Behavior Modification in Coaching

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 Behavior Modification in Coaching

At the heart of the coaching process is the goal of maximizing an individual’s

potential. Without this quantifiable and tangible result, the coach has failed. The process of

achieving this is varied, but an effective coach must employ behavioral change techniques to

affect any lasting habits that sustain optimized performance in employees. Behavioral

modification is possible when the correct delivery mechanisms, techniques and methodology

are applied to effect beneficial, and dramatic, impacts on employee performance. (Goldsmith,

2000)

Opportunities for behavioral modification within the organization can present

themselves as employee or managerial complaints, poor performance statistics, observed

issues with one or several individuals (such as social withdrawal), and so on. It is important

to remember that the coach does not directly influence a coachee with respect to behavior

change. His job is to facilitate, nevertheless, involvement may increase at this phase of the

process than any other. Below is an approach to effecting the aforementioned behavioral

change, as well as implications for it.

Formulating an Action Plan

The successful completion of any process needs an action plan that articulates the

general objectives of that endeavor. The best action plans have enough details and clarity to

attain an objective. As such they will have a broad summary of the responsibilities, action

steps, measurements, objectives, and goals for each step. Where needed, they may even

contain budgets and dates. In the organization, this will entail coming up with the goals and

objectives that will ultimately lead to employee optimization. For example, where shyness in

public speaking is an issue in a profession that involves speaking to many people, the goal

might be to produce confidence in public presentations. (Croffoot et al.,2010) These goals

must be formulated with the collaboration of the coachee(s) and in line with professional

requirements. This means that the coach and coachee must formulate objectives that are

strictly designed to improve the employee’s performance in their job capacity, only.

Tangential benefits as a result of the training are fine, but professional ethics demand that

one’s vocation come first. The coach must consult management to determine the actual

behavior that they wish modified. The recommendations given will usually be job-related,

however, the mechanism that the coach goes about effecting this change is discretionary.

Further, the coach must be willing to give bold and uncompromising guarantees to

management concerning their desires, such as when managerial goals for coaching conflict

with employee needs that the coaching process can offer. Other elements of the action plan

such as dates, wherein the employee is expected to have improved in some measurable

element, budgets, that involve the employee’s output as a result of the coaching, and so on,

must be considered carefully. The coach will need to consult both the employee and

employer on such pertinent matters to accurately define the timeframe and parameters that he

is working within.

A key element of action planning is setting up the methods via which behavioral

change is to be measured. Depending on the behavior in question, the methods may vary,

however they may comprise of the following: (1) Managerial observations – where

management notes a marked improvement in employee behavior, such as group

synchronicity, cooperation, and so on; (2) Performance statistics – where the employee’s own

work output increases as a result of the coaching process; (3) Colleague feedback – where

fellow employees give opinions on the improvement of an individual.

Perspective Orientation

One of the coach’s most important tasks is to get to the root of employee belief

systems and views on various matters that affect their ability to maximize their potential. This

means confronting misconceptions about the coaching process, managerial machinations with

regard to employee welfare, and the employees’ own beliefs about behavioral change.

Employees and management will typically require results; however, the coach’s duty is to

deal with the mental attitudes of behaviors and the process to assure success. Correcting

assumptions about one’s problems, limiting factors, and their circumstances allows them to

take action and achieve their goals.

Support-Structure Implementation

One of the most powerful ways to empower employees is to give them adequate

support that ensures they can sustainably work towards their goals and maintain optimized

levels of performance. In organizations, this means putting the employee in a group (two-

person and upwards) that will empower their efforts. The group’s dynamics will depend on

the individuals being supported. An employee will have two sets of support: individuals who

aid them in attaining their respective goals, and are often affected by the employee’s actions,

and individuals who will observe (and/or measure) their actions and provide feedback.

Feedback

This crucial step is what allows the coach and coachees to determine whether their

efforts are having any success. The coach can initiate this feedback stage after a reasonable

time in which the foregoing steps have been in practice. (Gregory et al., 2008) Feedback will

comprise of several elements: the coachees’ own opinions about the process, including what

they feel worked and didn’t, managerial observations, measurement data from employee

processes or work output, and the coach’s own observations. These elements work in a loop
to continuously allow the participants of the coaching to identify, analyze, understand, and

propose solutions to problems or successes experienced in the process. Feedback will give the

way forward, in terms of a re-alignment of objectives, abandonment of current plans, or other

pertinent issues identified.

It is incumbent upon the coach to implement a feedback system that allows for

sustainable and positive behavioral change. This can occur in several ways. Where group

dynamics do not allow for a cohesive atmosphere the coach can request feedback concerning

different groups with each group individually, or through anonymous group feedback

instruments such as questionnaires, and surveys. Feedback can also be documented and

stored to allow for future referrals and archiving of important elements and suggestions.

Further, the coach can create a positive atmosphere where coachees provide feedback to one

another, through in-person exchanges of ideas as to solutions and ways forward.

Follow-Up

The last stage of behavioral modification in the coaching process involves follow-up.

While there does not exist a specific formula for it, a coach may typically implement a

follow-up schedule with their coachees on a periodic basis, such as monthly. It will involve a

brief overview of the coachees’ current status, well-being, performance levels, other pertinent

matters, or impromptu issues raised by the coachees. Follow-up will allow the coach to

determine whether overall goals for the process were met, the need to initiate further sessions,

and provide valuable data for the coach to use in future coaching. (Kombarakaran et al.,

2008)
Conclusion

Behavior modification, while sounding complicated and overly psychological is a

simple approach where the coach enables employees to address behavior that does not lead to

maximized productivity and professional well-being, and change it. The benefits of this

process are many: employees who maximize their potential and improve productivity will

feel more fulfilled, gain the recognition and praise of their peers and superiors, probably

attract monetary benefits, and attract intangible benefits, such as prestige. (Wasylyshyn et al.,

2006) Overall, an employee who has improved in various areas of their life as a result of the

coaching process will increase satisfaction and happiness in their professional life which may

translate into their personal ones, as well.

 References

Croffoot, C., Bray, K. K., Black, M. A., & Koerber, A. (2010). Evaluating the effects of

coaching to improve motivational interviewing skills of dental hygiene students.

American Dental Hygienists' Association, 84(2), 57-64.

Goldsmith, M. (2000). Coaching for behavioral change. Coaching for leadership, 21-26.

Gregory, J. B., Levy, P. E., & Jeffers, M. (2008). Development of a model of the feedback

process within executive coaching. Consulting Psychology Journal: Practice and

Research, 60(1), 42.

Kombarakaran, F. A., Yang, J. A., Baker, M. N., & Fernandes, P. B. (2008). Executive

coaching: It works! Consulting Psychology Journal: Practice and Research, 60(1),

78.

Wasylyshyn, K. M., Gronsky, B., & Haas, J. W. (2006). Tigers, stripes, and behavior change:

Survey results of a commissioned coaching program. Consulting psychology journal:

practice and research, 58(2), 65.