The Way To Produce More Effective Execs.

(This was published in The Business Times, June 25 th, 2003 )

Why traditional leadership development programs do not yield business results?

In corporations around the world, it is a commonly heard complaint from business managers and executive development specialists that the billions of dollars spent on traditional leadership development activities such as off-site seminars or intensive training programs seem to be bearing little fruit, and, if there are results, they are frequently difficult to measure. Worse yet, most participants themselves promptly forget what they learn at seminars within weeks of returning to their workplace.

Yet organizations increasingly realize the need to broaden and deepen their talent pools. The question is: How can we link our investments in executive development programs to meaningful business results?

This article proposes a different approach, which has been successfully implemented in many companies around the world: Results-Based Executive Coaching. A real-life case study is provided to exemplify the typical results that can be expected.

Traditional leadership development programs frequently consist of workshops and seminars in a classroom setting. There are two underlying reasons for the lack of business results from such events. First, while classroom training is well suited for students who wish to acquire cognitive skills, such as learning how to use the Excel spreadsheet, true leadership skills draw upon another area of our brain: the emotional part as opposed to the intellectual part. Capacities such as empathy, team building, collaboration, leadership, bonding, etc differ crucially from cognitive abilities. For intellectual skills, the classroom setting is appropriate, and simply studying and discussing a concept will normally be enough to master it. For behavioral change, on the other hand, work and life are the real setting for learning, and change takes practice over an extended period of time.

Secondly, companies send their executives for leadership development primarily to expose them to new thinking and leadership models. There is no mention of any specific business purpose to be achieved as a result. When executives return from the weeklong retreat, what do they recall? The nice people they met. The amusing and stimulating discussions that they had with that college professor. It was really a much-needed break from the grind of work, and they have all returned re-charged. But this form of training is not tied to any achievable business goal.

Results-Based Executive Coaching

Experts who have studied how executives re-invent themselves successfully have identified a four-stage Learning Cycle commonly attributed to David Kolb. They consist of: Experiencing, Reflection , Formulating a theory about what that experience means ,

Testing that theory the next time they encounter that experience

The process of Executive Coaching maps very closely with this learning cycle in its methodology. The purpose of coaching is to facilitate the progress of an executive from where he is to where he wishes to be. Coaching dialogue is at the heart of this process. Typically, it follows four stages: Goal Setting, Reality, Options and Way Forward, neatly captured by the acronym G.R.O.W.

• Goal Setting: Executive coaching begins with the identification of a gap between where an individual wants to be and where he is. Specific behavioral targets and business outcomes are agreed upon, and the coachee and coach then work together to achieve these result(s).

• Reality: In this step, the coach will create the conditions for reflective learning. Through good listening skills, effective questioning, and honest feedback, the coach allows the manager to stand back from the workplace and analyze his current situation and the behaviors at work.

• Options: After the reflective learning above, the manager is encouraged by his coach to explore various alternative approaches. He goes another step further by evaluating various options and deciding which ones seem most effective. The manager plays center stage while the coach performs a supportive role. This style of learning is self-directed. Whatever options are selected, the executive himself is the owner.

• Way Forward: This is the basis for Action Learning, a proven concept that individuals learn best by practicing in real life what they have conceptualized or planned in the "classroom" of their minds. Whatever the results, he will discuss them with his coach, reflect and learn. Through this process, he soon discovers what works and what does not. By working with a coach, the executive has an experienced confidante with whom he can share the results of his practice, analyze the feedback, and progress this cycle of learning.

3. A Case Study: Accelerating the learning curve of a newly promoted executive

The following case study is based on an actual assignment. Anonymity is maintained throughout to honor the confidentiality agreement with the client.

Background. The Company is a large US multi-national with a huge presence in Asia. Its Asia-Pacific headquarters is located in Singapore. The company has a policy of identifying and grooming young high-potential candidates for senior positions. There are 2500 employees throughout Asia with offices and plants in 8 countries.

Business Context. Vincent Ong is the HR manager of the Singapore operations. Recently after 3 years on the job, he was promoted to Asia-Pacific HR Director. He had been in his new role for two months when he and his boss decided that having an executive coach would help Vincent accelerate his transition into the higher post.

The Approach. In Step One, the business context was discussed and the goal was defined as facilitating Vincent's transition into his new role. Specifically, there were a number of key HR initiatives and programs that were required to be developed and rolled out throughout the region in the following 18 months. Lack of buy-in by the respective countries and delay in implementation would adversely impact operational efficiency.

In Step Two, Vincent and his coach reviewed the reality of his new position. In the past, as HR head of Singapore operations, he was very effective in implementing policies developed from higher ups. Now as the "higher up" himself, Vincent had to be able to "sell and get buy-in" before implementation across the region. For Vincent these are new proficiencies. While he had previously "learned" about them in a classroom setting, he had actually never practiced them. At this juncture a 360-degree survey was conducted among Vincent's key stakeholders. This set a baseline for his current behaviors and, as expected, validated the missing proficiencies in Vincent's managerial style. Thus, Vincent became fully focused on the gap that he needed to close.

In Step Three, Vincent and his coach explored various action plans to promote his influencing skills and his ability to win buy-in from his HR colleagues around the region. As the action learning proceeded, the coaching dialogue continued, providing regular opportunities for Vincent to meet with his coach for discussions and feedback  - what is working and what is not - thereby further facilitating the learning process.

Finally in Step Four, six months after coaching commenced, an abridged version of the initial survey was carried out with the same people who first participated. This determined the impact of the changes that Vincent made both on himself and the organization. The results were shared with key stakeholders to further Vincent's development and ensure alignment to organizational goals. Vincent is now on track to achieve the HR initiatives and programs for which he is responsible.

Vincent's final comment was that while he had previously "learned" all about these concepts at a management seminar, he had not changed his style. Only by working with a coach and undertaking action learning had he finally been able to really master these new skills.

( Written by: BH Tan and Donald Huse )

 

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