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Coaching Around the World International Trends and the EA
Opportunity
EA Coaching Presentation 2006Andy LeFave 512 [email protected]
Introduction
Coaching in organizations around
the world The organizational customer Evaluation and return on
investment
Coaching as an EAP product
Why is Coaching Important
Business environment Organizational structure Just-in-time development A need for “soft skills”
Coaching in Context
Coaching exists in the context of Learning and Development efforts to support productivity and performance.
The ability of an organization to respond quickly and effectively to change is dependent on the ability of its employees to learn, adapt and evolve.
Coaching has emerged as a way to deliver swift and effective employee development.
Case for Coaching – Jarvis, et al
The Purpose of Coaching
“The purpose of coaching is to produce behavioral change and growth in the coachee for the economic benefit of the client.”
Harvard Business Online, December 2004
Types of Organizational Coaching
Remedial coaching – designed to support the employee who is not succeeding.
Developmental coaching – designed to enhance the abilities of the successful employee.
A Question Of Balance
“Coaching is particularly effective when it is focused on driving behavioral change rather then cultural change and when the emphasis is upon positive performance outcomes rather then remedial issues.” - Alec Levenson, Society for Industrial & Organizational Psychology (SIOP)
Models of Organizational Coaching
Competency coaching Performance coaching Agenda free coaching Coaching “culture”
Competency/Skill Coaching Focused on the acquisition of a
specific competency or skill, (ex. communication)
May follow 360 feedback assessment May involve a development plan Time limited
Performance Coaching
Overall improvement against a broad set of existing performance metrics
May be an extended consultation augmented with formal learning/training experiences
May be used to accelerate the development of “high potential” employees
Agenda Free Coaching
As the name implies, a broad and open focus to the coaching dialogue
Harder to evaluate because there may be no identified objectives
Where coaching goes when it is not given some intentional structure
Coaching Culture
A pervasive approach to learning that is used throughout the organization
Requires that employees act as both learner and coach
Generally seen as dynamic and empowering of employees
“Coaching culture…….coaching is the predominant style of managing and working together and where commitment to improving the organization is embedded in a parallel commitment to improving the people.”
Clutterbuck and Megginson, Making Coaching Work 2005
Movement Towards Coaching CultureIn a 2005 Survey of HR managers in the UK 93% said coaching culture is “very
important” or “important” to the success of their organization
72% identify improving individual and business performance as the main objectives for developing a coaching culture
CIPD Leadership & Development Survey 2005
Coaching Around the World
California US multinationals United Kingdom Europe and South Africa Asia and Australia
California – where it starts
1980’s Silicon valley tech centers Flattened work organizations Training dep’t accountability &
performance consulting 360 feedback assessment
Coaches around since 1930’s Bigalow ’38 sales coaches
US Multinationals
Coaching as a Learning and Development tool follow ex-pats overseas
Coaching gets provide to local managers & execs
Coaching migrates to local companies and foreign multinationals
Coaching takes off
Coaching gets picked up by the media
Life coaching generates a lot of sizzle
CLOs and Learning and Development managers allocate a growing share of development budget for coaching
Q & A with a Shanghai Coach Jeff Hasenfratz is a Shanghai based coach and Mandarin
speaker who has lived in Asia for 14 years. He is a founding member of the Hong Kong Coaching Community. He is managing director of Mindsight Exec. Dev.
How much coaching is being done in Asia? How is that activity distributed across the
Asian economies? How does coaching in Asia differ from
coaching elsewhere?
Cross Cultural Issues In Coaching
Models of thought Assumptions
The Purchaser of Coaching Services
Criteria for coach selection: Experience in the business world (85%) Psychology qualifications (50%) Organizational development knowledge
(45%)
Ventrone 2005
Cultural fit and personal style Positive track record Structured approach and model Supervision of the coach Sparrow & Arnott 2004
Who is doing the coaching
Former executives and managers
Organizational psychologists
Organizational and leadership development groups
Organizational services groups
EAPS Independent coaches
Coaching Certification
Doesn’t appear to be a top criteria for selection
Serves the coach training industry not the learner
Conveys a possible false sense of competence
Becomes a distraction to getting started
Maybe you can already fly
What we already know is generally adequate to start
Our needs are more related to process then content
Much information is out and available for free
Getting started is the best way to learn
ICF Coaching Survey
A 2003 survey of over 2000 coaches by the International Coaching Federation yielded the following data:
Over 70% had graduated from a coach training program
45% currently are being coached by another Less then 10% have a formal mental health
background Coaching is primarily conducted over the phone
(61%) A majority work with individuals and not companies Average annual coaching income is < $30,000 US
Evaluating Coaching
The Coaching Pyramid - a model of understanding coaching value
The importance of evaluation Current methods of evaluation Planning your evaluation activities Conducting an evaluation Presenting evaluation data
Coaching Benefits Pyramid Model
Results
Skills Behaviors
Confidence
Coach Skills
Clarity and Focus
Motivation
Process Coach Attributes
Environment
Foundation Factors
Business Benefits
Outer Personal Benefits
Inner Personal Benefits
Leedham 2005
The Importance of Evaluation
Makes the business case for coaching
Identify coaching process improvement needs
Quantified results motivate participants
Adds credibility to the coaching “product”
Planning an Evaluation
How will the data be used Requirements in time, money and people Involving the stake holders Keeping it simple – but significant Evaluating the coach is part of the process
Current Methods of Evaluation
Pre- and post-intervention stakeholder interviews Pre- and post-intervention stakeholder surveys (360) Measurement against defined objectives Performance appraisal system ratings Assessment against defined objectives Business performance indicators Staff turnover and key staff retention Feedback from the coach Organizational and learner evaluation of the coach
Evaluation Framework
Level 1. Reaction, satisfaction and planned action objectives
Level 2. Learning objectives
Level 3. Application & implementation objectives
Level 4. Business impact objectives
Level 5. ROI objectives
Return On Investment Basics Phillips & Phillips 2005
Level 1 Evaluation
Reaction, Satisfaction & Planned Action Objectives
Represent the satisfaction of the consumer Should be connected to broad objectives Should be quantified when possible
Level 2 Evaluation
Learning Objectives
Assesses what should result from the learning
Awareness, knowledge and performance All objectives have quantified
implementation measures
Level 3 Evaluation
Application and Implementation Objectives
Assesses success with learning transfer Evaluates the expected behavior in the
workplace Identified behavioral objectives Specific, quantifiable measures
Level 4 Evaluation
Business Impact Objectives
Assess what the individual has accomplished in the business unit as a result of their learning
Hard data measures are output focused, quality focused, cost focused and time focused.
Soft data measures are customer service focused, work climate focused and work habits focused.
Level 5 Evaluation - ROI
Return On Investment Objectives
Assesses the economic return when an investment is made in the services.
What is good ROI? Create a data collection plan Create an ROI analysis plan Conduct the evaluation Include intangibles
BCR - (Benefit Cost Ratio)ROI – (Return On Investment)
BCR = Program Benefits divided by Program Costs
ROI (%) = (Net Program Benefits divided by Program Costs)
x 100
Example: A BCR of 2:1 means that for every dollar invested you get 2 back. This is equal to an ROI of 100% which means that for very $1 invested you get back $1 after the costs are covered (you get your investment back plus $1.)
Return On Investment (ROI)
Return on investment is evaluation that is calculated in financial terms. The financial benefit of coaching vs. the cost. Possible coaching ROI measurements are:
retention Decrease in expenses Productivity Employee satisfaction
It is essential to have baseline data for comparison and minimize impact on organizational resources and time.
Presenting Evaluation Data
What to present Statement of purpose Description of methods Summary of findings Summary of cost Conclusions and
recommendations
Whom to present to Coaching team Participants Participants mgt. Client (funding source)
The EAP Opportunity
The behaviors that will be rewarded in the new business reality are ones that are aligned with, and demonstrably supportive of, the organizational business plan.
Where is the nexus between the organization's need and the EAP and HR areas of competence?
How can EA and HR departments best deliver critical value to the work organization?
Human Capital Management Human Capital Management views people as a
resource to be maintained and developed vs. an expense to be managed.
Today’s workplace realities dictate the options that organizations have available to effectively support their human assets.
Coaching is a tool for managing human capital in a way that supports productivity and individual, team and organizational success.
Coaching – Strategic or Tactical“Coaching is particularly effective when it is focused on driving behavioral change rather then cultural change and when the emphasis is upon positive performance outcomes rather then remedial issues.”
- Alec Levenson, Society for Industrial & Organizational Psychology (SIOP)
The majority of coaching efforts are tactical in concept and delivery.
Targeted intervention Performance based Specific performance need Behavioral change
Employee Assistance Coaching
Typical EA services
Assessment Short-term problem
resolution Mgr/supervisor training Consultation to
management
EA coaching service 1:1 learning consultations
Organizational Development & Coaching
The structure of Organizational Development Strategic planning Organizational processes Strategic interventions People development
Business Coaching is about developing people
at work
Continuum of Organizational Services
Organizational Development services outside EA EA consultation to the organization on human capital issues EA “soft skill” competency coaching EA management consultation and training EA assessment & referral of behavioral health issues that
directly impact job performance EA short term problem resolution EA “life coaching” Wellness activities
OD Services
Competency Coaching
Mgt. Consultation
Assessment & Referral
“Short Term ” Problem Resolution
Life Coaching
Wellness Activities
Types of EA Coaching
Remedial competency-based coaching Identified performance issue Secondary stakeholders Undetermined motivation
Developmental competency-based coaching Proactive performance opportunity Client is the primary or only stakeholder Typically high motivation
Competencies
Skills or skill sets performed with consistent effectiveness
Clear and concisely stated Associated specific behaviors Measurable Aligned with organization's identified competencies or
general business plan
(Think 360 Feedback Assessment)
A Continuum of Competencies
Hard Skill Competencies results driven intellectual capacity technical/functional
knowledge business process
improvement quality focus decision making skill command skills setting direction building teams
Soft Skill Competencies develops staff motivational leader managerial courage interpersonal skill emotional awareness emotional composure awareness of others sensitivity patience
EA Competencies
What are some of the competencies that we
traditionally teach/coach in EAP work?
EA Competencies
Communication Managing change Emotional composure People management Motivating others Resilience
Emotional Intelligence & “Soft Skills”
Why EI is emerging as the standard for identifying, measuring and developing “soft skills”:
The ambiguity of “soft skills” The emergence of emotional intelligence Emotional intelligence factors as competencies The EI competency model
EI business Case #1
L’Oreal Group – international cosmetics company Sales people selected on the basis of emotional intelligence
competencies sold over $90,000/yr more then sales people hired under the company’s former selection process.
This resulted in an initial net annual gain in sales of $2,558,360.
Additionally, sales people selected on the basis on EI had 63% less turnover during the first year.
Source:
Spencer & Spencer 1993
EI Business Case #2
AT&T found in a internal leadership study that leaders with high scores in EI competencies had 20% greater productivity then leaders with low EI.
91% of top performers had high emotional intelligence
26% of low performers had high emotional intelligence
Bradbury 2002
EI Business Case #3 Large beverage firm
standard methods to hire division presidents resulted in 50% leave < 2 years, usually due to poor performance.
Using EI competencies to screen candidates, (initiative, leadership, self-confidence), only 6% left within 2 years.
The EI screened executives were far more likely to be in the top third of division presidents based on performance bonuses.
The EI cohort performed above target sales quotas by an average of 15-20%. The non-EI division presidents were under target by almost 20%.
Source: McClelland 1999
EI Business Case #4
Egon Zehnder Int’l recruitment firm in a study of 515 senior executives from Latin America, Germany and Japan that those with high emotional intelligence were more likely to succeed then those with either relevant previous experience or higher IQ.
Results in all three cultures were almost identical.
EI Business Case #5
Research by the Center for Creative Leadership has found that the primary cause for executive “derailment” involved deficits in emotional intelligence. Specifically:
Difficulty handling change Inability to work effectively in a team Poor interpersonal relations
EI Business Case #6 (cross cultural)
A study by leadership company Talent Smart, of 3000 Chinese business execs revealed that they led their American counterparts in 2 broad EI competency areas:
Self- management Relationship management
Talent Smart 2003
EI Models and Assessments
Reuven Bar-on EQ-I - Emotional Quotient Inventory (self-report)
Mayer, Salovey, Caruso MSCEIT - Mayer, Salovey, Caruso Emotional Intelligence
Test (ability measure)
Daniel Goleman ECI - Emotional Competence Inventory (other report – 360 feedback)
EI Competency Model
EI Competency CardComposure
The ability to manage emotions effectively and integrate them into an experience in a mature and productive way.
Positive Behavior: Stays aware of emotions and integrates them into the situation appropriately.
Impact: ___________________________________
Negative Behavior: Doesn’t manage feelings but acts them out blindly and often inappropriately.
Impact: ___________________________________
EI Competency Cards - LeFave2003
EI Competency Card
Sensitivity
The ability to take the emotional experience of others into account when we interact with them.
Positive Behavior: Knows when and how to address issues that have a significant emotional component.
Impact: ________________________________
Negative Behavior: Communicates without consideration for the feelings of others.
Impact: ________________________________
EI Competency Cards – ALeFave2003
Identifying the Focus of Development
The competency identified by the Learner The competency identified by the 3rd party stakeholder The competency identified by performance appraisal The competency identified by “soft skill” assessment The competency identified by “work-style” assessment The competency identified by “360 feedback”
Competency-based Coaching Model
Assessment Readiness for coaching Focus of development
Development planning Creating measurement criteria Developing action steps Assessing resources and obstacles
Ongoing coaching process Processing change efforts Developing competency and confidence
Closing the coaching consultation Measuring success Closing or re-contracting
Professional Coach’s Handbook - LeFave
Key points Coaching is a worldwide organizational learning tool. Development focus, planning, a structured coaching
process and evaluation are characteristics of the competency coaching model.
“Soft Skill” development is a critical focus of organizational coaching.
EA professionals are uniquely suited to be good coaches, particularly coaching soft skill competencies.
Delivering effective coaching services requires training and practice in coaching, and analysis of the readiness of the stakeholders – client, company and coach.
Suggested Resources
Books:
The Case for Coaching Jarvis, Lane, FIllery - Travis Working With Emotional Intelligence Daniel Goleman The CCL Handbook of Coaching Sharon Ting Coaching For Performance John Whitmore For Your Improvement Lombardo and Eichinger Making Coaching Work Clutterbuck and Megginson
Other: International Journal of Evidence Based Coaching and Mentoring www.brooks.ac.uk
Websites: www.grovewell.com www.siop.org www.cipd.co.uk www.eiconsortium.org
Wrap-UpQuestions and answersContact information:
Andy LeFave
Email: [email protected]
www.blairconsultants.com
