Transcript Situational Leadership - Dublin City University | DCU

Leadership Through Change
Dublin City University
Coaching through Change
Joan Bennett
The world as we know it
is only 12 years old:
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the end of the cold war….no E/W wall
Old (known) enemies replaced by new
(unknown) ones
www
cell phones
global and satellite television
information technology - E-mail and voice
mail
reducing cost of international travel
the everlasting search for added value
And the world of work:
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Changing nature of organisations
Lack of time, frequent job changes – fewer
managers to fill role of mentor
Rise in entrepreneurial economy
Changing nature of managerial work
Targeted, just in time development
Requirement to influence without formal
authority
Increase in need for ‘soft’ skills
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IES report 379
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Some Benefits
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Develops people in the context of their job
without taking them /removing them from day to
day responsibilities.
Focused, tailored to specific needs
Meets individual and organisational goals
Provides feedback and guidance
Both time and cost effective – diary, individual
Short term & specific ranging to long term
development
Transition Psychology
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Theories and models that help us to understand
the process of change
Not all changes are transitions
Why change fails – overlooks the emotional
impact
Experience will be different for different people
People’s perceptions are their reality
‘Emotional’/’illogical’ responses cannot be dealt
with properly by logic alone
Change
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Focused on expected
results
External to individuals
Relatively quick
Time defined
Transition
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Psychological
Focused on internal
processes – feelings
Slow and progressive
Not time defined
The Transition Curve
Well-being
Time
The Transition Curve
Well-being
Doing it
Denial
Acceptance
Resistance
Exploration
Time
Unconscious
incompetence
Conscious
incompetence
Unconscious
competence
Conscious
competence
Competence: Knowledge & Skill
Transition
Curve
Well-being
Denial
Doing it
Depression
Discovery
Time
Some Examples of Coaching
within DCU
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Newly Appointed Academic Head of
School, previous experience Academic
and role for a 3 year period.
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Transition Team prior to and through an
expansion of an existing School, through
integration of staff from other institutions.
Newly Appointed Academic Head
of School
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The coaching partnership here fulfilled several roles:
to provide support at a particularly challenging time
to provide an independent sounding-board where he
could discuss issues related to his role
to provide a forum for reflection and insight, giving
personal development and continued learning within the
role.
to review and clarify career direction
This was found to be an invaluable source of support
and he also involved his coach in working with the
executive team and in a wider review of the structures
and working practices within the school.
Transition Team
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The coaching partnership here fulfilled several roles:
to provide the opportunity for the Transition Team to
consider the impact of the changes upon both the
existing staff and the incoming staff and plan what
communications and support was required
to provide an independent resource of change and
transition experiences from other organisations
to provide a forum for the Head of School to consider his
personal style of leadership and what was required for
the future
to provide a non-threatening environment for feedback to
be given and received.
Review and evaluation with the school showed that this
support accelerated the ‘joining’ and integration process.
Coaching Styles and Skills
NON- DIRECTIVE
Listening to Understand
Reflecting
Paraphrasing
Summarising
Asking Questions that Raise Awareness
Making Suggestions
Giving Feedback
Offering Guidance
Giving Advice
Instructing
Telling
DIRECTIVE
Definitions and Differences
Coaching
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“..Solution focussed,
results orientated and
systematic process in
which coach
facilitates the
enhancement of
performance, selfdirected learning and
personal growth of
another”
Grant 2002
Psychology of
Coaching
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“…concerned with
making explicit and
transparent those
psychological
theories, models and
approaches that are
used within coaching
in order to facilitate
learning and change
more effectively”
Chapman 2004
Mentoring
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Ongoing relationship
Can be informal – as
and when
Longer-term
Mentor usually more
experienced and
qualified
Focus on career and
personal development
Coaching
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Relationship – set
duration
Generally more
structured and
meetings scheduled
Coach facilitates
development
Shorter term
Focus upon specific
development issues
Training Coaching
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Agenda set by trainer
Involves hierarchical style
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Agenda set by client
Creating a sustained
change in behaviour,
feelings and thinking
Consulting Coaching
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Experts in their area
Professional expertise,
know the best way to
proceed
Tend to Tell
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Coaches experts in
facilitating coachees
learning and goal
attainment
Coaches help client find
own solutions
Tend to Ask the right
questions
What is Coaching?
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“Coaching is the art of facilitating the
performance, learning and development of
another.” (Downey 1999)
“Coaching focuses on future possibilities,
not past mistakes.” (Whitmore, 2002)
“Coaching is a solution-focused, results
orientated and systematic process in
which the coach facilitates the
enhancement of performance, selfdirected learning and personal growth of
another person”. (Adapted from Grant
2001)
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“Coaching is a conversation, a dialogue
whereby a coach and coachee interact in
a dynamic exchange to achieve goals,
enhance performance and move the
coachee forward to greater success.”
(Perry Zeus & Suzanne Skiffington, 2000)
“Coaching is unlocking a person’s
potential to maximize their own
performance. It is helping them to learn
rather than teaching them.” (Tim Gallwey,
1986, 2000)
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Coaching Psychology:
“Coaching Psychology is defined as is the
research, theory and practice of the
application of the behavioural science of
psychology to the enhancement of life
experience, work performance and
personal growth of normal, non-clinical
population.” (Grant, 2002)
Mentoring
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A developmental alliance, which is a relationship
between equals in which one or more of those involved
is enabled to. Increase awareness, identify alternatives
and initiate action to develop themselves. Julie Hay
1995
The word mentor originally comes from Greek
mythology. Ulysees, before setting out on an epic
voyage, entrusted his son to the care and direction of his
old and trusted friend Mentor. Yet in spite of the variety
of definitions of mentoring … all the experts and
communicators appear to agree that modern mentoring
has its origins in the concept of apprenticeship. David
Clutterbuck 1991
Traditionally mentoring was seen as a hierarchical
relationship in which a wise senior helped a grateful
junior. (Grant 2003)
Counselling
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“ A set of interpersonal skills, techniques
and attitudes employed to help a person
manage his or her own problems using his
or her own resources”
Margaret Chapman 2003
References
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Grant, A.M - Director of the Coaching Psychology Unit at
Sydney University
Chapman, M. Co-director – Centre for Human Potential
and Performance. University of Hertfordshire
Carter, A. (2001) Executive Coaching: Inspiring
Performance at Work - Institute of Employment Studies
(IES) Report 379
Nicholson, N & West, M.A. (1988) Managerial Job
Change: Men and women in Transition, Cambridge
University Press
Coaching and Buying Coaching Services. CIPD 2004
Professional Bodies and
Associations
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Chartered Institute of Personnel and
Development CIPD
European Mentoring and Coaching
Council EMCC
Association for Coaching AC
British Psychological Society BPS
Institute of Employment Studies (IES)
Joan Bennett
www.jmsolutions.co.uk
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Does your organisation use coaching?
Why?
What are the benefits?
Internal or External