Presentation is loading. Please wait.

Presentation is loading. Please wait.

Vicki V. Vandaveer, Ph.D. Self as Key Instrument in the Executive Coaching Process: Assessment and Improvement.

Similar presentations


Presentation on theme: "Vicki V. Vandaveer, Ph.D. Self as Key Instrument in the Executive Coaching Process: Assessment and Improvement."— Presentation transcript:

1 Vicki V. Vandaveer, Ph.D. Self as Key Instrument in the Executive Coaching Process: Assessment and Improvement

2 AGENDA 2 12:30 – 1:00INTRODUCTIONS and AGENDA OVERVIEW 1:00 - 1:15SELF AS INSTRUMENT – The Concept 1:15 – 1:45SELF ASSESSMENT A few measures as examples 1:45 – 3:00CASE STUDY 3:00 – 3:15BREAK (or when everyone else breaks) 3:15 – 4:00Self Assessment 4:00 – 5:00Coaching and Peer Feedback 5:00 – 5:20Debrief / Discussion 5:20 – 5:30Wrap up © Vandaveer

3 3 DEFINITIONS SELF Your entire being. Examples...  Knowledge  Skills  Values  Needs  Motives / motivations  Personality  Beliefs  learning from Experiences  Intentions INSTRUMENT “A means of pursuing an aim” (Oxford Dictionary) “A means whereby something is achieved, performed, or furthered” (Webster Dictionary) “A measurement device” (Oxford, Webster Dictionaries) © Vandaveer

4 4 “Self as Instrument” in the Coaching Process – The Concept Georgetown University – Certificate in Leadership Coaching Emphasizes skill development on 3 levels:  Learning about self as a coach and instrument of change  Creating productive and fulfilling relationships in the coaching role  Understanding coaching within systems dynamics Gestalt Institute of Cleveland (GIC) – International Coaching Program “The Gestalt coach is trained to A)Use self as instrument B)Provide a presence that is otherwise lacking in the system C)Help the client to complete units of work that result in new insights, behavior or action.” © Vandaveer

5 EFFECTIVE COACH ATTRIBUTES, ACTIONS and BEHAVIOURS – from the Literature 5 ATTRIBUTESACTIONS / BEHAVIOURS LISTENINGWhitmore (1996)Command RespectGonzalez (2004) INTUITIONWork Collaboratively CURIOSITYUse discursive approach (vs instructive) ACTION/LEARNING Act authentically SELF MANAGEMENTHonest, challenging feedback Hall, Otazo & Hollenbeck (1999) EMOTIONAL INTELLIGENCE [Awareness – own and coachee’s emotions & Context in which occur] Cox & Bachkirova (2007) Clear objectives Good action ideas No personal agenda Accessible, available COMPETENCE, SOPHISTICATION Hall, Otazo & Hollenbeck (1999) KNOWLEDGE – DEVELOPMENT Laske (2007) SKILL – Eliciting Frame of Reference © Vandaveer

6 EFFECTIVE COACH ATTRIBUTES, ACTIONS and BEHAVIOURS – from the Lierature (Continued) 6 ATTRIBUTESACTIONS / BEHAVIOURS Ability – Suspend Judgment Stelter, R. (2007)Forms strong connection, support Wasylyshyn, K. (2003) Awareness – Person- Situation Interaction Professional demeanor, behaviour Skill – facilitating coachee’s interpreting & understanding his subjective reality Clear coaching methodology Skill – facilitating ‘meaning making’ – social construction of reality RELATIONSHIP - Transparency Gyllensten and Palmer (2007) Trustworthiness © Vandaveer

7 Coach ROLE x Your Coaching COMPETENCIES [Diagram for illustrative purposes only] ROLE – Coaching Psychologist SELF (You) SKILL – INTERIOR DECORATING POLITICAL SAVVY PERSONAL CHARACTERISTICS Social Boldness Strong boundaries Flexibility – style, approach KNOWLEDGE – the Industry x-cultural dynamics SKILLS Dealing with Conflict – varied repertoire “Stretch” aspects of Role (draws on areas not your strengths) “Sweet Spot”- aspects of Role that play to YOUR current Strengths Aspects of your Strengths / Attributes that are not required or not desired in Role KNOWLEDGE Psychology Org Dynamics Business Psychometrics SKILLS Listening / Communication Facilitation Assessment Emotional Intelligence Mod-Hi AGILE LEARNER PERCEPTIVE RESPONSIBLE CONSCIENTIOUS PERSONAL CHARACTERISTICS Values – Tradition, Security Empathy – Very High Need (high) – Acceptance, Warmth © Vandaveer

8 8 SELF IN ROLE AS COACH [Diagram for illustrative purposes only] CLIENT ROLE SELF OPPORTUNITIES FOR DEVELOPMENT, GROWTH, IMPROVEMENT IMPACT INTENT ASSESS:  Outcomes  Client Feedback  Colleague Feedback Re-Assess / Continual Improvement – COMPARE – © Vandaveer

9 MVPI - Motives, Values, Preferences Inventory / Profiles: Coachee, Coaching Psychologist (CP) R ECOGNITION P OWER H EDONISM A LTRUISM A FFILIATION T RADITION S ECURITY C OMMERCE A ESTHETICS S CIENCE Percentile – Managers COACHEE CP CASE STUDY © Vandaveer

10 MVPI (Motives, Values, Preferences Inventory / Dimensions and Definitions Recognitio n Responsive to attention, approval and praise PowerDesire for success, accomplishment, status and control HedonismOrientation for fun, pleasure, and enjoyment AltruismDesire to help others and contribute to society AffiliationDesire for and enjoyment of social interaction TraditionDedication, strong personal beliefs, and obligation SecurityNeed for predictability, structure and order CommerceInterest in money, profits, investment and business opportunities AestheticsNeed for self expression; concern over look, feel & design of work products ScienceQuest for knowledge, research, technology and data © Vandaveer

11 GPPI - Gordon Personal Profile Inventory A SCENDANCE R ESPONSIBILITY E MOTIONAL S TABILITY S OCIABILITY C AUTIOUSNESS O RIGINAL T HINKING P ERSONAL R ELATIONS V IGOR S ELF C ONFIDENCE Percentile – Managers COACHEECP CASE STUDY © Vandaveer

12 HIGH ScorersLOW Scorers Ascendance (Social Boldness) Verbally ascendant Take an active role in a group Tend – independent decisions Self-assured in relationships w/ others Take passive role in a group Listen much more than talk Lack self-confidence Let others take the lead May be overly dependent on others Responsibility Able to stick to the job Persevering and determined Reliable – can be counted on Have difficulty sticking to tasks that do not interest them Tend to be irresponsible, “flighty” Emotional Stability Emotionally stable; relatively free from worries, anxiety Tend to be anxious, hypersensitive Have low frustration tolerance Sociability Like to be with and work with people Gregarious, sociable Not gregarious; general restriction in social contacts (Very low) Avoidance of social relationships Cautiousness High cautious; carefully consider before making decisions Do not like to take chances, run risks Impulsive; act on spur of moment Make hurried or snap decisions Enjoy taking chances; seek excitement GPPI - Gordon Personal Profile Inventory * - Dimensions * GPPI Manual © Vandaveer

13 HIGH ScorersLOW Scorers Original Thinking Like to work on difficult problems Intellectually curious Enjoy thought-provoking questions & discussions Like to think about new ideas Dislike working on difficult or complicated problems Do not care particularly about thinking about new ideas Not interested in thought- provoking questions & discussions Personal Relations Have faith and trust in people Tolerant, patient, understanding Lack trust or confidence in people Tend to be critical of others – become annoyed or irritated by what others do Vigor (Energy) Energetic Like to work and move rapidly Able to accomplish more than the average person Low energy Prefer setting a slower pace Tend to tire easily Tend to be below average in productivity Self Esteem Extent to which one feels positive about oneself * GPPI Manual GPPI - Gordon Personal Profile Inventory * - Dimensions (Continued) © Vandaveer

14 TKI (Thomas Kilmann Conflict Mode Inventory) / Profiles: Coachee and Coaching Psychologist (CP) COMPETING Assertive and uncooperative, a power-oriented mode; ‘win’ COLLABORATING Both assertive and cooperative – try meet needs of both parties COMPROMISING Intermediate assertive + cooperative – try for mutually acceptable solution – partially satisfy both AVOIDING Unassertive, uncooperative – conflict not addressed, or side-stepped ACCOMMODATING Unassertive + cooperative – neglects own concerns to satisfy the other’s concerns Percentile – Managers COACHEECP CASE STUDY © Vandaveer

15 TKI (Thomas Kilmann Conflict Mode Inventory) / Dimensions – further descriptions COMPETING Assertive and uncooperative, a power-oriented mode. When competing, an individual pursues his or her own concerns at the other person’s expense, using whatever power seems appropriate to win his or her position. Competing might mean standing up for your rights, defending a position you believe is correct, or simply trying to win. COLLABORATING Both assertive and cooperative. When collaborating, an individual attempts to work with the other person to find a solution that fully satisfies the concerns of both.... Involves digging into an issue to identify the underlying concerns of the two individuals and to find an alternative that meets both sets of concerns. Collaborating might take the form of exploring a disagreement to learn from each other’s insights, resolving some condition that would otherwise have them competing for resources, or confronting and trying to find a creative solution to an interpersonal problem. COMPROMISING Intermediate in both assertiveness and cooperativeness. When compromising, an individual has the objective of finding an expedient, mutually acceptable solution that partially satisfies both parties. Compromising falls on a middle ground between competing and accommodating, giving up more than competing but less than accommodating. Likewise, it addresses an issue more directly than avoiding but doesn’t explore it in as much depth as collaborating. Compromising might mean splitting the difference, exchanging concessions, or seeking a quick middle-ground position. AVOIDING Unassertive and uncooperative. When avoiding, an individual does not immediately pursue his or her own concerns or those of the other person. He or she does not address the conflict. Avoiding might take the form of diplomatically sidestepping an issue, postponing an issue until a better time, or simply withdrawing from a threatening situation. ACCOMMODATING Unassertive and cooperative—the opposite of competing. When accommodating, an individual neglects his or her own concerns to satisfy the concerns of the other person; there is an element of self-sacrifice in this mode. Accommodating might take the form of selfless generosity or charity, obeying another person’s order when you would prefer not to, or yielding to another’s point of view.

16 16 E XTRAVERSION I NTROVERSION S ENSING N TUITION T HINKING F EELING J UDGING P ERCEIVING MBTI – Myers Briggs Type Indicator CLIENTCOACH © Vandaveer

17 FIRO-B – (Fundamental Interpersonal Relations Orientation – Behavior) / PROFILE COMPARISONS COACHCLIENT EE WW 10 INCLUSIONCONTROLAFFECTION INCLUSIONCONTROLAFFECTION © Vandaveer

18 FIRO-B (Fundamental Interpersonal Relations Orientation – Behavior) / OVERVIEW Interpersonal NEEDS underlie interpersonal behavior Many interpersonal behaviors are “automatic” Interpersonal behaviors affect individual effectiveness and team dynamics Interpersonal needs measured: Inclusion, Control, Affection – Inclusion: the need to be around others – involved, included – Control: the need for influence, decision making, responsibility, being in charge – Affection: the need for close interpersonal relationships / warmth / support with others Cell Score: 1-3 = Low; 4-6 = Medium; 7-9 = High > © Vandaveer

19 19 Behaviors Associated with the Three Needs Expressed E Inviting others to join in your activities Involving others in projects and meetings Incorporating everyone’s ideas and suggestions Taking a personal interest in others Assuming positions of authority Managing the conversation Attempting to influence others’ opinions Establishing policies and procedures Reassuring and supporting others Showing concern about others’ personal lives Sharing your personal opinions and feelings Being trustworthy and loyal Wanted W Getting involved in high-profile activities and projects Doing things that get noticed Going along with the majority opinion Wearing distinctive clothing Asking for help on a job Raising issues for others to consider Involving others in decisions Meeting the wishes, needs, and requests of others Being flexible and accommodating Listening carefully to others Trying to please others Making yourself available to others INCLUSION (I)CONTROL (C)AFFECTION (A) Hammer, Allen L., with Schnell, Eugene R. FIRO-B Technical Guide. Palo Alto: Consulting Psychologists Press, © Vandaveer

20 FIRO-B - Interpretation of Overall Need Score Score Range CategoryMeaning 0-15Low Involvement with others is not a primary source of need satisfaction Other needs ( e.g., intellectual stimulation, solitary pursuits) predominate Tend to need privacy to do their best work Prefer to keep to themselves; tend to have a small circle of friends Highly selective about how often and with whom they interact Low- Medium Involvement with others is sometimes a source of satisfaction, depending on the people and the context Work most effectively alone, but can work with others when objectives are focused Tend to have a small circle of friends 27-38Med-High Involvement is usually a source of satisfaction May enjoy small-group work settings Tend to have a larger group of friends and may contact them on a regular basis 39-54High Involvement with others is enjoyable and satisfying Engage in interpersonal interaction with many people and on a frequent basis Hammer, Allen L., with Schnell, Eugene R. FIRO-B Technical Guide. Palo Alto: Consulting Psychologists Press, © Vandaveer

21 JOHN Country Manager – Central & Southern Africa / American Global Mfg Co.  American expatriate – 55 yrs old  Financially well off  Married – second time 2 yrs ago; ‘trophy’ wife 36 years old; 1 yr old son SETTING  Company restructured – geographical (60+ countries) to functional  John selected (with reservations) – VP Global Marketing... Reporting to President  Moved to Corporate Headquarters – Hong Kong  Six months after reorganization – President engaged coaching psychologist to work with him. Behavior must change, or he would be fired. ©Vandaveer CASE STUDY

22 JOHN: Available Existing Data PERFORMANCE REVIEW (First step in disciplinary process) “The following behaviors must improve immediately and improvement sustained – or employment will be terminated” - Arrogant, condescending behaviours; showing disrespect to Senior Management - “Torpedo s” - Public criticism of direct reports 360 FEEDBACK ©Vandaveer CASE STUDY STRENGTHSIMPROVEMENT NEEDS -- Superior intellect -- Execution -- Knowledge base – the industry, marketing, geo-political Innovative thinking -- Decisive -- Articulate -- Outstanding reputation / credibility with Gov’ts, Partners, industry, competition -- Charming (when he wants to be) -- Wit, humor -- Integrity -- Energy -- Acting arrogant, egotistical -- Colonial leadership style -- assassination of senior execs when you disagree -- Cutting down your own team publicly -- Devaluing people and viewing everyone else as incompetent -- Taking a “king of the castle” approach – last word on contentious issues -- Shutting people down -- Being inconsistent – friendly, engaging... to... dismissive or belittling -- Stifling your direct reports; give them room to try, fail, develop...

23  Meeting rescheduled 4 times - On his terms - On his turf (Hotel in Kuala Lumpur where he was holding his global management team meeting)  Initial meeting - Behavior / demeanor: Cavalier, disingenuous, ‘charming’ - Appeared very surprised at his 360 feedback – and looked amused - Coach determined that John lacked motivation for change.  He was “going through the motions” to satisfy his boss. JOHN: Initial Meeting – Assessment & ‘Contracting’ ©Vandaveer CASE STUDY >

24  Meeting rescheduled 4 times - On his terms - On his turf (Hotel in Kuala Lumpur where he was holding his global management team meeting)  Initial meeting - Behavior / demeanor: Cavalier, disingenuous, ‘charming’ - Appeared very surprised at his 360 feedback – and looked amused - Coach determined that John lacked motivation for change.  He was “going through the motions” to satisfy his boss.  After 1 hour of attempting to engage at an authentic level of dialogue, coach told John: “This coaching will be a waste of your and my time – as well as the company’s money. I’m disengaging.” JOHN: Initial Meeting – Assessment & ‘Contracting’ ©Vandaveer CASE STUDY The rest of the story...

25  Coach then found “hook” – motivation to change - Seeing that the coach was serious – that she was disengaging before they even got started – John’s entire demeanor changed. - “My wife Elizabeth thinks I’m a star – a hugely successful international executive... believes I walk on water. I cannot get fired!” JOHN: Initial Meeting – Assessment & ‘Contracting’ ©Vandaveer CASE STUDY

26 Critical Success Factors: A. Motivation to Change B. Insight / Awareness C. Ability to Change D. Identification – Internal Enablers / Inhibitors for Change E. Effective Targeting – Highest Leverage Area(s) for focus F. Coach knowledge, skills – including ability to connect with coachee (coach = instrument) G. Courage H. Commitment I. Accountability JOHN: The Intervention ©Vandaveer CASE STUDY

27 Coaching Included: A. Data to inform the process – 1. Perceptual – Company 360 feedback + coach 360 interviews 2. Annual Reviews – Performance; Potential B. Professional Executive Assessment Cognitive ability / agility; Personality; Values; Leadership profile; EI C. Monthly Meetings with Coach a) Work at cognitive level – Reframing (role, responsibilities, role, perceptions, intentions, impact – desired / actual, ‘success’ criteria) b) Surface assumptions; challenge; facilitate thinking; support D. Development of Strategy and Plan E. “Homework’ – designed / tailored reflective exercises F. Coach ongoing assessment / adjustment G. Accountability H. Progress Evaluation at 9 months / 18 months I. Telephone conversations in-between meetings – as helpful JOHN: The Intervention: Cognitive-Behavioral Approach ©Vandaveer CASE STUDY

28  Everyone (boss, direct reports, Top Management, coach) gave this engagement less than chance of being even partly successful.  After 4 months of work, all of them had noticed significant change – and were asking the coach what the magic formula was.  After 9 months the 360 feedback process was repeated. Results had significantly improved, and responses to open-ended questions were positive... a number of people expressing pessimism that he could actually sustain the change, however.  At 12 months, John received a big promotion.  Coaching continued after that on a quarterly basis for two years.  Performance reviews were all positive – and he was ranked “1” (highest) He began show-casing his team – and working with each one to develop them to their potential. Became a “coach” Leader. He still calls the coach from time to time – for “reality check”, to test thinking, to analyze scenarios together, and to share successes & disappointments. Elizabeth thinks he walks on water. JOHN: Outcome deemed “very successful” ©Vandaveer CASE STUDY

29 Motivation to change Authentic connection with Coach –“Tough love” / no-nonsense approach Candid feedback Cognitive-Behavioral intervention (cognitive reframing) Accountability for change (Boss) Specific goals and measurable outcomes Individual assessment (helped understand the 360 feedback; helped identify the greatest leverage areas for coaching) Coaching Strategy and Process JOHN: What Worked CASE STUDY © Vandaveer

30 RELEVANT RESEARCH – A few selected references 30 Cox, E. and Bachkirova, T. (2007). “Coaching with emotion: How coaches deal with difficult emotional situations”.. In Palmer, S. and Cavanagh, M. (Eds). International Coaching Psychology Review. British Psychological Society – Special Group in Coaching Psychology and Australian Psychological Society Ltd – Interest Group in Coaching Psychology (Vol 2, No 2) Gyllensten, K. and Palmer, S. (2007). “The coaching relationship: An interpretative phenomenological analysis”. In Palmer, S. and Cavanagh, M. (Eds). International Coaching Psychology Review. British Psychological Society – Special Group in Coaching Psychology and Australian Psychological Society Ltd – Interest Group in Coaching Psychology (Vol 2, No 2) Hall, D.T., Otazo, K.L. & Hollenbeck, G.P. (1999). Behind closed doors: What really happens in executive coaching. Organisational Dynamics, 27, 39–53. Kilburg, R. (2004). Trudging towards Dodoville: Conceptual approaches and cases studies in executive coaching. Consulting Psychology Journal: Practice and Research, 56(4) Kilburg, R.R. (Ed.), (Winter, 2005). Executive coaching [Special issue]. Consulting Psychology Journal: Practice and Research, 57(1). Laske, O. (2007). “Contributions of evidence-based developmental coaching to coaching psychology and practice.”. In Palmer, S. and Cavanagh, M. (Eds). International Coaching Psychology Review. British Psychological Society – Special Group in Coaching Psychology and Australian Psychological Society Ltd – Interest Group in Coaching Psychology (Vol 2, No 2) Laske, O. (1999) An integrated model of develop- mental coaching. Consulting Psychology Journal 51(3), 139–159. Palmer, S. and Cavanagh, M. (2007). International Coaching Psychology Review. British Psychological Society – Special Group in Coaching Psychology and Australian Psychological Society Ltd – Interest Group in Coaching Psychology (Vol 2, No 2) © Vandaveer

31 RELEVANT RESEARCH (Continued) 31 Passmore, J. and Gibbes, C. (2007). “The state of executive coaching research: What does the current literature tell us and what’s next for coaching research?” In Palmer, S. and Cavanagh, M. (Eds). International Coaching Psychology Review. British Psychological Society – Special Group in Coaching Psychology and Australian Psychological Society Ltd – Interest Group in Coaching Psychology (Vol 2, No 2) Salovey, P. & Mayer, J. (1990). Emotional intelligence. Imagination, Cognition, and Personality, 9, 185–211. Schmid, P. (2001). Comprehension: The art of not knowing. Dialogical and ethical perspectives on empathy as dialogue in personal and person- centred relationships. In S. Haugh & T. Merry (Eds.), Empathy. Llongarron, Ross-on-Wye: PCCS Books. Stelter, R. (2007). “Coaching: A process of personal and social meaning making.”. In Palmer, S. and Cavanagh, M. (Eds). International Coaching Psychology Review. British Psychological Society – Special Group in Coaching Psychology and Australian Psychological Society Ltd – Interest Group in Coaching Psychology (Vol 2, No 2) Wasylyshyn, K. (2003). Executive coaching: An outcome study. Consulting Psychology Journal: Practice and Research, 55, 94–106. Whitmore (1996). Coaching for performance. London: Nicholas Brealy Publishing. © Vandaveer


Download ppt "Vicki V. Vandaveer, Ph.D. Self as Key Instrument in the Executive Coaching Process: Assessment and Improvement."

Similar presentations


Ads by Google