In executive coaching it is easy to hang on to our coaching concepts and processes, which can then feel stale. When the methods feel past the sell-by date to us, the executives we are coaching do not see evidence of value from the experience and the implementation of the learning is minimal, at best. The major criticism of most executive coaching is that although nearly everyone finds it enjoyable, there is often little that gets implemented as a result (Zenger & Stinnet, 2006). We can create coaching that is invigorating and worthwhile to every person involved, by concentrating on a few themes.

Ensure the coaching is put into action

Effective coaching is not about some “canned” curriculum or processes. Taking a special interest in making it personally significant for the coachee also keeps it fresh for us as coaches. We must be flexible in ensuring that our content is practical, job-related, actionable, personalized and relevant to the individual, and delivered with highly engaging learning methods (Zenger & Stinnett, 2006).

Maister (2008, p. 53; 55) asserts that "...only a microscopic fraction of training is ever put into practice with the hoped-for benefits obtained... [if] we really want to help people develop skills, we must view training the way an exercise instructor would – by designing a planned set of activities that engage the right muscles and slowly build them up through the experience of doing.” We can gain commitments on how the coachee can cultivate the desired behaviors in his/her everyday situations by developing relevant, useful, outcomes only on topics that can be applied immediately.

Coaching frequently happens in a short burst of time with no mechanisms that “remind people to act or hold them accountable to make change happen” (Zenger & Stinnett, 2006, p. 45). We need to emphasize the long-term and follow-through, because the real benefits from a developmental experience come from what happens after the experience, and the Impact on Business (IOB) is founded on helping a person produce business results (Hill, 2009). It is important to allow the coaching focus to extend beyond a single “event” and encompass an aspect of accountability with positive outcomes. Sherman and Freas (2004) state that an effective coach helps a coachee achieve agreed-upon goals, then also provides methods and ongoing support for transferring the knowledge and skills needed to sustain ongoing development and accountability.

Follow-up looks for positive change, and is an opportunity to prevent backsliding, reinforce learning, and continue individual improvement. We need to make sure the coachee sees a clear benefit in our mutual coaching goals and in the coaching exercises. (No author. 2006. Closing gaps and improving performance: The basics of coaching; No author. 2006. Executive coaching: When bosses need help).

Be fully present

Completely focusing on the individual is an essential component of functional coaching. We need to be able to make coaching adjustments to the unique attributes and behaviors of the coachee “in the moment.” Being aware of the nuances in an individual’s physical and verbal reactions and demonstration of skills can result in our making small, specific modifications intentionally for that person. An important coaching strength is the ability to build strong relationships through effective verbal and nonverbal communication that arises from the coaching moment. Robust coaching gets each person involved to slow down, gain awareness and notice the effects of their words and actions (Zenger & Stinnett, 2006).

Great coaches sniff out hidden truths with the ability to turn over rocks and discover what lies beneath. In business conversations – including briefings to coaches – executives often omit essential issues (Sherman & Freas, 2004). By truly focusing on the executive, we can communicate ideas in the way that works best for the individual being coached, which can include: working jointly with someone else; asking questions; showing people how to do things; or, letting them figure things out for themselves, which has the biggest impact. Giving the coachee our undivided attention allows us to give feedback as soon as possible after we have observed a behavior we want to correct or reinforce, while also helping us to be exact with concrete feedback. Since being a good coach means confronting someone with the truth as objectively observed, the executive can play an active part in creating a plan to deal with areas identified for improvement as they arise during the coaching. In these situations, we can proscribe new ways of acting at the same time as we observe problems (No author. 2006. Executive coaching: When bosses need help; No author. 2006. Closing gaps and improving performance: The basic of coaching).

Be open to feedback

The strongest and longest-lasting coaching outcomes result from our ability to have the coachee actively involved in the coaching. Coaching is a two-way activity so we need to consistently ask questions of the coachee about the value of the coaching, such as, “Are the topics of interest and importance? “Are you leaving with some concrete, practical ideas about what to do?” “Is what I said clear?” “Is this where you are having the most trouble?” “Is this helping?” (Zenger & Stinnett, 2006; No author, 2006. Closing gaps and improving performance: The basics of coaching). These types of open dialogues between coach and executive will facilitate the greatest learning, as research shows that “the greatest amount of work-related learning actually takes place informally” (Ware, Craft, & Kerschenbaum, 2007, p. 60).

Model desired behaviors

In order to keep ourselves involved in the coaching process and help us consistently strengthen our own self-awareness, it is important that we demonstrate what we are coaching. We can tell our own story about our learning and development as well as how we utilize the skills that are being coaching. By consistently exhibiting the desired coaching behaviors that are relevant to the coachee, we are an excellent example of the value of the skills being coached.

As coaches, we also need to be able to meet the varied needs of the multigenerational workforce. We have to tailor our services to the individual needs of the coachee rather than only providing courses of fixed length and authoritative content. Coaching with a blend of different technologies and asynchronous tools will move us beyond on the traditional approach of classroom executive development and change the design of our coaching.

By making the most of these suggestions for coaching delivery and follow-up, coaching can be immensely powerful. Otherwise, "...without all this, it can be an immensely wasted opportunity" (Maister, 2008, p. 58).

Sources
Hill, T. (2009). Measure smart: Trade ROI for IOB. Chief Learning Office Executive Briefings. Volume 7. Issue 93, 1-4.
http://www.clomedia.com/features/2009/August/2694/index.php

Maister, D. (2008). Why (most) training is useless. T+D. May, 53-58.

No author. (2006). Closing gaps and improving performance: The basics of coaching. Excerpted from Performance management: Measure and improve the effectiveness of your employees. Harvard Business School Press (originally published 2006), 1-19.

No author. (2006). Executive coaching: When bosses need help. Excerpted from Coaching and mentoring: How to develop top talent and achieve stronger performance. Harvard Business School Press (originally published 2004), 12-23.

Sherman, S. & Freas, A. (2004). The wild west of coaching. Harvard Business Review, November, 1-9.

Ware, J., Craft, R., & Kerschenbaum, S. (2007). Training tomorrow’s workforce. T+D. April, 58-60.

Zenger, J.H., & Stinnett, K. (2006). Leadership coaching: Developing effective executives. Chief Learning Officer. July, 44-47.

About the author
Leah is an independent training and organizational development consultant. She has over 12 years experience coaching executives from Fortune 100 and Fortune 500 companies and guiding these individuals to achieve their managerial and leadership potential through personal growth and development. Leah can be contacted at lclorendo@sbcglobal.net.