Phase 5: Transfer
To ensure a successful transition this phase encompassed a coaching session focused on finding strategies to avoid pitfall and/or relapses. Sue came up with the following ‘principles and rescue strategies’ for her:
- Whenever there is heaviness within her or a perceived one within her team, she will immediately talk with the respective person in a brain-friendly way and regulate her emotions beforehand. The same applies when there is a need to provide developmental feedback.
- Whenever she feels stressed and unfocused, she will allow for a break and take some deep breaths outside.
- Sue gives her best at all times, but when feeling stuck she will first take some time to reflect and then check-in with her newly established network to bounce off ideas.
- She is not accepting mediocrity or non-accountability. She will use a brain-friendly way and basic coaching to shift the person from a victim into a hero mode.
- She shares news once received from the top to avoid rumours. Even if she cannot provide all the answers at that point in time, she will at least share with them what she knows so far.
- She is a positive role model for work/life balance and supports others in achieving the same through basic coaching.
- She takes the time to help resolve issues of her team members but expects them to firstly try to solve it on their own, secondly to ask peers for support and thirdly to come to her with a solution rather than a problem.
She shared her ‘way of working’ with the team and her managers to ensure that everyone is one the same page and understand her intentions and expectations. She also printed them and read them first thing every morning.
Phase 6: Sustainability
From a sustainability perspective Sue scheduled regular weekly meetings/checkpoints with her team members and her managers. She also ensured that she or her team caught up with other interdependent department and supplier. As a minimum, she requested a ‘once a month’ catch-up. Thanks to her network and her knowledge to whom to go, she established a sustainable way for her transformation to last and also to continuously improve.
Phase 7: Evaluation
The last phase happened one year after the kick-off to check in how the pilot went. Apart from discussing the value and gained benefits, one important topic was the feedback on the pilot. The ‘Start – Stop- Continue’ approach had been used to gather and to consolidate all feedback. The outcome was as follows:
|Start||– Roll it out to the entire organisation, potentially make it mandatory (TBC) for some hierarchy levels- Develop and implement a standardised reinforcement system across the company|
- Complete the 360 degree assessment before setting manager’s/coachee’s objectives, potentially make it mandatory (TBC) resp. an integral part of the program
- Consolidate findings on a company level and initiate a continuous improvement program from an HR/developmental perspective so that everyone can benefit
- Provide NeuroLeadership / Change Management / Coaching as basic training for every team lead with optional mentoring or coaching follow-upStopNoneContinue- Letting the coachee decide in what instances (‘laundry’ items) coaching, consulting, mentoring, training, etc. should be applied- The structure and the sequence of the phases
- The duration of the program to really ensure transfer and sustainability
- The power of the combined methodologies
- Transfer phase was very valuable to reflect on the key insights/findings during the journey and to put them in writing
After a year and some reflection, Sue and her managers agreed that all objectives have been met. They also agreed that some areas need further refinement, but that the foundation has been set up. Sue was again passionate about work and she loved to resolve situations by coaching her team rather than directing. She signed up for a basic coaching course for team leaders, mentored more junior team leaders when they need help and worked on the ‘reinforcement’ initiative with HR. She felt challenged however no longer overwhelmed, as she know now how to channel her focus. She and her team had some rough stages during the year, but managed to grow and collaborate closely and to be open, honest and respectful with each other. Any feedback and/or hot topics were being ‘treated’ on the spot. Sue left the office normally at a reasonable time and spent more time with her family. She also booked some ‘me-time’ into her private calendar to fully recover and recharge. The developmental ‘enhancer’ program was a complete success for her in all aspects and she felt that there would be challenges and setbacks ahead, but nothing that she couldn’t conquer with the known tools and support. Her confidence in herself and also her team was after the end of the program at a ‘9 out of 10’.
All disciplines themselves have their advantages and disadvantages. This case study used multiple concepts and various tools depending on their appropriateness and the context to build a framework for an organisational development program. The result showed that one discipline alone could be powerful, but combined in the right way; they can just be the ‘extra thrust’ to success needed whilst offering flexibility and a broad variety of solutions.
The coaching approach to let the coachee decide what ‘discipline’ to apply within a given framework was one of the key elements and one that received very positive feedback. If a coaching mindset is the foundation of programs/initiatives, people will feel in control, respected for who they are and what they know. A trusting environment is created that allows for creativity and unlimited progress. As a result, coaching should be definitely part of every organisational development program either as stand-alone or as enhancer in combination with other concepts/tools due to its explorative, non-judgmental and accepting nature.
Abraham, K., 2013. It Starts With Passion: Do What You Love and Love What You Do. Milton, QLD, Australia: Wiley.
Genos Pty Ltd, 2011. Emotional Intelligence – Enduring Impact Series (Train-the-Trainer Kit). Australia: Genos Pty Ltd.
Goldsmith, M., 2007. What Got You Here Won't Get You There: How Successful People Become Even More Successful. USA: Hyperion.
Hiatt, J., 2006. ADKAR – A model for change in business, government and our community. Loveland, CO, USA: PROSCI Inc.
International Coach Federation (ICF), 2014. Code of Ethics. USA: International Coach Federation. Accessed April 15, 2014.
International Coach Federation (ICF), 2014. Core Competencies. USA: International Coach Federation. Accessed April 15, 2014.
Miller R., Rollnick S., 2012. Motivational Interviewing, Third Edition: Helping People Change. USA: The Guildford Press.
PROSCI®, 2012. Best Practices in Change Management – Edition 2012. USA: PROSCI Inc.
Rock, D., Ringleb, A. 2013. Handbook of Neuroleadership. Australia: CreateSpace Independent Publishing Platform.
ADKAR®: This model is a framework for understanding change at an individual level. It has five elements or objectives that can be seen as building blocks. All five elements must be in place for a change to be realized: Awareness (of the need for change), Desire (to support and participate in the change), Knowledge (of how to change), Ability (to implement required skills and behaviours) and Reinforcement (to sustain the change).
Emotional Intelligence (EI): EI is a set of skills that helps to perceive, understand, and manage emotions in ourselves and others. These skills are as important as the intellect (IQ) in determining success in work and in life. The ability to understand emotions, to be aware of them and how they impact the behaviour and relatedness to others, will improve the ‘people skills’ and help ultimately to be more successful. The EI model developed by Genos Pty Ltd consists of four key skills: Awareness, Expression, Reasoning and Management.
Appreciative Inquire (AI): This model’s principles are based on the assumption that the questions asked will tend to focus our attention in a particular direction. ‘Appreciative Inquiry’ attempts to use ways of asking questions and envisioning the future in-order to foster positive relationships and build on the present potential of a given person, organisation or situation. The most common ‘Appreciative Inquiry’ model utilises a cycle of 4 processes, which focuses on what it calls: Discover, Dream, Design and Destiny/Deploy.
Motivational Interviewing (MI): Motivational interviewing is non-judgmental, non-confrontational and non-adversarial. The approach attempts to increase the client's awareness of the potential problems caused, consequences experienced, and risks faced as a result of the behavior in question. It helps clients envision a better future, and become increasingly motivated to achieve it. Either way, the strategy seeks to help clients think differently about their behavior and ultimately to consider what might be gained through change. Motivational interviewing focuses on the present, and entails working with a client to access motivation to change a particular behavior, that is not consistent with a client's personal value or goal. Warmth, genuine empathy, and acceptance are necessary to foster gain within motivational interviewing. Another central concept is that ambivalence about decisions is resolved by conscious or unconscious weighing of pros and cons of change vs. not changing. The main goals of motivational interviewing are to engage clients, elicit change talk, and evoke motivation to make positive changes from the client. The four key processes of MI are: Engaging, Focusing, Evoking and Planning.
PROSCI®: This company is a leader in change management research providing industry standard processes and tools (the ADKAR Model) and organisational change management methods for managing the people side of change in organisations and government agencies.
SCARF®: This model defines the five domains of human social experience – namely: Status, Certainty, Autonomy, Relatedness, Fairness. When these domains are satisfied, the result is a reward (approach) response. When challenged, this is perceived as an instinctive threat (avoidance) response. Therefore the overarching organizing principle of the brain is to minimise danger and maximise reward. A. Rock has introduced this model in the last years.
Start - Stop – Continue (SSC): The purpose of this technique is to foster direct and respectful communication between teams or individuals. Teams can use this model to develop a balanced perspective of areas of improvement, areas of strength and areas of opportunity as they relate to team objectives, behaviours and performance.
The model is also very effective in interpersonal conflict situations. Based on the identification of specific behaviours, individuals can use the method to help identify and isolate their concerns and perceived supporting behaviours.