The Varied Settings in Which Coaching Occurs You have read about a variety of situations that coaches may encounter when coaching. There are positive
Post a cohesive response based on your analysis of the Learning Resources and your professional experience. Be sure to discuss the following:
- 3-4 paragraphs
- APA citing
- No plagiarism
- 48 hours
Week 6 Discussion:
The Varied Settings in Which Coaching Occurs
You have read about a variety of situations that coaches may encounter when coaching. There are positive and negative aspects to coaching in each of those situations. The coaching skills we’ve discuss thus far can be tailored to meet the needs of individuals and teams in a variety of settings.
To prepare for this Discussion,
Review this week’s Learning Resources, especially:
· Coaching in Specific Situations – “See Word doc”
· Confrontation model – “See pdf.”
· Staff Coaching: Using Active – “See pdf”
· VALUES SENSITIVE COACHING – “See pdf”
Assignment:
Post a cohesive response based on your analysis of the Learning Resources and your professional experience. Be sure to discuss the following:
· Analyze the differences in coaching within a variety of settings by providing an example of each from your experience:
· How coaching a team differs from coaching an individual;
· How coaching in a virtual environment differs from coaching in person;
· How coaching a diverse group differs from coaching a homogeneous group.
· 3-4 paragraphs
· APA citing
· No plagiarism
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Week 6: Coaching in Specific Situations
Coaching approaches need to be adjusted to a variety of specific situations, such as working with teams and individuals, working with diverse groups and homogenous groups, and coaching in virtual environments. This week, you will consider the challenges of working with coaches in a variety of situations.
Team Coaching. You’ve probably already discovered the challenges of group work in your educational career and elsewhere. The same things that make working in teams valuable—a variety of skill sets, unique viewpoints, and varied competencies—are also what can be the greatest cause of contention and problems. Groups run the gamut of personalities: the know-it-all leader, the panic-driven perfectionist, and the procrastinating last-minute artist. With so many voices seeking to be heard, it can be difficult to reach a consensus on, and work diligently toward, shared goals. Now imagine being the one responsible for turning such a chaotic collection of individuals into a functioning organization.
Diverse Groups. You will also explore the challenges of working with individuals from diverse groups, which can include varying cultures. In these situations, difficulties in language or cultural norms can cause confusion and misunderstanding. Although this type of mentoring or coaching can provide its own unique obstacles, you will analyze different ways to still be effective, regardless of the venue, participants, or circumstances. With the world becoming so interrelated, issues may occur when individuals from two different cultural backgrounds attempt to communicate.
Virtual Coaching. According to Gallup (Hickman & Sasaki, 2017), “Up to 43% of U.S. employees spend at least some of their time working outside of the office—and the trend is growing.” With the increased costs in time and travel combined with improved technology and global-business models, employees have found it very beneficial to work from home, a hotel room, or even the local coffee shop that provides Internet access. As efficient as this may be, it presents a whole new spectrum of challenges to coaches. As much of communication occurs through nuanced speaking or facial expressions, being forced to communicate online can result in misconstrued words and misunderstood concerns.
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October 2010 | Vol. 31 No. 5 www.learningforward.org | JSD 63
By Jamie sussel Turner
N early every school I’ve worked in has an “Anne” on its staff. Teachers talk about how Anne
isn’t the teacher she used to be. Parents don’t want their children in Anne’s
class. Students walk on eggshells, careful not to upset her. Some principals talk with Anne about the problems they see, while others complain about Anne to their administrative colleagues and stick their heads in the sand, counting the years until she finally retires.
I know about the “Annes” in schools because I saw this scenario many times as a teacher and as a principal. This is one aspect of my leadership where I wish I had a do-over. Many times, I felt flustered with finding the right words to help this type of teacher. I once told a teacher she should consider retiring, and you can imagine how that went over!
The confrontation model outlined in Fierce Conversations became the key that opened the door to help me consider talking with Anne in a different way — a way that could enlist Anne in looking at the situation with me.
Here are the steps in the con- frontation model: • Name the issue. • Select a specific example that
illustrates the behavior or situation
you want to change. • Describe your emotions around the
issue. • Clarify why this is important —
what is at stake to gain or lose. • Identify your contribution to this
problem. • Indicate your wish to resolve the
issue. • Invite your partner
to respond. The confrontation
model incorporates these seven steps into a 60- second opening statement. Susan Scott recommends that after expressing these words, you invite the other person to talk. You sit back and listen, digging for full understanding when you need to. I found it helpful to plan the statement in advance, focusing on getting clear about the issue I really needed to address. I even practice my 60-second opening statement aloud several times so that I own the words and can deliver them with grace and skill.
Here’s something similar to what I said to Anne:
Anne, I want to talk about the effect your use of sarcasm is having on the emotional state of your students and also the effect your decision not to incorporate new strategies is having on your students’ engagement and learning. Last week when I was in your classroom, you
confrontation model of conversation provides tools to discuss and resolve tough issues
• In each issue of JSD, Susan Scott ([email protected]) explores aspects of communication that encourage meaningful collaboration. Scott, author of Fierce Conversations: Achieving Success At Work & In Life, One Conversation at a Time (Penguin, 2002) and Fierce Leadership: A Bold Alternative to the Worst “Best” Practices of Business Today (Broadway Business, 2009), leads Fierce Inc. (www.fierceinc.com), which helps companies around the world transform the conversations that are central to their success. Fierce in the Schools carries this work into schools and higher education. Columns are available at www.learningforward.org. © Copyright, fierce inc., 2010.
collaborative culture sUsaN sCOT T
I applaud Jamie Sussel Turner’s use of the confrontation model with her staff members. In our schools, in our lives, not speaking to the heart of the issue with grace and skill costs us dearly. Speaking to the heart of the issue, addressing attitudinal and behavioral issues with grace and skill, and gaining clarity about where we need to go with our colleagues is essential and allows us to tackle and resolve our toughest challenges while enriching the relationship.
— Susan Scott
Jamie Sussel Turner
JSD | www.learningforward.org October 2010 | Vol. 31 No. 564
collaborative culture sUsaN sCOT T
snapped at John for not doing his homework. He lowered his head in his hands to hide his tears. Also, last week I was in the hallway and heard you sigh as you used a sarcastic tone to tell the class, “I wish every class was as smart as you are.” Also, I wanted to note that during my last observation, you lectured the class for the entire period without engaging your students in any discussion or activities as our staff has been learning to do. I am concerned about the emotional state of your students and for their learning. I want you to know I also feel concern for you. I feel sad to see these changes in your teaching since I have always known you to be a kind teacher who is positive with students, is willing to try new strategies, and holds student learning as a priority. There is a great deal at stake for your students, for you, and for me. The daily emotional well-being and achievement of your students is at stake. Your students deserve to have a teacher who will speak to them with respect and genuine affection and teach them in a way that truly engages them in the learning process. My effectiveness as a principal is at stake because the success of our students lies squarely on my doorstep. I recognize that I have contributed to this situation by not speaking with you about this sooner in a way that clarified my growing concerns. I apologize. You
deserved better. I hope to see you continue and eventually wrap up your career as the well-respected and beloved teacher who began this career years ago.
I want to listen now. Please tell me what’s going on from where you sit.
“Are you trying to get rid of me?” Anne angrily responded.
I calmly repeated that I wanted to understand her point of view.
Anne took a deep breath before launching into an explanation of her need to continue teaching for two more years “for the benefits.” “You have no idea how hard it is to just make it to school each day,” she sighed, “The constant curriculum changes are stressing me out, the kids can’t pay attention like they used to, and the parents try to solve all of their problems.”
I didn’t disagree with Anne or try to dissuade her. I continued to listen, paraphrasing her comments from time to time.
After several minutes, she said she needed time to mull over our conversation and asked if we could meet again in a few days.
I thanked her for joining me in this conversation and we agreed on a time to talk again.
About a week later, Anne and I talked again. She spoke about how she’s struggled since the death of her mother, admitting that she may be suffering from mild depression. She recommitted to improving how she interacted with her students and to planning more engaging lessons. We both agreed to check in from time to time to keep Anne’s new goals in sight.
I used the confrontation model many more times over the years and found that it brings me clarity each time. For the last several years of my principalship, I was on a mission to create a school culture that valued relationships and honest conversation. I started with myself, changing how I engaged with others. This doesn’t mean that I talked with every single person about every single issue. Instead, I gave
time and space to situations and waited to see which ones seized hold of my attention and didn’t let go. I learned to soften my tone and invite other people to share their perspectives, so that confrontation was about our combined search for the truth.
I became calmer in confrontation conversations because I had greater clarity. I no longer shoved aside issues that I had avoided talking about in the past. This conversational model gave me the tools I needed to tackle and resolve tough issues. And as a surprising byproduct of my growth, several staff members began having successful confrontation conversations, too.
I can’t say that by talking with Anne I eliminated all problems with her or between her and other staff members. What I can say is that I felt less stress as I now had the conversations that previously weighed me down and more self-confidence in my growing ability to communicate with others in an authentic way.
I learned that each conversation we have builds trust in each of our relationships. Over the years, I had many other confrontation conversations about conflicts over curriculum approaches, scheduling issues, instructional practices, absenteeism, and more. By changing how I discussed difficult issues, I invited others to do the same. I like to think that my leadership helped our school community to talk about our conflicts in a direct and trusting way. I saw evidence of this in the years that followed when many more successful confrontation conversations led many members of our staff to listen to one another with greater respect and understanding, benefitting our students and enhancing the learning environment.
• Jamie Sussel Turner, an
elementary principal for 12 years, mentors principals and leads Fierce Conversations workshops. �
Work toward full understanding
how we use this model for confrontation is also important — i have a couple more steps to the model that follow up on that key opening statement. first, when you invite the other person to give his or her perspective, be sure to dig for full understanding, as Jamie sussel Turner suggests. as you work towards resolution, think about what you and your partner have learned. where are you now? what is your next step forward? and finally, how will you follow up in the future with one another? it helps to think ahead to your next conversation as you build your ongoing understanding and relationships.
— Susan Scott
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VALUES SENSITIVE COACHING: THE DELTA APPROACH TO COACHING CULTURALLY DIVERSE EXECUTIVES
Chris W. Coultas, Wendy L. Bedwell, C. Shawn Burke, and Eduardo Salas
University of Central Florida
Executive coaching is a popular intervention to improve the performance of middle and top level leaders. Globalization and the resulting cultural diversification of the workplace have also rapidly increased. Given these two trends, it is becoming increasingly impor- tant for executive coaches to understand how cultural values should affect their coach- ing. Recent research on coaching has suggested the need for a theoretical framework from which to empirically address this issue to provide scientifically rooted guidelines for effective implementation of executive coaching in these culturally diverse contexts. This article proposes a research-based, prescriptive motivational approach to coaching those from culturally diverse backgrounds. Called the DELTA approach, the model includes five components: (a) Determining cultural values, (b) Employing typical coaching techniques, (c) Looking and listening for motivational needs and deficiencies, (d) Tailoring coaching techniques to motivational needs and cultural values, and (e) Assessing the effectiveness of the approaches used. The DELTA model is intended to provide a flexible framework within which coaches can work with, motivate, and develop culturally diverse executives.
Keywords: executive coaching, expectancy theory, culture, feedback, goal setting
Forward-thinking business executives constantly seek new ways to expand the ability of their key personnel. One technique, used with increasing frequency, is executive coaching (Bolt, 2006). What exactly is executive coaching? Although many definitions exist, Dembkowski, Eldridge, and Hunter (2006) suggested that it is both an art and a science of facilitating professional and personal development to improve performance. Essentially, executive coaches aim to provide a tailored approach toward performance improvement through individualized feedback (Gregory, Levy, & Jeffers, 2008). However, although executive coaching can provide major benefits to executives and organizations (Kincaid & Gordick, 2003; Kombarakaran, Yang, Baker, & Fernandes, 2008), the lack of a robust and widely adopted framework to guide the executive coaching process (Feldman & Lankau, 2005; Gregory, Beck, & Carr, 2011) has hindered the practice from advancing, both
Chris W. Coultas, Wendy L. Bedwell, Eduardo Salas, and C. Shawn Burke, Department of Psychology and Institute for Simulation and Training, University of Central Florida.
Correspondence concerning this article should be addressed to Chris W. Coultas, 3100 Technology Parkway, Department of Psychology and Institute for Simulation and Training, Orlando, FL 32826. E-mail: [email protected]
Consulting Psychology Journal: Practice and Research © 2011 American Psychological Association 2011, Vol. 63, No. 3, 149 –161 1065-9293/11/$12.00 DOI: 10.1037/a0025603
149
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theoretically and practically. What is needed is a scientifically grounded approach that will provide some consistency to the coaching process but that is broad enough to allow for the flexibility and individualization that is the hallmark of executive coaching. And, although professionals from many fields have tailored their contextual expertise toward executive coaching (e.g., clinical and industrial and organizational psychologists), we primarily address executive coaching from a consulting psychology angle, leveraging research on motivation and performance assessment–management (Feldman & Lankau, 2005) to develop a values-sensitive, motivational approach to executive coaching.
One key driver behind this growing coaching trend is the globalization (and thus, distribution) of workforces (Tsui, Nifadkar, & Ou, 2007), which has increased the demand for global leaders (Cruse, 2009). Furthermore, increasing within-nation diversity and the ascendancy of minority executives (Buttner, Lowe, & Billings-Harris, 2009; Cox & Blake, 1991) necessitates culturally competent executive coaches. Researchers suggest the impact of culture on these developmental activities is a critical issue that must be addressed. Yet, research on culture and performance improvement techniques is just beginning (Gelfand, Erez, & Aycan, 2007). Studies on the impact of culture on various coaching techniques such as feedback (Morrison, Chen, & Salgado, 2004) and goal setting and compensation (Corney & Richards, 2005) exist, but little has been done in the way of developing a systematic, comprehensive set of coaching techniques into a flexible and culturally sensitive model. As such, science is unable to provide evidence-based practices (Wildman, Bedwell, Salas, & Smith-Jentsch, 2010), leaving organizations (and coaches) with little guidance on how to effectively implement coaching practices to improve performance of global leaders.
There are notable exceptions, however. Peterson (2007) proposed differences as to how cultures vary in their responsiveness to executive coaching and suggested principles for effective cross- cultural coaches. In a similar vein, Rosinski has done significant work on training executive coaches to leverage the cultural worldviews of their coachees. In his book, Coaching Across Cultures, Rosinski (2003) noted that it is nearly impossible to be an effective cross-cultural executive coach without some semblance of awareness, tolerance, and appreciation for cultural differences. Further- more, it is the ability of the coach to not only notice these differences but also leverage them to meet coachee goals that determines the effectiveness of the coaching dynamic. We extend these ideas, suggesting that culturally uninformed coaching techniques are ineffective at best and damaging and costly at worst. We further suggest that coaches in today’s global economy need not only to have a deeper understanding of cultures (i.e., acknowledging individual differences) but also be able to adapt (i.e., individualize) coaching strategies for maximum effect when dealing with culturally different others. We highlight the importance of developing a culturally competent coach to lay a foundation for addressing this gap. Specifically, we argue that culturally competent coaching requires an understanding of (a) why coaching strategies generally work and (b) how the effective- ness of these strategies might fluctuate given the presence and strength of certain cultural values.
To this end, we developed a paradigm to consider culturally competent coaching—the DELTA approach. Using this framework, we provide a baseline explication of cultural values, present a motivational framework toward coaching, and explain the benefits of leveraging these two points to incorporate cultural competence into the executive coaching dyad. Then, we draw on this motiva- tional perspective to provide evidence-based guidelines for executive coaches in tailoring coaching techniques in accordance with their clients’ cultural values and perspectives.
The DELTA Approach
We suggest a paradigmatic approach to executive coaching across cultures. This paradigm, which amounts to values-sensitive executive coaching, essentially consists of five elements, organized around the acronym DELTA. These are (a) Determining cultural values, (b) Employing typical coaching techniques, (c) Looking and listening for motivational needs and deficiencies, (d) Tailoring coaching techniques to motivational needs and cultural values, and (e) Assessing the effectiveness of these.
150 COULTAS, BEDWELL, SALAS, AND BURKE
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In Step 1, we briefly describe various cultural values that can influence the effectiveness of coaching techniques and the importance of being aware of the organizational and individual cultural values that may come into play in the coaching relationship. In Step 2, we describe typical coaching techniques discussed in this effort. The bulk of this article is devoted to Steps 3 and 4, where, in step 3, we introduce the motivational framework, and, in Step 4, where we integrate cultural, motivation, and coaching. In Step 5, we briefly review the importance of assessing the effectiveness of techniques to improve coaching performance in the future.
Step 1: Determining Cultural Values
Certainly the most well-known work on culture within the scientific community has been put forth by Hofstede in his identification of five dimensions of national culture (Kirkman, Lowe, & Gibson, 2006). This conceptualization of culture as a group-driven way of thinking (Hofstede, 1980) has resulted in a large body of work that examines culture as a commonly held set of values. Another influential cultural researcher, Schein (2010), has argued that cultural beliefs and values, or “basic underlying assumptions” (p. 27), are made manifest in the traditions, behaviors, and norms of groups (e.g., nations, or more proximally, organizations). A coachee’s beliefs and values may be partially inferred by the norms of the group within which he or she is embedded. Awareness of the cultural values and norms of the coachee’s nation and organization, then, may also be a helpful tool in assessing coachee cultural values. Thus, we present several of the most researched dimensions of culture (see Table 1) as the central guide to our discussion of culturally sensitive coaching.
We also note, however, that culture entails much more than assuming that individuals from a given country will behave in a particular way. This is known as the ecological fallacy, which has
Table 1 Dimensions of Culture
Description Source
Individualism – the extent that people see themselves as separate, unrelated entities Collectivism – the cultural belief that people are more interconnected, smaller parts of larger groups
Hofstede (1980)
Power distance – the degree to which individuals in a society accept inequalities in power between classes of individuals
Hofstede (1980); House et al. (2002)
Vertical–horizontal individual–collectivism – individualism–collectivism and power distance Vertical collectivism refers to the tendency for individuals to be concerned for members of their own group whereas horizontal collectivism refers to concern for the well-being of others in general, regardless of whether or not they are part of one’s immediate group Vertical individualism – highlights competitiveness, whereas horizontal individualism emphasizes uniqueness
Triandis & Gelfand (1998)
Uncertainty avoidance – the preference for clearly structured situations and an apprehensiveness towards ambiguous or new situations
Hofstede (1980); House et al. (2002)
Long-term orientation – valuing behaviors oriented toward the future (e.g., perseverance, saving) Short-term orientation – values more relating to the past and present (e.g., concern for face, respect for tradition)
Hofstede (1993)
Performance orientation – placing a high value on perfor- mance quality in the workplace or for a given task (as opposed to non-performance values such as social ties).
House et al. (2002)
151CULTURE AND EXECUTIVE COACHING
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been a problem throughout the history of consulting psychology and executive coaching (Fuqua & Newman, 2002). This ecological fallacy may be because of the broad strokes with which cultural researchers have typically conceptualized cultural dimensions and differences. Coaching experts have warned against this ecological fallacy (Peterson, 2007), and other researchers have suggested more individualized approaches to understanding the way individuals develop and hold specific values (Straub, Loch, Evaristo, Karahana, & Strite, 2002). We present the above cultural dimensions not to suggest that coaches should assume coachees hold strongly to these various values (especially when using nation as a heuristic), but rather, we suggest that cultural dimensions and individual level assessments of cultural values can be elicited and used to further individualize specific coaching strategies. Straub et al. (2002) suggested several methods for determining and measuring individual level culture. Grounding their methods in social identity theory, Straub et al. (2002) proposed that individual level culture can be assessed by having individuals respond to vignettes indicative of culturally driven responses. Another suggested method was to leverage existing measures of social identification to determine the degree to which an individual identifies with other individuals from various cultures. Similarly, Rosinski (2003) has developed the cultural orientations framework, which executive coaches may use to determine the cultural values of their coachees through a more straightforward survey approach on attitudes.
Step 2: Employing Typical Coaching Techniques
Gregory et al. (2008) have noted that, despite confusion in the literature as to what the real meaning of “executive coaching” is, there are four elements consistently identified: (a) a one-on-one relationship, (b) monitoring the coachee’s performance and other work-relevant behaviors, (c) setting goals based on the behaviors monitored, and (d) providing feedback throughout the relationship. In the following sections, we exclusively examine the impact of culture on the effectiveness of feedback and goal setting in the coaching relationship. This “feedback and goal-setting as coaching” approach has been adopted in recent work (Gregory et al., 2011), given that monitoring and feedback behaviors are inherently linked, and the relational aspect of coaching is simply a social context (Dembkowski et al., 2006; Gregory et al., 2008). It should be noted that feedback and goal setting are broad coaching interventions with much leeway in terms of imple- mentation. Accordingly, these may not look the same across cultures. However, values-sensitive coaching implies implementing the coaching intervention in a way that is culturally appropriate. We discuss this in greater detail subsequently.
Feedback. Feedback interventions (FIs) are probably one of the most well-known and well-used leadership and coaching techniques in existence, and they are a key component in any coaching relationship. Indeed, executive coaches have at times been reduced to “outsourced suppliers of candor, providing individual leaders with the objective feedback needed to nourish their growth” (Sherman & Freas, 2004, p. 84). Kluger and DeNisi (1996) defined feedback interventions as “actions taken by (an) external agent(s) to provide information regarding some aspect(s) of one’s task performance” (p.255), with the implicit goal of improving performance. In addition, although many have held the assumption that feedback interventions have a consistently positive relationship with performance, this is not always the case. Kluger and DeNisi suggested that, on average, feedback interventions do tend to improve performance, though a third of the time they may backfire and reduce performance. Feedback interventions impact performance by affecting motivational mechanisms (Kluger & DeNisi, 1996; Pritchard & Ashwood, 2008). Feedback intervention theory (Kluger & DeNisi, 1996), ba
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