1 / 24

Coaching to develop research leadership (skills) for the changing higher education sector

Coaching to develop research leadership (skills) for the changing higher education sector. Dr Annette Fillery-Travis, International Centre for the Study of Coaching, iWBL, Middlesex University. In our time together. Context for coaching Evidence base for the practice What is the practice?

xenon
Télécharger la présentation

Coaching to develop research leadership (skills) for the changing higher education sector

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Coaching todevelop research leadership (skills) for the changing higher education sector Dr Annette Fillery-Travis, International Centre for the Study of Coaching, iWBL, Middlesex University

  2. In our time together.... • Context for coaching • Evidence base for the practice • What is the practice? • Potential application for research leaders • Hints and tips for bringing coaching into the L&D strategy

  3. The Context Training Top-down instructor-led intervention by an organisation to make desired changes in employees behaviour and knowledge Learning A self-directed process by which an individual constructs new knowledge, skills and capabilities leading to increased adaptive capacity Global estimated spend of $1.5 billion (USD). ICF has 16,000 members; 53% have achieved Masters or Doctorate level education

  4. The Good News • Nine out of ten organisations use coaching by line managers (trained) • Two out of three organisations use external coaches (29% expect to increase) • 84% regard coaching by line managers as ‘effective’ or ‘very effective’ • 92% judge coaching by external practitioners to be effective. A high level of usage and belief in the power of coaching CIPD Annual Survey of Private, Public and Voluntary Organisations

  5. The good news (2) Perceived effectiveness of different development activities

  6. Coaching ‘a learning relationship which helps people to take charge of their own development, to release their potential and to achieve results that they value’ Connor and Pakora (2007)

  7. A maturing practice – a meta profession?

  8. A Coaching Process

  9. Coaching as Reflective Dialogue Reflection-with-another to challenge ‘assumptions, beliefs, perspectives and ways of construing and acting upon experience’ (Weil &McGill (1989) Time Out!

  10. ‘The significant problems we face cannot be solved at the same level of thinking we were at when we created them.’  Albert Einstein

  11. Evidence Base? • Olivero et al (1997) – 22% increase in productivity after management training but 88% increase after internal coaching • NHS Leadership Centre (Woolnough et al 2004) - 41% of coachees were promoted compared to 15% of the non-coached group, & leadership skills and job satisfaction improved Team coaching (Mathieu et al 2008) Process (Dingman 2004) Perspective underpinning (Feldman&Cronshaw 2004) Coach behaviour (Jarvis 2006) Client behaviour(Dawdy 2004) Coach-Client (de Haan 2008) ROI – outputs (Various)

  12. Meta analysis of ROI studies • De Meuse and Dai (2009) • Drew on six studies (four used) • ROI =1.27 • Range from 1.98 -0.02 for self rating • Range from 1.83-0.06 for others ratings

  13. Coach/mentor as professional? International Coach Federation - 16000 members over 50 countries European Mentoring and Coaching Council – 17 years and 14 countries Worldwide Association of Business Coaching – ~800 members but elite professional forum • Skill based on theoretical knowledge: • Defined body of knowledge • Established community of practitioners • Extensive period of education: • Testing of competence: • Institutional training: • Licensed practitioners: • Work autonomy: • Code of professional conduct or ethics: • Self-regulation through formalised organisation: • Public service and altruism: Bennett 2006 and others

  14. So how does this relate to Research Leadership?

  15. Application within Research Leadership W.Zheng et al 2010 Research into R&D teams within a variety of contexts identifies: • Time-lagged, sporadic and nonmarket nature of their outputs • Consist of professionals (highly educated and creative) with distinct characteristics in terms of goal orientation, value systems, need structure and behavioural patterns • Undertaking tasks with a high level of risk of failure, and who experience disruptions, delays and setbacks A unique challenge to leadership

  16. Leadership • Leadership is embedded in its context • A person’s ability to innovate and create is dependent upon • Individual characteristics • Work environment • The influential role of the leader (although in R&D teams more likely to be technically proficient then management trained) • The fit between the leadership characteristics and key contextual factors maximises effectiveness of the leader

  17. Context and Model of R&D Leadership Zeng,W et al 2010

  18. Research leader/super(wo)man ? • Negotiation/influencing • Communication • Strategy development • Interpersonal skills • Holding your nerve • Visioning.............

  19. Coaching is.. ‘facilitating client growth through stages of development towards more advanced stages of thinking that can accommodate increasing complexity’ Just-in-time One-to-one To the coachees own agenda!

  20. Taking coaching onboard..Is all in the contract! • External or internal or manager (trained) • Coaches have particular strengths and weaknesses –(s)he should know when to refer • Look at the coach’s professional accreditation • Be clear about your purpose (with/without training) • Contract hard with your coach (psychological as well as operational) • Make sure there is an exit plan • Evaluate (not just happy sheets)

  21. THANK YOU FOR YOUR ATTENTIONQUESTIONS/COMMENTS?

  22. Coaching Styles Directive External Observation Intrinsic Observation Non-Directive Clutterbuck & Megginson (2005)

  23. Enabling tools – self and others Client understanding-self Self awareness and emotional intelligence focus MBTI, etc 180 or 360 process; Meeting with manager or Shadowing; Performance agreement Agreed activities and strategies - observing self Reporting back and measuring progress Career Reviewing CV and selection criteria Line of sight to own business performance plan Understanding own resilience strategies - Activation control Building capability of others Coaching and mentoring self and others Managing upwards effectively Working to own integrity and organisational values Qualified coaches adhering to code of ethics; Knowledge of public sector Establish rapport, listen, hear and understand Reflection through intake form and discussion Establish goals and objectives using SMART and GROW etc Positive habits for keen mind and body Peak performance –self and organisation Client readiness and energy + coach skill and understanding = successful coaching and ROI

More Related