Download - Acto Gsaec Overview April 2012 Final
The Evolving Landscape of Coaching
Graduate School Alliance of Executive Coaching
Organizational Overview
Friday April 20, 2012
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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
Topic Outline
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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
Mission and Purpose…
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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)
History and Organizational Profile
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Institutional Members
Auburn Theological Seminary
The Auburn Coaching Institute
College of Arts and Sciences
School of Human and
Organization Systems
Ross School of Management
and Leadership
Coles College of Business
University of Pennsylvania
McColl School of Business
Teacher College, Department of Organization & Leadership |
Columbia Graduate School of Business
University of Witwatersrand
Faculty of Leadership & Organization,
Development & Coaching (Canada)
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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
Activities and Accomplishments…
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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
Activities and Accomplishments…
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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
Activities and Accomplishments…
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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
Activities and Accomplishments…
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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
Activities and Accomplishments…
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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.
Activities and Accomplishments…
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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.
Activities and Accomplishments…
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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.
Activities and Accomplishments…
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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.
Activities and Accomplishments…
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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.
Activities and Accomplishments…
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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.
Activities and Accomplishments…
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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
Why Academic Standards?
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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.
Academic Standards
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GSAEC’s FUTURE ROLE…
DO NOT
DO
•Become a “professional
accreditation organization”
•Resource & time intensive
•Crowded/competitive space
•Maintain content stewardship
•Continuous research/refine
•Support “self-assessment”
•Identify accreditation partner
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Standard #1
Program Mission &
Objectives
Standard #2
Program Context
Standard #3
Requirements for
Admission
Standard #4
Program
Administration &
Resources
Standard #5
Relationship with
Accrediting Body
Standard #6
Curriculum and
Program Plan
Standard #7
Theory and
Knowledge
Standard #8
Core Coaching
Competencies
Standard #9
Coaching
Process
Standard #10
Business
Acumen
Standard #11
Professional
Practice and
Development
Standard #12
Requirements for
Coach
Supervision
Standard #13
Requirements for
Assessing Progress
Standard #14
Cultural Diversity &
Individual
Differences
Standard #15
Contribution to
Body of
Knowledge/Field
Standard #16
Program Values &
Ethical
Standards
Standard #17
Faculty
Qualifications &
Supervision
Standard #18
Stakeholder
Relations (e.g.,
Students, faculty, etc.)
Standard #19
Program
Assessment /
Quality
Enhancement
Standard #20
Policies Regarding
Advertising &
Stating Claims
Section A
Institutional
Alignment
Section B
Program
Review
Section C
Engagement &
Growth
Section D
Quality and
Sustainability
(Copyright 2011, Graduate School Alliance for Executive Coaching All Rights Reserved) 20
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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Conceptual Clarity…
Credentialing:
Umbrella Concept
Accreditation • Institutional
• Specialized
Certificate of
Completion
Certification/
Certify
Licensure
Learning Strategies
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“Action Research” Conversation
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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Supply-Chain Characteristics
Sources of supply/providers
Coordination of the flow of
“materials” into and out of an
organization (includes internal
work flows)
Value-Chain Characteristics
Time: Duration & Sustainability
Quality: Effectiveness &
Efficiency
Cost: Price & Use
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)?
Predictable and/or Enhanced Performance!
Sample Supply Chain…
Certification/
Certify
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Learning: Key Distinctions…
Emphasis: Critical Thinking |
Knowledge Exploration
Time Frame: Longer Term
Preparation for Life/Work
Aim: Challenge learners to
examine all options/possibilities
via knowledge acquisition,
generation and dissemination
Assumption of Effectiveness/ Approach: Push existing
boundaries, reconfigure the
intellectual architecture of a
problem, challenge or
opportunity
Emphasis: Practical Application |
Capability
Time Frame: Shorter Term
Preparation for Specific Action
Aim: Help learners understand the
“rules of engagement” and make-
up of an externally developed
structure
Assumption of Effectiveness/ Approach: Acquisition of abilities,
related attitudes, & dispositions to
promote confident action (i.e.,
description, observation &
feedback)
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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