Leadership behaviours change most significantly when coachees define the agenda

17 Nov 2017 By Fenella Trevillion

Fenella Trevillion analyses the findings of her research into the effectiveness of coaching programmes

We often hear about the excellence of executive coaching and how it engenders a ‘feel-good factor’ – but knowledge about its effects and the behaviours it changes is sparse, and the evidence is sometimes considered lacking.

A recent research study I carried out found a wide range of definitions of executive coaching, with some consensus that it is a one-to-one development tool used to work on behaviours, and it happens within a trusting non-hierarchical relationship between a skilled, experienced coach and a coachee who is working in an organisation.

The context of the research was a cross-government leadership programme to develop early talent. It had masterclasses supported by coaching, action learning sets and mentors. The two main findings were that coaching was seen to be the key change agent and, for it to be successful, the coachee defined the agenda – not the organisation. Using five case studies, I sought multi-source feedback, including before and after self-reports from the coachees and observations by their managers. While the data source was small, the reports from the coachees, and separate reports by their managers, were compelling.

All coachees were civil servants, including some working on high-profile projects who regularly had meetings with government ministers. In one case study, the manager noted a meeting where an agency CEO “railroaded the minister and the coachee was left speechless”. The manager would have expected the civil servant to challenge the CEO with data they knew would have strengthened the minister’s position, but, in the heat of the moment, the civil servant froze, and the opportunity passed them by.

Through executive coaching and “diving down and dissecting the challenge” the civil servant learned to “articulate their advice effectively and control their body language”. The manager found that in a similar meeting a year later, the civil servant made an interjection and “changed the course of the meeting”. “It was great to see,” said the manager. This case study illustrated how the coachee’s behaviour changed from suboptimal presentation to what was described by the participants as “high impact with presence: influencing and inspiring”.

Other examples are shown below:

Key: five case studies with managers (green bar) and coachees (blue bar)

Previous studies and academic literature have found that executive coaching was significantly more successful in bringing about behaviour change than classroom learning. Furthermore, supporting classroom learning with executive coaching was shown in several studies to embed that learning and enhance behaviour change.

Overall, this study shows the efficacy of executive coaching for promoting leadership behaviours and improving performance, so long as the coaching agenda is not set by the organisation but by the coachees themselves. How do you structure your coaching programme?

This is an edited extract from an unpublished paper available from Henley Business School: Trevillion, F (2017). Behaviour change through executive coaching, part of a cross-government development programme; examined using multiple case studies of coachee/manager dyads

Fenella Trevillion is an executive coach and facilitator, and director of Fenella Trevillion & Associates

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