NICK WRIGHT
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Getting the best from coaching

21/3/2012

25 Comments

 
​I was interviewed recently by someone doing research into coaching practice in different organisations. One of the questions she posed was, 'what makes coaching successful in your organisation?' It was a good question and so I thought I’d share some reflections here. It would be natural to assume that success depends primarily on the quality of coaches or coaching provided. After all, poor quality coaching is unlikely to have the same positive impact as high quality coaching. Assuming that to be the case, what else makes the difference?

I will approach this question from a number of angles. Firstly, why is the person undertaking coaching doing it? You can easily imagine that if a person enters a coaching relationship willingly, the outcome is likely to be different to that if a person feels forced to do it. Some organisations use coaching as a remedial intervention. People are sent for coaching if they are underperforming. Others use it as a perk or developmental intervention for high flyers or top talent. The former may approach coaching reluctantly, the latter with enthusiasm.

Secondly, what does a person aim to gain through coaching? Are his or her expectations realistic? Is coaching the best mechanism or approach, depending on what the person is hoping to develop or achieve? Coaching can make a real difference, but it isn’t a silver bullet. I often hear of people seeking coaching to develop their professional or technical expertise. Whilst coaching can certainly be used to develop professional insight and capability, technical knowledge and expertise may be better addressed through training or mentoring.

Thirdly, is there a good fit between coach and the person seeking coaching? This could range from interpersonal chemistry to coaching expertise and approach. Some coaches focus on how to navigate business challenges, others are more psychologically orientated. I advise people to think first what they hope to achieve through coaching, what they hope to be different then to explain their provisional goals and to ask the coach, ‘how might you approach that with me?’ The response will help determine whether it’s the right choice.

Fourthly, does a person know how to get the best from coaching? If he or she hasn’t worked with a coach before, what help may he or she need in managing the relationship? It’s about learning to act intentionally and proactively as a coaching client. I sometimes meet people who have felt frustrated with their coach. On further exploration, they have approached the coach in passive mode, waiting for the coach to do something magic. The trick is how to work with the coach, to co-create the agenda and provide constructive feedback.

Fifthly, how well does coaching fit with the person’s culture or organisational culture? Does the person's environment support and encourage the posing of searching questions, even if they challenge established norms or perceived authority? I have found this particularly challenging in places where people defer to the status quo out of cultural respect or fear. In such environments, if a coach asks a person, ‘what do you think?’, the person may feel confused (‘why, don’t you know the answer?’) or threatened (‘are you trying to catch me out?’).

Finally, how well does the person apply what they are learning through coaching? Does he or she allow space and time following coaching to allow deep insights to surface? Does he or she rush back into normal activities and habitual patterns of behaviour so that learning is quickly lost? The greatest value from coaching often emerges afterwards when the person steps back from the coaching experience itself (a) to reflectively journal his or her learning and (b) to experiment with new ideas and approaches to see what happens as a result.
25 Comments
John Charnock link
22/3/2012 10:54:39 am

I agree but would emphasise the need to agree realistic actions with the coachee which are then followed up at the next meeting. The deep insights you mention come from having made a detailed analaysis of the situation, discussed the options for action and then taken the action. The following session should explore what went well / not so well and why.

Reply
Nick Wright
22/3/2012 12:46:28 pm

Hi John. Yes, exploring what happened in subsequent sessions (where there are subsequent sessions) can generate deeper insight and consolidate learning. Reminds me of action research. Nick

Reply
Felicity O'Hanlon
22/3/2012 12:42:28 pm

This is an excellent answer; thorough and comprehensive, examining the question from the perspective of both client and coach.
I would perhaps just add that the coach, being the trained professional, equipped with skills and tools and committed to coaching potential in each client, is the one who holds the bar of excellence up for the client, and ultimately ensures the best coaching.
Even if the client is not quite ready to make all the changes necessary or is sent for business coaching under a supervisor's agenda, these things can stall the process. However, the skilled coach can help that client move past an obstacle or connect them with intrinsic motivation or coach self belief or just leave them with a couple of pertinent open questions that will stay in their consciousness, act as a catalyst and facilitate a shift in perspective or decision that will bring positive change.

Reply
Nick Wright
22/3/2012 12:44:09 pm

Thanks, Felicity. I agree. The coach can help the client engage with the opportunity that coaching represents, even if the client arrived unwillingly. Sometimes this involves helping the client explore the wider system of which he or she is a part, how he or she arrived at coaching, how he or she deals with 'feeling sent' etc. Nick

Reply
Clara Gibson
22/3/2012 12:49:08 pm

Hello Nick - an interesting article, and very true. very best wishes Clara

Reply
Nick Wright
22/3/2012 12:49:57 pm

Thanks Clara. Appreciated. Nick

Reply
Ginger Eklund
22/3/2012 12:51:39 pm

Great practical article and very timely. Thanks for sharing!

Reply
Nick Wright
22/3/2012 12:52:24 pm

Thanks Ginger. :) Nick

Reply
Bridget
22/3/2012 01:54:33 pm

Yet another impressive blog! I'm not a coach but hope to embark on a coaching relationship as a client quite soon. Your blog is very helpful preparatory reading! Sounds like the coaching situation when operating well is an exciting journey necessitating proactivity & effort on both parts. Thanks, Nick, for sharing & writing so clearly.

Reply
Nick Wright
22/3/2012 02:06:14 pm

Thanks Bridget. Yes, in my experience, the best coaching is a coactive enterprise. I hope you will post further reflections as a client as your own coaching relationship progresses. Nick

Reply
Jidith Hirst
23/3/2012 06:20:46 am

Thanks for your article Nick. Just writing something on coaching for a client so this has been very helpful in focussing my thoughts....
If I can add one suggestion which I find helpful in making coaching effective....
I usually mention on the first meeting with a coaching client that the balance of workload in a coaching relationship is 80% theirs and 20% mine. I find this a really useful starting point during the contracting phase.

Reply
Nick Wright
23/3/2012 06:21:39 am

Thanks Judith, pleased you found it helpful. I like your emphasis on contracting. I guess the question is how to frame the 80-20 principle so that the client has opporunity to explore what this would mean in practice for each party and what will follow between them. With best wishes. Nick

Reply
Marietjie van der Walt
24/3/2012 07:08:05 am

Hi Nick I agree with your approach to "what makes coaching effective in organisation". We also have to me mindful of the various stakeholders involved. For instance, we can review and align the coaching goals with the coachee's expectations but do we know how that fit in with the sponsor' s objectives? This can become a dilemma if the coach and for that matter also the coachee, are obvlious to the expectations of the organisation. I would love to hear your response and experience. Best! Marietjie

Reply
Nick Wright
24/3/2012 11:52:21 am

Hi Marietjie. Thanks for raising this important issue. In order to address this in the organisation I work with, I sometimes act as manager of a three-way contract between the coach, the client and the sponsor. This helps ensure that various stakeholder expectations are clear and agreed from the outset and provides a basis for subsequent evaluation. In other situations where the coaching is less formal and more expicitly self-directed, I encourage the client to discuss learning and development goals with his or her sponsor before contracting with a coach to help ensure focus, the sponsor's awareness and support and, where appropriate, a degree of organisational accountability. I would be very interested to hear about your experience in this area too. With best wishes.

Reply
Helen Reuben
26/3/2012 08:10:57 am

A good article thanks Nick. If i may add a few questions that i feel are worth asking:-

- How will the organisation measure the success of coaching ? What criteria will be used?
- How will the coaches be supported and developed?
- How much C.P.D will the coaches have - be encouraged to have?
- When will the coach have supervision ?(ideally from someone trained)
- Will the supervisor be internal / external?

In a larger organisation I do believe the internal coach / manager has a specific challenge. If they manage the coachee they may find the management agenda makes coaching their own staff harder - It may be useful to consider where there are several coaches - for the coach to coach someone elses staff - or - if possible or to bring in an external coach or coach supervisor

Reply
Nick Wright
26/3/2012 08:41:04 am

Thanks Helen. Good questions. Some quick thoughts:

1. The success criteria should be linked to the reason for investing in the coaching relationship, i.e. the perceived benefits. In practice, this may need to be reviewed and renegotiated on route because deeper or wider issues may surface than those originally expected.

2. The organisation will often consider coaching a success if the expected benefits are achieved. This means that clarifying and agreeing goals and expected benefits from the outset is very important. Because it's sometimes difficult to evaluate and explain exactly what has achieved the benefit retrospectively (i.e. it could be things other than or in additon to the coaching received), I tend to advise evaluating on a contribution rather than strictly 'scientific' attribution basis.

3. In the organisation I work with, we use a register of external coaches. We expect external coaches to demonstrate experience and expertise in the coaching field and to be engaged in their own CPD. We also encourage and support line managers to use a coaching style of leadership and management and, in order to support this, use peer action learning sets and coaching workshops.

4. I agree with the challenges of incorporating coaching into management. In light of this, I encourage managers to adopt a coaching ethos and 'style' wherever possible within their wider managerial role, recognising that they need to adapt their approach according to different people and circumstances. One of best pragmatic books I've used in this area is Carole Pemberton's Coaching to Solutions.

Hope these brief comments are helpful. Would be interested to hear your thoughts too. With best wishes. Nick

Reply
Michael Holland
30/3/2012 07:28:24 am

Thank you again, Nick. I really identify with your fourth point. In my context I am often coming across the mindset that 'if only someone else will come and help us/me all will be solved,' which needs to be countered with retaining responibility (and accountability) for the issues being faced. I encourage people to find and become engaged in supportive learning relationships, whether that is coaching, mentoring, learning sets or other where people can get the meaningful assistance they need that also enables them to remain autonomous and self directed. When people reach this, its great to see the positive reactions and renewed passion for work that the ability to overcome brings.

For me here in my work in West Africa this is profoundly linked with the fifth point, but don't get me started on that...its like a slough of despondency that we have to trudge through to get to the habitual application of learning and the transformation this brings.

Thank you for the blog; it provides another refreshement that goes well with my morning coffee break.

Michael

Reply
Nick Wright
30/3/2012 07:29:18 am

Thanks for such encouraging and thoughtful feedback, Michael. I'm fascinated to hear more about your experiences in West Africa - what issues you encounter, what ways you have found to navigate through them etc. I've had some interesting experiences in Asia and East Africa and am keen to learn from others' insights and experiences. I hope you don't mind if I post your comment under the blog itself so others can see it too? Enjoy the coffee break. ;) Nick

Reply
Prof Angus McLeod
5/4/2012 12:46:04 pm

Nick, very sound thoughts which show your experience and thoughtful consideration of real-world talent-development in organisations.

We are invariably setting coaching interventions (especially for whole teams) against specific talent-development themes AND personal outcomes as agreed with the immediate boss. In some cases there are also stake-holder interviews to establish outcomes more broadly than an immediate boss may notice or be aware of - these are carried out before coaching begins.

In some organisations we are also able to have each coachee with their own stakeholder-supporter. These provide any needed support internally but also will be the first port of call regarding changes to outcomes. in some cases, the supporter will also assess the outcomes against objectives and we get paid a bonus on our ability to facilitate success.

We also try (not always successfully) to encourage continuing learning among coachees after their coaching journeys. These take several forms but typically establish 'best practice', encourage and co-counsel/co-coach to try successful approaches, and, bring in new ideas and opportunities for practice.

Where we are using 1-2-1 coaching as part of a work-culture initiative (since 2004 in organisations including Kings College Hospital NHS Trust and 17 Surrey County Councils), we also encourage interval co-coaching between coachees/learners as part of their learning journey.

In team-coaching we also provide santized data on issues following each cohort of coachee journeys. These data allow HR to take-stock of trends in issues and to discuss with us (or others sometimes) how to ameliorate and gap-manage to bring the organisation up to scratch.

BTW.. when we introduce the concept of organisational themes for our initiatives, many organisations think about their values (again!). The problem with that is that the values are almost useless until they are translated into behavioural AND performance norms. It is these norms that we then work to and, where HR is willing, to include in their PDRs and all 1-2-1 reviews, and at all levels including the main Board. Most organisations who embrace this, will score norms 70% performance and 30% behaviour.

All these initiatives start to co-create themed change over longer time periods (learning journeys). The days of 5x days of bloc-training and ad hoc initiatives should have died out! Joined up development and learning journeys give organisations much more for their buck and every interventian makes sense to staff - not just "another damned initiative from upstairs". Patchwork development does not compare with structured development over time and we are therefore working with organisations for 2-4 years or more. I hope some useful ideas from our own best-practice?

Angus

Reply
Nick Wright
5/4/2012 01:04:05 pm

Hi Angus,

Thanks for your encouraging feedback and thoughtful response. The process of engagement you use with organisations and coachees sounds pretty rigorous. I like your notion of 'learning journey', especially since, in my experience, coaching is often most value-adding when applied to support deep and long-term transformation rather than simple quick fixes, although the latter clearly can be of value too.

Where I work currently, we use a similar process to the one you have described, tracking recurring themes through sanitised feedback from coaches in order to identify wider systemic issues. We also invite feedback from coachees through forms and semi-structured interviews to ascertain patterns in coaching quality and wider influences on coaching success (or not).

With best wishes and thanks again for adding such comprehensive thoughts and ideas.

Nick

Reply
Prof Angus McLeod
18/4/2012 06:59:03 am

Nick, You are in the right place exactly and have my confidence. Let's talk. Angus

Clive R
18/4/2012 06:44:44 am

Can I take you back to your reply to Helen 18 days ago, and your comment in point 2 'I tend to advise evaluating on a contribution rather than strictly 'scientific' attribution basis'? I'd be grateful if you could amplify that, as in my world I find I have to develop a partly subjective attribution of contribution!

Clive

Reply
Nick Wright
18/4/2012 06:51:02 am

Hi Clive. 'A partly subjective attribution of contribution' sounds pretty mind-bending to me! ;) Please say more. You may find it interesting to have a glance at a short article I wrote on L&D impact evaluation some time ago: http://www.nick-wright.com/ld-impact-evaluation.html. I hope it helps answer the question you posed. If not, let me know? With best wishes. Nick

Reply
Clive Reynolds
23/4/2012 04:05:50 am

Hi Nick
What I meant by ‘a partly subjective attribution of contribution’ is that:
• Evaluating the outcomes of enhanced L&M capability arising from an intervention rests on determining enhanced contribution to the organisation’s business performance.

• Because within a senior team this contribution
o Generally impacts the bottom line indirectly (i.e. through others)
o Is spread over a mix of business actions
o Is a combination of individual and joint accountabiliites
simple objective attribution of benefit to the intervention is rarely possible, so subjectivity has to be brought into play intelligently.

My concern had been that when you said “I tend to advise evaluating on a contribution rather than strictly 'scientific' attribution basis” this might mean ducking the attribution issue.

However, having read the paper referred to in your post (note to other participants in this blog, it’s a great paper, very thought-provoking), I think we’re in furious agreement. Some key points for me were:
a) Para 9, re Do not apply positivistic, quantitative measures arbitrarily where they really are inappropriate. (I felt 'arbitrarily' was an important qualification)
b) Para 14, re Kirkpatrick Level 3 & 4 should be addressed .... if there is a formal requirement (e.g. funding), or learning outcomes are critical to organisational strategy.
c) Para 17, re Kirkpatrick Level 3 … feedback is more intuitive than scientific …. most people are able to make a reasonably reliable judgement.

My reason for following this up is my involvement in an RDA-funded L&M programme in the West Midlands which has required tangible quantification of benefit. It was essentially a facilitation process, and coaching was just one of the possible interventions arising. We had to develop means of achieving robust business impact evaluation (i.e. Kirkpatrick Level 4) which DID NOT involve arbitrary, inappropriate measures, DID permit intuitive feedback and appraisal alongside scientific KPI-type measures where they were valid, and DID coach the client in making intelligent, partly subjective attribution of the benefit to the intervention.

It wasn’t an easy row to hoe, but I’ve been very comfortable with the outcome.

I wonder how your own thinking has evolved since you wrote that paper in 2004? I bought 95% of it!

Clive

Nick Wright
23/4/2012 04:08:16 am

@Clive. Thanks for such a detailed response. I would be fascinated to hear more about how, in practice, you achieved the Level 4 evaluation - how did you do it? With best wishes. Nick

Reply



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    ​Nick Wright

    ​I'm a psychological coach, trainer and OD consultant. Curious to discover how can I help you? ​Get in touch!

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