The #1 reason coaching fails to contribute to the bottom line

Why coaching fails more than it succeeds

Over the last couple of weeks I have been increasingly aware of the fact that coaching is seen as a panacea for people development, and yet each article I read seems to say very different things. Then last week I received some feedback on our “ready to use coaching training pack” (Manager as a coach) from a purchaser. Judging by the time to purchase to complaint they could not have read the materials however, feedback is feedback.

Let’s start here, the actual feedback I received is as follows (unedited)…

“I just purchased this Coaching Skills for Managers a few minutes ago and it is not what it appeared to be. The title is Coaching Skills for Mangers but the materials are about Coaching and Managing ASSIGNEMENS? This was very misleading as most Coaching Skills for Manager type classes are about learning better Leadership skills. Additionally, there was only 8 power point slides. I paid for (only) 8 slides?”

Let’s take these points one at a time:

1. “The title is Coaching Skills for Mangers but the materials are about Coaching and Managing ASSIGNMENTS?” –  in our understanding of coaching (internal rather than external) for managers is that the aim is that we coach people to achieve a given output, outcome or deliverable. For our convenience and clarity we call these “assignments” or outcomes – the tutor / leaders guide clearly helps the course leaders to help managers identify what is appropriate
2. “Coaching Skills for Manager type classes are about learning better Leadership skills” – yes coaching is a leadership skill, but a course on “coaching for managers” is exactly that – a course to help build the coaching skills in managers and leaders. Coaching is not a “catch all” title for the development of leadership or management skills. It is but one tool in the toolbox.
3. Coaching is NOT just about leadership skills – it is a way of engaging, developing and motivating people.
4. There was only 8 Power-point slides – unless you are into “death by Power-point”, less is more. Our course notes are for a 6-8 hour day long WORKSHOP, and contains case studies, discussion and practical sessions. If we measure the “value” of a course by the number of Power-point slides then are we talking about training or lectures?

There are some that would argue you cannot train coaching – it should be coached – so no visual aids are required at all!

Soon after this email I read a blog post by Exemplas entitled “Coaching – are we all talking about the same thing”. In this piece they point to a CIPD survey on work place coaching where the findings from a comprehensive survey showed that the majority of coaching taking place is by line managers as part of their management & leadership role. The survey also highlights that Coaching as a vehicle is now the primary training and development tool, and most often driven not by external training professionals, but managers with coaching skills. However there appears to be considerable variances in what coaching is and is not.

Internal or External Coach

The skills needed by an external coach are very different from those required by the line manager as a coach. I just hope that when people talk about coaching they clarify what they mean and the nature of the relationship between the person being coached and the coach themselves.

Different types of coaching

Our article http://rapidbi.com/management/different-types-of-coaching/ outlines several of the main types and their differences.

In his blog Keith Rosen provides the following top ten reasons why coaching fails:

The Top Ten Reasons Why Coaching Fails When Managers Attempt to Coach Their Team

1. 1. Coaching in your own image. I already know the ‘right’ way which has always worked for me. So if I were you, I would do it this way.”
   2. Poor positioning. How did you set the expectations of coaching?
   3. Past experiences. “I’ve already tried to coach my people. It didn’t work.”
   4. Inconsistent coaching and support.
   5. No training: The manager is not trained in coaching.
   6. Event based. The coaching is event based rather than culturally based to ensure long-term consistency.
   7. The manager assumes they have the trust of their staff.
   8. The manager is coaching the wrong people. “I only coach the under performers and leave the top performers alone.”
   9. Investing the right time with the wrong approach or conversation.
   10. Toxic management style.
       1. Reactionary
       2. No patience..
       3. Managers not modeling it, walking their talk

So why does coaching fail?

Simple – definitions of what it is… and what it is not are rarely stated, with many people believing that it is “common knowledge” what coaching is.

And secondly inconsistent approach with poor skills.

 

A high performing individual does not make a good manager/ team leader

How does your company select its supervisors, team leaders or managers?

More often than not, the “best” technical person in the department is selected to both aid their retention and to solve a “gap” in the organization. This is fine in theory – but in practice will fail more than it succeeds.

The skills and attitudes required to be an effective team leaders or manager are very different from being technically competent. Indeed one may argue that know HOW to do the job may be a disadvantage in managing a function. the individuals comfort zone is “how” not “what”.

The primary goal of most team leaders and managers is to get the task done to a time scale and quality. If the staff working for that individual are not efficient or competent the easy solution for the inexperienced manager is to do the task themselves.

Preparing individuals before a promotion can be one of the most essential steps we take. This could mean training, shadowing, coaching or mentoring – or ideally a combination! Mentoring by both internal and external resources can be an effective part of a development and succession planning strategy.

 

Escape route

Just because you go-ahead with the promotion does not mean to say it will work. Ensure the individual has a face saving route back to their original role if things don’t work out. this is a win:win for both parties.

The worlds toughest job

Having your first management job managing your former peers is a much harder job than people realize. For as that “first line manager” you are no longer part of the “workforce” as seen by your former colleagues – you are part of management, and from the manager point of view you are not part of their team either. Its almost as lonely as being the CEO – a factor rarely talked about in training.

When promoting people internally make sure you provide the real support they need to give everyone the best opportunity of success. Remember that productivity or staff engagement MAY go down while everyone adjusts to their new role.

 
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History of Coaching – A True Insight into Coaching

History of Coaching

Coaching is everywhere. It is the hot topic of management, leadership and people development. This article explores the history of coaching through the ages.

There are as many forms of coaching methodologies are there are coaches, so is there a “right” way? Or is the term “coaching” a generic word for one-to-one guidance, help or support?

A True Insight into Coaching

The origination of the term ‘Coaching’ started in the later part of the 1880s and this term has been mostly associated with the sports profession through its varied forms. The first thought which rushes to our mind when we think about coaching is about sports coaching as this profession is very well-developed in the sports arena. The term ‘Coach’ was initially started in 1830 and the Oxford University put forth the meaning of this term as slang for a tutor. Coaching can be defined in several ways and methodologies depending on the area where it is utilized but the need is to define it in layman’s term so as to understand the gist of the subject. A very simple definition to this broad term is the fact that Coaching is a true methodology which concentrates on directing, instructing and training either an individual or a group of people with the only aim to attain certain goals and objectives.

Coach –

Meaning “instructor/trainer” is c.1830 Oxford University slang for a tutor who “carries” a student through an exam; athletic sense is 1861. The verb is from 1610s, “to convey in a coach;” meaning “to prepare (someone) for an exam” is from 1849

 

Coaching through the Ages

The emergence of coaching was a very gradual and slow process and there are several theories which support the initiation of this methodology and the Grounded Theory of the Roots is one significant theory which commemorates the foundation of coaching. Strong roots of coaching have been noticed in several perspectives such as psychology, social sciences, business and several others. Let us split up this journey into the significant time periods in which this method emerged into a major stream as in the current times.

History of Coaching – Prior to 1900

During the end of the 18^th century and towards the start of the 19^th century, it was noticed that philosophy emerged as a separate branch from social sciences and thus exclusive studies were carried out to study the intricacies of the human society and the individual as such. Psychology emerged in its initial form during this period wherein which there were vague descriptions of mental functions and perceptions. In 1879, Wundt and James carried out exclusive work on philosophical traditions and during this period, psychology did experience growing pains just as what coaching seems to be experiencing as of now. The contemporary branch of modern management certainly had its roots put out in the 19^th century and it was towards the middle of this era, that theories and structuring such as training, motivation, organizational structure, etc. were laid out and brought to notice during the industrial revolution. Personnel management also emerged during this period along with consulting and it was in between 1880s to 1950s that the first variety of management consultants came into picture. There were not many changes which occurred in other disciplines during this period such as sports, performing arts or also in the field of education.

History of Coaching – 1900s through 1920s

This was the period for technological advances and the scientific perspective was at its peak at this time. In fact, you can even perceive that the root disciplines of coaching were even founded during this period. Industrialization took an advanced turn during this period and the discovery of the theory of relativity in physics played a great role during this time. In fact, this time was actually referred by Goldman as a ‘shift from mechanical model to the organic model of the world’. Freud who took up an enhanced interest in Psychology became the first person who interpreted psychotherapy during this time. By the end of this century, there were five sub-disciplines from psychology which is a huge achievement in itself. From the 1900s, there was a marked difference in how managers utilized scientific theories in managerial functioning which was to a greater degree in response to Industrial Revolution which certainly demanded work specialization, unity of command, proper hierarchical chain and coordination of activities. In fact, in the 1910s, one observed scientific and classical management perspectives started to emerge and in the 1920s, the human relations movement also initiated. The famous Hawthorne studies were developed in the 1920s and business theories and practices also started adopting psychological theories and models to run the business.

History of Coaching – 1930s through 1950s

Advances in technology continued during this period as well and objects of modern production started invading our lives and almost all the aspects of life such as management, education, consulting and even development started to accept the military model of control and command. This time period actually saw a difference of opinion in the field of psychology and in fact many of the Freudian theories were opposed during this period. The second force of psychology, Behaviorism, also rejected the theories of Freud and actually offered an empirical approach through scientific methods. In fact, the emergence and establishment of behaviorism during the 1910s to the 1950s was as a reaction to the Freudian theories. It was in the 1950s that Maslow and Rogers came up with a humanistic approach in psychology which is known as the third force of this sector wherein personal and phenomenological aspects of human experience were given great precedence. During this time, Perls also popularized the Gestalt therapy and Cognitive psychology also took shape during this time.

History of Coaching – 1960s through 1970s

The humanistic movement took place in the 1960s and it advised employers that people need to be treated well and it was during this period, that there was predominant importance attributed to coaching in business literature as well. In fact, references to coaching evolved out from human resource journals and started appearing more in training and management journals. In the time period from 1960 to 1979, 15 of the 23 articles written on the topic of coaching were published in training journals. Coaching began to get primary importance and there were four management books which were published on coaching and the main subjects captured in the essence of these books were on how managers can utilize coaching to improve performance. Before the 1970s, the term ‘Executive Coaching’ was not in use but rather the term ‘Counseling’ was exclusively used in the business domain. Initially, companies used to recruit Counseling executives who were like psychologists so that managers could have one-on-one sessions with them. The coaching approach was later introduced and was unanimously accepted in the business use.

History of Coaching – 1980s

It was in between the 1970s and 1980s when the United States understood the potential of the coaching process in the business sector and concluded that coaching is essential to support and aid managers so that they can attain their performance requirements and can also contribute directly towards the survival of the business. It was Kinlaw who emphasized that all forms of coaching necessarily includes two main features which are one-on-one conversations and concentration on performance or subjects related to performance. In Britain, the subject of coaching received a fresh meaning and referred to the process wherein which you can conduct direct discussions with your colleagues in an attempt to solve problems and thereby complete the required tasks. Coaching and counseling were often used interchangeably. The 1980s definitely saw the growth of coaching and its complete domination in to the business literature. Discipline journals greatly accepted the success of coaching and published numerous articles on this concept and it was during this time as well that the inception of coaching was traced to its roots of leadership development training and management practice of learning skills and understanding. Even the collaborative model of consultation was referred to have certain similarities to that of coaching.

History of Coaching – 1990s through 2004

It is surprising to note how the concept of coaching progressively spread during the nineties and references to coaching were continuously mentioned in journals and the increase of such articles drastically increased during this period. The development in the coaching industry has been tremendous and has reached a maturation level during this point with respect to the accumulated coaching experience, increase in the number of coaching professionals in various arenas and the enhancement of sophistication in management and human resource professionals. Several coaching books hit the market at this time and journal articles written on coaching started getting flooded in the various publications and this number rose drastically in the early 2000s. 39 books on coaching were also published in the 2000s and contributed heavily towards the strong development of coaching. Whitmore in 1992 his book “Coaching for Performance” popularized the GROW model and made coaching more accessible to the workplace.

History of Coaching – 2004 to 2010

In the recent years, the sphere of coaching has adapted several models wherein which the root disciplines of coaching can be employed in the various business sectors and theories in the psychological section have been exclusively utilized for the purpose. There were also influences of coaching from disciplines such as sociology, linguistics and anthropology and the coach-client relationship is being extensively studied and monitored as well. Business coaching has become a must in the corporate world and companies understand that they cannot progress in the correct direction without including coaching in their development. Organization psychology further strengthened coaching by offering numerous strategies and also supported developmental counseling for key management personnel.

As we can see coaching is not new, we do not need “specialist” training or accreditation, what we need is experience.

References used include:

The Inner Game of Tennis By Tim Gallwey 1974
The Power of Positive Thinking By Dr Norman Vincent Peale, first published in 1952
Freedom and the college By Alexander Meiklejohn 1923
Coaching for Performance By John Whitmore 1992
Educational review, Volume 60 Doubleday, Doran, 1920 Vols. 19-34 include “Bibliography of education” for 1899-1906, compiled by James I. Wyer and others
The Journal of the National Education Association, Volume 1 National Education Association of the United States, The Association, 1916

New Management/ Leadership & Coaching Models

More… more… you wanted more so here they come…

Thanks to the success of our 100 management models, RapidBI is proud to announce the launch of set #2 – another 100+ management models. Again in a simple graphical form you can use in your presentations and training courses.

As 2010 is almost upon us the old set have been updated and refined. A new cleaner style has been developed by one of our designers.

The new set contains more models covering:

• Management
• Leadership
• Training
• Learning
• HRM
• Change management
• Project management
• Talent management
• Brainstorming
• Organizational Development

Purchasers of the current set will be sent a discount code to purchase set 2 early in 2010 – so watch this space.

Also being developed to show off these models and graphics is a new gallery – come back just before Christmas

In addition to this exciting addition to our downloadable products, RapidBI will be launching an e-book which will contain not only 50+ of our most asked for models, but guidance as to how to use the models in your practice. Watch this space.

What is happening in the world of L&D (Training)? Is it changing?

Experienced L&D people are bleeding out of organisations and going freelance

While talking to a colleague, he confirmed that there appears to be a trend in the training world at the moment. This trend is supported by the change in readership of both my site and blog are getting.

Here is the thought – I’d appreciate your views on this:

Experienced professionals are leaving organisations and going freelance, leaving behind managers and less experienced individuals to carry on delivering.

The evidence:

Times are tough for many organisations and firms are looking to reduce costs. Learning and Development (Training) is seen as a “luxury” so cuts are targeted. People with experience and significant qualifications and competence are seeing the opportunity to take redundancy and “go freelance”.

At networking events there is a distinct increase in the number of “new” coaches and trainers – mainly coaches!

On forums and online networks, there is a trend for a lot of self promotion, and on the whole it looks like people new to the industry, rather than established people “desperate for work”. This activity I have seen on a number of forums and discussion groups I moderate (TrainingZone and LinkedIn)

Types of articles being read. There is certainly (on this site) a trend towards some of the basic articles on “basics of training”, the How to… type of article. The reading numbers for these have gone from 10-12 a day to 30-50, for each article. The numbers here are going through the roof. The extent to which this is L&D professionals looking to information, or people from outside L&D (managers) I do not know – maybe I should add a poll to the site… now there is a thought…

E-Learning

Are those colleagues left behind looking to e-learning as a cost effective way of meeting their organisations needs? certainly, some of our advisers have just undertaken significant contracts providing “Instructional Design” expertise to some of the UKs biggest E-learning providers, as they have a large and growing order book.

Is it that E-learning is more effective? or because it is easier to purchase? E-learning is great for knowledge based acquisition, but not effective (at the low cost end) for behavioural change and improvement. It also requires little skill from the purchaser to have a product, as the role of the “training professional” is to write the basic spec and project manage, not to look at the design itself.

Coaching

Why are so many people leaving industry and setting up as “coaches”? Why are so many people still confused by coaching? Well this latter question is harder to answer – why are new people going freelance and calling themselves “coaches” – simple.. research being published by organisations like the CIPD show that coaching is on the increase, and must be in demand. over the past 2-4 years many people have completed “accredited” and prestigious coaching courses so deem themselves ready for the coaching market.

The CIPD reports says that “90% of organisations now use coaching” which in the context of “Coaching at work” is correct – coaching as a MANAGEMENT STYLE is prolific and has been encouraged. However the growth of the executive or performance coach market (from a purchasers point of view) has not increased at the same rate. Indeed one-to-one coaching seems to be on the cost cutting list. Coaching at work and employing external coaches are not the same thing.

People that call themselves “coaches” but actually deliver “training” are doing themselves and there clients a disservice.

Sustainability

Sustainability needs to be maintained both within the organisation, sustainable standards, skills abilities etc, and in the market place. If too many people pitch for the same work, then often the purchaser will use price as a differentiator. This is not healthy for either side in the long run. A freelance individual must have a sustainable business model, and client organisations must have a sustainable supplier. If you are paying £100 for a current service – what will you do when that provider goes bust – and the going rate is £1000? How long will your budget last? 

Outsourcing

One advantage of outsourcing e-learning is that the activity can be done anywhere in the world. India and other parts of the world have high quality software people, but English and grammar is not as good as many of us require it to be. Outsourcing has its own dangers.

Conclusions

When looking to cut costs – be careful what the “price” is of that activity – better to get added value than a “lower cost”.

While an experienced L&D professional my look expensive on the budget sheet, what is the overall saving they are providing your organisation over a year? The purchase of one wrong. ineffective training intervention can easily outweigh the salary and benefits package of a good performer.

Coaching model – Skill vs. Will

picture of Management and leadership coaching model - skill and will

Introduction:

The Skill vs. Will matrix is a management tool (made popular in “The Tao of coaching” by Max Landsberg) used to determine what the best management approach is for a given staff member, based on two metrics: their level of skill and their level of will.

The skill vs. will method will help you answer two simple yet important questions:

How much can that person rely on his or her skills to complete the task?

How much does that person really want to complete the task?

 

The management approach that is most likely to yield satisfactory results may depend on the answer to these two questions.

 

Pros:

The principle of the skill vs. Will matrix is relatively simple and accessible. Any manager with good people skills should be able to use the matrix and determine the style that best suits his employees. It is therefore a very good first step toward good management because it starts with an assessment and provides clear guidance on what to focus on.

Another interesting aspect of the method is that it encourages the manager to push their employees toward better skill and better will.

 

Cons:

A common risk of the Skill vs. Will matrix lies in the assessment of the worker’s strengths: it is very easy to let prejudice bias that first evaluation. Given that the manager will base his whole coaching approach on that first assessment, it is critical for it to be fair and balanced. What you want to avoid is to apply the wrong management method, which can impede the progress and results of the employee and/or set unreasonable goals.

 

Summary:

When you are a manager trying to have someone achieve a specific goal, it is crucial to understand where that person stands and what it will take to get the results you need.

It is particularly interesting when you are setting multiple goals for an employee, because their level of skill and will is more than likely to differ from one task to another, and this method will help you adapt your management style depending on the task at hand.

 

Supervise and Excite: Low Skill – Low will

Low skills and low willingness to succeed is a tricky combination. The manager’s role is crucial and will consist in both taking charge and inspiring. Supervision implies solid guidelines, control and decision-making, is time-consuming and should ideally be viewed as only temporary.

 

Coach: High Skill – Low Will

Coaching is mostly a motivational role: the skills are there, and a manager must now instill confidence and enthusiasm in the worker. Decision-making is still very much the coach’s responsibility, but communication will be the key. A coach should aspire to have the employee take charge eventually.

 

Support: Low Skill – High Will

This situation could for example occur with a new recruit eager to get off to a good start and make a good impression. The coaching style is mostly aimed at directing and channeling the worker’s actions and supporting him/her in his/her decisions.

 

Delegate: High Skill – High Will

This category, the “star”, seems like the most straightforward to manage: the manager gives a lot of leeway and responsibilities to his or her employee, and gets involved when called upon. It is an opportunity for the worker to develop and work his way up. For that reason, the manager should still follow closely the evolution of the employee, in order to set challenging goals and make sure to maintain a high level of motivation.

Reality Coaching – Coaching Motivational Presenters

Introduction

I received a phone call asking if I was available to coach a pair of TV personalities preparing to deliver a high profile motivational seminar.  

The pair had been asked to run an event together and the rehearsals were not being as successful as they had hoped.

Let’s get to know the clients:

• He had been a presenter on terrestrial TV for some time and a motivational speaker, he was very successful. Let’s call him Joe.
• She was a sports coach and motivational trainer who had recently moved into mainstream TV work, let’s call her Anna.

Anna & I had worked together in the past when I had been asked to model her presentation style and train others to her level.  I had seen Joe but never met him.

 

The Situation:

Joe had a slick presentation prepared with all the visuals and VT (videotape) you would expect of a world class presenter.  He had the script, could present it with passion and enthuse people to take steps towards their own success

Anna on the other hand preferred to work with no script – and to ‘wing it’.  She is a pragmatist, she likes to play and dislikes too much structure.  I had worked with Anna a year or so earlier when I was asked to ‘model’ her style and workshop content and design a programme to train others to run this high energy and motivational day long seminar.  So I know how Anna likes to work.

The styles just collided.

 

My Role

I was asked to attend one of the rehearsals and then provide feedback about their performance.  This was designed as a one off coaching session.

I remember sitting through the first run and making copious notes – they wanted me to see the whole thing in its current form before making any comments or providing any feedback. When coaching people it is vital to know ‘where they are now’ so many coaches focus on where they want to get to that knowing the starting position help me to understand their strengths.

At the end of the first run they both left the room for a while, this left three of us. Divina (Joe’s manager) Joe’s agent and Anna’s Father.  The lady to my right (Divina) said “well what do you think?”  I paused for a moment and gave my view of the presentation and what would in my opinion make the whole thing more powerful.  I also made some comments about Joe’s and Anna’s style.  Divina said “no one has said that about him before – that’s very interesting”.  We chatted about style, impact and the purpose of the presentation and what they thought I could offer.  Joe& Anna returned some time later – Joe introduced himself and said I see you have met my wife – Divina. Whoops I thought.  Divina replied “yes we have been introduced – I think Mike can help us… a lot”.

Had I have known that Divina was Joe’s husband I would have said what I said in a much more guarded fashion – that taught me an important lesson that afternoon – say it like you see it.  I am not sure that at up until that time Joe had bought in to me being there – Anna said I was there for her (I found that out later too!)

The first interaction

Mike	Joe when you are working like this what makes you comfortable?
Joe	I need to know what is happening, I am not very creative and know that the script I have is well written and interesting.
Mike	So you believe that people are engaged by the script you have developed?
Joe	Yes – it has worked for me so far
Mike	Why do you need to change? Why work with Anna?
Joe	This client wants someone who will allow the messages in the presentation to be taken to the next level, I can’t do that – Anna can.
Mike	So you need Anna to interject in the presentation with “how you can use this ‘skill’”
Joe	Yes – she can do that so much better than I can, Plus I think the contrast of styles is refreshing.
Mike	For who?
Joe	For me certainly and I think the client will love it – I know they will – we just need to get the formula to work well.
Mike	What one think will help you?
Joe	Anna sticking to the script…

The above dialogue is an example only not a true record of the session

  

The discussion with Anna was very similar – but opposite!

  

I spoke to Joe for a while and discovered that he was really uncomfortable with Anna not running to a given script, it made it difficult for him to know when his cue was to progress with the next section

  

Anna likes to be spontaneous; she detests being ‘constrained’ by a script.  I spent some time with Anna and pointed out that to some extent she always worked of a script – all be it in her head as opposed to a written one.

  

Creating the Goal or Vision 

Joe, Anna & I sat for a while and explored what success looked like for this presentation – both have very highly tuned visualisation abilities and this was the fastest visioning session I have ever experienced.

We ran a few parts of the presentation with Joe working ‘free wheeling’ and Anna to script – both were uncomfortable.  Joe was more engaging than he had been, the presentation was wrapped in a real passion, yet he was uncomfortable, too uncomfortable to do such a high profile event this way.

Then I changed track – I asked them both to start using the start and finish paragraph of each section, this provided Joe with the structure he needed and Anna with the permission to ‘do her thing’.  It worked very well.

By this time several hours had passed and we were all very tired.  We had a short debrief and agreed that Joe & Anna would have another day of rehearsals later in the week; the main presentation was not for 3 week so we all had time.  They were going to see how it went and then if necessary I would be called for another session the following week.

The following week I had a call from Joe; he thanks me for the input and structure – he said the rehearsals went very well – he thought her performance had improved and that they were ready for the ‘big day’.

  

Key gains for the clients (as stated by both at the time and Anna in later discussions)

• Being prepared to go out of their comfort zone
• More confident attitude to flexibility & change (for Joe)
• More confident attitude to structure and predictability (for Anna)
• The ability to focus on here & now and using emotions to engage people in a powerful way

Further learning opportunities

• To practice the fluid changes from one presenter to another
• To learn how to ‘be in the room’

Results

The first delivery of the new format motivational presentation for a major international blue chip company went very well.  They had been invited back to run the session again for others in the organisation and have since run the presentation for other organisations.

 

This article is © Mike Morrison 2006-2009 All rights reserved. If you wish to circulate this article please contact the author via this site – no reasonable request refused.

The Names of people, times and places have been changed to protect my clients.

Reality Coaching – Life Coaching

Ok so you have done your training and in so doing bought your coaching toolbox, now how do you use these things?

Before we get into the meaning of life (coaching) lets go back in time a little.

One day while sitting in the office you suddenly notice that the world is talking about coaching. Over the coming days, weeks and months your interest grows, you start searching the web for training, information and ideas. You may even post a request for help on an industry based networking forum.

WOW then it hits you. This thing is huge. You hear conflicting comments from all around you. I went to xyz school of coaching and it has changed my life! No abc are much more practical. NLP is the approach all coaching is based upon, don’t waste your time and money on the coaching schools learn NLP. Jo Bloggs is a fantastic coach she taught me all I know give her a call.

And just to make matters worse, if you want a qualification to help others recognise your new skills, well there are no agreed standards, although as the years go on they are beginning to align (a little!).

Well who is right? – they all are! Who is wrong? Unfortunately all of them. Most providers programmes are based upon one methodology or model for development. Many are based upon the therapy models or from the basis of Solution Centred Counselling. Other providers rename their existing training provision to xxx coaching and re-brand their previous offer often without updating the content.

Interestingly many companies that have profiling tools are now re-focusing their marketing material towards the coaching arena. I am sure each tool, instrument and psychometric has its value and its place. None of them however is the Swiss Army Knife of the coaching diagnostics world. Each has its strengths and weaknesses. Appropriate uses and inappropriate uses. You would not use a fruit knife to cut bread would you…? Every tool is designed for a particular purpose – if that is the tool you need great.

The very best
Ok so what are the strategies, methods and techniques used by the very best coaches? To understand how they work we need to explore where and how they operate. Many coaches work exclusively in one arena, be it a sport, management performance etc. others work with anyone who wants to improve their performance. Some work with individuals in companies as the organisations last attempt at performance change before they start the disciplinary procedure for non-performance.

Additionally many coaches have appropriate diagnostic tools to their area of specialism. For those of us that operate across many sectors we have a range of tools to select from based upon the needs and preferences of the client. My father who was a cabinet maker, always used to say always pick the right tool for the job, use the wrong one and expect a poor finish. This is as true for personality tools as it is woodworking tools.

Now if you are working with athletes or individuals from the media, then you may get away with one approach to coaching. If you operate within one of the coaching franchises (most are Australian based) then you will coach to a set of procedures and follow a protocol. Many of the coaching schools have a system of model and you are taught to use it very effectively, Few use a broad range of approaches to identify where the client is now and where they want to get to.

It is easy to use one set of tools and their importance is reinforced by success after success, however it is easy in these situations to build up habits. Habits of practice. Habits of OUR behaviour, not related to the needs of the client. The ability and willingness to be flexible and adaptable is paramount to success. We need to react to our clients, their needs and the environment. It’s not about change for change sake – but change to give our client and ourselves the very best shot at achieving their stated goals.

There is one other common factor that all great coaches have… passion. Bucket loads of it. It’s about emotion, success, action and belief, total belief. The desire to help others is paramount in their words and actions. It’s about helping people be the best they can be, with the resources they have and the amount of effort they are prepared to put in.

The universal solution?
There is one coaching tool that most if not all successful coaches’ use: Goal setting. The very best use this on two levels:
What to I (the coach) want to get out of this relationship – how do I want to feel at the end of the programme? How will I know?
What does the client expect to achieve out of this relationship? How do they want to feel at the end of the programme? How will we know?
In addition both the coach and individual need goals and objectives for EACH session as well as the overall goal. The coach should check for validity of each sessional goal in the context of the overall goal of the programme.

It is important to keep focussed on these at all times.

The second universal tool – the reflective question
Many schools of coaching teach this method. Some teach this as the exclusive tool to use in a coaching relationship. The premise here is that the individual has all the resources they need to solve the problem, and the coach’s role is to tease this out of them.

NO! while this is a very powerful technique and for some things it is very effective. However it fails to work when the individual is working out of their understanding or knowledge base. For example, if an individual needs help with a behavioural issue within the workplace, one reason for them not adapting and changing is that they simply cannot see how they are behaving inappropriately OR they have no reference to base their learning upon. In these cases the individual needs specific help.
A solution. How we support them in the implementation of that solution may be through reflective questioning, or indeed role plays or many other approaches.

The third universal tool – a programme of 6 sessions (or a year long programme)
Ok now this one I cannot understand. How without meeting the client, understanding their needs and what it may take to deliver success can anyone ‘prescribe x sessions? Worse how can you contract to help the person meet their goal if you are setting the time table up front? Is this really for the benefit of the client or for provider cash flow and timetabling?

If your purpose is to act as segregate therapist then I can understand why you might want to meet once a month, but for improving an individual’s performance in a specific area?

The fourth universal tool – the one hour session
Whose goal are we trying to meet here? If the needs of the client are more work with them for as long as they need – if they need less fine. I generally set expectations with clients for each session to last approximately 2 hours. In my diary I allow at least 4.

If you are working to a strict process coaching model where you have semi-fixed questions, then I can see how this works. But is this really taking the client towards their goals or through the motions of a coaching process, to fulfil a contract?

Conclusions
Some coaches in some situations can operate very effectively with a limited tool kit. For the majority of us we need a range of:
Diagnostic tools, Coaching methodologies, underpinning knowledge in human psychology and rapport skills.

We need to constantly adapt for the client, remembering that our goal is to help them achieve their goal – not to use method x because it worked for the last client.

Qualifications and standards in coaching at the moment are at best fragmented. While this causes annoyance to many I see this as a positive point. Each flavour of coaching has its place. As soon as one standard is seen as the standard to have kudos over others we have a problem as people new to coaching will believe the approach espoused is THE approach. This in my opinion will never be the case.

As a psychology tutor of mine once said: the most important 3 rules in people development are:
1) People are different
2) People are different
3) People are different

 

This article is © Mike Morrison 2006-2009 All rights reserved. If you wish to circulate this article please contact the author via this site – no reasonable request refused.

The Names of people times and places have been changed to protect my clients.

Reality Coaching – Business Coaching

In the second part of this mini series Mike explores coaching in the business environment.

Introduction
There are as many flavours of coaching are there are types of ice-cream. Each has its time and place. And like eating ice-cream it is easy to fall into our comfort zone and repeatedly have the same flavour – just because we like it. I am sure you also like many other flavours; it is just easier to have the same favourite.

In coaching we often learn from one school or another. Many of us learn from peers who have had different training, some of us stick with the one flavour we were first introduced to. While this will work for us for a while, with certain types of clients it is not a universal tool. A hammer is very useful – but there are things it is not very good at working with!

The case study
A national charity has appointed a new Executive Director, let’s call her Cherie. The organisation requires change to survive, and was relying on public funding for approx 80% of its income. With budgets cuts looming and changes to the funding partners, the organisation was heading for interesting times.

The organisation had a declared strategic goal and an operational budget. The new director, while she was an effective communicator & politician had never developed a strategic business plan before. Cherie had a naturally co-operative style and was intending to use this style to develop the plan, gain commitment and move everyone forward.

The Coaching role – to help support Cherie and when appropriate, facilitate the management team to function as a team and to contribute to the development and deployment of the business plan. The team did not know that Cherie was undergoing a coaching programme at that time.

 

The plan that was agreed was in the following sessions:

Session 1 – Getting to know each other
The first session was to start the process of rapport building and to set the agenda for change. This was done on a one-on one basis. It was clear to me that Cherie needed a bit more than process and performance coaching – she needed training and skills development in some areas. This meant the coaching relationship would need to be very adaptive.

Change was going to be a big part of this work – Cherie had little understanding of the psychological impacts of change so I went through a number of tools that I felt would be of value to her. These included The Change Curve, Habit theory and a variant of Beckhart’s change model. We explored how and when Cherie could use these, her eyes lit up as she had realised what had been happening between her an another director “now I understand” she said “you mean all I need to do is….” I just looked at her and smiled.

Session 2 – Develop the plan

We reflected on the previous meeting and Cherie was delighted to say that relations with one individual had changed significantly. “all this time and it was that easy”.

Moving on to developing the plan, we discussed the personalities involved. Then recognising the strengths and weaknesses of each individual (SWOT analysis), we formulated a plan for change which had the greatest chance of success and minimised the opportunities for failure.

Session 3 – Facilitate the team
This session was with the whole management team, with the purpose of producing a business plan that met the requirements of the strategic plan. To develop ownership of the plan.

The session was run as an off-site away. The team were reminded of the strategic need for change by Cherie and I took over the process of group facilitation, working through an agreed process to produce a first draft of a functionally based business plan.

Throughout the day it became increasingly obvious that most of the managers were very protectionist of their own areas, and would not buy-in to the overall picture or goal – the words were there but not the actions. Using a range of tools, SWOT, SSCC, PESTLE etc I encouraged the group to see things from the perspective of others. We did this by swapping SWOTS etc and presenting the case of other departments. This did help some of the members of the management team.

It was useful to get to meet the people concerned as it enabled me to understand why Cherie was saying some of the things she did.

Session 4 – The Review
We (Cherie & I) agreed that there were still problems with the functioning of the team. I offered Cherie various collaboration techniques she could use in her weekly meeting. We explored ways of using the approaches and encouraging collaboration with others. Cherie pointed out that we were dealing with very strong personalities and that any effort to impact one would see the balance of power and influence move to another, having the potential to cause more difficulty.

Using a pro’s and con’s approach we sort options to achieve the primary goal – to implement the strategic plan. The outcome was to use general ideas from the team and encourage them to develop departmental plans and then for Cherie to ratify them into one strategic document.

Cherie agreed to delegate tasks to the team with the view that the material would be ready to collate at our next session. Delegated tasks had never been documented before – this was a new experience for all concerned.

Session 5 – Making progress
Feedback from Cherie showed slow progress from the managers. Some of the managers were using divisive tactics to undermine the process. Making commitments and not delivering, or using the inactions of others as their excuse. We explored ways of handling this behaviour, it was politically a difficult position for Cherie. Using scenario’s such as if you do this …. Will happen.. and the consequences are …

We took a number of approaches through the process. The result was a different solution for each individual.

Most of the remainder of the session was focused on the protection of the ‘mental sanity’ of Cherie. This was a tough time for her, feeling that there was little support from within the organisation. For her at this time the coaching process was as much a psychological support as it was a sounding board and provider of solutions.

Session 6 through 11 – Putting it into action
The whole situation was difficult, with individuals wanting Cherie to hold their hands yet not being proactive. The argument “we don’t know what we need to do” was used repeatedly, so training and coaching was offered to managers – none took it.

The format of this and the subsequent sessions followed a similar format, review on what had happened to date, set goals for that session, both reflective and skills provision approach was used.

Summary of style
While frustrating for Cherie at times, the style I adopted was balanced between a reflective style with giving advice and solutions appropriately. Only giving advice when Cherie was cornered and felt she had no safe route out. The environment was based upon trust and safety.

The agreed purpose of the coaching programme was to increase Cherie’s capability as well as provide support for Cherie through this significant change programme.

Outcomes
Some 2 years after the sessions stopped Cherie still calls me occasionally to talk through issues and challenges.

The change programme was implemented with some long term success in enabling the managers to think and act more strategically.

Some of the more problematic members of the management team have since left. On reflection these individuals were bullying Cherie, and having realised that Cherie was standing up for herself (and respecting values she felt important) and that their previous behaviours were no longer working.

The organisation is making steady progress towards it strategic goals. Most of the ‘difficult’ managers have since left the organisation.

 

This article is © Mike Morrison 2006-2009 All rights reserved. If you wish to circulate this article please contact the author via this site – no reasonable request refused.

The Names of people times and places have been changed to protect my clients.

Reality Coaching – Real Coaching – A Case Study

Introduction

Have you noticed that over the past few years the use of the word ‘coaching’ has been increasing within the business environment?  What started this trend? Was it that coaching really works or was it that companies started to outsource their training departments and as a consequence it was more cost effective to ‘train’ one on one?

What ever the reason the reality is that coaching is here and it is here to stay.

So what makes a good (or great) coach – well that is the easy one – results.  How you determine success however is not always as straight forward as it should be.

In this series of short articles I will outline my unique approach and talk you through some of the methods and approaches I use for success.

So who is Mike Morrison? 

I started out as an engineer and ‘fell ‘into people development almost by accident some 20 years ago, and has never looked back since.  I have undertaken a wide range of coaching training with several ‘schools’ and found them all to add valuable ingredients.  Like cooking, the success of coaching is adaptability rather than a fixed formula.

Over the years I have worked with Olympic athletes, sports people, TV & media personalities as well as a wide range of successful leaders, managers and entrepreneurs from the public and private sectors.

  

Methods and tools used:

Unlike many coaches, I do not use just one methodology or ‘school of thinking’, I adapt my approach to the client, their needs and expectations. Often mixing methods from different disciplines provides the blend required for success.   Let’s explore one particular ‘client’

Introduction

I received a phone call asking for a coach for a Racing Driver.  At the time he was described as being very good in his class but overall always second and just missing the top slot.  The driver recognised the need for some assistance to change.  It was half way through the season and the team were hoping for enough changes to impact the season’s scores.  Personality and relationship between coach and client is critical for success at this level, so after a brief telephone discussion an introductory meeting was set up to see if the chemistry would or would not work.  Let’s call him ‘Jerry’.

The first meeting

We met with the purpose of each other starting to learn and understand each others motivation. The discussion was loose and fluid, exploring likes and dislikes, turn-on’s and offs as well as a range of common ground discussions.  After about 1 hour, I turned the discussion to Jerry and his aspirations in driving for the short and long term.  I asked lots of probing questions testing for depth of thought and included the “five why” technique.  Just what was it that Jerry Really wanted?  How much did he want it and how much (emotionally) was Jerry prepared to invest.  I checked and rechecked Jerry’s goals from different perspectives. 

During this conversation I calibrated the relationship in terms of NLP based Meta programmes and modalities**, as well as started to understand Jerry’s motives for success.

At this point I believed that Jerry wants to achieve the stated goals, is prepared to invest time and effort.  And critically I believed that I could work with Jerry.  This is an important decision and from experience of colleagues, I believe that coaching often fails because the coaching relationship is ‘too professional’ or ‘too causal’.  It must be based upon trust and respect.  It is not in my experience about working with any client – well not at this level.

Then comes the crunch question “Jerry on a scale of 1-10, where 10 is very comfortable and 1 is really not sure about this, how do you feel about working with me?”  After some consideration and a lot of head nodding “7 … I think this will be tough”.  This is the answer I need needs to continue.

The next day I called the manager and agreed to take Jerry on.  The structure for the initial agreement is set and agreed.   In an ideal situation the first session would be to clarify desired results, time scales, preferred frequency and duration of sessions.  In this case the need was urgent and reactionary so this pre planning and diagnosis phase would have to happen after the first coaching session – not an ideal place to start from.  I also prefer a lot more face to face time than was going to be possible with this assignment.

  

The first coaching meeting

Time was short before Jerry’s next race, so I proposed a telephone session.  It’s the evening before the next race.  After checking that Jerry was in a quiet place away from distractions I knew I could begin:

Mike	“Ok Jerry what is it that you would like to get out of this session this evening”
Jerry	I’m not really sure
Mike	Ok what would make our time today seem like its been worth spending g the time
Jerry	Me winning tomorrow
Mike	Let’s start with that, Can you imagine yourself winning tomorrow?
Jerry	In the qualifying laps yes
Mike	What about the races themselves (there would be 2)
Jerry	No – something always goes wrong in the race
Mike	In what way?
Jerry	Well the car does not perform, mechanical problems
Mike	What is interesting to me is that you can see yourself doing well in qualifiers but not in the races
Jerry	Yes! – I generally do well in the qualifying but do not seem to be able to carry it through to the races themselves
Mike	Can you imagine a time in the near future when you can see yourself winning?
Jerry	No not really…

The above dialogue is an example only not a true record of the session.

The discussion went on, I kept using encouraging language with Jerry to find the reasons why he saw barriers to his success, reflected back to times in the past when Jerry had been successful during races.

This was a slow and difficult process, as Jerry was tending to focus on the performance of the vehicle and his competitors – he did not appear to realise that he was creating excuses why he was not performing consistently.  But this was not the time to raise these issues.

Some goals were set to take each part of the race day as it come with jerry being asked to focus on what could go right.  The following day I spoke to Jerry in between races, to check how he was reacting to what he was experiencing.

Meeting Number 2

Now we had some common experiences to work with.  The next race was 2 weeks away, and on a track that Jerry was not very familiar with.  I asked Jerry what sort of preparation he did for each race, his reply was – “well I prepare the car, go to the gym, look after my diet and fitness”

But no mental preparation.  We started with agreeing for Jerry to have the goal of getting hold of a copy of the track layout and imagining that he was driving around the circuit.  Jerry said he would do this.  I also did some visioning work around his attitude to the race day itself, and to start setting goals for the day, and ‘rehearsing’ how the races would go and how he would feel.

The night before the next day of racing.

We agreed a telephone session and I called at the allotted time.  After checking that Jerry was in a ‘comfortable and private place I did a recap of the goal setting and discussed how the ‘mental preparation’ has gone.  Jerry said that he was feeling good and positive.  The remainder of the 2 hour telephone session focused on expecting success and focusing on what Jerry can control and influence.

A phone call from Jerry’s manager in the evening following the racing asks “what did you do? He won both races; he appears much more relaxed and confident.

I thought that was the easy part – sustaining the performance now that was going to be the challenge.

The subsequent sessions focused on what Jerry could control and on practicing mentally rehearsing the race.  Race results were mixed with Jerry either winning or going out because of significant technical malfunctions.

As time went on I noted that Jerry was not putting the effort into the mental preparation before racing, it was easier for Jerry to concentrate on the ‘faults or actions of others’ or on the fact that his competitors were better than him.

Jerry really could not get into the habit of believing his abilities.

At the end of the season I decided that the relationship had gone as far as practicable.  The manager was disappointed as she was happy that significant progress had been made and wanted to continue.  A new coach was found.

Key gains for the client (as stated by his manager)

• More confident attitude to racing
• More confident in his self belief
• Less focused upon events outside his control
• Less likely to blame others

Further learning opportunities (as proposed by the coach)

• To practice visualising success more often – building the habit
• Taking mental development and preparation as seriously as physical

** NLP methods

This article is © Mike Morrison 2006-2009 All rights reserved. If you wish to circulate this article please contact the author via this site – no reasonable request refused. The Names of people times and places have been changed to protect my clients.

GROW into a coaching model

GROW — Goals – Reality – Options – Will

The GROW model in coaching has been around for some time. It was first made popular by Sir John Whitmore and described in his book Coaching For Performance in 1992. It is widely believed that GROW was originally developed by Graham Alexander, who worked with Whitmore.

The GROW model has been used successfully by coaches in sport and business as well as by many organizations as part of a change towards a coaching style of management.

How to use the GROW model:

G – Goal – Establish the Goal:
First, with your team member(s), you must define and agree the goal or outcome required. You should help your team member define a goal that is SMARTer (Specific, Measurable, Appropriate, Realistic, Time based, Exciting, Rewarding).

R – Reality – Examine Current Reality:
Ask your team member to describe their Current Reality. This is a very important step: Too often, people try to solve a problem without fully considering their starting point, and often they are missing some of the information they need to solve the problem effectively.  This step is often required before clarification of the goal.

O – Options – Explore the Options:
Once you and your team member have explored the Current Reality, you need to explore what is possible. This means all the many possible options you have for solving the challenge or problem in hand. Work with your team member generate as many good options as possible, and explore each appropriately.

W – What & Will – Establish the Will and Wrap-up:
What is to be done, When, by Whom and have the Will to do it.

By examining Current Reality and exploring the Options, your team member will now have a good idea of how they can achieve their Goal. This a a good start but this may not be enough. The final stage is to support the team members  to commit to specific action. This will enable the team member establish their will and motivation.

 

Some proponents of the GROW model add Wrap-up to the W – that is to Wrap up the action planning phase and gain commitment to action.

Typical questions that may be used as part of the coaching session to utilise GROW effectively:

• Goals - What do you want to achieve? What will be different when you achieve it? What’s important about this for you?
• Reality - What is happening now? Who is involved? What is their outcome? What is likely to happen in future?
• Options - What could you do? What ideas can you bring in from past successes? What haven’t you tried yet?
• Will/ Wrap-up/ Way forward – What will you do? When will you do it? Who do you need to involve? When should you see results?

Application of GROW as a coaching model

It is often said that GROW, without the context of AWARENESS and RESPONSIBILITY, and the skill of questioning to generate them, has little value. GROW as a coaching model is used in performance coaching, executive coaching and by line managers in a coaching role.

Variances

T-GROW – some coaches add a T to the front of GROW for coaching sessions – where T= TOPIC, this helps to put context around the goals and current reality

Occasionally people change the O to Obstacles (great for ‘away from’ motivated individuals)

The language of feedback – HOST

Are you a good HOST?

HOST is a useful mnemonic to help managers and coaches provide feedback:

Helpful

Objective

Specific

Timely

 

Also see SMARTer objectives

Leadership models

 

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This is an old page, maintained for reasons of continuity,  please visit our updated page here

 

 

Leadership models and theories are tools that help to shape the way we think, manage and run our organisations.

This page lists some of those leadership models found to be of value by the team at RapidBI. This is a historical page – our updated page can be found here

Jump straight down the page to our
leadership, management and coaching models

Introduction

Leadership models and theories are not in themselves a solution, but a tool to help develop understanding or a common language. Remember these are only tools, an over simplification of a view of reality in a given context. Tools come and go like fashion.

While we list a great many here, please ensure you research any tool or model prior to applying it in your organisation.

As a consultant & change agent I have used many of these leadership and business models to develop clients understanding of basic principles.

Remember they are tools, valuable tools. Only use a model if it appropriate to the situation, any model is only a representation of a concept, reality is always much more complex and involves more dimensions than a simple model can infer, but none the less a great place to start.

All models are equally valid and invalid – for a leadership or business model to be effective we need to understand the context in which it was developed and implemented. Just because a model works in one organisation in one sector does not mean it will work in all organisations in that sector… remember a model is just that… a model.

KNOWLEDGE ->UNDERSTANDING -> ACTION

Click on each graphical leadership model to see the model in full size, or visit the products page to download a PPT version containing all of these models in one file.

The link shown under many of the models will take you to a page which provides more information about the model, its history and its application.

NOTE – This page is very much a piece of “work in progress”

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These slides are UNBRANDED for you to use in your presentations.

Click on a graphic to see a full size version of each leadership or business model. These are our origional set – they have been updated and over 130 new ones added! - see them here
16PF – Sixteen Personality Factor – Cattell	Attitude – Competence	Capability Maturity Model	Business Excellence Model	Business Funding Model
Psychometric test	Attitude and competence	Capability model	EFQM based excellence model	Business finance model
Managing Risk	Organization Maturity Stages	Business Planning	Capacity Maturity Model	The Change Arena
Risk and innovation	Organizational development model	Strategic business planning model	Capacity model	Change management
Change Curve 1	Change Curve 2	Change Equation	Change – Magnitude -v- Breadth	Change Management Continuum
Managing ChangeKubler Ross	Managing ChangeKubler Ross	Managing Change	Change management model	The chance continuum
Change Management Iceberg	Change/ Transition Curve 3	Coaching – Will – Skill	Complex Ambiguity	Conceptual Model
Change management – under the surface	change curve	Skill and capability coaching model	Dealing with ambiguity	Development model
Conceptual Model	Continuous Improvement Cycle	Core Quadrants	Creativity Cycle	Culture Presentation
			Creativity in Innovation	Organisational Culture
Deming Cycle	Debrief Cycle	Developing Consulting Skills	Development Cycle	Development Cycle
		consulting model
Development Cycle	Dilts Logical Levels	Dunn Dunn Learning Model	Dynamic Coaching Model	Effectiveness
	NLP model		Coaching framework	Management effectiveness
Effort Reward Model	Motivation Energy Model	Entrepreneurial Balance	FIRO-B	Force Field Analysis
	Motivation		FIRO-B psychometric model	Force field analysis model – Lewin
Goal Setting – Comfort Stretch Goals	GROW Coaching Model	Growing Winners	Growth Cycle Model	Guilford Learning Model
Coaching Model goal setting model	GROW Coaching Model	NLP model	Business and individual growth	Learning Theory
Hertzberg Motivation	Honey Mumford Learning Cycle	Honey Mumford Learning Styles	Byrd’s Innovation Drivers	Creatrix Innovation Model
Motivation theory	Learning Cycle	Learning cycle	Innovation Model Coaching	Innovation Model Coaching
Innovation Paradigms	IT Services Management Model	Johari Window	Kirkpatrick Evaluation Model	Knowledge Transfer Model
Innovation Model	Outsourcing	Managing Change	Training Evaluation model – ROI – Return on Investment	Innovation and knowledge transfer
Kolb Learning Styles	Kolb Learning Theory	Kubler Ross Transition curve	Leadership Model – Will-Skill	Learning Delivery Model
Learning cycle	Learning cycle	Managing ChangeKubler ross change model	Leadership models	Learning Delivery
Learning Model	Management Cycle	Managing Accidents	Managing Multiple Change	Managing Risk
Learning Model	Management Cycle	Health and safety, risk and loss control leadership	Managing Change	Risk and Innovation
Maslow Needs	MBTI styles	McGregor Theory X Y	Managing Time Urgent Important	Noelle Neumann
Motivation Theory	Psychometric test modelMyers Briggs Type Indicator	Motivational theory	Time management
Norman’s Reaction Model	Organizational Effectiveness Under Change	Product Placement – Change	Performance Management System	Performance Management Model
Change reaction model	Managing Change	Product lifecycle	Performance management system	Performance Management
Personal Change/ Transition Curve	Personal Competence Awareness Model	Power Influence Model	Price Quality Model	PRIMO-F Holistic Review
Managing Change				PRIMO-F SWOT analysis model – culture and values
Project Management Cycle	Risk Management / Assessment	Risk Management / Assessment	Spend Effort Model	S-Curve
Project Management model	Risk assessment and loss control leadership	Risk, Innovation		Product life cycle
Client Sales Organization	Scenario Analysis Planning Model	Schamner Change Model	Schein Culture Levels	Service Cycle
		Managing Change	Managing Change
Service Delivery	Situational Leadership		Stakeholder Mapping Model	Strategic Planning Model
				Strategic planning model
Strengths Attractiveness Model	Successful Change Model	Support Challenge Model	Tannenbaun Schmidt Leadership Model	Technology Learning Model
	Managing Change		Leadership continuum
Training Team Integration Model	Transactional Analysis I’m OK you’re OK	Transactional Analysis PAC	Trust Risk Model	Tuckman Team Development Model
	TA.. i’m OK you’re ok	TA… Parent Adult Child model		Team development model
Turner Model	U-Curve Presentation Planning tool	RapidBI Diagnostic Process Map	RapidBI Business Growth Model	Ansoff Matrix – product marketing Mix
	Presentation planning curve		Managing Change	Marketing and strategy
Ansoff nine matrix version	Talent Management – nine box grid	Talent Management – nine box grid - alternate	Lewin Change Model
Marketing and strategy	Talent Management – nine box grid	Talent Management – nine box grid	Lewin Change Model
Kotter eight step change	Kotter change model	The J-Curve	The dynamics of flow - Csikszentmihalyi	The map of every day experience
Kotter eight step change	Kotter Change Model	The J-Curve	The dynamics of flow – Csikszentmihalyi	Csikszentmihalyi - The map of every day experience

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Click on each graphic to see the model in full size, or visit the products page to download a PowerPoint version of these leadership models.

Visit our articles page for in depth information on some of these leadership models and much more.

Leadership Models and Theories
4 Box Models	7 Ps – Booms Bitner	7-S Framework – McKinsey	Accelerated Learning
Acquisition Integration Approaches	ADL Matrix – Little	Ansoff product/market grid	ARIMA – Box and Jenkins
Attributes of Management Excellence – peters	Balanced Scorecard BBS Balanced Business Scorecard – Kaplan Norton	Bases of Social Power – French Raven	Bass Diffusion model – Bass
BCG Matrix	Benchmarking	Brainstorming	Break-even Point
Business Process Reengineering BPR – Hammer Champy	Capability Maturity Model CMM	Change Approaches – Kotter	Change Behavior – Ajzen
Change Dimensions – Pettigrew Whipp	Change Management Iceberg	Change Model – Beckhard	Change Phases – Kotter
Changing Organization Cultures – Trice Beyer	Clarkson Principles	Competing Values Framework – Quinn	Contingency Theory – Fiedler
Contingency Theory – Vroom	Core Groups – Kleiner	Corporate Reputation – Harris Fombrun	Critical Success Factors
Cultural Dimensions – Hofstede	Cultural Intelligence – Early	Culture Change – Trice Beyer	Culture
Culture Levels – Schein	Deming cycle PDSA – Deming	Dimensions of Change – Pettigrew Whipp	Distinctive Capabilities – Kay
Dynamic Regression	EFQM European Foundation Quality Management	Eight Attributes of Management	Emotional Intelligence – Goleman
Enterprise Architecture – Zachman	ERG Theory – Alderfer	Excellence – Peters	Expectancy Theory – Vroom
Exponential Smoothing	Evaluation – Kirk Patrick	Five Disciplines – Senge	Force Field Analysis – Lewin
Fourteen Points of Management – Deming	Framing – Tversky	Game Theory – Nash	Gestalt theory
Group-think – Janis	Growth Phases – Greiner	Hierarchic Organization – Burns	Hierarchy of Needs – Maslow
Human Capital Index HCI	IC-Rating Intellectual Capital	Implementation Management – Krüger	Kubler ross change curve
Industry Change – McGahan	Industry Life Cycle	Innovation Adoption Curve – Rogers	Innovation Equation – Byrd
Integrated Quality Management	Just-in-time JIT	Kaizen change philosophy	Kepner-Tregoe Matrix
Leadership Continuum	Leadership Styles – Goleman	Learning Organization	Learning Organization – Senge
Levels of Culture – Schein	Levers of Control – Simons	Management by Objectives MBO	Managing for Value MfV – Insead
Marketing Mix 4P’s 5P’s – McCarthy	Nine box models	9 box models	7 s business model
Organic Organization – Burns	Organizational Change	Organizational Configurations – Mintzberg	Organizational Development
Organizational Learning	PAEI management roles	Path-Goal Theory – House	PDSA Deming cycle
Performance Appraisal	Performance categories – Baldrige	Performance Prism	PEST Analysis
PESTLE Analysis	Planned Behavior Theory – Ajzen	Plausibility Theory	Points of Management – Deming
Positioning – Trout	Power Bases – French Raven	PRIMO-F – Morrison	Product Life Cycle
Product/market grid – Ansoff	Reputation Quotient – Harris Fornbrun	Result Oriented Management	Results-Based Leadership – Ulrich
Risk Assessment	Risk Management	Root Cause Analysis	S-Curve
Seven Habits – Covey	Seven Surprises – Porter	Simulation business modelling
Six Change Approaches – Kotter	Six Sigma – GE	Six Thinking Hats – de Bono	Skandia Navigator – Leif Edvinsson
SMART Objectives	Social Intelligence	Stakeholder Management	Strategic Alignment – Venkatraman
Strategic Stakeholder Management	Strategic Thrusts – Wiseman	Strategy Map – Kaplan Norton	STRATPORT – Larreche
SWOT analysis	System Dynamics / Thinking – Forrester	Ten Principles of Reinvention – Osborne	Theory of Constraints – Goldratt
Theory of Planned Behavior – Ajzen	Theory of Reasoned Action – Ajzen Fishbein	Theory X Theory Y – McGregor	Theory Z – Ouchi
Total Quality Leadership – TQL	Total Quality Management – TQM	T-Score	Two Factor Theory – Hertzberg
Values - organizational	Value Chain - Porter	Value Disciplines – Treacy	Z-Score – Altman

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leadership models theories Hersey leadership model transformational leadership model John Adair leadership model
trait leadership model contingency leadership model transactional leadership model leadership grid model

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Coaching – seven sport and organisational analogies

1. Emphasis on excellence
2. Putting high value on persistence
3. Stressing self-reliance
4. Embracing competition
5. Encouraging comradeship
6. Massive motivation to win – to be the best
7. Huge satisfaction for winners

Source: David Megginson

Eight roles for interventionist people developers

Diagnosing         Helping to diagnose & specify the need
Translating         Determining your specific contribution
Designing           Designing learning strategies & methods
Resourcing         Developing & organising development resources
Implementing     Creating the acquisition of learning
Enabling             Assisting the application of the learning
Catalysing          Organising and maximising value of support
Evaluating          Evaluating organisational results & outcomes

From: J Jones