GRADUATE COACHING EDUCATION: FROM WILD WEST TO ESTABLISHED TERRITORY

Transcription

1 GRADUATE COACHING EDUCATION: FROM WILD WEST TO ESTABLISHED TERRITORY Moderator: Mary Wayne Bush, Ed.D. Panelists: John L. Bennett, Ph.D., PCC, CMC Francine Campone, Ed.D., MCC, MAC Pauline Fatien Diochon, Ph.D. Linda Page, Ph.D. A MED-MC-ODC-Sponsored Symposium August 6, 2012 Academy of Management Boston, MA

2 Agenda 2 Introductions and Overview Perspectives from the Panelist Discussion Wrap-Up

3 Panel Members 3 Panelists: n Pauline Fatien Diochon, Menlo College & Univ. of Lyon n John Bennett, McColl School of Business, Queens University of Charlotte n Francine Campone, Fielding Graduate University n Linda Page, Adler Graduate Professional School Moderator: n Mary Wayne Bush, Colorado Technical University

4 Overview 4 n The context A fast-paced growing industry Where coaching preparation programs proliferate with a lack of consistency n The challenges From training to educating coaches: What are the standards for the profession? The education? What role for the higher educational institution?

5 5 Taming the Wild Pauline Fatien Diochon

6 The State of Affairs in Professional Coaching 6 n Coaching is expanding (Bresser Consulting Group, 2009) Number of coaches ( ) Number of countries (85/182) Systematic use of coaching by organizations (17%) n But as an emerging activity, is desperately seeking legitimacy (Clegg et al, 2007) Because of a lack of homogeneity in Practices Coach preparation

7 The State of Affairs in Professional Coaching 7 Because of a lack of homogeneity in Practices Coaching practices diverge worldwide and inside countries Introduction Growth 33 Maturity 2 Not visible 77 Coaching Growth Widely spread 23 Not spread Coaches Practice Supervision Directive 28 Non-directive 24 Undecided 111 Coaching Dominant Approaches (Global Coaching Survey 2008/2009, F. Bresser)

8 The State of Affairs in Professional Coaching 8 Because of a lack of homogeneity in Practices This lack of consistency is illustrated by the representation of coaching as : A Cube (Segers et al, 2011) A Pyramid (Bresser, 2011) A Play-Doh (Fatien, 2008)

9 The State of Affairs in Professional Coaching 9 Because of a lack of homogeneity in Coach preparation Coaching is currently not a profession (Bennett, 2006) It is rather it is an evolving professional practice Many of the coaches take executive coach training/education and qualification for granted Many executive coaches are neither trained/educated or credentialed, yet are considered effective The vocabulary can be confusing: Training and Education - Skill and Competency Certification, Credential, and Accreditation - Outcome orientation

10 10 Taming the Wild: Summary The debate over coach preparation arises when the field of coaching is diversifying and seeking legitimacy

11 11 Forming a Nation John Bennett

12 Key Distinctions 12 Training Practical Application Capability Shorter Term Preparation for Specific Action Help learners understand the rules of engagement and make-up of an externally developed structure Acquisition of abilities, related attitudes, & dispositions to promote confident action (i.e., description, observation & feedback) Emphasis Timeframe Aim Assumption of Effectiveness/ Approach Education Critical Thinking Knowledge Exploration Longer Term Preparation for Life/Work Challenge learners to examine all options/possibilities via knowledge acquisition, generation and dissemination Push existing boundaries, reconfigure the intellectual architecture of a problem, challenge or opportunity Source: Michael E. Echols, VP, Strategic Initiatives, Bellevue University (Its Time for Companies to Educate, In Chief Learning Officer, April 2012, p. 10); Christopher Winch (1995), Education Needs Training, In Oxford Review of Education (21, 2, ).

13 Conceptual Clarity Accreditation Institutional Specialized Certificate of Completion Credentialing: Umbrella Concept Licensure Certification/ Certify

14 I view coaching as Coaches predominantly view coaching as a profession. Base: 12,133 (International Coach Federation, 2012 Global Coaching Study)

15 15 Coaching Research History Used with permission from Grant, T. (2011) Workplace, Executive and Life Coaching: An Annotated Bibliography from the Behavioral Science and Business Literature

16 16 Coaching Research History Used with permission from Grant, T. (2011) Workplace, Executive and Life Coaching: An Annotated Bibliography from the Behavioral Science and Business Literature

17 Regulation of Coaching Do you believe that coaching should become regulated? Coaches in North America are significantly less likely to see the need for regulation. Base: 8,732 (International Coach Federation, 2012)

18 Importance of Being Credentialed (International Coach Federation, 2012) Three-quarters of coaches (76%) agree that the people and organizations who receive coaching expect their coaches to be certified / credentialed. The people and organizations who receive coaching expect their coaches to be certified / credentialed. Base: 12,104 Strongly disagree Somewhat disagree Somewhat agree Strongly agree Slight differences between ICF and non-icf members (77% and 73% agreement). In 2010, 84% of adult consumers who had experienced a coaching relationship felt that it was important for coaches to hold a credential. In 2007, 52% of coaches agreed that the people we coach increasingly expect us to be credentialed.

19 Regulation of Coaching Do you believe that coaching should become regulated? Coaches in North America are significantly less likely to see the need for regulation. Base: 8,732 (International Coach Federation, 2012)

20 20 Forming a Nation: Summary The field of coaching continues to mature How coaching will evolve as a contemporary profession is unknown There continues to be a place for the academy and academic institutions in coaching: evidence-based practice; theoretical foundation; education Coaching is global

21 21 Exploring the Territory Francine Campone

22 Challenges in the Preparation of Coaches 22 Coaching is: Multi-disciplinary Bifurcated Practitioners have emigrated from homelands What the numbers tell us The impact of former lives/professions The coaching business model Multiple identities Multiple revenue streams

23 23 Coaching Competencies and Coach Education We re not quite on the ground The role of graduate institutions Perspectives on Coaching Competencies

24 24 Summit on the Future of Coaching July 26-28, participants (leaders of organizations) 5 continents; 6 countries, 15 organizations Key outcomes: A comprehensive view of coaching as a global field of practice can emerge through organizational alliances & ongoing dialogue Specialized coaching sectors require specialized competencies A systemic understanding of the coaching field requires a holistic and multi-faceted system of coach preparation and credentialing

25 25 Exploring the Territory: Summary Coach education must respond to the diversity of coach backgrounds and the differing requirements of diverse sectors of the marketplace Coach identity requires further clarification, definition and boundaries Graduate education for coaches ensures alignment with standards of education for professional practitioners

26 26 Mapping the Frontier Linda Page

27 Purpose and Mission To lead graduate schools in advancing professional education for executive, leadership and organizational coaching. Collaborative community of educators, researchers and practitioners focused on strengthening the discipline & practice by: Establishing and fostering academic standards for graduate level courses and programs Supporting academic institutions wishing to develop or re-design executive and organizational coaching courses and programs Compiling, organizing, sharing and sponsoring research and scholarship that build the executive and organizational coaching community and contribute to the body of knowledge

28 28 Globally: Coach Education Professional education, requiring preparation for employment in circumstances requiring sound judgment, personal responsibility and initiative, in complex and unpredictable professional environments. at the graduate level, requiring A systematic understanding of knowledge, including, where appropriate, relevant knowledge outside the field and/or discipline, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their professional practice. Cognizance of the complexity of knowledge and of the potential contributions of other interpretations, methods and disciplines. (PEQAB, 2010)

29 Aerial View: GSAEC Standards 29 Section A Institutional Alignment Section B Program Review Section C Engagement & Growth Section D Quality and Sustainability Standard #1 Program Mission & Objectives Standard #6 Curriculum and Program Plan Standard #11 Professional Practice and Development Standard #16 Program Values & Ethical Standards Standard #2 Program Context Standard #7 Theory and Knowledge Standard #12 Requirements for Coach Supervision Standard #17 Faculty Qualifications & Supervision Standard #3 Requirements for Admission Standard #8 Core Coaching Competencies Standard #13 Requirements for Assessing Progress Standard #18 Stakeholder Relations (e.g., Students, faculty, etc.) Standard #4 Program Administration & Resources Standard #9 Coaching Process Standard #14 Cultural Diversity & Individual Differences Standard #19 Program Assessment / Quality Enhancement Standard #5 Relationship with Accrediting Body Standard #10 Business Acumen 20 Standard #15 Contribution to Body of Knowledge/Field Standard #20 Policies Regarding Advertising & Stating Claims 2012 Graduate School Alliance for Executive Coaching, reproduced with permission

30 Survey: Testing the Map 30 n By publishing & inviting feedback n By utilizing the Standards in designing graduate programs Master of Management (Business and Executive Coaching), University of the Witwatersrand, South Africa Master of Science in Executive Coaching, Queen s University of Charlotte (proposed) Master of Leadership & Organization, Development & Coaching, Adler Graduate Professional School, Toronto

31 On the Ground : Action Research 31

32 32

33 Preliminary Results 33 Bottom-up curriculum mapped to GSAEC Standards Other graduate programs in Executive Coaching Invitation: further research on the ground in order to develop useful map(s) for coach education

34 34 Mapping the Frontier: Summary GSAEC formed to identify & map main features of graduate coach education Educators & researchers drew on multiple contributing disciplines for Standards Early attempts to utilize Standards show promise in marking common features Next steps: further exploration, revision, iteration, dialogue & research

35 GRADUATE COACHING EDUCATION: FROM WILD WEST TO ESTABLISHED TERRITORY Mary Wayne Bush, Ed.D. John L. Bennett, Ph.D., PCC, CMC Francine Campone, Ed.D., MCC, MAC Pauline Fatien Diochon, Ph.D. Linda Page, Ph.D. A copy of the presentation slides can be downloaded from the GSAEC: August 6, 2012 Academy of Management Boston, MA