Coaching in Context

Coaching in Context

by Dave DeFilippo

Coaching has become more in vogue in recent years, and it can be a powerful element in a leadership development program as well as for targeted development with executives. According to a 2009 Harvard Business Review research report "The Realities of Executive Coaching," coaching can take on myriad forms and address numerous objectives, but it does work. Considering the wide range of potential coaching approaches, talent leaders can ensure that it works by defining this resource in the appropriate organizational and individual context for their organizations.

What Exactly Is Coaching?

The practice can include elements of mentoring, consulting, counseling and even simple advice. The 15-year old, 16,000-member International Coach Federation defines coaching as "partnering with clients in a thought-provoking and creative process that inspires them to maximize their personal and professional potential."

In the business context, this solution can be used to help practice new techniques for a board presentation, develop a strategic plan or lead a business transformation. In all these cases, the coaching subject benefits by having an external, objective voice facilitate self-discovery and recommend new practices, while at the same time taking responsibility for any actions needed to achieve results.

There is wide variation in the way organizations use coaches and in the suppliers who sell these services. Essentially, there are some really good coaches and some really bad ones out there, so talent managers need to discern between these extremes.

Whether the objective is to build leadership capability, facilitate succession planning or assist with executive transitions, coaching can be an effective part of the solution.

According to Harvard's "Realities of Executive Coaching" report, 94 percent of coaching engagements focus on executive transitions and high-potential development, so this investment is typically targeted at the most critical segments of the organization.

"Giving leaders the support of structured, individualized coaching is critical to build our business' future leadership bench strength," said Sarah Allen, head of human resources for BNY Mellon Asset Management.

While the economic crisis of the past 18 to 24 months has provided a temporary truce in the war for talent, with high unemployment and employees thankful to have jobs, the post- crisis realities of managing talent are already beginning to shift. As companies gradually return to profitability, top performers will have external mobility options to meet career goals.

Consider these predictions from the U.S. Bureau of Labor Statistics: Over the next 10 years, the percentage of workers older than 55 will grow by more than 30 percent, while the percentage who are 30 years old will remain flat. The end result is a net deficit in the number of skilled workers available to take on roles of increased complexity. This presents a challenge for talent leaders working to ensure a talent pipeline in a more competitive marketplace.

Targeted coaching engagements can enhance organizational and individual capabilities. To put coaching into the most meaningful context, talent leaders should devise and implement guiding principles and engagement standards that meet their organizational capability requirements and the individual's development goals.

At BNY Mellon Asset Management, addressing these dual purposes is essential because of its operating model: 20 worldwide institutional investment firms, each with distinct investment styles, cultures and talent requirements. In this structure, coaching addresses the appropriate balance of organizational and individual capability-building needs by acknowledging the differences of the firms while simultaneously developing individuals in the broader organizational context.

The Coaching Process

There are five principles for talent leaders to consider when adding coaching to their talent development portfolio to help ensure context is set and revisited during the process.

1. Facilitate participant self-reflection with 360 assessment. Whether using an internally developed or externally supplied 360 assessment, this multi-rater evaluation process is an integral step to start the self-discovery process and to give structure to the coaching conversation.

2. Write a customized development proposal to address and build on strengths and opportunities identified by the 360 assessment.

3. Engage the coaching subject's direct manager in the development planning process to define actions and ensure involvement early in the process.

4. Start the work by incorporating new practices into the coaching subject's regular routines. Using new techniques when leading teams or with colleagues is an appropriate way to try out new skills, self-assess efficacy and ask for feedback.

5. Evaluate the coaching engagement at defined intervals to gauge progress and make adjustments. For example, in addition to the 360 assessment, would a personality assessment such as the Myers-Briggs Type Indicator add more depth? How are the subject's team and colleagues reacting to any associated behavior changes? Incorporating and adjusting these principles to fit the organizational context will produce the most impact from coaching engagements.

The Coaching Engagement

During the coaching engagement design, the coaching process is placed into context, which is critical to achieve the desired outcomes. The following questions should be addressed: What is the objective for this individual and for the organization? What does success look like? How will we evaluate progress?

When considering the employee, coach and organization, this investment of time and resources should not be taken lightly for practical and symbolic reasons. Coaching engagements should be designed as a series of purposeful conversations that lead to results. Consider these three elements to establish the most meaningful context.

1. Assessment

To ensure there is an appropriate fit between coach and coachee, facilitate introductions to several coaches so the subject can choose and establish rapport and purpose early. Once a coach is chosen, organize a formal contracting meeting to ensure there is agreement on engagement steps, elements and even the simple details such as scheduling and contact information.

Next, discuss the 360 results and any additional assessments to identify strengths and opportunities in order to begin the work at hand. Once these results have been digested and a development plan drafted, bring the participant's direct manager into a three-way discussion. This creates a strong link early in the engagement between coach, subject and manager so the development progress is sustainable and time bound. It is through these initial planning steps that the context for the coaching process is established in an overt and meaningful way so that successful outcomes will be achieved.

2. Application

With support from the coach to incorporate new practices on the job and by trying out new skills, behavior change is possible, confidence is built and transformation is ultimately sustainable. The most meaningful application is in business interactions and tasks where behaviors have been hard-wired over time. For example, for the executive who dominates her team meetings, what impact could waiting to be the last person to comment on a topic have? Instead of leading with suggestions, what if she asked questions to stimulate team discussion?

The conundrum of this stage is that the context has changed for the coachee and her colleagues. It can feel as if she is taking three steps forward only to take two steps backward when implementing new skills the first few times. Further, she may find a particular practice or approach is not suited to her personality. The beauty of this stage is the learning process: What works and what doesn't are both appropriate outcomes in that, for these behavior changes to be authentic, the subject has to find the fit and rhythm that will make these changes sustainable long term.

"Trying new approaches started with setting the stage for change with my team, as everyone knew that I was engaged in a 360 and coaching process," said Sue Ann Cormack, executive vice president for BNY Mellon Asset Management's Cash Investment Strategies. "I asked them to let me try new things, such as asking questions differently and listening more attentively, which has led to more productive and diverse dialogue. The key was to commit to these actions even though it was initially out of my comfort zone. Through practice it has now become second nature."

3. Evaluation

At a defined point in the coaching engagement, it is important to evaluate progress and determine next steps. Conducting a three-way update meeting with the coachee's direct manager to discuss progress is an effective way to reinforce the desire for continued support and feedback and to assess business impact. Ask some of the following questions: In which areas does the coachee self-assess progress? In which area does the manager observe progress? What additional areas are opportunities to focus? This evaluation step serves to reinforce progress made and point to additional areas of focus that connect the individual back to the organizational context. During this stage, ask direct reports and co-workers for feedback; this is an additional way to refine development goals and build confidence. Co-workers may not believe that changes are real, so discussing and acknowledging them can reinforce sustainable progress.

In the post-economic crisis world of shifting demographics - with a more cautious use of resources and increased complexity - now more than ever talent leaders need to address the context in which solutions such as coaching are designed and implemented to effectively achieve business and individual outcomes.

[About the Author: Dave DeFilippo is chief learning officer for BNY Mellon Asset Management, a former teacher and coach, and a graduate of Georgetown University's leadership coaching program.]