Authors publish new five-stage feedback model for executive coaches.

Writing in Consulting Psychology Journal(Vol 60, Issue 1), researchers Jane Brodie Gregory, Paul E. Levy, and Micah Jeffers have developed a new five-stage feedback model for executive coaches.

In “Development of a Model of the Feedback Process within Executive Coaching,” the authors emphasize the role of both the client and the organization in effectively receiving and applying coaching feedback.

A coaching intervention will vary greatly for an individual who is unreceptive to and does not value feedback, as opposed to an individual who strongly values and desires feedback. By assessing this orientation at the onset of a coaching relationship, a coach can anticipate a certain degree of resistance or skepticism from a client and tailor his or her program to address the client’s needs. The recent development of the Feedback Orientation Scale (Linderbaum, 2006) will facilitate this process—allowing researchers and coaches alike to assess an individual’s feedback orientation. London and Smither (2002) also indicated that feedback orientation is malleable across time. Coaches, therefore, can actually work with a client to improve his or her feedback orientation, making that client more receptive to and desiring of constructive feedback. A coach who understands the value and importance of feedback may influence his or her client to adopt a similar perspective.

Similarly, the authors suggest that organizations play an essential role in creating the right environment for feedback.

One powerful influence on an individual’s feedback orientation is the degree to which an organization emphasizes the merit and use of feedback. Where feedback orientation pertains to the individual, feedback culture 1 comprises the extent to which an organization encourages and provides feedback, implements feedback procedures, and utilizes or follows-through on feedback. Within organizations that have strong feedback cultures, individuals consistently solicit and receive both formal and informal constructive feedback (London & Smither, 2002). Such organizations value quality feedback, emphasize the importance of feedback, and provide extensive support for using that feedback. A reciprocal relationship exists between feedback culture and orientation: A strong feedback culture can enhance individual feedback orientation, leading employees to readily seek, accept, and apply feedback for improved performance.

The proposed feedback model consists of the following five stages:

1) The Catalyst for Coaching
2) Establishing the Relationship
3) Data Gathering
4) Utilizing Feedback
5) Outcomes

Details for each stage are described in the original article. One other insight, however, that merits mention here is the role of coach as model for the behavior being developed in the client.

The coach is a role model for the executive, demonstrating how feedback should be delivered and the context within which that delivery should take place (Stern, 2004). The executive may become a more effective top management team member by learning, through this modeling, how to provide useful, candid feedback to subordinates or peers. Similarly, another goal of coaching is for the executive to come out of the relationship not only developmentally changed, but also possessing the ability to develop those around him. Ideally, a trickle-down effect from the executive will lead to an increase in overall organizational effectiveness through this individual-level development.

For the complete article, see “Development of a model of the feedback process within executive coaching.” By: Gregory, Jane Brodie, Levy, Paul E., Jeffers, Micah, Consulting Psychology Journal: Practice and Research, 1065-9293, 2008, Vol. 60, Issue 1.

The Foundation of Coaching awards $90,000 in grants for coaching research.

Is the emerging field of executive coaching having a measurable effect on women in senior management positions? Is executive coaching making an impact on the global corporate environment? Is executive coaching an academic discipline?

These questions and others will be addressed by The Foundation of Coaching’s 2007 research grant award recipients. This year’s award recipients were announced this month and include Andrea Broughton and Linda Miller from The Institute for Employment Studies, United Kingdom; Larry Starr and Lew Stern from the Graduate School Alliance of Executive Coaching (GSAEC), USA; Esra Ozkan, from the Ecole Normale Superieure in France.

“The Foundation of Coaching Research Grant awards were created to promote coaching-related research that will contribute to the development of a body of knowledge for the field,” said Dr. Mary Wayne Bush, Director of the Foundation of Coaching Research Division. “The Foundation of Coaching supports a broad research agenda, including explorations of how, when, where and why coaching works; what the dynamics are between coach and client; what approaches, theories, models and assumptions inform coaching as a practice and as a profession; and how coaching is similar to and distinct from other practices and disciplines.”

More about the Foundation of Coaching.

Mclean Hospital to research psychological effect of life coaching.

According to a news story on the WBUR (Boston) web site, McLean Hospital in Belmont is renowned for its research into heady issues in psychiatry. Brain scans, genetic screenings, and clinical trials of treatments characterize its usual fare.

The Harvard-affiliated hospital plans to add a different kind of research agenda. Next month, McLean plans to launch a new initiative to study the psychology behind “life coaching.”

It’s become a booming business of personal guidance and goal setting, dispensed largely by phone, for big bucks.

An audio story will be available from WBUR later today.