Newsletter 287 - School Leadership Development - Coaching - PART 7

The Leader as Coach

by Herminia Ibarra and Anne Scoular November–December 2019 Issue (Internet)

Once upon a time, most people began successful careers by developing expertise in a technical, functional, or professional domain. Doing your job well meant having the right answers. If you could prove yourself that way, you’d rise up the ladder and eventually move into people management—at which point you had to ensure that your subordinates had those same answers.

As a manager, you knew what needed to be done, you taught others how to do it, and you evaluated their performance. Command and control was the name of the game, and your goal was to direct and develop employees who understood how the business worked and were able to reproduce its previous successes.

Not today. Rapid, constant, and disruptive change is now the norm, and what succeeded in the past is no longer a guide to what will succeed in the future. Twenty-first-century managers simply don’t (and can’t!) have all the right answers. To cope with this new reality, companies are moving away from traditional command-and-control practices and toward something very different: a model in which managers give support and guidance rather than instructions, and employees learn how to adapt to constantly changing environments in ways that unleash fresh energy, innovation, and commitment.

The role of the manager, in short, is becoming that of a coach.

  • This is a dramatic and fundamental shift, and we’ve observed it firsthand.
  • Over the past decade, we’ve seen it in our ongoing research on how organizations are transforming themselves for the digital age; we’ve discerned it from what our executive students and coaching clients have told us about the leadership skills they want to cultivate in themselves and throughout their firms; and we’ve noticed that more and more of the companies we work with are investing in training their leaders as coaches.
  • Increasingly, coaching is becoming integral to the fabric of a learning culture—a skill that good managers at all levels need to develop and deploy.
  • We should note that when we talk about coaching, we mean something broader than just the efforts of consultants who are hired to help executives build their personal and professional skills.
  • That work is important and sometimes vital, but it’s temporary and executed by outsiders.
  • The coaching we’re talking about—the kind that creates a true learning organization—is ongoing and executed by those inside the organization.
  • It’s work that all managers should engage in with all their people all the time, in ways that help define the organization’s culture and advance its mission.
  • An effective manager-as-coach asks questions instead of providing answers, supports employees instead of judging them, and facilitates their development instead of dictating what has to be done.

Companies are moving away from traditional command-and-control practices.

This conception of coaching represents an evolution. Coaching is no longer just a benevolent form of sharing what you know with somebody less experienced or less senior, although that remains a valuable aspect. It’s also a way of asking questions so as to spark insights in the other person. As Sir John Whitmore, a leading figure in the field, defined it, skilled coaching involves “unlocking people’s potential to maximize their own performance.” The best practitioners have mastered both parts of the process—imparting knowledge and helping others discover it themselves—and they can artfully do both in different situations.

It’s one thing to aspire to that kind of coaching, but it’s another to make it happen as an everyday practice throughout the many layers of an organization. At most firms, a big gap still yawns between aspiration and practice—and we’ve written this article to help readers bridge it. We focus first on how to develop coaching as an individual managerial capacity, and then on how to make it an organizational one.

The leadership as a coach

You’re Not as Good as You Think (Internet)

  • For leaders who are accustomed to tackling performance problems by telling people what to do, a coaching approach often feels too “soft.”
  • What’s more, it can make them psychologically uncomfortable, because it deprives them of their most familiar management tool: asserting their authority.
  • So they resist coaching—and left to their own devices, they may not even give it a try. “I’m too busy,” they’ll say, or “This isn’t the best use of my time,” or “The people I’m saddled with aren’t coachable.”
  • In Daniel Goleman’s classic study of leadership styles, published in this magazine in 2000, leaders ranked coaching as their least-favorite style, saying they simply didn’t have time for the slow and tedious work of teaching people and helping them grow.

Even if many managers are unenthusiastic about coaching, most think they’re pretty good at it. But a lot of them are not. In one study, 3,761 executives assessed their own coaching skills, and then their assessments were compared with those of people who worked with them. The results didn’t align well. Twenty-four percent of the executives significantly overestimated their abilities, rating themselves as above average while their colleagues ranked them in the bottom third of the group. That’s a telling mismatch. “If you think you’re a good coach but you actually aren’t,” the authors of the study wrote, “this data suggests you may be a good deal worse than you imagined.”

With the right tools and support, almost anybody can become a better coach.

  • Here’s roughly how these conversations unfold.
  • The executives begin with an open-ended question, such as “How do you think things are going?”
  • This invariably elicits an answer very different from what they expected.
  • So they reformulate the question, but this, too, fails to evoke the desired response.
  • With some frustration, they start asking leading questions, such as “Don’t you think your personal style would be a better fit in a different role?”
  • This makes the direct report defensive, and he becomes even less likely to give the hoped-for answer.
  • Eventually, feeling that the conversation is going nowhere, the executives switch into “tell” mode to get their conclusion across.
  • At the end of the exercise, no one has learned anything about the situation or themselves.

Different Ways of Helping

To get managers thinking about the nature of coaching, and specifically how to do it better in the context of a learning organization, we like to present them with the 2×2 matrix below. It’s a simple but useful tool. One axis shows the information, advice, or expertise that a coach puts in to the relationship with the person being coached; the other shows the motivational energy that a coach pulls out by unlocking that person’s own insights and solutions.

Styles of Coaching

More info
put in

1. Directive

4. Situational

Less info
put in

2. Laissez-faire

3. Nondirective


Less energy
pulled out

More energy
pulled out

  • At the upper left, in quadrant 1, is directive coaching, which takes place primarily through “telling.” Mentoring falls into this category.
  • That said, coaching is not always the answer. There may be times when all team members are productively getting on with their work, and the right approach to managing them is to leave them alone. This approach, which we call laissez-faire, appears in quadrant 2.
  • At the bottom right, in quadrant 3, is nondirective coaching, which is built on listening, questioning, and withholding judgment. Managers here work to draw wisdom, insight, and creativity out of the people they’re coaching, with the goal of helping them learn to resolve problems and cope with challenging situations on their own. It’s an approach that can be highly energizing for those being coached, but it doesn’t come naturally to most managers, who tend to be more comfortable in “tell” mode.
  • At the top right, in quadrant 4, is situational coaching, which represents the sweet spot in our framework. All managers in a learning organization should aspire to become expert at situational coaching—which, as its name suggests, involves striking a fine balance between directive and nondirective styles according to the specific needs of the moment.

The GROW Model

One of the best ways to get better at nondirective coaching is to try conversing using the GROW model, devised in the 1980s by Sir John Whitmore and others. GROW involves four action steps, the first letters of which give the model its name. It’s easy to grasp conceptually, but it’s harder to practice than you might imagine, because it requires training yourself to think in new ways about what your role and value are as a leader.

The four action steps are these:


When you begin discussing a topic with someone you’re coaching, establish exactly what he wants to accomplish right now. Not what his goals are for the project or his job or his role in the organization, but what he hopes to get out of this particular exchange. People don’t do this organically in most conversations, and they often need help with it. A good way to start is to ask something like “What do you want when you walk out the door that you don’t have now?”


With the goal of your conversation established, ask questions rooted in what, when, where, and who, each of which forces people to come down out of the clouds and focus on specific facts. This makes the conversation real and constructive. You’ll notice that we didn’t include why. That’s because asking why demands that people explore reasons and motivations rather than facts. In doing that, it can carry overtones of judgment or trigger attempts at self-justification, both of which can be counterproductive.

During this stage, a good reality-focused question to ask is “What are the key things we need to know?” Attend carefully to how people respond. Are they missing something important? Are they talking about operational issues but forgetting the human side of the equation? Or the reverse? When you ask people to slow down and think in this way, they often lose themselves in contemplation—and then a light comes on, and off they go, engaging with the problem on their own with new energy and a fresh perspective. This step is critical, because it stops people from overlooking pertinent variables and leaping to conclusions. Your job here is just to raise the right questions and then get out of the way.


When people come to you for coaching, they often feel stuck. “There’s nothing I can do,” they might tell you. Or “I have only one real option.” Or “I’m torn between A and B.”

At this point your task is to help them think more broadly and more deeply. To broaden the conversation, sometimes it’s enough to ask something as simple as “If you had a magic wand, what would you do?” You’d be surprised how freeing many people find that question to be—and how quickly they then start thinking in fresh, productive ways. Once they’ve broadened their perspective and discovered new options, your job is to prompt them to deepen their thinking, perhaps by encouraging them to explore the upside, the downside, and the risks of each option.


This step also doesn’t usually happen organically in conversations, so again most people will need help with it. The step actually has two parts, each involving a different sense of the word will.

In the first part you ask, “What will you do?” This encourages the person you’re coaching to review the specific action plan that has emerged from your conversation. If the conversation has gone well, she’ll have a clear sense of what that plan is. If she doesn’t, you’ll need to cycle back through the earlier steps of the GROW process and help her define how she’ll attack the problem.

Situational coaching involves balancing directive and nondirective styles.

The second part involves asking people about their will to act. “On a scale of one to 10,” you might ask, “how likely is it that you will do this?” If they respond with an eight or higher, they’re probably motivated enough to follow through. If the answer is seven or less, they probably won’t. In that case you’ll again need to cycle back through the earlier steps of the process, in an effort to arrive at a solution they are more likely to act on.

Of course, workplace coaching usually takes place outside of formal coaching sessions. Most often, it happens in brief exchanges, when a manager might respond to a request for help by posing a single question, such as “What have you already thought of?” or “What really matters here?” When more of those interactions occur—when you notice your managers growing increasingly inquisitive, asking good questions, and working from the premise that they don’t have all the answers—you’ll know you’re on the right track.

Coaching as an Organizational Capacity

So far, we’ve focused on coaching as a managerial skill. That’s a vital first step, but to transform your company into a genuine learning organization, you need to do more than teach individual leaders and managers how to coach better. You also need to make coaching an organizational capacity that fits integrally within your company culture. And to succeed at that, you must effect a cultural transformation that involves the following steps.

Articulate the “why.”

Managers and professionals are busy people. If coaching strikes them as simply the latest fad being pushed by HR, they will roll their eyes and comply with the requirements as minimally as possible. If you want them to embrace coaching as not just a personal skill but also a source of cultural strength, you’ll have to make clear why it’s valuable for the business and their own success.

A good “why” inevitably connects coaching to an organization’s mission-critical tasks. Consider the example of the international law firm Allen & Overy. When David Morley, then the senior partner, decided to make coaching a key part of the firm’s leadership culture, he began talking with his colleagues about the importance of high-value conversations. Morley is an alumnus of one of our (Anne’s) leadership coach trainings. “My pitch,” he told us, “was this: ‘As a senior leader, you have roughly 100 conversations a year that are of particularly high value—in the sense that they will change your life or the life of the person you’re talking to. We want to help you acquire the skills to maximize value in those 100 conversations, to unlock previously hidden issues, to uncover new options, and to reveal fresh insights.’ That resonated. Almost everybody in a key leadership position at the firm recognized that they struggled with how to make the most of those conversations, and they could readily see that they lacked skills.”

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