1. The Evolving Landscape of Coaching
Graduate School Alliance of Executive Coaching
Organizational Overview
Friday April 20, 2012
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2. Topic Outline
GSAEC Overview…
 Mission & Vision
 Brief History & Organizational Profile
 Sample Activities and Accomplishments
 Priority: Academic Standards
Focus of Break-out Exploration…
 Coach Development Supply | Value Chain
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3. Mission and Purpose…
To lead graduate schools in advancing professional
education for executive and organizational
coaching.
Collaborative community of educators, researchers and
practitioners focused on strengthening the discipline & practice by:
Compiling, organizing, sharing and sponsoring research and scholarship that build
the executive and organizational coaching community and contribute to the body
of knowledge
Supporting academic institutions wishing to develop or re-design executive and
organizational coaching courses and programs
Establishing and fostering academic standards for graduate level courses and
programs
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4. History and Organizational Profile
 Incorporated in 2006 (trigged by early
conversations in 2004 between Dr. Stephen Brock
from Kennesaw State University and Dr. Ray
Forbes with Dr. John Brent from Franklin University
to discuss establishing university-based coaching
program);
 First Annual Meeting of the Board
in January of 2007 (2 priorities: draft
academic guidelines & gather information about
academic institutions in North America offering
graduate education in the field of executive &
organizational coaching); and
 Today, Institutional Members
committed to offering high-quality
coach education (via courses, degree
concentrations, degrees & certificate programs)
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5. Institutional Members
Auburn Theological Seminary
The Auburn Coaching Institute
Faculty of Leadership & Organization,
Ross School of Management Development & Coaching (Canada)
and Leadership
University of Pennsylvania
College of Arts and Sciences
Teacher College, Department of Organization & Leadership |
Coles College of Business Columbia Graduate School of Business
School of Human and
Organization Systems McColl School of Business
University of Witwatersrand
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6. Activities and Accomplishments…
Two Foundational Research Studies
 2006: Pilot project identified 123 independent universities in the US with
coaching programs.
 Outcome: Data-base of graduate level courses, certificates, and degree
programs in coaching (Scope – Business, Education & Social Sciences)
 Download: http://www.gsaec.org/pdf/GSAEC_Version_of_Research.pdf
 2007: Coaching as an Academic Discipline
 Sponsor: GSAEC received a grant from the Foundation of Coaching
 Focus: identifying a shared body of knowledge within the community, built on
the 2006 pilot project by expanding the identification of academic institutions
in the US, and by including those in Canada, Britain, Ireland, Australia and New
Zealand
 Outcome: The Research Project Final Report describing more than 200
programs and the curriculum
 Download: http://www.gsaec.org/pdf/FINAL_V2_REPORT_2008.pdf
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7. Activities and Accomplishments…
Sample Conference Papers/Presentations/Panels
 2012: Action Learning Conversations - A Protocol for Group Coach
Supervision (Overview and Demonstration)
 2nd International Conference in Coaching Supervision (June 23, 2012, Oxford
Brookes University)
 2012: Coaching graduate education: From wild west to established
territory.
 Academy of Management Conference (Boston, MA, August 6, 2012)
 Bennett, J.L., Bush, M.W., Campone, F., Diochon, P.F., & Page, L. J.
 2012: Best Practices, Coaching Made Impactful
 CentACS User’s Conference (Charlotte, NC. April 20, 2012)
 John Bennett, McColl School of Business, Queens University of Charlotte
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8. Activities and Accomplishments…
Conference Papers/Presentations/Panels
 2012: The Current State of Professional Certification, Academic Degrees,
and Training Programs for Executive Coaches.
 Conference Board’s Executive Coaching Conference (March 26-28, 2012 in
New York City)
 Moderator: John Bennett, McColl School of Business, Queens University of
Charlotte & GSAEC President
 Panelist: Janet Harvey, president of the International Coach Federation (ICF);
Shawn O’Brien, vice president, Center for Credentialing & Education; Lise
Lewis, president of the European Mentoring and Coaching Council (EMCC);
and Laura Atwood, president of the Association of Coach Training
Organizations (ACTO).
 2012: Creating awareness and effective communication as facilitative
executive coaching competencies - Reviewing literature to informal
practice and future research
 Academy of Human Resource Development (Denver, CO. March 3, 2012)
 Terry Maltbia & Victoria Marsick, Columbia University; Rajashi Ghosh; Drexel
University
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9. Activities and Accomplishments…
Academic Conference Papers/Presentations
 2011: Executive coaching style: In search of a taxonomy.
 European Coaching & Mentoring Council’s Research Conference,
Amsterdam, Netherlands
 Presenter: Bennett, J., McColl School of Business, Queens University of Charlotte
& GSAEC President
 2011: If Coaching is the Answer, What is the Question?”
 1st International Conference on Coaching Psychology hosted by the Interest
Group in Coaching & Consulting Psychology of the Society for Industrial and
Organizational Psychology of South Africa, Pretoria, SA, 26-27 May 2011
 Skill Session Facilitators: Linda Page & Natalie Cunningham.
 2011: Establishing trust and presence as executive coaching
competencies – Reviewing literature to inform practice and future
research.
 Academy of Human Resource Development (Schaumburg, IL, CO. February
23-26 – Cutting Edge Best Paper Winner Award)
 Terry Maltbia & Victoria Marsick, Columbia University; Rajashi Ghosh; Drexel
University
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10. Activities and Accomplishments…
Academic Conference Papers/Presentations
 2010: High impact coaching for organizational change.
 Organization Development Network, Fort Worth, TX.
 Presenters: Bennett, J., McColl School of Business, Queens University of Charlotte &
GSAEC President & Mary Wayne Bush.
 2010: New developments in mentor training
 9th Annual Coaching and Mentoring Conference, Johannesburg. 17 -18 March
2010.
 Presenter: Hilary Geber, Wits Business School, University of the Witwatersrand
 2010: New Perspectives in Executive Coaching
 Academy of Management Conference, Toronto, Canada (August 9th)
 Presenters: Ruth Orenstein (Former GSAEC President), Mary Wayne Bush, Ann Clancy,
Jacqueline Binkert & Linda Page
 2010: Learning from Experience Through the Executive Coaching
Competencies of Listening and Questioning.
 Academy of Human Resource Development (Knoxville, TN.)
 Terry Maltbia & Victoria Marsick, Columbia University; Rajashi Ghosh; Drexel University
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11. Activities and Accomplishments…
Academic Conference Papers/Presentations
 2010: Raising the Standards for Executive Coaching Education
 Conference Board The Executive Coaching Conference, March 28-30th, New York
City
 GSAEC Panel: Ruth L. Orenstein, Psy.D., University of Pennsylvania | School of Arts
and Sciences; Natalie Cunningham, University of Witwatersrand | Wits Business
School; Terrence E. Maltbia, Ed.D., Department of Organization & Leadership |
Teachers College, Columbia University; Linda Page, Ph.D., University of Toronto |
Adler School of Professional Studies; John L. Bennett, Ph.D., PCC., Queens University of
Charlotte | McColl School of Business; Mary Wayne Bush, Ed.D., Moderator, Member
of Conference Board Executive Coaching Conference Advisory Board.
 2009: Curriculum for an Academic Coaching Program
 Symposium presented at the Academy of Management Annual Conference,
Chicago, IL,
 Starr, L. M., Maltbia, T., Rogers, K., Brent, J., Brock, S., Bennett, J. & Orenstein, R. L.
 2008: Is Executive and Organizational Coaching an Academic
Discipline?
 Symposium presented at the Academy of Management Annual Conference,
Anaheim, CA,
 Starr, L. M., Maltbia, T., Rogers, K., Brent, J., Brock, S., Bennett, J. & Orenstein, R. L.
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12. Activities and Accomplishments…
Sample Peer-Review Articles | Dissertations
 Bennett, J. L., & Bush, M. W. (2011) High-Impact coaching for organizational
change. International Journal of Coaching in Organizations
 Bennett, J. L., & Bush, M. W. (2009). Coaching in organizations: Current trends and
future opportunities. OD Practitioner, 41(1), 2-7.
 Bennett, J. L. (2006). An agenda for coaching-related research: A challenge for
researchers. Consulting Psychology Journal: Practice and Research, 58(4), 240-248.
 Bennett, J. L., & Craig, W. (2005). Coaching eye for the OD practitioner. OD
Practitioner, 37(3), 29-34.
 Campoine, F., & Awal, (2012). Life’s thumbprint: The impact of life experiences on
coaches and their coaching. Coaching: An International Journal of Theory,
Research and Practice, v. 5, no.1.
 Deschamps B, Fatien P & Geindre S. (2010). "Accompagner le repreneur
d’entreprise : conduire, escorter mais aussi guider", 3, pp 77-88.
 Fatien P. (2007). "Apports et limites de l’instrumentation des compétences
relationnelles au travail", spécial issue "Les relations interpersonnelles dans les
organisations: problème ou ressource ?", 279, 20p.
 Fielder, J. F. & Starr, L. M. (2008). What’s the Big Deal? About Coaching Contracts.
International Journal of Coaching in Organizations, 6(4), 15-27.
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13. Activities and Accomplishments…
Sample Peer-Review Articles | Dissertations
 Geber, H.M & Visser, C.J (2012) Coaching and Institutional Support for Law School
Academics During Postgraduate Studies and for Increased Publications. The
International Journal of Learning. 18, (6) pp.173-186
 Geber, H.M. (2010) Coaching for accelerated research productivity in Higher
Education. International Journal of Evidence Based Coaching and Mentoring. 8,
(2) pp. 64 – 78.
 Orenstein, R.L. (2006). Measuring executive coaching efficacy? The answer was
right here all the time. Consulting Psychology Journal: Practice and Research.
 Orenstein, R.L. (2002). Executive coaching: It's not just about the
executive. Journal of Applied Behavioral Science, 38, 355-374.
 Orenstein, R.L. (2000). Executive coaching: An integrative model. Dissertation
Abstracts International, 61, AAT 9971459. (Winner of the American Psychological
Association, RHR International Outstanding Dissertation Award, 2001).
 Page, L. J. (2009). Neurosocial dynamics: Toward a unique and cohesive discipline
for organizational coaching. International Journal of Coaching in Organizations,
No. 1, 104-137.
 Page, L. J. (2003a). Adler and the profession of coaching, The Journal of Individual
Psychology, 59:86-93.
 Stein, I. F., & Page, L. J. (2010). Graduate study in executive and organizational
coaching: Considerations for program development. Journal of psychological
Issues in Organization Culture, 1(3), 56-64.
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14. Activities and Accomplishments…
Sample Book Chapters
 Bennett, J. L., & English, J. (2011). Executive Coaching Style: In Search of a
Vocabulary. In I. O'Donovan & D. Megginson (Eds.), Developing mentoring &
coaching research and practice (pp. 82-96). Marlborough, Wiltshire: European
Mentoring and Coaching Council
 Bennett, J. L., & Bush, M. W. (2012 publication pending). Executive coaching: An
emerging role for management consultants. In A. F. Buono (Ed.), Exploring the
professional identity of management consultants. Charlotte, NC: Information Age
Publishing.
 Bennett, J. L., & Rogers, K. (2012 publication pending). Skill acquisition of executive
coaches: A journey toward mastery. In A. F. Buono (Ed.), Exploring the professional
identity of management consultants. Charlotte, NC: Information Age Publishing.
 Campoine, F. (2011). Current Research on Coaching. In L. Wildflower and D.
Brennan, (eds.), The Knowledge Based Coaching Handbook. Jossey-Bass Business
& Management Series.
 Campoine, F. (2011). The Reflective Coaching Practitioner Model In Supervision. In
J.Passmore (ed.), Coaching: Supervision, Ethics and Continuous Professional
Development. Kagan.
 Campoine, F. (2008). Connecting the Dots: Coaching Research Past, Present and
Future. In D. Drake, D. Brennan and K. Gortz (eds.), The Philosophy and Practice of
Coaching. John Wiley & Sons.
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15. Activities and Accomplishments…
Sample Book Chapters
 Geber, H.M. (2006). Mentoring black junior academics at the University of the
Witwatersrand. In D. Megginson, D. Clutterbuck, B. Garvey, P. Stokes & R. Garrett-
Harris (eds.), Mentoring in Action: A practical guide. 2nd edition. pp 94-101.
London: Kogan Page. ISBN 0 7494 4496 7
 Harsch-Porter, Sherry (2011). Social Constructionism. In Wildflower and Brennan
(Eds.), The Handbook of Knowledge-Based Coaching, San Francisco: Jossey Bass.
 Marsick, V. J., & Maltbia, T. E. (2000). The Transformative Potential of Action
Learning Conversations: Developing Critically Reflective Practices Skills for
Coaches. In J. Mezirow & W. W. Taylor’s (eds), Transformative Learning In Practice:
Insights from Community, Workplace and Higher Education, pp. 160-171.
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16. Activities and Accomplishments…
Books and/or Research Proceedings
 Bennett, J.L. & Bush, M.W. (under contract) Coaching for change. New York:
Routledge.
 Bennett, J. L. & Campone, F. (Eds.). (2007). Proceedings of the fourth International
Coach Federation Coaching Research Symposium. Lexington, KY: International
Coach Federation.
 Campone, F., & Bennett, J. L. (Eds.). (2006). Proceedings of the third International
Coach Federation Coaching Research Symposium. Lexington, KY: International
Coach Federation.
 Fatien Diochon, Pauline (2012). Le coaching dans les organizations.
 Orenstein, R. L. (2007). Multidimensional Executive Coaching. Springer: New York.
 Rock, David & Page, Linda J. (2009). Coaching with the Brain in Mind: Foundations
for Practice. Hoboken, NJ: John Wiley & Sons.
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17. Why Academic Standards?
Context
 Popularity of executive and organizational coaching
 Unregulated industry with inconsistent/various credentialing and
accreditation processes
 Practice of professional associations certifying coaches and
accrediting coach training providers
Goal
 Establish a peer-reviewed and agreed upon body of
knowledge to influence the eventual setting of standards for
graduate education in executive and organizational coaching
 Partner with professional accreditation organization to ensure
separation in governance structure, clarity and market integrity
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18. Academic Standards
Four Board Objectives
 Objective 1: Establish standards for the graduate
academic education of executive and organizational
coaching;
 Objective 2: Stimulate a dialogue with graduate
academicians and their institutions around the world;
 Objective 3: Test a set of standards within graduate
academic institutions; and
 Objective 4: Co-design and implement an accreditation
process for graduate programs in the field of “executive
and organizational coaching” in coordination with a
professional accrediting organization.
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19. GSAEC’s FUTURE ROLE…
DO NOT DO
•Become a “professional •Maintain content stewardship
accreditation organization”
•Continuous research/refine
•Resource & time intensive
•Support “self-assessment”
•Crowded/competitive space
•Identify accreditation partner
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20. Section A Section B Section C Section D
Institutional Program Engagement & Quality and
Alignment Review Growth Sustainability
Standard #1 Standard #6 Standard #11 Standard #16
Program Mission & Curriculum and Professional Program Values &
Objectives Program Plan Practice and Ethical
Development Standards
Standard #2 Standard #7 Standard #12 Standard #17
Program Context Theory and Requirements for Faculty
Knowledge Coach Qualifications &
Supervision Supervision
Standard #3 Standard #8 Standard #13 Standard #18
Requirements for Core Coaching Requirements for Stakeholder
Admission Competencies Assessing Progress Relations (e.g.,
Students, faculty, etc.)
Standard #4 Standard #9 Standard #14 Standard #19
Program Coaching Cultural Diversity & Program
Administration & Process Individual Assessment /
Resources Differences Quality
Enhancement
Standard #5 Standard #10 Standard #15 Standard #20
Relationship with Business Contribution to Policies Regarding
Accrediting Body Acumen Body of Advertising &
Knowledge/Field Stating Claims
(Copyright 2011, Graduate School Alliance for Executive Coaching All Rights Reserved) 20

21. The Evolving Landscape of Coaching
Graduate School Alliance of Executive Coaching
Framing Break-out Exploration: Clarifying the Coach
Preparation and Development Supply/Value Chain…
Friday April 20, 2012
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22. Conceptual Clarity…
Accreditation Certificate of
• Institutional Completion
• Specialized
Credentialing:
Umbrella Concept
Learning Strategies
Licensure Certification/
Certify
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23. “Action Research” Conversation
The Ultimate Question: What are the “returns” from coach education and training to individuals,
other stakeholders (i.e., clients, buyers, sponsors, etc.), and society (including the economy)?
 Supply-Chain Characteristics  Value-Chain Characteristics
 Sources of supply/providers  Time: Duration & Sustainability
 Coordination of the flow of  Quality: Effectiveness &
“materials” into and out of an Efficiency
organization (includes internal
work flows)  Cost: Price & Use
Predictable and/or Enhanced Performance!
Guiding Questions…
 Q1. Who are the major “players”/”participants of the coach
development supply chain? (Tip: brainstorm as many as possible)
 Q2. What are their respective roles in adding value to the various
stakeholders? (Probes: What value do each contribute/indicators?)
 Q3. What might a “map” of the coach development supply/value
chain look like? (with an emphasis on education and training)
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24. Sample Supply Chain…
Certification/
Certify
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25. Learning: Key Distinctions…
 Emphasis: Practical Application |  Emphasis: Critical Thinking |
Capability Knowledge Exploration
 Time Frame: Shorter Term  Time Frame: Longer Term
Preparation for Specific Action Preparation for Life/Work
 Aim: Help learners understand the  Aim: Challenge learners to
“rules of engagement” and make- examine all options/possibilities
up of an externally developed via knowledge acquisition,
structure generation and dissemination
 Assumption of Effectiveness/  Assumption of Effectiveness/
Approach: Acquisition of abilities, Approach: Push existing
related attitudes, & dispositions to boundaries, reconfigure the
promote confident action (i.e., intellectual architecture of a
description, observation & problem, challenge or
feedback) opportunity
Source: Michael E. Echols, VP, Strategic Initiatives, Bellevue University (Its Time for Companies to Educate, In Chief Learning
Officer, April 2012, p. 10); Christopher Winch (1995), Education Needs Training, In Oxford Review of Education (21, 2, 315-327).
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