COACHING FORLEADERSHIPDEVELOPMENT 141
the relationship between coach and coachee, a leader development model, and
a results orientation.
What are the factors that coachees rate most important in a coaching rela-
tionship? A CCL survey of more than 100 respondents indicated that the
top-rated quality is that the coach be trustworthy and honest. Good inter-
personal and communication skills were also highly rated. Although men and
women coachees concurred on these first two items, men rated “straightfor-
ward feedback /willingness to challenge assumptions” next, while women se-
lected “creates a developmental and nonthreatening environment.” Two
sides of the same coin, perhaps? There is no evidence that men and women
have significantly different expectations or requirements in a coach. In
either case, it’s important that the coachee select a coach with whom he or
she feels rapport, who is a good listener and facilitator, and whose repertoire
ofskills and experiences is a good match for the desired outcomes of the
coaching experience. In the end, the successful coaching experience is a
collaboration between coach and coachee, an exquisite pas de deux between
partners in learning.
The CCL model of leader development that forms the basis of the coaching
experience encompasses three components: Assessment, Challenge, and Sup-
port (ACS). Assessmentmeans that the coach will work with the coachee to as-
sess the situation in which the coachee is working, and identify the specific
behaviors that are either helping or hindering his or her effectiveness as a
leader. The process of assessment can entail interviews with the coachee and
others, including coworkers and family members; 360-degree feedback instru-
ments; surveys; observations by the coach; examination of performance ap-
praisals; and the like. A good coach will help the coachee sort through this
data and identify key behavioral themes and patterns. Time is profitably spent
on tr y ing to identify the internal drivers, such as personal beliefs and feelings,
which lead to these observable behaviors. Understanding internal drivers can
contribute to greater success in changing behaviors visible to others. CCL
draws a line between this type of exploration and a more clinical intervention.
Coaching is not therapy, although coaching can sometimes lead to a referral to
a health care professional.
From this assessment, the coachee typically selects one or two concrete
goals on which he or she wants to work during the coaching engagement—a
personal learning agenda. It is extremely important to avoid goal creep.
Coaches can and should help their coachees avoid the temptation to select too
many goals or goals that are too broad or ambitious. Smaller victories build
confidence and facilitate learning; overreaching typically leads to frustration
or failure.