Professional Documents
Culture Documents
K ELL O G G S CH O OL O F MA N A G E ME N T
Offering Thinking Partnership helping a performer use better cognitive frameworks and methods to think
more clearly and with higher quality to raise their game when solving problems, making decisions, and getting
important things done.
Giving Expert Advice providing options and alternatives based on expertise, experience and tested
evidence. Helping performers to expand perspective and see a range of alternatives they had not
considered. Opening their mind to options and possibilities they had not seen before.
Demonstrating Role Model Behavior showing performers an example of behavior and competence that is
specifically applicable to the developmental steps they need and want to take now - giving them a "model in
action" of archetypal excellence they can use to take that step.
Sponsorship and Advocacy - Helping performers gain exposure, receive recognition, be noticed, and build
their network of key relationships. Facilitating access to opportunities and experiences from which they can
grow and advance. Advocating for them in discussions regarding new opportunities for increased
responsibility and scope.
I have rarely seen anyone employ all five of these skills for another person. I did observe an enlightened
chairman do much of this for one of his children who wanted to grow to lead the business. It was so private
and sensitive that even as the head of leadership development and succession planning for this global firm, I
only brushed the edges of their relationship. It is interesting and important to note that this chairman had
seen this done before. His father had done it for him when he was a young man.
To merely ask leaders to do these things without helping them cultivate the skills can be highly counterproductive. Effective development processes provide training in these skills in a way that complements the
organizations developmental planning, succession, and talent practices. Such training can provide a huge
talent advantage to a company that desires to grow in a sustainable way.
K ELL O G G S CH O OL O F MA N A G E ME N T
line retailing and it is becoming a critical element of our business model. Measurement of coaching success
becomes a viable possibility when the desired change is clearly defined and a baseline measurement of
current performance is made at the onset. This provides a practical basis for creating coaching capability.
The answer to question two regarding the scalability of coaching in a cost effective way is clearly yes. Case
based training allows peers to learn coaching skills while working on real issues. The aim of this training is for
the participant to master the skills for coaching their direct reports, their peers and even their bosses while
making progress on their own issues during and after training sessions.
Leaders are not selected with coaching skill as one of the key criteria
We do not evaluate their coaching effectiveness as a part of their review
We do not compensate or reward them for coaching effectiveness
The people at the top of the organization do not coach their direct reports
There is no training or development in coaching skills
Given this common profile, it is little wonder that coaching skills are rare in most organizations. This profile is
starting to change. By creating a system that melds the three elements of planning, coaching, and culture in
which a CEO is actively involved, an organization can create a talent engine for growth.
Fred Harburg
Executive Director of the Kellogg Executive Leadership Institute
Kellogg School of Management, Northwestern University