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Course Syllabus for

HDDR 6371

TRANSITIONAL & DEVELOPMENTAL COACHING

Dr. Robert Barner

Office: Legacy Campus, Bldg. 3, Suite 118, Room 118B

Office Hours: (by appointment only) Thursdays & Fridays; 9:00 a.m. – 4:00 p.m.

Tel: 214-621-1514

E-mail: bbarner@smu.edu

Course Overview

This course provides students with an introduction to two unique applications of executive coaching: transitional coaching and developmental coaching. Transitional coaching is designed to help leaders make rapid, successful transitions to totally new work cultures and settings. Students learn the unique skills required of transitional coaches, and the challenges that they are likely to face within transitional coaching assignments. Students also learn how to contract for such assignments, and how to adapt coaching interventions to the short-term requirements of this coaching specialty. Finally, students are introduced to tools and techniques they can use to help leaders quickly adapt to new work environments.

Developmental coaching focuses on preparing leaders to take on broader organizational assignments. Students explore the unique challenges faced by developmental coaches, and by those who coach ‘fast-track’ or high-potential leaders (HIPOs). Students also learn how to integrate development coaching into the sponsoring organization’s internal development efforts. Finally, they discover how the coaching goal setting process and supporting coaching interventions can be adapted to improve the success of developmental coaching assignments.

Course Content

First Weekend: Transitional Coaching

Dates: Nov. 6 - 8, 2009

Friday; 4 – 9 pm; Sat-Sun 8:30 am – 5:30 pm

Pre-reading: The First 90 Days: Critical Success Strategies for New Leaders at All Levels, Michael Watkins; Harvard Business School Press, 2003

Pre-reading:

The First 90 Days: Critical Success Strategies for New Leaders at All Levels, Michael Watkins; Harvard Business School Press, 2003
Articles:
- “The crucial first thirty days: An analysis of leadership traps and successes” John Molson and Miguel Valero
- “Leaders coaching across borders” Mary Dee Hick and David B. Peterson
- “The targeted assessment coaching interview: Adapting the assessment process to different coaching requirements” Robert Barner
- “Winning the war on talent: Developing leadership pipeline for succession planning through transition coaching” by Sattar Bawany
- “Teaching smart people how to learn”, Chris Argyis

Note: Before the first class session please attempt to give the text a quick reading. Also, be sure to read all of the articles and be prepared to discuss the following questions in class:

1. Based on this research, what are the most critical challenges that a leader faces during the first few months after making an important work transition?

2. What are the unique requirements that must be considered in taking on a transitional coaching assignment, whenthe career transition involves a move to cross-cultural work setting?

3. Based on the article, “The targeted assessment coaching interview” what do you think are some of the major questions that the coach is attempting to resolve in the initial transitional coaching interview?

Introduction to Transitional Coaching

Transitions as adaptations to different work cultures, to new organizational settings, and to international assignments
The role of transitional coaching in supporting new leaders
The unique challenges faced by coaches in transitional coaching (functioning as the “organizational translator”, short “learning ramps”, etc.)
The unique contract requirements in transitional coaching
Research findings regarding leadership failure during work transitions
International assignments as a special case of leader transition
The role of transitional coaching in supporting new leaders

Assessment and Alignment in Transitional Coaching:

Structuring coaching interventions to support abbreviated time-frames
Assessing the potential adjustment challenges faced by a transitioning leader
How to translate organizational culture adjustment issues into developmental requirements
Gaining alignment with organizational stakeholders on 90-day performance

Conducting the First Coaching Session:

Setting goals
Clarifying roles
Gaining commitment
Clearing the calendar for accelerated coaching
Agreeing on first-step actions

Understanding the Transitional Agenda:

Building trust and creating coalitions
Seeking early wins
Negotiating successes
Building alignment
Building your team
Matching strategy to situation
Conducting the second coaching session

Conducting the Check-in Process with Organizational Stakeholders:

How and when to contact organizational stakeholders
How to integrate stakeholder feedback into the coaching assignment

Modeling of a Transitional Scenario by the Instructor

Structured Role-Play and Practice

Second Weekend: Developmental Coaching

Dates: Nov. 20-22, 2009

Friday; 4 – 9 pm; Sat-Sun 8:30 am – 5:30 pm

Pre-reading:

The Development Pipeline: How to build the leadership powered company, Ram Charan, Stephan Drotter, and James Noel; Jossey-Bass, 2006 [Note: This book is not required, but is recommended, particularly for those students who have had little experience in corporate work settings, and who want to obtain a better understanding of the relationship between organizational settings and leadership challenges]

High Flyers: Developing the Next Generation of Leaders, Morgan W. McCall, Jr. Harvard Business School Press, 1998. (Chapters 1, 2,3,5,7, and Appendix)

Articles:

· “Early identification of international executive potential” Gretchen Spreitzer, Morgan McCall, Jr. and Joan Mahoney

· “Coaching high achievers” Graham Jones and Kristy Spooner

· “Managing high-potential employees: current practices in thirty-three U.S. corporations”, C. Brooklyn Derr, Candace Jones, and Edmund Toomey

· “The expansive executive: How the drive to master helps and hinders organizations” by Robert Kaplan

· “Accelerate executive development – at your peril!” Douglas Hall

· “High potentials as high learners” Michael Lombardo and Robert Eichinger

· “Building leaders at every level: a leadership pipeline” Stephan Drotter and Ram Charan

Note: Before the second class session please give the text and articles a thorough reading. Also, be prepared to discuss the following questions in class:

· Based on this research, what are the most critical challenges that are faced by high-potential (HIPO) leaders? [Look closely at “The expansive executive: How the drive to master helps and hinders organizations” by Robert Kaplan and “Accelerate executive development – at your peril!” by Douglas Hall

1. What are reasonable criteria for defining and evaluating potential for leadership?

2. What are some of the most frequent causes for HIPO derailment?

3. Based on the pipeline model how does the coach’s development focus have to change at each stage of the leadership pipeline model?

4. Please take the time to read and complete the self-assessment forms found in the Appendix of High Flyers (pages 203 – 232). You will be sharing this information with a coaching partner on Saturday, July 26^th, so it is essential that you make this class. Failure to do so may result in an Incomplete for the course.

Developmental Assignments and the Identification of High-potential Leaders

Factors that contribute to leaders’ success and failure on developmental assignments
The role of learning agility in the assessment and development of high-potential leaders
Factors that have been shown to make a job assignment developmental

The Crossroads Model of Leadership Development:

Basic assumptions behind the crossroads model
Understanding the 6 major leadership crossroads
How to assess a leader’s next ‘turn’ in his or her career path

Unique Challenges Encountered in Coaching High-Potential Leaders:

Coach credibility [Are you smart enough?]
Translation issues [Do you understand my next-level requirements?}
The ‘golden child’ syndrome [coaching the overly protective manager]
Managing expectations [“Are we there yet?”]
The Icarus Syndrome: Addressing hidden career derailers

Setting Expectations and Framing the Development Need:

How to interview the client’s manager and other key stakeholders to assess next-level job challenges
A data-gathering structure for evaluating developmental moves
Structuring coaching interventions for bridging steep ‘development ramps’

Conducting the First Coaching Session:

Setting goals
Clarifying roles
Gaining commitment
Agreeing on first-step actions

Conducting the Check-in Process with Organizational Stakeholders:

How and when to contact organizational stakeholders
How to integrate stakeholder feedback into the coaching assignment

Modeling of a Developmental Scenario by the Instructor

GRADING PROCESS

The course evaluation process is as follows:

50% of the final grade will be based on a comprehensive, closed-book exam that includes both multiple-choice and short-essay format.

50% of the final grade will be based on the development of a written self-analysis of your own coaching style.

Directions for Conducting the Written Self-Analysis:

A critical part of developing your expertise in coaching involves being able to objectively understand the communication style that you bring into the coaching process. To build skills in this area, during the final weekend you will be asked to complete an actual coaching session with a coaching partner. Here are the steps that you will follow:

1. You and your partner will take turns presenting each other one leadership development issue that each of you are currently attempting to address.

2. As a means of identifying issues before you come to class you will be asked to complete the self-analysis section provided in the Appendix of the text, High Flyers (pages 203 – 232).

3. The topic that you will be discussing can be:

a) a career development decision that you are facing

b) a leadership style or work relationship issue that you are currently attempting to revolve or,

c) Insight you are attempting to gain regarding the leadership and technical skill gaps that you hope to close in order to achieve an identified professional/career objective.

4. During the last class you will have 45 minutes to present your issue to your partner, with your partner playing the role of peer-coach. Immediately after the session, you and your partner will switch roles. Your goal in this session is to help your partner translate their coaching development needs into 1- 3 development goals. You will not be asked to help your partner create a detailed action plan to support these goals.

5. After the session you and your partner will be asked to provide each other with feedback, through use of a feedback form provided by the instructor.

6. As a means of strengthening this area, you will be asked to make an audio recording of your session and select from this session a 10-minute section for review.

7. You will then transcribe this 10-minute section and from this section.

8. You will use the observation notes that you take during the coaching session and the review of your transcript to conduct a self-analysis of your coaching style. Your self-assessment will be based on an interview assessment protocol provided by the instructor.

9. You will be asked to email this to your instructor by Friday, December 6^th, 2009. Your instructor will provide you with a personalized written feedback summary, suggesting steps you could take to strengthen your coaching communication style.

Based on your observations during the coaching session, the written feedback that you receive from your partner, and your analysis of the coaching transcript, you will create the following review:

a. A summary of your partner’s most important coaching issue (1 page) and a clear identification of your partner’s coaching goals.

b. Information pertaining to organizational context that could impact your partner’s coaching goals (your partner’s work setting, extensive work hours, leadership experience, current organizational changes that could be impacting career goals, etc.) (1 page)

c. Your self-assessment of your basic coaching skills (2-6 pages), indicating your strengths as a coach and areas for improvement.

10. Your grade for this project will be determined by the following factors:

Ability to put into practice basic coaching guidelines (asking probing and clarifying questions, reflecting concerns, checking assumptions) that will be reviewed in class. (10% of grade)

Ability to accurately self-assess your use of basic coaching skills (40% of grade)

Ability to accurately and clearly your partner’s development needs & goals (20% of grade)

Ability to provide complete and detailed information (transcript, observations) and to construct a summary in terms of clear format, clarity of organization, depth of analysis, and completeness (the degree to which you have thoroughly analyzed important coaching issues) (30% of grade).

Important Note Regarding the Grading Policy for Papers and Projects: All papers and projects are due on the dates indicated. Papers and projections that are received more than two weeks late will be automatically downgraded a letter grade (Examples: from A to A-, or from A- to B+). No papers or projects will be accepted more than 30 days past the specified due dates. Papers or projects that are submitted after this 30-day time-period will result in a permanent grade of Incomplete.

The grading scale for the exam and final self-analysis is as follows:

94 – 100 = A 84 – 86 = B

90 – 93 = A- 80 – 83 = B-

87 – 89 = B+ 77 – 79 = C+

Academic Policies of Special Importance to Students:

Academic Integrity and Ethical Conduct as an SMU Student:

Students are reminded of the SMU Honor Code as referenced in the Student Handbook. Intellectual integrity and academic honesty are both the foundation and the goals for this program. Please reference and review the university policies on the responsibilities, policies, and penalties regarding academic honesty.

http://www.smu.edu/studentlife/PCL_05_HC.asp

Religious Observance.

Religiously observant students wishing to be absent on holidays that require missing class should notify their professor in writing at the beginning of the term, and should discuss with them, in advance, acceptable ways of making up any work missed because of the absence.

Disability Accommodations: Students needing academic accommodations for a disability must first contact Ms. Rebecca Marin, Coordinator, Services for Students with Disabilities (214-768-4557) to verify the disability and establish eligibility for accommodations. They should then schedule an appointment with the professor to make appropriate arrangements.

Class Decorum:

To foster a good learning environment for yourself and your fellow students we ask that you adhere to the following guidelines during class:

Please turn off (or set on vibrate) all cell phones or pagers.
Do not read newspapers, books for other classes, or other outside reading material during class.
Walking into class late is disruptive as is leaving early. If you have to leave early, make arrangements before class begins, and then, when you leave, do so quietly.
Professional respect and courtesy for your fellow students is imperative at all times.

Key Learning Objectives and How Learning Objectives Are to Be Achieved

Key Learning Objectives	How Achieved
1. Compare and contrast the unique coaching challenges faced by coaches who are involved in transitional or developmental coaching assignments.	Given a description of a transitional leadership coaching assignment, and a second description of a promotional leadership assignment, students will compare and contrast the differences in the coaching challenges that would be faced in these two different assignments.
2. Identify the underlying organizational and leadership factors that could contribute to a transitional leader’s success or failure in a new work setting.	Students will be given a case history of a leader who is attempting to transition into a new work setting. Students will be able to identify from the case, those organizational and leadership factors that would be most important in determining the leader’s success or failure in the new job assignment. Students will be asked to justify their findings on available research regarding those underlying leadership style, experience and communication factors that have been shown to be associated success or failure in new work settings
3. Identify the underlying leadership style, experience and communication factors that have been shown to be associated with a leader’s potential to succeed within high-level job assignments.	Students will be given a case history of a leader who is being considered for a major promotional assignment. Students will create a written summary that 1) evaluates the leader’s readiness for the promotional assignment and 2) identifies the leadership style, experience and communication gaps the leader will need to close to prepare for this assignment. Students will be asked to justify their findings on available research the underlying leadership style, experience and communication factors that have been shown to be associated success or failure in promotional assignments.
4. Compare and contrast the different development hurdles that leaders must overcome as they prepare for different organizational levels or “crossroads” (as delineated within the Crossroads Model of leadership development).	Given background summaries of three leaders, each of whom is attempting to progress to the next leadership crossroad, students will identify the different development gaps that each of these leaders must address before they could be considered ready to take on the new assignment.
5. Identify the characteristics of job assignments that are most likely to yield developmental growth in leaders.	Given a case study of a leader who is preparing to take on a developmental assignment, students will identify those work and organizational characteristics of the new assignment that are mot directly related to the leader’s developmental growth. Students will based their conclusions on available research regarding the developmental aspects of job assignments.
6. Identify those behaviors and learning approaches that have been demonstrated by leaders who have performed well on international assignments.	Given a case study of a leader who is having difficulty performing within an international assignment students will identify those interpersonal and contextual factors that are most likely to be contributing to the leader’s performance problems. Students will base their conclusions on available research regarding those underlying leadership style, experience and communication factors that have been shown to be associated with success or failure in international assignments.