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Development and Coaching of Nextgen Leaders: Sattar Bawany
Development and Coaching of Nextgen Leaders: Sattar Bawany
Development and Coaching of Nextgen Leaders: Sattar Bawany
of NextGen Leaders
Sattar Bawany
knowledge and understanding of the may not also be charged with transferring
process as the variety of styles, skills, knowledge or a skill set to their client.
and techniques that are appropriate A training and development profession-
to the context in which the coaching al’s primary attention is to the successful
takes place. transfer of specific information or skills to
their clients. Again, a trainer may well use
Coaching first appeared in management a co-active approach and coaching skills.
literature in the 1950s. Managers began
using coaching since it was understood that Leveraging on Executive Coaching
a manager had a responsibility to improve for Development of NextGen Leaders
subordinates’ performance through a sort Executive coaching is a concept that has
of master–apprentice relationship. Coach- moved from the world of sports to the
ing, at that time, often took the form of executive suite and is designed as a means
the manager coaching the employees. In to help senior executives manage a con-
the mid-1970s, sports coaching was start- stantly changing business environment
ing to make its way and being translated and refine their leadership skills.
into the managerial situation. Since the Coaching isn’t only limited to senior lev-
1980s, coaching has been presented as a els. Increasingly, people all over the world,
training technique in the context of man- at all levels, utilize executive coaches to
agement development. Coaching literature help them achieve their full potential.
nowadays makes a connection with men- The process focuses on the participant’s
toring, career development, management goals, reinforces learning and change, and
development over a long period of time, increases self-empowerment.
and generating team and individual perfor- Executive Coaching is one of the fast-
mance (Evered and Selman 1989). est growing and most misunderstood pro-
fessions of this decade. Coaching used to
The Differences among Coaching, be an “executive perk” for large company
Managing, Consulting, and Training executives to help them make better busi-
Coaching, managing, consulting, and train- ness decisions. Today, coaching is rapidly
ing are all related, and sometimes overlap. being recognized as one of the best stra-
However, at their foundation, they are dis- tegic weapons a company can have in its
tinct in their focus of attention. arsenal.
A professional coach’s primary atten- Executive coaching focuses on develop-
tion is to tap into the client’s own vision, ing a top executive’s full potential by coach-
wisdom, and directed action in service
ing them to think and act beyond existing
of the client’s self-identified agenda. The limits and paradigms. Executive coaching
client applies himself/herself to his/her is a highly individualized form of leader-
whole life usually including, and often ship development and support available
focusing on, their professional endeavors. because it is based on the understanding
A manager’s primary attention is to that in order to be maximally effective,
achieving specific organizational results executives must accurately identify their
through their direct reports. To that end, strengths and areas of development, exam-
they may direct and/or develop those ine the impact of their behavior on others,
direct reports through performance feed- and regularly and intentionally reflect on
back and may use coaching skills. their values, goals, and effectiveness.
A consultant’s primary attention is to The strength of executive coaching lies
achieving organizational results (often in the fact that it is almost exclusively an
large systems change) through the appli- executive development strategy that builds
cation of specific expertise. They may or leadership and management strength
he or she is close to the work itself and control of their own happiness. Leaders do
they are the master in control of their cir- not focus on personalities factors. At times,
cumstances; their personal performance the individual self-interests of a team mem-
has a big effect on their satisfaction and ber may be in opposition to the interests of
motivation. the group. Leaders concentrate on shared
The situation is different when they are interests and the team goal. Consequently,
promoted and become a leader. Their per- the driving force behind a team is a leader
sonal contribution is less direct; as they who treats team members with respect,
often operate behind the scenes. Leaders while keeping the vision in mind. People
create frustration for everyone when they are different and you have to treat people
try to be involved in every project and differently yet fairly.
expect team members to check-in before
beginning every task. World-class leaders What Are the Skills Required
delegate. They learn to trust. This means for Leaders in Transition?
giving up some control. Leaders learn to In the various literature and research on
live with the risks and know that someone leadership transitions and helping leaders
else may do things a little differently. Every to accelerate themselves into new roles,
person is unique, and they will individu- early research ascertained that new lead-
alize certain aspects of their work. When ers gained leverage by putting in place the
leaders don’t empower and delegate, they right strategies, structures, and systems.
can become ineffective and overwhelmed. Transitions could be viewed as an engineer
In turn, team members feel underutilized would approach a challenging design prob-
and therefore less motivated. lem, advising leaders to identify the right
Finally, leaders learn to transition in goals, develop a supporting strategy, align
other critical ways. They learn how to live the architecture of the organization, and
with occasional feelings of separation and figure out what projects to pursue to secure
people don’t always accept their decisions early wins.
when faced with gut-wrenching situations. Emotional and social intelligence com-
Leaders have a view of the big picture in petencies is an essential building block in a
mind. But the challenge for leaders lies in leader’s ability to establish the right climate
balancing the needs of many stakehold- for business to succeed. Leaders at all lev-
ers: owners, employees, customers, and els of the organization must demonstrate
community. Because of this challenge, daily a high degree of emotional intelli-
team members can feel alienated when gence in their leadership role. Emotionally
unpopular decisions must be made. Leader- intelligent leaders create an environment
ship can be hard. It is impossible to please of positive morale and higher productivity
everyone all of the time. While the need for (Goleman 1998).
belonging and connecting with the group is The critical skills sets for next genera-
important, leaders know the mission and tion of leaders to be successful in their
vision take precedence. Sometimes a leader leadership roles when in transition include
should make waves, champion change, and having cognitive readiness skills, critical
challenge people’s comfort zone. Leaders thinking, multicultural communication,
may not always relish conflict, but they are and effective negotiation and conflict reso-
not afraid of it either. Leaders are guided lutions skills. The reality confronting lead-
by standards, principles, and core values. ers in transition is that relationship with
Leaders focus on what is right, not who is their bosses, peers, direct reports, and
right. external constituencies has been shown to
Leaders know they can’t make people be as great or even greater source of lever-
happy. People have to take ownership and age. This realization elevated relationships,
and the energy they can mobilize (or drain Negotiation is a critical skill as negotia-
the leader), to the forefront about how to tion success means proactively engaging
help leaders enter and gain momentum in with the leader’s new boss to shape the
challenging new roles. game so that the leaders have a fighting
This is not to say, of course, that strate- chance of achieving the desired goals. Too
gies, structures, and systems are unimport- many new leaders just play the game,
ant; usually they are critical. But if the new reactively taking the situation as given
leader hopes to put in place the right strate- and failing as a result. The alternative is
gies, structures, and systems, he must first to shape the game by negotiating with the
secure victory on the relationship front. leader’s boss to establish realistic expecta-
This means building credibility with influ- tions, reach consensus on the situation,
ential players, gaining agreement on goals, and secure enough resources. This will
and securing their commitment to devote lay the foundation for the new leader’s
their energies to helping the new leader success.
achieve those goals.
In the leader’s new situation, relationship Transition Coaching Approach
management skills are critical as they aren’t for Development of NextGen Leaders
the only one going through a transition. To Transition coaching has three overall goals:
varying degrees, many different stakehold- to accelerate the transition process by pro-
ers, both inside and outside the leader’s viding just-in-time advice and counsel, to
direct line of command, are affected by the prevent mistakes that may harm the busi-
way he or she handles his or her new role. ness and the leader’s career, and to assist
Inside the new leader’s direct line of the leader in developing and implementing
command are people who report directly a targeted, actionable transition plan that
to the leader, as well as employees from delivers business results (Bawany, 2010).
other groups. While some may feel appre- While many of the issues covered by
hensive about the new leader’s arrival, all transition coaching are similar to those
must adjust to the leader’s communication included in executive coaching, such as
and managerial style and expectations. sorting through short- and long-term goals
Outside the new leader’s direct line of and managing relationships upwards as
command are senior executives, peers, and well as with team members, transition
key external constituencies such as cus- coaching is focused specifically on the
tomers, suppliers, and distributors. transition and designed to educate and
The new leader will likely have no challenge new leaders. The new leader
“relationship capital” with these individu- and coach will work together to develop a
als—that is, there are no existing support or transition plan, a roadmap that will define
obligations on which the leader could draw critical actions that must take place dur-
upon. The leader will need to invest extra ing the first 90 days to establish credibility,
thought and energy in gaining their support. secure early wins, and position the leader
Note that the leader’s immediate boss and team for long-term success.
may have strong ideas about what the The transition coaching relationship
leader needs to do, and may have a leader- also includes regular meetings with the
ship style markedly different from that of new leader as well as ongoing feedback.
the leader. Frequently, the coach conducts a “pulse
Leverage through relationships is an check” of the key players, including the
essential foundation for effectiveness in a boss, direct reports, peers, and other stake-
new leadership role. Put another way, lead- holders, after 4 to 6 weeks to gather early
ers negotiate their way to success in their impressions so that the new leader can
new roles. make a course correction if needed.
* The Transition Readiness Assessment for the NextGen Leaders includes ‘cognitive
readiness’ competencies, which include critical thinking skills; emotional and social
intelligence skills; developing others with managerial coaching; cross-cultural
communication; effective negotiation; and conflict management skills.
The entire transition coaching process immediate manager of the new leader
(refer to Figure 1) developed by CEE pro- being coached (known as the coachee),
vides new leaders with the guidance to take will be conducted.
charge of their new situation, achieve align- ■■ The primary objective to determine how
ment with the team, and ultimately move the coachee’s performance links to cur-
the business forward. Organizations make rent business goals.
a significant investment when they recruit ■■ An assessment of individual skills, styles,
and hire new leaders, and they have much to values, and leadership effectiveness forms
lose if a new hire does not succeed, possibly the basis of the action plan.
several times the hire’s base compensation. ■■ Gather background on the situation, iden-
tify the purpose of the coaching engage-
The ADAM Coaching Methodology ment, and discuss expected outcomes.
The ADAM coaching methodology (see ■■ The coach will conduct an in-depth coachee
Figure 2) developed by CEE consists of interview, including life and career history,
a proven four-step process that is firmly self-perceived behavioral and leadership
grounded in leadership development best strengths and shortcomings, and desire to
practices. close the gap on weaknesses and further
develop the strengths.
Assess ■■ An initial tripartite coaching session
between the coachee, sponsor (the coachee’s
■■ A series of psychometric assessment and immediate manager), and the coach will
information gathering from a series of be held with the objective to obtain the
stakeholders’ interviews, including the senior management’s commitment to the
coachee and the degree of confidential- stimulus and environment for the coachee
ity to be followed. who will write the action plan.
■■ Provide an overview of the coaching pro- ■■ The plan is formalized and shared by the
cess, timetable, and parameters of the coachee with the sponsor for agreement
engagement. and support of the action plan and e xpected
development outcomes.
Discovery ■■ The sponsor will sign off the Development
Plan to ensure that there is alignment to
■■ Meetings are scheduled to review the the business objectives.
assessment data.
■■ The coachee will be provided with feed- Action Plan
back based on the results of the assess-
ments that have been undertaken. ■■ The coachee will implement the Develop-
■■ Development objectives are discussed ment Plan by taking well-defined action
between the coachee and the coach to steps and regular feedback during sched-
link the feedback received with the agreed uled monthly coaching sessions with the
business goals and professional objectives. coach, which enables the coachee to move
■■ Based on the key objectives identified, toward measurable goals.
coaching activities and timelines are ■■ “Shadowing” or observation of the coachee
developed jointly between the coachee at work (as needed and if appropriate).
and coach. ■■ Specific actions are taken to develop the
■■ The coachee, with the support of the key skills and knowledge agreed to in the
coach, will develop an Action Plan that development plan. These actions may
will enable coachees to determine what include:
to do to close the gaps in their leadership ■■ Behavior modification and efforts to
capability. use new behaviors.
■■ The coach and coachee form a working ■■ Building new skills and competencies
alliance where the coach provides the while refining others.