twelve sessions Executive Coaching Protocol 81 Fig 3.2 The A-B-C of Communication: summary of handout.
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