A PHENOMENOLOGICAL STUDY EXPLORING EXECUTIVE COACHING: UNDERSTANDING PERCEPTIONS OF SELF-AWARENESS...

A PHENOMENOLOGICAL STUDY EXPLORING EXECUTIVE COACHING:

UNDERSTANDING PERCEPTIONS OF SELF-AWARENESS AND LEADERSHIP

BEHAVIOR CHANGES

by

Dionne M. Kress

A Dissertation Presented in Partial Fulfillment

of the Requirements for the Degree

Doctor of Management in Organizational Leadership

UNIVERSITY OF PHOENIX

January 2008

3324089

3324089 2008

Copyright 2008 byKress, Dionne M. All rights reserved

A PHENOMENOLOGICAL STUDY EXPLORING EXECUTIVE COACHING:

UNDERSTANDING PERCEPTIONS OF SELF-AWARENESS AND LEADERSHE'

BEHAVIOR CHANGES

by

Dionne M. Kress

January 2008

Approved:

Sandra Kolberg, Ph.D, Mentor

Rita Edwards, Ph.D, Committee Member

Accepted and Signed:

Accepted and Signed: & and Signed: a !s</a

&chard Schuttl~ Date d?'

- Dam Iwamoto. Ed.D. ' Date Dean, School of ~dvaaced Studies University of Phoenix

ABSTRACT

This hermeneutic phenomenological study explored how executive leaders experienced

executive coaching programs and how interpretations of self-awareness contributed to the

leadership abilities of leaders within organizations across the United States. Twenty

participants were selected using criterion and snowball sampling and engaged in-depth

interviews. Each interview was transcribed and data was analyzed using NVivo7

software. Four themes emerged. The themes centered on executive coaching experiences,

meaning of self-awareness, changed leadership behaviors, and opinions about coaching;

leading to the essence of the experience of the phenomenon. The implication for

leadership was executive coaching experiences change perceived levels of self-awareness

contributing to leadership behavior changes. Selected recommendations include

quantitative study with a different population and a longitudinal study measuring

sustainability of change.

v

DEDICATION

To my partner, soul mate, and best friend who never once doubted my ability to

complete this journey. Your unconditional support and patience enabled me to reach the

end. I love you with all my heart. I would also like to dedicate my work to Laura Taylor

and Richard Wolodkowicz who have become dear friends and family holding a deep

place in my heart. Without you as peer coaches, friends, and confidants, this goal would

never have been achieved. Thank you for your unconditional support.

vi

ACKNOWLEDGMENTS

There are so many people to thank for my success. First, Phil the love of my life,

your inspiration, and dedication to my goal kept me focused and directed. You made so

many sacrifices and never once complained, always knowing the perfect moment to bring

in the glass of wine, thank you lover. Rich Wolodkowicz you always knew how to set me

straight, never allowing me to give up, calling daily to check on my progress, for that I

cannot thank you enough. You are the big brother I never had. Laura Taylor your

supportive coaching, intelligence, and humor; you are a woman I admire and appreciate. I

am grateful for your presence in my life. To my parents thank you for instilling the drive

to achieve and unconditional support. Thank you to my dear friends and neighbors Tim

and Jean, you always knew how to draw me from the depths of my office, helping me

escape with great company, food, and cocktails. My cousin Nadine who took care of me

ensuring my basic needs were met. Her daughter who just made me laugh and realize life

is not so serious. To my best friends Bill and Dave who edited numerous papers allowing

me to achieve high grades and providing a new perspective. Thank you to my trainer

Doug for helping me manage my stress, listening, and encouraging me with your spirit.

Thank you to Grandpa K who instilled confidence and courage to go the next step and

probably did not even know it. To all my closest friends and family who consistently

inquired about my progress, supported and surrounded me with love and encouragement.

My friend Lorie who set this journey into motion, I am grateful for your push to pursue

this degree. To all the executives who participated and shared their experiences, thank

you. Finally, thank you to my mentor Dr. Kolberg and committee, Dr Schuttler and Dr

Edwards words cannot express my gratitude.

vii

TABLE OF CONTENTS

LIST OF TABLES................................................................................................ XIII

LIST OF FIGURES ..............................................................................................XIV

CHAPTER 1: INTRODUCTION..............................................................................1

Background of the Problem .......................................................................................3

Problem Statement .....................................................................................................7

Purpose of the Study ..................................................................................................9

Significance of the Study.........................................................................................10

Significance of the Study to Leadership ..................................................................11

Nature of the Study ..................................................................................................13

Research Questions..................................................................................................16

Theoretical Framework............................................................................................18

Definition of Terms..................................................................................................19

Assumptions.............................................................................................................21

Scope, Limitations, and Delimitations.....................................................................22

Summary ..................................................................................................................23

CHAPTER 2: REVIEW OF THE LITERATURE ..................................................24

Documentation.........................................................................................................24

Historical Overview.................................................................................................24

Historical Overview of Executive Coaching ....................................................25

Executive Coaching as an Evolving Profession ...............................................26

Executive Coaching Defined ............................................................................27

Executive Coaching Process.............................................................................29

viii

Theoretical Foundations...........................................................................................30

Leadership Theory ...................................................................................................32

Evolution of Coaching as a Profession ....................................................................33

Organizational and Leadership Performance Improvements ...........................36

Executive Coaching as a Successful Tool for Performance Improvement.......39

Current Findings ......................................................................................................40

Executive Coaching Objectives........................................................................45

Changed Organizational Structures ..................................................................46

Technological Advancements...........................................................................47

Executive Coaching and Adult Learning Theory .............................................48

Leadership................................................................................................................51

New Leadership Competencies: Requirements for the Future .........................52

Leadership Behavior Changes ..........................................................................55

Self-Awareness ........................................................................................................57

Improving Self-Awareness ...............................................................................57

Emotional Intelligence, a Cornerstone to Self-Awareness ...............................60

Self-Awareness and Leadership .......................................................................63

Conclusion ...............................................................................................................64

Summary ..................................................................................................................66

CHAPTER 3: METHOD .........................................................................................68

Research Design.......................................................................................................68

Appropriateness of Design.......................................................................................71


ix

Population ................................................................................................................75

Informed Consent.....................................................................................................76

Sampling Frame .......................................................................................................76

Confidentiality .........................................................................................................77

Geographic Location................................................................................................78

Feasibility and Appropriateness...............................................................................78

Data Collection ........................................................................................................81

Data Analysis ...........................................................................................................84

Validity and Reliability............................................................................................87

Summary ..................................................................................................................89

CHAPTER 4: PRESENTATION AND ANALYSIS OF DATA............................90


Pilot Study Process ..................................................................................................92

Demographics ..........................................................................................................94

Type of Organization........................................................................................94

Fortune 500.......................................................................................................94

Gender...............................................................................................................95

Leadership Position ..........................................................................................96

Years of Service................................................................................................97

Age....................................................................................................................97

Level of Education............................................................................................98

Data Collection Process ...........................................................................................98

Data Analysis .........................................................................................................101

x

Findings..................................................................................................................105

Interview Question Responses...............................................................................105

Question 1: The Experience of an Executive Coaching Program..........................106

The Coaches....................................................................................................107

First Coaching Experience..............................................................................109

Goal Setting and Action Planning ..................................................................111

Bouncing Off Ideas and Talking.....................................................................112

Leadership Development Strategy..................................................................112

Pre-Assessment and Self-Awareness..............................................................113

Professional Development ..............................................................................115

Involuntary Requirement ................................................................................116

Results of the Coaching Experience: Question 1...................................................116

Change in Strategic Thinking and Vision ....................................................117

Changes in Leadership Skills .......................................................................117

Change in Relationships...............................................................................118

Self-Awareness, Self-Acceptance, Self-Esteem...........................................119

Felt Valued ...................................................................................................119

Neutral ..........................................................................................................119

Question 2: Understanding of Perceived Levels of Self-Awareness .....................120

Self-Awareness ...............................................................................................120

Leadership Skills and Behaviors ....................................................................121

Personal Growth .............................................................................................122

Question 3: Leadership Behavior Changes............................................................123

xi

Leadership Skills and Behaviors ....................................................................124

Self-Acceptance and Self-Awareness.............................................................125

Relationships...................................................................................................125

Leadership Style .............................................................................................126

Emerging Themes ..................................................................................................126

The Coaching Experience...............................................................................127

Self-Awareness ...............................................................................................129

Changed Leadership Behaviors ......................................................................130

Opinions about Coaching ...............................................................................131

Summary ................................................................................................................132

CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS.........................135

Discussion..............................................................................................................136

The Coaching Experience...............................................................................137

Self-Awareness ...............................................................................................144

Changed Behaviors.........................................................................................149

Opinions about Coaching ...............................................................................151

The Phenomenon ...................................................................................................152

Understanding Perceptions of Self-Awareness ..............................................153

Understanding the Perceptions of Others .......................................................154

Power of Reflection ........................................................................................155

Summary ................................................................................................................155

Limitations .............................................................................................................156

Implications............................................................................................................158

xii

Organizations..................................................................................................158

Leaders............................................................................................................159

The Coaching Profession................................................................................162

Recommendations..................................................................................................163

Conclusion .............................................................................................................164

REFERENCES ......................................................................................................167

APPENDIX A: INTERVIEW PROTOCOL .........................................................179

APPENDIX B: KEY WORD SEARCH................................................................180

APPENDIX C: INTRODUCTION LETTER........................................................181

APPENDIX D: CONSENT TO PARTICIPATE IN A RESEARCH STUDY .....182

APPENDIX E: PARTICIPANT REFFERAL FORM...........................................183

APPENDIX F: DEMOGRAPHIC INFORMATION ............................................184

APPENDIX G: FREQUENCY COUNTS.............................................................185

xiii

LIST OF TABLES

Table 1 Type of Organization ..................................................................................95

Table 2 Fortune 500.................................................................................................95

Table 3 Gender ........................................................................................................96

Table 4 Position of Leadership ................................................................................96

Table 5 Years of Service ..........................................................................................97

Table 6 Age ..............................................................................................................97

Table 7 Level of Education ......................................................................................98

Table 8 Question 1: Experience of an Executive Coaching Program ...................107

Table 9 Question 2: Understanding of Perceived Levels of Self-awareness .........120

Table 10 Question 3: How Leadership Behaviors Changed .................................124

Table 11 Themes ....................................................................................................127

xiv

LIST OF FIGURES

Figure 1. Research flow chart..................................................................................84

Figure 2. Data analysis flow chart. ..........................................................................87

1

CHAPTER 1: INTRODUCTION

For decades, coaches have been sought to help improve performance (Short &

Short, 2005). Athletes and actors hire coaches to guide them toward improved

performance and professional success (Short & Short, 2005) while business professionals

hire executive coaches to help them improve their leadership performance (Amish,

Cayes, & Lipsky, 2006). Leaders were once able to lead organizations with an

authoritative approach and confront challenges independently and aggressively (Hultman,

2006). As organizations become more complex and expand into the global realm, leaders

must learn how to communicate effectively with a diverse workforce and handle

complexity with ease and agility (Heames & Harvey, 2006). Currently, leaders are being

encouraged to challenge themselves to go beyond what they previously thought possible

(Cairo, Dotlich, & Rhinesmith, 2005; Kaye, 2006).

Leadership challenges demanding additional strengths, more effective behaviors,

and enhanced skills led to the rapid development of executive coaching as a profession in

the late 1980s (Hudson, 1999). The new profession promoted leaders resilience as well as

personal and professional growth and performance (Niemes, 2002). The development of

executive coaching has been well received by multiple organizations as an intervention to

address the new challenges of leadership although there remains a lack of empirical

research regarding the efficacy of the executive coaching process (Kampa-Kokesch &

Anderson, 2001).

Kouzes and Posner (2002) identified self-awareness, self-management, social

awareness, and interpersonal skills as leadership competencies that are becoming

increasingly important to leaders’ success (Byrne, 2005). Kouzes and Posner suggested

2

that future leaders needed to be extraordinary coaches with a high level of self-awareness

in order to lead effectively. Self-awareness is essential to effective leadership, as noted by

researchers and the accepted press (Byrne, 2005; Latour & Hosmer, 2002). Organizations

need leaders who are able to adjust to change rapidly and effectively (Chen, 2006).

Future leaders need to have the ability to work through the process of change while

making improvements within their industry (Zenger & Stinnett, 2006).

Executive coaching is a leadership development strategy that has been adopted by

organizations to help leaders gain insights and awareness related to organizational change

(Hodgett, 2002; Long, 2003). Barbuto and Burbach (2006), Dearborn (2002), and

Shipper, Kincaid, Rotondo, and Hoffman’s (2003) suggested that executives who

engaged with a coach were able to improve relationships, manage change more

effectively, and enhance their perception of self-awareness. The demand for a new

leadership approach, enhanced leadership skills, and the growing interest in executive

coaching have resulted in a need to expand empirical knowledge related to the

understanding of executive coaching and the interpretation of leadership behaviors and

self-awareness.

A phenomenological research study was conducted to provide a clearer

understanding of how executive leaders experienced an executive coaching program and

to determine perceptions of self-awareness and changes in leadership behaviors.

Investigating and gaining an understanding of how executive leaders experience

executive coaching and change their leadership behaviors provided insights beneficial to

leaders and organizations. New insights and a clearer understanding of the experience of

3

executive coaching as a leadership development strategy enhanced previous literature on

executive coaching, and more effective leaders might emerge as a result of the study.

Background of the Problem

Leaders confront many challenges such as continuously changing organizational

environments, globalization, and competitive markets (Heames & Harvey, 2006). These

challenges create stress and unbalance that affect leaders’ ability to perform (Axmith,

2004). Solutions are being sought that will address the development and performance

needs of leaders of the future (Hernez-Broome & Hughes, 2004).

Chen (2006) concluded that good leadership demanded more than knowledge,

skills, experience, and training than in the past to handle diverse circumstances. The

leadership training and development personnel within organizations have realized the

effectiveness of executive coaching and its success in enhancing leadership skills, and

they have replaced traditional leadership development and training programs with

executive coaching programs (Hernez-Broome & Hughes, 2004; Hutton, 2003; Zenger &

Stinnett, 2006). Executive coaching is a leadership development strategy that helps

cultivate necessary skills not easily learned during formal training programs (Zenger &

Stinnett, 2006).

Since the mid-1990s, executive coaching has evolved as a profession from the

fields of academia, psychology, and athletics (Beecham, Dammers, & Van Zwanenberg,

2004). A review of the literature on executive coaching and leadership indicated a paucity

of research supporting the benefits of executive coaching and the relevance of increased

self-awareness to improving leadership effectiveness (Natale & Diamante, 2005;

Sherman & Freas, 2004). Despite the growing interest, executive coaching for leadership

4

development continues to lack theoretical clarity, the concept remains poorly defined,

and there are few efficacy studies (Natale & Diamante, 2005).

Executive coaching and coaching are terms that can be used interchangeably.

Executive coaching is a leadership strategy utilized by organizational leaders to close

performance gaps and advance leadership skills more rapidly (Amish, Cayes, & Lipsky,

2006). Coaching is a one-on-one process in which leaders explore strengths, weaknesses,

and developmental needs in order to create a plan for improving personal and

professional performance (Amish et al., 2006).

Executive coaching is a growing profession that is focused on individual

development to maximize personal performance (Niemes, 2002). Executive coaches

work to guide clients to achieve greater, measurable results and to maintain changed

behaviors (Murphy, 2005). Murphy and Wasylyshyn, Gronsky, and Haas (2004) found

that coaching influenced self-awareness, and the use of reflection and insight helped

sustain change.

One characteristic of good leadership is self-awareness (Zornada, 2005), which

has been related to people’s ability to influence self-change. It is through self-awareness

that a leader’s desire to change is grounded (Zornada, 2005). Further research on

executive coaching could be valuable to the study of leadership by examining the

meaning of self-awareness in terms of leadership behaviors.

Hernez-Broome and Hughes (2004) discussed trends in leadership development

since the 1990s. The most notable changes included the recognition of emotional

intelligence and its importance in leading others as well as the strategy implemented to

develop leaders. Hernez-Broome and Hughes suggested leadership development could no

5

longer be a classroom-based approach but needed to be integrated as an ongoing

experience such as coaching and 360-feedback methods.

In the 1980s, leadership within organizations was transactional and task oriented,

leading to short-term results (Hernez-Broome & Hughes, 2004). Changes including

globalization and competitive pressure created a need for a transformational approach to

leadership (Chen, 2006). According to Hernez-Broome and Hughes, it was at this phase

in the evolution of leadership that a clearer distinction between leadership and

management emerged. In the past decade, there has been a growing interest in leaders’

emotions and their effect upon relationships and leadership behaviors and effectiveness

(Goleman, 2004).

In the late 1980s, executive coaching began to evolve in order to address an

unmet need in leadership (Natale & Diamante, 2005). Out-sourcing, downsizing,

mergers, and acquisitions challenged leaders of organizations (Axmith, 2004). There was

a demand for a professional field that focused upon resilience, performance, and quick

adjustment to change (Hudson, 1999). Executive coaches working with organizational

leaders resulted in leaders being more focused and balanced, which has a positive

influence upon the organizational profits, the development of healthier organizational

cultures, and increased productivity (Snyder, 1995). Since the mid-1990s, coaching has

received increased attention in the literature, yet there remains a lack of empirical

research regarding the efficacy of the executive coaching process (Kampa-Kokesch &

Anderson, 2001).

Three studies (Bougae, 2005; Sztucinski, 2001; Turner, 2003) have demonstrated

how executive coaching resulted in benefits to organizational productivity and leadership.

6

The findings of these studies have led to a significant increase in the demand for

executive coaches. Training and development personnel within organizations have found

executive coaching effective and have replaced executive and managerial training

programs (Sherman & Freas, 2004; Zenger & Stinnett, 2006). There is minimal evidence

to demonstrate the effectiveness of executive coaching programs (Sherman & Freas,

2004).

Executive coaching is focused on leadership skills such as trust in relationships,

change management, effective listening, and public speaking skills (Reeves, 2006), and

emotional intelligence. Wasylyshyn et al. (2004) defined emotional intelligence as having

an awareness of one’s own and others’ feelings. Axmith (2004) discussed how CEOs are

confronted by business and personal challenges that have become more complex,

resulting in the need for more effective leadership skills.

Executive coaching is one approach that can be utilized to enhance the

performance of the organization by helping chief executive officers (CEO) have a greater

contribution, along with guiding the CEOs to a position of ownership of decisions and

choices (Axmith, 2004). Kerfoot (1999) suggested that “[t]hose who survive as leaders

will be the ones who have learned, as children do playing video games, that standing still

will get you killed as a leader quicker than anything else” (p. 341). Leaders of the new

millennium must not stand still but instead aggressively master new leadership skills and

put them into practice (Kerfoot, 1999).

Within organizations, it is not unusual for a CEO to be working in excess of 70

hours a week, so they become tired, stressed, and short tempered (Axmith, 2004). These

long work hours have been shown to affect executives’ ability to motivate those they lead

7

toward a common vision or goals and to cultivate leadership competencies (O’Toole,

2005). In a recent study conducted by DBM, a human resource consulting firm, it was

found that, in the last decade, the average tenure of a CEO at one organization had

declined from 10 years to under 3 years (Axmith, 2004). This situation has resulted in an

increased workload and a shorter period of time to make an impact and improve the

performance of an organization (Axmith, 2004).

Executive coaching is a growing profession and an increasing number of

organizations are utilizing executive coaches as a leadership development intervention

(Zenger & Stinnett, 2006). Bougae (2005), Heames and Harvey (2006), Sztucinski

(2001), and Turner (2003) suggested that executive coaching offered personal and

professional benefits to leaders, but there is limited empirical evidence to demonstrate

coaching does what it proposes (Kampa-Kokesch & Anderson, 2001). A survey

conducted by the International Coaching Federation (ICF) and Linkage, a corporate

education development supplier, concluded there is no uniform definition of coaching, no

standardized guidelines for implementation, and no certifications to become a coach

(Johnson, 2004).

Problem Statement

Changing organizational environments, globalization, and competitive markets

have a significant impact on executive leadership roles and responsibilities, causing

organizational training and development personnel to re-evaluate current leadership

development strategies (Heames & Harvey, 2006). Complex business environments have

made maintaining successful leadership development strategies a challenge for

organizations (Heames & Harvey, 2006). In recent years, executive coaching has become

8

a strategy utilized by organizations to enhance executive leaders’ performance both

personally and professionally (Kaye, 2006; Zenger & Stinnett, 2006). Hodgett (2002)

suggested that executive coaching could elicit significant and long-lasting results for both

leaders and organizations.

Across the United States, it is estimated that $1 billion is spent annually on

executive coaching as a leadership development strategy (Sherman & Freas, 2004)

although minimal research exists to indicate its efficacy. Since the mid-1990s, new

business practices have introduced new leadership challenges (Chen, 2006). Demands in

productivity have increased, competitive challenges require greater agility, and leaders

are working more autonomously and with more authority (Hernez-Broome & Hughes,

2004). Leaders of leaner, faster-paced organizations are required to demonstrate more

subtle leadership skills (Hernez-Broome & Hughes, 2004).

As executive coaching continues to develop as a professional field, it is

imperative to support its potentially positive influence on leadership behaviors with

published academic research (Kampa-Kokesch & Anderson, 2001). Executive coaching

as a practicing profession is ahead of published academic research and without formal

licensure and accreditation standards (Gasioroski & Davison, 2006). If training and

development personnel within organizations intend to continue to invest in executive

coaching as a leadership development strategy and a profession, these personnel must

know that the outcomes of executive coaching are substantiated by academic research.

Existing quantitative studies (Beecham et al., 2004; Wales, 2003) have made

recommendations for further research exploring the relationship between effective

leadership and variables such as emotional intelligence and 360-feedback ratings (Thach,

9

2002). Meanwhile, existing qualitative studies (Bougae, 2005; Sztucinski, 2001; Turner,

2003) have included recommendations for additional research exploring the experience of

executive coaching and potential coaching outcomes. A qualitative hermeneutic

phenomenological research method exploring executive leaders’ experiences could be

valuable in gaining a more intimate understanding of how executives personally

experience executive coaching programs, interpret perceptions of self-awareness, and

change their leadership behaviors.

Purpose of the Study

The purpose of the qualitative hermeneutic phenomenological study was to

explore how executive leaders in organizations across the United States experienced

executive coaching programs and to interpret perceptions of self-awareness contributing

to the leadership abilities of leaders. Phenomenology was appropriate to the research

study. The purpose was to discover how individuals in leadership positions experience an

executive coaching program. As the method of data collection, 20 in-depth interviews

were conducted. The data gathered were analyzed for themes using NVivo7 qualitative

software.

The emerging themes were used to describe the phenomenon of executives’

experiences of executive coaching programs. The findings led to the identification of the

essence of an executive coaching program. In the research, an executive coaching

program was defined as a leadership development strategy developing skills and

knowledge of participating leaders related to self-awareness to improve individual

performance (Stern, 2004).

10

The sample population included 20 individual leaders holding executive-level

leadership positions within various industries across the United States. Executive-level

leaders were purposefully selected based upon having the experience of an executive

coaching program. The purposeful sampling method assisted in gaining a better

understanding of the phenomenon being studied.

Significance of the Study

Phenomenological research is a qualitative method that was appropriate to obtain

an understanding of executive coaching programs through the exploration of the personal

experiences of executive leaders. The focus of the study was on interpreting leaders’

perceptions of self-awareness and understanding changes in leadership behaviors. The

knowledge gleaned from the research added to the body of empirical evidence and

demonstrated how executive coaching programs do what they propose. Exploration of

improved self-awareness, as perceived by executive leaders, provided new insight into

how leaders have changed leadership behaviors because of perceiving self-awareness.

This expansion of knowledge might prove beneficial for future leadership interventions.

Organizational training and development personnel worldwide are investing in

executive coaches to work with top executives to improve leadership skills and

performance (Sherman & Freas, 2004). It is difficult to measure the return on investment

(ROI) of coaching, resulting in organizations assessing its value with qualitative

measures (Sherman & Freas, 2004). In turn, the market has experienced an increased

demand for coaches. Companies such as General Electric and Goldman Sachs have made

investments in coaching to help top executives improve their leadership skills. In the

11

United States, it is estimated that $1 billion is spent annually on coaching (Sherman &

Freas, 2004) even though minimal evidence exists to indicate its efficacy.

The growing demand for and popularity of executive coaching are in response to

an undeniable need (Hudson, 1999). Since the mid-1990s, new business practices have

introduced new leadership challenges (Chen, 2006). Productivity demands have

increased, competitive challenges require greater agility, and leaders have more

autonomy and authority (Hernez-Broome & Hughes, 2004). Leaders of the leaner, faster-

paced organizations are requiring more subtle leadership skills (Hernez-Broome &

Hughes, 2004).

Future leaders need to be effective communicators and possess interpersonal skills

enabling them to influence and motivate employees (Heames & Harvey, 2006). Leaders

need to be adaptable to change and respectful of diversity (Sherman & Freas, 2004).

These changes have inspired organizational training and development personnel to seek

new interventions to develop mutual relationships between leaders and employees as well

as develop leadership skills and behaviors.

Sherman and Freas (2004) have suggested there is a demand for a systemic

approach to engage executive leaders as individuals. One such systemic approach is

executive coaching. Executive coaching encourages leaders to get to know themselves

more intimately and increases self-awareness and insight, which are characteristics aiding

in successful leadership (Byrne, 2005; Sherman & Freas, 2004; Wasylyshyn et al., 2004).

Significance of the Study to Leadership

The research study is significant for leaders as it explored a leadership

development strategy, executive coaching, and a prominent leadership behavior, self-

12

awareness, that have been suggested to be interpretive of successful leadership but lack

supportive empirical research (Kampa-Kokesch & Anderson, 2001). Many factors such

as change, globalization, and competitive markets are challenging leaders and creating

stress and unbalance, which affect executives’ performance (Axmith, 2004). It was found

in the research (Heames & Harvey, 2006; Long, 2003) that participation in an executive

coaching program results in leaders developing strategies for working through personal

and professional challenges, and adopting more effective leadership skills and behaviors.

The executive coaching experience may offer an opportunity for the exploration of

leadership behaviors and development of skills (Zenger & Stinnet, 2006).

Executive leaders of organizations have begun to realize that leadership roles and

skills are critical to successful organizational outcomes (Stern, 2004). Through an

exploration of leadership behaviors and a greater awareness of leadership as a whole, it

may become known if leaders make leadership behavior changes and adjust behavioral

outcomes for effectiveness with direct reports (Kaye, 2006). Executive coaching is a

leadership development intervention encouraging executives to explore new perspectives

of the organizational strategy and examine their leadership behaviors (Heames & Harvey,

2006). Leaders are expected to be effective and know how to produce results regardless

of the organizational environment, personal and professional challenges, and market

demands (Axmith, 2004; Chen , 2006; Zenger & Stinnet, 2006). Research about the

benefits of executive coaching and an understanding of leaders’ perceptions of self-

awareness may help organizational leaders remain competitive during challenging times

of change.

13

A review of the literature suggested that executive coaching is effective based on

feedback from executives who have utilized executive coaching as a development tool.

There are no empirical data with regard to whether executive coaching actually

accomplishes what it proposes (Kampa-Kokesch & Anderson, 2001). The research study

could added to the body of knowledge of leadership with an exploration of self-

awareness, a leadership behavior found to be an integral part of effective leadership

behaviors (Bryne, 2005), and of experiences of executive coaching programs and their

meaning for leadership effectiveness and perceptions of self-awareness.

The research study could add to the literature on the effectiveness of the

experience of executive coaching. The study could improve the understanding of

perceptions of self-awareness and changed leadership behaviors. The research study

could provide additional empirical evidence about the experience of executive coaching,

minimizing the reliance on feedback from leaders who have utilized executive coaching

as a leadership development strategy.

Nature of the Study

Qualitative research focuses upon acquiring meaning, gaining an understanding of

things in their natural environment, and making sense of human actions (Creswell, 1998;

Schwandt, 2001). Qualitative research is a method of exploring and gaining an

understanding of a central phenomenon (Creswell, 2002). The purpose of the research

study was to gain an understanding of the perceptions and experiences of executive

leaders who had participated in executive coaching programs. Executive leaders

participated in an executive coaching program and experienced perceived changes in self-

awareness.

14

The selected executive leaders were asked to participate in individual in-depth

interviews. The interview process served as a method for gathering detailed descriptions

of the executives’ experiences of an executive coaching program and its meaning. The

interviews helped develop a rich and meaningful understanding of the phenomenon of the

experience of executive coaching (Seidman, 2006). The data gathered were analyzed for

themes, using NVivo7 qualitative software. The themes that emerged were used to

describe the phenomenon of the experience of executive coaching programs. The findings

led to the identification of the essence of an executive coaching experience.

To understand the experience of an executive coaching program and uncover its

essence, an analytic method was employed to allow for an accurate understanding of the

phenomenon to emerge (Patton, 2002). A hermeneutic phenomenological research

method guided the process by focusing on the text of the in-depth interviews with the

selected executives (Patton, 2002). Hermeneutic analysis is an interrelationship of a

conscious description and a fundamental structure providing an explanation for the

experience that gives meaning and allows understanding of the essence of the experience

(Moustakas, 1994). Hermeneutics is a process of reading text in order to gain knowledge

so intentions and meaning can be fully understood (Moustakas, 1994).

The purpose of the research study was to explore how executive leaders

experienced executive coaching programs and to interpret perceptions of self-awareness

contributing to the leadership abilities of leaders. A hermeneutic phenomenological

method revealed the essence of the experience of executive leaders. Van Manen (1990)

noted, phenomenological research re-establishes a transformed contact with original

experience. In order to gain a more intimate understanding of the experiences of

15

executive leaders, it was suitable to apply the hermeneutic phenomenological research

approach.

The participants were interviewed to recall individual experiences of an executive

coaching program. The hermeneutic phenomenological method encouraged executives to

relive the initial experience. The participants were asked to share perceptions,

understanding, and feelings, and to bring the experience to consciousness in order to

make sense of the experience (Patton, 2002). The purpose was to revitalize the meaning

of the experience and determine the meaning it might have had for perceptions of self-

awareness and how leadership behaviors changed as a result of coaching (Patton, 2002).

A phenomenological research method resulted in a deeper understanding of the

experiences of executive coaching programs and a determination regarding whether the

programs accomplish what they propose. The focus upon lived experience makes the

chosen research method appropriate to elucidate the essence of the lived experience

(Patton, 2002). Hermeneutic phenomenological research was the most appropriate

method for the research study. A hermeneutic phenomenological research method is both

descriptive and interpretive. Phenomenology is the study of lived experiences and focuses

upon gaining perceptive descriptions of life experience before the experience is

categorized or made the object of reflection (van Manen, 1990).

“Hermeneutics is the theory and practice of interpretation” (van Manen, 1990, p.

179) and relies on deep analysis of text in order to gain a deeper and more accurate

understanding (Moustakas, 1994). The application of a hermeneutic phenomenological

method added to the understanding of the phenomenon of an executive coaching

experience and of the perceptions of leaders’ self-awareness by exploring the lived

16

experiences of executive leaders who participated in an executive coaching program

(Pollio, Henley, & Thompson, 1997).

Research Questions

The research study was conducted to gather new knowledge about the essence of

the experience of executive coaching programs for executive leaders. The lived

experiences of executive leaders were explored to determine whether perceptions of self-

awareness had meaning for changes in leadership behaviors. To accomplish this goal, one

central question was, “How do executive leaders experience executive coaching

programs?” The following two subquestions followed the central overarching question:

“What is the structural meaning of the executive coaching experience for perceived levels

of self-awareness?” and “What are the underlying themes in executives’ perceptions of

self-awareness contributing to their ability to lead?”

Executive leaders’ experiences of executive coaching programs were explored

through in-depth interviews with 20 executives. Interpretations of perceptions of self-

awareness contributing to changed leadership behaviors contributed to understanding the

meaning of the experience. The word how provides direct wording of the question but

leaves possibilities open to any comment made in the in-depth interviews. The word

experience implies that a comprehensive account of the executives’ coaching experiences

was obtained for analysis. The word perceived suggests relativity because each executive

who experienced executive coaching viewed it differently (Moustakas, 1994).

In order for executive leaders to recall their experience of executive coaching, a

human science research question was constructed. This type of research question ensures

17

the information gathered pertains to the experience of the participants. Moustakas (1994)

noted the following about a human science research question:

(a) It seeks to reveal more fully the essence and meanings of human experience,

(b) It seeks to uncover the qualitative rather than quantitative factors in behavior

and experiences, (c) It engages the total self of the research participants, and

sustains personal and passionate involvement, (d) It does not seek to predict or to

determine causal relationships, (e) It is illuminated through careful,

comprehensive description, vivid and accurate renderings of the experience,

rather than measurements, ratings or scores. (p. 105)

Based on Moustakas’ (1994) definition, a human science research question used

in the study led to an understanding of leaders’ perceptions of self-awareness, leadership

behaviors, and executive coaching programs. The understanding began to occur during

the interviews with the participants about their individual experiences. The participants

were asked an initial question and two subquestions regarding their experience of an

executive coaching program (see Appendix A). Subsequent questions were generated

from the dialogue in the interview, allowing deep, meaningful, and descriptive

experiences to be shared. According to Pollio et al. (1997), this approach allows the

interview to unfold and the central issue or experience to emerge repeatedly.

The open interview approach, with semi-structured questions, allowed for the

emergence of the essence of the participants’ executive coaching experience. The

overarching research question stated, “How do executive leaders experience executive

coaching programs?” The two subquestions stated, “What is the structural meaning of the

executive coaching experience for perceived levels of self-awareness?” and “What are

18

the underlying themes in executives’ perceptions of self-awareness contributing to their

ability to lead?” The primary focus of the research was on experiences of executive

coaching programs, leaders’ perceptions of self-awareness, and the meaning of self-

awareness for changed leadership behaviors.

Theoretical Framework

The perceptions of executive leaders’ self-awareness and the leadership

phenomenon of the executive coaching experience and its meaning for changed

leadership behaviors were the primary focus of the research. The study addressed the

problem of whether the experience of executive coaching programs resulted in the

leadership changes the programs claim. The research was an exploration of self-

awareness and the meaning it might have for the leadership behaviors of executive

leaders. A determination was made regarding the extent to which executive leaders’

perceptions of self-awareness affected leadership behaviors after participating in an

executive coaching program. Although the primary focus was on the experience of

executive coaching programs and the outcomes, leaders’ perceptions of self-awareness

and interpretations of changed leadership behaviors were also explored.

The theoretical framework for the study of the leadership phenomenon of the

experience of executive coaching is based on adult learning theory (Hudson, 1999).

Executive coaching programs are an emerging educational and development process

designed to focus on the performance improvement of executive leaders and grounded in

adult learning theory (Hudson, 1999). The practice of executive coaching focuses on the

leader, making it crucial that executive coaches understand the development of people

throughout the cycle of life.

19

Adult learning theory became well known in the late 1950s when researchers

sought to understand the typical development of adults (Hudson, 1999). The adult

learning theory framework supports the notion that the phenomenon of executive

coaching has the potential to broaden the traditional conceptions of learning theory

specifically related to leadership development. Executive coaching can be perceived as a

valuable and flourishing advancement in adult learning that facilitates the achievement of

the executive coaching goals through the adult development process. The study findings

uncovered the value of coaching as 20 executives participated in the in-depth interview

process and described the meaning the executive coaching process had for their

leadership development and performance.

Definition of Terms

The following terms appeared throughout the research study: (a) coaching, (b)

emotional intelligence, (c) executive coaching, (d) executive, (e) experience, (f)

experiential learner, (g) leadership behavior, (h) leader, (i) organization, (j) positive

change, and (k) self-awareness. Operational definitions for these terms are provided.

Coaching. Coaching is a method of helping individuals improve upon

professional and personal performance in a particular area or skill set (Davison &

Gasiorowski, 2006).

Emotional intelligence. Emotional intelligence is defined as having an awareness

of one’s own as well as others’ feelings (Wasylyshyn et al., 2004).

Executive. An executive is an individual who holds an upper-level leadership

position within an organization (Long, 2003).

20

Executive coaching. For the purpose of the research study, executive coaching

was defined as a leadership development strategy that is individualized, experiential, and

intended to develop a leader’s skills so they can more effectively achieve the

organizational goals (Stern, 2004) as well as develop skills and knowledge related to self-

awareness to improve individual performance.

Experience. Experience is gaining an understanding of the full meaning as a

characteristic of being human (van Manen, 1990).

Experiential learner. An experiential learner learns by doing, real-life experience,

and reflection. The learner engages with a coach and has a development plan (Hipkiss,

2006).

Leader. A leader is an individual who has self-confidence, achievement drive,

communication skills, and interpersonal skills that result in organizational success (Tubbs

& Schulz, 2006).

Leadership behavior. Leadership behaviors include self-exploration and discovery

of one’s foundation of values and ethics, effective communication, acceptance of change,

inspiring others, and time spent reflecting and looking inward. Leadership behaviors are

the practices in which a leader engages during the process of leading followers (Kouzes

& Posner, 2002).

Life-world. Life-world is the world of the ordinary approach to everyday life; a

life-world is the original, pre-reflective, pre-theoretical approach (van Manen, 1990).

Organization. An organization is a for-profit or not-for-profit system designed for

the attainment of specific goals (Scott, 2003).

21

Positive Change. Positive change was determined by a leader’s ability to gain

insight into leadership behaviors and effectively replace ineffective behaviors with those

that produce positive results (Wakefield, 2006).

Self-awareness. Self-awareness is defined as the ability to reflect upon oneself,

coming to understand one’s strengths and weaknesses, and the ability to recognize

capabilities and self-worth (Goleman, Boyatzis, & McKee, 2002).

Assumptions

The following four assumptions defined the research: (a) the executives who

participated in the interview process were forthcoming in describing their individual

experiences, (b) the data-collection process was accurate and authentic, (c) the analysis

tools were not faulty, and (d) the hermeneutic phenomenological research method was

the most appropriate for gathering meaning and understanding of the phenomenon of the

experience of executive coaching.

It was assumed that the hermeneutic phenomenological research approach was the

most appropriate, revealing leaders’ perceptions of self-awareness and changed

leadership behaviors through participation in an executive coaching program. The study

was based on the premise that the leaders had a desire to grow interpersonally and to

improve their leadership skills. It was also assumed that the leaders would be able to

recall accurately the executive coaching experience, provide an honest account of the

experience, and perceived leadership changes.

The study was based on the perceived changes in a leader’s self-awareness and its

meaning for changes in leadership behaviors and organizational performance. It was

assumed that the chosen approach, a hermeneutic phenomenological research design,

22

would allow for the phenomenon to emerge and the essence of the executive coaching

experience to become apparent.

Scope, Limitations, and Delimitations

The following three limiting factors defined the parameters of the research: (a) the

participants had to be in an executive-level leadership position, (b) the participants had to

have previously been engaged in an executive coaching program, and (c) the participants

had to be willing to share their lived experience in an open and honest manner during the

interview process. These parameters generated an accurate representation of the

participants’ lived experiences and helped explain how a change in their leadership

behavior might have occurred.

Qualitative studies have limited generalizability. Creswell (2002) stated, “In

qualitative inquiry the intent is not to generalize to a population, but to develop an in-

depth exploration of a central phenomenon” (p. 193). Qualitative studies are flexible and

open and do not apply a standardized method, unlike quantitative research (Creswell,

2002). The qualitative research study was focused on the lived experiences of the

participants; each experience was unique to the participant, and the outcomes of the

research were specific to the small group of participants. There was a reliance upon

epoché, or bracketing, as a method of eliminating threats to validity.

Delimitations of the study consisted in interviewing only executive-level leaders

within organizations. The focus was on the executive coaching experience, leaders’

perceived level of self-awareness, and changes in leadership behaviors. Only leaders who

had participated in an executive coaching program were included. For the purpose of the

study, everyday human experiences were limited to the leaders’ experiences of an

23

executive coaching program. These experiences were accessed by way of dialogue with

the leaders who were asked to recall and describe their experience.

Summary

Chapter 1 introduced the leadership development strategy of executive coaching

and its meaning for leaders’ perceived level of self-awareness and changed leadership

behaviors (Byrne, 2005; Heames & Harvey, 2006). The hermeneutic phenomenological

design was used to explore the essence of the experience of an executive coaching

program and achieve a more accurate understanding of the essence of the phenomenon

(Moustakas, 1994). Chapter 2 focuses on previous literature relevant to executive

coaching programs and the meaning the programs might have for leaders’ interpretations

of perceptions of self-awareness and leadership behavior changes. Chapter 2 is a

historical summary of issues related to executive coaching, self-awareness, and changes

in leadership behaviors.

24

CHAPTER 2: REVIEW OF THE LITERATURE

The purpose of the hermeneutic phenomenological study was to explore how

executive leaders experience executive coaching programs within organizations across

the United States and to interpret perceptions of self-awareness contributing to the

leadership abilities of leaders. Chapter 2 is a review of literature relevant to the purpose

of the study and resulting from a thorough search of the following areas: (a) executive

coaching programs as a leadership development strategy, (b) historical perspectives of

executive coaching programs, (c) theoretical foundations, (d) theories leading to the

development of coaching programs, (e) leadership behavior changes resulting from

participation in an executive coaching program, and (f) perceived self-awareness and its

meaning for leadership effectiveness.

Documentation

A search of the literature generated 52 books, 435 peer-reviewed articles, 10

published dissertations, and 10 web sites. Appendix B provides a complete summary of

the key words used to search the literature for a comprehensive review. The key phrases

and words used for the search included the history of executive coaching, self-awareness

and its meaning to leadership behaviors, leaders’ perceptions of self-awareness, changes

in leadership behaviors, and organizational outcomes.

Historical Overview

The following three sections provide a historical overview of executive coaching,

leadership, self-awareness, and the influence of self-awareness on the ability to change

leadership behaviors. The focus of the first section is on executive coaching, its history

and evolution, executive coaching objectives, how and why executive coaching is viewed

25

as a successful leadership development tool, how it can improve organizational and

personal performance, its foundation in adult learning and leadership theories, and

existing published research that explored executive coaching. The focus of the second

section is on leadership challenges, leadership competencies deemed necessary for

success, and leadership development and its connection to organizational success. In the

third section of the review, the understanding of executive leaders’ self-awareness and its

meaning for changed leadership behaviors is discussed.

Historical Overview of Executive Coaching

Organizational change has a significant impact on executive leadership roles and

responsibilities; causing organizational leaders to re-evaluate the development strategies,

they implement to maintain successful leadership in complex business environments

(Heames & Harvey, 2006). At the beginning of the 21st century, organizational leaders

have discovered executive coaching as a strategy that enhances executive performance

and greatly expands the potential of current leaders (Kaye, 2006). The profession of

executive coaching has flourished in the last few years, engaging executive-level leaders

in personalized coaching sessions focused on improving leadership skills and enhancing

personal and professional performance (Zenger & Stinnett, 2006). Executive coaches

have helped executives improve deficient skills, increase performance, and guide the

development of executives for future leadership roles (Kaye, 2006). Hodgett (2002)

suggested that executive coaching could elicit significant and long-lasting results for

leaders and organizations.

In the early 1990s, the profession of executive coaching first emerged in the

business world (Long, 2003). In only 10 years, the profession has grown exponentially

26

and has become a powerful leadership development strategy to enhance personal and

organizational performance (Long, 2003). Because of the short history of executive

coaching as a profession, there is little substantial academic research to substantiate its

success (Kampa-Kokesch & Anderson, 2001).

It has been suggested that executive coaching had the ability to provide leaders

with new insights and perspectives on both personal and professional issues related to

organizational change (Hodgett, 2002; Long, 2003; Natale & Diamante, 2005). It is

helpful to begin with an exploration of the concept of executive coaching in the literature

on executive coaching and leadership published in the last 5 to 10 years. In order to

determine how an executive coaching program influences executives, the coaching

experience of 20 executives was explored in the research study. The findings increased

the knowledge base with regard to why executive coaching programs have significantly

increased in popularity as a strategy for the development of leaders in various

organizations.

Executive Coaching as an Evolving Profession

Executive coaching is a rapidly evolving profession in which leadership

development is the primary focus (Weller & Weller, 2004). Individuals hire coaches to

enhance their personal and professional performance and life transitions, to facilitate

organizational breakthroughs, and to have an unbiased confidant who can help address

everyday challenges (International Coach Federation, Fact Sheet, 2006). The

International Coach Federation (ICF) estimated that there were 50,000 coaches

worldwide in 2006, both personal and professional, and reported that the number was

growing rapidly. The ICF has over 10,000 members, across 80 countries, in addition to

27

144 chapters throughout 39 countries (ICF, 2006). The ICF was founded in 1995, and its

rate of growth and popularity parallels the demand for coaches.

Executive coaching has become an increasingly important and popular tool to

improve leadership effectiveness (Weller & Weller, 2004). According to Weller and

Weller, 45% of organizational success is attributed to the effectiveness of leaders.

Traditionally, leaders of organizations have been responsible for profits and growth

(Zenger & Stinnett, 2006). Today, executive coaches are proving to have a positive

impact on profits and growth by improving leaders’ self-awareness, decision-making

skills, and interpersonal relationships (Kaye, 2006). Times have changed, and it is

becoming evident that a leader’s style can have a tremendous influence upon employee

performance, adaptability to change, and customer loyalty in a global marketplace

(Rodgers, Rodgers, & Metlay, 2002). Interpersonal skills and emotional intelligence are

two other factors that have become important in the determination of effective leadership

(Barbuto & Burbach, 2006; Shipper et al., 2003).

Executive Coaching Defined

Despite the popularity of executive coaching, the profession lacks conceptual

clarity, remains poorly defined, and has been the topic of few efficacy studies (Kampa-

Kokesch & Anderson, 2001; Natale & Diamante, 2005). Nonetheless, organizations

around the world rely on executive coaching as a leadership development strategy to

change leadership behaviors and organizational cultures (Hultman, 2006; Mitsch, 2002;

Zenger & Stinnett, 2006). Mitsch (2002) stated, “Coaching is a method of personal and

professional development that at the core is primarily about conscious inquiry and

learning” (p. 1). Mitsch noted that leaders preferred to work in an environment where

28

their values and beliefs were in balance, life was meaningful, and work was satisfying.

Through the executive coaching process, leaders learn to stop using solely their mind and

to engage their heart and intuition in their leadership practice (Loup & Koller, 2005).

Mitsch’s (2002) definition of executive coaching is as follows:

Executive coaching is a facilitative one-on-one, mutually designed relationship

between a professional coach and key contributors who has a powerful position in

the organization. This relationship occurs in areas of business, government, not-

for-profit, and educational organizations where there are multiple stakeholders

and organizational sponsorship for the coach or coaching group. The coaching is

contracted for the benefit of a client who is accountable for highly complex

decisions with a wide scope of impact on the organization and industry as a

whole. The focus of the coaching is usually focused on organizational

performance or development, but may also have a personal component as well.

The results produced from this relationship are observable and measurable,

commensurate with the requirements the organization has for the performance of

the person being coached. (p. 4)

According to the ICF (2006), coaching is a leadership development strategy that

encourages already successful leaders to further develop their skills and improve their

leadership abilities. Executive coaching motivates and challenges leaders to go beyond

what they previously thought possible. The role of the coach is to facilitate this process

by developing a safe and trusting relationship and making leaders accountable for their

decisions and actions. Executive coaching is a one-on-one confidential relationship

focused upon leadership development for enhanced personal and professional

29

performance (ICF, 2006). According to the ICF, when leaders and coaches work together,

they engage in a mutual business relationship in which the coach is responsible for

challenging the leader to improve personally and professionally and move beyond what

the leader initially thought possible.

Executive Coaching Process

An executive coaching process begins with an initial assessment to identify the

leader’s personal strengths and weaknesses (Sherman & Freas, 2004). Unlike other forms

of leadership development, executive coaching is customized for a leader’s individual

needs and goals (Zenger & Stinnett, 2006). Leaders receive regular feedback and are

accountable for changes in their behavior (Sherman & Freas, 2004). Coaches are

available as advocates and confidants, supporting the leaders’ efforts and challenging

them to persevere through obstacles (ICF, 2005).

According to Stern (2004), “Executive coaching is an experiential, individualized,

leadership development process that builds a leader’s capability to achieve short and

long-term organizational goals” (A Basic Definition, para. 1). Stern further noted that

executive coaching was a process of moving executives from one level of their career to

the next. In a one-on-one relationship built upon trust and respect, coaches utilize a

variety of resources to improve the behaviors of leaders. The executive coaching process

is intended to help leaders (a) make attitude adjustments, (b) change habits, (c) develop

skills, (d) establish goals, (e) implement business strategies, and (f) enhance leadership

effectiveness (Kaye, 2006; Zenger & Stinnett, 2006).

30

Theoretical Foundations

The concept of coaching has evolved from many disciplines since the 1990s

(Hudson, 1999). Coaching is a profession that focuses on individual development to

maximize personal performance (Gasioroski & Davison, 2006). Executive coaches work

with leaders to achieve results and maintain changed behaviors that incorporate the whole

person, including the personal and professional selves (Beecham et al., 2004). The focus

of coaching is on learning and development, resulting in greater life fulfillment, improved

personal and professional balance, and more satisfying interpersonal relationships

(Beecham et al., 2004).

Executive coaching has a foundation in psychological and social theories of adult

development (Hudson, 1999). Freud (1920) used spoken words and listening skills to

gather information and influence clients. Freud’s focus upon bringing clients to a state of

awareness by allowing them to verbalize past experiences is an essential contribution to

the practice of executive coaching. Executive coaches engage in the practice of bringing a

client’s unconscious to awareness, aiding in the developmental process (Hudson, 1999).

Adler (1979) further contributed to the practice of executive coaching when he

emphasized the necessity of having a purpose, being visionary, acting with

accountability, and overcoming everyday challenges. Jung (as cited in Hudson, 1999)

developed a theory grounded in the development of self-awareness. Jung believed that, in

the latter half of life, human character deepened, and values, relationships, and the

meaning of life became clear (Hudson, 1999). In the second half of life, Jung believed

that human beings experienced a spiritual awakening. During an executive coaching

experience, coaches can facilitate this process (Hudson, 1999). Executive coaches

31

differentiate between clients’ life story and what they have been drawn to throughout

their life journey (Hudson, 1999).

The following theories are rooted within the growing profession of executive

coaching. William James, who developed the field of psychology, contributed to the

coaching profession by focusing on helping clients construct their lives with conscious

and purposeful discovery of their unknown value and purpose (as cited in Wright, 2005).

Adler’s (1979) beliefs about people being artists and creators of their lives encouraged

the use of goal setting, life planning, and visioning as techniques for growth and

development, all components of the coaching process. Carl Rodgers, who developed the

client center therapy approach, professed that the therapeutic relationship assumed clients

had the necessary skills to make changes in their life (as cited in Wright, 2005). The

coaching process relies on this perspective and is focused on encouraging clients to make

long-lasting behavioral changes.

The cognitive-behavioral theory (CBT) further contributed to the origins of

coaching. The foundation of CBT is the premise that clients can change their life by

changing personal self-defeating beliefs (Wright, 2005). Maslow (as cited in Wright,

2005) purported that, ultimately, man sought health and would automatically achieve

self-actualization, liveliness, curiosity, and creativity if inhibiting obstacles to personal

development were removed.

The various psychological theories discussed have been used primarily to

diagnose and treat human dysfunction and pathology. Coaching, although founded on

these theories, includes the important element of a relationship developed to achieve

human potential and opportunity (Wright, 2005). Personal and professional growth and

32

development are achieved through the empowerment of people (Kram, Ting, & Bunker,

2002). When emphasis is placed on the discovery of potential rather than pathology, a

person’s quality of life can be dramatically enhanced (Wright, 2005).

Executive coaching is a leadership development strategy categorized under the

profession of human resources (D’Annunzio-Green & Francis, 2005). Its purpose is to

improve individual and organizational performance. Currently, numerous organizations

implement executive coaching as a leadership development strategy for executive-level

leaders (Zenger & Stinnett, 2006). The process and influence of executive coaching on

performance is minimally supported by academic research (Kampa-Kokesch &

Anderson, 2001).

A review of the literature uncovered a phenomenological study by Sztucinski

(2001), a grounded theory study by Turner (2003), and a descriptive study by Bougae

(2005). Each of these academic research studies explored some component of the

executive coaching process. The intent of each study was to discover how executives and

coaches perceived the coaching process, what outcomes were produced, and how leaders’

performance and behaviors could be interpreted.

Leadership Theory

Executive coaching has a foundation in psychological, social, and leadership

theories of development (Hudson, 1999; Wright, 2005). In-depth research on executive

coaching has shown parallels between cognitive-behavioral theory, transformational

leadership theory, and charismatic leadership. Cognitive behavioral theory is based on the

assumption that leaders can change their life by changing personal self-defeating beliefs

(Wright, 2005). Executive coaching programs engage leaders in a process of reflection so

33

that they identify their values, beliefs, and potentially damaging behaviors and initiate

behavioral changes (Brookfield, 2002).

Transformational leadership theorists posited that leaders had the ability to

develop personally and develop followers so followers performed beyond what was

initially thought possible (Bass, 1990). Transformational leaders have technological

expertise along with the ability to develop the individuals they lead (Bass, 1990).

Executive coaching is leadership development strategy focused on developing leaders

and ensuring lasting change (Zenger & Stinnet, 2006). The executive coaching process

encourages leaders to explore their own behaviors and emotions as well as those of their

followers to improve leadership effectiveness (Goleman, 2004).

Charismatic leaders become engaged in situations and earn the respect of their

followers (Bass, 1990). Charismatic leadership is a relationship between a leader and

follower (Kouzes & Posner, 2002). Leaders are engaged with followers, are self-aware,

and exhibit strength in managing interpersonal behaviors (Kouzes & Posner, 2002).

Executive coaching is a relationship between leader and coach to engage both in a

leadership development process (Zenger & Stinnett, 2006). The goal of the executive

coaching process is to develop a leader’s interpersonal skills and improve self-awareness,

leading to improved leadership effectiveness (Kaye, 2006).

Evolution of Coaching as a Profession

Hudson (1999) provided an outline of how the profession of executive coaching

has evolved. The new professional career of coaching emerged as the result of a changing

society and new demands placed on organizational leaders. Hudson stated that, during the

1960s and 1970s, organizations were built upon a hierarchical structure with leaders

34

positioned at the top and the flow of management decisions and planning progressing

downward. In the 1970s and 1980s, according to Hudson, organizational structures began

to change so they could address the need for flexibility to operate in global and diverse

environments.

To ensure that organizations could thrive in complex and turbulent environments,

there needed to be collaboration and the building of trusting relationships with employees

as well as the training of every employee as a leader (Hudson, 1999). The emphasis was

placed upon organizational performance (e.g., total quality management). The next phase

of leadership development, according to Hudson, included teamwork and empowerment

seminars while maintaining a focus on urgent organizational issues (Hudson, 1999).

Following was the introduction of executive coaching and the use of consultants.

Consultants concentrated on organizational leaders and system interventions (Hudson,

1999).

According to Hudson (1999), the successive approaches to managing change,

although perceived as effective when implemented, had no long-lasting effects.

Organizational leaders needed to look into the future of change and begin to manage

change by starting with the leaders themselves. In the 1980s, executive coaching emerged

as a leadership approach and change management technique to ensure lasting results,

unremitting resilience, and exceptional performance (Natale & Diamante, 2005).

In the late 1980s, executive coaching began to evolve in order to address an

unmet need in the area of leadership development (Hudson, 1999). The practice of out-

sourcing and downsizing and increases in mergers and acquisitions challenged leaders

(Heames & Harvey, 2006). There was a demand for a professional field that focused on

35

resilience, performance, and quick adjustment to change (Hudson, 1999). Since the

1980s, executive coaching has received increased attention in the literature, yet it

continues to lack adequate empirical research regarding the efficacy of the executive

coaching process (Kampa-Kokesch & Anderson, 2001). Heames and Harvey and Zenger

and Stinnett (2006) conducted studies demonstrating how executive coaching resulted in

benefits to organizational productivity and leadership development. The result was a

significant increase in the demand for executive coaches.

If executive coaching is to continue developing as a professional field, it is

imperative that its potentially positive influence upon leadership behaviors be supported

by published academic research (Kampa-Kokesch & Anderson, 2001). Executive

coaching as a practicing profession is developing faster than published academic research

that assesses its value and is without formal licensure and accreditation standards

(Gasioroski & Davison, 2006). Unlike other professional fields, executive coaching does

not rely upon empirically validated methods or processes (Gasioroski & Davison, 2006).

Research, such as this study on the experience of executive coaching from the perspective

of executive leaders contributes to the professional fields of human resource development

and executive coaching.

Organizations that have implemented executive coaching as a development

strategy have found the process effective and replaced traditional executive and

managerial training programs with an executive coaching model (Hernez-Broome &

Hughes, 2004). The focus of the executive coaching process is on skills such as trust in

relationships, change management, effective listening, collaboration, and focus, in

addition to the enhancement of a person’s perception of self-awareness (Beecham et al.,

36

2004). Axmith (2004) stated that CEOs encountered complex business and personal

challenges. Executive coaching can be utilized to enhance the performance of

organizations by enabling individual leaders (CEO) to make a greater contribution and

come to a position of ownership of decisions and choices (Axmith, 2004).

For decades, athletes, actors, and public speakers have engaged coaches as a

means of reaching their personal best (Short & Short, 2005). Similarly, executive

coaching has evolved as a leadership development strategy for executives to achieve their

personal and professional best within organizations (Zenger & Stinnett, 2006). Executive

coaching is a process that guides the executive to a deeper and more intimate level of

personal understanding (Sherman & Freas, 2004). Executive coaching improves self-

awareness and guides executives in identifying strengths, weakness, and potential

behavior problems, leading to a developmental plan for improvement (Beecham et al.,

2004). With constructive criticism and supportive feedback, executives can prioritize the

areas identified for improvement and begin to lead more effectively (Sherman & Freas,

2004). Executive coaching as a developing consultation intervention has gained much

attention since the 1990s (Gasioroski & Davison, 2006; Kampa-Kokesch & Anderson,

2001). Leaders are often unprepared for the challenges they confront (Hernez-Broome &

Hughes, 2004), and a demand for more effective leadership skills resulted in the

conception of a new leadership strategy that personalizes developmental needs and

focuses upon the challenges of individual leaders (Chen, 2006).

Organizational and Leadership Performance Improvements

The interest in executive coaching has increased rapidly as an area of

organizational consulting (Kampa-Kokesch & Anderson, 2001). Executive coaching

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guides executives toward improvement by emphasizing leadership development with

improved skills and behaviors (Chen, 2006). In 2001, the Manchester Review reported on

a study of 100 executive leaders in which it was found that executive coaching had a 5.7

times return on investment (Zenger & Stinnett, 2006).

Executive coaching is a leadership development tool that not only guides the

development of leaders’ personal careers but also focuses on organizational goals and

strategies for change (Kaye, 2006). According to Zenger and Stinnett (2006), coaching

has become more readily accepted by organizations and is being implemented as a

component of leadership development programs. In excess of 70% of organizations with

structured leadership development implement coaching as a key initiative (Zenger &

Stinnett, 2006).

Businesses operate at a fast pace, and the business environment is rapidly

changing (Heames & Harvey, 2006). Executives are under great pressure to increase

profits and reduce spending (Kaye, 2006). Executive coaching has become a proven

method to support leaders and provide them with a structure to maintain accountability

during turbulent times of change (Kaye, 2006). When leaders become aware of their

behaviors and learn to listen and ask effective questions, they slowly integrate new

leadership behaviors and increase organizational profits (Kaye, 2006). Organizations can

no longer survive by simply providing leaders with knowledge and technical skills.

Leaders must be given opportunities to develop essential behaviors, skills, and qualities

that enable them to adjust to changing environments (Chen, 2006). Zenger and Stinnett

(2006) suggested executive coaching as one approach to develop essential skills in

leaders.

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Zenger and Stinnett (2006) noted that organizations had been so encouraged by

the positive outcomes of executive coaching programs that they had begun to replace

traditional executive training programs with executive coaching programs. Executive

coaching is a profession focused on performance improvement and the development of

executives (Chen, 2006). Participation in a coaching program provides leaders individual

time with a coach to focus on business strategies and opportunities to enhance personal

and professional performance (Goldberg, 2005).

Hudson (1999) and Snyder (1995) noted that the demand for executive coaching

has increased for a number of reasons that included (a) changing attitudes in the work

place, (b) employees struggling to understand their job descriptions because of

reengineering, (c) leaders being re-positioned into new roles, and (d) changes in the

economy leading to changed organizational restructuring. Organizational leaders are no

longer downsizing and flattening the organizational structure; they are beginning to take a

broader perspective (Snyder, 1995). Executive coaching is a strategy that guides the

development of executives’ self-awareness and broadens their perspective and their roles

in the organizational structure (Reeves, 2006). Accordingly, executive coaches help

executives become sensitive to their followers’ needs (Snyder, 1995).

The role of executive coaching in leadership development, according to Snyder

(1995), is to maintain or boost morale and productivity. Coaching encourages executives

to analyze where they should be concentrating their time and attention and reflect upon

the messages they send to followers (Snyder, 1995). Coaching is implemented by

organizations to help executives become more focused and balanced, leading to increased

profits and healthier, more productive organizations (Reeves, 2006; Snyder, 1995).

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Executive Coaching as a Successful Tool for Performance Improvement

Leadership development methods have changed since the 1980s (Hernez-Broome

& Hughes, 2004). At the beginning of the 21st century, organizational leaders no longer

merely engage in classroom-type approaches to leadership but complement didactic

sessions with teambuilding activities and reflective tasks such as journaling (Hernez-

Broome & Hughes, 2004). Leadership training and development programs have become

necessary components for the development of leaders, and new models are constantly

being sought (Rodgers et al., 2002). According to Hernez-Broome and Hughes, the most

successful leadership development and training initiatives are experiential in nature and

are ongoing (e.g., coaching, mentoring, and 360-degree feedback assessments).

Leadership success is no longer being defined by what leaders are or what they do

but instead by their participation in processes and interpersonal relationships with

followers (Hernez-Broome & Hughes, 2004). Current leadership development programs

include work context, reflection upon competencies, and work/life balance (Brookfield,

2002). Gaining new knowledge is no longer a goal of leadership development; instead,

strategies are implemented to provide leaders with opportunities to learn in the context of

their work (Hernez-Broome & Hughes, 2004). Taking leaders out of the work

environment and teaching skills and competencies within a formal classroom setting are

not sufficient for leadership success (Zenger & Stinnett, 2006).

Executive coaching programs are proving to be successful leadership

development and performance improvement initiatives primarily because the coaching

process has a unique focus on leaders and their role in change management initiatives

(Niemes, 2002; Zenger & Stinnett, 2006). Secondly, executive coaching is performed in

40

real time and addresses actual and current organizational issues (Niemes, 2002). Changed

leadership behaviors can occur quickly and with intensity, optimizing teachable moments

within the organizational environment (Zenger & Stinnett, 2006). Finally, executive

coaching is an ongoing leadership development process, immersing the executive in the

learning with the assistance of the executive coach (Niemes, 2002).

The executive coach can accelerate the developmental process of leaders in the

context of their daily roles and responsibilities (Zenger & Stinnett, 2006). Executives do

not have the flexibility to leave their positions of leadership to learn and develop

leadership practices. Engagement with an executive coach allows leaders to integrate

development with everyday demands and challenges (Niemes, 2002).

Current Findings

Sztucinski (2001) conducted a phenomenological research study on executive

coaching to gain a deeper understanding of the essence of executive coaching as the

executive experienced it. The research question posed to the participants in Sztucinski’s

study was “How do executives experience the coaching process?” (p. 8). Sztucinski was

more interested in discovering how the experience of executive coaching influenced the

executive than on the actual outcomes of the coaching process. The sole focus was on

descriptions of the experience as perceived by the executives. Sztucinski’s findings are

important for the research study that focused upon the phenomenon of executive

coaching and the interpretation of an executive’s perceived level of self-awareness for

changed leadership behaviors. The research study added a new dimension to Sztucinski’s

research.

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In Sztucinski’s (2001) study, data were collected through in-depth

phenomenological interviews, and the information gathered was exclusively from the

perspective of the executive leaders and coaches. The participants included 7 executive-

level leaders from 4 diverse industries. Upon analysis of the in-depth phenomenological

interviews, seven essential elements emerged, suggesting that the executives experienced

the coaching process as positive. The executives reported that coaches (a) provided a path

to achievement, (b) took an individualized approach and did not try to change the leaders,

(c) provided a sense of ownership, (d) encouraged reflection and honest feedback, (e)

evoked emotion, (d) established trusting relationships that enhanced the experience, and

(e) achieved improvements in self-awareness and self-esteem (Sztucinski, 2001).

Wales (2003) conducted a qualitative study using a phenomenological approach

to examine the phenomenon of coaching and gain an understanding of the experiences of

the participants. Wales identified self-awareness and confidence as internal benefits of

coaching and external benefits consisting of leadership and management, assertiveness,

understanding difference, stress management, and work/life balance. Wales determined

that effective communication skills bridged the gap between internal growth and

achievement of external benefits and that coaching developed leadership and behavioral

competencies that leaders used to present their ideas and vision to followers.

Wales (2003) concluded that coaching developed leaders across a broad range of

areas. The experience of coaching gives leaders time to reflect upon past and present and

to gain new knowledge about themselves and others. Reflection leads to an understanding

of feelings and behaviors and to improvements in decision-making abilities. In Wales’

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study, the participants experienced increased self-awareness and confidence, resulting in

their being more honest with themselves and acting in a clear and direct manner.

The participants noted changes in their purpose and presence, in the relationships

with members of their team, and in their ability to accomplish effectively goals of the

organization (Wales, 2003). The most significant finding of Wales’ study was the

confirmation of transferability; leaders who participated in the coaching program were

able to transfer change and learning from their work to their personal lives. Wales

stressed the importance of focusing on the whole person during the coaching process.

There are similarities between the research study and Wales’ (2003) study. The

main focus of both studies is in understanding the experience of executives with coaching

and identifying the outcomes of the coaching process. There are differences between the

two studies with respect to self-awareness. While Wales determined that coaching

improved self-awareness, leaders who participated in the research study were asked to

explore how they perceived self-awareness and its meaning for changed leadership

behaviors.

Turner (2003) conducted a research study exploring the executive coaching

experience from the perspective of both executives and coaches. Turner’s focus was on

discovering what executives found beneficial and limiting about the executive coaching

experience and what factors contributed to a successful coaching experience. Turner used

the following questions to gather relevant data: “What is the social organizational context

of executive coaching as a leadership development strategy and what organizational

conditions are giving rise to it?” and “What is the executive coaching process and what

are its effects?” (p. 3). Turner applied a grounded research method with the intention of

43

gaining new knowledge about the phenomenon of executive coaching from the

perspective of executives and coaches, leading to the development of a new theory about

the executive coaching process.

Turner’s study and the research study are similar in the search to understand the

experience of executives and the outcomes of the coaching experience. The two studies

differed in perspective; while the focus of the research study was on seeking to

understand leaders’ experience of executive coaching programs, Turner explored a

coaching model and the experience of the coach. In the research study, no particular

model of executive coaching was studied, and the exploration did not include the

experience of coaches.

Turner (2003) developed a new theory of executive coaching as a result of her

research. The theory included the following concepts: (a) the executive coaching

relationship begins with a competent coach and an agreeable participant; (b) executive

coaching creates a synergy of learning benefiting the organization, followers, and the

participating leaders in both their personal and professional roles; and (c) coaching goals

are inclusive of interpersonal relationships and the influence upon leadership,

genuineness, and improved self-awareness. Turner asserted that executives found the

participation in an executive coaching beneficial for the following primary reasons: (a)

continuous individualized attention; (b) engaging in conversation with an unbiased

outsider, expanding their thinking; (c) improved self-awareness by way of identification

of blind spots; (d) taking responsibility for personal development; (e) and real-time

learning.

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In a research study by Beecham et al. (2004), numerous positive outcomes of a

coaching program were identified. The participants in the study were 8 general

practitioners who were involved in a leadership program and received 6 months of

coaching. The four main themes identified were that coaching (a) enhanced self-

awareness, (b) improved work/life balance, (c) decreased levels of stress, and (d) helped

identify the need for and implement career changes. Beecham et al. concluded that

continuous work on personal development was essential for effective leadership.

Bougae (2005) conducted a descriptive case study to explore the impact of

executive coaching upon executive-level leaders. The impact of executive coaching was

studied from the perspective of executive leaders. Bougae asked one overarching research

question, “What is the impact of executive coaching from the perspective of the executive

leader in a multinational telecommunications organization?” (p. 4). The collected data

were triangulated and resulted in 11 themes and 2 subthemes. The participating

executives described improvements in the following areas: (a) interpersonal skills, (b)

self-awareness, (c) decision-making skills, (d) team-building abilities, (e) organizational

skills, (f) personal performance feedback, and (g) positive personal impact. The

executives reported improved interpersonal relationships.

The participants in Bougae’s (2005) research stated the experience was positive;

they would recommend coaching to others and would be willing to participate again.

Bougae’s research findings showed that executive coaching was an effective leadership

development strategy influencing executives positively in their personal and professional

leadership roles. The study did not produce quantifiable measurable results of the

executive coaching experience (Bougae, 2005).

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Bougae’s (2005) research on executive coaching supported Turner’s (2003)

findings in terms of focus of coaching on learning as a method of developing leaders and

in terms of transfer to the executive leaders’ personal and professional life. Bougae’s

research further supported Turner’s results in that participating executives reported

improvements with their interpersonal skills and improved levels of self-awareness.

These two studies are important to the research study in which new dimensions were

explored through examining the experience of executives and their perception of self-

awareness and the meaning of self-awareness for changes in leaders’ behaviors.

Executive Coaching Objectives

Executive coaching is a leadership development intervention that is steadily

gaining popularity. According to the ICF (2006), the number of professional coaches has

grown to 10,000 since 1995. People consult coaches for a variety of reasons, often simply

because they are ready for change and are motivated to improve their functioning in some

way (Zenger & Stinnett, 2006).

The executive coaching process entails engaging high-functioning executives who

wish to improve their personal and professional performance (Sherman & Freas, 2004).

The responsibility of coaches is to motivate and challenge executives, encouraging them

to be accountable and responsible for their actions and decisions (Chen, 2006). This

approach to executive coaching is built upon a trusting relationship that is oriented

toward action and continuously transforms the participating executive (Sherman & Freas,

2004).

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Changed Organizational Structures

Many factors have contributed to the change in organizational structures since the

1980s. Some of the factors are outsourcing, globalization, reorganization, and downsizing

(Axmith, 2004). These changes have created the demand for leadership behaviors that are

exceptional and unwavering, potentially influencing the emergence of the phenomenon of

executive coaching (Sherman & Freas, 2004). Leadership competencies that combine

interpersonal skills and technical savvy are vital to the success of individuals and

organizations (Chen, 2006). Leaders who have been deemed successful have the

technical and analytical skills to make decisions leading to positive business results, but

they often lack interpersonal skills or the level of insight that inspires the self-awareness

necessary for leadership success (Kram et al., 2002).

Since the 1980s, unstable, unique, and extremely complex business environments

have challenged organizational leaders (Hudson, 1999). Practically every company across

all industries has encountered challenges related to reorganization, global expansions, and

fast-paced advances in information technology (Hernez-Broome & Hughes, 2004).

Leaders experience pressure to increase performance each quarter, regardless of the

levels of volatility in the global economy (Kaye, 2006). To meet these expectations,

leaders must practice leadership skills that are less technical and more focused on inter-

and intra-personal skills (Zenger & Stinnett, 2006). Organizational leaders are

empowered through leadership development programs, including executive coaching

(Sherman & Freas, 2004).

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Technological Advancements

Lei and Slocum (2005) discussed the struggle to identify which business

strategies were most conducive to maintaining competitiveness in various markets.

Organizational evolution is driven by technology and the organizational life-cycle stages.

Lei and Slocum stressed the need for leaders to understand the nature of the

organizational life cycle as well as the challenging technological changes. Effective

leaders must understand how these factors influence their organizational strategy and

leadership success.

Organizations are complex systems capable of adapting to change, and they

evolve through a life cycle that includes birth, growth, maturity, and death (Lei &

Slocum, 2005). Organizations are similar to living systems and move through these

stages at their own rate of change (Lei & Slocum, 2005). Furthermore, as complex

systems, organizations do not escape the impact of technological advancements and new

demands for leaders (Hernez-Broome & Hughes, 2004).

In a Conference Board survey of U.S. workers, it was discovered that workers

were dissatisfied with their jobs by 10% more in 2005 than in 1995 (Sosbe, 2005). Forty

percent reported not feeling connected to their employers, and 2 out of 3 did not feel

motivated by the goals and objectives established within their organization. Finally, 25%

went to work simply to get a paycheck (Sosbe, 2005). It is unknown whether these results

are due to the fast pace of change that creates anxiety, unpredictability, and a feeling of

being out of control, or whether it is the result of weak leadership.

Loup and Koller (2005) noted that leaders must have their head, heart, and hand

in the process in order to be fully committed to change. The head ensures understanding,

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the heart instills belief, and the hand puts change into action. Leaders need to ensure

followers participate in planning phases and the process of putting change into action

(Kram et al., 2002). Through inquiry, a clear understanding of the beliefs, values, and

emotions of others, change can be achieved.

Leaders can ensure that resistance to compliance does not remain an obstacle and

that commitment to change is maintained (Loup & Koller, 2005). Executive coaching is

an approach to leadership development that ensures leaders remain focused on the task

and overcome challenges (Sherman & Freas, 2004). Executive coaching assists in

instilling confidence in leaders regarding their decisions and direction (Zenger & Stinnett,

2006).

Executive Coaching and Adult Learning Theory

Two primary objectives of executive coaching regarding leadership development

are to enhance leadership performance contributing to overall organizational success

(Axmith, 2004) and to expect the participating leader to take full responsibility for

decisions and actions resulting from the coaching process (Axmith, 2004). The coach

does not work as a consultant offering solutions to existing problems (Axmith, 2004) but

as a confidant providing support and facilitating behavior changes with challenging

questions and continuous feedback. Sugrue (2004) reported that the organizations that

provided their people with the right learning opportunities were the most productive

organizations, experienced the most growth, and were the most innovative. Executive

coaching provides leaders with an opportunity to develop skills and knowledge,

enhancing their ability to achieve excellence (Zenger & Stinnett, 2006). Executive

coaching creates learning opportunities for leaders as a leadership development

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intervention implemented by organizations to accelerate and enhance the development of

their leaders (Bougae, 2005; Sztucinski, 2001; Turner, 2003).

Knowles (as cited in Shannon, 2003) first introduced adult learning theory in the

1970s. Knowles’ theory is applied to educators who focus on understanding the learner.

Knowles called adult learning theory andragogy because it is the art and science of

guiding adults in the learning process (as cited in Shannon, 2003). Knowles postulated

that four important characteristics of andragogy were (a) adults are self-directed learners,

(b) experience is the foundation of adult learning, (c) desire for learning is correlated

directly to adult responsibilities, and (d) adult learners focus upon problem resolution and

desire immediate value from their learning (as cited in Mitchell & Courtney, 2005).

The concept of adult learning is grounded in andragogical theory and is used to

create organizational training programs with an emphasis on soft skills in leadership

development (Knowles, 2006). Knowles noted that adult learning was self-directed.

Adult learners determine their own learning needs, devise learning objectives, identify

necessary learning resources, design and execute learning strategies, and assess learning

outcomes. Knowles further suggested that self-directed learning generally took place with

assistants such as educators, instructors, mentors, or peers (Knowles, 2006).

Brookfield (2002) suggested that even though there is an overabundance of

journals, books, and research conferences dedicated to adult learning around the world, a

collective understanding of adult learning still does not exist. Brookfield added that

theories of adult learning were weak and unable to evolve because of myths deeply

rooted in the minds of educators. Brookfield considered myths the belief that adult

learning is pleasurable, adults are instinctively self-directed, educational practices meet

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the needs of learners, and that there is a distinct adult learning process. Brookfield’s

beliefs about adult learning theory are based upon learning throughout the developmental

phases of life. Variables such as culture, traditions, personality, and politics have a much

greater influence upon the learning process in experienced individuals than their

chronological age.

Brookfield (2002) discussed three areas of adult learning research that included

self-direction, critical reflection, and experiential learning. Self-directed learning is the

practice of being responsible for one’s own learning, inclusive of establishing learning

goals, researching resources, discovery of the most appropriate learning method, and

assessment of progress. Executive coaching is a self-directed approach in which leaders

are accountable and responsible for the achievement of goals, work to seek out

appropriate resources with the coach, assess the most effective coaching style, and

receive continuous feedback (Sherman & Freas, 2004). Critical reflection is another area

of research for adult learning theory (Brookfield, 2002). During critical reflection, adult

learners question and reframe assumptions in a critical manner, engage in paradigm-

shifting views, gain perspective on previous ideas and methods of reasoning, and come to

realize the influential state of cultural values on self-interest (Brookfield, 2002).

Critical reflection is an important aspect of the executive coaching process in

which executives analyze and reflect upon prior thoughts on performance, decisions,

values, and beliefs (Sztucinski, 2001). During the coaching process, there is a phase of

data collection where critical reflection has great importance for the executive’s learning.

Brookfield (2002) alluded to the 360-degree feedback assessment as providing

performance and interpersonal relationship information from direct reports, peers, and

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superiors. These data can be compared to leaders’ self-assessment results. For executives

to gain the most value from this assessment and feedback process, critical reflection is

required (Brookfield, 2002).

According to Brookfield (2002), the third area of research on adult learning

theory is experiential learning because adults learn best through their life experiences.

Experiential learning is a significant part of the executive coaching process. The

individual coaching sessions are one-on-one, and there is a direct interaction between the

coach and the executive (Sherman & Freas, 2004).

Leadership

The understanding of leadership has figured as one of the world’s oldest

preoccupations in addition to being a focal point for the pursuit of knowledge (Bass,

1990). People have studied history for centuries and have focused their study on leaders,

their accomplishments, and their decision-making abilities (Bass, 1990). Bass noted,

“Leadership is a universal phenomenon in humans and in many species of animals” (p.

4).

Leadership is a complex and ambiguous concept, and a universal definition of

leadership does not exist, (Safty, 2005). The concept of leadership has many dimensions

and overlapping meanings that can lead to confusion and leave the definition of

leadership to depend upon the institution within which it is practiced (Safty, 2005).

According to Tubbs and Schulz (2006), leadership is, among other things, personality,

influence, behavior, persuasion, interaction, a method of goal achievement, and structure.

Centuries of studies of leadership have garnered numerous theories, and new theories are

still developed today. Chen (2006) suggested that leaders needed to develop the capacity

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to adapt to followers in their respective organizations in order to produce successful

organizational outcomes.

New Leadership Competencies: Requirements for the Future

Executives who have exemplary technical skills and take a progressive approach

to leadership trends are still challenged with the demand to engage in continuous

leadership improvement (Hernez-Broome & Hughes, 2004). Executives who excel in a

position of excellent leadership are able to combine technical skills with the softer

leadership skills necessary to motivate followers (Chen, 2006). The heightened awareness

of the broad range of leadership skills required to be exemplary is evidenced by

advancements in defining leadership and how definitions have continued to evolved

(Ciampa, 2005).

Emotional competencies, including empathy, expression of emotions, emotional

control (i.e., consideration of feelings when making decisions), and motivation of self and

others are necessary for leadership success (Ciampa, 2005). The Center for Creative

Leadership Studies in the United States reported that leaders who lacked these emotional

competencies would experience career derailment (as cited in Chen, 2006). When leaders

have the ability to gain self-awareness and incorporate it in the practice of empathy and

communication, they are better suited to improve morale, reduce resistance to change,

and improve teamwork (Chen, 2006). Exceptional executive leaders possess a broad

range of skills, including technical and interpersonal, and they can be humble and

recognize the significance of emotions in leadership (Chen, 2006).

Most leaders resist this developmental process (Locander & Luechauer, 2006) and

find it easier to discuss profit and losses or reasons for the failure of the organization than

53

to explore whether they might be mistreating employees, engaging in unproductive

behaviors, and making decisions based solely upon self-interest rather than the interests

of stakeholders (Locander & Luechauer, 2006). Leaders ought to possess skills that allow

them to manage their emotions and the emotions of others (Latour & Hosmer, 2002).

Gardner and Stough (2002) found a positive correlation between emotional intelligence

and successful leadership. When leaders demonstrate high emotional intelligence, they

appear to be more content and more committed to the outcomes of their organization.

These successful leadership outcomes begin with establishing trusting relationships and

providing followers with a clear direction to achieve desired goals (Hudson, 1999).

Currently, there is a breakdown in the ability of leaders to assess performance

accurately (Ciampa, 2005; Haserot, 2004; Hazard, 2004). This is partly caused by a lack

of accountability on the part of leaders for inadequate and inconsistent evaluation

methods (Hazard, 2004). Further, organizational leaders are typically more concerned

with short-term achievements and profits than the ability to lead people effectively over

the long term (Haserot, 2004). The longer the focus remains on short-term goals, the

more likely leaders are to under invest in their followers (Hazard, 2004). If the focus was

to shift and the investment was made in long-term goals, it is likely that leaders would

develop their followers more effectively and improve their ability in evaluating

performance (Hazard, 2004).

Hazard (2004) predicted that, between the years 2010 and 2015, organizations

would be challenged with increased diversity in the workforce, so there would be a need

for more formal systems to assess and develop the skills of followers. An informal

leadership style lends itself to informal evaluation systems. Furthermore, people bond

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with those who are similar to them, resulting in bias in evaluating those who are be

different (Hazard, 2004).

Recommendations for more effective leadership practices include establishing the

underlying principle for why organizations need better-quality talent, getting buy-in and

support from those involved, and incorporating executive coaching, feedback, and

development into leadership development programs (Ciampa, 2005). Tubbs and Schulz

(2006) recommended developing leaders early in their career and establishing leadership

development programs that incorporated all levels of the organizational structure.

Leadership development has become a popular topic in recent years for a number

of reasons (Sung, 2003). Today’s organizations are confronted with many challenges, and

leadership is a vital component to organizational stability and success. Because of

unethical practices, some of the world’s largest organizations have needed to make

changes in how they approached leadership development strategies (Sung, 2003).

According to Ciampa (2005), the preparation of future leaders is becoming paramount for

organizations across the globe. Leadership succession plans to prepare the next

generation of leaders is a desired approach to meet the demand (Ciampa, 2005).

To these ends, executive coaches target effective leadership development, guiding

executives through some of the toughest personal and professional challenges (Sherman

& Freas, 2004). Executive coaches encourage leaders to practice introspection and

emphasize how a change in various behaviors and actions leads to improved performance

(Beecham et al., 2004). Coaches direct leaders’ focus, revealing where leaders most need

to make serious changes (Sung, 2003).

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With the rapid pace of change and challenging business environments, employees

must be able to adapt to change quickly and effectively (Haserot, 2004; Heames &

Harvey, 2006). Emotional intelligence and intellectual capacities are critical skills that

every employee of an organization must possess to be effective (Sung, 2003). Coaching

is a process of developing soft and hard skills that result in high achievement and

organizational success (Sung, 2003).

Kouzes and Posner (2002) identified four leadership behaviors that have remained

unchanged since the 1980s. The leadership behaviors of honesty, vision, knowledge, and

inspiration are qualities identified as most desirable in leaders. Leaders with these

characteristics have survived growth, recessions, technological innovations, the birth of

web-based technology, globalization, turbulent political environments, and the explosion

of the Internet (Kouzes & Posner, 2002). Results from research Kouzes and Posner

conducted indicated that credibility was the most admired leadership quality and served

as the foundation of leadership.

Leadership Behavior Changes

Leadership development has become a cornerstone of organizational success

(Kets de Vries, 2005). The next generation of leaders needs to be accepting of change and

willing to be influenced (Ciampa, 2005). Leadership behaviors can change with the

intervention of a coach, after the establishment of a trusting relationship and recognition

on the part of the executive that the process has value (Kets de Vries, 2005).

Executive coaches are most frequently challenged by the following situations:

1. A new leader has been appointed and a successful transition is the goal.

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2. An executive-level leader is experiencing performance issues, and behavior

changes are necessary for success.

3. The next generation of leadership requires preparing for advancement to the next

level of leadership.

4. Executive-level leaders are in need of an unbiased sounding board to analyze

strategic decisions and overcome obstacles in order to promote successful

outcomes (Axmith, 2004).

In order to change leadership behaviors through the process of executive coaching,

coaches must ensure that leaders are receptive to new ways of thinking and solving

problems (Kaye, 2006). The coach must be willing to revisit a leader’s underlying

assumptions and encourage a paradigm shift when necessary so that adjustments can be

made within a rapidly changing organizational environment.

Researchers (Axmith, 2004; Natale & Diamante, 2005) suggested that ambition

and outstanding performance came from a healthy ego and from the effective

management of emotions. According to Goldsmith (2005), for successful leadership

changes to occur, the leader must be committed to the executive coaching process and

desire to achieve personal development. For this to occur, the relationship between the

coach and the leader must be built on trust. Leaders who feel safe and secure in

disclosing personal and professional challenges successfully develop leadership skills and

make positive behavioral changes (Axmith, 2004).

Goldsmith (2006) conducted a study involving 86,000 participants in 8 major

organizations and found that successful leadership changes arose from involvement with

followers. Goldsmith’s coaching approach engaged the followers more than the leaders,

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seeking feedback and further suggestions for improvement. Leaders’ continuous

interaction with followers is the critical element for effective leadership changes.

Goldsmith believed that executive leaders had much to gain from followers and that

motivation and the desire for personal development led to significant improvements in

leadership effectiveness.

Self-Awareness

Research has shown that the self-awareness of a leader is positively associated

with performance, and individuals holding higher-level leadership positions ought to

understand themselves more intimately (Hutton & Angus, 2003; Sala, 2003). Sala’s

research suggests that leaders who progress to higher-level leadership positions begin to

minimize opportunities for honest and constructive feedback from others. They lose the

ability to compare their performance with that of others and begin to develop a skewed

perception of self. Goldsmith (2006) and Wales (2003) have suggested the opposite.

Improving executives’ capacity to understand themselves as well as how others perceive

them might greatly influence leaders’ ability to improve their performance. Sala’s

research and other empirical research by Barbuto and Burbach (2006) and Hultman

(2006) stressed the influence of self-awareness on leadership performance. According to

Wales, self-awareness is essential to personal development; it enables individuals to

choose how they respond to feelings and adjust their actions making them more

congruent with what they are trying to accomplish.

Improving Self-Awareness

The development or improvement of a leader’s self-awareness cannot be achieved

in a short workshop or a traditional training program. According to Hultman (2006),

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“True self-awareness involves facing one’s issues honestly and non-defensively, which

requires deep personal work over a period of time to identify and resolve barriers to

effectiveness” (p. 42). Self-perception, or the process of creating self-definition, begins

with self-observation, which involves observing one’s behaviors as one would observe

those of others (Robak, Ward, & Ostolaza, 2006). The outcome of the self-observation

process is a fuller understanding of what motivates people, and that understanding

enhances interpersonal relationships (Hultman, 2006).

The process of improving self-awareness begins with gaining self-knowledge

(Beecham et al., 2004). As individuals begin to improve self-awareness, they gain new

insights into strengths, weaknesses, desires, and personal and professional driving forces

(Wales, 2003). Wales suggested that self-awareness consisted of the following primary

elements: (a) the ability to understand the past and to learn from it, (b) the acceptance of

individual feelings as well as the feelings of others, (c) the ability to engage in reflection

prior to action, and (d) the capacity to make appropriate choices.

Executives are often viewed merely as people in positions of power, and their

human qualities are overlooked because of their position of authority (Quick & Macik-

Frey, 2004). Self-awareness is an important element to understanding the self (Hultman,

2006). Quick and Macik-Frey presented an approach to executive coaching that is based

upon the process of interpersonal communication. The approach is neither therapeutic nor

superficial but focused on the art of communicating through difficult situations. The

executive is appreciated as a human being who exists behind the mask of the executive

(Quick & Macik-Frey, 2004).

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Executive-level leaders tend to be egocentric, action orientated, and motivated by

risk, and they tend to have higher than average levels of anger and hostility (Quick &

Macik-Frey, 2004). Executives typically are not introspective, causing them to get lost in

their roles and hide behind the role (Quick & Macik-Frey, 2004). Their communication

styles and behaviors are not perceived as being genuine or coming from the heart. Quick

and Macik-Frey suggested that leaders who did not communicate from the inner self were

perceived as lacking integrity and authenticity.

To be transformational leaders who are ethical and moral, executives must act

with genuine character, integrity, an optimistic attitude, and a good sense of direction

(Quick & Macik-Frey, 2004). Executives can improve their integrity and their physical

and psychological health by working with an executive coach who guides them to deep

interpersonal communication, making them more effective in interacting with followers

(Quick & Macik-Frey, 2004). Coaching can result in positive working relationships and

cooperation and foster effective leadership, personal and professional development, and a

balance between work and life. Niemes (2002) stated, “Enhancing an executive’s

personal awareness, and ‘leadership intelligence’ as author Daniel Goleman puts it, helps

drive tight leadership alignment with transformation goals or other business objectives”

(p. 69).

By engaging in an executive coaching program, leaders develop communication

skills at the organizational and personal level and acquire new abilities to be functional

and interpersonal (Quick & Macik-Frey, 2004). Executives who improve their

communication skills at the organizational level are better prepared to transfer

information and performance issues (Simonelic, 2006). At the personal level,

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communication becomes a process of development (Quick & Macik-Frey, 2004),

encouraging the executive to address complex emotional issues that are thought to be the

foundation of inner conflict, pain, and tension. Through the expression of emotions and

inner conflict, leaders begin to understand their emotional self. Quick and Macik-Frey

called this process primary prevention for organizations.

Since executives are the primary driving force of organizations, the executives’

behaviors, style of communication, and flexibility in embracing change can have a

positive or negative impact upon followers and the organizational climate (Jacob, 2005).

Improved emotional health and self-awareness can transfer from leaders to followers.

Conversely, executives who do not engage in healthy emotional behaviors have a

negative influence upon the organizational environment (Quick & Macik-Frey, 2004).

Emotional Intelligence, a Cornerstone to Self-Awareness

Self-awareness is a cornerstone of emotional intelligence and essential to the

success of leaders (Goleman et al., 2002; Shipper et al., 2003). Sala (2003) maintained

that executive-level leaders typically rated themselves 15% higher than their followers on

self-awareness assessments. High ranking leaders receive less feedback, and the lack of

feedback leads to inaccurate self-assessments.

Salovey and Mayer first presented the theory on emotional intelligence in 1990

(Shipper et al., 2003). Goleman et al. (2002) expounded upon the concept of emotional

intelligence and fostered its popularity within the organizational world. Several

researchers have suggested that emotional intelligence was the basic management of

emotions (Barbuto & Burbach, 2006; Dearborn, 2002; Shipper et al., 2003). Emotional

intelligence has been more conclusively defined as the ability to manage the expression

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of emotions and to regulate and utilize emotions during interactions with others

(Goleman, 2002). Shipper et al. (2003) studied emotional intelligence across three

different cultures and concluded that emotional intelligence was an intricate part of

organizational success and leaders’ personal development. Shipper et al.’s results suggest

that leaders who are self-aware have an ability to adjust behaviors and make

compensations when necessary in order to benefit the organization and manage working

relationships.

Goleman (2004) and other researchers (Barbuto & Burbach, 2006; Dearborn,

2002; Shipper et al., 2003) confirmed that having a high level of emotional intelligence

predicted outstanding leadership and ensured strong organizational performance. There

seems to be a positive correlation between a leader’s emotional intelligence level and the

success of an organization. According to Fuimano (2004), “EI is the capacity to

effectively perceive, express, understand, and manage your emotions and the emotions of

others in a positive and productive manner” (p. 10). Those who have high emotional

intelligence have positive relationships and are be perceived as more effective leaders

(Fuimano, 2004).

The development of emotional intelligence is not a complex process, but it

requires practice. Fuimano (2004) suggested that emotional intelligence could improve

when individuals’ level of consciousness was heightened and their sense of vigilance was

enhanced, resulting in changed leadership behavior. The cornerstone of emotional

intelligence is self-awareness (Kaye, 2006). With the ability to observe one’s own

actions, emotions, body, and thoughts, as well as those of others, one becomes more

aware of the energy that fuels interactions and words. Increased self-awareness allows

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leaders to focus upon the reactions of followers when they are in their presence

(Fuimano, 2004).

Leaders who have high emotional intelligence have a high level of self-awareness

(Fuimano, 2004). Emotionally intelligent leaders seek out emotions rather than avoid

them, and they directly address issues and behaviors that can be difficult to discuss (Wall,

2007). Leaders who acquire the skill to balance the interactions between mind and body

become more engaged and are perceived as more genuine (Fuimano, 2004).

Resonance, positive emotions such as laughing and smiling, and dissonance, the

slower spread of negative moods, are contagious and have an impact on morale and

productivity levels (Perkel, 2004). Dissonance influences the fight-or-flight response,

resulting in behaviors that are not related to business goals or strategic planning (Perkel,

2004). Dissonance can result in a reduction of creative problem solving and

implementation (Axmith, 2004). Emotions are an initial influence on employees and an

important factor in the establishment of the organizational climate (Perkel, 2004).

Based on research he conducted in 1973, David McClelland of Harvard suggested

that the best leaders possessed the following essential competencies associated with

emotional intelligence: (a) initiative, (b) drive for achievement, (c) talent for fostering

collaboration and teamwork, and (d) effective group-leading skills (Perkel, 2004). Self-

aware leaders know what drives them, have a clear understanding of their values, reflect,

and have the ability to be honest with themselves. Perkel (2004) added self-aware leaders

have the capacity to trust their instincts and understand the benefit of incorporating

emotions and values into their leadership approach.

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The research of Barbuto and Burbach (2006), Shipper et al. (2003), and Dearborn

(2002) suggested that the emotional intelligence level of leaders could be correlated to

leaders’ developmental success and the success of organizations. It was suggested in

previous research that having a high level of emotional intelligence was not only a

predictor of success but also a determining factor in ensuring continuous growth and

leadership development. Through reflection and self-awareness, organizational leaders

can manage emotions and project a positive and well-balanced image to those they lead.

Self-Awareness and Leadership

Goleman, Boyatzis, and McKee (2002) conducted research to determine whether

an executive’s level of emotional intelligence had an effect upon the performance and

profits of an organization. Specifically, Goleman et al. sought to discover whether the

emotional intelligence of an executive radiated throughout the organization, affecting

bottom-line performance. Goleman et al. explored whether executives who lacked self-

awareness could maintain a balance between mood and level of optimism and the effects

on followers. The results indicated that organizational leaders with high levels of

emotional intelligence created organizational environments that increased sharing of

information and encouraged trust amongst peers, positive risk-taking, and continuous

learning.

Goleman et al. (2002) used the term CEO disease to describe the disconnection

between how executive leaders think they are influencing followers and how behaviors

are actually being interpreted. Moods are contagious, and leaders can set the tone for an

entire organizational culture (Goleman et al., 2002). It is imperative that leaders engage

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in reflective analysis to determine how their emotional intelligence and level of self-

awareness are affecting the moods of followers and the organization as a whole.

Results of studies by Barbuto and Burbach (2006), Dearborn (2002) and Shipper

et al. (2003) indicated that executive-level leaders who possessed high emotional

intelligence produced better organizational results. The findings further suggested that

executives who worked with an executive coach could improve their level of self-

awareness. It was further determined that executives’ relationship with an executive

coach facilitated the process of improving self-awareness and introspection, resulting in

enhanced organizational, and leadership behaviors.

Executives who understand how their behaviors affect followers are leaders that

are more effective. Goleman et al. (2002) provided insight about mood contagiousness

and the influence of leaders’ mood on followers. Followers sensing negative energy or a

lack of emotional control from a leader might be less creative, lack efficiency, and lose

focus on goals.

Conclusion

The literature review provided a better understanding of changes in the

organizational environment and the demand for changed leadership roles and behaviors

(Heames & Harvey, 2006). Currently, a changing society and the need to evaluate current

leadership development strategies and address turbulent and complex organizational

environments challenge organizations. Leadership development strategies need to

produce lasting results, unremitting resilience, and exceptional performance (Hudson,

1999). As a result of these requirements, executive coaching has emerged as a leadership

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development strategy, replacing traditional leadership training approaches (Zenger &

Stinnett, 2006).

Executive coaching is still a relatively new and emerging leadership development

intervention that has grown exponentially in only 10 years. Research suggested (Zenger

& Stinnett, 2006) that executive coach can accelerate the developmental process of

leaders in the context of their daily roles and responsibilities. It has been suggested that

executive coaching resulted in significant and long-lasting results but was an immature

profession that lacked substantial academic research to support its claims (Hodgett, 2002;

Kampa-Kokesch & Anderson, 2001).

This literature review was an exploration of how executive coaching improves

executive leadership abilities and enhances self-awareness. Executive coaching is an

individualized, one-on-one leadership development strategy that provides a unique focus

on leaders in their current role, is performed in real time, and is an ongoing process that is

feedback driven (Niemes, 2002). The discussion on adult learning theory further

supported how adults learn, and Knowles’ (2006) andragogical model can be applied to

the process of executive coaching. The discussion of adult learning theory helped

elucidate its contributions to executive coaching as a learning and performance-

improvement approach. A review of current academic research was included in the

literature review. The review of previous studies highlighted the need for additional

research. It is hoped that the research study contributes to the body of knowledge on

executive coaching and the influence of executive coaching from the perspective and

experience of the executive.

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Summary

The purpose of the literature review was to examine how executive coaching

programs influenced leadership behaviors and the perceived self-awareness of executive-

level leaders. In the first part of the review, executive coaching, its definition, history and

evolution, and its meaning for leadership and organizational performance were explored

(Hudson, 1999; Mitsch, 2002). The second part of the review was focused on leadership,

current challenges, future leadership competencies (Chen, 2006; Hernez-Broome &

Hughes, 2004), and leadership development and its correlation to organizational and

leadership success.

The final part of the literature review was an analysis of self-awareness and its

meaning for changed leadership behaviors (Goldsmith, 2006; Hutton & Angus, 2003;

Sala, 2003; Wales, 2003). Included was an in-depth analysis of executive coaching and

its meaning for changing leadership and organizational performance. Leadership

behaviors and competencies and the need for organizations to be continually developing

next-generation leaders was also explored (Chen, 2006; Kaye, 2006).

Organizations have implemented executive coaching as a leadership development

strategy with great success, improving leaders’ self-awareness and enhancing leadership

behaviors. The hermeneutic phenomenological research study of executive coaching was

conducted to gain an understanding of how participation in an executive coaching

program provided meaning for executive-level leaders with regard to perceived levels of

self-awareness and changed leadership behaviors. No previous research was located that

addressed these specific variables. Chapter 3 includes a discussion of the research design,

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the rationale for the design appropriateness, the population, and the data collection and

analysis.

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CHAPTER 3: METHOD

The purpose of the qualitative hermeneutic phenomenological study was to

explore how executive leaders experience executive coaching programs within

organizations across the United States and to interpret perceptions of self-awareness

contributing to leadership abilities. A qualitative hermeneutic phenomenological research

method was appropriate since the focus of the study was to discover the essence of an

executive coaching program as experienced by individuals in leadership positions. In-

depth interviews were conducted as a means of data collection.

Chapter 3 provides a detailed discussion of the qualitative hermeneutic

phenomenological research method and why it was the chosen design to gather new

knowledge and gain a more intimate understanding of the experiences and perceptions of

the phenomenon of executive coaching for the participating executive-level leaders. This

chapter contains 12 sections, each providing details of the research method as follows: (a)

research design, (b) appropriateness of the design, (c) research questions, (d) population,

(e) sampling frame, (f) confidentiality, (g) geographic location, (h) feasibility and

appropriateness, (i) data collection, (j) data analysis, (k) validity and reliability, and (l)

summary.

Research Design

The research design was qualitative in nature. The qualitative method assisted in

obtaining an intimate understanding of the phenomenon of the experience of executive

coaching programs. The qualitative approach allowed for the exploration of leaders’

perceptions of self-awareness and changed leadership behaviors and the effects on

leadership within organizations (Patton, 2002). Creswell (1998) wrote,

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Qualitative research is an inquiry process of understanding based on distinct

methodological traditions of inquiry that explore a social or human problem. The

researcher builds a complex, holistic picture, analyzes words, reports detailed

views of informants, and conducts the study in a natural setting. (p. 15)

Hermeneutic phenomenological research is a qualitative approach that was useful in

eliciting descriptive interpretations of the participants’ experiences of the phenomenon of

executive coaching (Taylor & Bogdan, 1998). The descriptive interpretations revealed

meaning and experiential themes elicited from the participants.

Moustakas (1994) noted, “Interpretation unmasks what is hidden behind the

objective phenomena” (p. 10). The hermeneutic phenomenological method of research

allowed the examination of the participants’ phenomenal views and experiences of an

executive coaching program with the use of nomothetic thematic descriptions,

interpreting all interviews in relation to the context of others. The intent is not to create

generalizability but rather to broaden interpretive analysis (Pollio et al., 1997).

The phenomenological approach was focused on exploring how leaders made

sense of and integrated the experience of an executive coaching program into

consciousness (Patton, 2002). The phenomenological method captured and described

how the executive leaders perceived, remembered, felt about, and made sense of the

phenomenon of executive coaching (Patton, 2002). Pollio et al. (1997) stressed that

human experiences were not static and changed depending on the conditions and

constraints of the surrounding environment. “It is always intensely personal and only

infrequently transparent to itself; the meaning of one’s experience frequently changes as

it is described and/or reflected upon” (Pollio et al., 1997, p. 29).

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By transforming human experience into text, the essence and meaning of the

phenomenon emerges. “Thus, a lived experience has a certain essence, a ‘quality’ that we

recognize in retrospect” (van Manen, 1990, p. 36). The goal of the phenomenological

method was to transform the experience of executive coaching for executive leaders

through reflection and dialogue, revealing its meaning (van Manen, 1990).

Phenomenological research is the revelation of a phenomenon as it enters into

human consciousness. The application of a hermeneutic phenomenological research

method helped determine how the experience of executive coaching programs provided

meaning for leaders’ perceived level of self-awareness and changed their leadership

behaviors. Phenomenology provided an opportunity to explore a phenomenon that is

dependent upon the lived experiences of the participants. Since there was an exploration

of the lived experiences of executive leaders, it was necessary to apply a research method

that allowed the meaning of the experience to develop. The hermeneutic

phenomenological research method focuses on lived experience and its meaning for an

individual, the development of thematic descriptions, and the interpretation of text to gain

meaning and a clear understanding of the essence of the experience (Moustakas, 1994).

The research study was an exploration of how executive leaders experienced an

executive coaching program. The findings provided a comprehensive account of the

experience and determined what the experience meant for the participants and how it

affected their leadership decisions and ability to lead organizations. Hermeneutic

phenomenological research is focused on the lived experiences of individuals, values the

unique, and starts in the life-world (van Manen, 1990). Traditional experimental research

is concerned with generalized knowledge (i.e., what is true for one is true for all),

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interventions are repeatable, and samples are replaceable. A quantitative approach could

have been used to quantify programs and interpret the results while the qualitative

approach helped understand the notion of self-awareness (Creswell, 2002).

The purpose of the research was to understand how executive coaching programs

provided meaning for executives’ perceptions of self-awareness and changed leadership

behaviors. An effort was made to gain a more intimate understanding of executive

leaders’ life-worlds. Van Manen (1990) described the life-world as the world of the

ordinary approach to everyday life; a life-world is the original, pre-reflective, pre-

theoretical approach. Human science approaches such as hermeneutics and

phenomenology are based on philosophy and the reflective disciplines (van Manen,

1990).

The focus of the research study was on exploring individual descriptive

experiences and seeking the essence of the phenomenon created by executive coaching

programs. Van Manen (1990) defined essence as “the inner essential nature of a thing, the

true being of a thing” (p. 177). A hermeneutic phenomenological research method was

appropriate to obtain the descriptive experiences of the participants as they lived the

experiences within their individual circumstances (Pollio et al., 1997). Reflection is the

basis of the method to gather information about the unique experiences of each individual

leader.

Appropriateness of Design

The study depended upon a qualitative hermeneutic phenomenological research

approach as a means of exploring executive coaching programs. Van Manen (1990)

described phenomenological research as an approach that requires revisiting a specific

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experience so that a comprehensive description can be obtained and the foundation for

reflective analysis can be established. The phenomenological method revealed the

essence of the experience of executive leaders. Van Manen, noted that phenomenological

research focuses upon transformation and reconnecting with an original experience, to

reveal the essence of the participants’ experiences. The focus of the research study was

solely upon the participants’ experience of an executive coaching program and its

influence upon perceived self-awareness and leadership behaviors.

Quantitative research approaches are used to study trends or relationships among

variables (Creswell, 2002). There was no desire to find generalizations among large

populations or the influence of one variable upon another in the research study. The

participants were asked specific questions in order to gather measurable and observable

data (Mills, 2003). Unlike quantitative research, qualitative studies are carried out with

questions that are open-ended and broad in nature. The purpose is to identify and gain an

understanding of a central phenomenon and learn from the participants. The qualitative

hermeneutic phenomenological research design was appropriate to meet the goals of the

study, and it revealed the meaning of the human experience of an executive coaching

process (Mills, 2003).

Qualitative research studies begin with a central overarching question (Creswell,

1998). For the research study, there was one central research question and two

subquestions. The main question stated, “How do executive leaders experience executive

coaching programs?” The subquestions stated, “What is the structural meaning of the


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ability to lead?”

The basis of data collection was gathering comprehensive descriptive accounts of

human experiences accepted as empirical data. There is a perspectival component to

human experiences, and people use different words to describe similar experiences

(Pollio et al., 1997). Phenomenology is “an almost inevitable procedure for attaining a

rigorous and significant description of the world of everyday human experience as it is

lived and described by specific individuals in specific circumstances” (Pollio et al., 1997,

p. 28).

For the purpose of the research study, everyday experiences were limited to the

leaders’ experiences of an executive coaching program. These experiences were accessed

by way of dialogue with the participating leaders so that the leaders could recall and

describe their experience (Patton, 2002). The study of phenomenology reveals that

human experiences are not fixed; they are continuously changing as they relate to present

surroundings, possibilities, and constraints created by the world (Pollio et al., 1997).

While describing and reflecting on an experience, individuals are not always aware that

the understanding of the experience frequently changes (van Manen, 1990).

Experiences are personal. In order to gain a clearer understanding of the meaning

of an experience, it is beneficial to engage with another with whom the experience is not

intimate (Pollio et al., 1997). Dialogue engages an interviewer and participant as each

assumes a respectful position such that an understanding and commitment can be

established, and together they explore the life-world of the participant, gaining a clearer

understanding of an experience (van Manen, 1990). A dialogic method encourages the

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engaged participants to explain and clarify meaning as dialogue occurs between them. As

the participants provide a descriptive account of an experience and its meaning, they

might be grasping its nature for the first time, apprehending the personal meaning the

experience has for them (Pollio et al., 1997).

Research Questions

The following single overarching research question guided the study: “How do

executive leaders’ experience executive coaching programs?” Two subquestions followed

the central overarching question and stated, “What is the structural meaning of the



ability to lead?”

The participants were asked the following three semi-structured questions

regarding their experience of an executive coaching program:

1. What was your experience of an executive coaching program?

2. How might that experience have provided an understanding of your perceived

levels of self-awareness?

3. Given what you have stated about your experience of an executive coaching

program, how do you feel it might have changed your leadership behaviors?

A pilot study indicated that additional questions were needed in order to engage

the participants in a deep and meaningful discussion of their experiences. The possible

need for subsequent questions evolved from the outcomes of the pilot study. According to

Pollio et al. (1997), the open-interview approach allows the interview to unfold and the

central issue or experience to emerge repeatedly. The open-interview approach enabled

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the evolving of the essence of the phenomenon of the participants’ executive coaching

experience.

Population

There are no established criteria for choosing how many participants are required

for a qualitative study (Moustakas, 1994). A phenomenological research method has a

few essential criteria that need to be considered when selecting a population to be

studied. The criteria include (a) the participants have experienced the phenomenon being

studied, (b) they demonstrate an interest in gaining an understanding of its meaning and

purpose, (c) willingness to engage in a 30 to 45 minute interview and possible follow-up

interview, (d) allow the entire interview to be digitally recorded, and (e) understand that

the findings will be published (Moustakas, 1994).

Creswell (2002) stated that the number of participants could vary. Qualitative

research usually involves only a small number of participants, which enhances the ability

to establish an in-depth representation of the phenomenon being explored. In the research

study, in-depth phenomenological interviews took place with 20 executive-level leaders

who had participated in the phenomenon of executive coaching.

The participants were purposefully selected to gain a better understanding of the

experience of executive coaching. Phenomenological interviews are informal, interactive,

and are a method of engaging the participants in a series of open-ended semi-structured

questions in order to call to mind a comprehensive description of the participants’

experience (Moustakas, 1994). The selection of participants for the research study was

based upon the executive leaders having participated in an executive coaching program.

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The exact number of participants recruited was determined by the creation of a

hermeneutic circle. When the hermeneutic circle evolves, scientific understanding of the

phenomenon being studied will have occurred (Patton, 2002). Interpretation and

understanding of the text leads to the correction of prejudgments (Moustakas, 1994).

Informed Consent

Each participant willing to participate in the research received the interview

protocol (see Appendix A), an introduction letter (see Appendix C), a written letter of

informed consent (see Appendix D), and a participant referral form (see Appendix E).

The informed consent forms were signed and dated by each individual participant and

stored in a locked filing cabinet. A copy of the informed consent for the participants’

personal records was available.

Sampling Frame

The sampling frame was gathered with a purposeful sampling method to ensure

the sample chosen represented the people, setting, and activities necessary to provide

information relevant for the research study. Purposeful sampling is a method used to

select deliberately a population that is considered an expert or privileged eyewitness to an

event (Maxwell, 2005). Purposive sampling is unlike the typical quantitative approach

that relies upon probability and convenience sampling, and in which the sample is used to

make generalizations of the target population (Maxwell, 2005; Neuman, 2003).

Phenomenological research methods are limited in the type of sampling strategies

that can be utilized (Creswell, 1998). Criterion sampling ensures that each participant is

representative of those who have experienced the phenomenon under study (Creswell,

1998). The criteria the participants in the present study were required to meet are as

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follows: (a) participants held an executive-level leadership position and (b) participants

had to have engaged in an executive coaching program before the study. The participants

were asked three semi-structured questions regarding their experience of an executive

coaching program. The criteria and the research questions were presented during the

sample selection process to ensure the participants were representative of the population

required for the study.

A snowball sampling strategy was also used to engage additional participants in

the study based upon recommendations and the referral of participant leaders (Creswell,

2002). Participants were engaged and asked to recommend and refer both male and

female leaders who had participated in an executive coaching program. Each participant

of the study was asked to complete a participant referral form (see Appendix E) to ensure

that all participants in the study met the established criteria. Once the participant referrals

were received, contact with the executive leaders was made to invite them to take part in

the study.

Confidentiality

Careful protection of collected data is paramount to maintaining confidentiality of

participants during the research process (Creswell, 2002; Moustakas, 1994). Before the

interviews, the participants had an opportunity to introduce themselves and provide

background information. The background information was not included in the official

digital recording process and remains confidential.

The recorded interviews were not copied and transcriptions of the data were only

used for the research study. All digital recordings and transcriptions were placed in a

locked securely in a cabinet. Upon completion of the research study, the transcribed data

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and all digital recordings will remain in a locked cabinet and will be destroyed after 5

years.

Geographic Location

The geographic location for the research study was the United States. The

participants were located in various parts of the United States and were required to have

an executive-level leadership position within an organization. The broad geographic

region was necessary to accommodate leader referrals and the snowball sampling

approach.

Feasibility and Appropriateness

In-depth digitally recorded phenomenological interviews were used as data

collection method. The interviews were conducted over the telephone with executive

leaders who have previously participated in an executive coaching program. The intent of

the in-depth phenomenological interviews was to bring to consciousness the lived

experience of the participants and gain a clearer understanding of the experience from the

perspective of the participants and in their own words (Moustakas, 1994; Taylor &

Bogdan, 1998). Pollio et al. (1997) stated,

To accomplish the task of describing what other people are aware of requires a

method that accepts, from the beginning, the perspective nature of human

experience and the fact that different people may be talking about similar

experiences when using different words and different experiences when using

similar words. The combination of these two concerns yields a determinate

method—phenomenological interview—as an almost inevitable procedure for

attaining a rigorous and significant description of the world of everyday human

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experience as it is lived and described by specific individuals in specific

circumstances. (p. 28)

The in-depth phenomenological interviews allowed relevant data to be gathered as

they were described by the study participants (Creswell, 1998; Moustakas, 1994). The

process of in-depth interviewing provided an opportunity for the exploration of a broad

range of participants and executive coaching programs with a clearly stated research

question and identification of the topic as an area of interest (Taylor & Bogdan, 1998).

Qualitative interviewing is non-directive and unstructured; the interview approach is non-

standardized with open-ended interview questions (Taylor & Bogdan, 1998). The purpose

of qualitative interviewing is to gain a greater depth of understanding of the participants’

perspective of their lives, experiences, or circumstances, each articulated in the

participants’ own words (Taylor & Bogdan, 1998). In-depth interviewing is a qualitative

research tool mirroring an informal conversation between two individuals of equal status.

This method is similar in many respects to observations of participants (Neuman, 2003;

Taylor & Bogdan, 1998).

In-depth interviews establish a relationship with the participants and include the

questions necessary to gather relevant information in order to understand the essence of

an experience (Patton, 2002; Taylor & Bogdan, 1998). Unlike participant observation, the

interviews do not take place in a natural setting but are arranged specifically for the study

(Taylor & Bogdan, 1998). The interview questions were open ended and intended to be

built upon so that the interviewees could freely reconstruct the experiences of the

phenomenon (Seidman, 1991).

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The purpose of the research was to obtain an intimate understanding of the life-

world of executive leaders who had participated in an executive coaching program with

an original, pre-reflective, pre-theoretical approach (van Manen, 1990). Hermeneutic

phenomenological research originates in the life-world of the participant and seeks to

discover the reflective awareness of the experience (van Manen, 1990). Phenomenology

provided an opportunity to explore the experiences of the participants in detail and to

create the context of the executive coaching experiences by focusing on the recall of the

history of the participants (Seidman, 1991).

The in-depth interviews provided the participants with an opportunity to recreate

the executive coaching experience. The participating leaders were asked to provide a

detailed account of their experience rather than state their personal assessment of the

coaching program (Seidmen, 1991). The participants were asked to focus on the content

of the executive coaching experience and share their story and insights. The focus on the

details of the experience provided an opportunity to reflect upon the meaning of the

experience and process it fully. The participants were strongly encouraged to explore the

meaning of their experience (Seidman, 1991).

The application of a hermeneutic approach enhanced the interpretation and

understanding of the meaning of the interview data. Phenomenology focuses upon the

phenomenological and hermeneutic approaches that are both descriptive and

interpretative (van Manen, 1990). “Interpretation unmasks what is hidden behind the

objective phenomenon” (Moustakas, 1994, p. 10), making interpretation and the

understanding of meaning crucial for the research design. It was predicted that the

participants would in time answer the following questions: “How does your experience of

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an executive coaching program provide an understanding of your self-awareness?” and

“How has that understanding changed your leadership behavior?”

Data Collection

Creswell (1998) recommended the following interview steps during the data-

collection process: (a) identify interviewees using the purposeful sampling method, (b)

determine which type of interview will provide the most meaningful information to

answer the research question, (c) ensure that the recording device is appropriate, (d)

create an interview protocol so that the interviewee’s comments can be written, (e)

establish a location for the interview, (f) obtain consent from the interviewee to

participate in the research, (g) focus upon the interview question being asked, and (h)

remain respectful and do not offer advice (p. 23). Before conducting the

phenomenological interviews, contact was made with each participant for the purposes of

a brief introduction, explanation of the research, how and why the person was chosen,

determination of interest, and when an interview could be scheduled (Seidman, 2006).

A database was created to manage contact information, interview schedules, and

follow-up upon completion of the interview process. The digitally recorded in-depth

interviews took place over a period of 12 to 14 weeks. The location of the interviews was

determined by convenience for the interviewee. The interviews took place by telephone.

Each interview lasted approximately 30 to 45 minutes and was digitally recorded to

ensure all interview data had been accurately captured and all relevant information

gathered (Taylor & Bogdan, 1998).

A pilot study was conducted before the study interviews. Five executive leaders

were asked three semi-structured questions regarding their experience of an executive

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coaching program (see Appendix A). The participants were asked to provide specific

information related to their experience. These questions were the same questions asked

during the actual interviews with the participants of the study.

The purpose of the small pilot study was to ensure that the questions were

effective and that the chosen interviewing method was appropriate. It aided in

determining whether additional questions needed to be asked to engage the participants in

a deeper, more meaningful discussion of their experiences. The pilot study assisted in

exposing possible access issues and interview techniques that might influence the

outcome of the interview process (Seidman, 2006). Pilot studies are important; they add

clarity and understanding of the interpretations of the phenomenon under study

(Maxwell, 2005).

Before initiating data collection, each potential participating executive leader

received an introductory letter (see Appendix C) that contained explanations of the

purpose of the study, the nature of study, the participants’ role in the study, and the study

design. The letter further informed the participants that the information they provided

would remain confidential. The participants were required to sign a consent to act as a

research participant form (see Appendix D). Executives who knew potential participants

for the study were asked to complete a participant referral form (see Appendix E).

The purpose of the referral form was to ensure that the participants who were

referred are individuals had participated in an executive coaching program. Demographic

information was collected from the participants at the beginning of the interview process

(see Appendix F). The demographic questions related to (a) type of organization, (b)

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fortune 500 company, (c) gender, (d) leadership position, (e) years of service, (f) age, and

(g) level of education.

Upon completion of the interview process, the interview recordings were sent to a

third-party transcriber within 7 days. When completed, the transcriptions were mailed or

e-mailed to each participant for review to ensure that the information was accurate. The

process was completed within 7 days. Each participant was asked to return the reviewed

transcriptions by mail or e-mail within 7 days. This verification process by the

participants ensured the interpretation of the text and meaning of the phenomenon being

studied was accurate. As Moustakas (1994) stated, “Hermeneutic science involves the art

of reading a text so that the intention and meaning behind appearances are fully

understood” (p. 9).

The research study relied upon hermeneutic science that helped in the process of

fully understanding the phenomenon of executive coaching. The implemented approach

used led to a deeper meaning of phenomenological research. Hermeneutic

phenomenological reflection expands thoughts and is concerned with action. It was

anticipated that the research study would result in an answer that identified the

phenomenon of the human experience (van Manen, 1990). Figure 1 is a detailed outline

of the research process.

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Figure 1. Research flow chart.

Data Analysis

Creswell (2002) identified the following steps for data analysis: (a) data

collection; (b) data management; (c) reading; (d) memoing; (e) describing, classifying,

interpreting; and (f) representing, visualizing. NVivo7 (2007) qualitative software was

used to analyze the text gathered from the in-depth interviews. The NVivo7 data analysis

software was chosen over Altas.ti because of its coding and data-organization capabilities

as well as ease of use. The text was explored for themes relevant to the phenomenon of

executive coaching. The ultimate outcome of the analysis of the text was the revelation of

the essence of the experience of executive coaching programs upon leadership behaviors.

Careful protection of collected data is paramount to maintaining confidentiality of

study participants during the research process (Creswell, 2002; Moustakas, 1994). Before

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the recording of the in-depth interviews, the participants had an opportunity to introduce

themselves and provide background information. The background information was not

used as a part of the official digital recording process and remains confidential. The

recorded interviews were not copied, and transcriptions of the data were only used for the

research study. All digital recording and transcriptions are safely locked in a cabinet.

The process of analyzing the data gathered from the in-depth interviews required

categorization of the text in order to identify emerging themes. The data were coded and

categorized using NVivo7 software (2007). As themes began to emerge, a clearer

understanding of the phenomenon being studied developed. The analysis of descriptive

lived experiences is an appropriate method for uncovering thematic patterns of the target

phenomenon (van Manen, 1990). The separation of themes in the descriptive text of the

phenomenon can be accomplished with three different approaches that are (a) holistic, (b)

selective, and (c) detailed (van Manen, 1990).

The holistic approach uncovers the primary significance of the text by attending

to the whole text. The selective approach requires that the text be read numerous times

and highlights be made to portions of text that appear to be essential to the phenomenon.

The detailed approach involves carefully reading each sentence and uncovering how it

reveals something significant about the phenomenon (van Manen, 1990). Each of these

approaches was applied to the data in order to create thematic patterns of the

phenomenon. The text was thoughtfully analyzed so that the phenomenon could be

revealed.

Van Manen (1990) recommended being attentive to idiomatic phrases in the

participants’ expressions and paying close attention to the etymological origins of the

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words being explored in order to connect with the original where the words indicated ties

to lived experiences. Van Manen stated,

The point is not that one blindly collects a multitude of linguistic items associated

in some way with the phenomenon, but that one reflectively holds onto the verbal

manifestations that appear to possess interpretive significance for the actual

phenomenological description. (p. 62)

NVivo7 software assisted in identifying and organizing themes into clusters that

held significance to the phenomenon. Extraneous, recurring, and overlapping data were

identified and eliminated. Only invariant themes were used for expansion. The outcome

of this process was the creation of a textural representation of the themes describing the

experience but not inclusive of the experience itself. Reflection upon the descriptions

followed, along with the use of structural description as a method of uncovering all

potential meanings and conflicting perspectives.

The frames of reference were varied, and a description of the experience of the

phenomenon was constructed. NVivo7 data analysis software was used for the

development process of the structural description. Finally, there was the development of a

unified description of the significance and the essence of the phenomenon (Creswell,

1998). NVivo7 software was a useful tool to track emerging themes and gather new

insights about the data (Taylor & Bogdan, 1998). Integration of the textural and structural

descriptions synthesized the meaning and essence of the experience (Moustakas, 1994).

The analysis of the data gathered from the in-depth interviews led to the

development of a more intimate understanding of the phenomenon of the experience of

executive coaching. The NVivo7 qualitative analysis software was used as a tool to help

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with the interpretation of the text gathered from the interviews. Figure 2 provides a

representation of the data-analysis process that was implemented.

Categorize DataEmergent ThemesUsing NVivo7

Separation Of Themes

Holistic Approach

Identify And EliminateReoccurring Themes

Maintain Variant Themes

Create Textural Representation Of Themes

Researcher Reflects Upon DescriptionsFor Meaning And Conflicting Perspectives

Selected Approach

Detailed Approach

NVivo7 Used To Identify And Organize Themes

Construct Description Of Phenomenon

NVivo7 Used For Structural Descriptions

Development of A Unified Description

Figure 2. Data analysis flow chart.

Validity and Reliability

Phenomenological research is a human science approach that acquires validity as

the knowledge sought evolves through descriptive accounts, allowing for the meaning

and essence of the experience to emerge (Moustakas, 1994). Qualitative research is a

process of inquiry that focuses upon understanding the meaning of a human experience

(Schwandt, 2001). It is flexible and open and does not apply a standardized method,

unlike quantitative research (Creswell, 2002). The method of epoché, or bracketing,

eliminates threats to validity because epoché is the suspension of all prejudgments and

biases of the experience and the application of intuition and a natural attitude (Creswell,

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1998; Moustakas, 1994). In the research study, member checks were used along with

epoché to increase the validity of the findings. Member checks is the process of returning

interview transcripts to the participants who are asked to determine whether the

descriptions are complete and accurate (Creswell, 2002; Mills, 2003). Since all data in the

study consisted of the participants’ experiences, it was necessary that the participants

establish the accuracy of the transcriptions and validate the findings.

External factors that could threaten the validity of the research study included the

relationship between the researcher and the participants, participants’ experiences of the

subject being discussed, the presence of the digital recorder, the interview setting, the

participant’s beliefs about the study outcomes, and the willingness of the participants to

share their experiences in an open and honest manner. These factors were addressed in

the research design as a method of controlling threats to validity.

Self-reflection helped minimize bias on the part of the interviewer regarding

relationships with the participants, the participants’ experiences, and the participants’

beliefs about the study outcomes. Self-reflection offers an opportunity for researchers to

examine bias and eliminate influences from the descriptions of the participants’

experiences (Creswell, 2002). The participants were contacted regarding the location and

time of the interview to ensure the most convenient and flexible location and schedule

(Seidman, 2006). The recording device was not intrusive. If the recording device is not

intrusive, participants’ responses are not affected (Seidman, 2006).

Taylor and Bogdan (1998) noted, qualitative research studies the context of

people in their past and the situations in which they are found. Reducing the words and

experiences of participants into statistical equations diminishes the significance of the

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human social life (Taylor & Bogdan, 1998). The focus of the present qualitative study

was on the lived experiences of the participants; each experience was unique, and the

outcomes of the research were specific to the small group of participants.

Summary

Chapter 3 was an introduction to the research method chosen for the research

study. The chapter provided a detailed account of the rationale for the choice of a

hermeneutic phenomenological research approach (Creswell, 1998; Taylor & Bogdan,

1998). Included in the chapter was a discussion of the research design and its

appropriateness, a description of the population, and details on the data analysis methods.

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CHAPTER 4: PRESENTATION AND ANALYSIS OF DATA

Chapter 4 presents a detailed analysis of the 20 in-depth interviews conducted

with executive level leaders from organizations across the United States. A pilot study

involving 5 executive leaders was conducted to test the interview questions and

determine whether the questions were appropriate to accomplish the purpose of the study.

Upon completion of the pilot study, the research was conducted with 20 executive-level

leaders. The data collected from the in-depth qualitative interviews were analyzed to

develop emerging themes from the executives’ experiences of executive coaching

programs. The chapter is organized with the following seven sections: (a) research

questions, (b) pilot study, (c) demographics, (d) data collection process, (e) data analysis

procedures, (f) findings, and (g) summary.

The purpose of the hermeneutic phenomenological research study was to explore

how executive leaders in organizations across the United States experienced executive

coaching programs. Phenomenology was an appropriate approach to accomplish this

purpose. A specific goal of the study was to interpret perceptions of self-awareness and

determine whether self-awareness contributed to leadership abilities. As the method of

data collection, 20 in-depth interviews were conducted.

NVivo7 qualitative software was used to conduct the analysis of the data gathered

and identify emerging themes. The emergent themes described the phenomenon of the

experience of executive coaching programs. The findings led to the identification of the

essence of the experience of an executive coaching program. In the research, executive

coaching was defined as an individual and experiential leadership development strategy

intended to improve leaders’ skills so they can more effectively achieve organizational

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goals (Stern, 2004). Executive coaching focuses on enhancing skills and knowledge

related to self-awareness to improve individual performance (Stern, 2004).

Research Questions

One overarching research question and two subquestions guided the

phenomenological research study. The main question stated, “How do executive leaders’

experience executive coaching programs?” The subquestions stated, “What is the

structural meaning of the executive coaching experience for perceived levels of self-

awareness?” and “What are the underlying themes in executives’ perceptions of self-

awareness contributing to their ability to lead?”

During the in-depth interviews, the participants were asked the following three

semi-structured questions regarding their experience of an executive coaching program:





program, how do you feel it may have changed your leadership behaviors?

Additional questions were generated from the pilot study to engage the

participants who were less expressive and forthright in describing executive coaching

experiences. According to Pollio et al. (1997), the open-interview approach allows the

interview to unfold and the central issue or experience to emerge repeatedly. The open-

interview approach enabled the essence of the phenomenon of participants’ executive

coaching experiences to evolve.

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Pilot Study Process

Before conducting the official interviews, pilot study interviews were conducted

with 5 participants to determine whether the interview questions were clearly articulated

and understood. The questions were targeting relevant information about the participants’

experiences of executive coaching programs (see Appendix A). The participants were

asked to provide a detailed account of their experiences of executive coaching programs.

The participants for the pilot study were selected with criterion and snowball sampling

methods (Creswell, 2002).

Upon reviewing the data collected from the five pilot interviews, it was

determined that the interview questions were appropriate for collecting the necessary data

and that additional questions needed to be asked of some participants in order to engage

them in a deeper, more meaningful discussion about their experiences. Additional open-

ended questions that elaborated upon the initial three interview questions were asked of

some participants during the main study when participants were not forthcoming in

describing their coaching experience. The additional open-ended questions assisted in

gather more detail about the coaching experience.

The additional questions made it possible for the essence of the lived experiences

of the participants to emerge. In order to engage some of the participants effectively in

more meaningful and robust discussions about executive coaching experiences, self-

awareness, and leadership behavior changes, the following questions were asked during

the study interview process:

1. How did you experience executive coaching as a leadership development

strategy?

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2. How may your changed level of self-awareness have affected your relationship

with employees?

3. Did changes in self-awareness change your leadership behaviors?

4. Which leadership behaviors may have changed as a result of your improved self-

awareness?

5. How would you describe your leadership behavior before the coaching

experience?

6. What effect did you notice with regard to the organization?

7. Is there anything else you would like to share with regard to your experience of an

executive coaching process?

The additional questions were incorporated into the interview process where deemed

necessary, making the discovery of the executive coaching experience possible and

allowing the less expressive participants to become more forthright without the

introduction of bias.

The data from the study interviews were analyzed with NVivo7 software for

coding and identifying emerging themes from the executives’ experiences of coaching

programs. The presentation and analysis in chapter 4 provides an explanation of the data

analysis approach used to identify common themes and obtain the essence of the

executives’ experience. The results of the analysis are directly related to the research

questions and supported by the literature.

The following research question and subquestions provided the structure for the

study:

1. How do executive leaders experience executive coaching programs?

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2. What is the structural meaning of the executive coaching experience for perceived


3. What are the underlying themes in executives’ perceptions of self-awareness

contributing to their ability to lead?

Demographics

The demographic data from the 20 participants are presented in table format. The

demographic information included (a) type of organization, (b) Fortune 500 or not, (c)

gender, (d) level of position, (e) years of service, (f) age, and (g) highest level of

education. The following sections present the findings for each of the demographic areas.

Type of Organization

Out of 20 participants, 12 were in a service organization, 1 represented the

pharmaceutical industry, 1 was in sales, 1 in healthcare, 1 worked in real estate, 2

represented consulting, and 2 were in manufacturing (see Table 1).

Fortune 500

Three of the 20 participants worked at a Fortune 500 company, and the remaining

participants represented various industries not recognized as Fortune 500 companies.

Table 2 represents the breakdown of organizations and number of participants.

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Table 1

Type of Organization

Type of Organization Number of Participants

Service 12

Consulting 2

Manufacturing 2

Healthcare 1

Pharmaceuticals 1

Real Estate 1

Sales 1

Total 20

Table 2

Fortune 500

Fortune 500 Number of Participants

Yes 3

No 17

Total 20

Gender

The demographic of gender did not show an equal distribution of male and female

participants. There were 13 males and 7 females, representing the total number of

participants in the study (see Table 3).

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Table 3

Gender

Gender Number of Participants

Male 13

Female 7

Total 20

Leadership Position

The 20 participants held leadership positions as follows: 1 managing principal, 1 owner,

2 partners, 2 CEOs, 3 presidents, 3 directors, 8 vice presidents (see Table 4). The

category of vice president was the most highly represented (40%).

Table 4

Position of Leadership

Position of Leadership Number of Participants

CEO 2

Director 3

Managing Principal 1

Owner 1

Partner 2

President 3

Vice President 8

Total 20

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Years of Service

Years of service for the 20 participants ranged from 1 to 33.5 years. Fifty-five

percent of the participants had 8 years of experience or less (see Table 5).

Table 5

Years of Service

Years of Service Number of Participants

1-10 years 11

11-20 years 7

21-30 years 1

31+ years 1

Total 20

Age

The age of the participants ranged from 41 to 63 years. More than half of the

participants (65%) were between the ages of 40 and 50 years old (see Table 6).

Table 6

Age

Age of Participants Number of Participants

40-45 7

46-50 6

51-60 5

61-65 2

Total 20

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Level of Education

The levels of education of the 20 participants represented a wide range with 11

bachelor’s degrees, 5 master’s degrees, 2 doctoral degrees, 2 juris doctorates, and

honorary doctorate (see Table 7).

Table 7

Level of Education

Level of Education Number of Participants

Bachelors 11

Masters 5

Doctorate 1

Juris Doctorate 2

Honorary Doctorate 1

Total 20

Data Collection Process

The research method applied to the study was hermeneutic phenomenology. The

participants were required to engage in in-depth interviews in which they were asked to

describe their experiences, perceptions, and understanding of executive coaching

programs. The interview data were transcribed, and the text was carefully read and

analyzed so the intention and meaning of the participants’ experiences could be fully

understood. The data collection process was completed using the following steps: (a) the

participants were identified with purposeful and criterion sampling, (b) initial contact was

made with each participant to establish a date and time for the interviews, (c) an

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introduction letter, interview protocol, and consent form were sent to the participants for

review before the scheduled interview, (d) the signed consent forms were returned by

facsimile or e-mail, (e) an appropriate recording device was used to record the interviews,

(f) the interviews were completed in 30 to 45 minutes by telephone, (g) the interviews

were transcribed within 7 days and returned by e-mail to participants for review, (h)

when reviewed, the interviews were returned by e-mail within 7 days with approval or

recommended changes. The data collection process began upon determining that each of

the 20 participants satisfied the research criteria of holding an executive level leadership

position and having participated in an executive coaching program.

For the purpose of the research study, executive coaching was defined as an

individualized, experiential leadership development strategy intended to develop leaders’

skills so they could more effectively achieve organizational goals (Stern, 2004) and

increase self-awareness for improving individual performance. The participants signed an

informed consent agreeing to have the interview recorded. They further agreed to review

the transcribed interview for accuracy (see Appendix D). The in-depth interviews

provided the participants an opportunity to relive their experiences by discussing the

meaning and understanding of their individual experience (Maxwell, 2005).

Each of the 20 in-depth interviews was digitally recorded over the telephone. This

method was the most convenient for participants. Interviews lasted approximately 30 to

45 minutes, and all the information necessary to answer the three interview questions

were gathered during that time. Telephone interviews were a convenient data collection

process that did not strain the participants’ time demands and allowed for flexibility in

scheduling. The interview process offered the participants an opportunity to clarify any

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misinterpretation of the interview questions. Participants’ responses to interview

questions resulted in discovery of values, thoughts, and insights about their experiences.

The interviews were flexible, following innovative thoughts about the topic and

the exploration of new directions (Creswell, 2002). All recorded interviews and

transcripts were filed in a locked cabinet. The research data will be maintained for a

minimum of 5 years and destroyed after that time.

Upon completion of the interviews, the executives were asked whether they were

willing to refer other potential participants for the study. Executives referring other

participants were asked to complete a participant referral form (see Appendix E). The

intended purpose of the form was to ensure that the participants being referred met the

criteria for the study. During the data collection process, the form was made available so

referrals could be made, but the participants indicated the completion of the referral form

added to the expectations and time demands. The participants referred individuals they

knew and suggested contact be made by telephone or e-mail to determine qualification

for the study.

The interview transcripts were a central component of the hermeneutic

phenomenological approach as the participants relived the phenomenon of the experience

of an executive coaching program (van Manen, 1990). The participants’ review and

approval of the transcriptions ensured the intention and meaning of the phenomenon of

the executive coaching experience was captured. According to Moustakas (1994)

hermeneutic science involves reading text so that the purpose and meaning behind the

appearances are completely understood.

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The interview protocol form was used to present opening and closing comments

and the interview questions. The use of the protocol insured consistency and guided the

participants during the interview process (see Appendix A). Space provided on the form

allowed notes and reminders to be recorded during each interview (Creswell, 2002).

Open-ended questions asked throughout the interview encouraged each

participant to describe in detail the phenomenon of the executive coaching experience

and perceived levels of self-awareness and changed leadership behaviors (Creswell,

2002). Even though participants were requested to share only professional experiences,

personal experiences sometimes were described in the interviews.

Data Analysis

Data from the in-depth interviews were analyzed using NVivio7 software to

discover emerging themes and patterns. The 6-step data analysis process included (a) data

collection; (b) data management; (c) data reading; (d) memoing; (e) describing,

classifying, interpreting; and (f) representing, visualizing (Creswell, 2002). Excel

spreadsheets were used to manage and track the participants’ contact information,

interview schedules, consent status, transcription status and approval, and follow-up

notes. The transcripts were printed, read, and notes were taken, starting the coding

process.

The text of the transcribed interviews was analyzed with the content analysis

method to discover the phenomenon. The holistic, selective, and detailed approaches

were applied in order to create thematic themes and patterns of the phenomenon (van

Manen, 1990). A holistic approach uncovered the primary significance of the text by

attending to the whole text. The selective approach required the text be read numerous

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times and highlights be made to portions of text that appeared to be essential to the

emerging themes. The detailed approach involved carefully reading each sentence and

uncovering how the sentence revealed something of significance about the phenomenon

of the executive coaching experience (van Manen, 1990).

According to Taylor and Bogdan (1998), qualitative research is not an imprecise

analysis or superficial observation of a setting or people, it is systemic research

conducted with challenging consideration. A qualitative research approach does not

necessarily rely upon standardized procedures and it is not realistic to believe that perfect

reliability can be achieved while conducting meaningful research of the real world.

Phenomenology is a human science that acquires validity as the knowledge sought

evolves through descriptive accounts, allowing for the meaning and essence of the

experience to emerge (Moustakas, 1994).

In the process of analysis, there was reliance upon epoché, or bracketing, as a

method of eliminating threats to validity (Moustakas, 1994) and ensure suspension of all

prejudgments and biases. Only intuition and a natural attitude were applied to the process

(Moustakas, 1994). Member checks were used along with epoché to increase the validity

of the results (Creswell, 2002). The member checks process requires the transcribed

interviews be returned to participants who are asked to determine whether the

descriptions are complete and accurate (Mills, 2003). Since the participants’ experiences

were the only types of data collected, it was necessary to obtain the participants’

assurance that the data were valid and void of misinterpretation.

With the use of NVivo7 software, the transcripts were first titled so they could be

sorted alphabetically within the coding reports by type of document, type of organization,

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Fortune 500, gender, leadership position, years of service, age, and identifier. The

interviews were then further coded to the three questions in the interview protocol:





program how do you feel it may have changed your leadership behaviors?

Decisions were made about the best choice of subcodes based upon how the text of the

transcripts revealed something about the phenomenon of the executive coaching

experience. The interviews were rich in this regard and choices needed to be made about

the subcodes or each interview would be over-coded making if difficult to reduce the text

into a small number of themes (Creswell, 1998). The text was then coded with 16

subcodes within each of the 3 main codes (see Appendix G).

Descriptions of the meaning of executive coaching experiences resulting from the

data were the next significant step in the analysis process. Participant responses were

coded into units of meaning. This process involved coding text segments (Creswell,

2002) aiding in the discovery of four emerging themes and the development of the

essence of the experience necessary for phenomenological research (Moustakas, 1994).

Coding the participants’ interview responses into 16 subcategories, each providing a

comprehensive description of the participants’ experiences, completed the process

(Morse, 1994).

The data were interpreted through the coding process using the NVivo7 software

program. Interpretation was an approach used for clarifying and explaining the meaning

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of the phenomenon (Schwandt, 2001). The coding of the data involved providing

reminders within the various nodes rather than coding every line of text to every node

possible; coding was also completed for context, occasionally capturing more content

than necessary, and helping in finalizing the analysis.

Coding was discontinued when the responses became redundant and no new

information emerged. For example, leadership skills and behaviors were discussed,

described, and implied throughout the interviews and were applicable to multiple nodes

(Creswell, 2002). Theoretical saturation occurs when no new information or themes

emerge from the data analysis (Creswell, 1998). According to Guest, Bunce, and Johnson

(2006), saturation is beneficial at a conceptual level, although it provides minimal

practical guidance for the establishment of a sample size for qualitative research, before

data collection. As each interview occurred, the data were systematically analyzed for

themes and the degree of theoretical saturation was documented. In the research study

theoretical saturation occurred after the data from 15 interviews were analyzed. Guest et

al. (2006) suggested saturation should be operationalized and evidence based

recommendations should be made regarding the sample size.

Choices were made about what nodes would best code each specific interview

response rather than coding too many nodes. Creswell (1998) suggested that data not be

over-coded as eventually the codes will need to be reduced to a small number of themes.

Frequency counts were compiled in an Excel spreadsheet, indicating the number of

expressions coded to each node out of the 20 interviews (see Appendix G).

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Findings

The results from the analysis of the in-depth interviews describe how participants

experienced executive coaching programs and interpreted their perceptions of self-

awareness contributing to their leadership abilities. The findings section is organized with

the following three main coded categories created with the three interview questions: (a)

experience of an executive coaching program, (b) understanding of perceived levels of

self-awareness, and (c) changed leadership behaviors. Within the 3 main codes, 16

subcodes emerged; each is discussed in detail. The findings section includes a

comprehensive description of four major themes that emerged from the data analysis. The

themes are (a) coaching experience, (b) self-awareness, (c) changed leadership behaviors,

and (d) opinions about coaching.

Interview Question Responses

Lists of codes were first created from the analysis of interview data, using

NVivo7 software, and were followed by a review of the participants’ answers to the

individual questions. With NVivo7, each transcript was printed, analyzed, and examined

to identify codes and specific quotations related to each of the interview questions. The

participants’ quoted responses were not edited for grammatical exactness. Repetition and

filler words are not included with the quoted responses to ensure sentence clarity and

readability.

The following sections are a detailed account of the data collected during the in-

depth interviews. The first section presents the participants’ responses to the first

interview question that stated, “What was your experience of an executive coaching

program?” The second section focuses on the responses to the second interview question

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that stated, “How might that experience have provided an understanding of your

perceived level of self-awareness?” The third section presents responses to the third

interview question that stated, “Given what you have stated about your experience of an

executive coaching program how do you feel it may have changed your leadership

behaviors?”

Question 1: The Experience of an Executive Coaching Program

Each of the 20 participants answered the first interview question that stated,

“What was your experience of an executive coaching program?” The text of the

participants’ responses was coded to eight subcategories (see Table 8). Participants were

asked to relive and openly discuss their experiences of an executive coaching program.

The following section is a narrative of the results based on what participants shared

regarding their experiences. Each of the nine subcategories is discussed in detail.

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Table 8

Question 1: Experience of an Executive Coaching Program

NODES No. of Participants Percent of Participants

The coaches 20 100%

First experience with coaching 20 100%

Goal setting and action plans 17 85%

Bouncing off ideas and talking 15 75%

Leadership development strategies 13 65%

Pre-assessment and self-awareness 15 75%

Professional development 11 55%

Involuntary requirement 3 15%

Results:

Change in strategic thinking and vision 8 40%

Change in leadership skills 9 45%

Change in relationships 10 50%

Self-acceptance awareness esteem 5 15%

Feel valued 2 13%

Neutral 1 7%

The Coaches

Upon being asked the first interview question, the participants began discussing

how and why they chose to engage with an executive coach or why one was assigned by

their organization. Participants 1, 4, 5, 13, 14, 18, 19, and 20 stated they engaged with an

executive coach to explore relationship issues and manage effective working

relationships within the organizational environment. Participant 5 stated, “To help make

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me more palatable and help me with skills they provided me with an executive coach.”

Participant 13 stated,

In the first instance, I was a senior leader brought into the company from the

outside and was having some difficulty understanding how to get things done in

the new organization. I was experiencing what felt like conflicts between

described expectations of me and support when I tried to execute according to the

expectations as I understood them, so I began working with a coach to get some

clarity around how my actions were perceived by others and to explore some

ways I could be more effective in leading the changes I was brought in to lead.

(Participant 13)

Participant 13 stated engaging in an executive coaching program was a way to

“broaden the ways I communicate depending upon the audiences and to be better at

seeking feedback with important interactions.” Participant 14 stated, “I can be, you know,

abrupt or abrasive or not sensitive to people’s feelings and to stuff of that nature.” This

self-assessment inspired him to hire a coach to work on being more effective in his

interactions with various types of people. Participant 18 said, “My boss thought I needed

to get better at playing the game of corporate politics.”

Eight of the participants (4, 8, 9, 10, 12, 15, 19, & 20) stated an executive coach

was hired or assigned to help them identify their strengths and weakness and gain an

understanding about how others perceived them. Participants 4, 8, 9, 10, 12, 15, 19, and

20 noted their initial engagement with a coach focused on identification of strengths and

weaknesses followed by the creation of an action or development plan. The participants

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stated the coach encouraged accountability for their goals and was supportive of their

success.

Participant 9 personally hired a coach, and Participants 8 and 15 became involved

in a coaching program within their company. All three participants engaged in the

coaching process to prepare for next levels of leadership. Participant 15 noted, “The

purpose was to help groom me in the bank to be able to accept, if it became available, an

area executive position.” Participant 9 stated he sought a coach “and retained her to

explore things I could do, things I could be aware of as I navigate this new role.”

Two of the participants acknowledged that, within their organizations, the

assignment of an executive coach was a perk (Participants 6 & 8). Participant 6 stated, “I

formally had an executive coach. It was something that they gave all executives and was

viewed internally as a perk, a very positive thing.”

Participant 8 explained how the first time she was assigned an executive coach,

she was part of a mentoring program for senior women in her firm. The coaching

program was implemented as an approach to prep senior women for meetings with

assigned senior mentors. The coach worked with Participant 8 to establish what she

wanted to get out of the mentoring relationship.

First Coaching Experience

Each of the 20 participants discussed first experiences with an executive coach.

The initial experiences with an executive coach varied. Participant 1 discussed how his

involvement evolved out of a leadership retreat organized for his staff. He found the

facilitator to be very effective and hired him as his personal executive coach. Participant

5 stated her organization assigned a coach to her as female leadership was rare, and

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coaching would be an approach to making her more palatable in her new leadership role

with male peers.

Participant 6 was provided an executive coach for the first time as a company

“perk.” She described her experience as “neutral,” “It wasn’t great, it wasn’t bad.”

Participants 7 and 8 also became involved with coaching as a benefit from their

respective companies as a leadership development strategy. Participant 7 was provided a

coach to assist her in developing leadership skills that would enable her to move into a

new career direction.

Participants 10, 12, 15, 18, and 20 became involved with executive coaches as

part of an internal program within their organization. Strengths and weakness were

identified, and a development plan was established and executed with the support of the

coach. Participant 12 stated, “I think the coolest thing was that we sat around the table

with my coach, my direct boss, his boss, and our HR person, and we had all filled out an

assessment on myself.”

Participant 12 stated he had his strengths and weakness identified, agreed upon by

everyone involved, and he then engaged with the executive coach for execution of the

development plan. Participant 20 declared, “It was the best experience of my life.” He

said it completely changed his perception of himself and others. He realized he did not

like who he had been for many years of his leadership career.

Participants 9 and 13 first engaged with executive coaches for help in assuming

new leadership roles. They worked with executive coaches to explore and identify how

they could more effectively maneuver in their new positions of leadership. Participant 13

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engaged with her coach to resolve what she described as a conflict between described

expectations of her role and her understanding of those expectations.

Participants 2, 3, 14, and 16 became involved in an executive coaching program

as a means to improve business practices, develop a long-term vision, implement

strategic initiatives, and explore business ideas. Participants 11 and 17 utilized the

executive coaching process as a way to learn how to coach and motivate employees,

much like a train-the-trainer style of leadership development (Participant 11). Participants

3 and 7 engaged with a coach to guide them through a career transition.

Goal Setting and Action Planning

Fourteen of the participants (4, 5, 6, 8, 9, 10, 12, 13, 14, 15, 17, 18, 19, & 20)

discussed how their work with an executive coach was based upon feedback from an

individual assessment process, 360-degree feedback assessment, or similar tool.

Feedback was gathered from managers, peers, and direct reports. With the executive

coach, the participants identified strengths, weaknesses, and areas for personal and

professional development. Action plans, development initiatives, and expectations to

ensure accountability and responsibility were established. The participants worked

closely with their coaches to ensure achievement of desired goals (Participants 4, 8, 10,

12, 14, 15, 17, 18, 19, & 20).

Participant 12 described the assessment process as being the first time in his 13

years with his organization that he felt a commitment to leadership development.

Participant 4 stated, “A leader without followers is just a person out for a walk.” He

credited his executive coach as the person with whom he could be direct and honest about

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his interactions with others and who made suggestions about behaviors requiring

attention.

Bouncing Off Ideas and Talking

Fifteen of the participants (1, 2, 3, 4, 6, 7, 8, 9, 10, 11, 12, 13, 14, 16, & 18)

explained how they experienced executive coaching as a forum or safe place to explore

and understand leadership issues, discuss feedback, and share doubts, questions, and

concerns. Participant 13 noted it was helpful to have a place where she did not need to

worry how others perceived uncertainties. Participant 12 discussed how his executive

coach helped him explore his team goals, providing him with a strategic plan.

Participant 14 engaged with an executive coach who worked with him to explore

relationships in his personal and professional life. He stated that he “never talked to

anyone about trying to marry the two, so it was different; it seemed odd. Overall it was

probably a good idea; it gave me a different way to look at stuff.” Participant 2 said, “It’s

helpful, like all great athletes executives need coaches too. Just to bounce things off of,

get other people’s perspective.”

Leadership Development Strategy

Thirteen of the participants (1, 4, 5, 8, 9, 10, 12, 13, 14, 15, 16, 18, & 20)

described how the executive coaching relationship helped them develop or change

leadership strategies. Participants 1, 5, 9, 12, 13, and 15 described how their position of

leadership changed in some manner, how they became more visible within the

organization, and began to interact with higher levels of leadership. With the support of

their coaches, they recognized their leadership strategies needed to change so they could

become more effective in new leadership roles. Participants 4, 14, 18, and 20 recognized

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through the engagement with their executive coaches that their followers perceived

certain aspects of their leadership as negative and ineffective. Each incorporated the

feedback into the development of a new leadership strategy.

Participant 4 recognized that he was a confident individual, a hard charger, and

he could quickly assess issues and make decisions more directly than others. He realized

through discussions with his coach that his approach threatened others, limited others in

voicing their opinions, and discouraged followers’ support. Upon receiving feedback

from his coach, he immediately said, “Let me change, let me adjust.” He expressed how

he felt this change enhanced his leadership style.

Participants 8 and 10 worked with their coaches to determine whether they were

benefiting from organizational relationships and were encouraged to practice different

leadership styles in various leadership situations. Participant 16 reported attempting to

implement different leadership development strategies he had explored with his coach but

found most of his efforts were ineffective. Participant 16 recognized that leaders can only

get out of the coaching experience what is put into it.

Pre-Assessment and Self-Awareness

Fifteen of the participants (4, 5, 7, 8, 9,10, 11,12, 14, 15, 16, 17, 18, 19, & 20)

completed a leadership assessment tool (360-degree feedback or similar tool) and

received feedback from managers, peers, direct reports, and others during their

involvement with an executive coaching program. All 15 participants expressed how they

(4, 5, 7, 8, 9, 10, 11, 12, 14, 15, 16, 17, 18, 19, & 20) acquired new learning and gained

an awareness of behaviors or leadership styles they had not had before. Participant 14

described himself as oblivious before his experience with a 360-degree feedback tool. He

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explained how discussions about his new awareness with his executive coach led to

adjustments in his leadership approach, making him more effective with certain types of

people.

Participant 5 described her assessment experience as successful. She felt it

encouraged people who were not receptive of her to rethink their perspective; many

positive attributes were identified in the assessment feedback. Participant 9 described

how he recognized certain aspects of his personality simply would not change. He

worked with his executive coach to identify the skills that would allow him to advance

his career and the leadership tasks that he needed to delegate in order to be more

effective.

Participant 4 discussed numerous experiences with improved awareness of his

leadership style while working with his executive coach. Participant 4 described how the

coaching experience enhanced his awareness of his influence on people. He recognized

he threatened followers with his hard charging approach and ability to make quick

decisions.

Participant 4 explained how the coaching experience enabled him to express to

others who he was and how he led openly and with confidence. Participant 4 said,

So I learned how to balance that so graciously instead of being the hard charger

and saying go do it. That’s how I lead, I became more patient, I listened more, and

I gained more respect earlier and it changed the whole dynamic of my leadership

style. (Participant 4)

Participants 4 and 17 both discussed how their experiences with an executive

coach made them realize the benefits of being vulnerable and gave them permission to

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express shortcomings. Participant 4 stated, “I learned its okay to be vulnerable. It actually

enhances your leadership to appear to be vulnerable.” Participant 20 described how his

self-perception completely changed upon receiving feedback from the assessment, and he

proclaimed he did not like who he was as a leader. Participant 16 realized his strength

was also a weakness that kept him from developing as a leader.

Professional Development

Eleven of the participants (5, 7, 8, 12, 13, 14, 15, 17, 18, 19, & 20) described

professional development as a positive experience. Professional development for

Participant 5 was described as breaking barriers with older males within her organization

and making them more receptive of her as a female in a high-level leadership position.

Participant 5 discussed how the executive coaching process helped her realize she needed

to be herself, and if others perceived it as the wrong approach, then she needed to go

elsewhere.

Participant 5 felt she had been successful in her career but was unhappy acting as

others had expected her to act. Participants 8, 12, and 15 worked on professional

development, stating they were being groomed for their next level of leadership.

Coaching for Participants 8 and 13 was implemented to capitalize on a mentoring

relationship established with other leaders for leadership development and career

advancement.

Participants 9, 13, 18, and 20 described their executive coaching experience as an

approach to adjust to a new leadership position, clarifying expectations and development

needs. Participants 7, 17, and 19 discussed spending time exploring with their executive

coaches how they could optimize their strengths to make a career change, improve

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networking skills, and manage relationships more effectively to advance their leadership

careers. Participant 7 stated she realized she was able to encourage others to network but

was not engaging in the process to benefit her career goals.

Involuntary Requirement

Of the 20 participants, only three participants were assigned a coach (6, 8, & 20).

Participant 6 was provided an executive coach by her organization; internally it was

viewed as a perk. She described the experience as neutral, “It wasn’t good; it wasn’t

bad.” The assignment of an executive coach to Participant 8 was part of a mentoring

program for senior women in her firm. The coach assisted developing executives in

preparations for meeting with their assigned mentors who where part of the senior

leadership team.

Participant 20 described his initial resistance to the assignment of an executive

coach by his organization but added, “It was the best experience of his life.” The

remaining 17 participants (1, 2, 3, 4, 5, 7, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, & 19)

voluntarily hired a coach or chose to participate in an executive coaching program

offered by their organizations. All 17 were receptive and easily engaged with the coach.

Results of the Coaching Experience: Question 1

Six subcodes emerged from the participants’ responses to Question 1, describing

the results of the executive coaching experience. The following six codes represented the

participants’ responses: (a) change in strategic thinking and vision; (b) change in

leadership skills; (c) change in relationships; (d) self-awareness, self-acceptance, self-

esteem; (e) felt valued; and (f) neutral.

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Change in Strategic Thinking and Vision

Participants 2, 3, 4, 11, 12, 15, 16, 19, and 20 described how they felt the

executive coaching experience changed their ability to think strategically, giving them a

broader vision. All 9 participants, except Participant 2, discussed in great detail how the

coaching process helped them think in broader terms about teams and organizational

goals and vision. Participant 19 stated that he became a more global thinker. Participant

12 stated that he knew in theory what strategic thinking was but was not knowledgeable

about implementation or the specific steps involved.

Participants 3, 4, 12, 15, and 16 discussed gaining an awareness of others and

realizing the importance of considering others in strategic thoughts and visions.

Participant 3 explained how the coaching process made him recognize his decisions not

only affected him but everyone around him. Participant 2 stated, “A good coach working

with an executive has the ability to develop a long term vision and strategic initiatives

much more effective that each working alone.”

Changes in Leadership Skills

The participants who discussed having experienced a change in their leadership

skills (4, 5, 7, 11, 13, 14, 16, & 20) mentioned recognizing the importance of adjusting

their leadership according to their followers. Participant 14 recognized how his style

could be abrupt and abrasive. His coach and he discussed how this approach might be

effective with some but not others.

Participant 13 discussed changing her position within her organization, accepting

a senior executive position. She expressed feeling resistance from those she was leading

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and receiving criticism after she made a decision without constructive feedback. She

stated,

The coach helps me to understand some vial differences that I need to develop

with interacting with certain individuals, so I think he helped me broaden the

ways I communicate depending upon different audiences and to be better at

seeking feedback from important interactions. (Participant 13)

Change in Relationships

Ten of the participants (4, 5, 7, 8, 13, 14, 16, 17, 18, & 20) discussed how their

coaching experience resulted in changes in relationships. One participant (14) discussed

how his coach encouraged him to explore personal and professional relationships. He

stated he never considered the connection between the two, but discussions about the

influences upon each other were helpful. Participant 5 felt her work relationships

improved because of her coaching experience. She stated, “I don’t exactly know why, I

think sometimes things just get better just because you gave them some attention.”

Participants 4 and 13 explained how they were able to be more effective in

seeking out feedback from their teams. Participant 4 stated, “I wasn’t aware and didn’t

have the self-awareness of what was happening around me, I was always straight line and

trying to get through.” Participant 13 discovered that her direct reports desired more one-

on-one time with her than she had realized. During her executive coaching experience,

Participant 7 found she had a direct style of communication that was valued and

respected by her direct reports; they experienced her as effective and helpful during their

interactions with her.

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Self-Awareness, Self-Acceptance, Self-Esteem

The experience of executive coaching resulted in self-acceptance for Participant

5. Her comment was, “I spent a lot of years trying to remake myself to the image of what

I thought I should be. That ultimately made me very unhappy but made me successful.”

Her engagement in executive coaching and the feedback from direct reports made her

realize people did not know who she was; she was focused on being what she thought

they wanted her to be. Participant 20 commented how the experience of coaching made

him recognized who he really was for the first time, and Participant 3 expressed being

thankful for his executive coaching experience, stating that it was “just the type of help

for me to continue, not only from the professional level but also from a personal self-

esteem, self-worth level.”

Felt Valued

Two of the participants felt valued because of their executive coaching

experience. Participant 12 stated, “It made me feel valued and that I had been identified

as part of a select group of folks who were called high potential candidates who were

being developed for openings in the senior management positions.” Participant 13

experienced executive coaching as “a safe space to explore doubt, questions, concerns

without worrying about how your uncertainty is perceived is very helpful.”

Neutral

One participant (6) described her experience as neutral. Specifically, she stated,

“My experience with him I would say was neutral. It wasn’t great; it wasn’t bad. It was

just something that I went through and did” (Participant 6). This participant was provided

a coach as an organizational benefit and was not able to decline.

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Question 2: Understanding of Perceived Levels of Self-Awareness

The second question asked during the interview process was, “How might that

experience have provided an understanding of your perceived levels of self-awareness?”

This question provided the participants with an opportunity to explore their perceived

levels of self-awareness and any change they may have experienced during the executive

coaching process. All 20 participants were forthright in responding to Question 2 of the

interview. The following three subcategories emerged during the analysis of this

question: (a) self-awareness, (b) leadership skills and behaviors, and (c) personal growth.

These three subcategories are used to organize this section of the chapter (see Table 9).

Table 9

Question 2: Understanding of Perceived Levels of Self-awareness


Self-awareness 19 95%

Leadership skills and behaviors 17 85%

Personal growth 13 65%

Self-Awareness

Nineteen of the 20 participants (1, 2, 3, 4, 5, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17,

18, 19, & 20) discussed how the executive coaching experience gave them an

understanding of their perceived level of self-awareness. This understanding was

different for each participant. Four participants experienced what they described as

putting theory into practice or actions into words (1, 2, 9, &12). They stated they knew

certain characteristics about themselves, but after the executive coaching process, they

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were able to articulate those characteristics to others and understand how they influenced

positions of leadership and affected relationships.

Participants 8, 9, 12, 14, 15, and 16 discussed how the executive coaching process

helped them recognize leadership behaviors that were not as effective as they initially

thought. Participant 12 realized how he became involved with his team too quickly. He

stated, “I thought they looked at me as a leader so I kind of needed to know the answers.”

Participant 9 gained the awareness of his drive to make decisions without listening to

others’ input. His executive coaching experience allowed him to recognize what needed

to change with regard to his leadership, which was to let the process unfold and allow

others to be heard.

Four of the participants (4, 8, 12, & 13) discussed their active solicitation of

feedback, allowing them to gain a more intimate understanding of how they led and

where they needed to adjust. Participants 14 and 20 described themselves as being

completely unaware and oblivious (Participant 14) before their executive coaching

experiences. They each expressed experiencing the executive coach as a person to whom

they could speak candidly to gain a more accurate and intimate understanding of

themselves.

Leadership Skills and Behaviors

Seventeen of the participants (1, 2, 4, 5, 6, 7, 8, 9, 10, 12, 13, 15, 16, 17, 18, 19, &

20) described experiencing changes in leadership skills and behaviors as their

understanding of perceived levels of self-awareness changed. Participants (4, 9, 12, & 14)

reported recognizing how they were making hasty decisions, were not involving the

necessary people, and would get involved in team dynamics quickly rather than

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facilitating the team process. Participant 12 commented, “I thought they looked to me as

a leader so I kind of needed to know the answers.”

Participant 1 discovered he had many of the leadership skills needed to be

effective in his leadership approach but was too controlling. He expressed how he began

to let go of the control in order to be more influential with direct reports. Participant 15

reported making numerous leadership behavior changes as a result of working with her

executive coach. She explained how she began to work more strategically, recognized the

benefits of developing and coaching her own employees, empowered her managers to

make decisions, and stopped making hasty decisions.

Participant 15 described how she began to solicit feedback to determine what her

employees wanted her to start, stop, and continue doing with regard to her leadership

style. Participant 15 stated, “I did learn a lot about myself, it has helped me to think about

how I interact with my employees and my associates in different ways.” Seventeen of the

participants (1, 2, 4, 5, 6, 7, 8, 9, 10, 12, 13, 15, 16, 17, 18, 19, & 20) felt that, by gaining

an understanding of self-awareness, they were more cognizant of how their behaviors and

decisions influenced others. By understanding themselves, they more readily accepted

feedback and understood the benefits of incorporating feedback into their leadership

behaviors changes.

Personal Growth

The participants in the study experienced many areas of personal growth. Some

recognized the connection between their personal and professional lives for the first time

(Participant 3 & 14). Participants 19 and 20 recognized their strength in understanding

others and how that strength could be used to continue to grow personally and

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professionally. Two participants (12 & 15) expressed the experience of personal growth

allowed them to be more readily accepting of feedback. Participant 12 commented, “Just

makes it a natural part of your growth and development I guess.”

Participant 4 discussed how he felt the greatest advantage of the executive

coaching experience was receiving feedback about how others perceived him and how he

needed to adapt in a changed environment. Participant 4 also described how executive

coaching made him realize the benefits of sharing his life experiences and passing

knowledge to others. Participant 4 stated,

I love the responsibility to change a business, change people’s lives, and I take

that responsibility to heart. It’s not casual with me, it’s purposeful, I care about

everybody to the degree that I can touch their lives in a positive way I think

makes a difference. (Participant 4)

Participant 1 described how he was able to let go of his control issues and trust his direct

reports. Participants 15 and 17 discussed changes regarding decision-making abilities and

the application of wisdom. Participant 3 simply stated, “Maturity. . . . I think more like a

man than I ever did.”

Question 3: Leadership Behavior Changes

All 20 participants responded openly to Question 3 of the interview that stated,

“Given what you have stated about your experience of an executive coaching program

how do you feel it may have changed your leadership behaviors?” The responses to

Question 3 were coded to the following four subcodes: (a) leadership skills and

behaviors, (b) self- acceptance and self-awareness, (c) relationships, and (d) leadership

style. Each of these subcodes are discussed in detail in this section (see Table 10).

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Table 10

Question 3: How Leadership Behaviors Changed


Leadership skills and behaviors 14 70%

Self-acceptance and awareness 12 60%

Relationships 12 60%

Leadership style 10 50%

Leadership Skills and Behaviors

Fourteen of the participants (1, 2, 5, 7, 8, 9, 10, 12, 13, 14, 15, 18, 19, & 20)

described how experiences of an executive coaching program led to a positive change in

leadership behaviors. Participant 15 commented, “I think it had a really positive effect.”

She felt that as people become more comfortable with themselves so do others.

Participants 9, 10, 12, 13, 14, 19, and 20 discussed the benefit of receiving

feedback from direct reports. They found the feedback led to a clearer understanding of

the influences of behaviors and actions. Each participant described the leadership

adjustments they made based on the feedback. Participant 14 explained how feedback

provided empirical data that made him aware of his audience, and he found that he

needed to adjust behaviors with various types of people.

Participant 13 noted the importance of accepting feedback, interpreting it

correctly, and responding appropriately. “It is also very easy for a leader to overcorrect

with feedback. I’ve learned a lot about my own leadership, sometimes when a suggestion

is made to me I will over compensate” (Participant 13).

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Self-Acceptance and Self-Awareness

Twelve of the participants (1, 3, 5, 7, 8, 9, 10, 13, 14, 16, 17, & 19) described how

they experienced an improved level of self-awareness and increased feeling of self-

acceptance leading to changed leadership behaviors. Participant 1 refocused on what he

felt he already knew about leadership, and with the encouragement of his coach, he

started trusting people again. Participant 5 simply accepted her shortcomings and began

to feel more comfortable with herself. Participant 9 increased his awareness of his natural

strengths and felt an overall decrease in internal tension. Participants 8 and 13 found the

executive coaching experience provided a safe place to reflect upon their leadership style

and behaviors and contemplate what was working and what needed to be adjusted to

improve leadership effectiveness.

Relationships

Leadership relationships were recognized by many of the participants as being

influenced by their executive coaching experiences. Twelve of the participants (1, 3, 7, 8,

9, 12, 13, 14, 15, 18, 19, & 20) discussed how professional and coaching relationships

influenced their leadership behaviors. The participants (1, 3, 7, 8, 9, 12, 13, 14, 15, 18,

19, & 20) became more conscientious in their interactions with others, recognized the

need for patience, the benefits of simply being quiet, and the impact of asking, not telling

(Participant 13).

Participant 13 discussed how she has coaching moments with her direct reports,

recognizing how she passes on what has been gained from coaching to her followers.

Participant 8 shares her coaching experience with employees, encouraging them to

engage with a coach for their own growth and development. Participant 3 described his

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relationship with his coach as being “that shoulder, that advisor, that guidance, and that

kick in the pants.”

Leadership Style

Eight of the participants (1, 5, 7, 8, 9, 10 12, & 13) discussed how their executive

coaching experience led to adjustments in leadership styles. Participant 8 responded to

Question 3 of the interview by stating, “I think it’s the self-awareness and knowing that

there isn’t just one leadership style and that you have to adjust your style, depending on

who you’re dealing with.” Participant 9 recognized his quick and intense style and the

need for a slower leadership style with regard to decision making. Participant 1

experienced executive coaching as a place to re-evaluate his leadership style and refocus

on what he already knew.

Emerging Themes

Analysis of the 20 in-depth interviews, using the NVivo7 software led to the

emergence of the four major themes of (a) coaching experience, (b) self-awareness, (c)

changed leadership behaviors, and (d) opinions about coaching. These four themes

emerged from overlap in the 3 main codes and 16 sub-codes developed during the data

analysis process. The emerging themes section provides a detailed discussion of the four

major themes.

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Table 11

Themes


T-Coaching experience 19 95%

T-Self-awareness 20 100%

T-Changed leadership behaviors 20 100%

T-Opinions about coaching 20 100%

The Coaching Experience


18, 19, & 20) described specific experiences of the executive coaching programs. All 19

participants discussed various aspects of leadership development as the main purpose for

engaging in an executive coach program. Ten of the participants (1, 4, 5, 6, 9, 13, 14, 18,

19, & 20) spoke specifically about how they became engaged in an executive coaching

program. They reported that an executive coach was hired or assigned as a means of

developing leadership skills for current and future leadership positions.

Participants 1, 5, 7, 8, 13, 19, and 20 stated they sought out the coaching

experience as a means of exploring and enhancing work relationships with mentors,

peers, and direct reports. For Participant 5, it was “to make me more palatable, and to

help me with skills they provided me an executive coach.” Participant 8 noted that her

executive coach was assigned as part of a mentoring program where executive leaders

were assigned a senior partner as a mentor to develop an action plan for leadership

development.

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Participants 4, 5, 9, 10, 12, 15, 17, 18, 19, and 20 discussed how the coaching

process encouraged them to focus upon strengths and weakness. Ten of the participants

who identified strengths and weakness did so with an assessment tool such as a 360-

degree feedback or similar tool. Feedback from the assessments was utilized as a baseline

for the development of an action plan (Participants 5, 12, 15, & 18), relationship building

skills, (Participants 15, 18, 19, & 20), and changes in leadership behaviors (Participants

4, 18, 19, & 20).


18, 19, & 20) discussed how the executive coaching experience offered an opportunity

for the exploration of leadership behaviors and development of skills. Coaching helped

them put leadership theory into practice and apply words to leadership actions and

behaviors. Eight of the participants (1, 4, 5, 9, 15, 18, 19, & 20) mentioned that before the

coaching experience, they felt they knew a lot about leadership, but discussions with their

coach and sharing of ideas provided clarity about what they already knew.

Eighteen of the participants (1, 2, 3, 4, 5, 7, 8, 9, 10, 11, 12, 13, 14, 15, 17, 18, 19,

& 20) perceived the executive coaching experience as a positive experience. Participant 6

described it as neutral, and Participant 16 expressed frustration about the experience but

acknowledged that he did not act responsibly and with accountability for achieving the

maximum benefit. All 20 participants expressed how the experience resulted in some

change in their perceived understanding of self-awareness and leadership behavior

changes.

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Self-Awareness

All 20 participants described feeling that the executive coaching experience

changed their perceived understanding of self-awareness. Participant 6 initially responded

that she did not experience any changes in self-awareness. She stated that she gained

“subtle suggestions that you pick up and start doing without realizing the reason you are

doing it.” She then made a second comment stating, “No measurable, but I’m sure that

are some things that changed.” The other 19 participants discussed in detail how the

executive coaching experienced increased their understanding self-awareness.

Participant responses about understanding of perceived self-awareness included,

“I think it had a really positive effect” (Participant 5). “I guess my antenna is up more

than it used to be” (Participant 12). “Self-awareness is a big part of getting things done”

(Participant 9). “The self-awareness piece, that is so critical” (Participant 4). “I think it

changed dramatically” (Participant 10). Experiences of perceived self-awareness ranged

from subtle changes to dramatic for each of the participants in the study.

Five of the participants (10, 11, 12, 13, &15) discussed the power of reflection,

describing the benefits of taking time to think about their decisions and actions. It

provided them with an opportunity to gain greater insights about themselves and their

leadership behaviors. Receiving feedback was described as a method through which the

participants gathered information about the influences of leadership behaviors upon

followers.

Some leaders adjusted behaviors, more frequently solicited feedback, and

embraced it, recognizing it as a way to continue gaining self-awareness (Participants 4,

14, 18, & 20). Participants 9, 11, 12, 14, and 20 became aware of hasty decision-making,

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abrupt, abrasive approaches to leadership, and their strong-willed and forceful methods.

They made the decision to simply slow down decision making and be sensitive to others

involved in the process.

Changes in perceived levels of self-awareness led to proactive approaches to

leadership development initiatives, support, reflection, and work/life balance. Participants

spent more time contemplating leadership behaviors that were working and those

seeming not as effective. Revelations occurred with regard to the power and influence of

the consideration of others and establishing interpersonal relationships. Caring, trust, and

value became areas of focus for effective leadership.

Changed Leadership Behaviors

Because of their executive coaching experiences, all 20 participants felt they had

changed some component of their leadership style or behaviors. Participant 1 became

more trusting and took a hands-off approach to his leadership. Participants 4 and 5 openly

shared their shortcoming as a means of improving relationships with followers. Both

participants stated that, when they accepted who they were, they made others feel

comfortable and accepting of their own imperfections. “It actually enhances your

leadership to appear vulnerable” (Participant 4).

Four of the participants (4, 18, 19, & 20) described leadership behavior changes

resulting from feedback gathered during the assessment phase of the executive coaching

process. All 20 participants indicated that improved self-awareness led to insights about

their behaviors, which then resulted in changed leadership behaviors. Much of the

feedback acquired during the assessment process led to open styles of communication

and an increased awareness of behaviors, decisions, and actions influence upon others.

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Participants 8, 9, 10, 11, 12, 14, 19, and 20 specifically stated that they would slow down

decisions making processes, especially when leading a new team or trying to make an

organizational change.

Participant 16 expressed frustration with the executive coaching process and his

inability to change leadership behaviors. He stated, “It’s got to help eventually; it doesn’t

hurt. I’m just hoping that someday through osmosis it works its way into the business.”

He recognized that the coaching process was not valuable and effective “unless you’re

really willing to do it” (Participant 16).

Recognition of strengths and weakness and feedback were most important for

initiating leadership behavior changes. After analysis of feedback, participants began to

listen more intently, allow others to have input, realize decisions were not only

influencing them, and that the personal and professional selves could not be separated.

The greatest change in leadership came from the discovery that leaders do not have to

have all the answers. If leaders employ the right people for the right position, effective

leadership can facilitate the process.

Opinions about Coaching

All 20 participants expressed opinions about the executive coaching experience.

Twelve of the participants (1, 2, 3, 5, 6, 8, 9, 11, 13, 16, 19, & 20) described executive

coaching as a safe, confidential experience in which to share thoughts, explore ideas,

gaining a new perspective about themselves and others. Participants 17 was receiving

coaching to learn how to be an executive coach, and Participants 1 and 2 made career

changes, becoming coaches as the result of their experiences.

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Nineteen of the 20 participants described their experiences as positive. Participant

20 proclaimed, “It was the best experience of my life.” Participant 19 said, “I learned a

lot. I got excited again. If there’s nothing else- nothing else came from this, it is that it

motivated me, it showed me, and it made me look at myself personally, both personally

and professionally.” Participant 18 commented, “I came to believe that executive

coaching as a development tool can be quite powerful.”

One participant’s opinion was different. She stated, “My experience with him I

would say was neutral. It wasn’t good; it wasn’t bad. It was something I just went

through and did” (Participant 6). Participant 6 thought coaching was useful for exploring

ideas and having rational discussions to process problems. Participant 6 was not given an

option for engaging in the coaching process, possibly influencing her commitment to the

outcome.

Whether assigned or personally sought to improve leadership behaviors, the

executive coaching experience was perceived as beneficial. Executive coaching allowed

leaders time and space for self-expression and conversation about personal and

professional concerns. Even when changes were subtle, the executive coaching

experience was still perceived as beneficial.

Summary

Chapter 4 presented data results from 20 in-depth interviews with executive level

leaders from across the United States. Three semistructured interview questions posed

during the interview process generated data for the study (see Appendix A). The

phenomenological, hermeneutic research approach enabled the experiences of executive

leaders to be relived and recorded for analysis of the phenomenon of the experience of an

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executive coaching. Data were analyzed using NVivo7 software in order to discover

themes and patterns. Data were presented using codes and subcodes to show similarities

and differences in the participants’ experiences, perceptions, and understanding of

coaching programs.

Demographic information was presented regarding (a) type of organization, (b)

Fortune 500 or not, (c) gender, (d) level of position, (e) years of service, (f) age, and (g)

highest level of education. The majority of the participants had less than 8 years of

experience and a minimum education of a bachelor’s degree. Participants were primarily

male (65%), and the majority was between the ages of 40 and 50.

The data collection process was described, and a detailed account of 3 main codes

and 16 subcodes, representing the participants’ responses to the interview questions, was

given. The following four major themes emerged: (a) coaching experience, (b) self-

awareness, (c) changed leadership behaviors, and (d) opinions about coaching. From the

data collected, it became clear that the participants positively experienced the executive

coaching experience, and the main purpose for engaging in an executive coaching

program was for leadership development of current and/or future positions. All 20

participants experienced a change in perceived levels of self-awareness, leading to

changes in leadership behaviors. The majority of the participants (1, 2, 3, 4, 6, 7, 8, 9, 10,

11, 12, 13, 14, 16, & 18) experienced coaching as a safe and confidential forum to share,

explore, and gain new insights about themselves and others.

Chapter 5 presents the interpretation of the data. Conclusions, interpretation of the

findings, and implications for leadership are discussed. Included in the chapter are

discussions of the significance of the research, the emergent phenomenon, and

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conclusions drawn from the data. Recommendations and suggestions for future research

are presented.

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CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS

The purpose of the qualitative hermeneutic phenomenological research study was

to explore how executive leaders within organizations across the United States

experienced executive coaching programs and to interpret perceptions of self-awareness

contributing to leadership abilities. The phenomenological design was appropriate to the

research study as the purpose was to discover how those in leadership positions

experience an executive coaching program. As the method of data collection, 20 in-depth

interviews were conducted, and theoretical saturation was achieved.

The data gathered were analyzed for themes using NVivo7 qualitative software.

The emergent themes described the phenomenon of the experiences of executive

coaching programs. The findings led to the identification of the essence of the experience

of an executive coaching program. In the research, an executive coaching was defined as

a leadership development strategy individualized, experiential and intended to improve a

leader’s skills so they can more effectively achieve organizational goals (Stern, 2004) as

well as enhance skills and knowledge related to self-awareness to improve individual

performance.

The focus of the research was on gathering new knowledge about the essence of

the experience of executive coaching programs for executive-level leaders. The lived

experiences of executive leaders were explored to determine whether perceptions of self-

awareness led to changed leadership behaviors. To accomplish this goal, the central

question that was considered was, “How do executive leaders experience executive

coaching programs?” Two subquestions followed the central overarching question. The

subquestions are “What is the structural meaning of the executive coaching experience

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for perceived levels of self-awareness?” and “What are the underlying themes in

executives’ perceptions of self-awareness contributing to their ability to lead?”

The hermeneutic phenomenological research method was appropriate for the

study with the purpose of discovering how leaders experienced an executive coaching

program. Twenty in-depth interviews were conducted as the method of data collection,

and theoretical saturation was achieved. In the research study theoretical saturation

occurred after the data from 15 interviews were analyzed. The data were analyzed using

NVivo7 qualitative software, and the following major themes emerged: (a) coaching

experience, (b) self-awareness, (c) changed leadership behaviors, and (d) opinions about

coaching. The themes were supported by 3 main codes and 16 subcodes (see Appendix

G) describing the phenomenon of the experience of executive coaching programs. The

findings led to the discovery of the essence of the experience of executive coaching

programs. This chapter consists of five major sections that are (a) discussion, (b) the

phenomenon, (c) limitations, (d) implications, (e) recommendations, and (f) conclusion.

Discussion

The participants were asked to describe individual experiences of executive

coaching programs and how those experiences might have provided an understanding of

perceived levels of self-awareness leading to changed leadership behaviors. The

interview questions led to the discovery of the phenomenon of the experience of

executive coaching programs, new insights about perceived levels of self-awareness, and

an understanding of the influence of self-awareness on leadership behavior changes. The

following themes emerged from the data analysis: (a) coaching experience, (b) self-

awareness, (c) changed leadership behaviors, and (d) opinions about coaching.

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The Coaching Experience

The participants discussed their experience of an executive coaching program in

detail and provided insights about their initial association with an executive coach and the

intended purpose of the coaching program. Mitsch (2002) noted that coaching was a

process of mindful questioning developing a person both personally and professionally.

Mitsch further noted that leaders preferred working in an environment where their values

and beliefs were in balance, life was meaningful, and work was satisfying. The 20

participants in the study experienced personal and professional development resulting in

changed leadership behaviors and satisfying interpersonal relationships. Even though

participants were requested to share only professional experiences, personal experiences

sometimes were described in the interviews.

The executive coaching process allowed leaders to stop using solely their mind

and to engage their heart and intuition into their leadership style (Loup & Koller, 2005).

Executive leaders who participated in the study experienced coaching as a safe forum in

which to speak openly and honestly about concerns and questions normally not shared or

expressed with direct reports. Participant 16 expressed that, the higher he advanced in

leadership positions, the more difficult it was to share frustrations and issues. At the

executive level of leadership, Participant 16 felt certain personal and professional

concerns were not openly expressed, and conversations solely focused upon business

issues and decisions.

The purpose of executive coaching is not for the diagnosis and treatment of

human pathology (Wright, 2005) or addressing performance issues (Participant 5); the

purpose is for learning and development. The outcomes are greater life fulfillment,

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improved personal and professional balance, and more satisfying interpersonal

relationships (Beecham et al., 2004). As suggested by Beecham et al., participants in the

research study felt executive coaching programs offered an opportunity to explore

leadership and develop interpersonal skills, gain an awareness of strengths and

weaknesses, and grow personally and professionally, improving interpersonal

relationships. Participants’ experiences of executive coaching focused upon professional

growth and development. An unexpected outcome of the coaching experience was an

improvement in personal relationships.

Hernez-Broome and Hughes (2004) suggested that, to be more effective in

today’s business environment, leaders were required to demonstrate subtle leadership

skills. In the research study, improved leadership occurred subtly when leaders gained an

understanding of self-awareness that led to changed leadership behaviors. Participants in

the study utilized the coaching forum as a place to explore their leadership behaviors as

one means of determining their potential success.

All 20 of the participants became involved with a coaching program for the

purpose of leadership development. Participants shared how an executive coach was

hired or assigned as a method to develop leadership skills for current or future positions.

The engagement with an executive coach is supported by two research studies. Zenger

and Stinnett (2006) found that executive level leaders were engaging in executive

coaching to improve leadership skills and enhance personal and professional

performance. Kaye (2006) found executive coaches helped executives improve deficient

skills and augment performance, and guided development for future leadership roles.

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Engagement with a coach for the purpose of leadership development can

accelerate the developmental process of leaders in the context of their daily roles and

responsibilities (Zenger & Stinnett, 2006). Executives do not have the flexibility to leave

their positions of leadership to learn and develop leadership practices. Executive

coaching provided a flexible and effective approach for leadership development

initiatives for the participants of the research study.

Nineteen participants (all but Participant 2) discussed how executive coaching

experiences offered an opportunity for exploration of leadership behaviors and

development of skills. The coaching experience helped put leadership theory into practice

and apply words to leadership actions and behaviors. The study results are comparable to

Chen’s (2006) findings regarding leadership strategies. Chen’s work indicated that a

more personalized developmental approach and a focus on the challenges of the

individual leaders were needed to ensure future leaders success.

The participants in the study had unique leadership issues and executive coaching

experiences addressed individualized needs with a customized approach. The customized

approach to leadership development addresses concerns expressed by Heames and

Harvey (2006) who stated complex business environments had made maintaining

successful leadership development strategies a challenge. Hodgett (2002) suggested

executive coaching could elicit significant long-lasting results for leaders and

organizations.

Through an exploration of leadership behaviors and a practical understanding of

leadership styles, participants immediately made behavioral adjustments and tested

behavioral outcomes with direct reports. Knowles (as cited in Mitchell & Courtney,

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2005) postulated that adult learning had to incorporate the following characteristics: (a)

adults are self-directed learners, (b) experience is the foundation of adult learning, (c)

adults desire for learning correlates directly to adult responsibilities, and (d) adult

learners focus upon problem resolution and desire immediate value from their learning.

The experience of executive coaching provided the four learning characteristics.

Executive coaching was individualized so leaders established the direction of the

coaching experience, the process was experiential, leadership development was

correlated to leadership responsibilities, the focus of learning was on issues or growth,

and leaders desired to make immediate changes. Research on executive coaching

supports the adult learning theory because executive coaching is a phenomenon creating a

learning opportunity for leaders and a leadership development intervention implemented

by organizations to accelerate and enhance the development of their leaders (Bougae,

2005; Sztucinski, 2001; Turner, 2003).

Across the United States, it is estimated that $1 billion is spent annually on

executive coaching as a leadership development strategy (Sherman & Freas, 2004). The

findings of the study indicate that leaders immediately implement leadership behavior

changes learned during the coaching process. Participant 9 hired a manager to focus on

areas of business were he did not excel and Participant 4 explained his leadership style

and encouraged immediate feedback to ensure he did not discourage followers

participation. Leaders immediately experience the impact of leadership behavior changes

resulting in improved relationships and personal and professional outcomes. Such

findings suggest the coaching experience has value for effective leadership development.

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Hultman (2006), Mitsch (2002), and Zenger and Stinnett’s (2006) research

reported organizations around the world were implementing executive coaching as a

leadership development strategy, a method of changing leadership behaviors and

organizational cultures. Hultman, Mitsch, and Zenger and Stinnett’s research findings

support Participant 6, 8 and 20’s experiences of involuntary assignment of executive

coaches as part of the organizational strategy to change leadership behaviors and improve

the overall organizational culture. According to Hudson (1999), historical approaches for

managing change appeared effective but had no long-lasting effects. Hodgett (2002)

suggested executive coaching could elicit significant and long-lasting changes for leaders

and organizations. Participants 6, 8 and 20 found their coaching experience to be an

effective approach for changing leadership behaviors resulting in new strategies for

implementing organizational changes.

The experience of executive coaching enabled the participants to understand the

influence of leadership behaviors on followers. Seeking feedback, consideration, and

interpretation of the meaning of the feedback with a coach developed leaders’ emotional

intelligence. Emotional intelligence is defined as having an awareness of one’s own as

well as others’ feelings (Wasylyshyn et al., 2004). Participant 4 explained how he began

describing his hard charging leadership approach, requested followers’ feedback, and

adjusted leadership behaviors. Participant 20 stated that he became more accepting of

others and focused on being more patient with followers. Emotional intelligence inspires

leaders to consider others in decision making, helps open communication channels, and

improves trust and genuine caring. Leadership success is no longer being defined by what

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leaders do or by their leadership competencies but by processes and interpersonal

relationships with followers (Hernez-Broome & Hughes, 2004).

The development of emotional intelligence and the influence upon leaders’ ability

to understand their own feelings as well as the feelings of others is important for

changing organizational environments and success in global and competitive markets.

New business environments greatly affect executive leadership roles and responsibilities.

Shipper et al.’s (2003) findings on emotional intelligence indicated that emotional

intelligence was an intricate part of organizational success and a leader’s personal

development that was valid across cultures. The findings from Shipper et al. further

suggested that leaders who are self-aware have an ability to adjust behaviors and make

compensations, where deemed necessary, in order to benefit the organization and manage

working relationships. The research study had the same results; participants who

improved self-awareness made leadership behavior changes benefiting the organization.

Participants 12 and 15 reported implementing strategic thinking, focusing on

organizational goals. Participant 12 stated that he started thinking about his leadership

and reflected upon what he was attempting to accomplish, resulting in a more structured

plan for action. Participants 9 and 13 realized with improved self-awareness how they

needed support to be successful in their new leadership roles ultimately benefiting the

organization.

The executive coaching process for the 20 participants often began with the

identification of leadership strengths and weaknesses through the administration of an

assessment tool that established a baseline leadership development plan. Leadership

development plans were focused on relationship building skills, future leadership

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preparation and planning, business strategies, and change management. The assessment

outcomes led participants (4, 5, 9, 10, 12, 15, 17, 18, 19, & 20) to recognize their

strengths and weaknesses as well as others’ perceptions of leadership behaviors. With the

discovery of strengths and weaknesses and the perceptions of others, leaders re-evaluated

organizational strategies, delegated tasks, and hired staff to replace leaders who did not

excel.

Hernez-Broome and Hughes (2004) suggested that, in the current business

environment, there were increased demands for productivity, competitive challenges

requiring greater agility, and expectations for leaders to work autonomously and with

more authority. The findings of the research suggest leaders are becoming more agile and

adjust their leadership behavior when necessary. Participants 4, 9, 10, 14, 15, and 20

described how they adjusted leadership behaviors depending upon whom they are

interacting. Participant 15 discovered how some of her followers desired more direct

leadership even when she felt they were able to function autonomously. Participant 9

hired a manager to fill the gaps in his leadership style. Leaders have recognized, through

feedback from peers and followers, how they can work more autonomously and delegate

tasks in order to maximize leadership effectiveness. Brookfield (2002) stated that critical

reflection was required for executives to gain the most value from an assessment and

feedback process. Reflection was a prominent component of the executive coaching

experience, original to the participants’ leadership behavior styles.

The study did not include an exploration of returns on investment from leadership

behavior changes. In 2001, the Manchester Review conducted a study of 100 executive

leaders and found that executive coaching had a 5.7 times return on investment (Zenger

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& Stinnett, 2006). Participants in the present study did not discuss long-term outcomes or

significant organizational impacts of their executive coaching experiences. Return on

investment of coaching and long-term outcomes might be an area for future research and

will be discussed later in this chapter.

Self-Awareness

Chen’s (2006) research suggested that executives who excelled in a position of

excellent leadership were able to combine technical skills with the softer leadership skills

necessary to motivate followers. George William, the former chairman and CEO of a

medical technology company suggested genuine leadership starts with self-awareness, or

understanding oneself deeply. He added that self-awareness is not a trait we are born with

but one we develop throughout life (William, 2004). The 20 executives who participated

in the research study expressed minimal understanding of self-awareness before the

executive coaching experience. The participants did not understand perceptions of self-

awareness or its meaning for potential changes in leadership behaviors. After the

coaching experiences, all 20 participants expressed having gained an understanding of

their perceptions of self-awareness and its meaning for changed leadership behaviors.

Locander and Luechauer (2006) suggested that many leaders find it easier to

discuss profit and loss or the reasons for organizational failure than to explore the reasons

why they might be mistreating employees, engaging in unproductive behaviors, and

making decisions based solely upon self-interest rather than the interests of stakeholders.

Participants 14, 19, and 20 described how they engaged in leadership behaviors they

personally disliked. Participant 20 stated he was not fond of who he had come to know by

gaining an understanding of perceptions of self-awareness. Participant 14 described

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himself as oblivious; with improved perceptions of self-awareness, he began to consider

others in decision-making and reflected upon his leadership behaviors and the influence

of these behaviors on followers.

Sala’s (2003) research suggested leaders who progressed to higher-level

leadership positions began to minimize the opportunities for honest and constructive

feedback from others, losing the ability to compare their behaviors with the behaviors of

others and developing a skewed self-perception. Goldsmith (2006) and Wales (2003)

maintained that improving executives’ capacity to understand themselves, in addition to

how others perceive them, might have a substantial influence on the ability to improve

performance. The study’s findings are comparable to Goldsmith’s and Wales’ research

findings. The participants’ leadership behaviors and performance began to change with

improved perception of self-awareness. All 20 participants described the executive

coaching experience as positively changing their perceived understanding of self-

awareness.

According to Beecham et al. (2004), the executive coaching process centers on

skills such as trust in relationships, change management, effective listening,

collaboration, and focus, in addition to enhancing perceptions of self-awareness. All 20

participants discussed how the experiences in the executive coaching process changed

their perceived understanding of self-awareness. Executive coaching improves self-

awareness, allowing executives to identify strengths, weakness, and potential behavior

problems so they can prepare a developmental plan for improvement (Beecham et al.,

2004).

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Implementing constructive criticism and supportive feedback was a method the

executives could use to prioritize behaviors identified for improvement and begin to lead

with a more effective leadership approach (Sherman & Freas, 2004). Fourteen of the

participants in the study (Participants 4, 5, 7, 8, 9, 10, 12, 13, 14, 15, 17, 18, 19, & 20)

experienced feedback as an opportunity to prioritize areas for improvement. The

participants found constructive feedback led to improvements in self-awareness,

recognizing characteristics about themselves they were not previously aware of, which

resulted in reflection and adjustments in leadership behaviors.

Participant 20 expressed dislike of the person he had come to know and

immediately initiated leadership behavior changes. Fourteen of the participants (4, 5, 7, 8,

9, 10, 12, 13, 14, 15, 17, 18, 19, & 20) openly incorporated feedback in implementation

of leadership behavior changes. Participants 4, 13, 15, and 20 stated that, in the future,

they would actively solicit feedback, strive to create a feedback culture, and ensure

accurate interpretation of the feedback. Kaye’s (2006) research supports this notion of

developing leaders’ awareness of behavior and teaching them to listen and ask effective

questions that enable them to slowly integrate changed leadership behaviors and increase

organizational profits.

Participant 6 initially responded she did not experience changes in self-awareness,

and she described only subtle leadership behavior changes. Participant 6 elaborated,

explaining there might have been small changes but nothing measurable. Participant 6

was 1 of 3 participants involuntarily assigned a coach as an organizational perk and

suggested she simply went through the program because it was mandated. Participant 6

was the only participant who described the experience as neutral and seemed skeptical

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about its benefits. Involuntary assignment of an executive coach might be an area for

further exploration and research discussed later in this chapter.

Nineteen of the participants described in detail how the executive coaching

experience improved their perception of self-awareness (1, 2, 3, 4, 5, 7, 8, 9, 10, 11, 12,

13, 14, 15, 16, 17, 18, 19, & 20). Five of the participants (10, 11, 12, 13, &15) discussed

the power of reflection, describing the benefits of taking time to think about decisions,

behaviors, and actions. The power of reflection discovered in the research study

compares to other research (Reeves, 2006) in which it was found that executive coaching

was a strategy guiding the development of an executive’s self-awareness and broadening

perspectives of the organization structure and leadership roles. Four of the participants

engaged in role-playing with their coaches to test leadership strategies (Participants 6, 8,

13, & 15). Role-playing allowed them an opportunity to gain greater insights about

themselves and leadership behaviors.

The executive coaching experience provided an opportunity for the participants to

gain self-awareness and an understanding of how decisions and actions influenced

leadership effectiveness. Thirteen of the participants (1, 2, 3, 4, 5, 8, 10, 12, 14, 15, 17,

19, & 20) were openly accepting of this opportunity, capitalizing on the potential to grow

personally and professionally. These findings support the research of Kaye (2006) and

Zenger and Stinnett (2006) who concluded executive coaching enhanced the personal and

professional performance of leaders. The experience of improved self-awareness led to

insights and new perspectives about how others viewed the world.

Wales (2003) determined that effective communication skills could bridge the gap

between internal growth and the achievement of external benefits. Coaching develops

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leadership and behavior competencies that leaders implement to present ideas, vision, and

concepts to followers. In the research study, executive coaching improved leaders’

understanding of self-awareness, and with enhanced self-awareness leaders were able to

recognize leadership behaviors, decisions, and actions influencing leadership

effectiveness. Self-awareness was paramount in changing leaders’ perceptions of

themselves and influencing changes in their behaviors.

Kouzes and Posner (2002) identified self-awareness, self-management, social

awareness, and interpersonal skills as leadership competencies that have become

increasingly important to leaders’ success. The findings of the research study indicate

that leaders of the future need to be extraordinary coaches, with a high level of self-

awareness to lead effectively. Kouzes and Posner’s research findings and the study

discoveries concur on the meaning of understanding self-awareness and its contribution

to leadership behavior changes.

With improvements in perceptions of self-awareness, participants began to

describe the human factor of leadership in terms of simply being human. The results of

the study indicate that leaders’ understanding of self-awareness leads to open self-

expression, increased conversation, a genuine caring for people, and more time spent

reflecting, considering values, and engaging in trusting relationships. New perceptions

and understanding of self-awareness engaged leaders in broad strategic thinking, self-

acceptance, and consideration of others, all behaviors necessitating effective leadership.

Hernez-Broome and Hughes (2004) asserted that leadership success was no

longer being defined by what leaders did or their leadership competencies but by

processes and interpersonal relationships with followers. Leadership development is no

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longer focused on gaining new knowledge; it is about providing leaders with

opportunities to grow in the context of their work (Hernez-Broome & Hughes, 2004).

Nineteen of the participants (1, 2, 3, 4, 5, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, &

20) experienced real-time learning and leadership development because of the coaching

experience. New skills were immediately applied to leadership situations, tested to

determine the influence of the behavioral change, and adjusted when necessary to achieve

desired goals.

Changed Behaviors

Executive coaching is a strategy that guides the development of an executive’s

self-awareness and broadens perspectives of the organizational structure and leadership

roles (Reeves, 2006). Accordingly, the executive coach facilitates the process of

executives becoming more sensitive to the needs of followers (Snyder, 1995). Leadership

behavior changes were widespread among the participants in the research study because

of executive coaching experiences. The participants began to trust followers and

recognized that they did not have to have all the answers simply because they were in a

leadership position (Participants 1, 4, 9, 12, 15, & 20).

According to Rodgers et al. (2002), times have changed, and it is becoming

evident that leadership styles have a significant influence on employee performance,

adaptability to change, and customer loyalty in a global market place. Interpersonal skills

and emotional intelligence have become important factors in the determination of

effective leadership (Barbuto & Burbach, 2006; Shipper et al., 2003). Participants 4, 18,

19, and 20 changed leadership behaviors initiated by feedback from peers, direct reports,

and managers, acquired during an assessment phase of the executive coaching process.

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All 20 participants in the study reported a change in self-awareness leading to

insights about leadership behaviors. The insights resulted in changed leadership

behaviors. The participants expressed how they began to use open styles of

communication and gained awareness of how behaviors, decisions, and actions

influencing others allowing them to make behavior adjustments before taking action.

These findings indicate that executive coaching is effectively aiding leaders in gaining

insights resulting in positive leadership behavior changes.

The findings of the research study expand on Sztucinski’s (2001) research about

the experience of executive coaching by further exploring the meaning of the experience

and perceived levels of self-awareness and leadership behavior changes. As in

Sztucinski’s research, the analysis of the experience of coaching of the 20 participants in

the study was found to be positive. The findings in the research reveal how leadership

behaviors changed because of coaching experiences. Kaye’s (2006) research concluded

executive coaching had a positive impact by improving leaders’ self-awareness, decision-

making skills, and interpersonal relationships. Similar finings were obtained in the

research study.

The most significant finding of Wales’ (2003) study was the confirmation of

transferability; leaders who participated in the coaching program were able to transfer

change and learning from their work to their personal lives. The author stressed the

importance of the coaching process focusing on the whole person (Wales, 2003). There

was no exploration of transferability in the research study, although the participants

described feeling that what had been learned during the coaching process influenced

personal growth, and changes in leadership behaviors in the workplace transformed into

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changes in their personal lives (Participants 4, 14, 15, 17, 19, & 20). Leaders who

experienced coaching improved perceptions of self-awareness and how others perceived

their behaviors. Improving the leaders understanding of self resulted in positive changes

in behaviors and performance in both personal and professional lives leading to improved

work/life balance.

Opinions about Coaching

All 20 participants expressed opinions about the executive coaching experience.

Twelve of the participants (1, 2, 3, 5, 6, 8, 9, 11, 13, 16, 19, & 20) described executive

coaching as a safe, confidential place to share thoughts, explore ideas, and gain a new

perspective about themselves and others. The participants’ opinions are supported by

research noting that individuals hire coaches for enhanced personal and professional

performance, life transitions, facilitation of organizational breakthroughs, and simply to

have an unbiased confidant who helps address everyday challenges (ICF, Fact Sheet,

2006).

According to the ICF (2006), coaching is a leadership development strategy

encouraging already successful leaders who want to improve their leadership abilities

with an opportunity to be motivated and challenged to go beyond what they previously

felt possible. The research study findings support the ICF’s findings. Leaders who

participated in the research study were already in successful leadership positions, but they

wished to improve. Some executives wanted to ensure continued success in a newly

assigned leadership role while others desired to understand how they could improve

leadership effectiveness with direct reports and achieve organizational goals (Participants

4, 5, 8, 9, 11, 12, 13, 15, & 19).

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The role of the coach is to facilitate the process of development through a safe

and trusting relationship and to make leaders accountable and responsible for their

actions and decisions (ICF, 2006). According to the ICF (2006), when a leader and coach

work together, they engage in a mutual business relationship where the coach is

responsible for challenging the leader to improve personally and professionally, moving

beyond what the leader initially felt possible. Participants 1, 2, 3, 4, 5, 7, 8, 9, 10, 13, 15,

18, 19, and 20 found this aspect of the coaching experience beneficial. The coach was

supportive of their success, ensuring their commitment and encouraging perseverance.

Participants (1, 2, 3, 4, 5, 7, 8, 9, 10, 13, 15, 18, 19, &20) stated that their mutual

relationship with the coach challenged them to grow personally and professionally and

improve leadership behaviors move beyond what they initially thought possible.

The perceptions of executive leaders’ self-awareness and the leadership

phenomenon of the executive coaching experience and its meaning for changed

leadership behaviors was the primary focus of the research study. The problem of

whether or not the experience of executive coaching programs resulted in the leadership

changes was addressed. The research study was an exploration of self-awareness and the

meaning it had for the leadership behaviors of executive leaders. A determination was

made that executive leaders experienced executive coaching as an effective leadership

development strategy. Participants discovered how perceptions of self-awareness affected

leadership behaviors after participating in an executive coaching program.

The Phenomenon

The qualitative hermeneutic phenomenological approach allowed for the

exploration of leaders’ perceptions of self-awareness and changed leadership behaviors,

153

and the effects of the coaching experience on leadership within organizations (Patton,

2002). Qualitative research is a methodical inquiry process used to explore and gain an

understanding of a social or human problem. The qualitative researcher conducts the

study in a natural setting and creates a complex holistic picture by analyzing words and

providing detailed accounts of participant experiences (Creswell, 1998). Hermeneutic

phenomenological research is the qualitative approach that was used to elicit descriptive

interpretations of participants’ experiences of the phenomenon of executive coaching

(Taylor & Bogdan, 1998). The phenomenon was the effective of the executives’

experiences of executive coaching programs.

The participants in the research study provided a detailed description of how they

experienced executive coaching programs. The participants in the one-on-one interviews

provided vivid accounts from which underlying themes were extracted. In the expressions

of the experience, the executives included feelings and thoughts about the perceived

levels of self-awareness and the meaning of self-awareness for leaders’ ability to lead.

The phenomenon of the executive coaching experience and its meaning for perceptions of

self-awareness and changed leadership behaviors resulted in an (a) understanding of

behavioral influences upon others, (b) understanding the perceptions of others, and (c) the

power of reflection. The following section provides a detailed account of the

phenomenon of the research study.

Understanding Perceptions of Self-Awareness

Executive coaching experiences guided leaders toward understanding the

influence of their behaviors on others. Before the experience of executive coaching, many

participants in the study were not aware of or did not understand the nature of the

154

influence of leadership behaviors on direct reports, teams, managers, and peers

(Participants 4, 8, 9, 10, 12, 15, 19, & 20). The new awareness created a dissatisfied

feeling in some (Participants 5 & 20) while others were immediately driven toward

change (Participants 1, 4, 5, 7, 9, 11, 13, 14, 16, 15, & 20). Awareness of behaviors,

actions, and decisions caused the leaders to become more sensitive and considerate of

others (Participants 4, 9 14, 15, & 20), to think about behavioral outcomes before acting

(Participants 4, 9, 14, 18, 19, & 20), and to realize the power of developing a good team,

trusting the team members, and letting go of their power (Participant 1).

Understanding the Perceptions of Others

Gaining an awareness of how others perceived leadership behaviors resulted in

the most insightful leadership changes for the participants of the study (Participants 4, 8,

9, 10, 12, 15, 19, & 20). Feedback from direct reports, managers, and peers allowed

leaders to change personal perspectives. The feedback process was powerful, bringing to

awareness how others experienced participants’ leadership styles.

Eight of the participants (4, 8, 9, 10, 12, 15, 19, & 20) found the new awareness

enlightening and a new recognition of leadership behavior, and its influence upon

followers encouraged them to slow down and think before acting. One participant stated

she had accepted her own diversity because of her coaching experience (Participant 5).

Eight of the participants (3, 4, 9, 14, 15, 18, 19, & 20) learned that every person viewed

the world from a different perspective, and gaining this insight was a powerful motivator

to change leadership behaviors.

155

Power of Reflection

The executive coaching experience increased awareness about the power of

reflection. Executive coaching provided executives with a confidential place for self-

discovery. Participants worked hard to achieve success, but their leadership positions

made them feel unsure, unprepared, and acting in ways that left them feeling dissatisfied

and unhappy (Participants 1, 3, 5, 9, 12, 13, 14, 15, 16, 18, 19, & 20). Executive coaching

presented leaders with an opportunity to explore options for successful leadership. The

coaching process provided an environment to discuss ideas openly and to contemplate the

best way to handle any given leadership situation.

Summary

It was found in the research study that coaching gives executives a safe and

confidential place for exploration and reflection about leadership styles and behaviors.

Executive coaching provided an opportunity for the discovery of strengths and

weaknesses and focused upon growth and learning. The structural meaning of the

executive coaching experience for perceived levels of self-awareness resulted in the

themes of (a) understanding perceptions of self-awareness, (b) understanding perceptions

of others, and (c) power of reflection.

Participants in the research study were focused on the organizational goals and

achievements. Before experiencing executive coaching, they did not take time to stop and

reflect on behaviors, goals, strategies, and their influence on followers. After the

experience of coaching, the participants recognized the power of reflection. They were

able to make a paradigm shift and see their role in a new light. When they began to take a

156

moment to think and slow their approach to leadership, they encountered self-discovery,

an understanding of others, and a more effective leadership approach.

The study added to existing academic research regarding the benefits of an

executive coaching experience, including improved self-awareness (Beecham et al.,

2004; Bougae, 2005; Sztucinski, 2001; Turner, 2003; Wales, 2003). The study extended

the knowledge derived from previous literature by exploring underlying themes in self-

awareness and the effect of self-awareness on leaders’ ability to lead. Leaders who

improved self-awareness experienced a positive change in their leadership behaviors.

The participants in the research study had an average of 10.5 years of leadership

experience; they had achieved success and held executive level leadership positions.

What changed because of the executive coaching experience was how they perceived

themselves, engaged with others, and implemented leadership behaviors. Discussions

with executives who experienced coaching about what was effective and what required

adjusting brought behaviors and actions into a conscious awareness that inspired thought,

reflection, and analysis, on personal and professional levels.

Limitations

The following limiting factors defined the parameters of the research: (a)

participants had to hold an executive-level leadership position, (b) participants had to

have previously been engaged in an executive coaching program, (c) participants had to

be willing to share their lived experience openly and honestly during the interview

process, and (d) the phenomenological approach produced subjective data. The sample

was limited to executive-level leaders within organizations, excluding individuals

157

engaged in leadership outside of an organizational environment and not holding an

executive level position.

The second limiting factor was the exclusion of leaders who had not participated

in an executive coaching program. Some leaders might have experienced a change in

perceived levels of self-awareness and leadership behaviors through leadership

development strategies other than coaching. The purpose of the study was to explore

executives’ everyday human experiences that were limited to an executive coaching

program.

The third limitation of the study was the interview process itself. The participants

were asked to share detailed information about personal experiences. The information

was filtered through their perceptions and memories. The topic was personal, requiring

the participants to share intimate thoughts and feelings about the experiences. The

interviewer’s presence might have influenced the responses; some participants were not

as expressive and forthcoming with information as others.

The fourth limitation was the subjectivity of the phenomenological research

method. The interpretation of the data might have been influenced by the subjectivity of

the participants’ expressions. To minimize bias and suspend judgment, epoché was

applied. The process of epoché consists in suspending all prejudgments and biases and

applying only intuition and a natural attitude (Creswell, 1998; Moustakas, 1994).

Member checks were used along with epoché or bracketing to ensure validity of the

findings.

158

Implications

The conclusions drawn from the study have implications for leadership

development, the understanding of perceptions of self-awareness, and changed leadership

behaviors. There are implications for organizations, leaders, and the coaching profession.

The study supported existing literature in which it was suggested that executive coaching

provided positive outcomes for improved self-awareness and leadership development

(Bougae, 2005; Heames & Harvey, 2006; Sztucinski, 2001, Turner, 2003). The data from

the research study suggests that coaching experiences result in changes in perceived

levels of self-awareness contributing to leadership behavior changes. The next section is

a discussion of the implications of the findings for organizations, leaders, and the

coaching profession.

Organizations

The study has meaning for leadership training and development for leaders within

organizations. Complex business environments have made maintaining successful

leadership development strategies a challenge for organizations (Heames & Harvey,

2006). Recognizing the effectiveness of executive coaching and its success in enhancing

a leader’s understanding of self-awareness and changing leadership behaviors is pertinent

to successful leadership. The 20 participants in the research study found the executive

coaching experience a successful leadership development strategy. Traditional leadership

development and training initiatives might need to be reconsidered and possibly replaced

with executive coaching programs, allowing leaders an opportunity for real time

leadership development.

159

Executive coaching is a leadership development strategy in which the necessary

skills that might not be learned during formal training programs are cultivated (Zenger &

Stinnett, 2006). The coaching experience brings to awareness leadership behaviors

leaders might have assumed to be effective. Participants 1, 2, 3, 4, 6, 7, 8, 9, 10, 11, 12,

13, 14, 16, and 18 indicated executive coaching provided a safe place to explore ideas,

understand leadership issues, discuss feedback, share doubts and concerns, help clarify

leadership challenges, and understand interpersonal relationships.

Executive coaching is a leadership development strategy utilized by

organizational leaders to close performance gaps and advance leadership skills more

rapidly (Amish et al., 2006). The results of the research study show that executives

implemented leadership changes immediately after recognizing they were ineffective and

used coaching as a forum for strategizing, role-playing, and exploring leadership

concerns. Executive coaching is a solution for addressing the development and

performance needs of leaders of the future (Hernez-Broome & Hughes, 2004).

Organizational leadership trainers and developers ought to recognize the effectiveness of

the executive coaching experience and its success in enhancing a leader’s understanding

of self-awareness and its influence upon immediate action toward changing leadership

behaviors.

Leaders

Demands in productivity have increased, competitive challenges require greater

agility, and leaders are working more autonomously and with more authority (Hernez-

Broome & Hughes, 2004). Leaders of leaner, faster-paced organizations are required to

demonstrate more subtle leadership skills (Hernez-Broome & Hughes, 2004). Participants

160

in the research study (4, 5, 7, 11, 13, 14 16, & 20) described experiences of executive

coaching as providing insight into the importance of adjusting leadership approaches

according to the audience. Increased awareness of the positive outcomes of adjusting

leadership styles to the audience can lead to more effective organizational outcomes or

enhanced organizational relationships (Participants 4, 5, 7, 13, & 14).

Coaching is a process in which a leader can explore strengths, weaknesses, and

developmental needs in order to create a plan for improving personal and professional

performance (Amish et al., 2006). It is through self-awareness that a leader’s desire to

change is grounded (Zornada, 2005). The study findings show that improved

understanding of self-awareness leads to leadership behavior changes. More effective

leadership behaviors improve personal and professional relationships and enhance

feelings of satisfaction and self-acceptance (Participants 7, 17, & 19). Future leaders

focused upon improving self-awareness might discover improved leadership

effectiveness through executive coaching.

Engaging with a coach allows real-time leadership development. Leaders in the

study tested new leadership skills and analyzed outcomes. Coaching gave leaders an

opportunity to practice, learn, and grow while remaining accountable and responsible to

the coach for progress. Real-time leadership development saves leaders time and

frustration; immediate implementation of new skills in the working environment is

conducive to the fast-paced business environment.

Executive leaders have great exposure within organizations, receive less support

and unbiased encounters to question concerns and explore ideas. Coaching establishes an

unbiased, confidential relationship allowing opportunities for exploration of concerns and

161

questions. While in a leadership position, leaders need to recognize they are human and

need support and guidance. Executive coaches provide nonjudgmental support and

unbiased direction in helping to improve leadership effectiveness.

The participants’ executive coaching experiences resulted in an internal paradigm

shift for leaders regarding leadership expectations. Previous research suggested that

leaders were expected to be effective and know how to produce results, regardless of the

organizational environment, personal and professional challenges, and market demands

(Axmith, 2004). After the coaching experience, participants (1, 3, 4, 9, 11, 12, 14, & 15)

realized they did not need to have all the answers or be effective in every aspect of

leadership. Delegation and utilization of the strengths of followers can result in success.

Executive coaching is a leadership development intervention in which executives are

encouraged to explore new perspectives of the organizational process and examine

individual behaviors (Heames & Harvey, 2006).

Traditionally, leaders of organizations have been responsible for profits and

growth (Zenger & Stinnett, 2006). Strategic thinking and the consideration of others in

decision-making processes instill a broader vision of the organization goals. In today’s

business world, the involvement of followers and a broader vision might ease stress and

pressure for leaders, enabling them to make better decisions that incorporate followers’

insight.

Leaders who engage in a coaching program need to believe in its value and

benefits, embracing what it has to offer as suggested by participants in the research study

(6, 16, & 20). Leaders who are considering executive coaching as a leadership

development strategy ought to consider leadership goals, expectations, and executive

162

coaching as the optimal leadership development approach. Executive coaching produces

positive outcomes, but only when approached with an attitude of accountability and

responsibility.

The Coaching Profession

The results of the study add to academic research exploring the experience of

executive coaching. It adds the dimension of understanding perceived levels of self-

awareness and its meaning for changed leadership behaviors. If organizations continue

investing in executive coaching as a leadership development strategy, it is important that

executive coaching be understood as a practicing profession and the outcomes be

substantiated by academic research.

The study outcomes added supporting knowledge to the body of empirical

evidence and demonstrated executive coaching programs do what they propose. The

study results uncovered the essence of the experience and its meaning for leaders’

perceived level of self-awareness. Coaches might consider adding a dimension to their

practice that encourages the development of self-awareness in order to ensure changes in

behavior. The coaching profession ought to maximize on its positive outcomes and begin

to implement coaching during earlier phases of leadership development within

organizations.

The primary implication resulting from the research study is the emergence of the

fundamental outcomes of the executive coaching experience. Coaching changes leaders

internally, creating an awareness of leadership behaviors influencing others. These

insights cannot be taught in a typical leadership development program. Coaching is

experiential, transforming the perspective of the leader, personally and professionally.

163

The coaching profession ought to be recognized for its transformational effects on

leadership development.

Recommendations

The focus of the research study was on gaining an understanding of the

experiences of executive coaching programs by executive level leaders and its meaning

for perceived level of self-awareness contributing to leadership behavior changes. A

similar research study with a different population might provide insight into leadership

development at different levels of leadership within organizations. Understanding the

experience of coaching for leadership development by middle managers may be useful in

gaining knowledge about how coaching influences leadership succession plans.

Murphy (2005) and Wasylyshyn et al. (2004) found that coaching influenced self-

awareness and the use of reflection and insight helped sustain change. Hodgett (2002)

suggested that executive coaching could elicit significant and long-lasting results for

leaders and organizations. While the participants in the research study experienced a

change in their level of self-awareness, the long-lasting results of the experience cannot

be quantified from this study. A quantitative study measuring the sustainability of

improved self-awareness and changed leadership behaviors over time would be beneficial

to understanding leaders’ maintenance and continued practice of what they have learned.

Participants in the research study were at different stages of the coaching process. A

longitudinal study would be helpful to understand if leaders continue to apply changed

leadership behaviors after coaching.

A quantitative study could be conducted comparing outcomes of the coaching

experience dependent upon involuntary assignment as an organizational benefit or sought

164

for personal and professional development. A comparative study could lead to an

understanding of the role of commitment and engagement in the coaching process and

changes in self-awareness and leadership behavior changes. The participants in the

research study who were committed and engaged reported positive changes in self-

awareness and leadership behavior changes, while participants who were involuntarily

assigned or not engaged experienced the process as neutral (Participant 6). Another

quantitative study could be conducted to compare pre and postcoaching experiences and

perceptions of self-awareness. Such a study would provide statistical measurements about

the outcomes of the research study.

Additional recommendations for research include a comparison study of leaders

who have experienced coaching with leaders who have not to provide insight about work/

life balance and personal satisfaction. Participants in the research study were asked to

describe their professional developments although personal life improvements were

discussed. This type of study may be valuable for gaining information about how to

work/life balance and personal satisfaction improve leadership performance.

Conclusion

Chapter 5 concludes the study. The findings indicate the study added to existing

academic research regarding the positive benefits of executive coaching experiences and

improved self-awareness (Beecham et al., 2004; Bougae, 2005; Sztucinski, 2001; Turner,

2003; Wales, 2003). The study extended existing knowledge with the exploration of the

underlying themes in self-awareness that contributed to changed leadership behaviors and

leaders’ ability to lead.

165

The implications of the study pertain to organizations, leaders, and the coaching

profession. Recommendations include the following: (a) similar study with a different

population, (b) quantitative study measuring the sustainability of improved self-

awareness and changed leadership behaviors , (c) a longitudinal study, (d) a quantitative

study comparing outcomes of the coaching experience dependent upon involuntary

assignment as an organizational benefit, or sought for personal and professional

development, (e) a quantitative study comparing pre and postcoaching experiences and

perceptions of self-awareness, (f) a comparison study of leaders who have experienced

coaching with those who have not to provide insight about work/life balance, personal

satisfaction and leadership performance.

Leaders who have experienced coaching, changed perceptions of self-awareness,

and adjusted leadership behaviors are leaders who value the perspective of others,

encourage and embrace feedback, and engage in reflection and personal growth to remain

effective in their leadership approach. Encouraging future leaders to engage in executive

coaching will help nurture and develop beneficial personal and professional insights for

leadership development, potentially leading to improved organizational performance.

The focus of the hermeneutic phenomenological study was on the lived experiences of

20 executive level leaders across the United States and on understanding the essence of

the experience of executive coaching programs. The theoretical framework supported

executive coaching programs as an emerging educational and development process

designed to focus upon the performance improvement of executive leaders. The practice

of executive coaching is focused on leaders, and it is crucial that executive coaches

understand the development of people throughout the cycle of life.

166

Previous literature implied that executive coaching experiences were positive and

a growing leadership development strategy (Bougae, 2005; Sztucinski, 2001; Turner,

2003; & Wales, 2003). According to the 20 participants of the research study, the

experience of executive coaching changed perceived levels of self-awareness,

contributing to their ability to lead. The following major themes that represented the

essence of the experience emerged from the data: (a) coaching experience; (b) self-

awareness; (c) changed leadership behaviors; and (d) opinions about coaching.

167

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APPENDIX A: INTERVIEW PROTOCOL

Thank you very much for participating in the research study entitled, A Phenomenological Study Exploring Executive Coaching Understanding Perceptions of Self-Awareness and Leadership Behavior Changes. The purpose of this research study is to gain a more intimate understanding of how executive coaching programs provide meaning for perceived levels of self-awareness and change leadership behaviors.

Your participation will involve a 60-minute digitally recorded interview, and a review of the transcription to confirm accuracy. Your participation in this research is voluntary and if you choose to withdraw at any time you can do so without penalty or personal consequences. Any and all information gathered up to withdrawal will be destroyed by the researcher. The results of this study may be published, but all identifying information will remain confidential.

You have provided this researcher with permission to record the interview. A transcription of this interview will be provided to you for review within seven days for acknowledgement of accuracy. At that time, you will again have the opportunity to decline to be included in the research study and at that time, the researcher will destroy all information.

We will now begin the interview process. What was your experience of an executive coaching program? How may that experience have provided an understanding of your perceived levels of self-awareness? Given what you have stated about your experience of an executive coaching program how do you feel it may have changed your leadership behaviors.

Please describe your experience.

Thank you very much for your time. A completed transcript of this interview will

be provided to you in seven days for your review and acknowledgement of accuracy. Again, thank you your time, and sharing of your experience of an executive coaching program is appreciated.

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APPENDIX B: KEY WORD SEARCH

Key Words Search

Tool Research Locations Number of Related

References Executive Coaching History of Executive Coaching Definition of Coaching Business Coaching

Articles Books

EBSCOHost, Informal, and Proquest

97

Leadership Leadership Development Leadership Behaviors Leadership Competencies Leadership Challenges Leadership and Coaching

Articles Books

EBSCOHost, InfoTrac, and Proquest

142

Organizational Development Organizational Coaching Organizational Challenges Organizational Change

Articles Books


115

Theoretical Foundations of Executive Coaching Coaching Theories

Articles Books


27

Self-Awareness Self-Awareness and LeadershipPerceptions of Self-Awareness

Articles Books


29

Emotional Intelligence Articles Books


56

Phenomenological Research Hermeneutic Research Qualitative Research

Articles Books


19

Adult Learning Theories Articles Books


22

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APPENDIX C: INTRODUCTION LETTER

Dear Sir or Madam:

I am a doctoral candidate at the University of Phoenix. I am currently working on a Doctor of Management degree in Organizational Leadership and I am conducting a research study entitled: A Phenomenological Study Exploring Executive Coaching: Understanding Perceptions of Self-Awareness and Leadership Behavior Changes.

The purpose of the research study is to explore the nature of the lived experiences

of executive leaders who have participated in an executive coaching program across the United States. I would like to invite you to participate in this study as you may provide valuable new knowledge to my area of interest. Your participation will involve a 60-minute recorded interview. The focus will be upon the sharing of your experiences of an executive coaching program and its meaning toward changed leadership behaviors. To ensure accuracy of the information provided, this interview will be digitally recorded and transcribed. The transcriptions will be returned to you for review and assurance of accuracy. Please understand that your participation in this study is voluntary. If you choose not to participate or to withdraw at any time, you may do so without penalty or loss of benefit to you. The results of the research study may be published; however, your name will not be used and your input will remain confidential. This research will not cause harm nor are there any foreseeable risks to you.

Although there may be no direct benefit to you, the possible benefit of your

participation may be that your experiences help to determine if executive coaching programs are an effective strategic leadership development approach in which leaders can participate to improve both their personal and professional leadership abilities.

If you have any questions concerning the research study, please call me at (716)-435-9591 or (716) -699-5599.

Sincerely, Dionne Kress University of Phoenix, Doctoral Candidate

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APPENDIX D: CONSENT TO PARTICIPATE IN A RESEARCH STUDY

Dionne Kress, a Doctoral Candidate from the University of Phoenix, has been given permission by ____________________________ to conduct a research study on the experiences of executive-level leaders and changed leadership behaviors at _______________________________________.

Interviewee: I, _______________________, an executive-level leader at _______________________ have volunteered to participate in this research study. I understand that my participation in the study is voluntary. I understand that:

1. I may withdraw or decline at any time without consequences. 2. The research records and interview information will remain confidential. 3. My personal anonymity will be upheld and guaranteed. 4. The research data results will be used for publication. 5. Dionne Kress, the researcher, has thoroughly explained to me the parameters of

the research study and all of my questions and concerns have been addressed. If I have future questions or research-related concerns, I, the participant, may contact the researcher at (716)-435-9591 or [email protected]

6. I permit the researcher, Dionne Kress, to digitally record the interview. I understand that the information from the recorded interviews will be transcribed in order to ensure accuracy of the information and proper representation of my experiences shared during the interview process.

This consent and confidentiality form does not involve any other written or verbal agreements related to this study. I, the undersigned, understand the above-mentioned explanation and I willingly provide my voluntary consent to participate in this research study. I understand that I can withdraw from the interview process at any time and that by doing so I will not be penalized. Upon withdrawal, any information provided will be destroyed by the researcher and will not be included in the study. Signature of the interviewee _____________________________ Date _____________ Signature of the researcher ______________________________ Date _____________

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APPENDIX E: PARTICIPANT REFFERAL FORM

I, ______________________, would like to refer _______________________ to be a study participant in the hermeneutic phenomenological research study being conducted by Dionne Kress, Doctoral Candidate from the University of Phoenix. I am referring _____________________ as a participant as he/she has participated in an executive coaching program and display the following leadership behaviors and characteristics: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ The names of the participant and the referring party will remain confidential within the above-stated research study.

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APPENDIX F: DEMOGRAPHIC INFORMATION

Demographic Information Sheet

Date and Time of Interview: __________________________________ Name of Interviewee: ________________________________________ Name of Company: __________________________________________ Male (M) or female (F) Fortune 500 Company Size of business Type of organization: service (S), manufacturing (M), healthcare (H), or educational (E) Level of position: Middle Management (MM), Director (D), Vice President (VP), President (P), CEO, or Other (O) Years of service Number of direct reports Highest Level of Education: high school (HS), some college (SC), associateÕs degree (A), bachelorÕs degree (B), masterÕs degree (M), or doctorate (D) Age of participant

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APPENDIX G: FREQUENCY COUNTS

NODES No. of Participants % of Participants(20) 100%

Interview Questions

Q01-Experience executive coaching programSubcodes:The coaches 20 100%First experience with coaching 20 100%Goal setting & action plans 17 85%Bouncing off ideas & talking 15 75%Leadership development strategies 13 65%Pre-assessment & self-awareness 15 75%Professional development 11 55%Involuntary requirement 3 15%Results:

Change in strategic thinking & vision 8 40%Change in leadership skills 9 45%

Change in relationships 10 50%Self-acceptance awareness esteem 5 15%

Feel valued 2 13%Neutral 1 7%

Q02-Understanding of perceived levels self-awarenessSubcodes: Self-awareness 19 95%Leadership skills & behaviors 17 85%Personal growth 13 65%

Q03-How changed leadership behaviorsSubcodes:Leadership skills & behaviors 14 70%Self-acceptance & awareness 12 60%Relationships 12 60%Leadership style 10 50%

A PHENOMENOLOGICAL STUDY EXPLORING EXECUTIVE COACHING: UNDERSTANDING PERCEPTIONS OF SELF-AWARENESS...

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