The Graduate School Alliance of Executive Coaching (GSAEC) is a collaborative community of educators, researchers, and practitioners focused on strengthening the discipline and practice of executive and organizational coaching. The GSAEC was incorporated in 2006 and its mission is to lead graduate schools in advancing professional education for executive and organizational coaching. Some of the GSAEC's activities and accomplishments include conducting research studies, publishing papers and articles, presenting at conferences, and establishing academic standards for coaching education programs.
This document provides a toolkit for new leaders in developing collaborative healthcare teams. It contains 5 modules that address key topics for building effective interprofessional teams. The first module discusses leadership concepts and styles that are important for leading teams, such as transformational leadership that focuses on relationships and empowering individuals. It also identifies qualities of effective leaders, including being able to learn and adapt to different situations. The module provides guidance for new healthcare leaders on developing strong leadership to establish collaborative teams.
The document discusses the SUNY Learning Network's online faculty development program. It describes:
1. The SUNY Learning Network provides online faculty development and support across the 64 campuses of the State University of New York system.
2. The program's keys to success include a 4-stage faculty development process, 7-step online course design process, instructional design support, and ongoing program evaluation and improvement.
3. Scaling the program to train thousands of faculty across many campuses required consistent, thoughtful processes and large-scale support structures.
This document discusses professional learning communities (PLCs) and their importance for school librarians. It begins by outlining the learning intentions of understanding PLC components, comparing current practice to those components, and finding ways to participate in PLCs. It then discusses current thinking on PLCs and their student-focused nature. The rest of the document outlines the key components of effective PLCs, including shared values and vision, leadership, collective learning, supportive conditions, and sharing personal practice. Images and quotes are provided to illustrate each component. The document concludes by suggesting ways for school librarians to find connections to their practice and begin participating in PLCs.
Karin Klenke has over 30 years of experience in leadership education and research. She is currently the Chief Leadership Development Officer at Leadership Development Institute International, where she designs and implements customized leadership programs. Previously, she has held professor and leadership roles at various universities, teaching courses in research methods, leadership, and organizational behavior. Her research interests include women in leadership, cross-cultural leadership, and positive psychology approaches to leadership effectiveness.
This document provides the course syllabus for the Administrative Process and Human Behavior in Organization course offered at Romblon State University. The syllabus outlines the course objectives, content, evaluation methods, and requirements. Over the course of 15 units, students will learn about topics like organizational behavior, leadership, motivation, decision-making, and change management through group discussions, activities, and case studies. Students will be evaluated based on their participation, examinations, and a research output submitted in a bound report covering their analyses of assigned topics and songs. The syllabus aims to help students understand human behavior in organizations using experiential learning pedagogy.
Advising is not a profession...or is it? slideshare versionacadams2012
Yes, students are a vulnerable population that requires expert guidance to navigate higher education. Advisors have a moral obligation to serve students regardless of other factors.
EDUL 7253 Ethical Decision Making, Spring 2010guestfbbbfe37
This document provides information for a graduate course on ethical decision-making in educational leadership. It outlines the instructor's contact information, course meeting times and location, textbook requirements, assignments including four reflective papers and a portfolio, grading criteria, and expectations. The goals of the course are to help students apply concepts of ethical decision-making to educational leadership and comprehend different approaches to the topic. Assignments are designed to reinforce course material and standards for educational leaders around integrity, fairness, and ethical behavior.
This document provides a toolkit for new leaders in developing collaborative healthcare teams. It contains 5 modules that address key topics for building effective interprofessional teams. The first module discusses leadership concepts and styles that are important for leading teams, such as transformational leadership that focuses on relationships and empowering individuals. It also identifies qualities of effective leaders, including being able to learn and adapt to different situations. The module provides guidance for new healthcare leaders on developing strong leadership to establish collaborative teams.
The document discusses the SUNY Learning Network's online faculty development program. It describes:
1. The SUNY Learning Network provides online faculty development and support across the 64 campuses of the State University of New York system.
2. The program's keys to success include a 4-stage faculty development process, 7-step online course design process, instructional design support, and ongoing program evaluation and improvement.
3. Scaling the program to train thousands of faculty across many campuses required consistent, thoughtful processes and large-scale support structures.
This document discusses professional learning communities (PLCs) and their importance for school librarians. It begins by outlining the learning intentions of understanding PLC components, comparing current practice to those components, and finding ways to participate in PLCs. It then discusses current thinking on PLCs and their student-focused nature. The rest of the document outlines the key components of effective PLCs, including shared values and vision, leadership, collective learning, supportive conditions, and sharing personal practice. Images and quotes are provided to illustrate each component. The document concludes by suggesting ways for school librarians to find connections to their practice and begin participating in PLCs.
Karin Klenke has over 30 years of experience in leadership education and research. She is currently the Chief Leadership Development Officer at Leadership Development Institute International, where she designs and implements customized leadership programs. Previously, she has held professor and leadership roles at various universities, teaching courses in research methods, leadership, and organizational behavior. Her research interests include women in leadership, cross-cultural leadership, and positive psychology approaches to leadership effectiveness.
This document provides the course syllabus for the Administrative Process and Human Behavior in Organization course offered at Romblon State University. The syllabus outlines the course objectives, content, evaluation methods, and requirements. Over the course of 15 units, students will learn about topics like organizational behavior, leadership, motivation, decision-making, and change management through group discussions, activities, and case studies. Students will be evaluated based on their participation, examinations, and a research output submitted in a bound report covering their analyses of assigned topics and songs. The syllabus aims to help students understand human behavior in organizations using experiential learning pedagogy.
Advising is not a profession...or is it? slideshare versionacadams2012
Yes, students are a vulnerable population that requires expert guidance to navigate higher education. Advisors have a moral obligation to serve students regardless of other factors.
EDUL 7253 Ethical Decision Making, Spring 2010guestfbbbfe37
This document provides information for a graduate course on ethical decision-making in educational leadership. It outlines the instructor's contact information, course meeting times and location, textbook requirements, assignments including four reflective papers and a portfolio, grading criteria, and expectations. The goals of the course are to help students apply concepts of ethical decision-making to educational leadership and comprehend different approaches to the topic. Assignments are designed to reinforce course material and standards for educational leaders around integrity, fairness, and ethical behavior.
The document describes an online programme called "University Leadership and Management" that was developed collaboratively between various universities to equip university staff with leadership and management skills through a series of online courses covering topics relevant to higher education leadership. The programme aims to help staff tackle challenges in higher education, critically analyze their own skills, and implement strategies aligned with their university's mission. It includes video, activities, and supplemental materials to reinforce learning.
This document provides the resume of Dr. Bruce A. Johnson, an expert in online teaching, curriculum development, and adult education. It outlines his educational background, including a PhD in Postsecondary and Adult Education from Capella University. It also details his extensive professional experience in roles such as online instructor, instructional designer, and administrator at various universities. The resume lists the many business and education courses he has taught online. It provides examples of projects he has led and positive feedback from students and colleagues.
This document summarizes research on advisor training and the development of Clark College's advisor training program. It found that most advisors received on-the-job rather than formal training, which inadequately prepared them. Clark initially provided printed manuals and observations, but switched to a blended model using an online learning platform. This allowed for consistent, accessible training while reducing costs and increasing convenience. Future areas for improvement include learning objectives, assessments, and cultural competency training.
The document discusses student leadership models in university student conduct processes. It provides examples of how students can be involved, such as serving on conduct boards, assisting with restorative justice processes, and advising other students. The benefits listed include creating a more inclusive process, encouraging student engagement, and helping students develop skills like perspective-taking and critical thinking. Challenges mentioned are lack of maturity and turnover. Best practices noted are setting learning outcomes, providing training, and giving ongoing feedback and recognition.
A powerpoint presented to Heads of Departments explaining the current state of play in Educational Leadership. It looks at current issues in leadership and various models of school leadership culminating in a discussion of three main aspects of leadership: Setting Direction, Developing People and Re-designing the Organisation.
01 16-13 winter symposium presentation (no notes)SkippT
This document outlines a proposal to develop a new approach to prior learning assessment (PLA) at Portland State University. It would assemble an interdisciplinary team to re-examine existing mechanisms for awarding credit for life experiences and explore new assessment tools like e-portfolios. The goal is to build a flexible program that recognizes diverse forms of learning for non-traditional students. This individualized PLA process could help more students complete degrees in less time and at lower cost, while strengthening the university's learning outcomes. If successful, it could significantly increase access to higher education.
The course focuses on strategic planning which includes the areas related to attracting, retaining, and maintaining an effective workforce like human resources planning and job analysis, recruitment and selection, performance appraisal, reward system, and labor relations.
Using a standards alignment model as a framework for doctoral candidate asses...CPEDInitiative
This document outlines the process an institution took to redesign its doctoral program in alignment with CPED principles. It began with conducting a needs assessment and developing a theory of action linking program components to intended outcomes. Key aspects of the redesign included establishing program standards, designing authentic assessments like a scholarly practitioner portfolio and dissertation in practice, and using these assessments for continuous program improvement. The goal was to create a coherent program design that prepared students as scholarly practitioners who could apply research to solve problems of practice.
Dr. Rashmi Hebalkar is an experienced academic and management consultant with over 32 years of teaching experience and expertise in areas like human resource management, strategic management, and organizational behavior. She has a Ph.D. in management and is a recognized Ph.D. and postgraduate research guide. She has trained professionals at various organizations and conducted numerous workshops. Her areas of specialization include principles of management, research methodology, and total quality management.
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.
This document provides a summary of Dana E. Jarvis's qualifications and experience in learning and development leadership. Over her career, Jarvis has held various roles in human resources, management consulting, higher education administration, and instructional design. She has developed learning programs, performance management systems, and leadership training for Fortune 500 companies, the military, non-profits, and universities. Jarvis also authored a book on managing virtual teams and has presented at several professional conferences.
Rita Monroe; Corporate and Academic Leadership, Training and Development.
Over 20 years proven results using leadership and managerial strengths to solve specific and measurable needs for diverse organizations through training, development, and engagement of students and associates. Management and HR Consultant with 5+ years program audit and compliance experience. Academic Dean and Business Law & Ethics Professor with 15 years successful performance in higher education and administration. Charismatic Coach, Speaker and Workshop Facilitator.
Faculty Learning Communities: A Model for Faculty DevelopmentMatt Lewis
Dr. Nancy Pawlyshyn, Dr. Braddlee, and Dr. Laurette Olson co-authored this presentation. On Feb. 16, 2011 Dr. Olson and I presented this to the ELI Educause event in Washington DC.
The Washington State University Superintendent Certification Program is a two-year cohort program offered at four sites across the state. It focuses on developing a research-based theory of action for instructional leadership. The program includes 16 seminars based on national leadership standards, a 720-hour internship, and ongoing assessments. It emphasizes collaboration and social justice and prepares students for doctoral programs and superintendent roles.
This document summarizes a presentation by Dr. Narimane Hadj-Hamou on defining excellence in online education. The presentation discusses how excellence is defined, challenges to defining excellence, and frameworks for assessing excellence such as the MeLQ framework developed jointly by HBMEU and scil. It also covers how online education is redefining concepts like learning, universities, and learners' roles. Challenges to defining excellence include lack of standards, research, and awareness. Defining excellence requires long-term strategy, community engagement, and collaborative research across institutions.
WSU Superintendent Certification Program OverviewWSU Cougars
The Washington State University Superintendent Certification Program is a two-year cohort program offered at four sites across the state. It focuses on developing research-based theories of action for instructional leadership. The program includes 16 seminars, a 720-hour internship, and assessments to evaluate student learning and program improvement. Graduates make up nearly half of all superintendents in Washington state and the program emphasizes collaboration and a commitment to social justice.
This is Alan Blankstein's text Failure is NOT an Option, Chapter 10. He wrote this chapter with Andy Hargreaves and Dean Fink. This chapter is about leadership capacity in schools. This powerpoint is about creating effective leadership teams refocusing on instruction.
Morehead State University established the President's Leadership Academy (PLA) in 2006 to provide professional development for nominated faculty and staff with leadership potential. The PLA aims to increase awareness of higher education issues and challenges and expand understanding of decision making. Participants commit to reading assignments, seminars, internships and a field trip over an academic year. Though rigorous, the PLA has benefited both participants and the university by developing new leaders like the Director of Institutional Effectiveness and Assistant to the Provost.
Ahrd Presentation 2012 Awareness And CommunicationTemaltbia
This paper examines the concepts of awareness and communication as core competencies in executive coaching. It reviews literature related to awareness, communication, and learning from experience. The literature provides definitions and frameworks for awareness and communication that inform coaching practice and can guide future research. It indicates that awareness and effective communication skills, as facilitated by reflection, support clients' development of insight and productive coach-client relationships. This allows clients to learn from their experiences and achieve desired outcomes.
The document describes an online programme called "University Leadership and Management" that was developed collaboratively between various universities to equip university staff with leadership and management skills through a series of online courses covering topics relevant to higher education leadership. The programme aims to help staff tackle challenges in higher education, critically analyze their own skills, and implement strategies aligned with their university's mission. It includes video, activities, and supplemental materials to reinforce learning.
This document provides the resume of Dr. Bruce A. Johnson, an expert in online teaching, curriculum development, and adult education. It outlines his educational background, including a PhD in Postsecondary and Adult Education from Capella University. It also details his extensive professional experience in roles such as online instructor, instructional designer, and administrator at various universities. The resume lists the many business and education courses he has taught online. It provides examples of projects he has led and positive feedback from students and colleagues.
This document summarizes research on advisor training and the development of Clark College's advisor training program. It found that most advisors received on-the-job rather than formal training, which inadequately prepared them. Clark initially provided printed manuals and observations, but switched to a blended model using an online learning platform. This allowed for consistent, accessible training while reducing costs and increasing convenience. Future areas for improvement include learning objectives, assessments, and cultural competency training.
The document discusses student leadership models in university student conduct processes. It provides examples of how students can be involved, such as serving on conduct boards, assisting with restorative justice processes, and advising other students. The benefits listed include creating a more inclusive process, encouraging student engagement, and helping students develop skills like perspective-taking and critical thinking. Challenges mentioned are lack of maturity and turnover. Best practices noted are setting learning outcomes, providing training, and giving ongoing feedback and recognition.
A powerpoint presented to Heads of Departments explaining the current state of play in Educational Leadership. It looks at current issues in leadership and various models of school leadership culminating in a discussion of three main aspects of leadership: Setting Direction, Developing People and Re-designing the Organisation.
01 16-13 winter symposium presentation (no notes)SkippT
This document outlines a proposal to develop a new approach to prior learning assessment (PLA) at Portland State University. It would assemble an interdisciplinary team to re-examine existing mechanisms for awarding credit for life experiences and explore new assessment tools like e-portfolios. The goal is to build a flexible program that recognizes diverse forms of learning for non-traditional students. This individualized PLA process could help more students complete degrees in less time and at lower cost, while strengthening the university's learning outcomes. If successful, it could significantly increase access to higher education.
The course focuses on strategic planning which includes the areas related to attracting, retaining, and maintaining an effective workforce like human resources planning and job analysis, recruitment and selection, performance appraisal, reward system, and labor relations.
Using a standards alignment model as a framework for doctoral candidate asses...CPEDInitiative
This document outlines the process an institution took to redesign its doctoral program in alignment with CPED principles. It began with conducting a needs assessment and developing a theory of action linking program components to intended outcomes. Key aspects of the redesign included establishing program standards, designing authentic assessments like a scholarly practitioner portfolio and dissertation in practice, and using these assessments for continuous program improvement. The goal was to create a coherent program design that prepared students as scholarly practitioners who could apply research to solve problems of practice.
Dr. Rashmi Hebalkar is an experienced academic and management consultant with over 32 years of teaching experience and expertise in areas like human resource management, strategic management, and organizational behavior. She has a Ph.D. in management and is a recognized Ph.D. and postgraduate research guide. She has trained professionals at various organizations and conducted numerous workshops. Her areas of specialization include principles of management, research methodology, and total quality management.
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.
This document provides a summary of Dana E. Jarvis's qualifications and experience in learning and development leadership. Over her career, Jarvis has held various roles in human resources, management consulting, higher education administration, and instructional design. She has developed learning programs, performance management systems, and leadership training for Fortune 500 companies, the military, non-profits, and universities. Jarvis also authored a book on managing virtual teams and has presented at several professional conferences.
Rita Monroe; Corporate and Academic Leadership, Training and Development.
Over 20 years proven results using leadership and managerial strengths to solve specific and measurable needs for diverse organizations through training, development, and engagement of students and associates. Management and HR Consultant with 5+ years program audit and compliance experience. Academic Dean and Business Law & Ethics Professor with 15 years successful performance in higher education and administration. Charismatic Coach, Speaker and Workshop Facilitator.
Faculty Learning Communities: A Model for Faculty DevelopmentMatt Lewis
Dr. Nancy Pawlyshyn, Dr. Braddlee, and Dr. Laurette Olson co-authored this presentation. On Feb. 16, 2011 Dr. Olson and I presented this to the ELI Educause event in Washington DC.
The Washington State University Superintendent Certification Program is a two-year cohort program offered at four sites across the state. It focuses on developing a research-based theory of action for instructional leadership. The program includes 16 seminars based on national leadership standards, a 720-hour internship, and ongoing assessments. It emphasizes collaboration and social justice and prepares students for doctoral programs and superintendent roles.
This document summarizes a presentation by Dr. Narimane Hadj-Hamou on defining excellence in online education. The presentation discusses how excellence is defined, challenges to defining excellence, and frameworks for assessing excellence such as the MeLQ framework developed jointly by HBMEU and scil. It also covers how online education is redefining concepts like learning, universities, and learners' roles. Challenges to defining excellence include lack of standards, research, and awareness. Defining excellence requires long-term strategy, community engagement, and collaborative research across institutions.
WSU Superintendent Certification Program OverviewWSU Cougars
The Washington State University Superintendent Certification Program is a two-year cohort program offered at four sites across the state. It focuses on developing research-based theories of action for instructional leadership. The program includes 16 seminars, a 720-hour internship, and assessments to evaluate student learning and program improvement. Graduates make up nearly half of all superintendents in Washington state and the program emphasizes collaboration and a commitment to social justice.
This is Alan Blankstein's text Failure is NOT an Option, Chapter 10. He wrote this chapter with Andy Hargreaves and Dean Fink. This chapter is about leadership capacity in schools. This powerpoint is about creating effective leadership teams refocusing on instruction.
Morehead State University established the President's Leadership Academy (PLA) in 2006 to provide professional development for nominated faculty and staff with leadership potential. The PLA aims to increase awareness of higher education issues and challenges and expand understanding of decision making. Participants commit to reading assignments, seminars, internships and a field trip over an academic year. Though rigorous, the PLA has benefited both participants and the university by developing new leaders like the Director of Institutional Effectiveness and Assistant to the Provost.
Similar to Acto Gsaec Overview April 2012 Final (20)
Ahrd Presentation 2012 Awareness And CommunicationTemaltbia
This paper examines the concepts of awareness and communication as core competencies in executive coaching. It reviews literature related to awareness, communication, and learning from experience. The literature provides definitions and frameworks for awareness and communication that inform coaching practice and can guide future research. It indicates that awareness and effective communication skills, as facilitated by reflection, support clients' development of insight and productive coach-client relationships. This allows clients to learn from their experiences and achieve desired outcomes.
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1. The Evolving Landscape of Coaching
Graduate School Alliance of Executive Coaching
Organizational Overview
Friday April 20, 2012
1
2. Topic Outline
GSAEC Overview…
Mission & Vision
Brief History & Organizational Profile
Sample Activities and Accomplishments
Priority: Academic Standards
Focus of Break-out Exploration…
Coach Development Supply | Value Chain
2
3. Mission and Purpose…
To lead graduate schools in advancing professional
education for executive and organizational
coaching.
Collaborative community of educators, researchers and
practitioners focused on strengthening the discipline & practice by:
Compiling, organizing, sharing and sponsoring research and scholarship that build
the executive and organizational coaching community and contribute to the body
of knowledge
Supporting academic institutions wishing to develop or re-design executive and
organizational coaching courses and programs
Establishing and fostering academic standards for graduate level courses and
programs
3
4. History and Organizational Profile
Incorporated in 2006 (trigged by early
conversations in 2004 between Dr. Stephen Brock
from Kennesaw State University and Dr. Ray
Forbes with Dr. John Brent from Franklin University
to discuss establishing university-based coaching
program);
First Annual Meeting of the Board
in January of 2007 (2 priorities: draft
academic guidelines & gather information about
academic institutions in North America offering
graduate education in the field of executive &
organizational coaching); and
Today, Institutional Members
committed to offering high-quality
coach education (via courses, degree
concentrations, degrees & certificate programs)
4
5. Institutional Members
Auburn Theological Seminary
The Auburn Coaching Institute
Faculty of Leadership & Organization,
Ross School of Management Development & Coaching (Canada)
and Leadership
University of Pennsylvania
College of Arts and Sciences
Teacher College, Department of Organization & Leadership |
Coles College of Business Columbia Graduate School of Business
School of Human and
Organization Systems McColl School of Business
University of Witwatersrand
5
6. Activities and Accomplishments…
Two Foundational Research Studies
2006: Pilot project identified 123 independent universities in the US with
coaching programs.
Outcome: Data-base of graduate level courses, certificates, and degree
programs in coaching (Scope – Business, Education & Social Sciences)
Download: http://www.gsaec.org/pdf/GSAEC_Version_of_Research.pdf
2007: Coaching as an Academic Discipline
Sponsor: GSAEC received a grant from the Foundation of Coaching
Focus: identifying a shared body of knowledge within the community, built on
the 2006 pilot project by expanding the identification of academic institutions
in the US, and by including those in Canada, Britain, Ireland, Australia and New
Zealand
Outcome: The Research Project Final Report describing more than 200
programs and the curriculum
Download: http://www.gsaec.org/pdf/FINAL_V2_REPORT_2008.pdf
6
7. Activities and Accomplishments…
Sample Conference Papers/Presentations/Panels
2012: Action Learning Conversations - A Protocol for Group Coach
Supervision (Overview and Demonstration)
2nd International Conference in Coaching Supervision (June 23, 2012, Oxford
Brookes University)
2012: Coaching graduate education: From wild west to established
territory.
Academy of Management Conference (Boston, MA, August 6, 2012)
Bennett, J.L., Bush, M.W., Campone, F., Diochon, P.F., & Page, L. J.
2012: Best Practices, Coaching Made Impactful
CentACS User’s Conference (Charlotte, NC. April 20, 2012)
John Bennett, McColl School of Business, Queens University of Charlotte
7
8. Activities and Accomplishments…
Conference Papers/Presentations/Panels
2012: The Current State of Professional Certification, Academic Degrees,
and Training Programs for Executive Coaches.
Conference Board’s Executive Coaching Conference (March 26-28, 2012 in
New York City)
Moderator: John Bennett, McColl School of Business, Queens University of
Charlotte & GSAEC President
Panelist: Janet Harvey, president of the International Coach Federation (ICF);
Shawn O’Brien, vice president, Center for Credentialing & Education; Lise
Lewis, president of the European Mentoring and Coaching Council (EMCC);
and Laura Atwood, president of the Association of Coach Training
Organizations (ACTO).
2012: Creating awareness and effective communication as facilitative
executive coaching competencies - Reviewing literature to informal
practice and future research
Academy of Human Resource Development (Denver, CO. March 3, 2012)
Terry Maltbia & Victoria Marsick, Columbia University; Rajashi Ghosh; Drexel
University
8
9. Activities and Accomplishments…
Academic Conference Papers/Presentations
2011: Executive coaching style: In search of a taxonomy.
European Coaching & Mentoring Council’s Research Conference,
Amsterdam, Netherlands
Presenter: Bennett, J., McColl School of Business, Queens University of Charlotte
& GSAEC President
2011: If Coaching is the Answer, What is the Question?”
1st International Conference on Coaching Psychology hosted by the Interest
Group in Coaching & Consulting Psychology of the Society for Industrial and
Organizational Psychology of South Africa, Pretoria, SA, 26-27 May 2011
Skill Session Facilitators: Linda Page & Natalie Cunningham.
2011: Establishing trust and presence as executive coaching
competencies – Reviewing literature to inform practice and future
research.
Academy of Human Resource Development (Schaumburg, IL, CO. February
23-26 – Cutting Edge Best Paper Winner Award)
Terry Maltbia & Victoria Marsick, Columbia University; Rajashi Ghosh; Drexel
University
9
10. Activities and Accomplishments…
Academic Conference Papers/Presentations
2010: High impact coaching for organizational change.
Organization Development Network, Fort Worth, TX.
Presenters: Bennett, J., McColl School of Business, Queens University of Charlotte &
GSAEC President & Mary Wayne Bush.
2010: New developments in mentor training
9th Annual Coaching and Mentoring Conference, Johannesburg. 17 -18 March
2010.
Presenter: Hilary Geber, Wits Business School, University of the Witwatersrand
2010: New Perspectives in Executive Coaching
Academy of Management Conference, Toronto, Canada (August 9th)
Presenters: Ruth Orenstein (Former GSAEC President), Mary Wayne Bush, Ann Clancy,
Jacqueline Binkert & Linda Page
2010: Learning from Experience Through the Executive Coaching
Competencies of Listening and Questioning.
Academy of Human Resource Development (Knoxville, TN.)
Terry Maltbia & Victoria Marsick, Columbia University; Rajashi Ghosh; Drexel University
10
11. Activities and Accomplishments…
Academic Conference Papers/Presentations
2010: Raising the Standards for Executive Coaching Education
Conference Board The Executive Coaching Conference, March 28-30th, New York
City
GSAEC Panel: Ruth L. Orenstein, Psy.D., University of Pennsylvania | School of Arts
and Sciences; Natalie Cunningham, University of Witwatersrand | Wits Business
School; Terrence E. Maltbia, Ed.D., Department of Organization & Leadership |
Teachers College, Columbia University; Linda Page, Ph.D., University of Toronto |
Adler School of Professional Studies; John L. Bennett, Ph.D., PCC., Queens University of
Charlotte | McColl School of Business; Mary Wayne Bush, Ed.D., Moderator, Member
of Conference Board Executive Coaching Conference Advisory Board.
2009: Curriculum for an Academic Coaching Program
Symposium presented at the Academy of Management Annual Conference,
Chicago, IL,
Starr, L. M., Maltbia, T., Rogers, K., Brent, J., Brock, S., Bennett, J. & Orenstein, R. L.
2008: Is Executive and Organizational Coaching an Academic
Discipline?
Symposium presented at the Academy of Management Annual Conference,
Anaheim, CA,
Starr, L. M., Maltbia, T., Rogers, K., Brent, J., Brock, S., Bennett, J. & Orenstein, R. L.
11
12. Activities and Accomplishments…
Sample Peer-Review Articles | Dissertations
Bennett, J. L., & Bush, M. W. (2011) High-Impact coaching for organizational
change. International Journal of Coaching in Organizations
Bennett, J. L., & Bush, M. W. (2009). Coaching in organizations: Current trends and
future opportunities. OD Practitioner, 41(1), 2-7.
Bennett, J. L. (2006). An agenda for coaching-related research: A challenge for
researchers. Consulting Psychology Journal: Practice and Research, 58(4), 240-248.
Bennett, J. L., & Craig, W. (2005). Coaching eye for the OD practitioner. OD
Practitioner, 37(3), 29-34.
Campoine, F., & Awal, (2012). Life’s thumbprint: The impact of life experiences on
coaches and their coaching. Coaching: An International Journal of Theory,
Research and Practice, v. 5, no.1.
Deschamps B, Fatien P & Geindre S. (2010). "Accompagner le repreneur
d’entreprise : conduire, escorter mais aussi guider", 3, pp 77-88.
Fatien P. (2007). "Apports et limites de l’instrumentation des compétences
relationnelles au travail", spécial issue "Les relations interpersonnelles dans les
organisations: problème ou ressource ?", 279, 20p.
Fielder, J. F. & Starr, L. M. (2008). What’s the Big Deal? About Coaching Contracts.
International Journal of Coaching in Organizations, 6(4), 15-27.
12
13. Activities and Accomplishments…
Sample Peer-Review Articles | Dissertations
Geber, H.M & Visser, C.J (2012) Coaching and Institutional Support for Law School
Academics During Postgraduate Studies and for Increased Publications. The
International Journal of Learning. 18, (6) pp.173-186
Geber, H.M. (2010) Coaching for accelerated research productivity in Higher
Education. International Journal of Evidence Based Coaching and Mentoring. 8,
(2) pp. 64 – 78.
Orenstein, R.L. (2006). Measuring executive coaching efficacy? The answer was
right here all the time. Consulting Psychology Journal: Practice and Research.
Orenstein, R.L. (2002). Executive coaching: It's not just about the
executive. Journal of Applied Behavioral Science, 38, 355-374.
Orenstein, R.L. (2000). Executive coaching: An integrative model. Dissertation
Abstracts International, 61, AAT 9971459. (Winner of the American Psychological
Association, RHR International Outstanding Dissertation Award, 2001).
Page, L. J. (2009). Neurosocial dynamics: Toward a unique and cohesive discipline
for organizational coaching. International Journal of Coaching in Organizations,
No. 1, 104-137.
Page, L. J. (2003a). Adler and the profession of coaching, The Journal of Individual
Psychology, 59:86-93.
Stein, I. F., & Page, L. J. (2010). Graduate study in executive and organizational
coaching: Considerations for program development. Journal of psychological
Issues in Organization Culture, 1(3), 56-64.
13
14. Activities and Accomplishments…
Sample Book Chapters
Bennett, J. L., & English, J. (2011). Executive Coaching Style: In Search of a
Vocabulary. In I. O'Donovan & D. Megginson (Eds.), Developing mentoring &
coaching research and practice (pp. 82-96). Marlborough, Wiltshire: European
Mentoring and Coaching Council
Bennett, J. L., & Bush, M. W. (2012 publication pending). Executive coaching: An
emerging role for management consultants. In A. F. Buono (Ed.), Exploring the
professional identity of management consultants. Charlotte, NC: Information Age
Publishing.
Bennett, J. L., & Rogers, K. (2012 publication pending). Skill acquisition of executive
coaches: A journey toward mastery. In A. F. Buono (Ed.), Exploring the professional
identity of management consultants. Charlotte, NC: Information Age Publishing.
Campoine, F. (2011). Current Research on Coaching. In L. Wildflower and D.
Brennan, (eds.), The Knowledge Based Coaching Handbook. Jossey-Bass Business
& Management Series.
Campoine, F. (2011). The Reflective Coaching Practitioner Model In Supervision. In
J.Passmore (ed.), Coaching: Supervision, Ethics and Continuous Professional
Development. Kagan.
Campoine, F. (2008). Connecting the Dots: Coaching Research Past, Present and
Future. In D. Drake, D. Brennan and K. Gortz (eds.), The Philosophy and Practice of
Coaching. John Wiley & Sons.
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15. Activities and Accomplishments…
Sample Book Chapters
Geber, H.M. (2006). Mentoring black junior academics at the University of the
Witwatersrand. In D. Megginson, D. Clutterbuck, B. Garvey, P. Stokes & R. Garrett-
Harris (eds.), Mentoring in Action: A practical guide. 2nd edition. pp 94-101.
London: Kogan Page. ISBN 0 7494 4496 7
Harsch-Porter, Sherry (2011). Social Constructionism. In Wildflower and Brennan
(Eds.), The Handbook of Knowledge-Based Coaching, San Francisco: Jossey Bass.
Marsick, V. J., & Maltbia, T. E. (2000). The Transformative Potential of Action
Learning Conversations: Developing Critically Reflective Practices Skills for
Coaches. In J. Mezirow & W. W. Taylor’s (eds), Transformative Learning In Practice:
Insights from Community, Workplace and Higher Education, pp. 160-171.
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16. Activities and Accomplishments…
Books and/or Research Proceedings
Bennett, J.L. & Bush, M.W. (under contract) Coaching for change. New York:
Routledge.
Bennett, J. L. & Campone, F. (Eds.). (2007). Proceedings of the fourth International
Coach Federation Coaching Research Symposium. Lexington, KY: International
Coach Federation.
Campone, F., & Bennett, J. L. (Eds.). (2006). Proceedings of the third International
Coach Federation Coaching Research Symposium. Lexington, KY: International
Coach Federation.
Fatien Diochon, Pauline (2012). Le coaching dans les organizations.
Orenstein, R. L. (2007). Multidimensional Executive Coaching. Springer: New York.
Rock, David & Page, Linda J. (2009). Coaching with the Brain in Mind: Foundations
for Practice. Hoboken, NJ: John Wiley & Sons.
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17. Why Academic Standards?
Context
Popularity of executive and organizational coaching
Unregulated industry with inconsistent/various credentialing and
accreditation processes
Practice of professional associations certifying coaches and
accrediting coach training providers
Goal
Establish a peer-reviewed and agreed upon body of
knowledge to influence the eventual setting of standards for
graduate education in executive and organizational coaching
Partner with professional accreditation organization to ensure
separation in governance structure, clarity and market integrity
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18. Academic Standards
Four Board Objectives
Objective 1: Establish standards for the graduate
academic education of executive and organizational
coaching;
Objective 2: Stimulate a dialogue with graduate
academicians and their institutions around the world;
Objective 3: Test a set of standards within graduate
academic institutions; and
Objective 4: Co-design and implement an accreditation
process for graduate programs in the field of “executive
and organizational coaching” in coordination with a
professional accrediting organization.
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19. GSAEC’s FUTURE ROLE…
DO NOT DO
•Become a “professional •Maintain content stewardship
accreditation organization”
•Continuous research/refine
•Resource & time intensive
•Support “self-assessment”
•Crowded/competitive space
•Identify accreditation partner
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20. Section A Section B Section C Section D
Institutional Program Engagement & Quality and
Alignment Review Growth Sustainability
Standard #1 Standard #6 Standard #11 Standard #16
Program Mission & Curriculum and Professional Program Values &
Objectives Program Plan Practice and Ethical
Development Standards
Standard #2 Standard #7 Standard #12 Standard #17
Program Context Theory and Requirements for Faculty
Knowledge Coach Qualifications &
Supervision Supervision
Standard #3 Standard #8 Standard #13 Standard #18
Requirements for Core Coaching Requirements for Stakeholder
Admission Competencies Assessing Progress Relations (e.g.,
Students, faculty, etc.)
Standard #4 Standard #9 Standard #14 Standard #19
Program Coaching Cultural Diversity & Program
Administration & Process Individual Assessment /
Resources Differences Quality
Enhancement
Standard #5 Standard #10 Standard #15 Standard #20
Relationship with Business Contribution to Policies Regarding
Accrediting Body Acumen Body of Advertising &
Knowledge/Field Stating Claims
(Copyright 2011, Graduate School Alliance for Executive Coaching All Rights Reserved) 20
21. The Evolving Landscape of Coaching
Graduate School Alliance of Executive Coaching
Framing Break-out Exploration: Clarifying the Coach
Preparation and Development Supply/Value Chain…
Friday April 20, 2012
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23. “Action Research” Conversation
The Ultimate Question: What are the “returns” from coach education and training to individuals,
other stakeholders (i.e., clients, buyers, sponsors, etc.), and society (including the economy)?
Supply-Chain Characteristics Value-Chain Characteristics
Sources of supply/providers Time: Duration & Sustainability
Coordination of the flow of Quality: Effectiveness &
“materials” into and out of an Efficiency
organization (includes internal
work flows) Cost: Price & Use
Predictable and/or Enhanced Performance!
Guiding Questions…
Q1. Who are the major “players”/”participants of the coach
development supply chain? (Tip: brainstorm as many as possible)
Q2. What are their respective roles in adding value to the various
stakeholders? (Probes: What value do each contribute/indicators?)
Q3. What might a “map” of the coach development supply/value
chain look like? (with an emphasis on education and training)
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25. Learning: Key Distinctions…
Emphasis: Practical Application | Emphasis: Critical Thinking |
Capability Knowledge Exploration
Time Frame: Shorter Term Time Frame: Longer Term
Preparation for Specific Action Preparation for Life/Work
Aim: Help learners understand the Aim: Challenge learners to
“rules of engagement” and make- examine all options/possibilities
up of an externally developed via knowledge acquisition,
structure generation and dissemination
Assumption of Effectiveness/ Assumption of Effectiveness/
Approach: Acquisition of abilities, Approach: Push existing
related attitudes, & dispositions to boundaries, reconfigure the
promote confident action (i.e., intellectual architecture of a
description, observation & problem, challenge or
feedback) opportunity
Source: Michael E. Echols, VP, Strategic Initiatives, Bellevue University (Its Time for Companies to Educate, In Chief Learning
Officer, April 2012, p. 10); Christopher Winch (1995), Education Needs Training, In Oxford Review of Education (21, 2, 315-327).
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