Ahrd Presentation 2012 Awareness And Communication


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  • Clear points… Grounded in three learning models: Builds on the “ Lewinian Model of Action Research ” (Cross & Israelit text pp. 314-315) Also, informed by “ Dewey’s” Model of Learning (formation of purposes, observation of surrounding conditions, knowledge of what has happened in similar situations and judgment (implications for informed future action)… pp. 315-316 And Piaget’s Model of Learning and Cognitive Development , which situated learning as a developmental process enacting the concrete to the abstract continuum and the reflective and active continuum (pp. 316-318) Characteristics of Experiential Learning : (1) learning is best conceived as a process , not in terms of outcomes; (2) learning is a continuous process grounded in experience; (3) the process requires the resolution of conflicts between dialectically opposed modes of adaptation to the world; (4) learning is a holistic process of adaptation to the world; (5) learning involves transactions between the (P) & (E); (6) learning is the process of creating knowledge and (7) learning therefore is the process whereby knowledge is created through the transformation of experience (pp. 319-331).
  • Ahrd Presentation 2012 Awareness And Communication

    1. 1. Awareness & Communication as Facilitative, Executive Coaching Competencies: Reviewing Literature to Inform Practice and Future Research! Symposium 51: 3C’s Enhancing Organizational Learning Culture, Trainers’ Creative Role Identity & Facilitative Executive Coaching Competencies. Terrence Maltbia, Rajashi Ghosh & Victoria Marsick Saturday March 3, 2012: 3:30 – 5:00 PM
    2. 2. Outline Problem, Purpose and Research Questions Conceptual Framework Findings from Integrated Literature Review Conclusions and Implications 2 Learning from Experience Through Executive Coaching © Maltbia, Ghosh and Marsick (2012)
    3. 3. Grounding Coaching Practice in Theory& ResearchICF Core Coaching Competencies… Meeting Ethical Theoretical and/or Empirical Basis… Guidelines and Professional Standards Establishing the Coaching Conversational (2010) Agreement] Questioning Establishing Trust & Listening Structural (Future) Intimacy w/ the Client Coaching Coaching Presence Agreement Relational (2011) Powerful Questioning Planning & Goal Trust Setting Active Listening Presence Designing Action Creating Awareness Monitoring Direct Communication Progress & Facilitative (2012) Accountability Designing Actions Awareness Planning & Goal Setting Communication Managing Progress & Accountability 3 Learning from Experience Through Executive Coaching © Maltbia, Ghosh and Marsick (2012)
    4. 4. Problem, Purpose, QuestionsThe problem this paper addresses In what ways are the concepts ofgrows out of the lack of a clearly awareness, communication, anddocumented theory and research to learning from experience defined insupport the use of 2 commonly- selected literature?espoused, core coachingcompetencies of awareness andcommunication. In what ways does the available literature:Our aim is to understand what – (a) inform the practice of executiveevidence exists that support claims of coaching (with an emphasis onthe centrality of awareness and developing the core competenciescommunication as faciltiative of awareness and communication)coaching competencies used by andpractitioners to help clients learn – (b) suggest implications for furtherfrom, and through their experience, in competency research in the area of executive and organizationalorder to achieve desired results. coaching? 4 Learning from Experience Through Executive Coaching © Maltbia, Ghosh and Marsick (2012)
    5. 5. Conceptual Framework Goal, Reality, Obstacles/Options, Will/Way Forward (GROW) (Topic/Focus: of Coaching Conversation)Coaching Competencies:• Listening & Questioning Concrete• Trust & Presence Experience• Awareness & Communications• Others? Active Reflective Experimentation ObservationTheoretical Basis:• Kolb (e.g., 1984, 2005a, 2005b)• Roberts & Jarrett (2006) Abstract• Whitmore (e.g., 2002, 1996) Conceptualization• Gallwey (1971, 1980, 2001) Goal Progress, Attainment, Outcomes 5 Learning from Experience Through Executive Coaching © Maltbia, Ghosh and Marsick (2012)
    6. 6. Facilitative CompetenciesApplying the complementary skills of multidimensional reflection and effective communication inthe service of the executive coach’s commitment to enhancing client awareness, understanding, andchoice with the ultimate aim of helping people achieve the results they truly desire. Awareness Communication Modifier focus attention on form Conceptual Differentiators… Thorndike (1920) – “social intelligent”  1. Level of Observation; 2. Intentionality; part of broad set of intelligences 3. Normative Judgment Integration Katz (1955) – performance linked to 3 skill categories (technical, human Fundamental Properties interaction & conceptual)  1. Effectiveness & 2. Appropriateness “Focusing ability” (Kolb & Boyatzis 1970) Combination Strategies Emotional Intelligence (Goleman  1. Maximizing, 2. Sufficing, 3. Minimizing, 2001) 4. Optimizing Multidimensional construct (cognitive, Relational Rules of Interdepend- motivational & behavioral – Maltbia & ence  Sender & Receiver Dynamics Power, 2009) Measures (e.g., ECI; In-session self- 6 Learning from Experience Through Executive Coaching Importance of Context Ghosh and Marsick (2012) © Maltbia,
    7. 7. Reflection as Facilitator… Single-loop Learning (Process Reflection or Skill-based Coaching ) Governing Intentions Action Strategies Consequences Match Variables (Goal/Desired, (Behavioral (Outcomes) Mismatch(Values & Beliefs) Future State) Tactics) Double-loop Learning (Content Reflection or Performance Coaching) (Premise Reflection – Developmental coaching Source: Authors’ adaptation from concepts in C. Argyris’ (1993), Knowledge for Action (pp. 50-66); J. Mezirow’s (2000), Learning as Transformation (pp. 19-24); T. E. Maltbia & A. Power’s (2009), A Leader’s Guide to Leveraging Diversity (pp. 173-199). 7 Learning from Experience Through Executive Coaching © Maltbia, Ghosh and Marsick (2012)
    8. 8. Conclusions and Implications Theoretical and empirical support (definitions, taxonomies, types, levels and types) for the inclusion of awareness and communication as core competencies in coach preparation programs Document important connections between the awareness and communication literature combined with “experiential learning theory” (i.e., facilitative competencies support clients in developing insight through increased levels of awareness in both the client and coach leading to effective communication between the two) Awareness & effective communication skills have been catalogued in both descriptive and operational terms that can serve as a resource for: (a) coach- training providers in inform learning design; (b) researchers to use of “observational indicators” for future studies; and (c) practicing coaches to deepen understanding of the conditions that facilitate productive coach-client working relationships. Reflection serves as an integrating heuristic for informing coaching and dialogue sessions in that it parallels Kolbs’ (1984) experiential learning cycle, Argryis et al.’s (1985) theories of action stages to test assumptions, & Jackson’s (1991) strategic learning framework to guide the coaching process 8 Learning from Experience Through Executive Coaching © Maltbia, Ghosh and Marsick (2012)