shape shifting: a new team coaching model€¦ · shape-shifting model findings 6. discussion &...
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Technology & Tools | Change & Agility | Diversity & Culture�
Shape Shifting:�A New Team Coaching Model��
October 27, 2014 Philadelphia, CA
Laura Hauser, PhD, PCC
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Acknowledgements �
In life, its not just where you travel, its who you travel with.
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Agenda�1. Welcome 2. Definitions 3. Research Study Overview 4. Interactive Case Study 5. Shape-Shifting Model Findings 6. Discussion & Implications 7. Connect & Learn More
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Definitions�Group: “A social entity capable of acting as a whole and of expressing feelings and thoughts over and beyond those of its [individual] members” (Smith & Berg, p. 63).
Team: "A small number of people with complementary skills, who are committed to a common purpose, performance goals and approach, for which they hold themselves mutually accountable” (Katzenbach & Smith 2003).
Work Team: "An intact group whose members’ activities are interdependent; they are responsible for collectively performing tasks and producing outcomes in the context of a larger social system such as the organization in which it exists" (Hauser 2011).
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Group Coaching and Team Coaching �
Group Coaching Team Coaching
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Executive and Team Coaching �• Both require core competencies (i.e. ICF)
and skills
• Yet team coaching requires more
competencies due to complexity: . Wider scope of interactions . Trust and confidentiality . Attention to both individual and collective voices.
IT TAKES MORE ENERGY!
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SHAPE-SHIFTING MODEL�OVERVIEW�
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Inspiration � • Passion as a prac??oner and educator to develop
individuals, teams, and organiza?ons (lever for the development of society)
• Requests from clients and students • Curiosity and responsibility as an educator and ICF
assessor to enhance curriculum and skill development for coaching work teams
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Purpose:
To explore an emerging issue in prac?ce and research: coaching work teams conducted by an external coach.
Research Ques:ons:
1. What does an external coach do when interac:ng with a work team, and,
2. What influences the coach’s decision about what to do when interac:ng with a team?
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Research Purpose & Questions �
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• Design: Qualita?ve descrip?ve research design
using open-‐ended ques?ons and thema?c analysis • Induc?ve study vs. a priori framework • Pilot study (inter-‐rater reliability .80+) • Sample & size: Eight U.S. experienced coaches; 3+ years
coaching experience; coach educa?on; undergraduate degree + in related field; coached a team within the past year
• Data collec?on: telephone interviews (60-‐90 minutes).
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Methodology�
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Various Team Coaching Situations Examples:
• Global oil and gas company ($2 billion) • Interna?onal bank • U. S. Manufacturing company ($2 million) • Mul?-‐agency, U.S. government, military base clean up • Small U.S.A. 50-‐person firm
Variety of frequency and dura?on of coaching, i.e.: • Met monthly with the team for one year • Interviewed individuals and then worked with the whole team
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Key Finding: Coaches enact various types of behaviors when working with a team � Participants were asked to think of a specific situation
when they coached a team within the last year. “Describe what you actually did. What would I see or hear you doing if I watched you work with a team".
A wide range of behaviors were reported…
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Imagine… �You are an experienced and respected
coach. You receive a call from the Chief
Information Officer (CIO), a prior executive coaching client, with whom you have successfully working with in the past.
She called you today with an urgent request to provide coaching services to her newly formed team. The team meets tomorrow. You have time and agreed to attend tomorrow's teams meeting.
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Case Study— �What Would You Do? �
TABLE GROUPS:
• Listen to the case study scenario about coaching this work team. Consider what you, as a coach, would actually “do” during this first team meeting. (If I were to observe you, what would I see/hear you doing?)
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Case Study Responses �Round 1�
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Behaviors Focus/Intended Outcomes Roles �
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Case Study Responses �Round 2�
How would you categorize your responses using the focus/intended outcome definitions
1. Team Coordination 2. Team Learning 3. Team Cohesion 4. Team Transition 5. Other 6. Don’t know
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Finding: Coaches used different types of behaviors during different phases of the coaching engagement �
Study participants also described when they did what during the course of an entire coaching engagement. There appeared to be a logical phasing of their work over time.
The phases inductively coalesced into a typology categorized in the following way by the participants:
BEGINNING
MIDDLE END
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� Beginning
� Middle
� End
Phase Focus/Intended Outcomes Role Behavior Type
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Finding: Internal and External Influencers of Coach Behaviors �Internal influencers:
1. Coaches' background
2. Client perceptions and readiness
External influencer: 3. Team coaching goals
4. Systemic context
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Phase 3: End
Phase 2: Middle
Phase 1: Beginning
• Focus: Team Cohesion
• Phase: Middle • Behavior type: Catalytic
• Focus: Team Transition
• Phase: End • Behavior type: Transitional
• Focus: Team Learning
• Phase: Middle • Behavior type: Educational
• Focus: Team Coordination
• Phase: Beginning
• Behavior type: Advisory
ADVISOR
EDUCATOR
CATALYZER
ASSIMILATOR
SHAPE-
SHIFTING (role behaviors)
Coach background
Client
Perceptions & Readiness
Team-‐Based Coaching Goals
Systemic Context
Influencers
Shape-shifting: A conceptual framework for coaching work teams Directive (high)
Dialogic (high)
Directive (low)
Dialogic (low)
© Laura Hauser 2012 22
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Conclusions � 1. External coaches who work with teams shape-‐shib role behaviors
along both direc?ve and dialogic con?nuums over ?me; 2. Coaching a work team is more complex than coaching individuals due to
the systemic context; 3. The effect of working with a team’s larger organiza?onal system is
greater than coaching only one part of the system, thus crea?ng leverage; and
4. Coaching work teams, compared to coaching individuals, requires a broader base of knowledge, skills, and experience, notably related to team performance, group dynamics, team development, and systems.
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Implications and Considerations �1. Implications of the Shape-Shifting team coaching
model? . Your development and education as a coach? . Curriculum development of coaching programs? . Hiring of and education of coaches?
2. To what extent was your thinking stimulated, or changed, about coaching teams based on today's educational session?
3. What questions and curiosities might you want to explore after this session?
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Stay Connected�ü Receive the following benefits at the end of the October 27 Shape-
Shifting Workshop: § All: Free Everything DiSC Workplace® assessment tool § ICF certified coaches only: One (1) CCEU
ü Connect via LinkedIn.com. Mention this webinar ü Subscribe to e-newsletter: www.leadership-strategies.com ü Read the Shape Shifting article:
http://leadership-strategies.com/proven-results/articles.html
Laura Hauser, PhD, PCC | Partner | [email protected] 661-251-0641 (Greater Los Angeles Area)
www.leadership-strategies.com | Leadership Strategies International
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Biography�Laura Hauser, PhD, PCC Dr. Hauser is a masterful coach and strategic change consultant, author, and educator. She works with corporate leaders who want to unite people toward a compelling vision, build innova?on teams, and strengthen leadership skills required for the delivery of sound business results. For over 40 years her skills, presence, and impact have taken her into execu?ve offices and onto the shop floor in companies such as Nestle' USA, Tyson Foods, Cedars Sinai Health Systems, Bacardi, Sony Computer Entertainment, and MTV Networks. She founded Leadership Strategies Interna?onal in 1993 aber working 18 years internally for large corpora?ons. Dr. Hauser serves as adjunct faculty for the graduate-‐level Evidence-‐Based Coaching program at Fielding Graduate. She also teaches for Pepperdine University’s Graziadio School of Business and Management. For more informa?on go to www.leadership-‐strategies.com
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Partial Bibliography� Bion, W. R. (1961). Experiences in groups, and other papers. New York: Basic Books. Brown, S. W., & Grant, A. M. (2010). From GROW to GROUP: Theore?cal issues and a prac?cal model for group coaching in organisa?ons. Coaching: An interna:onal journal of theory, research, and prac:ce, 3(1), 30-‐45. Grant, A. M., & Cavanagh, M. J. (2004). Toward a profession of coaching: Sixty-‐five years of progress and challenges for the future. Interna:onal Journal of Evidence Based Coaching and Mentoring, 2(1), 1-‐16. Hackman, J. R., & Wageman, R. (2005). A theory of team coaching. Academy of Management Review, 30(2), 269-‐287. Hauser, L. (2009). Evidence-‐based coaching: A case study. OD Prac::oner, 41(1), 8-‐13. Hauser, L. (2011). Team and Group Behavior. In L. Wildflower & D. Brennan (Eds.), The handbook of knowledge-‐based coaching: Theory and prac:ce. West Sussex, England: Wiley & Sons, Inc. Hauser, L. (2014). Shape-‐Shibing: A Behavioral Team Coaching Model for Coach Educa?on, Research, and Prac?ce. Journal of Psychological Issues in Organiza:onal Culture, 5(2) in press. Katzenbach, J. R., & Smith, D. K. (2003). The wisdom of teams: crea:ng the high-‐performance organiza:on. New York: Harper Business Essen?als. Salas, E., Dickinson, T. L., Converse, S., & Tannenbaum, S. I. (1992). Toward an understanding of team performance and training (p. 3-‐29). In R. W. Swezey & E. Salas (Eds.), Teams: their training and performance. Norwood, NJ: Ablex Publishing. Tuckman, B. W., & Jensen, M. A. (1977). Stages of small group development revisited. Group & Organiza:on Studies, 2, 419-‐427.