3

Capture Context and Clarify Purpose

As noted in previous chapters, “there is a growing movement among organizations to develop a coaching culture as more companies realize the advantages of such a strategy” (ICF 2016, 3). In theory, this means that organizations of all kinds may be jumping on the coaching bandwagon. In practice, this means that some organizations will do so successfully and others will not. The differentiating factors are found in what we call context and purpose.

Consider the case of Michael. He is the CEO of a midsize not-for-profit. He travels frequently to meet with members and stakeholders and when he does, he uses his time to catch up on business articles, TED Talks, and other content outside his immediate purview. When he returns to the office, he tasks his senior team with implementing the new ideas he has read about.

Michael is bright and well intentioned. And he is driving his staff crazy. The truth is that Michael is not open to feedback, particularly when it is personal. He is in favor of change as long as it is someone else doing the changing. His staff knows this, so when he talks about his interest in creating a coaching culture, they are skeptical. Those who have been around for a while remember what happened when they shared their thoughts as part of a 360-degree feedback initiative. It did not turn out well for some team members. What Michael says he wants and what happens when he gets it are vastly different.

Given the context within which Michael’s team operates day to day, they are wondering about his purpose. What does he really want? How can they start a conversation with him to find out? What will happen if they honor his stated intention? How can they share their concerns and explore with Michael what will be different this time? Without additional clarification on context and purpose, creating a coaching culture in this organization is likely going to be an uphill battle.

Now, consider Curtis’s approach to coaching. Curtis took over as director of a key office within a government agency. He inherited a culture wherein people had been punished for sharing information and providing feedback, particularly to upper management. Curtis believed in communicating with all his employees and managers, and he purposefully set about creating a culture within which people would learn those skills and be safe in practicing them. He provided training for everyone. He began a regular series of meetings with his managers and supervisors and expected them to do the same with their direct reports. He created listening sessions and shared the outputs with everyone. He helped his team identify and share metrics of success, and then he supported them in making progress and celebrating along the way.

Curtis was open to feedback and openly shared what he was working on, personally and for the office. He explained why he was doing what he was doing. He involved others in his development and the development of the office. In this office, the leader’s “talk” and his “walk” were aligned. The context within which Curtis and his managers and staff operated was transparent and credible. Their intention was clear. Over a five-year period, Curtis and his team substantially transformed themselves.

Deconstructing Context and Purpose

Context describes the container in which coaching will be introduced and practiced in an organization. Purpose answers the question, “Why?” In the second example, context and a clearly defined purpose supported a coaching culture—Curtis shared his intentions and commitment, was open to feedback as a leader, proved himself to be authentic when he asked for information, shared information with managers and employees, made goals and progress discussable, and provided resources for his staff to grow and develop.

In the other example, context and purpose did not support Michael’s stated intentions. He was not credible with his staff—his actions were not aligned with his stated intentions. It is unlikely that Michael’s staff will fully engage in any effort that requires them to speak honestly and, in so doing, be vulnerable. History has taught them to play it safe, which is what they’ll do.

To successfully build a coaching culture, consider these five elements of context and purpose: expectations, readiness, fit, agreements, and data. Let’s take a closer look at each element.

Expectations

For a coaching culture to take root and grow in a healthy way, expectations must be made clear. What does the organization believe about coaching, and how knowledgeable and supportive are they of the coaching process? What biases exist within the organization and how will they help or hinder the coaching process? Will coaching be seen as a benefit or a punishment? How will leaders act in support of coaching? Who is eligible to participate in and receive the benefits of coaching, and with what intended results? What are credible measures of success within the organization? What information does the organization find credible? How will the information be gathered and shared, and with whom? Finally, how willing is the organization to let people change their behavior and see them in a new way?

These questions require answers so the organization and everyone within it knows what to expect. With answers, you can define everyone’s expectations about coaching. Some are even more foundational and are linked to the leader’s behavior. Michael and Curtis stated similar objectives, but their history and behavior sent a different message to their staff. Expectations have to be thought through so the context and purpose around the coaching culture is consistent, credible, and strong.

Readiness

As detailed in chapter 1, coaching is fundamentally about “unlocking people’s potential” (Whitmore 2011, 10) and “making progress towards a preferred future” (Matthews 2010, 5). How do you know if an organization or an individual is ready to do the work required to achieve those outcomes? To gauge readiness for coaching, start with some “why” questions:

• Why are you considering coaching?

• Why now?

Move on to some “what” questions:

• What results do you expect to achieve through coaching?

• What work are you prepared to do to achieve those results?

And finally, wrap up with a few “how” questions:

• How willing are you to take an honest look at yourself and the contribution you are making to your current circumstances?

• How willing are you to make changes?

• How will you know when you’ve achieved your desired results?

• How will you be in this new space?

When considering an organization-wide change, you should be able to clearly convey the rationale for such a change, linked to expected business results and outcomes. And you should be able to paint a clear picture of the resources that will be available to support people as they move in the stated direction. As with any behavioral change, creating a coaching culture will require energy and constant practice as you work to incorporate this new way of being. The tone and speed of conversations and the language being used will be different. Some people will feel exposed. Some people will feel empowered. Some people will opt out. Despite all the benefits of coaching, not everyone is prepared to go all in. Consider these examples:

These examples demonstrate the organizational and personal nature of readiness. An organization has to be clear and realistic about what it expects from coaching and how coaching fits with other development processes. Leadership has to act in a consistent, credible fashion. Individuals have to hold themselves accountable. Coaching requires courage on everyone’s part to explore strengths and consider areas to change or develop. Not everyone and not every organization is prepared to look at themselves in this way.

Fit

The extent to which an organization or an individual employee feels a connection with a particular coach can influence the quality of the work they’ll do together. This connection can also be described as “fit.” To assess your fit to coach another employee or a direct report, consider these variables:

• life experience

• coaching experience

• education

• style and personality

• credibility

• knowledge of the client’s working environment.

In addition to this partial list of variables, you will want to ask yourself, “Am I the best coach for this person?” “Can I help this person achieve his or her goals?” You may be an excellent coach. But if the fit isn’t there, you owe it to yourself and the other person to move on. Consider these examples of bad and good fit:

Whether the coach is internal or external, fit is critical to consider. Coaching work requires a strong partnership, which is served by paying close attention to the coach and client fit.

Agreements

In a formal coaching relationship with an external coach, the coach and client will likely have a signed, written agreement. This agreement will outline ethical considerations such as professional conduct, conflicts of interest, the parameters of confidentiality, and logistics such as the number of meetings, notice of cancellation, and commitment to raise questions or concerns. External coaches make clear the nature and boundaries of their relationship with their client. They create the space within which the coachee is supported and invited to engage in honest conversation and exploration of issues to support expressed areas of focus for growth and development.

In a formal coaching relationship with an internal coach, the coach also makes clear the parameters of the coaching relationship so that the questions she asks and the conversation she has with her client supports the client’s expressed areas of focus for growth and development. While the scope of the agreement may not be as broad as the agreement with an external coach, having a written agreement supports an internal coach in:

• punctuating the coaching relationship

• clarifying roles and responsibilities

• clearly conveying boundaries

• safeguarding confidentiality.

Often when reviewing the coaching agreement (Table 3-1) in an early meeting, the coachee may realize that he is not ready to take on the work and the responsibility that the coaching process requires. The person may have expressed an interest in coaching because he thought it was a way to “get answers” or because one or more of his peers had a coach. It is good to discover these issues early so that no one wastes anyone’s time.

Table 3-1. Coaching Agreement Checklist

The Coaching Agreement

» We will hold regular coaching meetings. » Example: We will hold meetings every two weeks beginning March 1.

» We will hold a minimum of six coaching meetings beyond the data feedback meeting. » Example: After the data feedback meeting, we’ll hold six coaching meetings by May 1.

» We will communicate outside of coaching meetings using phone and email. » Example: Between regular face-to-face meetings, we will return each other’s email and cell phone messages within 24 hours.

» We will use an agreed-upon protocol for postponing or canceling meetings. » Example: The client and the coach will give 24 hours’ notice for postponing or canceling a coaching meeting for reasons other than a personal emergency.

» We will use an action plan format for documenting actions and progress. » Example: The client will be responsible for the agenda at each coaching meeting. The coach will document client progress at each meeting following the elements of the coaching action plan format discussed and agreed upon.

» The coaching partnership is based on mutual performance expectations. » Example: The coach’s performance expectations are to support the client in progressing toward achievement of coaching objectives in improved teamwork and organization. The client’s performance expectations are to achieve measurable results as documented in the coaching plan toward improved teamwork and organization.

» The coaching partnership will measure results before and after coaching. » Example: A 360-degree survey method will be used for pre- and post-coaching data collection to measure behavior effectiveness of the coaching objectives.

» The coach will explore desired outcomes, fears, and feelings. » Example: The coaching conversation is a safe place for confidential dialogue. The coach will ask probing questions designed to inquire into the client’s reasoning, test the client’s assumptions, and surface beliefs, feelings, and ideas for action.

» The coach and client will set a protocol for handling problems. » Example: If the client or coach perceives any issue that adversely affects the effectiveness of the coaching partnership, both parties agree to identify the issue for dialogue. If mutual dialogue does not satisfy the needs of the client and the coach, they agree that the director of human resources may be consulted for further action.

» The coaching partnership is confidential. » Example: The coach follows the ICF ethical guidelines and provides a copy of these guidelines to the client. All coaching conversations are confidential except those conversation elements specifically agreed to by the client as not confidential.

» The client is ensured final decision making in choosing a coach. » Example: The client is given three potential coaches to interview. The client chooses the coach determined to be the best fit.

Adapted from Bianco-Mathis, Roman, and Nabors (2008, 36)

When the coach is also the client’s manager, a written agreement may not be commonly used. In this case, the manager and her employee will still want to talk through what they can expect from each other and how they might distinguish a coaching conversation from any other they might have. Some managers have found it useful to consider wearing different hats when they are coaching and using that language.

Managers have an inherent challenge in that their relationship with coachees is defined foundationally by the manager and direct report dynamic. In the role of coach, the manager will likely want to ask certain questions to spur the coachee’s thinking and to encourage reflection. The manager may want to be more directive, which does not support the coaching role. To convey clear signals, it can be helpful for the manager to describe what hat she is wearing when making a given request or asking a certain question.

For example, during a coaching conversation, a manager may experience resistance on the part of the coachee. After asking several questions, the manager may say something like, “I appreciate your intention to include the other team members in the final product. Because we have a hard deadline of Friday, I need to remove my coaching hat and put on my manager’s hat and ask you to move ahead with the input you already have.”

If coaching language is being used in many venues, including in casual conversations between peers within the organization, a written agreement is not likely to be created. In this case, peers can still ask whether it would be helpful for them to coach before jumping into that role. Consider these examples:

In these examples, the individuals have a clear, shared understanding of the way they are going to speak to each other. Whether the coaching agreement is written or unwritten, individuals must agree on their roles and the process through which they will demonstrate their support.

Data

Data serve to enrich the coaching process. Initial data collection can create a baseline from which you can measure progress. Ongoing data collection can reinforce progress and provide feedback to clients on their efforts. Personal preference, experience, and what is credible for the client and the organization will influence the extent to which you can collect data. Multiple data sources can inform and enrich the coaching process. Table 3-2 notes the benefits and shortcomings of these data sources. Data will be discussed in depth in chapter 4. For now, let’s consider three main sources of data:

1. the client

2. the environment

3. direct observation.

Table 3-2. Data Sources Benefits and Shortcomings

Data Source	Benefits	Shortcomings
The Client	» Easy access » Credible though limited source of information » Provides window into thinking » Coach can question data as related to stated objectives	» One point of view » Information shared through filters » Picture is likely incomplete
The Environment	» More complete information » Opportunity to bring the environment along » Demonstrates openness	» May raise conflicts or inconsistencies » Creates expectations
Direct Observation	» Coach can share information in the moment » Client can consider any gaps between intention and impact » Client can reword or rethink the approach » Coach and client can have a rich conversation with real-time data	» Requires skillful feedback » Opportunities to observe targeted behaviors may be limited

The Client

Throughout your relationship, your client is your primary source of data. Energy level, tone, pacing of speech, focus, and reactions to topics being discussed reveal the client’s perspective. In addition to the content of your conversations with the client, you will have the opportunity to have the client:

• Complete self-assessments.

• Read and comment on books, articles, TED Talks, and other content.

• Keep a journal of reflections and report on lessons learned.

Because you follow the client’s agenda, it makes sense to keep the client front and center regarding the information you collect and use.

The Environment

A secondary source of data is the environment. If you are an internal coach or the client’s manager, you will have ongoing access to people who interact with the client, such as other staff, customers, suppliers, and members. If you are an external coach, you may have an opportunity to:

• Interview colleagues and others.

• Read performance appraisals.

• Review sales, service, or performance data.

You may find that information has been shared honestly with your client; sometimes, that is not the case. Creating a credible source of feedback and clear, agreed-upon measures of success sets your client up for a positive outcome. If the client agrees to involve his environment, employees can demonstrate their openness to feedback and the coaching process by inviting others to share their thinking. If they choose to do so, they can then go back to those participants and divulge what they are working on and ask for periodic feedback about their progress. Being open about work in progress demonstrates a strength and willingness to hear and act on feedback. The effect is to “bring the environment” along in viewing the client in a new way. No matter what individuals think about someone, when they are asked to participate in this process, they invariably respect the courage being demonstrated by the person in soliciting this information.

Direct Observation

At a minimum, you will be able to consider your client’s behavior when you are meeting. If you are meeting in person (or through Zoom or Skype), the client’s body language and all nonverbal cues provide a substantial source of information. You will experience in real time what your client says and does, how she processes information, and how she comes to conclusions, and you will be able to observe these behaviors and ask questions to help her consider her thinking and impact. Consider this example:

Creating and Holding the Space

In addition to the elements of context and purpose noted in this chapter (expectations, readiness, fit, agreements, and data), there is one additional element that has a powerful impact on any coaching experience: the way you view yourself and others has a tremendous impact on your effectiveness as a coach. This is true whether you are an external or internal practitioner, a manager coaching an employee, or a peer coaching a peer. Before your first coaching conversation, you have to be clear about your beliefs in regard to coaching and what you intend to accomplish. As referenced in chapter 1, who you are affects your language and your conversations with others. Your mindset is foundational in creating an effective coaching space.

Making It Real

In this chapter, we reviewed the elements of context and explored their impact on a successful coaching experience. Think about your organization (or a client organization) and consider the following questions:

1. What is your organization’s perception of coaching?

2. How credible will employees find an effort to create a coaching culture?

3. How would you rate your organization’s readiness for coaching?

4. How might you introduce coaching into your organization?

5. In looking for external coaches, what aspects of “fit” will be most important?

6. What types of data will be most credible for employees and managers in your organization?