Executive Coaching Component

ELI is based on an action-learning design, where more emphasis is placed on learning from action than from experts or theories. Action learning also assumes that senior leaders already have a broad range of skills but need help learning how to apply those skills consistently. Executive Coaching was included in ELI to support that type of individual growth and to assist with learning as much from the specifics of a Fellow’s leadership situation as is possible.

While Executive Coaching has been one of the most rapidly growing areas of consultation in the last 10 years, it is often confused with other forms of coaching (most of which use coaches inside the organization), such as performance coaching or facilitation of teams. This list of Questions and Answers is intended to avoid confusion and ensure the effectiveness of the coaching component.

What is Executive Coaching?

Hargrove (1996) provides a definition of coaching that also reveals a bit of what might happen when working with a coach: "A coach is someone who (1) sees what others may not see through the high quality of his or her attention and listening, (2) is in the position to step back (or invite others to step back) from complex situations so that alternate perspectives can be considered, (3) helps people examine any gaps between their intentions and their actions, and (4) works with the coachee and others in an organization to develop a clearer understanding of the context for leadership and any patterns of behavior (at any level) that may be undermining success."

During its short life, Executive Coaching has been used in diverse settings (e.g., law firms, universities, associations, government, corporations) and for diverse purposes (e.g., for newly appointed senior leaders, for leaders of complex projects, for chief executives whose boards want better results, for leaders to learn about gender and racial diversity, for CEOs of small companies at the request of investors, etc.).

What is it like to "do" Executive Coaching?

All coaches have their own approach, but typical ways of structuring the time include:

• talking about recent progress with development goals or "homework" from the prior session;
• updating progress with the leadership challenge and discussing any recent or upcoming tasks that are viewed as difficult, frustrating, worrisome, confusing, disappointing, etc.;
• discussing questions that that may have been put aside (e.g., in a folder) when they came up in between coaching sessions;
• considering how to try out new leadership behaviors in an upcoming task or conversation;
• reviewing agenda, speaking outlines, letters and other written products, etc.;
• preparing for a performance review, budget review, hearing, retreat, focus group, etc.;
• exploring how to be effective with groups and how to gain the support and participation of others inside and outside the library system;
• asking the coach to provide resources, models, theories or concepts that might explain a recent experience or be helpful to your leadership challenge.
• encouraging the Fellow and Sponsor to seek out comparisons and guidance from non-library experts and others who might be able to inform key components of their leadership challenge (e.g., talking with a marketing professional from a music company to understand how they reach out and connect with teens). 

Is Executive Coaching the same thing as psychotherapy?

No. Coaching in this program does not assume a person is having difficulties adjusting or managing their lives, which is more of the case with therapy. In fact, coaching is provided here to individuals who are known for their success. The purpose is then how to understand and maintain that success. Rather than acting as a "healer," the Coach will serve as a facilitator in helping the Fellow and Sponsor attain their full potential. The emphasis is not on the past but on the future and its relevance in guiding present thoughts and actions.

While both therapy and coaching are focused on the individual, ELI coaching is focused on success in the role of leader, much of which is determined by the organizational context. Coaches need to know more about the organization, the goals for action and political context of your organization than about your personal history in order to be helpful.

How are people qualified to be Executive Coaches?

Executive coaching is a young field and few training and certifications programs exist. The coaches for ELI were selected based on their reputations and past experience working with other types of professionals, such as teachers, lawyers, economists, and scientists. ELI coaches have also worked at many levels of organizations and have plenty of experience working in government, non-profit and for-profit settings. While it was not a requirement, we note that all of our ELI coaches have received their doctorates and are eligible for licensing as psychologists.

How will the Executive Coaching component work during ELI?

Prior to arrival at the first Leadership Intensive, each Fellow will receive a call from their assigned Executive Coach. Pairings will be based on a balance of many factors, such as stated preferences, location, type of leadership challenge, and an estimation of good interpersonal chemistry.

As participants in ELI, each library team has a "bank" of 15 hours of coaching. This may be used by the Sponsor/Fellow team together, or by each person separately. It should be scheduled by the "coachee" and the coach for mutual convenience. If you chose to spread it out evenly throughout the project, that would mean one session every 10-14 business days. You may want to have periods of more intensive contact during times of higher stress as you work with your Leadership Challenge.

Two extended sessions of 90 minutes each will be scheduled between the Intensives. One will be scheduled between April and early September, and one between late September and February. These sessions will involve the Coach, the Fellow, and the Sponsor. These sessions are in addition to your 15 hours of "banked" time.

As the year progresses, the coaches will work with all the Fellows to establish Peer Coaching groups. The time scheduled with the coach and a Peer Coaching Group is time withdrawn from your 15 hour bank.

What are the goals for Executive Coaching during the ELI?

• The coaches are the most important resource during this experience, outside of the energy and effort of the Fellows and Sponsors. Coaches have been asked to focus on the following during the Institute:
• help Fellows develop and remain focused on their goals for development as leaders;
• work with the Fellows and Sponsors to foster a Fellow-Sponsor relationship that (1) promotes the leadership development of the Fellow and (2) provides for productive change in the library system as a result of the joint leadership challenge;
• understand the selected leadership challenge and assist the Fellow and Sponsor as needed to strategize and problem-solve (especially when feeling stuck, frustrated or overwhelmed);
• be a resource for the Fellow and Sponsor to apply lessons from any formal learning (e.g., modules at ELI Intensives, 360-degree evaluations, inventories, books, workshops, conferences, readings, etc.);
• actively engage with the Fellows to reflect on their ongoing experience as a leader to maximize learning during the 10 months of the Institute;
• encourage the Fellow to consider multiple sources of information and feedback about their leadership effectiveness, including the Sponsor, 360-degree feedback, inventories, others involved with the leadership challenge, former and current direct reports, friends and family, etc.;
• support the Fellow in the creation of a peer coaching network.

Are my conversations with the Executive Coach confidential?

Yes, you can expect that your Executive Coach is not sharing the details of your conversations with anyone. The Fellow and Coach, who will likely have the most contact, may jointly decide to share some information with others (e.g. the Library Director and/or the Fellow’s supervisor). As a matter of practice, you can expect that Coaches will not be speaking with Sponsors without the awareness of the Fellow. Otherwise, the nature and disclosure of those conversations will be managed by the Executive Coach. Under no circumstances, even with the permission of the Fellow, can Coaches inform anyone about your progress for purposes of a promotion, performance appraisal, or job selection.

In order to improve the current and future Coaching components, as well as the content of the Leadership Intensives, your Executive Coach will be meeting intermittently with Geno Schnell and then as well with the groups of Executive Coaches and Judy Brown. The general nature of issues being raised in coaching sessions will be exchanged at that time, with care for professional discretion and anonymity. Similarly, only general observations from speakers and ELI staff (Joey, Geno, Judy, Danielle and Kurstin) about the Fellows and Sponsors will be shared with the Coaches, Sponsors or others (e.g., your Library Director) unless prior permission is obtained.

Are the roles of Executive Coach and Sponsor different?

Yes, the two roles are different, but they do overlap. Both Executive Coach and Sponsor are invested in the Fellow and their growth as a leader. This is the exclusive focus of the Executive Coach, while the sponsor brings some special resources from inside the Library that can assure the progress of the leadership challenge as well as others who become involved with that initiative. Another title we could have used for the Sponsor is "Leadership Resource" or "Executive Producer" while an alternate title for the Executive Coach is "Learning Resource" or "Thinking Partner." Fellows and Sponsors should begin as soon as possible to discuss their roles and a small amount of time will be available to do the same on the last day of the first Leadership Intensive. The Sponsors and Coaches will be meeting to explore their roles earlier in the first Intensive, but some general ideas for the role of Sponsor include:

• providing or brokering the authority, access, resources, clout and credibility to sustain the work of the Fellow and others on the selected leadership challenge;
• guiding the Fellow to take action and risks, including advice on the specific history and political dynamics of the Library system;
• maintaining their interest, attention, and energy for the leadership challenge, including assistance with problem-solving when obstacles arise to assure ongoing change and learning;
• serving as a resource on content knowledge related to the leadership challenge, including making decisions (or arranging for them) about limitations on the scope of the leadership challenge;
• joining with the Fellow to negotiate for the participation and involvement of others (inside and outside the library) in the leadership challenge;
• inking the work of the Fellow and others on the leadership challenge with other change initiatives within the library;
• overseeing the long-term implementation of changes begun during the ELI period; seeking out change in the library system that will open up opportunities for new approaches to leadership, consistent with what is learned during ELI; providing, arranging for, and/or complementing the proper mentorship of the Fellow after the ELI experience.