Executive Coaching

Submitted Under: Mr. Nishant Dangle, Joint General Manager, L & OD Essar Services India Ltd.

Apoorva Singh, Field Work Intern Essar Services Pvt. Ltd. 9/1/2012

Executive Coaching ABSTRACT

This report describes what executive coaching is and the need for executive coaching in a modern day organization. The business case for Executive coaching has been discussed in detail. The general process of Executive Coaching has also been described. Implementing Leadership Coaching has also been covered along with super imposing Coaching with the 9 Box model KEYWORDS Executive Coaching, business case, Leadership Coaching, 9 Box model

Executive Coaching

Introduction One of the most pressing issues for organizations developing their plans for survival is the notion of change and how to deal with minimal and drastic adjustments in their business and interpersonal strategies. Organizational transformations, be it through mergers, acquisitions, business expansion, hostile take-overs or internal/external pressures have become a normal part of the work day. As organizations undergo their metamorphosis a complex network of transformations takes place. These changes within the organization must fit the needs of the business environment in order to keep the organization healthy. Likewise, the internal transformations that take place must be congruent within so that the organization is capable of functioning in an efficient, effective manner. It appears that organizations and individuals who are resilient are able to endure in the long term and adjust to change. Organizational change is constant and interactive with the external and internal environment. To understand this interaction, the executive must analyse and comprehend the history of change and the systems of interaction that have taken place in the past and the dynamics of the future. Social, political, ecological, technological, personal, competitive, and regulatory issues must be understood and projected, in order to comprehend the external constraints and demands on the system of the organization. This is no easy task for the executive. To compound the difficulty, the executive must also deal with the numerous internal demands on the system. The demands include, but are not exclusive to, political orientations, interpersonal dynamics, team interactions, leadership, motivation, interdepartmental struggles for recognition and resources, and personal development. The resilient executive is able to manage and balance the contrasting external and internal demands and adjust elements to keep the system in equilibrium. The successful organization of the future will have executives that have been coached on how to be resilient. This resiliency will afford the executive an opportunity to analyse the many systems in the organization and make well informed decisions in order to move the firm forward. [1]

The successful organizations of the future will have coaches that know how to be resilient

Executive Coaching

Executive Coaching

Executive coaching began in the 1980's with Thomas J., a financial planner in Seattle who first offered his clients life planning consultations and in 1992 started Coach University, a training program for professionals. Executive coaching can be defined as:

Executive Coaching

helping relationship formed between a client who has managerial authority and responsibility in an Listening organisation and a Summarising Coaching is now used largely consultant who uses Paraphrasin expand a talented a wide variety of to g behavioural Providing individuals repertoire of techniques and feedback methods to help the skills, and working with a Interpreting client achieve a and coach has even become mutually identified discovering set of goals to something of a status symbol links with improve his or her other themes professional performance and personal and with the present coaching satisfaction and, consequently to improve interaction itself. the effectiveness of the clients Coachings Value Proposition organisation within a formally defined coaching agreement.[2] Coaching has enjoyed explosive growth in Not too long ago, working with a coach recent years. In 1996, training and had a whiff of stigma to it, because education efforts aimed at managers coaching was often a last-ditch effort to totalled $14.5 billion in the U.S. (Vicere, fix a problem. No more. Coaching is now 1998). Also, take for instance; used largely to expand a talented membership in the International Coach individuals repertoire of skills, and Federation, an organization for both life working with a coach has even become and executive coaches, has jumped from something of a status symbolat least in 1,500 in 1999 to more than 10,000 today. the United States, where the practice of Leader organizations such as Alcoa, executive coaching originatedbecause it American Red Cross, AT & T, Ford, Northsignals that your organization deems you western Mutual Life, 3M, and United Parcel worthy of substantial investment. In Service, offer executive coaching as part of executive coaching, leaders and managers their development and productivity submit issues from their practice to programs. Other organizations such as

conversation, the aim of which is to explore and bring those issues forward with the help of an executive coach. The promise of executive coaching is not so much to offer instant, ready-made solutions, but rather to foster learning and change. To promote learning and change, executive coaches may use a range of interventions, such as:

Motorola and IBM deploy executive coaching services regularly. Some of the factors that account for executive coaching are: Flatter organizations Changing workplace demographics Faster business cycles 24/7 information flow

play manager. Peak performers today need to scale up to new roles, responsibilities, and opportunities fast. The need for speed has not only put new demands on leaders, but its also diminished the viability of both in All these factors coupled with several company mentoring and off-site others have converged to increase the leadership development programs. Senior demands made on managers and managers who are already working 70executives and lessen the viability of hour weeks dont have the bandwidth to traditional management development mentor 15 or 20 direct reports who may approaches. The flattening of corporate be scattered around the country or the structures means that the number of world, says Battley. And fewer managers relationships a leader has and executives these days to manage has grown feel that they can be away The estimated annual tremendously, says from the office for an spending on executive Fitzgerald, co-editor of extended period of time to coaching in the United Executive Coaching: attend off-site leadership Practices & Perspectives training programs, says States is about $1 (Davies-Black, 2002). In Randall White of the billion many industries, it used to Greensboro, N.C.based be that you didnt need to Executive Development worry about peer relationships; as long as Group. In this context, the benefits of you managed up and down well, you were working with an executive coach are OK. Work is more complex now; leaders clear, to both the individual and her need to manage a much more extensive set company: the coaching is customized for of relationships. At the same time, the executives needs and goals, it doesnt standards for interpersonal skills have require time away from the office, and it gone way up: workplaces are more easily accommodates travelmany diverse, and theres a much greater focus executive coaches conduct a significant on behaviour that could expose a percentage of their sessions with clients company to lawsuits. Add to these over the phone. Simply having a clear increases in complexity the increased purpose won't guarantee coaching value, time pressure brought by faster business says Michael Goldberg. "You have to be cycles, globalization, and intensified open to feedback and willing to create competition, says executive coach Susan positive change. If not, coaching may not Battley, CEO and founder of Battley be the answer." There are certain times Performance Consulting (Stony Brook, when executives are most likely to benefit N.Y.), and what youve got is a radically from coaching. Executives should seek new performance model: the plug-and coaching "when they feel that a change in

Executive Coaching

behavioureither for themselves or their team memberscan make a significant difference in the long-term success of the organization," says Marshall Goldsmith, a high-profile executive coach and

author of eighteen books, including The Leader of the Future (Jossey-Bass, 1996).[4]

Coaching, Mentoring, Counselling, Consulting: Whats the difference?

Mentoring A mentor works closely with an individual to help develop the skills, knowledge, and relationships needed to perform better in the current position and to advance his or her career. A mentor is usually at a more senior level in an organization and has the professional and personal competencies to pass on organizational culture, norms, and traditions through skill and example. The mentor shares personal experiences through dialog, and often gives advice. Counselling or Therapy Counsellors and therapists focus on an individual's

psychological well-being and may spend time analysing the past. In contrast, coaches concentrate on personal and organizational success, how well the individual is functioning within the organization, and are future focused. Consulting A consultant gives expert advice and is hired for specific technical expertise. [5] The following table illustrates these distinctions:

Process Driving Thought Public Stateme nt Public Action

Executive Coaching

Supervision Mentoring Consulting I know how. My I am an expert. That Do it my way Experience is is what you are paying me to tell you. Do it this This is how I This is how to do way would do it it. This is how you should do it. Required Guidance & Direction, Method, Compliance Advice Technique, & Information

Coaching How can I support your learning? What have you tried? How has it served/disserved you? What else is possible? Explore, experiment, and learn new ways of working, thinking and being, personally and professionally.

Table 1: Differences between Coaching, Consulting, Mentoring, Supervision

Types of Coaching

According to the Executive Coaching Forum (2001, 9-12), there are four common forms of coaching, all of which
Name of the Method

can be a part of executive coaching while none of which fully encompass Executive Coaching[6]
Characteristics

Feedback/Debriefing/D evelopment Planning

Occurs when an individuals performance needs to be assessed and/or redirected 360-degree feedback is completed Tends to be focused and short-term Designed to expeditiously impart knowledge and/or skills Often the individual has been promoted and needs accelerated learning either in the background that supports the position or skills to support the effectiveness of the individual Typically engaged as a competitive edge for an individual Some organizations provide it as a developmental support Focus is to support the individual in developing a career plan, make critical work-related decisions, such as job moves, and planning career transitions, such as retirement planning and job succession This is personal growth work, where the individual seeks to create a more balanced way of living Individuals typically hire these coaches to provide personal support in exploring personal improvement and self awareness

Targeted Content Coaching

Career Coaching

Personal/Life Coaching

Executive Coaching

The Executive Coaching process There are 5 Stages to the Executive Coaching Process. They are: 1. 2. 3. 4. The Alliance Check The credibility assessment The likeability link Dialogue and skill acquisition

5.

Cue- based action plans[7]

Stage 1: The Alliance Check
[This stage activates the conversation that will lead to the writing of a roadmap and removal of resistance. Alliance begins but never ends] [This link is established when the executive compares his preferred style with your style. The expertise of the coach is not so much challenged at this stage as is the coach's ability to gauge the executive preferences and behave in a manner that will connect. ] [The action plan is delineation, in behaviourally specific or cognitively specific terms, of what the executive needs to do and when]

[This stage is centered on the executive's desire to gain control and determine whether the coach has anything to offer. The credibility assessment occurs because the executive is concerned about your impact on them] [Stage four is a stage of discovery, analysis, verification and application]

Stage 2: The Credibility Assessment

Stage 3: The Likeability link

Stage 4: Dialogue and skill Acquisition

Stage 5: Cue- based Action Plans

Stage 1: The Alliance Check The 'alliance check' represents the executive's uncertainty regarding what is 'about to happen' and perhaps even 'why'. While coaches are engaged for various reasons this initial stage, is about resistance and identification of the circumstances that led to the coaches' presence. Executives receive coaches for a variety of reasons. They may be new to the executive role and so, are being groomed or oriented to speed their transition. Alternatively, perhaps they are experiencing turbulence in their job performance and are already placed on a 'get-well or else' ultimatum. Still, another possibility is that business strategy shifted and they are not aligned. Regardless of the trigger for the introduction of a coach, the executive will likely need to determine whether or not this 'positive' service is a ploy (to obtain data for other purposes), is a good-faith face effort but termination is likely

anyhow or is truly a developmental activity - here for the goal of improving executive performance. There is no way around this reality. The 'alliance check' is won by being factual. The coach states what is known by all parties and what will not be known. If the executive did not voluntarily engage the work, the agreements made by the coach with others should be exposed. Concerns about confidentiality, methodology, control over the process and overall objectives should be openly discussed. The alliance activates the conversation that will lead to the writing of a roadmap and removal of resistance. Alliance begins but never ends - it is the stage that most often resurfaces throughout the engagement. As a coach, you increase your alliance as you earn 'credits' by being truthful, insightful and helpful. The effectiveness of such an approach to influence was elaborated upon in leadership literature (Hollander,

Executive Coaching

1978). The coaching principles, when followed, produce strong alliances with clients. Stage 2: The credibility assessment The 'credibility assessment' is stage two. Stage two is centered on the executive's desire to gain control and determine whether the coach has anything to offer. The coach is to be examined in terms of background, credentials and experience. Describing past success stories is a useful way to place the executive at some degree of ease. In the business setting, business experience is paramount. But, at some point the opportunity to present expertise in behaviour change will appear and should be ceased. Let the client know you are a qualified professional in relevant subject matter. The credibility assessment occurs because the executive is concerned about your impact on them. This is not about you, the coach. Patience is counselled. The coach cannot move past this stage successfully until the executive perceives the possibility that the coach might be beneficial. The executive is ready to move on when questions start to be asked about the nature of the engagement, the methods used or other operational concerns. If this stage takes time, allow it. Stage 3: The likeability link
Executive Coaching

clients.

coach's ability to gauge the executive preferences and behave in a manner that will connect. This is not simply a matter of similarity in style. Indeed, the executive may be deliberately seeking, something new and different. It is often advantageous, at this point, to discuss the relationship that is to develop. This enables the coach and the executive to discover each other, talk about the process and 'air' preferred styles of engagement. It is often an opportunity for the coach to put forward the possibility that points or observations may be made that are not necessarily palatable to the executive. The coach can add that such a role is important if progress is to be made and that 'good relations' is not the primary goal, but business results are. Hard, business orientations hit more often than they miss. Complemented by credible experience and professional credentials, the like ability link is secured. Stage 4: Dialogue and skill acquisition Stage four, dialogue and skill acquisition, is focused on identification of the four factors and their integration in order to prepare the executive for change. Stage four is a stage of discovery, analysis, verification and application. Through dialogue and practice, the executive becomes more self-aware about automatic reactions (cognitive, behavioural and visceral) and acknowledges the opportunity to choose (freely) a reaction that better fits the circumstances. Executives often respond to physical state responses by attaching or attributing significance to these sensations beyond their reality. For

Stage three is the 'likeability link'. This link is established when the executive compares his preferred style with the coachs style. At this stage, the executive is measuring the coachs self-confidence, knowledge (or at least articulation of that knowledge) and intensity or business focus. The expertise of the coach is not so much challenged at this stage as is the

example, increased heart rate could mean that one feels overwhelmed or it might mean love at first sight. Attribution of physical state responses in the workplace is often overlooked while attribution of behavioural results (why results were achieved) is most often acknowledged (Hogan, 1987; Schmitt and Robertson, 1990). The cognitive attributions of the executive define (and contribute to) the executive's situation. Counselling methodologies that produce changes (realignment) of the four factors so that they 'fit' with external, business demands will likely produce more effective, Literally 'better adjusted' business executives. Consequently, individuals do indeed respond to situations physical stately and attribute cause or meaning onto this physical set of signs - rightly or wrongly. Indeed, stage four targets skills that can identify and then enhance selfmanagement of thoughts, feelings, behaviours and physical sensations. Intellectually, the executive 'evaluates' the circumstances and internalizes the words chosen. "I am in trouble" is different than "I need to fix this" and "I can't do this" is different than "I can't do this under these circumstances". The cognition brings valence and direction. These characteristics drive behavioural possibilities. Valence is the motivational force or drive that propels the characteristic of thought. Coaches can assess the valence of the 'evaluative thought' by calibrating the intensity or 'stability, certainty and specificity' of the thought. For example, "I am doomed" brings more valence than "I need to solve this terrible problem". More valence is more energy that brings exponential power to the consequences of four factor alignment - this can be either positive or negative. It is crucial that the coachee

remain reality-based when realigning their thoughts, feelings and behaviours. The goal is to improve performance based upon realism. Direction of thought (positive or negative) is gauged in terms of impact on emotion, positively or negatively. "I am doomed" brings a strong valence and a strong direction, a negative direction. It is a cognition that requires executive attention. "This is an exciting opportunity for me to overcome inter personal barriers" brings strong valence and positive direction. Changing cognitions or beliefs demands expertise whether behavioral and/or cognitive approaches are deployed. The critical importance of such work brings not only issues of efficacy but also of professional ethics and organizational responsibility (Bandura and Schunk, 1982; Lowman, 1998, Mineka and Sutton, 1992). Cognitive evaluation of the coachee is not always accurate and there is a wealth of research that describes perceptual distortions and cognitive errors in a business context. The nature of thought and the nature of emotion are found to go hand in hand (Hearn et al., 1989; Tavris, 1989). Hostility, anger and resentment breeds physical ailments and leads to behavioral propensities that often exacerbate the situation (e.g., social isolation, lack of nurturance) (Williams and Williams, 1989). The anxiety produced by the cognition is therefore a component of the emotion and in turn triggers physical state responses. Described colloquially, the 'stress and strain' experienced is linked to the thoughts, feelings and physical senses. Un managed, these interactions implicate likely behavioral deficiencies (i.e., poor interpersonal relations, trouble focusing, physical complaints, inability to relax). The coach can capitalize on physical state

Executive Coaching

control as a means of demonstrating and enhancing how the executive can and should assume control over their feelings and behaviors. The evidence is personally compelling when the coach uses techniques such as sensory awareness induction, muscular relaxation techniques or other forms of work stress interventions (Ivancevich et al., 1990; WaUace and Benson, 1972). The feedback is personal, direct and immediate. There is no more direct way to connect behavior, cognition and emotion. Evidence is quite clear that behavior is mediated by thought and emotion (Goldfried and Davison, 1976; Seligman, 1991). Yet, cognitive literature remains underutilized by those providing executive coaching services as does the literature on mind-body duality; actually it is difficult to identify professional coaches that factor cognitive-behavioral modification into their intervention strategy. In addition, the linkages between thought and emotion are compelling. Emotion, often deemed a barometer of reality, gains immediate attention when under experiencing situations that require action. Emotion, however, is a complex phenomenon. Emotions are a tangled mess of internal sensations, situational cues, cognitive attributions and personal history. Mistakenly, executives (and others) act as if emotions reflect reality and act in compliance or agreement with the defined (or self-labeled) emotion (Izard, 1977). The executive coach needs to work with emotions, manage these emotional cues (question them) and understanding or otherwise integrate how the executive uses/misuses emotion to direct behavior or perhaps, as is often the case, to justify behavior. Skilled coaches will not shy away from feeling states and will

integrate emotion (and its impact on behavior) into the coaching process. Stage four is complete at the demonstration of self-awareness that leads to 'thinking about how one is thinking' and controlling physical, emotional and behavioral out comes. Simulations, in vivo exposure or imagery can be used to assess the executive's adaptive competence. Stage 5: Cue-based action plans The final stage, stage five, is action planning. The action plan is a delineation, in behavioraly specific or cognitively specific terms, of what the executive needs to do and when. Action-plans that delineate 'cues' are advised since they not only state the behaviors and/or thoughts that require modification but they also can be written so that the coach calibrates a 'radar' for the executive - cueing them when alternate cognitive and/or behavioral paths are required. The dynamics within the executive affect dynamics outside the executive, thereby establishing a 'you get what you create' dynamic. To change external behavior it is necessary to understand and (re) calibrate the mechanisms within the executive that sustain the behavior. The alignment of internal structures with external business demands (i.e., instability, uncertainty or change) breeds 'adaptive congruity'. This ability to adjust or recalibrate physical state, intellectual, emotional and behavioral responses to business demands brings a powerful 'inner strength' that is characterized by Bass' definition of transformational leadership (Bass, 1990). Importantly, this adaptive characteristic is a fluid concept yielding not only immediate returns but also long term value. As changes in the

Executive Coaching

business environment erupt, the executive is capable of 'transforming' to meet these demands. Professionally, executive coaching goals are focused on improved job performance. Coaching is about improving behavior in context (rather than self-actualizing), however the it is necessary to achieve behavioral excellence as a result of 'adaptive congruity' which is a state that affords behavioral, physical state and emotional balance thus enhancing not only physical well-being but emotional well being as well. The goal of improved job performance (excellence in context), is therefore complementary of and compatibile with the goal of overall wellbeing. The physical state and emotional correlates of executive coaching is a ripe area for future research. Understanding the internal dynamics of the executive is advantageous to understanding resultant behaviors. The significance of this literature lies in investigating the emotional and physical health benefits accrued through coaching interventions. It is argued here that congruity between internal dynamics and external business demands minimizes unnecessary friction or an unhealthy (i.e., unproductive) state. Said differently, congruity is the result of alignment between internal dynamics and external business realities. Misalignment
Executive Coaching

is experienced as fatigue, stress and emotional exhaustion? alignment reduces these sensations and when an executive thinks, feels and behaves in a manner that is congruent with business strategy leadership is realized. The interaction between thoughts and feelings is the raw material of a competent coach. The end goal is to reshape this raw material or better said, to en able the executive to 'reshape self so that with this newly learned, 'adaptive' competency, the executive can achieve congruity with business demands. The reshaping of the four factors is fluid concept. The 4F model implies a constant state of change, adaptation or re-alignment. Interestingly, the organizational systems literature addresses this very issue in the context of organizational (rather than individual) effectiveness. Nadler and Tushman (1989) wrote: ' 'While our model implies that congruence is a desirable state it is in fact a double-edged sword. In the short term, congruence seems to be related to effectiveness and performance. A system with high congruence however, can be resistant to change. It develops ways of insulating itself from outside influences and may be unable to respond to new situations" (p. 195).

Benefits of Executive Coaching

Executives identified five significant benefits of executive coaching as a leadership development strategy. They are: 1. Continuous one-on-one attention 2. Expanded thinking through dialogue with a curious outsider 3. Self-awareness, including blind spots 4. Personal accountability for development 5. Just-in-time learning.[8]

The Business Case for Executive Coaching

"In a recent study, training alone improved leadership skills by 22%. When combined with Executive Coaching, improvement jumps to 77%." (Fortune)

Executive Coaching

The leaders were very satisfied with their coaching experiences: 95% are doing things differently as a result of coaching, and 95% would recommend coaching to other A 2004 STUDY EVALUATED THE company A 2004 study evaluated BUSINESS IMPACT OF LEADERSHIP staff. the business impact of COACHING AT A PROFESSIONAL A 2001 study Leadership Coaching at a SERVICES FIRM1 AND DETERMINED on the impact Professional Services of coaching in THE ROI WAS 689% Firm[5] and determined a Fortune the ROI was 689% 500 firm (factoring in the fully found an ROI loaded cost of the coaching including of five to seven times the initial opportunity cost associated with the time investment in an executive leaders spent being coached). The main coaching program. competencies that coaching assisted Coaching produced a 529% return leaders to develop included: on investment and significant Leadership behavior (82%) intangible benefits to the Building teams (41%) business.[9] Developing staff (36%)

Including the financial benefits from employee retention boosted ROI to 788%. A 2001 landmark study commissioned by Right Management Consultants of Philadelphia3 found an ROI of nearly 600% on dollars spent on executive coaching. Executives engaged in coaching reported productivity increases, improvement in relationships with direct reports and colleagues, and greater job satisfaction. A study of 100 executives coached for 6-12 months in duration documented an ROI of 570% on the initial investment in the coaching program. Tangible impacts on business included increases in productivity, quality, organizational strength, and customer service. Executives and their organizations also obtained intangible benefits including improved relationships with direct reports, peers, and stakeholders, as well as improved teamwork, increased job satisfaction, and reduced conflict. Sales Executive Council research found that effective coaching directly increases sales performance; on average, coaching core sales representatives results in an 8% performance increase. Coaching enables managers to translate personal learning and insight into improved effectiveness, which improves retention and increases the effectiveness of the links between self development, management development and organizational effectiveness.

Coaching helps organizations get the most from other Development tools A study on executive coaching as a tool for transferring training noted that training with managers increased manager productivity by 22%, and adding a one-to-one (8week) coaching intervention after the training pushed productivity to 88%. Multiple studies have found that when 360-degree feedback processes are combined with coaching rather than done alone, significant improvements occur in manager and employee satisfaction, commitment, retention, and overall firm performance. Personal Benefits Studies have found that coaching reduced executives stress an average of 18% after 8-10 coaching conversations, while some participants experienced a reduction in stress level as high as 47%. The primary stress relieving competencies that coaching assisted leaders to develop included: i. ii. iii. Tools and perspectives to better tackle stress (74%) Better prioritizing of time (72%) Improved ability to make decisions aligned with what is truly important to them (79%) Deeper understanding of the thoughts and actions that stand in their way (81%).

Executive Coaching

iv.

v.

85% said that the coaching made a significant impact on them and has helped them make various necessary changes in their day-to-day lives (85%).

Numerous studies have found that the process of coaching benefits the individual and organization by increasing the coachees confidence, developing strategies for coping with work demands, and enhancing personal performance. [10] must invest in maximizing the potential contributions of these crucial people. To borrow a metaphor from agriculture, coaching is about selecting the seed, understanding the environment in which it is planted, assessing its early growth, providing the nutrients needed for further development, measuring progress, pruning or grafting where necessary, addressing obstacles and challenges in the environment, and harvesting the fruits. Superkeepers represent the seeds that must be carefully selected and nurtured.[11] Common Conditions for Coaching Inside every successful business person is an even more ambitious one trying to get out. He or she just needs a little help. Mark Chipperfield[12] Many events and situations merit the constructive intervention of coaching. Consider these scenarios: The organization has hired a new chief operating officer to engineer a turnaround of a significant operating loss. Coaching can help the new COO align quickly with the organization and work with many levels of personnel to achieve business objectives. Chafing under a new boss, a valued member of executive management appears to be taking his difficulty out on

Leadership Coaching

"I'll bet most of the companies that are in life-or-death battles got into that kind of trouble because they didn't pay enough attention to developing their leaders." ---- Wayne Calloway, former Chairman, Pepsico, Inc. We define leadership coaching as a personal development process designed to enhance a leaders success in achieving his or her professional objectives within the context of an organizations values and business goals. While coaching focuses on the individual, its successful implementation brings significant benefits to both the individual and the organization. These benefits include retention of valued talent, increases in productivity, development of highpotential performers, greater job satisfaction for the participant, and achievement of organization objectives.
Executive Coaching

Superkeepersthose individuals who have demonstrated superior accomplishments, have inspired others to attain superior accomplishments, and embody the core competencies and values of the organizationare key candidates for leadership coaching. Organizations

subordinates. Coaching can help the executive understand whats happening, why, and how to get his career back on track and rebuild relationships. The company wants to promote a seasoned manager to direct a large and complex line of business. Coaching and assessment processes can be offered to help ensure her successful transition into deeper waters and to use her strengths to navigate uncharted territory. A longtime CEO with a history of success is two years away from retirement. Nows the time for succession planning, beginning with the CEOs favorite candidate. Through assessment and coaching, this leader can gain competencies and confidence to step into

large shoes while cultivating supportive relationships with staff. A superior analyst and technician, the CFO is a demanding boss who alienates subordinates, sending turnover rates through the roof. Coaching can help rehabilitate and save this valuable resource through a sensitive program of behavioural change and accommodation to the needs and feelings of others. Coaching employees with different Performance and Potential Characteristics Consider the following performance v/s potential 3x3 grid as shown below.

Figure 1 3x3 performance- potential matrix at Essar

Executive Coaching

Employees belonging to the different blocks here can be grouped as follows: STARS EMERGERS TRANSITIONALS
Likely behaviour Likely behaviour Self motivated Keen and enthusiastic to try new things Helpful and cooperative May not utilize others Effective and focused problem optimally solvers Details focused Wide networkers/ communicators Prefer familiar problems/ challenges Big picture focused Coaching typically needed Coaching typically needed Critical thinking ability Stretch goals, tasks/ assignments Goal/ target/ milestone setting ability Cross functional assignments Dealing with Broader networking underperformance opportunities Communication breadth/ Wide/ more diverse versatility presentations Assigning/ developing others Influence/ negotiation development Assign senior mentors LATENTS CONTRIBUTORS Likely behaviour Likely behaviour High personal confidence Inexperience/ lack of maturity Individually competent Lack of competence in some areas Tactically/ operationally focused Over pressured/ stressed Project/ task change Overwhelmed with task/ work management oriented Poor organizational skills Coaching typically needed Effective resource allocators Coaching typically needed Prioritization/ time management skills Setting higher, harder and more strategic goals Knowledge transfer in identified areas Evolved teamwork/ collaboration skills Personal organised/ disciplined coaching Wider commercial/ business acumen Networking capability building Presentation skills WORKERS Likely behaviour High personal work ethic Executive Coaching BLOCKERS Likely behaviour Overly traditional thinking Likely behaviour Focused on immediate issues/ problems May send mixed messages to other people Evolving team leader/ people relationships Coaching typically needed Emotional intelligence capability Longer term planning/ organization Quality/ consistency of communication Focused people management skills

PLACEHOLDERS Likely behaviour Set personal and team targets at low levels Works at slow and steady pace Less prepared to get hands dirty Some missed goals and deadlines Coaching typically needed Stretch goal- setting ability Pressure tolerance/ tempo skills Hands on project/ work challenges Cooperative projects and teamwork opportunities DETRACTORS Likely behaviour Negative attitude at times

Low ability/ need to delegate Task focused (possibly at the expense of _elationship) Silo work area focused Too little communication Coaching typically needed Greater forward planning and thinking Analysing/ designing work and the people to do it the best Becoming a team player Nurturing/ developing others

about issues Low levels of initiative Precious about personal knowledge Directive/ autocratic style Coaching typically needed Letting go/ delegating work Creative/ lateral thinking skills Openness/ flexibility of attitudes Self assuring techniques and personal motivation skills

Poor relationships Conflict/ antagonism towards certain people Low morale/ self esteem Over- tolerant of mediocrity Coaching typically needed Self awareness/ discovery Conflict management skills Empathy/ people sensitivity Listening skills Personal coping/ pressure management skills

Table 2. Customized coaching measures for 3x3 performance potential matrix Coaching Box- I Self-understanding and insight The business case for engaging a coach at through feedback this level might be to meet succession Exposure to new behavioural concepts needs, to groom a high-potential leader, and broader organizational awareness or to help drive the organization to a Exposure to how the business world different plane. Expected outcomes might works at the top include retention, readiness for upward Learning organizational and mobility, and improved chances for individual tolerance to change success in the next position. Here the Learning to share the spotlight coaching conversation might include: Coaching Boxes 2 and 3 In a typical scenario, employees belonging to this band may be great thinkers but may not be adept at mobilizing others or addressing practical consequences. The business case for coaching intervention is obvious: to address performance issues that are impacting the business. To delegate more responsibility so as to enhance the decision making skills and provide experience to handle diverse problems. The desired outcomes are improved performance, retention, and strengthened relationships with key stakeholders, such as the board. Here the coaching conversation and activities might tap into many components: Gaining self-understanding and insight Changing specific behaviours, notably addressing derailment behaviours Addressing the immediate concerns of the leader within the context of organizational issues Facilitating stronger bonds with the boss, peers, directors, and others Offering sounding-board opportunities to air frustrations, successes, and challenges to the corporate culture

Executive Coaching

Coaching Box 4 From a coaching perspective, it is important with individuals in this box to assess the contribution that a particular person is making to the medium to longer-term strength of the organization. This will either be by transferring

knowledge more openly to others or by taking on a more nurturing role for others in the team and using more opportunities to delegate, for instance. Coaching Box 5 Because as many as 25-30% of a managerial population may be assigned to or reside in box 6 of the grid, coaching interventions are critical here for two main reasons. Firstly, individuals may need direct and on-going help to move forwards (planning, organising, communicating more effectively etc). Secondly, individuals may easily start to slip backwards if they are not coached (which may quickly be felt as a competence shortfall by those they manage or deal with). Even the box 6 individuals themselves may start to feel unappreciated and overlooked. Being such a large population, we therefore often need to give people in this group more coaching time than they are typically getting. Coaching Box 6 From a coaching perspective, individuals in this box will benefit from coaching which allows the person to gain helpful job performance knowledge for their present role (to help build up confidence and experience) and to learn some of the major contributors to better current performance. This will potentially include task prioritisation skills, greater organizational ability and tools and project management capability, for instance. Help with building partnerships and networking with others at peer level may also be helpful with this group Coaching Box 7 From a coaching perspective, intervention here is critical because we need to ensure

that we do not have any immediate at risk issues as a result of these peoples contribution shortfalls. In addition, we also need to take the time to properly assess whether or not we could readily get a more effective contribution in the job, if performance is not improved. In actual fact, experience tells us that these individuals will often respond well to coaching, especially if it brings new ideas or helps to open up options for the target people that they have not previously considered. Coaching Box 8 From a coaching perspective, once again this box might include a large population of people on the overall grid, and thereby offer many opportunities and scope for improvement in areas such as tempo of work, more stretching goals and greater team-work, for example. Coaching Box 9 Many individuals in this box in an organization, who end up leaving the enterprise, often say in external outcounselling sessions that they could have turned performance around and even had greater potential to reach higher levels if they could have had coaching to help in areas of high personal frustration or need (such as conflict handling or developing greater listening skills, for instance). Obviously this is a decision for the organization to make in terms of how much time and money it wants to spend with its box 9s, but once again experience tells us that even a small amount of coaching is likely to pay good dividends. [13]

Executive Coaching

Conclusion Hence it can be concluded that the future of Executive Coaching appears to be extremely bright and it will probably gain more relevance in the coming time. Also, the Executive Coaching process is difficult to generalize since it varies from organization to organization and individual to individual. Customized coaching appears to be more promising as therein the attributes of an individual are examined and then the individual is meted to coaching accordingly.

Executive Coaching

References 1. Coaching a leader: leveraging change at the top Leo Giglio, Thomas Diamante and Julie M. Urban 2. Kilburg as cited in Brotman, Liberi and Wasylyshyn, (1998:41) 3. The Wild West of Executive Coaching, Harvard Business Review, 2004 4. What an Executive Coach Can Do for You, Harvard Business Review, 2005 5. http://www.clevelandconsultinggroup.com/articles/coaching-services.php 6. Bottom Line of Coaching, The CCG Newsletter, 2008 7. Samuel M. Natale and Thomas Diamante, The Five Stages of Executive Coaching: Better Process Makes Better Practice

8. Executives on Executive Coaching, Ivey Business Journal 9. Executive Coach Training Manual Case Study: ROI of executive coaching, MetrixGlobal LLC 10. The Business Case for Executive Coaching, Conduit Coaching 11. Paul W. Larson and Matthew T. Richburg, Leadership Coaching 12. Someone to Watch Over You, Australian Financial Review, Oct. 9, 2000 13. Dr. Jon Warner, Using a performance- potential grid to guide Coaching interventions

Executive Coaching