Presentation of findings from integrated literature review focused on selected listening and questioning theory and research to inform executive coaching practice and future research. Presented @ AHRD Internatioanl Research Conference in February 2010 with Rajashi Ghosh and Victoria Marsick.

1. Learning from Experience Through the Executive
Coaching Competencies of Listening and Questioning:
Reviewing Literature to Inform Practice and Future Research
Symposium 34: Learning, Collaboration & Problem Solving
Terrence Maltbia, Rajashi Ghosh & Victoria Marsick
February 27, 2010

2. Outline
Foundations
– Problem, Purpose and Research Questions
– Method: Conceptual Framework
Findings
– Selective Integrative Literature Review: (1) Listening and Questioning
Competencies & (2) Learning from Experience
Insights & Connections to HRD
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3. Research Foundations
Problem, Purpose, RQs, Method & Conceptual Framework

4. Framing Problem…
Drivers… Problem Statement
 Learning Demands on Leaders Lack of Agreement…
 Coaching as Supported LFE  Meaning & Role of Coaching
 Accelerated in Pace & Depth  Major Investment: 2 Billion + 2006
 Rapid Organizational Change Gap
 Learning & Competitive Advantage Lack of Clear Framework…
 Innovative Work Climates  Call for coach-specific research
 Attract/Retain Talent  Growing research interest (Grant 2008)
 None focused on providing empirical
 Top 5 Leadership Development
grounding of 2 central competencies
Practices (Grant 2008)
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5. Professional Associations
Association Coaching Competencies
International Since the early 1990s ICF has developed, refined, and promoted the use of 11 core coaching competencies: 1.
Coach Federation meeting ethical guidelines and profession standards 2. establishing the coaching agreement 3.establishing trust
(ICF) and intimacy with the client 4. coaching presence, 5. active listening, 6. powerful questioning 7. direct
communication 8. creating awareness (LFE) 9. designing actions 10. planning and goal setting 11. managing
progress and accountability.
Worldwide Since 1997 WABC has worked to define the emerging practice of business coaching and distinguish it from
Association of other forms of coaching—WABC promotes an elaborate competency structure where coaching skills is one of
Business Coaches the 3 major clusters—the skills include: working within established ethical guidelines and professional
(WABC) standards; agreeing on a clear and effective contract for the coaching relationship; establishing trust and
respect; establishing rapport; listening to understand; questioning effectively; communicating clearly;
facilitating depth of understanding (LFE); promoting action; focusing on goals; building resiliency;
managing termination of coaching; maintaining and improving professional skills.
International ICC has identified 9 key competencies coaches need to demonstrate as part of the certification process
Coaching including: 1. general (i.e., ethics, distinctions between process and content, and client choice) 2. knowledge
Community (i.e., background/ history of coaching, distinctions between coaching and other helping practices such as
(ICC) counseling and therapy, and criteria for testing process and outcomes) 3. relationship 4. listening 5. self-
management 6. enquiry and questioning 7. feedback (LFE) 8. goals, values and behaviors 9. design actions
and task.
GSAEC In 2007 GSAEC identified the following coaching skills as part of a broader, more comprehensive set of 20
academic standards targeted for university based coaching programs: 1. research and assessment skills 2.
questioning 3. listening 4. feedback (LFE) 5. challenging and constructive confrontation 6. encouraging 7.
process and facilitation skills and 8. education and change management skills.
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6. Problem & Purpose Statements
The problem this paper addresses grows out of the lack
of a clearly documented theory and research to support
the use of 2 commonly-espoused, core coaching
competencies of listening and questioning.
Our aim is to understand what evidence exists that support
claims of the centrality of listening and questioning as
conversational coaching competencies used by
practitioners to help clients learn from, and through their
experience, in order to achieve desired results.
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7. Research Questions…
In what ways are the concepts of listening, questioning,
and learning from experience defined in selected
literature?
In what ways does the available literature:
– (a) inform the practice of executive coaching (with an emphasis on
developing the core competencies of listening and questioning) and
– (b) suggest implications for further competency research in the area
of executive coaching in organizations?
Method: Selective Integrated Literature (Torraco 2005 & see our paper)
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8. Conceptual Framework
Goal, Reality, Obstacles/Options, Way Forward (GROW)
(Topic/Focus: of Coaching Conversation)
Coaching Competencies:
• Listening & Questioning
Concrete
• Others Experience
Active Reflective
Experimentation Observation
Theoretical Basis:
• Kolb (e.g., 1984, 2005a, 2005b)
• Roberts & Jarrett (2006) Abstract
• Whitmore (e.g., 2002, 1996) Conceptualization
• Gallwey (1971, 1980, 2001)
Goal Progress, Attainment, Outcomes
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9. Emergent Findings
Summary of Key Discoveries…

10. Executive Coaching Competencies:
Listening and Questioning
Structure of Findings…
Describe the various ways listening, questioning and
learning from experience have been defined
List the major components of each
Make connections between these concepts including
sample research
Outline insights gains from this inquiry
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11. Executive Coaching Competencies:
Listening, Questioning & LFE
Key Words…
“Definitions” Levels of Questions
– “Listening” and “Questioning” Taxonomy of Listening
Organizational Listening Question Hierarchies
Listening Competency Cross-cultural Listening
Questioning Skill Experiential Learning
Theory
Listening Style Learning from/through
Experience
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12. Executive Coaching Competencies:
Listening and Questioning
2 Sides of the Same Coin
Listening Questioning
Chronological Review (35 yrs 1974-2009)
• Two Schools of Thought… • Three major fields…
• 1. Intrapersonal (e.g., Goss, 1982; Wolvin & Coakley 1988) • Linguistics analysis, Education & Practical
• Cognitive Process (perceiving, remembering, attending to, • Common factors: (1) Thinking skills,
interpreting, understanding, assigning meaning, analyzing) (2) Learning Outcomes, & (3) Problem
• Listening as aspect of human intelligence solving
• 2. Relational Perspective (e.g., Rhodes 1993) • Bloom’s taxonomy
• Includes interpersonal skills of “responding” (e.g., Ridge 1993) • Behavior in context (Dillon 1990)
• Included in 50 definitions of listening (Glen 1989) • Three Cognitive Levels of Questions: (1)
• HURIER model (Brownell 1986) Input, (2) Processing & (3) Output
• Listening Style Profile (Watson, Barker & Weaver, 1985) Shepardson & Pizzini, 1991)
• Cultural Differences (e.g., Imhof & Janusik, 2006)
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13. Learning From Experience
Propositions inform practice of L & Q in Executive Coaching…
Proposition 1: Experience is the foundation of, and the stimulus for, learning (i.e., past,
present and anticipated) – questioning competencies as vehicle to surface relevant past, current
& anticipated experiences/listening to help make connection to personal history and potential,
future action;
Proposition 2: Learners actively construct their experience (i.e., mind-set, mental models
and/or worldview) – use of listening and questioning competencies to unearth client’s mental
models as prerequisite for deep & sustainable change;
Proposition 3: Learning is a holistic process (i.e., affective, cognitive, and behavioral) – use
questioning & listening to meet client as a “whole person” – with thoughts, feelings and behavioral
tendencies;
Proposition 4: Learning is socially and culturally constructed – surface & identify client’s—
taken-for-granted assumptions acquired through socialization can present an opening to attend to
expectations & conceptual baggage; and
Proposition 5: Learning is influenced by the socio-emotional context in which it occurs –
attend to inter-play between experience and the role others as supportive and/or then need to
address barriers that potentially impact goal attainment (Boud, Cohen, & Walker 1993, pp. 8-17).
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14. Insights
Listening and questioning foundational of ORID guided
dialogue process at the core of executive coaching
Key enablers…
– Kolb’s (1984) Experiential Learning Stages
– Jackson’s (1991) Science of Human Performance
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15. Coaching as Strategic Learning
Theoretical Basis…
Clarifying the
Science of Human Strategic
Performance (Jackson, Context
1991)
Informal & Incidental
Taking
Learning (Marsick & Identifying the
Watkins, 1990) Informed, “Vital Few”
Strategic Success
Action Factors
Experiential Learning
Cycle (Kolb, 1984)
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16. Phases—Core Questions/Data Forms…
Engagements/Sessions
Phase I Phase II Phase III
What’s up? What matters? What’s next?
Outcome
Focus: Learn for perspective
Outcome
Align: learn for knowledge Outcome
Perform: learn from Experience
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17. Coaching Process
PHASES & COMPONENT DESCRIPTIONS
Context Content Conduct
Entry and Contracting Feedback Action Strategies
(Trigger & Framing) (Giving and Receiving) (Experimentation &
Focus: Topic & Need/Fit Focus: Broaden Perspective & Pilots/Reflection-on-Action)
Implications Focus: Confidence & Capacity
Developmental Frames Exploring Options Growth & Renewal
(Mental Models/Worldview) (Payoffs & Unintended (Strategic Insight)
Consequences) Focus: Whole Person
Focus: Understand client’s Focus: Expand Options & Engagement / Sustain
baseline/self-concept & values Envision a Positive Future Progress
Situation Analysis Planning Execution
(Data Collection & (Priorities, Goals & Critical (Reflection-in-Action)
Synthesis) Success Factors) Focus: Adding Value – Making
Focus: From Data to Insight + Focus: From Aspiration to Value of Coaching Process
Reframing & Pivoting Commitment to Action Explicit
Phase I Outcome: Focus Phase II Outcome: Phase III Outcome:
(learn for perspective) Alignment (learn for Performance (learn from
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knowledge) experience) © Maltbia, Ghosh and Marsick (2010)

18. Integration—ORID: Conversation Tool,
Origins “Art Form Method”
What’s happening?
How am I
feeling/reacting?
CE RO
AE AC
What do I What does it
do/respond? mean?
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19. Four Level Guided Dialogue - ORID
OBJECTIVE DATA REFLECTIVE DATA
Focus… Focus…
Facts, observation and information (i.e., relatively direct Reactions, emotions, mood, feelings, and associations
observable data) (i.e., the impact of the external “reality” on you/others)
Access… Access…
What you (and/or others) see, hear, say or do (our senses) Images, related experiences, metaphor (highs/lows)
Learning Capability… Learning Capability…
Contextual Awareness (i.e., Context) – External Focused Contextual Awareness (perspective taking – Internal
Focused
DECISIONAL DATA INTERPRETATIVE DATA
Focus… Focus…
Options, Consequences & payoffs, priorities, goals and planning Patterns, themes, meaning and values (i.e., What really
matters)
Access…
Response, experiments/pilots, and execution Access…
Exploring for impact, significance, learning, and insight
Learning Capability…
Informed Action (leveraging contextual awareness and deep Learning Capability…
conceptual clarity – i.e., Conduct) – External/Internal Conceptual Clarity in formed by Context to Focus & Align
Priorities (i.e., Content) – External and Internal Focus
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20. Implications for HRD Practice
Theoretical and empirical support (definitions, taxonomies, types, levels and
types) for the inclusion of listening and questioning as core competencies in
coach preparation programs
Document important connections between the listening and questions
literature combined with “experiential learning theory” (i.e., listening and
questioning skills as enablers to question thinking, insight, & helping clients
take informed action)
Listening & questioning skills are both interactive and relational in ways that,
when taken together provide executive coaches with a foundation for using
dialogue to help their clients construct productive responses to the changing
demands of the world of work (including the cultural dimension)
The ORID serves as an integrating heuristic for informing coaching and
dialogue sessions in that it parallels Kolbs’ (1984) experiential learning cycle,
Argryis et al.’s (1985) ladder of inference stages to test assumptions, &
Jackson’s (1991) strategic learning framework to guide the coaching process
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21. Implications for Research
Devise a more complete picture of how different listening styles might
influence the effectiveness of dialogues in organizational coaching (Watson,
Barker, and Weaver’s 1995 Listening Styles Profile)
Explore data collected through instruments such as Learning Styles Profile (LSI),
Neethling Brain Inventory (NBI-thinking style) and Listening Style Profile (LSP) to
analyze the potential relationships (or interactions) among these constructs (i.e.,
learning from experience, listening and questioning) by creating a profile for
participants in preparation programs to provide a baseline to guide development
agenda
Expand understanding of the ORID framework by integrating a number of the
listening and questioning taxonomies presented in our paper to inform research
design (i.e., integrated into the 7 themes of attending, being a sounding board,
understanding, remembering, interpreting, evaluating and responding)
Collect and examine data about the coach’s and client’s observable learning,
thinking, and listening styles at the start, during, and at the end of coach
preparation programs through video recordings of the conversations between a
coach and the client, based on the listening and questioning taxonomies (these can
serve to guide HRD professionals to tailor coaching interventions in organizations)
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22. Learning from Experience Through the Executive
Coaching Competencies of Listening and Questioning:
Reviewing Literature to Inform Practice and Future Research
Symposium 34: Learning, Collaboration & Problem Solving
Terrence Maltbia, Rajashi Ghosh & Victoria Marsick
February 27, 2010