Prescriptive Executive Coaching:
A Cognitive Behavioral Model for Executive Coaching
Executive coaching (EC) has become a practical, competency-based, and action
oriented model for helping individuals at virtually every level of management to have
greater success and a more positive impact on their work, on those with whom they
work, and on their personal lives. The present workshop proposal has grown out of a
confluence of work and ideas that merge the “action impact” nature of executive
coaching with a theoretical and applied model that has grown out of cognitive
behavioral theory (CBT).
The basic tenets of CBT offer a superb fit with EC. The executive coaching/
consultation model must meet several criteria. It must be short term, time-limited,
focused, highly structured, realistic, immediately useable, problem-oriented, solution-
focused, structured, multi-dimensional, dynamic, and prescriptive. No one coaching
protocol can possibly fit all possible contingencies. It is essential for the
coach/consultant to construct a coaching plan for each skill level, expressed need, and
assessed skill set of the recipient of the executive coaching whether the recipient is an
individual, a team, or an organization.
The prescriptive issues revolve around the issues of what works for whom? Under
what circumstances? In what settings? When is it most likely to be effective? What
are the predictors and mediators of change? What factors will facilitate change?
What factors will impede change? How can the coach predict, within a reasonable
level of certainty, which route or combination and sequence of factors will yield the
greatest gain? What would be the time frame for optimal effect? What factors will
help to increase the dissipation of gain(s)? What factors will serve to increase the
maintenance of gain? Finally, how can a prescriptive model be built that is multi-
factorial and takes into account the behavioral (action), cognitive (perceptive),
environmental/interpersonal (situational), sociocultural (related to the individual’s
culture, subculture and organizational culture), and affective contexts (emotional) in
which we all live and operate? A substantial body of research indicates that CBT can
be efficacious for addressing a broad range of behavioral, affective, situational, and
perceptive difficulties. Our goal is to apply the empirically supported CBT model to an
area where it has had little exposure, that of executive coaching.
The goal of this course is to identify factors that distinguish subgroups of consultees
for whom a specific set and sequence of interventions may be helpful (i.e., what are
the moderators of outcome), and to identify mechanisms or processes that may
account for the effectiveness of the EC (i.e., what are the mediators of change). Most
coaches use an internal calculus, based on past experience to guide the consultation
process. That being said, decisions must be made. A prescriptive executive coaching
model is detailed to assist the coach in selecting broad strategies and specific
interventions for individual persons, settings, and circumstances.
After an introductory presentation that sets out the basis for the prescriptive EC
model, a number of applications will be detailed and discussed. This will involve a
definition of the specific dimension, clear operational definitions for all terms and
constructs used, and the goals of using this dimension. Based on the need (both
assessed and expressed) the value and purposes of that particular dimension would be
described.
This would be followed by an explication of the particular strategies for
implementation and the specific techniques that could be used in the coaching plan.
The applications of the model will be discussed and illustrated. For example, after
assessing the needs and skills of the individual or group and the several dimensions of
the individual or group’s present skill set, we would specify the expected behavioral or
“action impact. A second dimension would be to assess the cognitive processing skills
and content plus the desired outcomes. The third dimension would be the
environmental/interpersonal perspective. What are the environmental and interpersonal
elements to which the coach must attend? What is the culture and social system of
the organization? Finally what are the affective contexts in which the consultee
operates?
The overall goal has been to construct a multi-dimensional model for effective
prescriptive executive coaching.
The emphasis in the course will for the participants to take the ARC Survey and to
then use the data to derive their own “prescription for change.” The data to be used
in the workshop will be that generated by the participants.
At the conclusion of this workshop, participants will be able to:
Describe the basics of the prescriptive executive coaching model
Assess the expressed needs of individuals and settings
Use assessment data to write a prescription for change
Describe resistance and impediments to change
Sequence the elements of behavior, cognitions, situations, culture and emotions into a
prescription for change, in line with expressed and assessed needs
A Cognitive Behavioral Model for Executive Coaching
Executive coaching (EC) has become a practical, competency-based, and action
oriented model for helping individuals at virtually every level of management to have
greater success and a more positive impact on their work, on those with whom they
work, and on their personal lives. The present workshop proposal has grown out of a
confluence of work and ideas that merge the “action impact” nature of executive
coaching with a theoretical and applied model that has grown out of cognitive
behavioral theory (CBT).
The basic tenets of CBT offer a superb fit with EC. The executive coaching/
consultation model must meet several criteria. It must be short term, time-limited,
focused, highly structured, realistic, immediately useable, problem-oriented, solution-
focused, structured, multi-dimensional, dynamic, and prescriptive. No one coaching
protocol can possibly fit all possible contingencies. It is essential for the
coach/consultant to construct a coaching plan for each skill level, expressed need, and
assessed skill set of the recipient of the executive coaching whether the recipient is an
individual, a team, or an organization.
The prescriptive issues revolve around the issues of what works for whom? Under
what circumstances? In what settings? When is it most likely to be effective? What
are the predictors and mediators of change? What factors will facilitate change?
What factors will impede change? How can the coach predict, within a reasonable
level of certainty, which route or combination and sequence of factors will yield the
greatest gain? What would be the time frame for optimal effect? What factors will
help to increase the dissipation of gain(s)? What factors will serve to increase the
maintenance of gain? Finally, how can a prescriptive model be built that is multi-
factorial and takes into account the behavioral (action), cognitive (perceptive),
environmental/interpersonal (situational), sociocultural (related to the individual’s
culture, subculture and organizational culture), and affective contexts (emotional) in
which we all live and operate? A substantial body of research indicates that CBT can
be efficacious for addressing a broad range of behavioral, affective, situational, and
perceptive difficulties. Our goal is to apply the empirically supported CBT model to an
area where it has had little exposure, that of executive coaching.
The goal of this course is to identify factors that distinguish subgroups of consultees
for whom a specific set and sequence of interventions may be helpful (i.e., what are
the moderators of outcome), and to identify mechanisms or processes that may
account for the effectiveness of the EC (i.e., what are the mediators of change). Most
coaches use an internal calculus, based on past experience to guide the consultation
process. That being said, decisions must be made. A prescriptive executive coaching
model is detailed to assist the coach in selecting broad strategies and specific
interventions for individual persons, settings, and circumstances.
After an introductory presentation that sets out the basis for the prescriptive EC
model, a number of applications will be detailed and discussed. This will involve a
definition of the specific dimension, clear operational definitions for all terms and
constructs used, and the goals of using this dimension. Based on the need (both
assessed and expressed) the value and purposes of that particular dimension would be
described.
This would be followed by an explication of the particular strategies for
implementation and the specific techniques that could be used in the coaching plan.
The applications of the model will be discussed and illustrated. For example, after
assessing the needs and skills of the individual or group and the several dimensions of
the individual or group’s present skill set, we would specify the expected behavioral or
“action impact. A second dimension would be to assess the cognitive processing skills
and content plus the desired outcomes. The third dimension would be the
environmental/interpersonal perspective. What are the environmental and interpersonal
elements to which the coach must attend? What is the culture and social system of
the organization? Finally what are the affective contexts in which the consultee
operates?
The overall goal has been to construct a multi-dimensional model for effective
prescriptive executive coaching.
The emphasis in the course will for the participants to take the ARC Survey and to
then use the data to derive their own “prescription for change.” The data to be used
in the workshop will be that generated by the participants.
At the conclusion of this workshop, participants will be able to:
Describe the basics of the prescriptive executive coaching model
Assess the expressed needs of individuals and settings
Use assessment data to write a prescription for change
Describe resistance and impediments to change
Sequence the elements of behavior, cognitions, situations, culture and emotions into a
prescription for change, in line with expressed and assessed needs
 |
| |
 |
| |
 |
| |
 |
| |
 |
| |
 |
| |
 |
| |
 |
| |
 |
| |
 |
| |
 |
| |
|
| |
|
