Coaching is widely accepted within organizations as a method to achieve specific goals and/or develop behavior or skills. In the past decade, the coaching industry has experienced a significant increase of attention and has become somewhat of a trend in businesses and in business psychology. The benefit for the individuals participating in coaching processes are apparent but too little is known about the influence coaching has on our organizations, negative or positive.
For example we don’t know what the effect on a team is, if one of its team members, let’s say the leader, is being coached externally. Equally interesting is to examine how individual external coaching affects organizational learning. In our efforts to find answers to these questions, we discovered that research within this particular area of expertise is not available. Both client organizations and the coaching industry seems to agree that coaching is necessary – although neither of them seem to relate critically to possible downsides. Hence the idea for this study, where we set out to combine relevant theories and hands on experience from a Global Toy company.
Our research
The focus of this study is ‘How coaching of individuals affect organizations?’ and in particular ‘how individual coaching influences organizational learning’. In the report, we do not relate to the benefits of coaching for the individual who is being coached. We limit ourselves to the impact of coaching on organizational learning. The amount of interest for the topic surprised us: out of a group of 70 leaders in the Toy Company, 51 chose to participate in our research.
The foundation of this study has both a quantitative and qualitative character – as we distributed and collected electronic questionnaires (multiple choice) as well as conducted face to face interviews. The main benefit of this combination of analysis methods is that it enables us to triangulate and to test the reliability of the data we collected from participants.
As mentioned before, this is the first study of its kind and we feel there are a lot of aspects that we have not been able to prioritize due to the nature and the time frame of this study. We however consider the results to be valid and relevant for both organizations and coaches that are interested in learning more about how external coaching influences organizations.
Get organized
Evidently there’s a rub off from individual coaching processes and group processes – and as such our assumption that coaching influences both the organization and organizational learning proofs to be correct. Since apparently it is not ‘comme il faut’ to share what has been discussed during coaching sessions with the organization, there doesn’t seem to be any structured process for it. It is very much up to the individual coachee what he or she would like to share with the organization. Any rub off effect on organizational level therefore is to be seen as an indirect effect, since the impact of coaching is a result of the development of individuals being coached and importing their learning into the organization – in opposition to a structured and shared development by the team or the organization.
In this study we limited ourselves to interview leaders of teams and have not focused on team members that experience the indirect results of their colleague being coached. It would be beneficiary for a deeper insight into the influence of external coaching to investigate how team members perceive this development.
Reason to worry?
However, based on the results and the main conclusions of our study, we believe there’s a reason to worry since the organization misses out on a lot of intrinsic learning. You can argue that the learning process is taking place outside of the organization in a more or less isolated room between an external coach and the coachee. The other team members are not a part of this process, but experience the result either because the coachee shares the insights deriving from the process and/or because there’s an immediate change in action or behavior initiated by the coachee. Either way, the rub off effect is indirect and there are none or little learning for the organization from the process itself: “how do we learn what we learn?” The participants of this study without exception mention a lack of forum for this kind of knowledge exchange.
What to do
In our opinion organizational learning will increase significantly – if the transparency of what happens and how it happens around coaching of individuals also increases. The question we need to ask is not ‘what did you learn?’ but ‘how did you learn it?’
We suggest that prospect learning organizations:
- Formulate standards after which coaching must take place, and that they choose external coaches that live up to these standards.
- Educate a number of internal coaches whose job it is to quality-assure the individual coaching processes taking place – i.e. sit in on the first coaching sessions involving external coaches who are new to the organization, to make sure that the methods and ethical standards are adhered to.
- Leverage organizational learning by introducing systems like tradition, coaching-forums and databases in order to absorb the essentials of the learning processes.
- Put the acquired learning to work!
If you decide to get organized in the above respect – you will soon see how much learning and knowledge you haven’t pulled on yet and how much of a difference you will be able to make when you do.