Executive, Leadership and Performance Coaching- A Conversion Programme for CMC s to CMCoach

Transcription

1 Executive, Leadership and Performance Coaching- A Conversion Programme for CMC s to CMCoach

2 A Presentation by Angelo Kehayas IMC South Africa September 2010

3 Contents Rationale for the Conversion Programme Competency Analysis Conversion Process Implementation Process and Timeline Questions Attachment 1: Thought Leader Coaching Process Attachment 2: Thought Leader Coaching Model

4 Rationale Conversion Programme Leadership, executive and performance coaching services are in high demand; A number of coaching accreditation bodies exist with no clear agreement on competency requirements, assessment and advancement paths, training requirements and methodologies; In most cases gaining accreditation from these coaching bodies requires attendance at recognized training institutions that train on most CMC competencies with some coaching specific training a huge duplication of effort by CMCs; The CMC is not recognized by these coaching bodies as a starting point in their accreditation process; CMC s are seasoned consulting professionals with the required academic qualifications subscribing to an international set of competencies and ethics no need to start from scratch with any of these areas; The question then arises What is different about coaching?

5 Competency Analysis (1) Intent is to answer What's different about coaching? A comparative analysis was conducted at competency level between the CMC competency requirements and the competency requirements of the highest level of coaching accreditation attainable from the following coaching accreditation bodies: International Coaching Federation (ICF); European Mentoring and Coaching Council (EMCC); International Association of Coaching (IAC); Worldwide Association of Business Coaches (WABC).

6 Competency Analysis (2) Results of the analysis: Degree of fit = 90% Competency gaps are: Knowledge and usage of a coaching process; Knowledge and usage of coaching assessment tools and techniques; Knowledge and usage of a coaching model; Ability to assist the Client set up a formalized network of support professionals not associated with leadership, executive and performance coaching eg. Psychologists, Life Coaches, Family therapy, and other non-management consulting professionals; Knowledge of multicultural and diversity issues as it relates to the coach/coachee relationship. The question arises: What process do we apply to current CMC s to assist them achieve the CMCoach (Certified Master Coach) designation?

7 Competency Comparison Functional/ Sectoral HR IT Strategy Marketing Project - Management Engineering Change- Management BPR Banking Manufacturing Services Food White Goods Paper Generic Business Environment PESTEL Economics OD Systems Theory Practice Management Recovery Utilisation Branding Marketing Strategy Structure Style Type Leverage - factors Consulting Personal Interpersonal Coaching Lifecycle Engagement - Management Techniques Tools Managing -Change Consulting Focus EI Motivation Courage Integrity Enthusiasm Self management Behaviour Sensitivity Values and Professionalism Code of ethical conduct Resolution of ethical dilemmas EI Deep Listening Communication Building- Rapport Leadership Appreciation Building relationships Influencing Directing Prioritisation Understanding personality Understandinggenerations Conflictmanagement Questioning Putting one- at ease Coaching Focus Dialog Process-lifecycle Tools Assessments Setting the environment Connecting Advising or not Personal change

8 Now add depth of competence Competence

9 Knowledge/ Skill Overlay on coaching engagement Hi/ Expert model Coach Mentor Consultant Counsellor Teacher Manager Disciplinarian Low/ Poor Source: coaching for impact Magee/ Kent- Ferraro Mindset Hi/ Positive

10 Summary The consultant can play many roles. The depth of competence is a major factor in this role. (experience). The experienced CMC has already developed many of the required coaching competencies. All that remains is the coaching specific tools and techniques.

11 A Conversion Programme Process (1) CMC Coaching Qualification Coaching Experience Assessment CMCoach CPD (With Masters or Masters Equivalent Commercial Qualification) -Third Party Coaching Qualification Recognized by the IMCSA or -IMCSA Coaching Certificate -Between 50 to 100 hours coaching experience -CMC for at least 3 years Per CMC assessment and accreditation process Coaching Hours Related qualifications Related Seminars Related Writing Entry Point Conversion Programme Outcome

12 A Conversion Programme Process (2) NON-CMC ENTRY N Masters Qualification (Note: Masters in Commercial field ) Masters Qualification and Professional Recognition in fields other than Commercial Management Consulting Experience? Y Management Consulting Experience > 3years? Y Certified as CMC? Y Follow CMC Conversion Programme to CMCoach N Complete the IMCSA MSc Management Consulting N Apply for CMC Accreditation

13 A Conversion Programme Process (3) By closing these competency gaps, we propose that a CMC could be recognised as a CMCoach (Certified Master Coach); The CMCoach could be recognised by the ICMCI as an international designation; Possible alignment with ISO may be considered as well.

14 Implementation Process and Timeline MSc is in place. Benchmarking with like minded coaching organisations between now and end Working committee to be augmented with immediate effect. The CMCoach designation of the IMCSA to be in place by January 2011.

15 QUESTIONS?

16 Attachment 1 : Thought Leader A Coaching Model

17 Attachment 2 : Thought Leader A Coaching Process

18 Buy In Celebrate success Assessment Dealing with setbacks Encourage momentum Record the process Address immediate priorities +ve reinforcement Help coachee focus Coach s Role Encourage Momentum Display Empathy Deep Listening Co-discovery Explore Context Influence With Integrity Help Coachee Focus Address Priorities Positive Re-enforcement Dealing with Setbacks Empathy Co-discovery Deep listening Visioning Action Influence with integrity Explore context Identify Options Commitment Articulation & Planning

19 Buy in This is where coach and coachee agree on what expectations, process etc are. Initially, this can be quite vague, but as the process continues, this can be revisited, based on what has been uncovered in the process. If the coachee is part of a corporate coaching process, this may be determine with the coachee s supervisor.

20 Activities Explain the process steps Initiate the agreement Address the basics; Identity-Purpose (IP), time management, enjoyment and passion Fill in personal details How to measure success

21 Assessment Also known as position Assessment is all about understanding the individual and where that person is at. There are numerous means to do this. The most commonly used means are: Questions ; both structured and unstructured Assessment instruments Wheel of life values and priorities A key output of the assessment is an I-P statement Identity/Purpose

22 Activities VAK, SWOT, Values, Priorities, Passions, RPL Understand issues Personality Generations theory Identify developmental needs Understand the person Develop I-P statement Personal mission statement Stress measurement, burnout, overload Emotional Intelligence

23 Visioning (or destination) What does success look like? What roles can the coachee fulfil? Create pictures of a future state. Make statements of a future state What are your dreams? Create a Map

24 Identify and evaluate options What changes are required? Delegate, simplify? How to get out of a rut Finding solutions

25 Activities Brainstorm options Develop evaluation criteria Addressing the GAP

26 Articulation and Planning What is the chosen route to get to the destination? Create a plan How are you going to get there? Identify your top goals Confirm achievability What are the rewards? Write it down

27 Activities What is the chosen route to get to the destination? Create a plan 7 step formula for success Confirm achievability Write it down SMART, PURE, CLEAR Top ten goal setting Identify one per circle of life Develop measures of success State rewards Identify people who can help get you there Identify the consequences of not getting there What knowledge and skills are required.

28 Commitment This is where the coachee commits to the plan Use positive and affirmative statements

29 Action This is where the coachee takes action on the plan that has been committed to. The coaches role is to identify sources of learning and to provide support, feedback and challenge to the coachee.

30 Activities Experiment Gain insight Get results Reinforce what you have learnt/done Learn what works and what does not. Apply time management principles Productivity

31 Record the process Obtain feedback Evaluate results Review regularly Encourage momentum Document lessons learnt Record your emotions

32 Activities Obtain feedback Evaluate results Check if you are living your values Is your life in balance? Review regularly Encourage momentum Document lessons learnt Record your emotions Keep a time log Are you having fun Are you learning?

33 Fulfill Needs Thought Leader A Coaching Model To Learn What am I here to do? Listen to Conscience Dependence Why am I here? How will I do It? To Love Working to make your legacy a reality Am I my Authentic Self? Empower Adapted from: The 8 th Habit From Effectiveness to Greatness by Stephen R Covey

34 Coaching Model: Why am I here? Key Objective: To enable the Coachee define their legacy. Key Questions: What engenders meaning and a sense of contribution for me? What do I want to learn? How will it help me grow and develop as a person? Who loves me and why do they love me? How will I survive? How will I thrive? Where will I survive best? Key Tools: Autobiography; Leadership styles questionnaire; Values questionnaire; Life s purpose analysis; Stop, start, continue questionnaire; Difswot questionnaire; First session questionnaire; Learning styles questionnaire.

35 Coaching Model: What am I here to do? Key Objective: To enable the Coachee discover their voice or potential. Key Questions: What are my natural gifts and talents? How am I using these currently? How am I developing them? Which of my talents are needed by the world at large? Am I exploiting my talents to satisfy the needs of employers, clients, family, charity? What are the things, experiences, situations that energize, motivate and excite me? How do I let my spirit guide me in the things I do? How aware am I of my little voice? Key Tools: Edgar Schien s Career Anchors questionnaire; Butler and Waldrop s Your Motivators questionnaire; 360 degree questionnaire; Myers-Briggs Type Indicator MBTI Report; Learning Objectives questionnaire.

36 Coaching Model: How will I do it? Key Objective: The key objective is to assist the Coachee become more effective as an individual and in their interaction with others. Key Questions: Am I proactive? Do I begin my tasks with the end in mind? Can I prioritize tasks, issues, events and devote my energies accordingly? In my interaction with others do I works towards a win-win solution? How do I do it? Do I recognize synergies between tasks, people, events and can I see new patterns of interaction that enable me to devise win-win solutions? Do I seek first to understand and then to be understood? How do I assist people to empower themselves? How do I recognize the talents, passions, and needs of others so that I can be more effective while enabling them to find their voice or potential? How do I enable understanding of other peoples desire to learn, to love, to live and to make a contribution to themselves, to the organization and to society at large? How do I help people achieve their legacy? How do I find out what it is? Key tools: Use the results of tools in the first two sections eg. Myers Briggs, Values and Life s purpose analysis etc.

37 Coaching Model: Am I my Authentic Self? Key Objective: Is to assist the Coachee confirm their sense of purpose, to finalize key action plans and to understand their impact on the world based on their self-understanding. Key Questions: Given my understanding of myself, how do I fit in currently in my world of work, family, socially? What are my action plans to define the new me? How do I define meaning for my life? Where can I contribute in a way that engenders meaning in my life? Am I satisfied with the way I have defined my legacy? What are my action plans to change this, if any? Am I achieving my maximum potential or voice? What are my action plans to change this, if any? Am I as effective as I can be? What are my action plans, if any? What else can I do to assist people find their voice? Key Tools: The tools used in the previous sections and the results achieved with the tools need to be looked at in an integrated fashion to find patterns in the answers provided to questions across the tools used.