Web viewElaborating on goals further, Kilburg (1997) and Sperry (2008) emphasize that it facilitates reaching goals through improved personal satisfaction, professional performance

Leadership Development through Executive Coaching: An Interpretative

Phenomenological Analysis to Understand How Leaders Make Sense of

Their Development

A working paper by Duminda Rajasinghe

York St John University, Lord Mayor’s Walk, York, YO30 7AS

Email: [email protected]

UFHRD_2015 © Duminda Rajasinghe

mailto:[email protected]

Abstract

Purpose – The purpose of this paper is to explore how leaders who experience executive

coaching make sense of their development to understand how executive coaching develops

business leaders. This PhD research aims to develop a heuristic device to demonstrate how

executive coaching develops business leaders.

Design/methodology/approach – Business leaders’ individual experience on executive

coaching is explored using interpretative phenomenological analysis (IPA)

Findings – This is a working paper that attempts to communicate an undergoing PhD

research idea and its possible implications. So there are no findings at this juncture.

Research limitations/implications – The research does not attempt to prove or test anything

so does not cater to the needs of the people/professionals or the organisations that are keen on

objective realities. Subjective and humanist nature of the research also does not encourage

any generalisations.

Practical Implications – The research aims to develop a heuristic device to demonstrate how

executive coaching delivers leadership development which intends to lay a sound foundation

for an evidence base practice in the field of executive coaching.

Social Implications – Research addresses a demand in the current business environment for

an effective intervention for developing leaders.

Originality/ value – This research explores coachees’ perspective on executive coaching’s

results delivery in an era where coach perspective dominate the scholarly research. The case

study organisation in the UK financial sector also brings a unique perspective into this

research and the methodology employed.

Keywords - Executive coaching, leadership development, IPA


Introduction

The research was initiated to understand how executive coaching delivers leadership

development in business organisations. The literature review and evaluations were of high

importance to lay a sound foundation for the research and also to understand research gaps in

executive coaching.

Driven by personal interest and then understanding the literature voids in executive

coaching’s results delivery, leadership development in particular, the interest was further

strengthen. Industry demand and scarcity of scholarly research (De Hann, et al., 2013) were

also informed this research.

Critical evaluation of literature enhanced the idea further and highlighted the importance of

understanding contextual and subjective nature of the subject areas under study. Despites the

demand for positivist studies (Passmore, 2011), the scholars (Passmore and Filley-Travis

(2011) agree that there is a pivotal role for qualitative research in the field to play. In

addition, most of the coaching researches are also based on coach perspective (Garvey et al.,

2014) where positives have been communicated.

Therefore, this PhD research focuses on coachees’ perspective to understand how executive

coaching delivers leadership development employing a qualitative research approach,

interpretative phenomenological analysis (IPA). The paper set the context of the research

through a critical evaluation of the literature and then justifies its philosophical

underpinnings. Then the way the analysis is carried out is explained and discusses the

importance of the research to wider community.

Literature Review

Leadership Development

New organisations and work modes have been demanding new ways of managing and

leading (Owens and Hekman, 2012; DeRue and Asford, 2010). This in turn, required modern

leaders to continue their development in businesses (Hernez-Broome & Hughes, 2004).

Organisational success has also been attributed to leadership (Kouzes and Posner, 2012), so


innovative and inspirational leadership is a valuable commodity in modern organisations.

Consequently, organisations have placed a high emphasis on developing leaders to the above

demands (CIPD, 2012) and leadership development now is a multibillion global industry

(Riggio, 2008).

However, despite the level of investment on leadership development, the recent CIPD (2012)

annual report shows that the leadership skills required for modern businesses remain

unimproved. Another CIPD report (CIPD, 2011a) indicates that only 50% of organisations

who took part in the survey rate their talent management activities as effective. The same

report emphasises that most organisations (77%) rate developing high-potential leaders is

among the top priority in their talent management initiatives. Identifying a deficit in

leadership skills required for future challenges (CIPD, 2012), modern organisations are keen

to develop their leaders to ensure sustainability (CEB, 2013). With the changes in the

environment, the skills required to be an effective leader have also been changed dramatically

(Petrie, 2011).

The remedy is to cope with such demands from the environment, is to develop leaders (Day

at el., 2014). There is evidence that ancient writers such as Confucius, Aristotle, Socrates and

Plato considered leadership as a prime shaper of societies (Kakabadse and Kakabadse, 1999)

and it is a perennial that has its roots in old testament, ancient china and 16 th century Italy

(Safferstone, 2005). However, leadership and leadership development have taken greater

importance than ever before in recent times (Day at el., 2014).

Moreover, recent thoughts on leadership and leadership development highlight the

contextual nature of it (Hanks, 2012; Klenke, 2008). Northouse (2013) reiterates and confirm

this saying that 21st century scholars agree that there is no common definition for it. Osborn et

al (2002) emphasise that “leadership is subjectively identifiable patterns of influence

attempts” (p.805) and leadership development to them is iterative, multi-relational and

contextual. Turesky and Gallagher (2011) introduce leadership development as a highly

individualised process. In addition, Kark (2011) highlights social nature of leadership and the

idea that effective “leadership development (…) best occurs in interpersonal context” (p.509).

Day (2001) calls this modern perspective in leadership development as social capital based

leadership development and he goes on to define it as:


“an integration strategy by helping people understand out to relate to others, coordinate their

efforts, build commitments and develop extended social networks by applying self-

understanding to social and organisational imperatives” (p:586) .

Executive Coaching context

Executive coaching is highly regarded as a collaborative relationship between client/cochee

and the coach (Jowett, et al., 2012; Kilburg, 2004; Thach and Heinselman 1999). Coach in

this relationship facilitates clients to be effective in their leadership roles (Ely,et al., 2010;

Kilburg,1996). Some other authors (Thach,2002; Abbott, et al.,2006) put goal attainment in

the heart of executive coaching and raise the importance of formally defined goals to reach

clients’ potentials. Elaborating on goals further, Kilburg (1997) and Sperry (2008) emphasize

that it facilitates reaching goals through improved personal satisfaction, professional

performance.

In addition, executive effectiveness, behavioural change and enhancing self-awareness

have also been discussed (De Villiers, 2012) as outcomes of executive coaching. Moreover,

Kombarakaran et al (2008) consider these outcomes as sources of performance improvement,

and goal achievement. Apart from these uses of executive coaching, it has also been used to

address performance issues in organisations (Hall, et al., 2000). Derailment, failing to

perform in higher levels in organisations (Inyang, 2013) has also been addressed through

executive coaching (Kempster and Isazatt-White, 2012). Therefore, it is argued that there are

multiple uses of executive coaching depending on the context and the purpose it is used for.

Levenson (2009) claims these multiple perspectives as the cause of executive coaching not

having enough clarity on what it delivers, how effective it is and in what context. However,

some interpret lack of clarity and industry’s struggle with definitions is due to its immature

evolving nature (Ives, 2008). Having subjective and humanist position to the subject, it can

also be argued that scholars and practitioners perhaps not discussing the same phenomena or

they are interpreting it different depending on the context. Garvey (2011) supports this view

saying, that “definitions in social activities such as coaching and mentoring, if informed by a

consensus view (…) becomes a diversity issue” (P.23). Emphasising, executive coaching’s

contextual nature here, Garvey neutralises the notion that its immaturity as the reason for not


having a universal definition. Having agreed on contextual and subjective nature of executive

coaching, the paper also argues that there cannot be universal definitions for it. This was

further supported by Garvey’s (2014) notion that coaching derives from person-centred

humanist philosophy. Therefore, this research recognises the contextual, subjective and

humanist nature of the executive coaching. The research also recognises executive coaching

as a leadership development intervention and discusses executive coaching in leadership

development perspective below.

Executive coaching as a leadership Development intervention

Joo, et al (2012) relating early motives of executive coaching emphasise that it emerged as a

product of leadership development programs. These authors interpret it as an intervention to

increasses opportunities to develop leadership skills (Gray 2006), knowledge (Perkins 2009)

and improve overall performance (Kilburg 1997). Executive coaching literature (De Haan, et

al., 2013; Nelson at el, 2011; Levenson, 2009; Passmore and Gibbs, 2007) highlights the

developmental perspectives and sees it as an individualised experiential leadership

development practice. These authors further argue that executive coaching is a distinct form

of learning and development where feedback is constructively used to enhance performance.

Literature (De Villiers 2012; Segers, et al., 2011;Benett and Bush,2011; Perkins 2009;

Kombarakaran, et al., 2008; Day 2001) also emphasised that leadership development as the

mostly cited reason for executive coaching’s popularity and it is considered as the main

purpose of it. Further, executive coaching is a qualitatively different approach to leadership

development (Ely et al, 2010) and the definitions of coaching vary according to the underline

philosophy of approach, contextual focus and also the purpose of coaching (Walker – Fraser

(2011a). Therefore, the researcher recognised the importance of defining executive coaching

in its context considering the research question and the objectives.

The research question ‘how do leaders who experience executive coaching, make sense of

their development?’ influences the research to take the popular one-to-one view (De Hann et

al., 2013; Amstrong, 2012; Kilburg, 1996) of executive coaching. In addition, the notion that

executive coahing is a ‘collaborative relationship’ (Sperry, 2008; Grant, 2006; Kilburg, 1996)

between a client ( a leader) and a Coach (facilitatator) has also been taken into consideration

in generating the definition of executive coaching for the resesach. Further attention has been


given to the mostly cited reason for executive coaching’s popularity, ‘leadership

development’ and embeded it to the definition considering the research interest.

Uncovering definitions of executive coaching from different sources, collating different

thoughts from schollars and the nature of the subjects under investigation, executive coaching

was defined for this research as;

“a formal one-to-one collaborative relationship between client and a coach that facilitates

client becoming a more effective leader”

So, the research takes this stand on executive coaching as an individualised, targeted

developmenal intervention and seeks to explore how it develops business leaders. As was

stated above, the paper employs IPA as its research methodology to strategise the process of

answering the research questions to facilitate further understanding on how executive

coaching delivers leadership development.

Justification of the methodological fit with the resarch question and how the approach taken

helps to create deeper understanding of how it works in developing leaders are discussed

below. As part of the discussion, the ontological and epistemological possitions of the

resesarch and also theoritical underpinings of IPA are evaluated and match with the reseach

question and its objectives.

Research Methodology

Philosophical Assumptions for the Research and IPA

The research takes Burrell and Morgain’s (1979) subjectivist approach to human science to

set the credibility to the research position further (Farquhar, 2012). This was considered

important as there is no unified set of techniques and philosophies to base qualitative research

(Manson, 2002) and compelling interest of qualitative research is to explore how things work

in a given context. In this case, exploring how executive coaching develops business

leadership, employing a homogeneous sample from a case study organisation.

The decision was highly informed by the research context and the subjects under

investigation. Further, the subjectivist nature of research question and the interest to explore


experience of coaching to deepen the understanding of how it develops leaders have also

influenced the decision.

Figure 1: A scheme for analysing assumptions about the nature of social science

(Burrel and Morgan, 1979:3)

Basing on these philosophical assumptions by Burrel and Morgan (1979), the researcher sets

the subject research on the subjectivist assumptions, where reality is considered a product of

human mind (Nominalism) (Burrel and Morgan, 1979; Johnson and Duberley, 2000). The

research is further set to assume that the knowledge is value and theory laden and accepts no

neutral grounds for knowledge as gathering objective and sense free data is impossible in the

social, organisational and subject contexts the research. Thus, the research takes the anti-

positivist epistemology (ibid) and also assumes that human actions are culturally derived and

not merely determined by the situation (Johnson and Duberly, 2000). The context of the

research and the background of the participants are important component of this research as it

is part of their sense making process. The researcher’s position as human resource

development practitioner and a lecturer also plays a role in making sense of the data in the

analysis. Therefore, there is no context and value free objectively driven focus in this

research.

The experience of individual leaders is the phenomenon of investigation to uncover the

ability of executive coaching to develop leaders. The research question depicts clearly as it


carries ideographic commitments exploring individual accounts. To answer the question,

research employs IPA as its approach informed by three philosophical underpinnings,

hermeneutics, phenomenology and ideography. IPA was considered a perfect match for the

research, considering philosophical assumptions of the research and the phenomenon of

investigation.

Moreover, the assumption of self-reflection is fundamental with IPA (Chapman and Smith,

2002) where it explores this self-reflection on human beings to form an understanding of how

individual human beings understand a particular experience (Wagstaff et al., 2014; Roberts,

2013). Thus IPA aims to understand how people make sense of their particular experience

(event, relationship, process etc.) in the context of their actual life world. This is

accomplished employing a homogeneous sample and semi-structured interviews in particular

where the research facilitates individuals to bring their executive coaching experience

forward naturally.

Data Analysis

IPA literature on data analysis does not prescribe one method for working with gathered data

(Palmer et al., 2010). But there is common set of principles that are applied (moving from

particular to the shared and from descriptive to interpretative, ibid). Moreover, analysis is

seen as iterative and inductive cycle (Smith, Flowers and Larkin, 2009). Qualitative analysis

is a personal and interpretative process which has no exception for IPA analysis (ibid). In

addition, the method facilitates analysing qualitative data in an ideographic and systematic

manner (Smith, 1996). This systematic process includes, close line-by-line analysis,

concentrating on three set of comments (descriptive, linguistic, and conceptual), at the initial

noting stage. Then the analyst attempt to identify the commonality across the case and search

connections within emerged themes before moving to the next case (Palmer et al., 2010).

Once the process is followed for each case, the analyst looks for themes across cases (Smith,

Flowers and Larkin, 2009)

The aim is to explore participants’ experience, cognitions and meaning making (ibid).

Analysis as described is a meaning making process through a dialogue with the data

(participants’ interpretation on their executive coaching experience) interpreting them in

different levels at each stage of analysis (Palmer et al., 2010). This is where the analysis


move from descriptive to interpretative as discussed above. The particular to shared

movement is where the analysis moves from individual cases to look at themes across cases.

Therefore, IPA allows researcher to understand individual sense making in their development

and also commonalities across cases on their development. This is very much of the interest

of the research as it attempts to understand ‘how leaders who experience executive coaching

make sense of their development?” and to develop a heuristic device to demonstrate how

executive coaching develop modern business leaders.

Discussion

The literature on coaching has been growing over the last few years in line with the growth of

the coaching practice (Garvey, et al., 2014; Passmore, 2010). However, most publications

were practitioner led. The recent focus of papers have been shifted to impact of coaching on

the coachee and also how activities of coach helps coachee to change (Passmore, 2010)

Therefore, Coachee has been a phenomenal focus to understand the effect of coaching which

is also the interest of this research. Coaching has been applied in various fields for diverse

range of purposes over the years from resolving relationship difficulties to peer coaching in

education, coaching to improve sales performance, interview performance, to learn new skills

etc. Coaching for executive development, the interest of this research is also an increasingly

important phenomenon of investigation. Significance of the paper is three fold; first one

comes from academia to produce established literature and to encourage further research.

Then the research, contributes to the practice to lead an evidence base results delivery. Third

contribution is where it attempts to fill an industry demands for an effective leadership

development, at a time the effectiveness of current interventions have been questioned.

Research idea was highly encouraged with evidence that the emergence of executive

coaching as a leadership development intervention is also accompanied by limited research

(Walker-Fraser, 2011)

Most executive coaching research are based on coach perspective (Garvey, et al., 2014, Joo,

2005). As a result, positives and effectives have been communicated (Western, 2012).

Therefore, there is a significant importance in research investigating perspectives of

coachees’ employing interpretative research using a phenomenological approach (Joo, 2005).


Passmore and Filley-Travis (2011) accept that there is space for all research paradigms in

coaching research. However, they recognise the importance of qualitative studies employing

accepted technique like IPA, grounded theory, Q-sort and discourse analysis to enhance the

understanding the richness of human interaction. With growing research and development in

the field, the process that underpins coaching has become clearer. Hence the focus of research

has been shifting to the next phase of theory development looking at effectiveness and the

impact on individuals and organisations. Moreover, the favoured methodology in qualitative

coaching research so far is content analysis (Ibid).

Therefore, employing IPA and also looking at individual accounts to understand how

executive coaching develops business leaders brings a unique perspective into practice of

executive coaching and scholarly research. The research also contributes to develop a

justification for investors in executive coaching contributing to a shift from perceived

abilities of the intervention to an evidence-based leadership development practice.

Conclusion

This paper seeks to draw scholarly and practitioner attention to a PhD research initiated to

create in-depth understanding of executive coaching’s results delivery in terms of leadership

development. Literature review confirms that there are voids on how executive coaching

develops business leaders and the literature is practitioner dominant. The research brings a

unique perspective to the field of executive coaching research, taking IPA as its approach and

also looking at coachees’ experience as the phenomenon of investigation. The research is

hoped to dissipate controversies on executive coaching’s abilities to develop leaders and

create greater clarity on how it works. It is also anticipated that this will provide a sound

evidence base for practitioners to justify their practice and also for organisations for an

effective leadership development intervention.

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Web viewElaborating on goals further, Kilburg (1997) and Sperry (2008) emphasize that it facilitates reaching goals through improved personal satisfaction, professional performance