David Matthew Prior, MCC - Bio
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1 Performance-based Supervision Thursday June 20, 2013
2 David Matthew Prior, MCC - Bio Experience Core Faculty Team, Columbia University Coaching Certification Program Principal, Getacoach.com; 15 years in executive coaching and leadership development International Corporate Trainer Coaching Skills for Managers and Leadership Pipeline Vice President and Executive Committee Member of the International Coach Federation (ICF) ; Co-Chair ICF Ethics and Standards Committee ( ) Fluency in Spanish and French (coaches in both) Certifications: Lominger Voices 360; Booth 360; Hogan; NBI; CIQ, DISC, PIAV Education Masters: MBA, Thunderbird Global School of Management Undergraduate: University of Vermont Associates: American Academy of Dramatic Arts, NY Other Interests Creativity, Innovation and Applied Improvisation in Business 3rd International Conference in Coaching Supervision
3 Dr. Terrence E. Maltbia Bio Experience Senior Lecturer, Department of Organization and Leadership Teachers College, Columbia University; Faculty Director, Columbia Coaching Program Vice President, Graduate School Alliance of Executive Coaching Programs Over 20 years in Corporate: Sales, Sales Management, Corporate Employment & College Relations; Leadership Development; VP, Organizational Effectiveness Consulting: Process Improvement Firm, Sales Effectiveness, & Private Practice Education Undergraduate: Business Administration, The Ohio State University Masters: Workplace Learning/Organizational Psychology, Teachers, Columbia University Doctorate: Adult Learning and Leadership (AEGIS) Other Interests Diversity and Cultural Competence (EQ/SQ); Leadership and Organizational Effectiveness; and Executive and Organizational Coaching Research: Quality Data Analysis 3rd International Conference in Coaching Supervision
4 Framing and Focus Executive (Role) Organizational (Context) Supervision Coaching (The Practice and The Work") 3rd International Conference in Coaching Supervision
5 Check-In... Name and Organization Hope(s) for the Session Wrap-up by saying "I'm in.. Timing: 1 minute (or less)
6 Today's Topics Framing and Focus Check-in Conceptual Clarity (key terms) Coaching Continuum Demonstration - 4 Cs Performance Framework - Performance Metrics Check-out
7 Conceptual Clarity Supervision The process by which a coach with the help of a supervisor, who is not working directly with the client, can attend to understand better both the client system and themselves as part of the client-coach system, and transform their work. Peter Hawkins & Nick Smith, Authors Coaching, Mentoring & Organizational Consultancy: Supervision & Development The process of helping you [coach] step back, metaphorically from your work so that you can take a meta-perspective, or broader view of your practice includes normative, formative and restorative aspects. Julie Hay, Author Reflective Practice and Supervision of Coaches 3rd International Conference in Coaching Supervision
8 Conceptual Clarity Executive and Organizational Coaching A development process that builds a leader s capabilities to achieve professional and organizational goals. The focus is on leaders who are in a position to make a significant contribution to the mission and purpose of their organization; This form of coaching is conducted through one-on-one and group interactions; is driven by evidence, the inclusion of data from multiple perspectives, and is build on a solid foundation of mutual trust and respect; and The coach, the clients, and their organizations work in partnership to help achieve the agreed upon goals of the coaching engagement. Source: Graduate School Alliance of Executive Coaching Academic Program Standards (2013) 3rd International Conference in Coaching Supervision
9 Strategic Learning Framework A Platform For Growth
10 Clarifying the Strategic Context (Context) Taking Informed Strategic Action Identifying the Vital Few Sucess Factors (Conduct) (Content) Source: Jackson, T. (1991). Measuring Management Performance: A developmental approach for trainers and consultants; Pietersen, W. (2010). Strategic Learning.
11 The Coaching Continuum For the Executive Knowledge & Skills Performance Development Executive Agenda Knowledge-base & Competencies Performance Intervention Continuous Professional Development Contribution & Impact For the Coach 3rd International Conference in Coaching Supervision
12 The Coaching Continuum Type/ Role Knowledge / Skills Driver(s) Scripts Coaching Foci Duration Need to acquire or sharpen the knowledge, skills, abilities or perspectives that enable effective action in current role. I need to sharpen my skills for I know how, yet I don t always do x well Executives work with coach to: Assess current knowledge/skill level; Clarity expectations for current role/tasks; Prioritize the executive s project/tasks related needs; Plan for skill building to enhance effective action; and/or Improve (to some extent) learning agility Short Term one or more sessions over several weeks or months (laser coaching) Performance Need to correct, sustain or improve outcomes and results in current job or role. There is pressure to improve I need to do a better job at I m not aware of my impact on Executives work with coach to: Assess current competencies and related deliverables for current job/role; Clarify success indicators and performance metrics; Plan for improvement & and taking effective action; and/or Strive to realize a noticeable improvement in the executive s overall learning agility Longer Term several months or quarters. Source: Maltbia & Prior (2013) adaption of concepts found in R. Witherspoon s (2000), Starting Smart: Clarifying Coaching Goals and Roles, In M. Goldsmith s, et (ed), Coaching and Leadership: How the world s greatest coaches help leaders learn. San Francisco, CA: Jossey-Bass, pp ; R. Witherspoon & R. P. White s (1996), Executive Coaching A Continuum of Role (Consulting Psychology Journal: Practice and Research). 3rd International Conference in Coaching Supervision
13 The Coaching Continuum Type/ Role Development Driver(s) Scripts Coaching Foci Duration Preparation for future job or role in terms of competencies and mindset. Increased expectation of the executive becoming more open (i.e., able to entertain alterative perspectives), differentiated (i.e., able to draw more distinctions), and integrated (i.e., able to weave these differences into an increasingly complex whole). I m being groomed to advance I m considering a career move to Executives work with coach to: Assess current competencies compared to success profile of target role(s) or job(s); Clarify performance expectations of future role to inform focused development planning; Engage in range of developmental activities (e.g., stretch assignments; job rotations; special projects; external professional development programs; feedback and executive assessment centers, etc.); and/or Improve learning agility to a significant extent. Longer Term several quarters or more. Executive Agenda Triggered by broader, often more strategic and/or systematic functional and/or organizational priorities (e.g., change initiatives; layoffs, downsizing and restructuring; start-up, turnaround, realignment or sustaining success). We re facing a big challenge at I need an objective, thinking partner for Executives work with coach to: Clarify components of executive s agenda and prioritize each (i.e.,, situational analysis; align expectations; leadership style work; acquiring resources; professional development work); Support executive in focusing energy (related to learning, defense, & offense); Expand range of ideas and options; Devise strategies for each; and/or Foster learning agility and build capacity 3rd International across the organization. Conference in Coaching Supervision Highly Variable (context and situation specific)
14 Set-up Demo Teach: Roles & Expectations Facilitator/Flow Coach/Case Holder Audience Set-up demo and timing Conduct entry and contracting session with coach (Determine Focus) Pause Debrief observations regarding coaching continuum Reengage with coach to explore components of 4Cs framework (1 or 2 as time permits) Pause engage group in potential areas for further inquiry (specific performance factor focused) Debrief entire session Describe the situation and state its importance (based on the pre-session ) Share the result/outcome you are hoping to realize Listen closely to the group s responses to client case (potential questions or requests they generate within the 4C framework) Select area(s) for further inquiry and work with supervisor to deepen exploration of client case Share insights and observations from the experience Do be a process observer Don t be a process evaluator Do raise questions about what process you have observed Don t assess or judge case holder s content Do make connections to implications for your own coaching/supervisory practice and experience Don t tell us how you would have supervised differently (had you been in that role) 3rd International Conference in Coaching Supervision
15 Pre-Session David, I'm looking forward to our working together tomorrow during the "High Impact Coach Supervision" demonstration as part of the 3rd International Conference on Coaching Supervision. As you know, we have framed this session to focus on coaching working in an organizational context and will flush out a client case where the work is positioned as "performance" along the coaching continuum, for the purpose of this supervision demo and discussion (based on the work of Witherspoon 2000, 1996; Hawkins 2010 & 2006; Mager & Pipe 1997, 1983; Jackson 1991, and others). To make good use of our time, I'm requesting that you spend some time writing a short review of the client/executive situation as you see it (5 minutes or so). I suggest you begin the review by framing the situation as a question (i.e., start with the word "what" and end with a question mark), then free write whatever comes to mind about the case in terms of the situation, your thinking and feeling about the case, what actions you and the client have taken to date; the impact of these actions, or anything else that comes to mind. Don't worry about any frameworks or structures, just capture whatever comes to mind that you believe is both important and relevant as context about the case--i'm asking you to "prime the pump" for our session tomorrow. We'll take it from there. Regards, Maltbia 3rd International Conference in Coaching Supervision
16 The Coaching Continuum For the Executive Knowledge & Skills Performance Development Executive Agenda Knowledge-base & Competencies Performance Intervention Continuous Professional Development Contribution & Impact For the Coach 3rd International Conference in Coaching Supervision
17 Performance = Behavior + Results Source: Maltbia s (2013) adaptation of concepts found in R. F. Mager & P. Pipe s (1983, 1997). Analyzing Performance Problems; D. Quinlivan-
18 Performance = Behavior + Results Conditions (Context)
19 Performance = Behavior + Results Conditions (Context) Commitment (Context)
20 Performance = Behavior + Results Conditions (Context) Commitment (Context) Clarity (Content)
21 Performance = Behavior + Results Conditions (Context) Competence (Conduct) Commitment (Context) Clarity (Content)
22 Performance Factor #1 Core Guiding Question To what extend does the environment (external and/or internal) support or hinder goal attainment? Sample Questions What external and internal factors are influencing the executive s actions? Your actions as a coach in this engagement? What potential organizational barriers to performance exists? What resources are available to support the executive s performance? Your performance as a coach? What level or control (or choice) does the executive have to perform as required? What is your level of choice as a coach in this engagement? What would happen if the situation was ignored? If the executive is successful?
23 Performance Factor #2 Core Guiding Question What is your (executive s) level of willingness to do what it takes to realize the goal? Desired level of performance? Sample Questions What aspects of the task/situation does the executive find rewarding or personally worthwhile? What s regarding about this engagement for you as the coach? What is the executive s level of personal responsibility and accountability related to the performance objectives? What about for you as their coach? What are the consequences and payoffs associated with the defined performance requirements for the executive? Other key stakeholders? For you as their coach?
24 Performance Factor #3 Core Guiding Question To what extent are you (executive) clear about the task requirements of the situation, related objectives, and the parameters in which you (executive) can work? Sample Questions How is/will the required performance be measured (i.e., indicators/metrics)? What is the level of alignment amongst key stakeholders related to time, money, level of authority or other resources? What is the executive s level of clarity with respect to their Goals/organizational priorities? Role requirements? Procedures (e.g., problem solving, decision making, communication, stakeholder management/engagement, managing conflict; team work & collaboration, etc.). Critical interpersonal relationships?
25 Performance Measurement Board Categories Quantity Metrics Quality Metrics Impact Metrics Time Metrics Resource Metrics 3rd International Conference in Coaching Supervision
26 Performance Factor #4 Core Guiding Question What is your level of knowledge, skills and/or ability to perform this task, project, or the requirements of your current role? Sample Questions What is the executive s prior track record regarding satisfactory performance with this or similar situations? Could the executive currently generate the needed results if their life depended on it? What is your experience in supporting executives is enhancing or turning around their performance? What has been done to effectively prepare the executive for the current role and related job requirements? What have you put in place to enhance your capability to coach for performance?
27 Rationale 3rd International Conference in Coaching Supervision
28 Check-out Key Insights Action Commitments End by saying I m out Thank you!
29 Thank Are there any minutes 11 you for your questions? minutes 3rd International Conference in Coaching Supervision
30 Sample References Argyris, C. (1993). Knowledge for Action: A guide to overcoming barriers to organizational change. San Francisco, CA: Jossey-Bass Brockbank A., & McGill, I. I(2006). Facilitating Reflective Learning Through Mentoring and Coaching. London: Kogan Page. Ciampa, D., & Watkins, M. (1999). Right from the Start: Taking charge in a new leadership role. Boston, MA: Harvard Business School Press. Hay, J. (2007). Reflective Practice and Supervision for Coaches. London: Open University Press. Hawkins, P., & Smith, N. (2006). Coaching, Mentoring and Organizational Consultancy: Supervision and Development. London: Open Univesity Press, pp ; pp Hawkins, P. (2010). Coaching Supervision. In E. Cox, T. Bachkirova & D.Clutterbuck s (eds), The Complete Handbook of Coaching. London: Sage, pp Jackson, T. (1991). Measuring Management Performance: A developmental approach for trainers and consultants. London: Kogan Page. Law, H., Lreland, S., & Hussain, Z. (2007). The Psychology of Coaching, Mentoring and Learning. West Sussex, England: John Wiley & Sons. Lennard, D. (2010). Coaching Models: A cultural perspective a guide to model development for practitioners and students of coaching. New York, NY: Routledge. Mager, R. F., & Pipe, P. (1997). Analyzing Performance Problems: How to figure out why people aren t doing what they should be, and what to do about it. Atlanta, GA: The Center for Effective Performance, Inc. Marsick, V. J., & Maltbia, T. E. (2009). The Transformative Potential of Action Learning Conversations: Developing critically reflective practice skills. In J. Mezirow & E.W. Taylor s (eds.), Transformative Learning in Practice. San Francisco, CA: Jossey-Bass, pp Maltbia, T. E. (2013). High-Impact Performance Coaching: Applying the four-cs framework to define, monitor, and generate results. Choice Magazine, 11, 1, Quinlivan-Hall, D., & Renner, P. (1994). In Search of Solutions: 60 ways to guide your problem-solving group. San Diego, CA: Pfeiffer. 3rd International Conference in Coaching Supervision
31 Sample References - continued Watkins, M. (2003). The First 90 Days: Critical success strategies for new leaders at all levels. Boston, MA: Harvard Business School Press. Witherspoon, R. (2000). Starting SMART: Clarifying Coaching Goals and Roles, In M. Goldsmith s, et (ed), Coaching and Leadership: How the world s greatest coaches help leaders learn. San Francisco, CA: Jossey-Bass, pp ). 3rd International Conference in Coaching Supervision
32 Leadership Development Talent Practices Formal Development Programs (classroom) Career Development Transition Management 360 Feedback Executive Coaching Job Assignments/Rotations Mentoring Networking Performance Management Succession Planning Outdoor Challenges Leadership Team Development Reflection Action Learning Employee Surveys 3rd International Conference in Coaching Supervision
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