1. Leadership Through Change Dublin City University Coaching through Change Joan Bennett

2. The world as we know it is only 12 years old:  the end of the cold war….no E/W wall  Old (known) enemies replaced by new (unknown) ones  www  cell phones  global and satellite television  information technology - E-mail and voice mail  reducing cost of international travel  the everlasting search for added value

3. And the world of work: Changing nature of organisations Changing nature of organisations Lack of time, frequent job changes – fewer managers to fill role of mentor Lack of time, frequent job changes – fewer managers to fill role of mentor Rise in entrepreneurial economy Rise in entrepreneurial economy Changing nature of managerial work Changing nature of managerial work Targeted, just in time development Targeted, just in time development Requirement to influence without formal authority Requirement to influence without formal authority Increase in need for ‘soft’ skills Increase in need for ‘soft’ skills IES report 379 IES report 379

4. Some Benefits Develops people in the context of their job without taking them /removing them from day to day responsibilities. Develops people in the context of their job without taking them /removing them from day to day responsibilities. Focused, tailored to specific needs Focused, tailored to specific needs Meets individual and organisational goals Meets individual and organisational goals Provides feedback and guidance Provides feedback and guidance Both time and cost effective – diary, individual Both time and cost effective – diary, individual Short term & specific ranging to long term development Short term & specific ranging to long term development

5. Transition Psychology Theories and models that help us to understand the process of change Theories and models that help us to understand the process of change Not all changes are transitions Not all changes are transitions Why change fails – overlooks the emotional impact Why change fails – overlooks the emotional impact Experience will be different for different people Experience will be different for different people People’s perceptions are their reality People’s perceptions are their reality ‘Emotional’/’illogical’ responses cannot be dealt with properly by logic alone ‘Emotional’/’illogical’ responses cannot be dealt with properly by logic alone

6. ChangeTransition Focused on expected results Focused on expected results External to individuals External to individuals Relatively quick Relatively quick Time defined Time defined Psychological Focused on internal processes – feelings Slow and progressive Not time defined

7. Time Well-being The Transition Curve

8. Time Well-being Denial Resistance Exploration Acceptance Doing it

9. Unconscious incompetence Unconscious competence Feelings & Confidence Competence: Knowledge & Skill Conscious competence Conscious incompetence

10. Transition Curve Time Well-being Denial DepressionDiscovery Doing it

11. Some Examples of Coaching within DCU

12. Newly Appointed Academic Head of School, previous experience Academic and role for a 3 year period. Newly Appointed Academic Head of School, previous experience Academic and role for a 3 year period. Transition Team prior to and through an expansion of an existing School, through integration of staff from other institutions. Transition Team prior to and through an expansion of an existing School, through integration of staff from other institutions.

13. Newly Appointed Academic Head of School The coaching partnership here fulfilled several roles: The coaching partnership here fulfilled several roles: to provide support at a particularly challenging time to provide support at a particularly challenging time to provide an independent sounding-board where he could discuss issues related to his role to provide an independent sounding-board where he could discuss issues related to his role to provide a forum for reflection and insight, giving personal development and continued learning within the role. to provide a forum for reflection and insight, giving personal development and continued learning within the role. to review and clarify career direction to review and clarify career direction This was found to be an invaluable source of support and he also involved his coach in working with the executive team and in a wider review of the structures and working practices within the school. This was found to be an invaluable source of support and he also involved his coach in working with the executive team and in a wider review of the structures and working practices within the school.

14. Transition Team The coaching partnership here fulfilled several roles: The coaching partnership here fulfilled several roles: to provide the opportunity for the Transition Team to consider the impact of the changes upon both the existing staff and the incoming staff and plan what communications and support was required to provide the opportunity for the Transition Team to consider the impact of the changes upon both the existing staff and the incoming staff and plan what communications and support was required to provide an independent resource of change and transition experiences from other organisations to provide an independent resource of change and transition experiences from other organisations to provide a forum for the Head of School to consider his personal style of leadership and what was required for the future to provide a forum for the Head of School to consider his personal style of leadership and what was required for the future to provide a non-threatening environment for feedback to be given and received. to provide a non-threatening environment for feedback to be given and received. Review and evaluation with the school showed that this support accelerated the ‘joining’ and integration process. Review and evaluation with the school showed that this support accelerated the ‘joining’ and integration process.

15. Coaching Styles and Skills

16. NON- DIRECTIVE Listening to Understand Reflecting Paraphrasing Summarising Asking Questions that Raise Awareness Making Suggestions Giving Feedback Offering Guidance Giving Advice Instructing Telling DIRECTIVE SPECTRUM of COACHING SKILLS

17. Definitions and Differences

18. Coaching Psychology of Coaching “..Solution focussed, results orientated and systematic process in which coach facilitates the enhancement of performance, self- directed learning and personal growth of another” “..Solution focussed, results orientated and systematic process in which coach facilitates the enhancement of performance, self- directed learning and personal growth of another” Grant 2002 Grant 2002 “…concerned with making explicit and transparent those psychological theories, models and approaches that are used within coaching in order to facilitate learning and change more effectively” Chapman 2004

19. Mentoring Coaching Ongoing relationship Ongoing relationship Can be informal – as and when Can be informal – as and when Longer-term Longer-term Mentor usually more experienced and qualified Mentor usually more experienced and qualified Focus on career and personal development Focus on career and personal development Relationship – set duration Generally more structured and meetings scheduled Coach facilitates development Shorter term Focus upon specific development issues

20. Training Coaching Agenda set by trainer Agenda set by trainer Involves hierarchical style Involves hierarchical style Agenda set by client Creating a sustained change in behaviour, feelings and thinking

21. Consulting Coaching Experts in their area Experts in their area Professional expertise, know the best way to proceed Professional expertise, know the best way to proceed Tend to Tell Tend to Tell Coaches experts in facilitating coachees learning and goal attainment Coaches help client find own solutions Tend to Ask the right questions

22. What is Coaching? “Coaching is the art of facilitating the performance, learning and development of another.” (Downey 1999) “Coaching is the art of facilitating the performance, learning and development of another.” (Downey 1999) “Coaching focuses on future possibilities, not past mistakes.” (Whitmore, 2002) “Coaching focuses on future possibilities, not past mistakes.” (Whitmore, 2002) “Coaching is a solution-focused, results orientated and systematic process in which the coach facilitates the enhancement of performance, self- directed learning and personal growth of another person”. (Adapted from Grant 2001) “Coaching is a solution-focused, results orientated and systematic process in which the coach facilitates the enhancement of performance, self- directed learning and personal growth of another person”. (Adapted from Grant 2001)

23. “Coaching is a conversation, a dialogue whereby a coach and coachee interact in a dynamic exchange to achieve goals, enhance performance and move the coachee forward to greater success.” (Perry Zeus & Suzanne Skiffington, 2000) “Coaching is a conversation, a dialogue whereby a coach and coachee interact in a dynamic exchange to achieve goals, enhance performance and move the coachee forward to greater success.” (Perry Zeus & Suzanne Skiffington, 2000) “Coaching is unlocking a person’s potential to maximize their own performance. It is helping them to learn rather than teaching them.” (Tim Gallwey, 1986, 2000) “Coaching is unlocking a person’s potential to maximize their own performance. It is helping them to learn rather than teaching them.” (Tim Gallwey, 1986, 2000)

24. Coaching Psychology: Coaching Psychology: “Coaching Psychology is defined as is the research, theory and practice of the application of the behavioural science of psychology to the enhancement of life experience, work performance and personal growth of normal, non-clinical population.” (Grant, 2002) “Coaching Psychology is defined as is the research, theory and practice of the application of the behavioural science of psychology to the enhancement of life experience, work performance and personal growth of normal, non-clinical population.” (Grant, 2002)

25. Mentoring A developmental alliance, which is a relationship between equals in which one or more of those involved is enabled to. Increase awareness, identify alternatives and initiate action to develop themselves. Julie Hay 1995 A developmental alliance, which is a relationship between equals in which one or more of those involved is enabled to. Increase awareness, identify alternatives and initiate action to develop themselves. Julie Hay 1995 The word mentor originally comes from Greek mythology. Ulysees, before setting out on an epic voyage, entrusted his son to the care and direction of his old and trusted friend Mentor. Yet in spite of the variety of definitions of mentoring … all the experts and communicators appear to agree that modern mentoring has its origins in the concept of apprenticeship. David Clutterbuck 1991 The word mentor originally comes from Greek mythology. Ulysees, before setting out on an epic voyage, entrusted his son to the care and direction of his old and trusted friend Mentor. Yet in spite of the variety of definitions of mentoring … all the experts and communicators appear to agree that modern mentoring has its origins in the concept of apprenticeship. David Clutterbuck 1991 Traditionally mentoring was seen as a hierarchical relationship in which a wise senior helped a grateful junior. (Grant 2003) Traditionally mentoring was seen as a hierarchical relationship in which a wise senior helped a grateful junior. (Grant 2003)

26. Counselling “ A set of interpersonal skills, techniques and attitudes employed to help a person manage his or her own problems using his or her own resources” “ A set of interpersonal skills, techniques and attitudes employed to help a person manage his or her own problems using his or her own resources” Margaret Chapman 2003 Margaret Chapman 2003

27. References Grant, A.M - Director of the Coaching Psychology Unit at Sydney University Grant, A.M - Director of the Coaching Psychology Unit at Sydney University Chapman, M. Co-director – Centre for Human Potential and Performance. University of Hertfordshire Chapman, M. Co-director – Centre for Human Potential and Performance. University of Hertfordshire Carter, A. (2001) Executive Coaching: Inspiring Performance at Work - Institute of Employment Studies (IES) Report 379 Carter, A. (2001) Executive Coaching: Inspiring Performance at Work - Institute of Employment Studies (IES) Report 379 Nicholson, N & West, M.A. (1988) Managerial Job Change: Men and women in Transition, Cambridge University Press Nicholson, N & West, M.A. (1988) Managerial Job Change: Men and women in Transition, Cambridge University Press Coaching and Buying Coaching Services. CIPD 2004 Coaching and Buying Coaching Services. CIPD 2004

28. Professional Bodies and Associations Chartered Institute of Personnel and Development CIPD Chartered Institute of Personnel and Development CIPD European Mentoring and Coaching Council EMCC European Mentoring and Coaching Council EMCC Association for Coaching AC Association for Coaching AC British Psychological Society BPS British Psychological Society BPS Institute of Employment Studies (IES) Institute of Employment Studies (IES)

29. Joan Bennett www.jmsolutions.co.uk

30. Does your organisation use coaching? Does your organisation use coaching? Why? Why? What are the benefits? What are the benefits? Internal or External Internal or External