Transcript Transformation: To Boldly Go … London, 21st May 2014

BRILLIANCE
Yorkshire & the Humber Coaching Conference 2015
Sharing practice, perspective and learning that excites
Kim Morgan and Carmel Fell – Barefoot Coaching
Today
To think about key themes of the day
“Brilliance”
………. and “Being Bold”
To think about being bold in coaching and what it really means
To reflect on our own practice
Barefoot Coaching
Both in-house and open programmes/internal and freelance
Coaching
Team Coaching and
Team Coaching
Training
Coaching
Supervision and
Coaching
Supervision
Education
Expert Partner on
building Coaching
Architecture
Coaching products –
cards and books
CPD for
Coaches
“The most fascinating conversation about
YOU that you will ever have”
(Tom Preston of The Preston Associates)
OR….
A cosy chat?
Transformational situations
Situations which give rise to critical self-reflection and
transformational learning:
 A disorienting dilemma
 A state of puzzlement
 Recognizing other share our feelings
 An empathetic provocateur (A coach!)
- Mezirow (1991)
Non-transformational situations
Jarvis introduced the idea of non-learning.
“Non-learning is our response to everyday
experience. As long as experience conforms to
our mental models, no learning is required.”
- Jarvis (1995)
Transformational moments
Critical moments occur when:
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Tensions, uncertainties and anxieties arise
The coaching relationship is put to the test
A particular vulnerability is examined
The coach accesses their own emotions
- De Haan (2008)
“A ship in harbour is safe – but that is not
what ships are built for.”
- John A. Shedd
Exploring boldness and brilliance in coaching
Self as instrument of change
Culture as instrument of change
A reminder of the power of the ‘basics’
… that the following are prerequisites to brilliance in
coaching:
 The strength of the relationship
 The readiness of the client
 The coach’s self-awareness and self-knowledge
What stops us being bolder?
 Fear?
 Wanting to be liked?
 Conforming to corporate cultural norms?
 Ages and stages of being a coach?
 Losing our “hunger” or “edge”?
 Being wedded to core competencies?
 Reverting to our own cultural norms or default settings?
 Need for even more rigorous supervision? (some
supervision?!)
What stops us being bolder?
 Resting on our laurels?
 Almost all coaching is a good experience
for the coachee (and the coach?)
 But is transformation occurring?
BE BOLDER
Slide 10 – is a new slide I have added and may need to be
presented differently but not a picture please
Shaken, not stirred…
“The meeting of two personalities is like the
contact of two chemical substances: if there
is any reaction, both are transformed.”
- Carl Jung
Self as Instrument of Change
 Provide a presence that is lacking in the system
 Develop congruence between your behaviour and what you
teach
 Become an awareness expert
 Stand for certain values and skills
 Model a way of being
 Help the client focus on their issues not on the solutions you
favour
Self as Instrument of Change
 How much do we access the huge range of behaviours
we have when we coach?
 How can we keep sight of the need to put EVERYTHING
out there for our clients, regardless of our own needs?
 How can we ensure that we accept the responsibility to
tackle the unconscious as well as the conscious processes
which impede growth and change?
 How bold are we being in understanding our purpose?
“Anyone who is going to see a patient
tomorrow should, at some point, experience
fear. In every consulting room there ought to
be two rather frightened people: the patient
and the psycho-analyst. If they are not, one
wonders why they are bothering to find out
what everyone knows”
- Bion 1973
Exercise – in pairs. Discuss for 5 minutes each
 How much do you access the huge range of
behaviours you have when you coach?
 How much of an awareness expert are you
about yourself?
 How can you ensure that you accept the
responsibility to tackle the unconscious as
well as the conscious processes which impede
growth and change?
 How bold are you being in understanding your
purpose?
High emotion
Makes change stick
“We remember life’s important moments
especially well. Emotional experiences, whether
good or bad, leave strong traces in the brain.”
- Joseph E LeDoux, Centre for Neural Science, NYU
Being bold
 in your relationship with your client
 in selecting approaches which will have positive impact
and leave traces
 about emotions – acknowledging them, noticing them,
extending them, creating them, accepting them, staying
with them
Emotional experiences
Dynamic listening
Provocation
Challenge
Humour
Affectionate teasing
Use of movement
Use of outside/inside space
Use of Objects/metaphor
Art
Drama
Games
Role play
Other people
Changing places
Exercise in pairs – discuss 10 mins each
1. Think about three coaching behaviours or approaches
which you use least
2. Decide which one you use least and what stops you
3. Think about your “default” coaching approaches, tools and
behaviours too and what works for you about them
4. What could you do to extend your ‘range’ and enhance your
coaching?
“We are all ordinary. We are all boring. We are all
spectacular. We are all shy. We are all bold. We
are all heroes. We are all helpless. It just depends
on the day”
- Brad Meltzer
Building a Coaching Architecture?
 Coaching makes sense as an investment only if it improves the performance
not only of the individual, but the company as well
 In this sense, the word strategic becomes important
 To really get the benefits from your coaching investment, you need to be
really clear about why you are coaching, where it fits and what benefits you
are wishing to derive from it
 In short you need to build a coaching architecture in order to ensure you gain
full business benefit
Clutterbuck and Megginson (2005) define a coaching culture as one where:
‘Coaching is the predominant style of working together, and where commitment to grow the
organisation is embedded in a parallel commitment to grow the people in the organisation’
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What will enable/disable the
achievement of high performance
How can
technology
support coaching
Supervision?
What is the culture you need
to help you succeed
CPD
Ethics & Standards?
What needs to change?
Develop
coaching
skills - who, when, how long?
Qualities of a
credible coach?
What are the
coaching
standards?
Internal & External Coaches - meet regularly
How will we
measure it?
What's our
current
capabilty?
What education
shall we provide?
1. BUSINESS CONTEXT
Across the business - what is
coaching, what are the benefits, what will it deliver?
4. EMBED
What role will
CPD play?
What needs
to change?
6. TRAIN
What resources
do we need
How do you change it?
What are the
standards?
7. IMPACT
How will they foster the culture you
want so it becomes demand led
2. ENGAGE
How will it be
evaluated?
COACHING CULTURE
Bring leaders and managers
together to review?
What are the goals you want to achieve?
Who is the sponsor?
Ask how they will
champion coaching?
3. FIT
5. LEADERS/MANAGERS
Define roles and
responsibilities
What are the costs?
How are they
being achieved?
Role modes - get leaders
to be role models
Other initiatives - how do they need to
change to support coaching?
What are the
desired outcomes?
What are the benefits?
How will coaching feature in the
performance process?
How will coaching be
implemented by all staff?
How will coaching be used in selection
and management capabilities
Inspired by the work of Hawkins, Clutterbuck and Megginson
Responsibility
 All coaches, internal and external and all those responsible for the
coaching investment all need to take responsibility for ensuring
ROI
 Internal coaches must be challenging and supporting the
organisation to understand the necessity and benefits of such a
strategic approach
 External coaches also need to agitate, educate and support the
organisations they work with
 It’s ethical!
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Coaching Styles
Directive
ASSESSOR
TUTOR
Intrinsic
observation
Extrinsic
observation
DEMONSTRATOR
STIMULATOR
Non-directive
David Clutterbuck and David Megginson
Exercise in pairs 5 mins each
Looking at the coaching styles model:
 Discuss how you have exercised your boldness and brilliance to support
the organisation to achieve its strategic goals?
 What have you done regarding attention to:
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Business Context
Leaders/Managers
Engagement
Fit
Embedding
Training
 What’s left to do?
Let us be bold and brilliant enough to:
 Get really comfortable with emotions – yours and others
 Be a true instrument of change
 Commit to robust and rigorous supervision
 Challenge organisation as external coaches
 Agitate organisation as internal coaches
 Help the organisation achieve its return on investment
“Ensure that coaching leaves lasting and profound
change – a strong trace on the hearts and minds of the
organisation and its people”
Kim Morgan and Carmel Fell
Barefoot Coaching
“What you can do, or dream you can do,
begin it!
Boldness has genius, power and magic in it.”
Goethe
Barefoot Coaching
www.barefootcoaching.co.uk
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