Baumeister’s work has led him to conclude that the most important factors leading to happy and successful lives are intelligence and self-control – and by a long way. “Self-control is what people use to restrain their desires and impulses”. It is essentially about change and our tendency to self-regulate our responses, emotions, thoughts and performance according to some personal standard or ideal. Baumeister’s work has shown that successful self-control depends upon a limited resource of energy. When this energy is temporarily used up (termed “ego depletion”), for example when resisting the temptation to eat another chocolate, our willpower drops and we are much less able to resist the next temptation until the energy reserves are built back up. This explains why self-control is most likely to break down towards the end of the day.

Baumeister describes one study in which five minutes of resisting temptation to eat chocolate biscuits led to a drop of ten minutes in how long people were able to persevere with a stressful task.

In coaching situations where we are working to assist people to change behaviour, thoughts or emotions and stick to their actions, this research has interesting implications. Making change is often the easy part in a coaching intervention. Maintaining those new behaviours is often the most difficult part. Baumeister indicates two areas which might have helpful applications:

1) physiological basis – an accidental finding has led to the understanding that willpower is linked to glucose levels. The effects of “ego depletion” can be addressed by giving a dose of glucose. Apparently a prisoner coming before a judge after lunch has a 65% chance of getting parole.

2) ‘muscle’ development – self-control is considered to have muscle-type properties in that it can be strengthened with exercise. Performing exercises designed to strengthen self-control are effective after just a two week period.

Baumeister states that evidence suggests that the most successful people – and those with the best self-control - spend less time than others struggling with temptations and crises. As coaches perhaps, in helping strengthen the self-control ‘muscle’, we can help clients achieve their goals more effectively. Another glass of Lucozade anyone?

Roy F. Baumeister – Willpower: Rediscovering the Greatest Human Strength (2011)

Sarah is an executive and career coach based in Cambridge, England.
T: 01954 718037
E: sarah.jaggers@managingchange.org.uk
W: www.managingchange.org.uk

For most of us, the ability to “be me”, i.e. to be authentic and true to yourself, is an important part of achieving fulfilment and satisfaction in life. For many of us however, the constraints of needing to earn a living, or childhood teaching that we shouldn’t expect work to be fun or enjoyable, and other self-imposed limitations such as age or qualifications, mean that we fail to achieve that fulfilment, and moreover convince ourselves that it is unattainable for us, right now.

The problem with this thinking is that “if not now, when?” We can always find justification for putting these things off to another day. However, there comes a time when we run out of having “another day”.

The start of a new year presents a fresh perspective on the future and often a will to make changes and set goals for the year ahead. If you feel stuck doing the “right thing” in your career but are not achieving satisfaction or fulfilment, now is the best time to start addressing it.

Ian had a successful career in software as a consultant. However he actively disliked his job and felt stressed and unfulfilled in his daily work. Moreover he felt unable to “be himself” and was growing increasingly unhappy and frustrated with the role. As time went by his confidence decreased to the extent that he felt stuck in his role and harboured very strong doubts about his ability to be successful elsewhere. He felt further ‘stuck’ by having a young family to support.

Ian, like many other clients, felt locked in the mindset that whilst not happy in his role, pursuing other directions – in his case a strong desire to start up a new business with colleagues – was “living in cloud cuckoo land”. He feared that this was no more than a fantasy, an unrealistic dream. It is interesting how many of us have our desires so effectively quashed by a dose of the “reality stick”. As a consequence, he stayed put in his job for 4 years, doing the ‘right thing’ by his family and employer, but ultimately at a large cost to himself. Many of us at some time find ourselves in Ian’s position. How many of us really want to reach retirement thinking “if only…” or “could I have…?”

This represents a form of “either/or” thinking – feeling caught between two options: either to stay stuck or to be wildly irresponsible. I think that it represents very limited thinking. When we allow ourselves to think in terms of possibilities and opportunities, new alternatives emerge. When we think about preparing and planning for a career change we are better able to satisfy ourselves (and our loved ones) that the transition to a fulfilling career will be managed with as little (or as much) risk as desired.

We get stuck in careers and jobs in which we are unfulfilled or dissatisfied for various reasons including:

• I lack the skills or qualifications to do what I’d really like to do
• I have no idea what I’d really like to do
• I don’t know if I have the appropriate strengths or abilities to do what I’d really like to do
• I don’t know how to go about achieving my dream
• I have no idea what I would be best suited to
• I can’t afford to switch jobs or change direction
• I am not happy in my current role but have no idea why I feel that way
• I don’t enjoy my work but work’s not meant to be fun or enjoyable anyway
• I am too old to change direction now
• Now is just not the right time to make a change

If any of these resonate with you perhaps it’s time to ask yourself “is this good enough?” and “should I do something about it?”

Career coaching is an effective way of addressing these issues. Every week we help people from all walks of life take stock of their careers to date, assess their own strengths and desires, define a new career direction, and help them in the practical steps of achieving that transition. Ian put a toe in the water initially by having a Career Audit session with us. This enabled him to clearly understand his situation and why he felt as he did, and to define his career coaching goals. In the following coaching sessions, Ian grew in confidence, developed a clear focus and sense of direction, and implemented a career transition plan which is helping him move into his start-up career in a low risk way. When Ian now looks back he says “I can’t believe I stayed in that role for so long. I suppose I didn’t believe I would find anything better and didn’t want to risk ending up somewhere even worse. Now I am much more confident and in control of my career.”

A Career Audit might be just the start you need to take that first step.
Sarah is an executive and career coach based in Cambridge, England. To learn more about a Career Audit, or to discuss further, contact Sarah on:
T: 01954 718037
E: sarah.jaggers@managingchange.org.uk
W: www.managingchange.org.uk

Gavin R. Dagley’s study sought to understand what the typical purchasers of executive coaches (human resources professionals) considered to be the outcomes of exceptional executive coaching and what the underlying factors to these outcomes were.

His study found that the single most important outcome was “behaviour change” measured both by the executives themselves and by their colleagues. Critically, such change was not compliant but sustained. These changes manifested themselves in:

• Personal outcomes (eg increased self-confidence, motivation, etc)
• Realisation of potential (eg career development, retention, etc)

So what did these coaches do that weaker executive coaches did not? Capabilities included:

• Credibility
• Empathy and respect
• Holding the professional self
• Diagnostic skill and insight
• Approach flexibility and range
• Working to the business context
• A philosophy of personal responsibility
• Skilful challenging

Dagley’s findings indicate that these capabilities are not necessarily absent in weaker coaches but that exceptional executive coaches “are able to deliver against all and any of these quite basic characteristics and deliver at an observably superior level of expertise”.

As a consequence, executives typically experienced:

• Engagement
• Deeper conversations
• Insight and responsibility

In comparing exceptional coaches with weaker coaches, comments included “the weaker coach just plays out what is in front of him, and then drags out one of his tools or techniques…” while exceptional coaches are “able to get to deeper conversations more quickly, and motivate people to take personal responsibility for their own development and growth”.

Dagley concludes that exceptional coaches display “exquisite expertise” and that they are differentiated from other coaches by “the essentially human and personal qualities that underpin such expertise”.

To read the full study, see Exceptional executive coaches: Practices and attributes – International Coaching Psychology Review Volume 5 No. 1 March 2010.

Sarah is an executive coach based in Cambridge, England.
T: 01954 718037
E: sarah.jaggers@managingchange.org.uk
W: www.managingchange.org.uk

Sarah is an executive coach based in Cambridge, England.
T: 01954 718037
E: sarah.jaggers@managingchange.org.uk
W: www.managingchange.org.uk

In my experience, and that of many of my coaching colleagues, this often represents a poor investment both in direct cost and also in staff time. Staff returning from away days or training programmes, or newly clutching a psychometric report or 360 feedback report, may well be keen to act on their new skills or awareness. If time and support is not provided (by internal or external coaches, and by line management) further development is unlikely to happen as people quickly get drawn back into the demands of their day to day activity. Progress on development is then frequently only picked up as part of the six monthly appraisal conversation. There are important implications here:

1. These ‘halfway’ interventions run the risk that the topic of ‘staff development’ can be mistakenly ticked off as ‘done’
2. Such interventions are unlikely to bring about desired changes or performance improvements. This leads to a view that such expenditure is poor value since clear and measurable benefit did not result, and may then be further cut back.

When I begin a coaching assignment, I always ask whether there is any 360° feedback or psychometric assessment that may be available for use since I am keen to work with the investment the employer has already made. When I discuss what the assessment or feedback has helped them to understand or how they’ve used the material, clients will usually say ‘little’ or ‘nothing’. This is almost consistently the case with one or two notable exceptions and these are always where the organisations run comprehensive and integrated coaching development programmes. Many of these leadership or management development programmes involve a workshop, psychometric assessment and one coaching feedback session. When rolled out across teams these are costly. Yet the return on that investment is likely to be poor.

I recommend that better value is had from coaching support following the 360° and psychometric assessments that helps the individual commit to take action and receive support in achieving goals. If this is properly integrated and coordinated with the line manager’s activity, this will further secure effective development and help to ensure a better return on investment.

Sarah is an executive coach based in Cambridge, England.
T: 01954 718037
E: sarah.jaggers@managingchange.org.uk
W: www.managingchange.org.uk

In her 2010 book “Evidence-Based Training Methods: A Guide for Training Professionals,” Ruth Clark also challenges the use of learning styles, “The learning style myth leads to some very unproductive training approaches that are counter to modern evidence of what works…The time and energy spent perpetuating the various learning style myths can be more wisely invested in supporting individual differences that are proven to make a difference—namely, prior knowledge of the learner.” (Clark, 2010, p. 10)

It seems that when an idea develops some ‘pseudo-scientific feel’ behind it, it runs and runs. I know that many will (and do) argue that it doesn’t matter that there no evidence behind it and that the discussion and the focus it engenders is more important and valuable; that as long as people derive some value from it that’s OK. I come across exactly the same argument from those still using certain psychometric instruments for which there is little or no validity at all. Whilst I agree that thinking about how best we learn, or how best to assess various personality characteristics and styles is valuable and helps to broaden our awareness and understanding, I can’t believe that it is good professional practice to promote models and ideas with no factual basis to them at all. I think it is good practice for us all as professional coaches running ethical practice to ask rather more frequently “so, where’s the evidence?”, “is that true/accurate?”, etc.

When we select tools and models to use with clients let us at least take the time to establish their credibility and worth. If we chose to use a tool or model that has as yet, little or no known weight behind it, let us at least be open and mindful of that and not ascribe greater credence to it than is true.

Sarah is an executive coach based in Cambridge, England.
T: 01954 718037
E: sarah.jaggers@managingchange.org.uk
W: www.managingchange.org.uk

The study also found that external coaches are more commonly used among senior managers than internal coaches. Coaching was most frequently used in leadership development programmes for top talent, with 63% of surveyed companies doing so. Coaching to support the transition into a newly promoted appointment was next with 59% of respondents indicating this was “often” or “very often” used.

The Ridler Report is based upon annual research into executive coaching and has been published over the past four years providing a picture of changing trends within the profession. Clive Mann, editor of the Ridler Report and managing director of Ridler & Co, said: “The Ridler Report research programme has, over its first four years, surfaced evidence of an increased emphasis among users of executive coaching on coaching professionalism when assessing executive coaches’ effectiveness.” The Report also indicates that most companies using internal coaches also use executive coaches, particularly for senior executive level employees, and above. 69% of CEOs and main board directors, and 52% of senior executives, “always” or “usually” used external rather than internal coaches.

The full Ridler Report 2011 will be made available after the summer and can be ordered by contacting Laura Taylor – laura.taylor@ridlerandco.com

Sarah is an executive coach based in Cambridge, England.
T: 01954 718037
E: sarah.jaggers@managingchange.org.uk
W: www.managingchange.org.uk

I didn’t have any particular performance issues or other difficulties and everything was going well. I was fortunate enough to be working for a CEO who had valued coaching himself and who felt it would be valuable to provide all his directors with the opportunity should they wish to take it up. I did, and I never looked back.

I had a good coach – not a superstar, not a guru, not someone who writes best selling books or appears on TV shows. I had a good, solid, experienced coach with huge integrity and great insight who showed me warmth and positive regard. It provided me with a time each month in which I had the freedom and the space to talk about, think about and reflect on me, my performance and my career. And to do so with someone whom I trusted and who would not judge me or tell me what to do.

Initially it felt like a huge indulgence, after all I had work to do, people to see, decisions to make. Time just spent talking about me and myself, well wasn’t that a little too self-centred, frivolous, even a little ‘un-English’? But I very quickly came to realise that what emerged from those reflections and discussions was of critical importance to me and what I was doing with my career and life. I was able to sharpen my performance even more and in such a way that I rapidly saw the benefits in the results I was getting and in the people with whom I was working and leading. I began to see myself differently and consequently to communicate differently, and of course that meant that I met with different responses. In my case, I felt clearer and more focused about what I was doing, and why I was doing it. That led me to behave with more gravitas and authority: when we feel differently, we behave and perform differently – and people notice!

When we make a difference to people’s lives – to how they see themselves, how they believe in themselves, in the potential they begin to recognise – the ‘knock on’ effects are immense, to them and correspondingly to all those with whom their lives touch, whether colleagues, family or society in general.

From an initial experience of feeling a little guilty about the ‘indulgence’ of my coaching sessions, I quickly began to see them as an essential part of my leadership ‘equipment’ and to derive enormous value from them. Thirteen years on I still reflect on some of our conversations and I continue to put into practice what I learned. In my case the impact of coaching was so catalytic that I retrained and became an executive coach myself, and since then I have been able to impart to others what was given to me.

So, it is probably true that no one wakes up saying they must get a coach. However, it is true that when we allow others in to help and support us, good stuff happens!

Sarah is an executive coach based in Cambridge, England.
T: 01954 718037
E: sarah.jaggers@managingchange.org.uk
W: www.managingchange.org.uk

I am currently mentoring a trainee coach who provided me with a valuable learning experience recently. He had been set an assignment to interview a professional coach on various aspects of experience and practice, and I was happy to help. He subsequently sent me a copy of his written notes for my reference. They contained a number of inaccuracies both in terms of factual information and also in the omission of particular points which led to a very different picture emerging.

As this was part of a learning experience this presented no problem, and indeed we both derived value from the situation. We reflected that in our coaching training neither of us has ever received specific training in note-taking. As an experienced coach I am more practiced in checking back with the client to ensure that I have understood what was said and, importantly, intended. My mentee reflected that he felt a little stressed in his attempts to simultaneously listen fully, identify what he should focus on, and take accurate notes. Of course as he gets more experienced, this becomes significantly less of a problem, but we were both struck by the fact that this topic is rarely covered in books and training for those starting out.

As the subject of the note-taking, I was interested in my own feelings on reading them. I reflected that I felt misunderstood and even a little irritated on reading the answers since I considered that they didn’t reflect what I had said or meant. It presented me with a sharp sense of what our coachees might experience when we, as coaches, don’t listen well enough or jump to a conclusion which is inaccurate. It feels uncomfortable to be misunderstood or misrepresented.

In real-life coaching situations, most coaches do not share their file notes with the client. This presents little opportunity to check their accuracy. Yet, when preparing for a coaching session it could be very easy to rely on notes previously taken. An experienced coach is less likely to fall into this trap not least because they will normally be more skilled in listening and checking understanding. Additionally they may be quicker and more confident at detecting discomfort or unease in the coachee and addressing the situation. For beginners or the less experienced this may be more of a problem. For us, it was a useful lesson to be sure that we are taking accurate notes and we can do this by practicing, and by listening, and checking our understanding.

Coaches: What is your experience of note taking in a coaching session – do you take them at all? If you are starting out as a coach, what are the main difficulties you face? I would love to hear about your views and experiences.

NB: on a more formal point, coachees and sponsoring clients are entitled to ask for their file notes. Furthermore, in some situations coaches may be asked to supply file notes in respect of legal action, disciplinary hearings and the like. It is therefore important to ensure that they are factually accurate as well as fully conveying the meaning intended.

This belief is known as ‘Imposter Syndrome’, a term which was first termed in the late 1970s.

Regardless of what level of success they may have achieved in their chosen field of work or study, or what external proof they may have of their competence, those with the syndrome remain convinced internally that they do not deserve the success they have achieved and are actually frauds.

It seems to affect women leaders significantly more than men and if this is true it would seem valuable to understand more about it. Imposter Syndrome expert Valerie Young says that it is not about low self-confidence but about chronic self-doubt. Why might this affect women more?

I remember many years ago as a psychology undergraduate researching the snappily titled “gender differences in the attribution of success and failure”. It would seem to be relevant – here’s what this area of research suggests: men and women significantly differ in how they account for success and failure. Women tend to attribute their success to external factors outside of their control (eg., the task was easy, I was lucky) and attribute their failure to internal factors (I didn’t work hard enough, I was not sufficiently competent). Men on the other hand are significantly more likely to do the reverse, attributing success to internal factors, and failure to external factors outside of their control. This has been repeated a number of times and these findings are consistently found across many cultures. My own research looked to establish the age at which this difference might be seen and found clear evidence of it among 6 year olds…

What are the implications for women leaders and indeed for those of us who coach them? I am interested for example in how using cognitive behavioural coaching and examining core beliefs might help in this area.

I’d love to hear from you – what are your experiences?

Sarah works with companies to help their people achieve their performance, development and career goals. If you or your organisation would like to know more, get in touch to see how we can help T: 01954 718037 or 07711 503382

© managingchange 2011