The Effectiveness of Executive Coaching - Research Paper Example

?The Effectiveness of Executive Coaching When the word coaching comes to mind people often think about sports. In the last several years, the word coaching has taken on a different meaning. There are many people who are calling themselves coaches who work with individuals to help them learn a new skill, find a career, reorganize their lives and create the life they want. In each of these cases, coaching takes on the meaning of providing assistance to people in need. Unlike social work or counseling, coaches help the individual or group bring out the best aspects of their lives. The coach’s job is to help the individual identify a number of goals and realize them within a certain span of time. Coaching in this sense is young and there are no real credentials that are needed for coaching (Smith, 2011). This means that anyone who wants to call themselves a coach can do so without adhering to specific principles. Many companies have hired executive coaches for their top executives to improve their skills. CEOs of companies have also created an opportunity for new top management to be coached for a period of time in order to acclimate better into their jobs. Executive coaching has taken steps to develop principles for their specific coaching area so that all executive coaches would have standards that they could use to become coaches that are more effective. Short History of Executive Coaching Executive coaching as a profession has happened over the last twenty years. The concept was synonymous with any type of transition that companies were experiencing and this meant that companies needed coaches for their executives. In the beginning, companies hired executive coaches for their executives in a one time situation. They expected that from this one time their executives would find the help they needed and would not need any other type of coaching later. Eventually, executive coaching became a long-term opportunity for executives and was something that both small and large companies saw as a benefit (The Executive Coaching Forum, 2008). Coaching began to grow not only in numbers, but also in prestige. The challenge with executive coaching as it began to grow was that everyone had a different definition and no one could agree on just one definition, and there were no professional standards (The Executive Coaching Forum, 2008). A handbook was created in order to give the profession some credibility and to start a dialogue about executive coaching as to what it was, how it should operate, and how it should be ethically practiced (The Executive Coaching Forum, 2008). In 1999, several executive coaches met with human resources professionals and leadership development specialists started to meet regularly with the sole purpose to create standards for the executive coaching profession. They created a handbook to make sure that everyone who would use it and do executive coaching would adhere to the same standards. From these discussions, the following definition for executive coaching was created: Executive coaching is an experiential and individualized leader development process that builds a leader’s capability to achieve short- and long-term organizational goals. It is conducted through one-on-one interactions, driven by data from multiple perspectives, and based on mutual trust and respect. The organization, an executive, and the executive coach work in partnership to achieve maximum impact. (The Executive Coaching Forum, 2008, p. 19) This definition provides a background for what executive coaching is and what it is supposed to do for those who use it. Basically, it is geared toward helping leaders in the organization lead more effectively. Executive coaches are skilled in the area of coaching top management and they provide an opportunity for executives to develop their leadership styles. Defining Effectiveness Most leaders would agree that gaining the assistance of a mentor in their first years of being a CEO or when their company is moving through a transition would be an important aspect to do. According to Atkinson (2011) coaching provides long-term change for many organizations and their top management. In addition, “effective coaching will deliver performance faster, stronger, and deeper, than traditional organisational training interventions” (Atkinson, 2011). Through coaching, executives can change their attitudes quickly and provide an opportunity to work one-on-one with someone who has the tools to create change in the organization (Atkinson, 2011). Perkins (2009) defines effectiveness as the ability of a leader to effectively help others create change in an organization. The leader must be able to present effective leadership when conducting meetings and provide feedback in a way that their employees will feel empowered to make change. Another important aspect of coaching is to assess the leaders in a way that they can understand where they are in the beginning of the coaching process and where they have moved to after coaching. One method that many executive coaches use is the 360° Assessment which provides the executive with feedback from their boss, other employees and, in many cases, the community. Koonce (2010) studied this assessment and how it affected the behavior of executives. This assessment is asking those who are doing the assessment to rate “how they experience” (Koonce, 2010, p. 25) the individual in the workplace. Koonce (2010) developed a non-traditional 360° assessment that was based on intense interviews with a variety of stakeholders and with the individual. The study found that by providing executives with a stronger idea of how they were perceived, the employee was able to change their behaviors to fit the needs of the organization and the environment. This provided helpful information to them in a way that encouraged growth. Thach (2002) also studied the 360° assessment and suggests that this assessment is very important to executive coaching because it quickly provides feedback to the executive about skills and deficiencies. Thach (2002) states that the first time this type of assessment is used, it should be used for development instead of for evaluation. In this way, the executive will be able to have more understanding of the needs of their organization and their place within the organization. Thach (2002) found through the survey conducted that those executives who received coaching were more able to see growth within their management skills. In this study, leadership showed improvement in all phases of the study and over the two years in which the study was conducted. The study proved that the use of the 360° assessment was tantamount to the improvement over time. MacKie (2007) adds to this discussion by stating that the assessment of coaching is important if the profession is going to move forward into the mainstream. This study suggested that executive coaching still has some areas that need to be assessed to make sure that everyone is receiving positive outcomes. Knowing When Executive Coaching is Effective The Executive Coaching Forum (2008) states that coaching is entering into a partnership between the coach and the executive where “all partners plan the process together, communicate openly, and work cooperatively toward the ultimate accomplishment of overarching organizational objectives” (p. 21). There are ground rules that are created from the beginning of the partnership and timeframes and specific goals and objectives are created. When looking at the effectiveness of coaching, Paige (2002) suggests that there are many factors that create effectiveness. The challenge for organizations is that there are times when executives are not able to work effectively in a changing environment and companies are ready to help them when this situation is identified. The organization expects that an executive coach can actually help their executive and they expect results. Wasylyshyn (2003) studied executive coaching to understand whether executive coaching was effective for those who use it. The results of the study was that only 75% of the executives surveyed felt that their coaching was effective and the other 25% gave negative answers. The author thought that the reason there were negative answers was that these executives were not sure what a coach did, what coaching was or how coaching would help them. Wasylyshyn (2003) suggested that executive coaches must be very clear about what the process was and how it would be helpful. In this researcher’s opinion, the Wasylyshyn (2003) study showed the importance of how important it is for coaches to make sure that the executives they are coaching understand the coaching process and understand why they are receiving this benefit. The author also points out that bosses should still be involved with the executives who receive coaching so they are still giving feedback; the coach should not be the only one talking about what is going on with the executive and “coaching at its best is not done in isolation; rather, it’s a collaborative process among the executive, his/her boss, and the appropriate human resources professional” (p. 3). McGovern et al. (2001) interviewed several executives who had received coaching and who were able to calculate their return on investment (ROI) after the coaching process. The interviews were conducted and specifically geared toward change or growth in the individual. The authors found that the estimated ROI was $100,000 or “5.7 percent times the initial investment in executive coaching” (p. 3). McGovern et al. (2001) also pointed out that coaching should bring at least a 25% ROI to show its effectiveness. This study suggests that CEOs should look at their bottom line and whether the investment in the coaching process creates more money for their organization. Also, if the 25% mark is not being met, the organization can be assured that their investment is not doing what is expected (McGovern et al., 2001). Baek-Kyoo (2005) reviewed several studies on coaching to understand the effectiveness of coaching within most organizations. The research found that success factors created by executive coaching means that there are a variety of individuals and organizations that impact the coaching process. Also, work practices, societal norms and work behaviors of the individual executives will have an impact on how executives will perceive the coaching process. In the Baek-Kyoo (2005) study, the perception of executives was that coaching was effective and that it helped them make progress within their organizations. The Executive Coach Makes the Difference Kombarakaran, Yang, Baker and Fernandes (2008) state that the coach that an executive works with will determine whether the coaching process is effective or not. The authors acknowledge that an effective coach will understand management and all its ramifications. As an example, the coach will understand “contemporary organizational issues, human motivations, and the impact of emotions and interpersonal style on executive leadership” (p. 79). The coach will be able to help the individual executive become more self-aware and to change behaviors that may stop them from succeeding. The coach will also understand multi-systems so that he or she will be able to help the executive achieve goals on many levels. A good coach is also able to facilitate the professional development of the executive. As an example, a good coach will make sure that the executive is able to spend time reflecting on each aspect of the coaching process. They help the executive manage their time, organize how they think, become more objective and help them find better problem solving techniques to manage their departments (Kombarakaran, Yang, Baker, & Fernandes, 2008). The most important feature in the coaching relationship according to Kombarakaran et al. (2008) is the coach’s attitude towards their client. As coaches show their passion for helping people and show their knowledge, they are able to build the confidence, respect and trust of the executives they help. Problems Inherent in the Executive that May Stop Effective Coaching Executive coaching has been shown to be highly effective for those executives who use it and learn from it. Many employers will pay for their executive to receive the coaching because they know that having leaders who are effective can only enhance the way they work with the company. What is interesting is that some executives refuse coaching even when the opportunity is paid for by the company. As an example, Ellam-Dyson and Palmer (2011) created a study that was to follow 41 executives through their entire coaching process; half of the executives turned down the opportunity for coaching. Ellam-Dyson and Palmer (2011) found that some of the executives they wanted to coach were unable to accept the coaching experience because they did not feel worthy of the experience. Some of the executives who did not take the coaching possibly felt that failure would be a possibility, so they decided not to pursue the process. Those who had the attitude that wanted to prove their success and had a high self-esteem, were more likely to accept coaching because they understood it could better their performance. Kilburg (2004) suggests that some executives need an opportunity to express their emotions and/or create a space where they can examine emotions that may be stopping them from entering into a positive opportunity in their workplace. Sometimes family issues will play a part in the executive’s coaching experience and the coach has to understand how to handle these feelings because they may affect the executive’s progress (Killburg, 2004). Mckenna and Davis (2009) add to this discussion by suggesting that there are similarities between executive coaching and psychotherapy and that executive coaches must be clear on the difference and the similarities. The authors believe that executive coaches limit the coaching process by only encouraging the executive to look at their accountability and performance in the organization. Although the authors make good points it is difficult to understand how psychotherapy and coaching could be similar, because there are many people would not allow coaching if they thought it had to do with psychotherapy. Moen and Skaalvik (2009) studied how performance psychology fit into coaching executives and their success. The point of their research was to see how effective coaching was on issues that were important to performance psychology. Self-efficacy was one important aspect for performance psychology and the researchers found that self-efficacy was enhanced through executive coaching. They tested this on both external and internal executive coaching and found that the self-efficacy was enhanced in both situations. Moen and Skaalvik (2009) also found that executives were more able to take credit for their achievements after the coaching. This was a challenge for them prior to coaching, but afterwards, they found talking about their own achievements easier. Finally, the executives in this study were able to take more responsibility and become more in control of their departments than they did prior to coaching. This suggested that executives need coaching to help them grow stronger as leaders and as managers. Stewart, Palmer, Wilkin and Kerrin (2008) studied the influence of personality on the ability of the executive to succeed in the coaching process. The researchers found that several aspects of personality were important to the coaching process. Leaders who were able to be open to the process were better able to apply what they learned to their work. These leaders were also more apt to encourage innovation and to create change in the workplace. These findings suggest that there are no aspects of executive coaching that do not show success and that it is a viable profession for those who are experts in this area. Other Factors that Make Executive Coaching Successful The Executive Coaching Forum (2008) suggests that there are many factors that create success for the executive coach. They encourage that there must be a commitment from both the coach and the executive. The executive must be open to changes in their vision, values and their behaviors. They must be open with their coach about challenges that they are experiencing and during the coaching process, they must take responsibility for their actions and for what they are doing. The coach has the commitment to see the organization and the executive through many different lenses so they can understand the global picture for the executive they are coaching. The coach must be able to help the executive explore both short and long term goals and perspectives, and they must be able to maintain an objective perspective throughout the coaching process (The Executive Coaching Forum, 2008). These factors will increase the effectiveness of executive coaching for both the executive and the executive coach. The Executive Coaching Forum (2008) also expects that the organization will come into a partnership with the executive coaching process. Their obligation is to share organizational information with the executive coach, help the coach understand the financial constraints if any, and help both the coach and the executive understand the issues that are most important in the business and any organizational forces that are at play in the business. The third partner must also commit to giving the executive coach any updates that happen during the course of the coaching process. In other words, the third partner must keep the executive coaching informed of any changes in the organization that may affect the coaching process. The third party must also be open and willing to change “aspects of the organizational system” (The Executive Coaching Forum, 2008, p. 29) to improve both the organization and the executive’s performance. Conclusion Executive coaching is a very successful component for many businesses and other organizations who want to insure that their organization has the best leadership. Executive coaching is instrumental in helping executives feel comfortable with new positions and with taking charge of their lives and their commitment to the organization. The executive coach must have specific skills in business, management, organization, and in planning. The coach must also have personality traits that will help them connect with the executives they are coaching so that the executive will make a commitment to the coaching process. There are some executives who have personal issues that may get in the way of fully experiencing the coaching process. The executive coach must be skilled enough to help the individual through the process without going into a psychologically therapeutic process. Although there are factors that may be similar to psychotherapy, the executive coach must keep a clear distinction between these two in order to be sure that they are practicing within their expertise areas. References Atkinson, P. (2011). Return on investment executive coaching: effective organisational change. Management Services, 55(4), 44-46. Baek-Kyoo (Brian) Joo. (2005). Executive Coaching: A conceptual framework from an integrative review of practice and research. Human Resource Development Review, 4(4), 462-488. Ellam-Dyson, V., & Palmer, S. (2011). Leadership coaching? No thanks, I’m not worthy. Coaching Psychologist, 7(2), 108-117. Kilburg, R. R. (2004). When shadows fall: Using psychodynamic approaches in executive coaching. Consulting Psychology Journal: Practice and Research, 56(4), 246–268. Kombarakaran, F. A., Yang, J. A., Baker, M. N., & Fernandes, P. B. (2008). Executive coaching: It works! Consulting Psychology Journal: Practice and Research , 60 (1), 78–90. Koonce, R. (2010). Narrative 360° assessment and stakeholder analysis: How a powerful tool drives executive coaching engagements. Global Business & Organizational Excellence, 29(6), 25-37. MacKie, D. (2007). Evaluating the effectiveness of executive coaching: Where are we now and where do we need to be?. Australian Psychologist, 42(4), 310-318. McGovern, J., Lindemann, M., Vergara, M. A., Murphy, S., Barker, L., & Warrenfeltz, R. (2001). Maximizing the impact of executive coaching: Behavioral change, organizational outcomes, and return on investment. The Manchester Review, 6(1). Mckenna, D., & Davis, S. L. (2009). What is the active ingredients equation for success in executive coaching? Industrial & Organizational Psychology, 2(3), 297-304. Moen, F., & Skaalvik, E. (2009). The effect from executive coaching on performance psychology. International Journal of Evidence Based Coaching & Mentoring, 7(2), 31-49. Paige, H. (2002). Examining the effectiveness of executive coaching on executives. International Education Journal, 3(2). Retrieved from http://iej.cjb.net 61 Perkins, R. D. (2009). How executive coaching can change leader behavior and improve meeting effectiveness: An exploratory study. Consulting Psychology Journal: Practice & Research, 61(4), 298-318. Smith, E. (2011). A brief history of executive coaching. The Federal Circle. Retrieved from http://www.dr-smith.info/a-brief-history-of-executive-coaching/ Stewart, L. J., Palmer, S., Wilkin, H., & Kerrin, M. (2008). The influence of character: Does personality impact coaching success? International Journal of Evidence Based Coaching & Mentoring, 6(1), 32-42. Thach, E. C. (2002). The impact of executive coaching and 360 feedback on leadership effectiveness. Leadership & Organization Development Journal, 23(4). The Executive Coaching Forum. (2008). The Executive coaching handbook: Principles and guidelines for an effective coaching partnership. Wasylyshyn, K. M. (2003). Executive coaching: An outcome study. Consulting psychology journal: Practice and Research, 55(2). 94-106. Read More