- Advancing Executive Coaching_ Setting the Course for Successful Leadership Coaching- Pfeiffer (2011)

456 Name Index Crane, A., 213, 214 Cross, M., 212 Brutus, S., 342 Cunningham, C.J.L., 342 Buche, M. I., 305 Curphy, G. J., 239 Buford, B., 123 Czaja, S. J., 297 Bunker, K. A., 334 Bunker, T., 106 D Burdett, J. O., 153 Burger, Y., 57, 63 Daft, R. L., 288, 289, 444 Burgoon, J. D., 305 Dalton, M., 114, 240, 241 Byham, W. C., 236 Davis, J. M., 306 Davis, K. E., 154 C Davis, S. L., 3, 10, 65, 71, 88, 131, 135, Cairo, P. C., 235 154, 384, 432, 434, 435, 440, 443 Calvin, J., 295 Day, S. X., 297 Campbell, M., 433 De George, R., 213 Campbell, S., 304 De Haan, E., 57, 63, 154 Campbell, W. K., 111 De Janasz, S. C., 305 Campone, F., 157 De La Rosa, G. M., 342 Carey, J. C., 295 Deal, J. J., 103, 111, 112, 113, 114, Carroll, M., 87, 222 Casper, W. J., 331 235, 438 Castagna, C., 417 DeLay, L., 240, 241 Cavanagh, M. J., 87, 152, 220 Dembkowski, S., 152 Chadwick, R., 212 Desrosiers, E., 103, 123, 439, 443, 450 Chappelow, C., 235 Diamante, T., 133, 136, 233 Charan, R., 179 DiClemente, C. C., 171 Cheavens, J. S., 24 Diedrich, R. C., 334, 335 Chittum, R., 238 Dimatteo, M. R., 306 Christian, B., 47 Dingman, M. E., 334, 335, 337 Christie, B., 304 Dipboye, R., 331 Church, A. H., 233, 334 Dixon, K., 286, 296, 302 Cialdini, R., 295 Dorfman, P. W., 241 Ciulla, J., 213 Dotlich, D. L., 235 Clancy, A. L., 234 Downey, K., 190, 195 Clutterbuck, D., 230, 241, 285, 286, Dragoni, L., 451 Drake, D. B., 157 287, 299, 300, 305, 444 Drath, W., 237, 240, 323 Colemon, J., 290 Drofman, P., 439 Colvin, G., 90, 91, 437 Drotter, S., 179 Connelly, B. S., 447 Duncan, B. L., 29 Conway, J. M., 235 Dunning, D., 341 Cook, K., 336 Corbett, B., 290 E Corbett, K., 290 Coutu, D., 126 Ebner, K., 240 Cox, E., 300 Echols, M., 238, 240 Craig, S. B., 334, 335, 339

Egan, G., 153 Name Index 457 Eldridge, F., 152 Ellis, A., 169 Gilbert, R. L., 158 Ellis, R. D., 297 Gillis, J. S., 306 Ely, K., 300, 308, 319, 320, 321, 324, Ginnett, R. C., 239 Gladwell, M., 85 330, 331, 332, 338, 339, 341, 343, Gleason, M.E.J., 305 446, 447 Goldsmith, M., 62, 86, 88, 231, 296 Ericsson, K. A., 90, 91, 437 Goldstein, I. L., 330 Erlandson, E., 87 Goleman, D., 62, 235, 240 Ernst, C., 114 Govindarajan, V., 296 Graham, S., 297 F Grahe, J. E., 306 Grant, A. M., 87, 152, 384 Feldman, D. C., 126, 131, 322, 324, Grant, M., 220 331, 334, 335, 440 Gravenstine, K., 238 Green, A. S., 305 Fernandes, P. B., 336 Green, M. A., 297 Ferrell, L., 213, 214 Greenleaf, R., 153 Ferrell, O., 213, 214 Grenny, J., 238 Fillery-Travis, A., 340 Griffin, B., 335 Finn, F. A., 335, 336, 337 Griffin, M. A., 335 Fisher, A., 339, 340 Griffiths, K., 433 Fisher, C., 213 Griggs, T. L., 111 Flaherty, J., 62 Grove, K., 321, 343 Fleenor, J. W., 342 Groves, K., 237 Fleisher, M. S., 236 Grubb, T., 324, 327 Florent-Treacy, E., 62 Guadagno, R., 295 Ford, J. K., 320, 330, 334 Guanawardena, C. N., 304 Ford, R., 214 Gupta, V., 439 Fraedrich, J., 213, 214 Gutner, T., 415 Frankovelgia, C. C., 419, 425 Guy, M. E., 112 Frazee, R. V., 286, 290 Gyllensten, K., 152, 154 Freas, A., 87, 431 Freedman, A. M., 183 H Friesen, P. H., 402 Frisch, M. H., 47, 71, 107, 436, Haas, T., 321 Habig, J., 103 437, 450 Hale, R. I., 301 Furst, S., 296 Hall, D. T., 297, 331, 334 Hamilton, B. A., 288, 295 G Hampden-Turner, C., 241 Hanges, P. J., 241, 439 Garceau, G., 123 Hannah, S. T., 451 Garrison, D. R., 304 Hannum, K. M., 334, 335 Garvin-Kester, B., 297 Harris, P. R., 235 Gentry, W. A., 111 Hart, E. W., 287, 332, 334, 335 Gerhardt, M. W., 320, 330 Hawkins, P., 87 Gerstein, M., 300

458 Name Index Jones, T., 215 Judge, T. A., 337 Hedly, C., 123 Jurkiewicz, C. L., 112 Henderson, M., 123 Herd, A. M., 229 K Hermelin, E., 236 Hernez-Broome, G., 286, 287, 290, Kaiser, R. B., 69, 339, 343 Kampa-Kokesch, S., 154, 322, 336 300, 305, 419, 433, 438, 439, 450 Kang, N. E., 297 Hesketh, B., 335 Kaplan, B., 69 Hicks, M. D., 241 Kauffman, C., 126, 157 Higgins, M. C., 242 Kaye, B., 296 Hill, C. C., 183 Kazeniac, A., 287 Hoffman, B. J., 236 Kegan, R., 237 Hofstede, G., 241 Kelly, G., 212 Hogan, R., 339 Kelly, M., 212 Hollenbeck, G. P., 297, 331 Kemp, T. J., 90, 151, 152, 153, 154, Holmes, O. W., 79 Holton, E., 331 158, 161, 167, 440, 441 Homan, M., 237 Kets de Vries, M.R.R., 62 Hoppe, M., 114 Kibel, B. M., 321 Horvath, A. O., 154 Kilburg, R. R., 62, 155, 233, 237, 413 House, R. J., 439 King, S. N., 68 Hubble, M. A., 29 Kirkpatrick, D. L., 320, 331, 339, 419 Hubschman, B. G., 295 Kohlberg, L., 215 Huffcutt, A. I., 235 Kombarakaran, F. A., 336, 341, 342 Hughes, R. L., 239 Kopytoff, V., 297 Hulin, C. L., 337 Koriath, J. J., 33, 34 Hunt, D., 300 Korotov, K., 62 Hunt, J., 334, 372, 378 Kraiger, K., 320, 334, 336, 338 Huselid, M. A., 442 Kram, K., 106, 240 Hussain, Z., 286, 287, 299, 300, 305 Krampe, R. T., 91 Kruger, J., 341 I Kudisch, J., 431 Kumata, E., 334, 344, 372, 378, 385, Ingham, H., 160 Interlandi, J., 86 392 Isabella, L., 86 Kunnanatt, J., 236 Kupperschmidt, B. R., 111 J Kuzmycz, D., 429 Jackson, R. J., 300 L Jackvony, E. H., 297 Javidan, M., 439 Lambert, M. J., 5, 22, 88 Johnston, F., 153 Lane, D. A., 87, 340 Jonas, K. J., 296 Lankau, M. J., 126, 131, 322, 324, 331, Jones, E. E., 154 Jones, G., 154 334, 335, 440 Jones, R. A., 335, 336 Latham, G. P., 447

Name Index 459 Lee, R. J., 47, 57, 68, 71, 103, 104, 105, Marino, G., 286, 290, 296 106, 436, 437, 450 Markus, H., 323 Marquardt, M. J., 183 Lencioni, P., 236 Marshall, M. K., 135 Lengel, R. H., 288, 289, 444 Martin, C., 213 Leonard, H. S., 183 Maruping, L. A., 444 Leslie, J. B., 114, 235 Mason, C. M., 335, 337 Levenson, A., 88, 340, 342, 343 Matten, D., 213, 214 Levinson, D., 62 Maxfield, D., 238 Lewis, M., 91 Megginson, D., 230, 241 Liberi, W. P., 297 Melenhorst, A. S., 297 Lievens, F., 236 Mellor-Clark, J., 152 Liljenstrand, A. M., 87, 99 Meriac, J. P., 236 Linley, P. A., 300 Merriam, S. B., 305 Lippett, G. L., 402 Metzger, K., 47 Little, B., 126 Michael, C., 300 Lobry de Bruyn, L., 304 Michael, S. T., 24 Loehr, J., 238, 240 Miller, D., 402 Lovell, A., 213 Miller, L. J., 237 Ludeman, K., 87 Miller, S. D., 29 Luft, J., 160 Miller, W. R., 70 Lussier, J. W., 95, 97 Millier, J., 62 Luthans, F., 335, 337 Mitchell, T. R., 402 Lyons, L., 62, 231 Mobley, S., 238, 240 Moir, E., 417 M Mondore, S. P., 111 Moore, M., 157, 234, 238, 240 McAnally, K., 33, 34 Moran, R. T., 235 McCall, M. M., 451 Moran, S. V., 235 McCauley, C. D., 342 Morgan, H., 88 McDermott, M., 342 Mortimer, L., 205, 442 McEnrue, M. P., 237 Moxley, R. S., 334 McGonagil, G., 97 Murphy, S. E., 323 McGovern, J., 339, 340 McIssac, M. S., 304 N McKee, A., 153 McKenna, D. D., 3, 65, 71, 88, Nadler, D. A., 195 Naficy, K., 86 131, 135, 154, 384, 432, 434, Natale, S. M., 133, 136, 233 435, 440, 443 Neal, L. J., 300 McKenna, K.Y.A., 305 Nebeker, D. M., 87, 99 McMillan, R., 238 Nelson, K., 213 McNamara, C., 206 Nelson, M., 103 Macran, S., 168 Newberry, B., 288 Mallens, M. J., 297 Newton, S., 342 Mankowski, S., 123 Noel, J., 179 Manzi, L., 103 March, T., 190, 195

460 Name Index Norcross, J. C., 171 Richardson, C., 240 Nurius, P., 323 Richardson, J. C., 304 Richardson, W., 214 O Riddle, D., 294, 401, 425, 429, 438, O’Broin, A., 88, 152 448, 450 Oh, I. S., 451 Ritterband, L. M., 297 Oliver, D. H., 103, 123, 439, 443, 450 Rivera, R. J., 331 Olson, M. L., 290 Roberts, L., 305 O’Neill, M. B., 51, 63, 66, 76 Robertson, I. T., 236 Orem, S. L., 234 Robinson, J., 47 Orenstein, R. L., 235, 239 Rogers, W. A., 297 Otazo, K. L., 297, 331 Rollnick, S., 70 Rosemarin, J., 47 P Rosen, B., 296 Rosinski, P., 230, 232, 236, 238, Palmer, S., 88, 152, 154 Parker-Wilkins, V., 339, 340, 343 240, 241 Parks, M., 305 Ross, L., 154 Passmore, J., 205, 223, 224, 442 Rossett, A., 290, 296 Patterson, K., 238, 240 Rourke, L., 304 Patton, M., 330 Rowson, R., 207 Pearson, M., 123 Ruderman, M. N., 324 Peltier, B., 126, 131 Russell, J.E.A., 229, 305, 451 Peterson, D. B., 62, 83, 84, 87, 88, 126, Russo, T., 304 Ruvolo, C., 103 128, 229, 238, 239, 241, 432, 437, 443, 449, 450 S Peterson, S. J., 335, 337 Phillips, J. J., 331, 339, 340 Salas, E., 320, 334 Phillips, P. P., 331 Santana, L., 298 Picano, J., 342 Sass, S., 123 Picciano, A., 304 Sassenberg, K., 296 Platt, G., 87 Scandura, T. A., 288, 295 Plunkett, M., 191 Schein, E. H., 87 Pollino, C., 123 Schein, V., 110 Poteet, M. L., 233, 241 Schlosser, B., 334, 340, 344, 369, 372, Pothier, N., 294, 401, 438, 448, 450 Prince, D. W., 235 378, 385, 391, 392, 447, 448 Prochaska, J. O., 171 Schmidt, W. H., 402 Pulley, M. L., 286, 288, 297 Schmitz, J., 235, 240, 241 Purvanova, R. K., 229, 443 Schwartz, T., 240 Schwartzberg, S. L., 206, 213 R Scott, S., 240 Scoular, A., 300 Rafferty, A. E., 335 Scriber, C., 234, 240 Raudsepp, E., 335 Seamons, B. L., 335, 341 Rest, J., 215 Seligman, M.E.P., 62, 238 Shadrick, S. B., 95, 97

Sharit, J., 297 Name Index 461 Shelton, J. A., 295 Sherman, S., 87, 431 Terrell, J. B., 62 Short, J. A., 304 Tesch-Romer, C., 91 Sitkin, S., 288 Tesluk, P., 343, 344, 431, 451 Sitzmann, T., 331, 341 Thach, E., 338 Smith, A., 336 Thomas, D. A., 242 Smith, I. M., 447 Thomas, J. C., 87 Smith, J. A., 168 Thompson, M., 207 Smith, K. G., 402 Thornton, G. C., 236 Smith, N., 87 Ting, S., 106, 240, 287, 324, 327, Smither, J. W., 333, 338 Smola, K. W., 111 332, 334, 335 Snyder, C. R., 24 Torbert, W. R., 402 Snyder, S., 392 Towler, A. J., 229, 443 Socrates, 206 Trager, J., 206 Soloman, R., 213 Trevino, L., 213, 288, 289, 444 Spear, K., 86, 87 Trompenaars, F., 241 Spence, G. B., 220 Trott, J. W., 331 Sperry, L., 159 Tschannen-Moran, B., 157, 234, Spinelli, E., 62 Spooner, K., 154 238, 240 Stacey, E., 304 Tu, C. H., 304 Stadler, A., 123 Tuckman, B. W., 186 Steinbrenner, D., 334, 344, 369, Tuller, M., 123 Twenge, J. M., 111, 113 372, 378, 385, 447, 448 Twitchell, K., 331 Stelter, R., 87 Stiles, W. B., 168 U Stober, D. R., 84, 152, 384 Stomski, L., 177, 196, 294, 441, Uhl-Bien, M., 88 Underhill, B. O., 31, 33, 34, 123, 446, 450 Stout Rostron, S., 87 128, 436 Sugrue, B., 331 Summer, C. E., 402 V Sutcliffe, K., 288 Sutton, C. D., 111 Valerio, A. M., 57, 103, 104, 105, 106, Swan, K., 304 107, 120, 123, 438 Switzler, A., 238 Symonds, D., 154 Van Velsor, E., 237, 240, 323, 334 Verolini, D., 103 T Vicere, A. A., 296 Voss, L., 340 Tadd, W., 212 Tannenbaum, S. I., 331 W Taranta, A., 306 Tate, D. F., 297 Wade, S. L., 295 Wahl, C., 234 Wakefield, M., 239 Walker, D. M., 240 Walker, T., 240 Wallis, S., 123

462 Name Index Walther, J. B., 304, 305 Wise, P., 340 Walton, M., 222 Woehr, D. J., 236 Wampold, B. E., 22 Wolfe, C. R., 295 WanVeer, L., 123 Wood, J., 212 Ward, J., 177, 294, 441, 446, 450 Wycherley, M., 300 Ward, K., 103 Warkentin, M., 296 Y Warren, B., 417 Wasylyshyn, K. M., 297, 334, 338, 339 Yammarino, F. J., 233, 336, 342 Watkins, M., 197 Yang, J. A., 336 Wedman, J. F., 297 Yang, S. B., 112 Weiner, K., 206 Yoon, W. C., 297 Weintraub, J., 372 Yost, P., 191 Wesson, K., 157 Yukl, G., 331 White, D., 57, 62 Whiting, V., 305 Z Whitmore, J., 51, 88, 152, 232, Zaccaro, S. J., 308, 319, 446, 447 234, 239 Zajonc, R. B., 305 Whyman, W., 298 Zeman, S., 240 Whyte, G., 447 Zimmerman, R. D., 331 Wildflower, L., 218 Zittle, F., 304 Williams, E., 304 Zucal, B., 241 Wing, R. R., 297

Advancing Executive Coaching: Setting the Course for Successful Leadership Coaching Edited by Gina Hernez-Broome and Lisa A. Boyce Copyright © 2011 John Wiley & Sons, Inc. Subject Index Page references followed by fig indicate an illustrated figure; followed by t indicate a table. A Adult behavior change/growth: as coaching evaluation criteria, ABCDE model of coaching, 248 338–339; cognitive behavioral ACT model of coaching, 248 approach to, 12–13, 18t, 249; ACTION ethical decision-making as evaluation criteria, 338–339; theory lenses about, 62–63; model, 222–224 fig, 225 transtheoretical model of behavior Action ideas, 74–75 change, 250 Action learning coaches: action Adult learning theory, 13, 19t learning challenges faced by, 188; Advanced beginner coaches, 85 coaching role of, 185–186; forming, Age differences: of current client norming, and storming practices by, 186–187; global issues to watch populations, 106; stereotypes out for, 188–189; individual versus related to, 111–112 project-based approaches by, ALIFE model of coaching, 248 189–190; providing feedback Alignment of coaching: alignment modeling by, 187–188 at the engagement level, 134–137; Action learning coaching: action to business strategy, 180–181; as learning projects used in, 184–185; coaching technique, 252; educating aligning organization’s talent coaches to achieve, 129–132; strategy to, 189; challenges in, 188; importance of, 125–126; matching description of, 183–184; global coaches with executives for, issues in, 188–189; individual 135–136; model for coaching in versus project-based approaches organizations and, 125 fig; at the to, 189–190; providing feedback organizational level, 126–134; during, 186, 187–188; role of action to organization’s talent strategy, learning coach in, 185–187 189; rapid alignment model Action learning conversations, 252 of, 198–202; selecting the right Action-observer-reflection model, coaches to achieve, 128–129; setting 239, 248 boundaries to achieve, 132–134; Active coaching, 96 with stakeholders, 136–137. See also Ad Hoc Coaching level, 407–408 Coaching; Leadership coaching 463

464 Subject Index American Management Association performance measures/ (AMA), 41 multisource ratings using, 268 Blink (Gladwell), 85 American Psychological Body work/somatics, 256 Association, 133 Booz Allen Hamilton, 392 Boundaries: alignment and role of APA (American Psychological setting, 132–134; ethical issues Association) ethical principles, 209t related to, 221 Brief solution-focused coaching, 239 Applied ethics, 207 British Association for Counseling Appreciative inquiry model, 234, (BACP), 211 British Association for Counseling 238, 248 and Psychotherapy (BACP), 211 Assessment tools: career interest British Psychological Society (BPS), 210t, 211 inventories, 262; conflict Building alliances to leverage management measures, 272–273; organizational arrangements critical thinking and reasoning exercise, 252 measures, 266; cultural styles Bureau of Labor Statistics, 105, 106 and adaptability, 267; emotional Buros Mental Measurements Yearbook, 234 intelligence, 274–275; executive Business acumen, 92 derailers, 266; general leadership, Business ethics: framework for 270–271; general performance understanding, 214 fig; overview measures or multisource ratings, of, 213–215 268–269; measures of learning and innovation, 263; measures of C strengths, 269–270; personality inventories, 263–265; self-awareness California Personality Inventory (CPI) and life values, 260–261; stress Assessments, 263 management measures, 271–272; team orientation and decision Cards (coaching technique), 253 making, 273–274; work values and/ Career interest inventories: Career or motivation, 261 Association for Coaching (AC), Anchors, 262; Strong Interest 205, 218 Inventory, 262; The Work Assurant, 392 Expectations Profile, 262 Attribution bias, 154 Center for Creative Leadership (CCL), 235, 237, 300, 403 B Certification issue, 37, 40 Challenging deeply held assumptions Baby Boomers, 111, 112 exercise, 252 Bank of New York, 181 Change. See Adult behavior Bank of New York Mellon, 181–183 change/growth Bar-On Emotional Quotient Chunking coaching content, 60 Citi, 392 Inventory EQ-i, 274 Client population: case example of Behavior change. See Adult behavior challenges facing, 116–120; challenge of coaching issues for, change/growth Behaviorism, 12, 18t Belbin Team Role Inventory, 273 Benchmarks: executive derailers assessment using, 266; general

Subject Index 465 106–108; characteristics of current, work-life integration issue faced by, 106; coaching implications of 108. See also Executives; Learning evolving demographics of, 108–109; Clifton Strengths Finder (CSF), culture of origin, 114–115, 119; 269–270 danger of stereotypes for coaches, Closure: issues to consider during, 109–110; evolution of, 104–109; 75–76; transiting out of the gender differences of, 105, 106; coaching engagement, 241–242 gender issues faced by, 117–118; Coach U, 232 gender stereotypes of, 110–111; Coach-client relationship: building generation stereotypes of, 111–112; partnership through, 65–66; historical perspective of, 105–106; challenges to building, 153–158; implications for coaching of new, Coaching Alliance Lens (CAL) 120–121; level in an organization, template on building, 164–170, 113, 118–119; life stage of, 112–113 441; coaching outcomes related Client reaction data, 331–334 to, 170–172; using coach’s Client stories: assessing a client’s use of self to leverage, 71–72; career story, 68–69; to explore dimensions of reactions relevant to, client/extratherapeutic ingredient, 332t; dynamics of the, 20–22; to explore expectancy, 161–164; e-coaching and, 305–307; hope, and placebo effects, 24–25; engagement management of, to explore theory and technique 63; “flow-enhancing,” 157; HFL factors, 26–28; to explore the (human factors lens) framework therapeutic relationship, 22–24; for building, 158 fig–161; role of fostering dialogue and, 67–68; supervision in contributing to, 160; SCAN model used to edit and using theoretical lenses to examine, reframe, 256 152–153; therapeutic aspects of Client/extratherapeutic ingredient: the, 5 fig, 6–8, 22–24; transference a client story for exploring the, element of, 11, 156 20–22; description of, 6; percentage Coach-organization partnerships: of outcome variance of, 5 fig; alignment at the engagement principles for activating the, 21–22 level, 134–137; alignment at the Clients: building partnership organizational level, 126–134; with, 65–66; challenges facing evaluation at the organizational current populations of, 115–120; level, 143–144; evaluation of coachability of, 86–87; as coaching individual engagements, 144–145; stakeholders, 322 fig–324; definition key takeaways for effective, 137, of, 50; e-coaching challenges for, 143, 146; a model for effective, 294–296; as evaluation data source, 124–125 fig; support at the 341–342; feedback to coaches from, organizational level, 97; importance of uniqueness of 138–141; support for individual individual, 109–115; leadership engagements, 141–142 coaching issues for, 434–440; Coachability of clients, 86–87 responding to resistance by, 69–70; Coaches: action learning, 185–188, understanding circumstances from 189–190; attributes and abilities of, point of view of, 17; understanding 93; case experience and supervision what they need and want, 427–430; of, 55–56; challenge shared by

466 Subject Index Coaches (continued ) of business strategy, 421–424; leaders and, 79; challenges of being e-coaching, 285–309; ethics in, a great, 90–94; client screening of, 205–225; evaluation of, 125 fig, 37–42; as coaching stakeholder, 143–146; executive on-boarding, 324–326; competent, 85–86, 92–93; 195–202; historical perspective confidentiality ethics for, 132–134; of clients and, 105–108; model danger of stereotyping clients by, for coaching in organizations, 109–112; developing expertise, 124–147; organizational context of, 94–99; dimensions of reactions 401–430; organizational levels of, relevant to characteristics of, 333t; 405 fig–426; pedagogy of teaching Dreyfus and Dreyfus’s five-stage leadership, 51–59; principles of model of, 85; e-coaching challenges effective leadership, 79–80; ROI for the, 296–299; as evaluation data (return on investment) of, 339–341, source, 342; executive on-boarding 351–368, 447; streams and banks of, role of, 196–198; experts, 85–86; 60–62; success factors of, 417–421; external, 36–37, 43, 140–141, succession planning, 190–195; 145; feedback from client to, 97; support of, 125 fig, 137–143; topics good, 84–90; internal, 36–37, and processes of, 59–76, 241–242; 140–141, 145, 412–413, 414–415; transpersonal, 256; as whole-person leaders as competent, 413–414; activity, 55, 56. See also Alignment leadership coaching issues for, of coaching; Coaching frameworks; 434–440; learning outcomes of, Leadership coaching 337–338; matching executives with, Coaching Alliance Lens (CAL): 135–136; need for flexibility by, 16; description of, 164, 441; emergence orientation sessions for, 131–132; of the coaching alliance using, origins and success rates of, 47–48; 170; illustrated diagram of, personal model of coaching, 51–55, 165 fig; inquiring for insight, 76–79; screening of organizations 169; introspection and surfacing by, 42–43; use of self by, 71–72; self- for awareness using, 164–166; calibration process by, 158–172; reflecting for meaning using sourcing, 32–45; supervision of, the, 166–167; self-management 55–56, 160–161, 220; three key process using, 167–168; sharing for questions when appointing a, authenticity, 168–169 220e; training and development Coaching alliances: CAL (Coaching of leadership, 449–450; walking Alliance Lens) template for, the talk, 55, 78. See also Coaching 164–170, 441; challenges to competencies; Executives building, 153–158; client outcomes of effective, 170–172; discourse Coaching: active, 96; active and research on building, ingredients of psychotherapy 152–153; exercise on leveraging applied to, 5 fig–24; Ad Hoc, organizational arrangements 407–408; alignment of, 125 fig–137; through, 252; HFL (human factors closure of engagement, 75–76, lens) framework for building, 241–242; connecting practice and 158 fig–161; organizational dynamic science of, 451–452; contributions of, 163 fig; psychodynamic factors of psychologists to, 3–5; developing impacting, 155–158; relationship expertise in, 94–99; as driver

Subject Index 467 dynamic of, 162 fig; supervision building, 181–183; coaching and its contribution to, 160–161; success factors related to, 417–421; transference element of, 11, 156 focus on feedback to build, 181; Coaching applications: Dell importance of creating a, 178–179, Corporation’s request for, 31–32; as 416–417; promoting a public screening method, 41 program to build a, 180; 360 survey Coaching approach: describing one’s to start with, 179–180, 181, 186 own, 76–77; as personal model Coaching effectiveness: dimensions of coaching output, 53 fig, 54; of reactions relevant to, 333t; “signature presence” of, 76–77 evaluation of, 445–449. See also Coaching assessment tools: for Coaching outcomes career interest inventories, 262; for Coaching ethics: ACTION ethical conflict management measures, decision-making model for, 272–273; for critical thinking 222–224 fig, 225; First UK Statement and reasoning measures, 266; for of Shared Professional Values on, cultural styles and adaptability, 218–219; seven guiding principles 267; for emotional intelligence, for, 218–219; sources of ethical 274–275; for executive derailers, dilemmas, 220–222 266; for general leadership, Coaching evaluation: e-coaching, 270–271; for general performance 307–308; of effectiveness of measures or multisource ratings, leadership coaching, 445–449; 268–269; for measures of strengths, identifying evaluation stakeholders 269–270; for measuring learning for, 320 fig, 321–330; identifying and innovation, 263; for personality relevant criteria for, 320 fig, inventories, 263266; for self- 330–341; of individual awareness and life values, 260–261; engagements, 144–145; for stress management measures, Kirkpatrick’s approach to, 320, 271–272; for team orientation and 331, 339, 419; model for coaching decision making, 273–274; for work in organizations and, 125 fig, values and/or motivation, 261. 143; multi-stage approach to, See also Coaching tools 320 fig–345; at the organizational Coaching closure, 75–76 level, 143–144; of ROI (return Coaching competencies: business on investment), 339–341, 351– experience/ability to build rapport 368, 447; selecting appropriate as, 37, 39; Executive Coaching methodologies for, 320 fig, 341–344; Forum model of, 92–93; open summary and recommendations interest about organizational life/ for, 145–146 systems, 57; optimism about human Coaching evaluation criteria: client development as, 57; organizational behavior changes as, 338–339; screening criteria for, 37–39; self- client learning as, 334–336; client management as, 58; use of self in reactions as, 331–334; client results coaching as, 57–58; willingness to or outcomes as, 339–341; issues ask for help as, 58. See also Coaches related to identifying, 330–331; job Coaching culture: aligning with attitudes as, 337; learning outcomes business strategy to build, 180–181; of coaches as, 337–338; Self-efficacy bank of New York case study on as, 336–337

468 Subject Index Coaching evaluation methodologies: Forum model of competencies, data collection, 343, 357; identifying 92–93; executive on-boarding data sources, 341–343; incorporating coaching model, 196 fig; FLOW qualitative methods, 344 model, 249; GRACE model, 249; GROW model, 88, 232, 234, Coaching exercises: alliances 239, 249; learn by doing model, leveraging organizational 56, 59–60; model for coaching arrangements, 252; challenging in organizations, 124–147; deeply held assumptions, 252; motivational interviewing, 240; feedback and self-disclosure, 254; organizing the, 231–242; personal feedforward, 254; gratitude, 254; model of coaching, 51–55, 76–79; inner critic, 254; modes of thinking, phases and objectives of coaching 255; reflected best self, 255; role integrated into, 232 fig; rapid play, 255–256; style switching, 256; alignment model, 198–202; SCAN Team Survival Exercises, 274; model, 256; solution-focused, 249; timeline, 256 thinking path, 249; transtheoretical model of behavior change, 250. Coaching expertise development: See also Coaching client feedback for, 97; deliberate Coaching goals: designed objectives, practice for, 95; focused practice 74; evolution of, 73–74; felt needs, and rehearsal for, 97; overview of, 73; Individual Development 94–96; self-reflection for, 97–99; Plan (IDP) for setting, 237–239, specific learning goals for, 96–97. 281–283; negotiated, 73; organizing See also Expert coaches framework for setting/moving toward, 237–241; SMART, 237; Coaching fishbowls, 41–42 specific learning goals, 96–97 Coaching framework organizing: Coaching Impact Study (2004): adaptations of the, 393–394; phase 1: establishing the coaching background information on, relationships, 232–233; phase 2: 369–370; design of the, 378–385; gathering feedback, 233–237; phase findings of the, 385–387; Follow- 3: setting goals, 237–239; phase 4: Up Survey of the, 397 fig–398 fig; progressing toward goals, 239–241; implementation of the, 387–392; phase 5: transitioning out of the lifespan of the, 392–393; objectives coaching engagement, 241–242 of the, 375–378; origins of the, Coaching frameworks: ABCDE model, 370–375; recommendations 248; ACT model, 248; ACTION based on, 394–395, 396. See also ethical decision-making model, Credit Suisse; Deloitte; Wachovia 222–224 fig, 225; action-observer- Corporation reflection, 239, 248; ALIFE model, Coaching knowledge, 93 248; appreciative inquiry, 234, 238, Coaching outcomes: for case example 248; brief solution-focused, 239; of coaching, 119–120; client/ coach-organization partnership extratherapeutic ingredient impact model, 124–125 fig; cognitive on, 5 fig, 6, 20–22; as coaching behavioral change techniques, evaluation criteria, 339–341; 249; constructive-developmental, effective alliance building and, 239, 249; defining techniques, tools, and, 230–231; Dreyfus and Dreyfus’s five-stage model of coaching, 85; Executive Coaching

Subject Index 469 170–172; expectancy, hope, and collage, 238, 253; Compelling placebo effects impact on, 5 fig, vision/visualizing ideal as, 253; 8, 24–26; implications of new core, 253; decisional balance populations of clients for, 120–121; exercise as, 253; definition of, 231; Metrixglobal Impact Compass energy management and balance model on, 359–363; organizational activities as, 253; feedback and ROI (return on investment), self-disclosure exercise as, 254; 339–341, 351–368, 447; the feedforward exercises as, 254; psychoterapeutic relationship fieldwork and experiments as, 254; impact on, 5 fig, 6–8, 22–24; theory gathering feedback, 234; gratitude and technique impact on, 5 fig, exercises as, 254; guided imagery 8–19t, 26–28. See also Coaching as, 254; inner critic exercises as, effectiveness 254; insight and motivation grid as, Coaching practice plans: development 254; learning journal/journaling of your, 77–78; as personal model of as, 254; logic trees as, 255; modes coaching output, 53 fig, 54 of thinking exercise as, 255; Coaching processes: asking for motivational interviewing as, 255; feedback on, 77, 89; constructive neuro-linguistic programming as, marginality, 60; hard work and 255; organizing framework for, delay of gratification components 238–239; progressing toward goals of, 94; learning by doing, 56, 59–60 using, 239–240; reflected best self Coaching programs: action learning exercise as, 255; rituals as, 255; role coaching, 183–190; creating a model analysis as, 255; role play coaching culture in, 178–183; exercises as, 255–256; rulers as, 256; executive on-boarding, 195–202; SCAN model for client stories, 256; succession planning coaching, somatics/body work as, 256; style 190–195 switching exercise as, 256; timeline Coaching sessions: fostering dialogue exercises as, 256; transpersonal and client stories during, 67–68; coaching as, 256; videotaping as, preparation for, 66–67 256. See also Theory and technique Coaching skills: business acumen as, factors 92; coach-organization alignment Coaching tools: Bar-On Emotional and role of, 129–132; coaching Quotient Inventory EQ-i, 274; knowledge as, 93; organizational Belbin Team Role Inventory, 273; knowledge as, 92–93; perceptual benchmarks, 266, 268; California acuity as, 159–160; psychological Personality Inventory (CPI) knowledge as, 92 Assessments, 263; Career Anchors, Coaching techniques: action 262; Clifton Strengths Finder learning conversations as, 252; (CSF), 269–270; Cross-Cultural alignment coaching as, 252; Adaptability Inventory (CCAI), building alliances to leverage 267; Cultural Orientations Index organizational arrangements (COI), 267; defining frameworks, exercise as, 252; cards used for techniques, and tools, 230–231; variety of, 253; challenging deeply definition of, 230–231; DISC held assumptions exercise as, 252; Profile, 264; eCF Personal Work cognitive flexibility as, 335–336; Values, 261; Emotional

470 Subject Index Coaching tools (continued ) Strong Interest Inventory, 262; The Competence Inventory (ECI), Team Dimensions Profile, 273; 275; Executive Dimensions, 268; The Team Management Profile, Fundamental Interpersonal 274; Team Survival Exercises, 274; Relations Orientation (FIRO-B), Thomas-Kilmann Instrument 264; gathering feedback, 234–235; Conflict-Mode, 273; Values in The Global Executive Leadership Action Inventory of Strengths (VIA- Inventory (GELI), 270; The IS), 270; Watson Glaser Critical Group Styles Inventory (GSI), Thinking Appraisal (WGCTA), 266; 273; Hogan Business Reasoning The Work Engagement Inventory (HBRI), 266; Hogan Profile, 261; The Work Development Survey (HDS), 266; Expectations Profile, 262. See also Hogan Personality Inventory (HPI), Coaching assessment tools; Theory 264; Honey and Mumford Learning and technique factors Styles Questionnaire (LSQ), 263; Coaching topics: 1: streams and Inner Theatre Inventory, 260; banks of coaching, 60–62; 2: theory Johari Window as, 260; Kirton lenses about adult change and Adaptive Innovation (KAI) growth, 62–63; 3: engagement Inventory, 263; The Leadership management, 63; 4: contracting the Archetype Questionnaire (LAQ), coaching process, 64; 5: sponsor 270; The Leadership Circle Profile and stakeholder involvement, (TLCP), 269; Leadership Cube, 64–65; 6: building a partnership 271; The Leadership Practices with clients, 65–66; 7: coaching Inventory (LPI), 271; The Learning session preparation, 66–67; 8: Style Inventory (LSI), 263; Life fostering dialogue and client Styles Inventory (LSI), 264; stories, 67–68; 9: leadership Mayer-Salovey-Caruso Emotional challenges, 68–69; 10: responding Intelligence Test (MSCEIT), 275; to client resistance, 69–70; 11: Motives, Values, & Preferences leveraging the client relationship Inventory (MVPI), 261; Multifactor and coach’s use of self, 71–72; Leadership Questionnaire (MLQ), 12: facilitating understanding 271; Myers-Briggs Type Indicator of feedback, 72; 13: goal (MBTI), 265; organizing framework evolution in coaching, 73–74; 14: for, 238–239; PDI Profiler and development plans and action Time2Change, 268; Personal ideas, 74–75; 15: coaching closure, Resilience Profile, 271–272; 75, 241–242 Personal Stress Navigator (PSN), Coaching triad, 395–396 272; Personal Values Questionnaire Coaching vendors: Executive Coaching (PVQ), 261; progressing toward for Results: study on sourcing, 33–34 goals using, 240–241; Prospector, fig; global sourcing for, 34–35; using 269; Revised NEO Personality multiple coaches versus single, Inventory (NEO PI-R), 265; Riso- 35–36; screening, 41 Hudson Ennegram Type Indicator Cognitive behavioral change: (RHETI) as, 260; SCTi Assessment techniques for, 249; theories on, “Map” as, 261; 16-PF, 265; Strength 12–13, 18t Deployment Inventory (SDI), 272; Cognitive flexibility, 335–336

Subject Index 471 Collage, 238, 253 Cultural differences: alignment and Communication: fostering dialogue consideration of, 129; case example on issue of, 119; orientations and, 67–68; IM (instant messaging), related to, 114; perceptions of 113; listening with the “third ear” equality in, 114–115; related to for, 168–169; media richness of conflict and conflict management, technology types, 288–289t, 444. 188–189; as relevant contextual See also Feedback variable of coaching, 114–115; 360 CompassPoint, 336 surveys accommodations of, 236 Compelling vision/visualizing ideal technique, 253 Cultural styles/adaptability Competent coaches: definition of, assessment: Cross-Cultural 85; distinction between expert and, Adaptability Inventory (CCAI), 85–86; Executive Coaching Forum 267; Cultural Orientations Index model of, 92–93 (COI), 267 Confederation of Scottish Counseling Agencies (COSCA), 211 Culture: coaching, 178–1181, 186, Confidentiality issues: coaching and, 416–421; organizational, 403–405 132–134; e-coaching, 303 Conflict: global and cultural issues D related to, 188–189; setting up expectations for handling, 187 Data collection: coaching evaluation Conflict management measures: methodology for, 343; ROI (return Strength Deployment Inventory on investment) evaluation, 357 (SDI), 272; Thomas-Kilmann Instrument Conflict-Mode, 273 Data sources: clients as, 341–342; Consequentialist ethical coaches as, 342; organizational approach, 208t constituents as, 342–343 Constructive marginality, 60 Constructive-developmental Decisional balance exercise, 253 framework, 239, 249 Delay of gratification, 94 Contracting e-coaching, 302 Dell Corporation: coaching Core coaching techniques, 253 Corporate Leadership Council, applications requested by, 31–32; 126, 177 consolidation of coaching activities Counseling professional ethics, by, 35; Global Learning and 211–212 Development (L&D) team of, Counter-transference, 11, 156 139–140 Credit Suisse, 372–398 fig. See also Deloitte, 372–398 fig. See also Coaching Impact Study (2004) Coaching Impact Study (2004) Critical thinking/reasoning measures: Deontological ethical Hogan Business Reasoning approach, 208t Inventory (HBRI), 266; Watson Descriptive ethics, 207 Glaser Critical Thinking Appraisal Designed objectives, 74 (WGCTA), 266 Development action plans: continuing Cross-Cultural Adaptability Inventory professional development, 78–79; (CCAI), 267 definition of, 74; as personal model of coaching output, 53 fig, 54; three-way meetings on, 74–75 Dialogue: fostering, 67–68; listening with the “third ear” for, 168–169

472 Subject Index DISC Profile, 264 Ethics: in business, 213–215; Dreyfus and Dreyfus’s five-stage model classification of approaches to, 208t; in coaching, 220–222; in of coaches, 85 counseling profession, 211–212; definitions and types of, E 206–207; history of, 206; in nursing profession, 212–213 E-coaching: advantages of, 291t–292t; definitions of, 286–287; state of, European Mentoring and Coaching 290, 293; technologies of, 287–290, Council (EMCC), 205, 218, 297 303–305 Evaluation. See Coaching evaluation E-coaching logistics: confidentiality, Executive Coaching Forum, 92, 433 303; contracting, 302; scheduling, Executive Coaching for Results: The 302–303 Definitive Guide to Developing E-coaching practice: building the Organizational Leaders (Underhill, future of, 299; client challenges McAnally, & Koriath), 33, 34 fig of, 294–296; coach challenges of, Executive derailers assessment: 296–299; organization challenges benchmarks used for, 266; Hogan of, 293–294 Development Survey (HDS), 266 Executive Dimensions tool, 268 E-coaching process: building and Executive on-boarding coaching: maintaining relationships, coach’s role in, 196–198; illustrated 305–307; evaluation and transition, diagram of model, 196 fig; making 307–308; logistics of, 301–303; the business case for, matching client-coach fit as part of, 195; rapid alignment model of, 300–301; supporting the, 299–308; 198–202 technology used during, 287–290, Executives: case example of 303–305 challenges facing, 116–120; coaching for on-boarding, 195–202; eCF Personal Work Values, 261 coaching tools for assessment of, Emotional Competence Inventory 260–275; culture of origins and, 114–115, 119; effort issue, 44; (ECI), 275 gender issues faced by, 117–118; Emotional intelligence assessment: Individual Development Plan (IDP) for, 237–239, 281–283; job attitudes Bar-On Emotional Quotient of, 337; level in organization, 113, Inventory EQ-i, 274; Emotional 118–119; life stage of, 112–113; Competence Inventory (ECI), 275; matching coaches with, 135–136; Mayer-Salovey-Caruso Emotional stereotypes of, 110–112; succession Intelligence Test (MSCEIT), 275 planning coaching for, 190–195; Energy management and balance work-life integration issue faced activities, 253 by, 108. See also Clients; Coaches; Ethical codes: APA ethical principles Leadership coaching; Talent for, 209t; BPS ethical principles Expectancy, hope, and placebo for, 210t; compared across sectors, effects: a client story for 216t–217t; in practice of coaching, exploring the, 24–25; description 218–220 of, 8; percentage of outcome Ethical decision-making models: for business, 214 fig; coaching ACTION model, 222–224 fig, 225; four stages of ethical decision, 215

Subject Index 473 variance of, 5 fig; principles for Focused practice, 97 activating, 25 Four I’s (four issues), 307 Expert coaches: definition of, 85; Frameworks. See Coaching frameworks distinction between competent and, Frank Bresser Consulting, 369 85–86. See also Coaching expertise Fundamental attribution error, development Extended Coaching level, 410–412 154–155 External coaches: coaching pool Fundamental Interpersonal Relations membership of, 43; internal versus, 36–37; Lockheed Martin’s Orientation (FIRO-B), 264 use of internal coaches to support, FYI For Your Improvement, 237 140–141, 145 G F Gender differences: client issues Facebook, 113, 287, 297 related to, 117–118; of current Families and Work Institute, 111 client populations, 106; historic Feedback: action learning coaching client population and, 105; stereotypes related to, 110–111, use of, 186, 187–188; from client 117–118 to coach, 97; coaching culture built through, 179–180, 181; Gender stereotypes, 110–111, 117–118 on coaching processes, 77, 89; General performance measures/ facilitating understanding of, 72; focused, 95; forming teams multisource ratings: benchmarks through, 186; how good coaches used for, 268; Executive practice, 88; Lockheed Martin’s Dimensions, 268; The Leadership approach to getting coach, Circle Profile (TLCP), 269; PDI 140–141; Microsoft’s “coach Profiler and Time2Change, 268; hotline” for getting, 142; in Prospector tool for, 269 the moment, 71; norms of Generation differences: of current behavior required for sharing, client populations, 106; stereotypes 186–187; as phase of organizing related to, 111–112 coaching framework, 233–237; Generation stereotypes, 111–112 rapid alignment coaching Generation X, 111, 112 evaluated through, 201. See also Generation Y, 111, 112–113 Communication; 360 surveys The Global Executive Leadership Feedback and self-disclosure Inventory (GELI), 270 exercise, 254 Global leadership coaching, 427–430, Feedforward exercises, 254 448–449 Felt needs goals, 73 Global sourcing methods, 34–35 Fieldwork and experiments, 254 Goals. See Coaching goals First UK Statement of Shared Professional Good coaches: defining, 84–85; Values, 218–219 Dreyfus and Dreyfus’s five-stage Five-stage model of coaches, 85 model of, 85; how easy it is to FLOW model of coaching, 249 remain a, 89–90; why it is easy to Focused feedback, 95 be a, 87–89 GoogleApps, 307 GRACE model of coaching, 249 Gratitude exercises, 254

474 Subject Index Great coaches challenges: actions- Industrial and Organizational outcomes relationship may be Psychology, Perspectives on Science unclear, 91–92; requirements for and Practice, 20 diverse skills/broad knowledge, 92–94; requires hard work and Info Workspace, 307 delay of gratification, 94; why Ingredients. See Psychotherapy experience is not enough, 90–91 ingredients The Group Styles Inventory Inner critic exercises, 254 (GSI), 273 Inner Theatre Inventory, 260 Innovation measures. See GROW model of coaching, 88, 232, 234, 239, 249 Learning and innovation measures Guided imagery, 254 Inquiring for insight, 169 Insight and motivation grid, 254 H Internal coaches: building capability for, 412–413; external versus, 36– The Heart and Soul of Change (Hubble, 37; Lockheed Martin’s support of Duncan, & Miller), 28–29 external coaches by, 140–141, 145; professional, 414–415 “Hidden in Plain Sight: The Active International Coach Federation Ingredients of Executive Coaching” (ICF), 35, 205, 218, 297, 300, (David & McKenna), 20 369, 452 Interviews for screening, 41 Hogan Business Reasoning Inventory iStrategyLabs, 297 (HBRI), 266 J Hogan Development Survey (HDS), 266 Japanese executive coaching, 35 Job attitudes, 337 Hogan Personality Inventory Johari Window, 260 (HPI), 264 Journaling/learning journal, 254 Honey and Mumford Learning Styles K Questionnaire (LSQ), 263 Kirkpatrick’s evaluation levels, 320, Hope. See Expectancy, hope, and 331, 339, 419 placebo effects Kirton Adaptive Innovation (KAI) Human factors lens (HFL): Inventory, 263 description of the, 158 fig–159; process of applying the, 159–160; Knowledge: coaching, 93; supervision to facilitate the, organizational, 92–93; 160–161 psychological, 92 Human resources (HR): organizational coaching levels and role of, 424, 426, 427; succession planning coaching and role of, 191. See also Organizations I L IM (instant messaging), 113 Leaders: challenge shared by coaches In the moment feedback, 71 and, 79; as competent coaches, Individual Development Plan (IDP), 413–414; greater emphasis on competency of, 107 237–239, 281–283

Subject Index 475 Leadership: capitalizing on moments Learn by doing model, 56, 59–60 of, 200–201; coaching tools for Learning: by coaches, 337–338; assessment of, 270–271; complexity of, 48–49; examining the challenges as coaching evaluation criteria, of, 68–69 334–336; having specific goals for, 96–97; reflection at different levels The Leadership Archetype of, 98–99; self-awareness, 334–335; Questionnaire (LAQ), 270 tools for measuring innovation and, 263–265. See also Clients Leadership assessment: The Global Learning and innovation measures: Executive Leadership Inventory Honey and Mumford Learning (GELI), 270; The Leadership Styles Questionnaire (LSQ), 263; Archetype Questionnaire (LAQ), Kirton Adaptive Innovation (KAI) 270; Leadership Cube, 271; The Inventory, 263; The Learning Style Leadership Practices Inventory Inventory (LSI), 263 (LPI), 271; Multifactor Leadership Learning journal/journaling, 254 Questionnaire (MLQ), 271 The Learning Style Inventory (LSI), 263 The Leadership Circle Profile Life stage, 112–113 (TLCP), 269 Life Styles Inventory (LSI), 264 Linkedin, 297 Leadership coaching: coach, client, LinkUAll, 307 and organizational issues of, Lockheed Martin, 140–141, 145, 440 434–440; evaluating the Logic trees, 255 effectiveness of, 445–449; Lotus Notes, 307 examining the current and future issues of, 431–434; global spread of, M 427–430, 448–449; greater emphasis on competency attainment in, McKinsey & Company, Inc., 106 107; integrated within leadership McKinsey Global Survey, 198 development system, 450–451; Marshall Goldsmith study, 44 mentoring programs for, 415–416; Mayer-Salovey-Caruso Emotional pedagogy of, 51–59; principles of effective, 79–80; processes and Intelligence Test (MSCEIT), 275 practices of, 440–445; topics and Media richness theory (MRT), 288, 444 processes of, 59–76; toward a Meetings: scheduling supervisory, definition of, 49–51; training and development of coaches for, 56; three-way or development 449–450. See also Alignment of planning, 74–75 coaching; Coaching; Executives Mellon Financial Corporation, 181 Mentoring programs, 415–416 Leadership Cube, 271 Meta ethics, 207 Leadership development: Metrixglobal Impact Compass model: applying to quality coaching development action plans for, outcome, 361–362; description of, 53 fig, 54, 74–75, 78–79; importance 359–363 of executive effort role in, 44; Microsoft: “coach hotline” for integration of leadership coaching feedback by, 142; Coaching Forum within, 450–451; learn by doing held by, 44, 139, 439–440 model of, 56, 59 The Leadership Practices Inventory (LPI), 271

476 Subject Index Models. See Coaching frameworks 408–410; level 3: extended Modes of thinking exercise, 255 coaching, 410–416; level 4: Moments of leadership, 200–201 coaching culture, 416–421; level Motivational interviewing: as coaching 5: coaching as driver of business strategy, 421–424; overview of, 405– framework, 240; as coaching 406t; progressing through the, 424 technique, 255 Organizational culture, 403–405 Motivational Interviewing (Miller & Organizational knowledge, 92–93 Rollnick), 70 Organizations: building internal Motives, Values, & Preferences coaching capability, 412–413; Inventory (MVPI), 261 building viable coaching pool by, Multi-stage coaching evaluation: 43–44; characteristics of, 402–403; identifying evaluation stakeholders, coach confidentiality related to, 320 fig, 321–330; identifying 132–134; coaching in the context relevant criteria, 320 fig, 330–341; of, 401–430; coaching ROI (return illustrated diagram of, 320 fig; on investment) for, 339–341, implications for coaching of, 351–368, 447; as coaching 344–345; selecting appropriate stakeholders, 326 fig–328; methodologies, 320 fig, 341–344 constituents as evaluation data Multifactor Leadership Questionnaire source, 342–343; e-coaching (MLQ), 271 challenges for the, Myers-Briggs Type Indicator 293–294; leadership coaching issues (MBTI), 265 for, 434–440; level of client in the, 113, 118–119; life cycles of, 402; N mentoring programs of, 415–416; methods for sourcing Negotiated goals, 73 coaches used by, 33–45; model for Neuro-linguistic programming, 255 coaching in, 124–147; providing New York Presbyterian Hospital coach orientation sessions, 131–132; “rubber bumper” in the, succession planning case study, 199; screening by coaches of, 192–195 42–43; screening coaches Normative ethics, 207 procedures by, 37–42; work-life Novice coaches, 85 integration issue facing, 108. See also Nursing professional ethics, 212–213 Human resources (HR) Organized Coaching level, 408–410 O Orientation sessions, 131–132 Outcomes. See Coaching outcomes On-boarding coaching: coach’s role in, 196–198; illustrated diagram of P model, 196 fig; making the business case for, 195; rapid alignment PDI Profiler, 268 model of, 198–202 Pedagogy: case experience and Organizational coaching levels: supervision guiding, 55–56; illustrated diagram of, 405 fig; description of, 51; personal model implications for action, 425–426; of coaching guiding, 51–55 level 1: ad hoc coaching, 407–408; level 2: organized coaching,

Subject Index 477 PepsiCo, 143 Proficient coaches, 85 PepsiCo Executive Coach Prospector tool, 269 Psychodynamic theories, 10–11, 18t Certification Program, 439 Psychological knowledge, 92 Perceptual acuity, 159–160 Psychotherapy ingredients: client/ Performance. See General extratherapeutic factors, 5 fig, performance measures/ 6, 20–22; description of, 5; multisource ratings expectancy, hope, and placebo Person-centered psychology, 13, 19t effects, 5 fig, 8, 24–26; illustrated Personal construct theory, 212 figure of outcome variance of, 5 fig; Personal model of coaching: coaching the psychoterapeutic relationship, approach output of, 53 fig, 54, 5 fig, 6–8, 22–24; theory and 76–77; coaching content input of, technique, 5 fig, 8–19t, 26–28 53 fig, 54; description and function of, 51–52, 54–55; development Q action plan output of, 53 fig, 54, 78–79; illustrated diagram of, Qualitative evaluation 53 fig; practice plan output of, methodology, 344 53 fig, 54, 77–78; questions raised by articulating, 52; who coach is as R person input of, 52, 53 fig; working within organizational context input Racial/ethnicity differences: of of, 52–53 fig current client populations, 106; Personal Resilience Profile, 271–272 historic client population and, 105 Personal Stress Navigator (PSN), 272 Personal Values Questionnaire Rapid alignment model: four stages (PVQ), 261 of, 200–202; illustrated diagram of, Personality inventories: California 199 fig; overview of, 198–199 Personality Inventory (CPI) Assessments, 263; DISC Profile, Reaction data, 331–334 264; Fundamental Interpersonal Reference checks, 41 Relations Orientation (FIRO-B), Reflected best self exercise, 255 264; Hogan Personality Inventory Rehearsal, 97 (HPI), 264; Life Styles Inventory Relationship. See Therapeutic (LSI), 264; Myers-Briggs Type Indicator (MBTI), 265; Revised relationship NEO Personality Inventory (NEO Resistance by client, 69–70 PI-R), 265; 16-PF, 265 Results evaluation criteria, 339–341 Placebo effects. See Expectancy, hope, Revised NEO Personality Inventory and placebo effects Pluralistic ethical approach, 208t (NEO PI-R), 265 Practice plans. See Coaching practice Riso-Hudson Enneagram Type plans Professional development. See Indicator (RHETI), 260 Development action plans Rituals: as coaching tool, 255; Four I’s Professional Executive Coaching and Supervision (APECS), 218 (four issues), 307 Robert H. Smith School of Business, 237 ROI (return on investment) evaluation: calculating productivity outcomes, 356; of coaching in government agency, 352–368;

478 Subject Index ROI (return on investment) Self-reflection: by coach, 97–98; at evaluation (continued ) different levels of learning and data collection for, 357; designing development, 98–99; four basic and piloting the, 353–357; directions of, 98 determining the ROI, 357–358; epilogue and reflections on, SharePoint, 307 365–368; lessons learned from, “Signature Presence” (O’Neill), 76 358–359, 447; Metrixglobal Impact 16-PF, 265 Compress model for, 359–363; Skype, 287, 297 monetary benefits report by SMART goals, 237 managers, 357 fig; as organization Society for Industrial and coaching result, 339–341; taking a coaching approach to, 351–352 Organizational Psychology (SIOP), 297, 370, 432 Role model analysis, 255 Solution-focused model, 249 Role play exercises, 255–256 Somatics/body work, 256 “Rubber bumper,” 199 Sourcing coaches: building viable Rulers (coaching technique), 256 coaching pool, 43–44; Executive Coaching for Results: research S study on, 33–34 fig; global approach to, 34–35; how not to SCAN model, 256 locate a coach, 32–33; internal Scheduling: e-coaching, 302–303; versus external, 36–37; multiple coaches versus single vendor weekly supervisory meetings, 56 approach to, 35–36; screening Screening coaches: business process for, 37–42 Sponsors/stakeholders: clients as experience/ability to build rapport coaching, 322 fig–324; coaches criteria, 37, 39; certification criteria, as coaching, 324–326; coaching 37, 40; by coaches of organizations, alignment with, 136–137; coaching 42–43; methods used for, 40–42; involvement of, 64–65; definition overview of criteria used for, 37–39 of, 50; dimensions of reactions SCTi Assessment “Map,” 261 relevant to coaching, 331–334; Second Life, 287 felt needs goals articulated by, 73; Self-awareness: assessment of, leadership coaching and diversity 260–261; client learning of, of, 447–448; multi-stage coaching 334–335 evaluation stage of identifying, Self-awareness/life values assessment 320 fig, 321–330; organization as tools: Inner Theatre Inventory, coaching, 326 fig–328 260; Johari Window, 260; Riso- Stereotyping clients: as danger for Hudson Enneagram type Indicator coaches, 109–110; gender (RHETI), 260; SCTi Assessment stereotypes, 110–111; “Map,” 261 generation stereotypes, 111–112 Self-calibration: client outcomes using Stories. See Client stories effective coach, 170–172; coach Strength Deployment Inventory process of, 158–170 (SDI), 272 Self-efficacy, 336–337 Strengths measures: Clifton Strengths Self-Management Plan (SMP), Finder (CSF), 269–270; Values in 167–168

Subject Index 479 Action Inventory of Strengths Inventory (GSI), 273; The Team (VIA-IS), 270 Dimensions Profile, 273; The Team Stress management measures: Management Profile, 274; Team Personal Resilience Profile, Survival Exercises, 274 271–272; Personal Stress Navigator Team Survival Exercises, 274 (PSN), 272 Teams: assessing orientation and Strong Interest Inventory, 262 decision making by, 273–274; Style switching exercise, 256 virtual, 107–108 Success factors of coaching, TECF (The Executive Coaching 417–421 Forum), 300 Successful Executive’s Handbook, 237 Technology: e-coaching use of, Successful Manager’s Handbook, 237 287–290, 303–305; media richness Succession planning coaching: NYPH of communication, 288–289t, 444 case study on, 192–195; overcoming Theory and technique factors: adult managerial fear of talent loss learning and person-centered during, 191–192; as strategic psychology, 13, 19t; behaviorism advantage, 190–191 and work motivation theory, 12, 18t; Supervision: coach case experience a client story for exploring, 26–28; and, 55–56; coach-client cognitive behavioral theories, relationship role of, 160; human 12–13, 18t; description of, 8–9; how factors lens (HFL) facilitated by, to use, 10; intersection of coach’s 160–161; making arrangements for, and client’s, 10; linking active 220; scheduling weekly meetings ingredients to, 17–19t; making the for, 56 case for conviction and versatility Support in coaching: for individual of, 16; media richness theory engagements, 141–142; model for (MRT), 288, 444; percentage of coaching in organizations and, 125 outcome variance of, 5 fig; personal fig, 137–138; at the organizational construct theory, 212; principles for level, 138–141; summary and promoting change through, 27–28; recommendations for, 142–143 psychodynamic theories, 10–11, Systems-based theories, 14, 19t 19t; recognizing theories in action, 14–16; systems theories, 14, 19t. See T also Coaching techniques Therapeutic relationship: a client Talent: essential, 193; professional, story to explore the, 22–24; 193; promotional, 193. See also description of, 6–8; percentage Executives of outcome variance of, 5 fig; principles for activating the, 23–24 Talent loss: NYPH case study on Thinking path model of succession planning to avoid, coaching, 249 192–195; overcoming managerial Thomas-Kilmann Instrument Conflict- fear of, 191–192 Mode, 273 360 surveys: action learning coaching The Team Dimensions Profile, 273 use of, 186; creating a coaching The Team Management Profile, 274 culture through, 179–180, 181; Team orientation/decision making cultural differences assessment: Belbin Team Role Inventory, 273; The Group Styles

480 Subject Index 360 surveys (continued ) Virtual teams, 107–108 accommodations in, 236; Executive Visualizing ideal/compelling vision Dimensions used for, 268; inner theatre inventory used for, 260; technique, 253 organizing coaching framework use of, 235–236; Prospector tool W for, 269; rapid alignment coaching evaluated using, 201. See also Wachovia Corporation, 371, Feedback 372–398 fig. See also Coaching Impact Study (2004) Time2Change tool, 268 Timeline exercises, 256 Walk the talk: coaches who, 55, 78; Tools. See Coaching tools senior leaders who fail to, 419 Transference, 11, 156 Transpersonal coaching, 256 The Wall Street Journal, 415 Transtheoretical model of behavior Watch outs, 75 Watson Glaser Critical Thinking change, 250 Triad, 296 Appraisal (WGCTA), 266 Trial assignment period, 42 WebEx, 307 Twitter, 113, 287 Wells Fargo & Company, 371 The Work Engagement U Profile, 261 Unilever, 41 The Work Expectations United Kingdom Council for Profile, 262 Psychotherapy (UKCP), 211 Work motivation theory, 12, 18t Use of self, 71–72 Work values and/or motivation V tools: eCF Personal Work Values, 261; Motives, Values, & Values in Action Inventory of Preferences Inventory (MVPI), 261; Strengths (VIA-IS), 270 Personal Values Questionnaire (PVQ), Vendors. See Executive coaching 261; The Work Engagement vendors Profile, 261 Work-life integration, 108 Videotaping (coaching technique), 256 Worldwide Association of Business Coaches, 433