Practice framework for organisation focused coaching

By illuminating relational aspects findings led to my conceptualising reciprocal learning space as the foundation for organisation focused coaching and from this I was inspired to create a practice framework (Figure 8.2). With this framework I suggest how practitioners might identify and address underlying strengths and concerns in organisations. This approach to identifying reciprocal learning space is adapted from the flexible methodological approach to this study.

The holistic framework focuses on both tensions and strengths of organisational life and the suggested process engages many in a process of learning and change from the outset, beginning at the centre (Figure 8.2) with dialogue and moving outwards to include supervision and the potential to explore the interfaces between the organisation and wider stakeholders: customers, suppliers and the community. Hence the metaphorical focus and associated findings for this study based in a systemic perspective have inspired a framework that continues this perspective into organisation focused coaching practice.

Figure 8.2 Practice framework for organisation focused coaching

Seeing the organisation as the client begins and ends with people who collectively make up the organisation (Downey, 2003, p170). During the course of this study it becomes apparent that a whole organisation might experience discernible influences that could be supported by wider reaching coaching. Whilst advocating a focus on dynamics rather than on individuals, organisation focused coaching would begin by opening dialogue with representatives of the organisation. However here is where organisation focused coaching could begin to shift focus by presenting and discussing the rationale for a different, more holistic approach. In practice this dialogue is likely to begin with members of the top team. From my own experience commitment and understanding from key decision makers at the outset is critical to the success of coaching interventions.

An associated ethical framework would centre on a similar approach to this study where individual experiences that make up organisational feedback and hence ‘presenting issues’ would focus on the self rather than others. Inquiry would allow participants the freedom to express emotions based on their own experience. For example feedback drawn from anecdote circles might invite participants to reflect on a time when they might have felt ‘happy’, ‘frustrated’ or simply ‘surprised’. This line of inquiry opens up possibilities for discovering not only the potential, but also what might be in the way of successful change at a profound level in the organisation.

An holistic framework (Figure 8.2) sets out a practical route to identifying and working with aspects of reciprocal learning that may be conceptualised as presenting issues from the whole organisation. This framework is aimed at meeting the needs of an organisation at an integrated level and is rooted in the data by picking up on the variety of responses and suggesting a holistic approach to addressing such variety and complexity.

Findings indicated that leadership coaching outcomes triggered both opportunities and concerns. Based on these insights the framework is how I present a route to identifying these aspects as this might occur in other organisations, too. Also having identified in this study that leadership coaching is one splash among many, the framework supports adapting to change whatever its source may be. In this light reciprocal learning space represents underlying organisational strengths and concerns at different stages of complex organisational life.

Ambiguities may be identified that are sources of concern at personal and leadership levels. Concerns and strengths may be uncovered at the cultural level. The framework enables coaches to ask different questions and, using a systemic methodology, to identify relational aspects and help inform the organisation’s way forward. Benefits occur straightaway as individuals are engaged from the start during the diagnostic phase to gather multiple viewpoints.

The findings of this study suggest that coaching outcomes at the individual level might trigger unpredictable opportunities and concerns at the organisational level requiring a different type of supervisory dialogue. The implication for supervision is that the requirement is to support coaching at a greater multi dimensional level. Organisational focused coaching requires engagement at a systemic level wider than the ‘selves’ of the supervisor and coach since the client is defined as the whole organisation. Supervision would need to address the perspective of the whole organisation and the supervisor/coach/coachee perspective. Understanding of the boundaries between the organisation and the wider business context which is constantly in flux would also be important. Accordingly supervision becomes much more of a conversation about the nature of the interfaces in an organisation.

In summary the framework offers a route to defining interfaces and boundaries, asking new coaching questions and making sense of the organisation as a whole through its ‘presenting issues’. Multiple perspectives are addressed through supervision, and the focus is on the engagement not only of all who make up the organisation but has the potential to reach out to wider stakeholders, and factor in a variety of influences, all part of the organisational environment. Based in a systemic perspective this framework

signals a new approach to supporting organisational adaptability to constant wider change.

To supplement Figure 8.2 the underlying principles and a process for organisation focused coaching are outlined in Appendix XVII.