Therapist to Coach Senior Practitioner in Coaching Workshop 3 Module 4 Day 6 Effective coaching and systems thinking Dr Trish Turner
Agenda – Day Six 9.00am Review and process reflection Evaluation skills Skills practice and exercises 10.30am Working break within triads 10.45am Skills practice 1.00pm Lunch 1.45pm Systems thinking, constellations, skills practice 3.30pm Working break within triads 5.00pm Plenary 6.00pm Finish
Review and Process ¨ How is it going for you? ¨ What is going well for me as a coach? ¨ What do you still need to work on or need help with? ¨ What questions am I considering that are arising from my practice, reflection and exploration of theory? The process of coaching practice
What is effective coaching? ¨ ? Group discussion
Benefits of coaching ¨ Improvement performance and productivity ¨ Staff development ¨ Improved learning ¨ Improved relationships ¨ Improved quality of life for individual ¨ More time for the manager ¨ More creative ideas ¨ Better use of people, skills and resources ¨ Faster and more effective emergency response ¨ Greater flexibility and adaptability to change ¨ More motivated staff ¨ Culture change Coaching for Performance, John Whitmore (pp156-158) ¨ A life skill
Why evaluate effectiveness? EMCC competency The case for EMCC Competency 8: Fiscal responsibility: a lot of money is ¨ being spent on coaching but there are “Gathers information on no hard proofs that it works the effectiveness of their practice and contributes Increasing scrutiny: tough economy, ¨ to establishing a culture tougher decisions on spending of evaluation of outcomes.” Some say coaching is just a trend: need ¨ CI 98 to validate coaching’s contribution to the bottom line “Critiques diverse approaches to evaluation Need a measure to separate effective ¨ of mentoring/coaching.” coaching from ineffective coaching Improving practice ¨
‘Coachability’ of client (p105) ¨ Openness to feedback ¨ Coach’s effectiveness is measured by the outputs of ¨ The executive’s self- the coachee assessment of need, along with a sense of urgency ¨ So, is the coachee ready? ¨ The executive’s perception ¨ Can they achieve success? of the value of the process ¨ What is the ‘coachability’ of and the likely outcomes the coachee? ¨ The strength of competing commitments (forces that drive stasis or change) ¨ The executive’s fear of consequences if he or she does not seek and accept help (Excerpts reproduced with kind permission from Terry Bacon, Ph.D. and Anna Pool, M.A., OD)
Purchaser’s evaluation priorities The factors in order of perceived importance were: ¨ Contribution to the business results or objectives agreed at the start of the programme ¨ Personal capability of the individual being coached. ¨ Adherence to process: Did the coach deliver what they said they would, within agreed timescales and to the promised standards? ¨ Satisfaction of the coachees with the relationship : Did they like, get-on well with and have a good rapport with the coach. ¨ Responsiveness to change : This covered the coach’s ability to alter dates, times, locations etc. with minimum cost impact. International Journal of Evidence Based Coaching and Mentoring Vol. 3, No. 2, Autumn 2005 Page 30. The Coaching Scorecard: a holistic approach to evaluating the benefits of business coaching. Mel Leedham
Criteria for measuring coaching effectiveness The client must be coachable. 1. The coach must fully use all the data in the 2. ecosystem. The coach must identify the real problems. Many 3. coaching engagements fail because the coach fails to drill down to the underlying coaching need. Often the presenting problems are not the real problem. Intangible but critical mindset shifts must be linked 4. to tangible and measurable behavioral shifts. (Excerpts reproduced with kind permission from Terry Bacon, Ph.D. and Anna Pool, M.A., OD)
Kirkpatrick’s model (p107) ¨ Level 1: Reactions. What did the coachee think of the engagement? ¨ Level 2: Learning. What did the coachee learn during the engagement? ¨ Level 3: Behavior. What learnings, skills, etc., did the coachee apply on the job? ¨ Level 4: Results. What changes in results and productivity have been observed on the job? ¨ Level 5? Return on investment
Think about Measurement from start to Formative and Summative finish Evaluations This works best when the ¨ Formative business goals and evaluations (during) metrics are clear. The variables are measured at strengthen or the beginning of coaching improve coaching and again at the end and the results are evaluated. ¨ Summative evaluations (at end) examine effects or outcomes
Evaluation skills exercise ¨ Examples of forms ¨ Two groups of evaluation ¨ Handout 6 ¨ Where do they belong on Kirkpatrick’s model?
Working break
Case study exercise (handout 7) Pat Smith works at Anybiz Ltd., a FTSE 100 manufacturing company in Manchester. S/he worked as a very effective line manager for three years before being promoted to direct a department one year ago. In the past year, there have been numerous complaints from direct reports concerning his/her lack of interpersonal skills and effectiveness. His/her boss is also concerned that Pat doesn’t have the strategic planning and change management skills that s/he will need in order to refocus his/her department’s sales channels and be successful in this downturned economy. Pat’s boss has engaged an executive coach to support Pat in making these changes over the next six months. How should you measure the effectiveness of this coaching engagement?
Skills practice exercise (handout 7) ¨ The Coach ¨ Pat, the Coachee ¨ The Boss Triads ¨ How should you measure the effectiveness of this coaching engagement?
The roles ¨ As the coach What assumptions did you make about ¤ The boss? ¤ The coachee? As the coachee ¨ ¤ What role did you experience the coach taking? As the boss ¨ ¤ How did you the experience the role the coach took? How was it for you? Learning?
To consider… ¨ “Only work with clients who are motivated to change…” ¨ “Only work with clients who are likely to succeed in meeting the metrics…” ¨ “I’m a life coach, I only need to measure my own skills and how the coachee felt about the process and their personal goals…” ¨ What about coaching for culture change (e.g. more supportive, people orientated organisation)? ¨ Or for personal growth? Or for a change in their personal life? ¨ Ethics? Values? ¨ Research? ¨ Financial viability/feasibility of evaluation?
Further reading ¨ Identifies evaluation steps ¨ Pitfalls to avoid ¨ Case studies ¨ References ¨ Plus… articles on RoI on T2C website
Plenary ¨ Time to raise questions and share practice ideas
A systems perspective ¨ Thinking in terms of relationships connections interactions, interdependence, and context ¨ Mapping, seeing the whole, seeing patterns ¨ Understanding that movement or action or position in one part of a system impacts on another ¨ Recognising that a collection of parts together creates a functional (or dysfunctional!) whole
Systems thinking in your modality? ¨ Which therapeutic models are being drawn on here 5 mins each ¨ How are you discussion in pairs or threes currently applying systems thinking in Brief feedback in large group your coaching
A Systemic constellation ¨ “ A group of objects that stand together to make a pattern ” ¨ “A spatial, relational model of the invisible dynamics within an issue or challenge in a system of relationships” It’s a kind of ‘living map’ of your client’s inner image of their issue or challenge. ¨ That map…, is, through a facilitated process, illuminated, disentangled and brought into balance through the application of the insights, principles and practices of this work” John Whittington http://www.coachingconstellations.com/faqs/
Constellation useful when ¨ A fresh perspective is needed ¨ There is no apparent path to a solution ¨ Where relationships appear to be blocked by hidden dynamics ¨ Where a client has a challenging relationship with their role in their organisation or team ¨ As a coach you sense ‘something else’ in the client’s system affecting their ability to be present or perform [John Whittington, as before]
Mapping exercise Ask the client “ What is the issue in just a few words? 1. What would be different for you if this issue was resolved? If we were to create a map of this issue what elements would we need”? Invite client to “map” this within a boundary using 2. representatives Invite the client to take time to look at the map and 3. ask “ So what fresh information and insights have you gained from looking at the issue like this? What do you notice as you look at this? See handbook page 87 for full exercise abridged from John Whittington (2012) Systemic coaching and constellations
Systemic constellation of your coaching business? ¨ Which is the most important question or challenge you currently face as a coach? ¨ Identify the key elements that make up that relationship system - examples may include: o Self as coach o My work as a coach o My coaching business o My business partner o My existing clients o The future o My income
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