Running head: COACHING GUIDE 1

Zabian R Crosby

Coaching Guide for Executive and Co-Active

Coaching

COACHING GUIDE

Abstract

Organizations are comprised of leaders who are people with

common needs, wants, desires, and aspirations. These

individuals, while seemingly extraordinary to those outside

of their inner circle, are quite fallible and need help and

encouragement to excel in both professional and personal

life. Those who are charged with helping leaders and other

support personnel who want to help themselves are referred

to as Executive Coaches. Coaching may include the relation

between the client and the organization (Executive

Coaching), or more specifically on the client apart from

other variables (Co-Active Coaching). This paper is written

as a Coaching Guide to provide insight into the intricate

aspects of coaching, the benefits to the coach and the

client, as well as the results for the organizations served

by coaching. The highlights presented throughout should

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help existing coaches or those contemplating becoming a

coach by discussing the requirements and mindset for this

exciting field.

Coaching Guide for Executive and Co-Active Coaching

Every profession requires leadership to motivate

subordinates and produce results. Effective leadership

becomes the hallmark of successful organizations, as trends

are set and the culture established becomes an example for

others to follow. This is true whether the organization is

a private business or a public institution. There is a

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correlation between the success of such organizations and

the success of the individual leaders who guide them.

However, people are fallible and do not have all of the

answers at any given time. How are those entrusted with

leadership able to get the help he or she sometimes needs to

continue providing vision and inspiration to others? To

whom can such persons seek for guidance when they suffer

personal trauma? Even if the organization is performing

reasonably well, who can best help management and executives

formulate new plans of action to exceed current output?

The answer to the above questions is Executive

Coaching: Executive Coaching, and its counterpart of Co-

Active Coaching, are pivotal resources available to

companies and institutions for the benefit of those in

leadership positions as well as those who want to improve

performance and possibly acquire the responsibilities of

leadership within an organization. This Coaching Guide

serves to define key terms and outlines how coaching can

help leaders and subordinates to realize their full

potential, thereby enabling the organization to surpass

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expectations and achieve its vision and mission more

abundantly. By enabling the individual to address

deficiencies that on the surface may not appear to be

directly related to business performance, the individual

nevertheless is guided into becoming more capable and adept

at handling the responsibilities of leadership by means of

internal systemic change.

What is Executive Coaching?

The Behavioral Coaching Institute (2005) defines

Executive Coaching as a tool that “…equips and encourages

corporate leaders to meet those challenges by helping them

to develop self-awareness of their behavior and patterns;

cultivate awareness of how others perceive them; capitalize

on their leadership strengths and bridge gaps [and] acquire

new leadership strategies and tactics” (p.1). There are

many facets to coaching, and the goals of coaching have been

refined since its inception as a tool to help improve

performance. For example, Michelman (2005) states that, in

addition to assisting underachieving employees, coaching can

be used “to sharpen the skills of individuals who have been

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identified as future organizational leaders” (p.1).

According to Dattner (n.d.), the goals of executive coaching

include gaining “a better understanding of strengths and

developmental needs [and then using this knowledge] to

create, implement and refine strategies for improved

performance” (p. 5). The main difference between executive

coaching and traditional employee training is that coaching

seeks to improve performance by helping the individual

realize his or her full potential as a whole person.

Co-Active Coaching is further refined from Executive

Coaching by allowing the client more autonomy to set

priorities and retrieve answers to questions from within

(McDonald, 2007). Also, while Executive Coaching seeks to

satisfy the needs of both the client and the organization

with which the client is affiliated, in the Co-Active model

“…the coach / client relationship is focused on getting the

results that the client wants, not what the coach or anyone

else thinks is best for the client. It is the coach's task

to ensure that the clients are always steering towards

fulfillment and balance…” (p.2).

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Models of Coaching

Coaching is an art requiring the proper tools for the

intended outcome. Four models that are commonly employed

are States of Change / Transtheoretical Model, Social

Cognitive Theory / Social Learning Theory, Theory of

Reasoned Action / Theory of Planned Behavior, and Solution

Focused Theory. The States of Change model allows for a

progression of behavior from resistance to change to

consideration of change to ultimately deciding to make a

change (Zimmerman, Olsen, & Bosworth, 2000). Social

Cognitive Theory prepares in the client a frame of mind that

prepares him or her for future advancement based upon the

ability to connect with others and build a knowledge base of

solutions from which the organization can derive value.

Theory of Reasoned Action includes guiding the client by

helping the client to address and understand the rationale

for a behavior not yet taken (Lezin, 2009). The client

identifies the intended outcome of the behavior, and may

follow suit or make changes to the planned course of action.

Finally, Solution Focused Theory “[a]ssumes that the client

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has the answers within himself/herself.  Recognising the

critical role of trust and commitment in the

partnership change is promoted by constructing solutions”

(Behavioral Coaching Institute, 2009, p.1). Models 1 and 3

require adopting the appropriate mindset in order to

facilitate change. Models 2 and 4 prepare the client to

more accurately solve problems through collaboration and

critical thinking. All models instill the value of positive

change, thereby establishing the groundwork for future

behavior long after the coaching has concluded.

DiSC Approach to Coaching

Understanding the personality of clients is critical in

helping him or her realize full potential. One assessment

that can be administered is the DiSC profile examination,

which categorizes and characterizes the work and interaction

style based upon answers to the assessment. The DiSC

acronym represents each personality style of Dominance,

Influence, Steadiness and Conscientiousness (DiSC Profiles,

2011). The personality styles can then be placed on a grid,

showing the traits associated with each. It is important to

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note that a person’s results are not absolute and can vary

depending upon a variety of factors, including environment,

goal, personality of peers, home life, stress, among many

others. When used in combination with coaching, however,

the DiSC results can reveal weaknesses or flaws that were

unknown to the client, thereby helping to shape the goals of

coaching for individual progress.

Communication plays a vital role in coaching for

success. The ability to listen effectively enables coaches

to truly reach their clients and not miss key data, both

spoken and unspoken, through lax attention and other

distractions. This is because it is important to not only

listen for what the client says, but how the client

responds, including body language, as well as what the

client does not say. This complements the DiSC profiles,

because some personality types communicate differently,

thereby diminishing the potential for real progress through

missed cues. Included in proper communication is the

written word, especially in the age of electronic messages.

Coaches should be mindful of the tone of electronic

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messages, to not respond in an emotional manner, to follow

the conventions of correct syntax and grammar, and to

carefully form responses that can withstand later scrutiny

if read at a future date (English for Students, n.d., p.2).

Levels of Listening for Clarity of Thought

Personal Coaching Information (2011) identifies three

levels of listening skill that can be employed in coaching

sessions or in everyday life:

1- Level I: Internal Listening

This level of listening involves the listener taking

the words of the speaker and focusing on how the words

apply to the listener directly. This may include

thinking about how the statements make the listener

feel, how the listener will respond, or how the words

impact the listener’s disposition.

2- Level II: Listening to Understand

This is the opposite of Level I listening, whereby the

listener focuses entirely on the statements of the

speaker without regard for personal feeling or

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response. This is perhaps the most true and complete

form of listening, as all other distractions are put

aside for the benefit of the speaker.

3- Level III: Global Listening

This level of listening calls for listener insight into

the intent of the speaker by paying attention to more

than just the spoken word, including tone and voice

inflection, body language, as well as listening for

what is not said in an effort to more accurately gauge

the thoughts of the speaker. This is perhaps the most

valuable form of listening for an executive coach,

since he/she will be called upon to interpret the

meaning of what is spoken to provide the best

assistance to clients (p.1).

Active Listening: Essential for Coaching

Effective communication is vital for positive and

sustainable human interaction. This is true whether the

listening is for professional or personal activity.

Coaching should involve more listening than speaking, and to

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do this requires Active Listening, defined as “…

intentionally focus[ing] on who you are listening to,

whether in a group or one-on-one, in order to understand

what he or she is saying” (Study Guides and Strategies,

n.d., p.1). RazvanDobre (2010) expounds on how to listen

for clarity, referred to as Active Listening, by following a

set of listening norms, including not interrupting the

speaker, listening intently, focusing on the speaker and not

personal thoughts, maintaining eye contact with the speaker,

and developing an interest in the topic of discussion (pp.1-

2). These suggestions translate into respect for the

speaker. Indeed, if coaches are to provide guidance and

admonition to clients, then the first requirement is to

truly understand the disposition of each client, and this

can only be achieved by means of sustained focus on the

words and body language of the client, i.e., Active

Listening.

Other ways to fully engage the conversation of the

client is to repeat what is spoken for emphasis and clarity.

Also making a short summary at the end of the dialogue can

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help to ensure that the client’s statements were not

misunderstood. This also demonstrates to the client that

the coach was indeed listening to what was being said, and

this in itself contributes to the respect shown for the

coach. This respect in turn makes the client more receptive

to any meaningful feedback offered by the coach, as knowledge

that all of the circumstances were taken into consideration

helps to form a positive frame of reference whereby counsel,

advice, notations, and recommendations will be appreciated

and followed to the extent possible. All of this results

from Active Listening.

Establishing Better Relations through Better Dialogue

The more comfortable the client is made to feel, the

more likely the client will divulge pertinent information

necessary for the coach to help him or her derive the full

benefit of coaching (Baron and Morin, 2009). How coaches

approach dialogue, then, is critically important to the

success of the process. Stimulating client dialogue can be

accomplished using a variety of methods. One novel approach

is to use learning theory and what is called Inquiry

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Teaching (Driscoll, 2005). This method of teaching helps

the student to not only create a solution but to correctly

identify the problem in the first place. As Driscoll (2005)

stated, “…[S]tudents derive a particular concept, rule, or

principle that the teacher has in mind. The second, no less

important, is for students to derive general rules or

theories, or in other words, learn the conduct of inquiry”

(p.238). Applied to coaching, the coach must engage the

client by asking leading questions, moving from the general

to the specific, without the appearance of telling the client

what is important for him or her. The client must arrive at

that conclusion for himself or herself. Recognizing that

every person has fears or concerns about personal quality

that they may not want to share with others is the first

step toward crafting a coaching session to extract necessary

and useful information from the client in the best interest

of helping the client: Dagher (2011) encourages being

specific in coaching by advising coaches to “…challenge

yourself to address the underlying issues and to be exact

with your dialogue…Genuine leaders affect change when they

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see the truth and act on it meaningfully” (p.1). Effective

dialogue requires skill in knowing what to say, tact in

knowing how to say it, and discretion in knowing when to say it.

Avoid Roadblocks to Communication

Coaching sessions represent the summit of knowledge in

communication, but it can be easily sabotaged by either

party even before the first word is spoken: Eye contact,

gestures, posture, environment, not excluding the nature of

the visit itself (requested by the client or requested on

behalf of the client) all have direct bearing on what

happens at the initial encounter. After the first word is

spoken, the situation becomes critical in establishing a

relationship that will work for both persons, as it must be

secured quickly and skillfully, lest the session goes awry.

“Any real change requires you to know yourself, on a

fundamental level…” (Tactile Soul, 2011, p.1), and this is

useful admonition for both the client and the coach. The

client must know and understand the reason for the visit,

and the coach must understand the disposition of the client

and whether the coach has the experience and/or temperament

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to successfully help the client. For example, how will the

coach respond to a difficult client who challenges the coach

and perhaps tries to change the reason for the visit? How

will the coach extract useful information from a reserved

client? When should the client be reasoned with, and when

should the coach know when a session is not productive and

cease coaching the client?

Potential roadblocks can be offset through effective

communication, as “[P]oor communication is partly the result

of ineffective communication skills, but it is also caused

by being in too much of a hurry to communicate clearly… Take

responsibility for getting through to all employees, even

those with poor listening skills” (McCrimmon, 2008, p.1).

Discernment is necessary for effective coaching, then, to

avoid roadblocks to communication while not creating

potential roadblocks at the same time, as each client is

unique and will require a custom approach to facilitate

change.

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The Value of “I” Messages

“I” messages are more likely to yield positive results

in communication and prevent roadblocks than “You” messages:

According to Martin (n.d.), “the "I-message" is different

from a "You-message." In a "You-message," you attack the

other person, make judgments about him or her, and sometimes

even call the person names” (p.1). This immediately puts

the other person in a defensive mode, and the situation can

quickly escalate into a full-fledged confrontation, perhaps

even a physical altercation. The value of using “I” instead

of “You” shifts the power dynamic from having to be

defensive to being helpful: Whenever the self is included

in the statement or question, it allows the other person the

opportunity to identify with the feelings of the other party

and then instead of defending character, they can appear

benevolent and explain his or her position to “help” the

questioning person understand why the event occurred a

particular way.

All coaches should be adept at using “I” instead of

“You” when endearing the client to make changes. The

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purpose here is to equate style with intent, meaning that

what is said is no more important than how it is said to the

person in question. If a client feels threatened by

statements made, the initial reaction will more than likely

involve becoming frustrated with the person making the

statement, and the coaching session may lose credibility in

the process. The more effective method requires stating the

problem from the viewpoint of the coach, how the coach may

be affected (and thus anyone else interacting with the

client) and conclude with tactful entreaty to the client for

help in remedying the situation for the benefit of everyone.

Finally, should a client demonstrate unreasonableness to the

instruction given, prudence will require a pause in the

coaching session so as not to impede the process and cause

further strife.

Is All of This Really Necessary for Coaching?

At this point in the manual, you are probably debating

within yourself two critical factors: 1) If all of this is

really necessary to be an effective coach, and, 2) If you

possess these qualities to become an effective coach. Do

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not be troubled by these feelings. The very fact that you

are considering these issues is a positive indicator that

you are a prime candidate to become an executive coach.

“Executive coaching is a reflection of the different

behavioral patterns and values of an executive team. The

coaching seeks to identify, and/or define the desired

culture of the working environment. Coaching introduces and

develops new ways of aligning the entire organization in a

way that brings the staff together and learns how to work as

a whole unit” (The Wall Street Coach, 2010, p.1). An

effective coach must represent an amalgamation of all of the

qualities necessary to produce a successful organization. Skillful

communication is the conduit by which the transformation can

take place. Since communication includes much more than the

spoken word, it is an essential quality to possess in the

ability to decipher hidden messages in all forms of

communication. These cues are found in the expressions of

people and in the arrangement of their environment.

Coaches want to facilitate change that will allow the

client to address and understand the rationale for a

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behavior not yet taken (Lezin, 2009). This results in a

successful client after the formal coaching has concluded,

and is the goal of coaching. Such clients are then

empowered to make the decisions that will benefit the

organization and those who are a part of it, this by means

of perpetual change as a result of fundamental understanding

of self and how best to inspire and motivate others for the

benefit of everyone. Smart communication is the main tool

to enact this type of change.

Facilitating Enhanced Communication through Application of

Change

“People come to coaching because they want things to be

different. They are looking for change or they have

important goals to reach” (Whitworth, 2007, p.1). This

principle sounds simple enough, but in reality there are

actually a variety of forces that all converge upon the

client as well as the coach that make it difficult at times

to influence change. This is because for some clients,

change is required internally as well as externally.

Changing a person’s attitude or belief system is usually the

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first roadblock to success; therefore, it is the skillful

coach who will be able to create the desire for change in

the client, and then by extension, the organization, if

necessary.

How can coaches foster change in clients? Thumann

(2011) offers the following guidelines for effective

teaching that can lead to change:

We want to focus on thinking skills rather than just

skills

We want to look at what’s working and clone it rather

than work on fixing what’s

broken

We want self-motivated learners

We want to cultivate a lifelong love of learning

You can make change by leading

You should connect with people for ideas

What we do for a living now is finding something we want

to change and assembling a

group of people to change it

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One person can’t do this alone, but together we can get

it done. (p.2)

How vital is willingness to change to the effectiveness

of the coaching process? Orenstein (2007) stated that

coaching would prove unsuccessful against “…a client who is

unwilling and/or unable to change, [or] an organization that

is unwilling and/or unable to support the coaching process”

(p.143). The proper mindset creates the conditions

conducive to coaching and the direction of the coach. How

can the proper mindset be established?

A powerful instrument to guide clients is the Locus of

Control, as described by Shead (2009):

Locus of control is something studied by psychologists

to determine how people perceive their ability to

change events.  Someone with an internal locus of

control believes that they have a strong ability to

influence the events around them.  Someone with an

external locus of control believes that external forces

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(people, fate, luck, etc.) control events in their

environment (p.1)

The resourceful coach appreciates the value of the

locus of control and instills in the client the benefits of

establishing a strong internal locus as opposed to simply

placing responsibility on factors external to the client.

For example, if the client believes that subordinates are

not performing as well as they should be, instead of placing

the blame solely with staff, perhaps the client can look

inward and conclude that the directions given to staff were

either too difficult, too vague, or too inconsistent with

the abilities and roles of each staff member. A strong

internal locus of control would therefore prompt the client

to revise the instructions or delegate the tasks to

different staff members.

The Coaching Process: Beneficial to Client and Coach Alike

Whitworth (2007) identifies the five steps of coaching,

and Orenstein (2007) includes the client’s organization as

an entity that must be included in the coaching session,

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while both speak to the need for competence and emotional

aptitude on the part of the coach to provide a useful

coaching experience to the client. Therefore, coaching can

be process oriented or client oriented but can seldom be both at the

same time. Why? If we use a strictly linear approach, then

we are in effect creating objectives that do more to serve

the coach than the client. This creates the illusion of

progress while the intended beneficiary remains ill served.

This is not a condemnation of the process, as without some

structure and format it would not be possible to create a

productive setting. However, balance is required in

organizing sessions, because too much focus on specific

objectives may overshadow the needs of the client. How is

that possible?

Clients are humans first and foremost, and

professionals second. Realization of this truth should

cause an appreciation for fluctuation in goals, feelings,

and aspirations. What might start as a session to improve

client relations with subordinates may quickly turn into a

session that allows the client to relate frustration with

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family life or feelings of failure in another aspect of

life. The coach should be able to allow for new tangents in

an effort to correct the overall dilemma facing the client.

That is why pre-arranged blocks of time to discuss specific

issues should allow for deviation in topics should the need

arise. The capable coach should be able to document the

change in topic and return to the main issue when

appropriate. This speaks to willingness to change on the

part of the coach, and also conveys to the client that his

or her circumstances are being followed closely, and as such

is not merely ‘Client XYZ’ but a person with individual

issues to be resolved.

Allowing such flexibility is a benefit to the coach as

well: Stress can significantly impact the quality of

coaching if the coach feels driven to reach a benchmark with

a client. Viewing every major issue as a benchmark in itself

can help to mitigate any feelings of lost progress. These

various issues can then be clustered into what is called a

Mid-Coaching Process Survey (Wiznami, 2008), whereby “after

a period of time where the executive has had an opportunity

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to consistently attempt or demonstrate developmental

changes, a mid-coaching process progress assessment is

conducted by the coach” (p.2). This has the benefit of

gaining valuable feedback from others in the client’s

organization and “involves them in making realistic

recommendations for more effective developmental actions in

the plan, and engages their involvement in supporting the

executive’s efforts to try new behaviors, influence

strategies, and leadership styles” (p.1).

Demonstrated graphically, the format for each coaching

session may be represented as follows:

Coaches should remain ever cognizant that not all

issues presented by the client have an immediate resolution.

Indeed, for some problems, the best coaching sessions may

only help the client to cope with the issue as best as

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possible and to accept the circumstances as a reality of

life. This is referred to as Appreciative Inquiry (Seel,

2008), and may present the best chance the client has to

deal with some situations.

Becoming an Effective Coach by Establishing a Life Purpose

Statement

“Life purpose is about clients using their talents as

well as the unique learning of their lives, their

experience, and their wisdom” (Whitworth, 2007, p.138). To

be truly effective as a coach, the coach’s first client should be

himself or herself. This makes it prudent for the coach to

develop a life purpose statement to guide all actions taken

both professionally and personally. This will also help the

coach to narrow the types of issues that he or she is likely

to be most successful in coaching, making each session

rewarding for the client. Acknowledging personal strengths

and weaknesses can also help the coach to know his or her

limitations regarding communication styles, barriers to

communication, potential disruptions to remaining focused

during sessions, as well as any flaws in communicating

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intentions to the client (Whitworth, 2007). Ultimately, the

life purpose may even help the coach to realize if coaching

is right for him or her.

Perception of the coach as a person is linked to the

coach’s purpose in life: How others receive the person

determines to a large extent whether or not the person will

be taken seriously enough to produce a desired outcome in

others. To that end, it may also be wise for the coach to

pay attention to family, friends, peers, and even strangers,

and closely but quietly monitor how others react to the

coach when engaging in everyday dialogue, as well as when

the coach is providing advice or suggestions. Then the

coach should directly inquire as to the reactions of these

persons, because the answers may reveal differences in

prescribed and ascribed status (Sociology Guide, 2011), and

could prove detrimental to an actual coaching session if

left unchecked. Although the answers may be less than

desirable, the truth is always better than a fabrication,

especially if the fabrication is self-defeating. One’s

purpose in life should be visible to all, not just to self.

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Executive Coaching: Path Toward a Brighter Future

“Socrates is famous for arguing that we must Know

Thyself to be wise, that the unexamined life is not worth

living” (Space and Motion, 2011, p.2). This is as much

applicable today as it was when the late philosopher

originally uttered those words. Executive Coaching is an

art and a skill. Coaches must be keenly aware of the

client, the client’s organization, the many environments of

the client, in addition the coach’s personal propensity to

handle continual and perpetual changes in all said

variables. If the coach can handle these variables

successfully, then the opportunity here is to create more

inviting work places, more qualified leadership, and many

more people with fulfilling lives that have true meaning and

purpose. However, all of this requires honesty- the coach

(or potential coach) must be honest with himself or herself

about the ability to aid people in distress, to focus on

positive aspects of each client, to navigate the intricacies

of organizational political structures, to deal with

setback, to remain neutral in conflict, to remain

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emotionally detached when the client becomes very emotional,

and to know when to decline an offer to coach or to suggest

to a current client that he or she may be better served by

another coach (Whitworth, 2007). Thus, rationality plays a

pivotal part in all of the decisions of a coach, for without

being objective, the appearance of progress becomes the

substitution for real progress.

This manual does not have all of the possible scenarios

that might affect you as a coach, and is not intended to act

as such. This manual provides the framework for you to make

your own decisions regarding coaching, but as an informed

participant. The intent is for you to create a ‘brighter

future’ for yourself and those whom you serve in whatever

capacity you choose in your life: May you be all the wiser

for the choices you make.

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Michelman, P. (2005). What an executive coach can do for you.

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