Coaching helps managers develop better interpersonal skills.
Some common reasons for interpersonal conflict include executives
being too abrasive, too controlling and too isolated. Coaches work
with executives to explore these behaviours, to recognize and regulate
their self-defeating beliefs, assumptions and actions.
Coaching helps leaders to think and plan more strategically, to
manage risk more effectively, to create and communicate vision and
Coaching aids in developing a culture of trust, commitment and
personal responsibility both internally and with the external world of
clients and customers.
Coaching enables the executive or manager to leverage his or
her personal power more effectively.
Coaching can develop those leadership qualities that have been
empirically proven to be associated with success. These include:
cognitive capacity, social capacities, personality style, motivation,
knowledge and expertise.
breadth of executive coaching makes it impossible to nominate all areas
the coach and coachee can explore. However, the following is a list of
some of the major intervention areas of executive coaching:
When there is a change in structure and
an individual executive needs new skills for a new position
The high potential manager being groomed for promotion
High performing executives whose personality style impacts negatively on
his or her relationship with peers, staff and clients
Executives wishing to develop their career paths and prospects
As a follow-on to 360-degree performance appraisals
Increasing the individuals’ capacity to manage an organization –
planning, organizing, controlling, visioning, developing others etc.
Increasing the executive’s psychological and social mastery skills, such
as self-awareness, recognition of “blind spots” and defences,
limiting thoughts and emotional
Improving the executive’s balance between work and life demands.
Leadership, management and team building skills
Working more effectively within a changing organizational
Working with a leader to coach others in transition
Types of Executive Coaching:
As noted in
'The Complete Guide to Coaching at
Work', the authors (Skiffington
and Zeus) have found the following
typology of executive coaching to be useful:
for skills helps the executive learn specific skills,
abilities and perspectives over a period of several weeks or months. The
skills to be learned are usually clear at the outset and are typically
related to skills associated with an executive assuming new or different
for performance focuses on the executive’s
effectiveness in his or her current position. Frequently it involves
coaching for one or more management or leadership competencies, such as
communicating vision, team building or delegation.
for development refers to coaching interventions that
explore and enhance the executive’s competencies and characteristics
required for a future job or role. It can be associated with
outplacements, restructuring and reengineering in the organization.
for the executive’s agenda generally entails working
with an executive on any personal or organizational concerns he or she
may have. It can focus on issues surrounding the executive, such as
change and company downsizing. Personal issues are more likely to arise
in this type of coaching.
Executive coaches can
also work with training managers to formalize coaching in their
leadership roles and become "manager as coach".
Only behavioral change is real change.
-The need to create
sustainable behaviours (what we do or say)!
Improving business performance often
focuses on clearly articulated strategies, definite goals and structural
change. However, even the best laid plans for change often fail to
address that performance is inseparable from how an organization does
what it does. For only if the people in a system behave as they should
will the system work as it should. Most systems have the same
failing--human behavior. Improved performance is impossible
without changing behaviors. If we want to change and improve systems, we
have to change human behavior. But human behavior is not so easily
changed and most behavioral change efforts fail
Types of Change:
main success factor to the introduction of a new initiative,
new process or the creation of new structures or teams, is the effective
long-term change of people’s behaviors.
Personal and/or Organizational
Performance or Developmental Change:
The central critical
success factor for any personal, group or cultural change initiative
is the effective long-term change of people’s behaviors.
Some Coaching Case Studies:
STUDY 1.- TRAIN THE INTERNAL ORG. COACH PROGRAM
Program was developed to address a Defence Forces Training
Department's specific needs.
teach over a thousand personnel a year. The focus of the
program was to certify the trainers as coaches and thereby:
increase the effectiveness of their training methods by
enhancing the delivery and retention of the subject
matter - be it soft skills or technical information, improve their
ability to establish rapport, trust and credibility and improve
their ability to adapt their teaching style to the students
learning styles thus enabling their students to easily apply the
newly learnt information.
All the participants were assessed
giving them an understanding of their own unique learning,
communication, problem-solving and teaching styles (which was used
as a basis for them to develop even more flexible teaching
program, conducted over 3 months, used a combination of
distance-learning modules, including pre-study of course
manual and set reading material, followed by 4 two-day
Intensive Group Workshops and individual follow-up coaching sessions.
STUDY 2. - EXECUTIVE COACHING
program was developed to address a Senior Management
Team's specific needs to: be more 'Transformational', 'Emotionally
Intelligent' in their leadership style, to improve their behavioral
flexibility and improve their cross functional effectiveness. The
program was delivered through team workshops addressing
common workplace issues and one to one personal developmental
coaching sessions focusing on under-performance issues. Results
were benchmarked and linked to measurable changes in behavior.
instruments provided information on the coachees: Leadership style,
Problem-Solving style, Stress levels, and their Emotional Aspects
- their strengths and developmental areas.
program was over a twelve month period starting with a number
of one-to-one sessions. The team workshops
were followed by one-to-one coaching driven by
the needs of the individual coachees.
STUDY 3. - BUSINESS COACHING
Customized Development Program for Managers, Senior Doctors
and Nurse Managers in a Private Hospital Group.
program had to take into the account the acute lack of
time staff have for position development and an
expanding network of new hospitals. The staff identified a need to
be more effective in the management and utilization of change,
more 'Transformational' in their leadership style and more
confident and assertive in their handling of conflict. Emphasis
was also placed on the values and culture of the organization as
well as skills.
of team workshops, one-to-one coaching and action learning
projects were developed. It was agreed that no one
within the group should have access to an individual's assessment
report. The feedback was facilitated only to the coachee and
a self development plan/coaching cycle was agreed to.
were to: improve cross functional effectiveness - as a team and
individually, develop an awareness of their behavioral style and
address areas which may cause them to under-perform, understand
the nature of Change and Transition and be able to anticipate
and manage both elements proactively and to design a competency
framework which reflected the values and ethos of the organization.
STUDY 4. - COMMUNICATIONS COACHING
A recent study concluded that high performing organizations all
have strong communication practices based on well-defined
communication development programs.
Communication Styles Coaching Program for
a leading financial services organization: To prepare key personnel to
communicate more effectively, the program was designed to
help personnel develop strong, strategic presentational
skills. The program's specific objectives were to significantly
improve key, valued personnel's ability to express, present,
persuade, negotiate and deliver messages with impact.
The program framework included three phases: assessment,
coaching, and evaluation. The assessment phase helped personnel to
clarify dominant communication styles. A variety of assessment
tools including Social Styles, Competing Values, and the Myers-Briggs
Type Indicator was employed. In the coaching phase, personnel
learnt the strengths and weaknesses of their dominant communication
styles, as well as strategies for communicating effectively with
others who have conflicting styles. Finally, the evaluation phase
helped personnel to monitor the effectiveness of their communication
styles and strategies and to develop action plans for continuous
improvement. During this phase personnel have numerous
opportunities to make presentations and receive detailed feedback from
their coach and peers on the substance and delivery of their
improved message/presentation skills.
Business Review article - Benefits of Manager as Coach in Sears:
"...They set up rigorous measurements for (among other things)
employee attitude and satisfaction. Their statistics showed that
consistently as the quality of management improved, so did employee
attitudes, and then customer satisfaction. The
numbers showed that “a 5 point improvement in employee attitudes will
drive a 1.3 point improvement in customer satisfaction, which in turn will
drive a 0.5% improvement in revenue growth.”
In a billion dollar company, a 0.5% increase in revenue is
learned that when their managers fully value and develop their employees
(i.e., using the Manager as Coach approach), they could confidently predict future
revenue growth in a particular district. When
employee satisfaction increased 5%, revenue growth in a particular store
increased by 5.5%. - Harvard Business
as Coach' -Workshop Training Course Manual
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