The document provides an agenda and materials for a curriculum meeting discussing executive coaching programs. The meeting will include an overview of the Graduate School Alliance for Executive Coaching (GSAEC), an update on academic standards for coaching programs, and a discussion of boundaries in coaching. Specific topics covered include the history and membership of GSAEC, the GSAEC research agenda and efforts to develop a curriculum, and revisions to academic standards #5 on theory and knowledge and #8 on the coaching process.

1. Monday, August 10, 2009
4:45PM – 6:15PM
Curriculum for Academic Executive
Coaching Programs
Sponsors: ODC, MC
Curriculum for Academic Executive Coaching Programs – 8/10/2009 1

2. Agenda
• GSAEC Overview
Background, Membership, Research Agenda
• Academic Standards Overview & Update
Standard # 5: Theory and Knowledge
Standard # 8: Coaching Process
• Boundaries of Coaching
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3. GSAEC Overview
Larry M. Starr, University of Pennsylvania
Graduate School Alliance for Executive Coaching
History and Membership
GSAEC Research
Community, and Curriculum Development
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4. History
2004 – 2005: Concepts discussed and decision to hold a 2-
day conference
May 2005: Kennesaw State University - alliance agreed
October 2005: U Texas Dallas – decided to seek 501 c 3
April 2006: Babson College – decided to formalize Board,
membership, and began to draft a curriculum
www.gsaec.org
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5. Membership
Founding Institutions
Fielding Graduate University, School of Human & Organization Development
Franklin University , Ross School of Management & Leadership
Kennesaw State University, Coles College of Business
Rutgers, The State University of New Jersey, Graduate School of Applied &
Professional Psychology
University of Pennsylvania , School of Arts and Science, Organizational
Dynamics Graduate Studies
Massachusetts School of Professional Psychology
University of Toronto, Ontario Institute for Studies in Education/Adler School of
Professional Studies
The University of Texas at Dallas , Executive and Professional Coaching Program
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6. Research, Community,
and Curriculum Development
Project 1: 2006
123 institutions in the US offering “programs” - Degrees,
concentrations, certificates, courses or applications within a
Graduate School
Project 2: 2008 Foundation of Coaching Grant
“No academic programs in New Zealand; 17 were being
offered in Australia; 21 in Canada; 52 in the United
Kingdom, Ireland, and Scotland; and 124 in the United
States.”
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7. Research Agenda
Searchable Database: //pennsurveys.org/coaching
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8. Research Agenda
Draft Curriculum
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9. Research Agenda
Draft Curriculum
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10. Academic Standards
Terrence E. Maltbia, Columbia University
Update and Overview
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11. Academic Standards
Update & Overview
• Initial Academic Standards
– First developed in 2007
– Chair, Lewis R. Stern
– Leveraged prior work done by the Executive Coaching Forum in
2004 & experience of committee members
– Resulted in 15 academic standards
• Current Effort—Highlights
– Trigger & Intent: (1) Greater consistency (structure), (2)
Alignment with existing standard bodies (e.g., Middle States
Commission on Higher Education & International Association for
Continuing Education and Trainings), & (3) Explicit support
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12. Academic Standards
Update & Overview
• Objectives for the Distribution of Academic
Standards…
– Establish standards for the graduate academic education of
executive and organizational coaching;
– Test an initial set of standards within graduate academic
institutions;
– Stimulate a dialogue with graduate academicians and their
institutions around the world; and
– Implement an accreditation process for graduate programs in the
field of executive and organizational coaching.
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13. Academic Standards
Update & Overview
• Standards as expression of confidence in institution’s…
– Mission and Goals
– It’s Performance
– It’s Resources
Source: Middle States Commission on Higher Education - Characteristics of Excellence in Higher Education
(2006, p. iv)
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14. Revised Academic Standards
Standard #1 Standard #6 Standard #11 Standard #16
Program Mission & Business Acumen Student Assessment Stakeholder
Objectives & Progress Relations
Standard #2 Standard #7 Standard #12 Standard #17
Program Context Coaching Program Values & Program Assessment
Competencies/Skills Ethical Standards Quality Enhancement
Standard #3 Standard #8 Standard #13 Standard #18
Requirements for Coaching Program Admin. Advertising &
Admission Process & Resources Claims
Standard #4 Standard #9 Standard #14 Standard #19
Curriculum Design Professional Cultural & Individual Contribution to
& Pedagogy Practice Differences/Diversity New Knowledge
Standard #5 Standard #10 Standard #15 Standard #20
Theory & Requirements for Stakeholder Relations Relations with
Knowledge Supervised Exp. (e.g., students, faculty) Accrediting Bodies
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15. Academic Standards
Update & Overview - Continued
• Features of Updated Standards Project
– Clear & Consistent Structure
• Label
• Narrative Introduction
• Short Descriptions (1-3 sentences)
• Sub-standards (with indicators and/or examples)
– Explicit Resources (aligned to each standard/expanded in appendix)
– Linkages to Existing Accrediting Bodies
• Examples: Academic Standards #5 & 8
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16. Updated Standards
Linda Page, University of Toronto and
Ruth Orenstein, University of Pennsylvania
Academic Standard #5
Theory & Knowledge
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17. THEORY AND KNOWLEDGE FOR
EXECUTIVE COACHING
• Draft curriculum still in peer-review
• GSAEC formed to
-Promote development
-Of empirically-based
-Non-proprietary
-High minimum standards
• Based on 4 Principles
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18. Theory and Knowledge: Principle 1
Theory is necessary.
• A lens that focuses attention on relevant data
• Allows practitioner to extract the meaning of what is
observed
• Provides for more effective application
• Encourages elaboration of further theory
• Supports development of expertise
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19. Theory and Knowledge
Description:
As a new field of study, coaching draws on several traditional disciplines,
each of which has its own language, research methods, history, and
professional expectations and all of which are undergoing their own
change processes. Given that there is currently no integrated discipline
of coaching studies, this standard is an attempt to provide theoretical
options that are as broad as possible, limited only by what proves to be
useful to coaching clients and their organizations.
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20. Theory and Knowledge: Principle 2
Executive coaching theory draws on many
disciplines.
• A crucial strength
• Minimum: human and organizational dynamics
• Contributions from management science, psychological
subdisciplines, & others
• Which specific theories are necessary is the question
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21. Theory and Knowledge: Principle 3
Theory must be integrated with practice, and
vice-versa.
• Knowledge becomes genuine only when it is applied
• Confidence in one’s practice comes from
understanding
– what application is relevant,
– when and with whom,
– what the results mean.
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22. Theory and Knowledge: Principle 3
Knowledge which is unable to support action is not
genuine—and how unsure is activity without
understanding!
…Rudolf Virchow,
19th century proponent of public health
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23. Theory and Knowledge: Principle 4
Prospective coaches must develop theories
based on their own values and experience.
• Explore & integrate those theories that
– resonate with their value system
– match their experiences
• Result in serving the needs of the client
• Choose from widest variety of relevant theories
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24. Theory and Knowledge: Summary
4 Principles:
1. Theory is necessary.
2. Executive coaching theory draws on many disciplines.
3. Theory must be integrated with practice, and vice-
versa.
4. Prospective coaches must develop theories based on
their own values and experience.
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25. Theory and Knowledge
Example of Sub-standard:
5.1 Ontology, epistemology, and phenomenology. Theories drawn from
philosophy, philosophy of science, cultural and physical
anthropology, sociology of knowledge. What makes us human? To
what extent are we genetically determined? How do we know what
we know? What do we take as evidence? Is mere knowledge
enough? What’s important to us? Is there such a thing as free will?
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26. Putting Principles into Action
• Invitation to graduate schools to propose theories,
sources, citations
• Examples: 3 ways these principles have been
incorporated into graduate programs
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27. EXAMPLE 1: CAPSTONE COURSE IN DOCTORAL PROGRAM
Executive Coaching: Organizational Interventions at the Individual Level
CONTEXT
– Doctoral program in professional school of psychology
within research University
– Three doctoral programs: Clinical, School,
Organizational
– Course requirements for licensing and for each program
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28. EXAMPLE 1: CAPSTONE COURSE IN DOCTORAL PROGRAM
Executive Coaching: Organizational Interventions at the
Individual Level
Content
• Theory
• Practice
• Research
• Supervision
• Evaluation
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29. EXAMPLE 1: CAPSTONE COURSE IN DOCTORAL PROGRAM
Executive Coaching: Organizational Interventions at the
Individual Level
Theory
– Organizational Theory
• Role Theory (Levinson, 1959; Katz & Kahn, 1978)
• Group Theory (Bion, 1961)
• Intergroup Theory (Alderfer, 1986)
• Systems Theory (Rice, 1963)
– Personality Theory
• Psychodynamic Theories (Interpersonal, Object Relations)
• Cognitive-Behavioral Theories (Kanfer, 1988, 1991; Persons, 1989)
• Adult Developmental Theory (Levinson, 1978)
– Coaching Theory
• Multidimensional Executive Coaching (Orenstein, 2007)
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30. EXAMPLE 2: FOUNDATIONS COURSE IN MASTER’S DEGREE
PROGRAM
Theories and Models that Inform Coaching
CONTEXT
– Graduate studies in Organizational Dynamics in School
of Arts and Sciences in research University
– Core Curriculum: Foundations, Diagnosis and
Evaluation Methods, Applications, Capstone/Thesis
– Six concentrations including Organizational Coaching
– Student body: Mid-career adults
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31. EXAMPLE 2: FOUNDATIONS COURSE IN MASTER’S DEGREE
PROGRAM
Theories and Models that Inform Coaching
Content
• Theory
• Research
• Application
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32. EXAMPLE 2: FOUNDATIONS COURSE IN MASTER’S DEGREE
PROGRAM
Theories and Models that Inform Coaching
Theory
– Importance and Meaning
– Model for Research: Multidimensional Theory (Orenstein, 2007)
– Student Research, Presentation, Application, Self-Reflection
• Positive Psychology (Seligman)
• Emotional Intelligence (Salovey & Mayer)
• Cognitive-Behavioral (Kanfer)
• Appreciative Inquiry (Cooperrider)
• Complex Systems (Grant)
• Complex Social Systems (Ackoff)
• Family Systems (Bowen)
• Analytical Psychology (Jung)
• Structural Encasement (Smith)
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33. EXAMPLE 3: INTEGRATED COMPONENT
Organizational Consulting and Executive Coaching
CONTEXT
– Graduate studies in Organizational Dynamics in School
of Arts and Sciences in research University
– Comprehensive and focused approach to coaching and
consulting as profession: internal and/or external
applications
– Learning cohort community with dedicated coaching
faculty
– 18-month, weekend format
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34. EXAMPLE 3: INTEGRATED COMPONENT
Organizational Consulting and Executive Coaching
Content
Seamless integration of
experiential learning, theory, and practice.
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35. EXAMPLE 3: INTEGRATED COMPONENT
Organizational Consulting and Executive Coaching
Theory
– Organic outgrowth of experiential learning
– Selection based on interests and values
– Underpinnings for own framework and model
– Application in field experiences
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36. Updated Standards
Terrence E. Maltbia, Columbia University
Academic Standard #8
The Coaching Process
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37. The Coaching Process
• Draft standard still in peer-review
• Executive coaching in its infancy
• Need for empirical support (e.g., Orenstein, 2007, & Grant,
2003)
• Current State of Practice: Competencies and Ethics
Focus
• Grounded in Action Research Process
• AL requires people to stop & look critically at the
reality of their world
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38. The Coaching Process
Description:
The coaching process is a systematic yet emergent form of
collaborate inquiry characterized by a designed alliance
involving the coach, client, and other key stakeholders, for
the expressed purpose of engaging in cycles of action,
based on reflection, feedback, evidence/fact finding and
evaluation of previous actions and the current situation, all
in pursuit organizational goals and personal fulfillment.
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39. The Coaching Process
Theoretical Basis…
Foundation
• Marx, Dewey, Lewin, Habermas, Gadamer, & Roty
Sample Key Thinkers
• Coghlan & Brannick (2005); Stringer (2007); Greenwood & Levin (2007) –
action research
• Knowles (1980) – adult learning
• Burke et (1987) – organization development
• A.Y. Kolb & D. A. Kolb (2005) – experiential learning theory
• Schein (1988) – process consultation
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40. The Coaching Process
Phases and Sub-standards…
8.1 Entry & Contracting
8.2 Assessment & Feedback
8.3 Goal Setting/Planning
8.4 Facilitating Change and Development
8.5 Outcome Evaluation
8.6 Termination/Ending/Long-term Planning
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41. The Coaching Process
Example of Sub-standard:
– Entry & Contracting—program provides clear processes, tools and
procedures for assisting participants learn to effectively plan for making
initial contact in the client system including: the identification of useful
resources to understand the client’s context, planning the preliminary
meeting; constructing clear frameworks for aligning expectations and
establishing formal agreements for coaching engagements (e.g., Orenstein,
2007; Burke 1987); sample indicators include:
• Environmental Scanning
• Preliminary Meeting Check-list
• Conditions for Establishing Productive Learning Climate
• Mutual Consent Guidelines
• Objectives, Boundaries and Roles
• Desired Outcomes and Indicators
• Timelines, Meeting Schedule, Fees and Payments
• Sample Agreements & Contracts
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42. EXAMPLE 1: Module in Residential Intensive of 8-Month
Coaching Certification Program
Overview
– Coaching process module (1 of 3 foundations addressed in
front-end 1-week intensive of certification process)
– Informed by the phases of Action Research applied to the
discipline of coaching
– Descriptions are provided for each phase and related
components; with coaching task associated with each
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43. Coaching Process
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44. Coaching Process
PHASES & COMPONENT DESCRIPTIONS
Context Content Conduct
Entry and Contracting (ICF #2) Feedback (ICF #7 & 8) Action Strategies (ICF #9)
(Trigger/Framing - Engagement & Session) (Giving and Receiving) (Experimentation & Pilots/Reflection-on-
Inquiring about the nature of the presenting Inviting clients to pay attention to observational Action)
problem, trigger event, challenge or feedback (in action and from others) Helping clients discover opportunities for
opportunity Urging clients to summarize and interpret ongoing learning (sessions/work/life)
Surfacing hopes and concerns Facilitating the examination of hunches about Combining challenge with support
Clarifying expectations about the parameters potential disparities Celebrating client’s successes and
of the coaching process capabilities for continued growth
Developmental Frames (ICF #8) Exploring Options (ICF #9) Growth & Renewal (ICF #9-11)
(Mental Models/Worldview) (Payoffs & Unintended Consequences) (Strategic Insight)
Clarifying client’s relationship Asking provocative questions to stimulate Creating opportunities for clients to
(identity/concept) to self and to others imaginative thinking about the future conduct honest, ongoing self-appraisal
Determining emotional & social capacities Practicing “feed-forward” with various options Translating insights about strengths and
(strengths & limitations) to help clients illuminate possible futures limitations to focused & aligned
Building the client’s capability for growth Prompting clients to consider potential benefits commitments
and change and costs of options before taking action Findings ways to promote self-renewal
(e.g., work-life balance)
Situation Analysis (ICF #8) Planning (ICF #10) Execution (ICF #11)
(Data Collection & Synthesis) (Priorities, Goals & Critical Success Factors) (Reflection-in-Action)
Engaging clients in the identifying questions Stimulating clients to integrate insights and Holding client’s attention on what’s
to focus data collection and feedback define focus important by following up on commitments
Co-creating data collection strategies to Collaborating with clients to create a coaching Building client’s capacity to recognize
determine what information is needed plan and SMART goals, while attending to “teachable moments”
Working with clients to diagnose the emergent goals Modeling flexibility and adaptation by
situation Reaffirming client’s agenda (align goals with moving back and forth (e.g., “big picture”
personal values & organizational priorities) focus & making daily adjustments)
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Outcome: Focus (learn for perspective) Outcome: Alignment (learn for Outcome: Performance (learn from
knowledge) experience)

45. Curriculum for an
Academic Coaching Program
Stephen Brock, Kennesaw State University
Boundaries of Coaching
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46. Helping Students Understand the
Differences Between
“Coaching”, “Mentoring”, “Counseling”,
“Therapy”, and “Consulting”
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47. • Many definitions exist for Coaching and some of them
appear to confuse Coaching with Mentoring
• Many professional “coaches” work with their clients from
multiple perspectives: consulting, counseling, coaching,
mentoring, depending on the client’s needs without making a
distinction between these various roles
• Clients are often not clear about what they want or need from
their “coach”
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48. HELPING RELATIONSHIPS!
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49. Growth or
Development
Mentor
Focus
Directive Relation ship Collaborative
Correction
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50. Mentoring is a strategic approach to
developing an employee (the mentoree)
by pairing him or her with a more
experienced employee (the mentor) who
will teach, counsel, sponsor and
encourage.
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51. Growth or
Development
Mentor
Focus
Directive Relation ship Collaborative
Counselor
Correction
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52. Counseling is a tactical intervention
on the part of managers to correct
the behavior of an employee.
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53. Growth or
Development
Mentor
Focus
Directive Relation ship Collaborative
Counselor Therapist
Correction
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54. Therapy is a relationship in which the
therapist helps an individual to understand
the inner dynamics of his or her personality
so they can choose new ways of adjusting
and dealing with life situations.
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55. Growth or
Development
Mentor Coach
Focus
Directive Relation ship Collaborative
Counselor
Counselor Therapist
Correction
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56. …A development process that builds a leader’s capabilities to achieve
professional and organizational goals.
The focus is on leaders who are in a position to make a significant contribution
to the mission and purpose of their organization. This form of coaching is
conducted through one-on-one and group interactions;
…is driven by evidence and the inclusion of data from multiple perspectives;
and is built on a solid foundation of mutual trust and respect.
The coach, the client, and their organizations work in partnership to help
achieve the agreed- upon goals of the coaching engagement.
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57. • A collaborative relationship, i.e. the coach and
the coachee are equal partners
• Using a proven model of human and/or
organizational development
• To achieve a goal that will result in enhanced
development and performance
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58. 1. Coachees are normal, healthy human beings who are naturally
creative, resourceful and have individual gifts and talents they
bring to their experience.
2. Coaching addresses the whole person; personal and professional
lives are integrated in who we are.
3. The agenda for the coaching originates with the coachee; they
set the developmental goals.
4. The relationship is a contractual one around helping the
coachee achieve realistic goals.
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59. “Coaching is a goal-oriented, solution focused
process in which the coach works with the
coachee to help identify and construct possible
solutions, delineate a range of goals and options,
and facilitate the development and enactment of
action plans to achieve those goals.
Coaching is about fostering directed purposeful
change in the pursuit of specific goals.”
Anthony M. Grant
Evidence Based Coaching
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60. Curriculum for Academic Executive Coaching Programs – 8/10/2009 60