. 8
( 8)

four quadrants.

Four Examples of Monetary Value: Completing the
Case Studies from Section One

The following represent four examples of how coaching clients were
able to generate monetary bene¬ts that were directly attributed to
the coaching they received. Each example is representative of value
that was gained from each respective quadrant. We will return to
264 Coaching That Counts

Section One of this book and complete each of the four case studies
by converting the bene¬ts to monetary value.

Quadrant 1: Jane Cites Personal Productivity

During an interview with a researcher, Jane stated that, as a result of
her coaching, she was much better able to set priorities and not feel
like the victim of an oppressive workload. Her ability to schedule
work improved, and she was able to get more done in a shorter
period. Jane said that she gained four to six hours per week. Mone-
tary bene¬ts were determined as follows:

1. The ¬rst step was to determine the total annualized monetary
Four hours was the lower end of the range that Jane gave,
so to be conservative, the lower end of the range is used.
$65 per hour was the standard value supplied by HR.
48 weeks was used rather than 52 to account for time away
from work.
4 hours ¥ $65 per hour ¥ 48 weeks = $12,480
2. The next step is to isolate the effects of coaching:
Jane attributed 80 percent of this improvement to her
coaching and was 70 percent con¬dent in this estimate.
$12,480 ¥ 80% ¥ 70% = $6,989
$6,989 was added to the bene¬ts pool.

Quadrant 2: Jack Increases the Productivity of Others to
Deliver Client Solutions

In the interview, Jack talked about how coaching improved his
ability to build internal partnerships. He was better able to
communicate his ideas and gain buy-in. As a result, he was able to
more quickly and effectively garner the resources required to address
The Value Nexus: Organization Value and Individual Values 265

external client needs. Jack was able to give a speci¬c example of how
he worked with eight people on a client solution team he assembled.
He had worked on ¬ve to six such teams since beginning his posi-
tion. In the particular example he gave, he talked about how the
client solution team gained at least 15 to 20 hours per week over the
course of the four months the team was working. In fact, the team
was originally expected to take the usual six months, customary for
this type of work. Monetary bene¬ts were determined as follows:

1. The ¬rst step was to determine the total annualized monetary
$70 per hour was supplied by HR for the level of person
involved in a client solution team.
15 hours was used because it was the lower end of the range.
48 weeks were used to represent a year.
The monetary amount was reduced by 33 percent because
the team was operational for only four months.
Jack also said that he expected similar gains in team
productivity for the other client solution teams he led.
To be extra conservative, the gains from these other teams
were not converted to monetary value, but rather held as
intangible bene¬ts.
15 hours ¥ $70 per hour ¥ 48 weeks = $50,400
2. The next step was to isolate the effects of coaching:
Jack attributed 60 percent of the bene¬ts to coaching and
was 90 percent con¬dent in the estimate.
$50,400 ¥ 60% ¥ 90% = $27,216
A total of $27,216 was added to the bene¬ts pool.

Quadrant 3: Mark Gains Retention Bene¬ts

In his interview, Mark talked with pride about how he was able to
save two talented people from the chopping block. He attributed the
266 Coaching That Counts

retention of these two people to the coaching he received and
the increased effectiveness of his team. Monetary bene¬ts were
determined as follows:
1. The ¬rst step was to determine the total annualized monetary
HR determined the total value of retaining a person at this
level to be at least $165,000. This value included the costs
to recruit, bring onboard, and train a replacement as well
as a conservative estimate of opportunity costs. To be extra
conservative, the bene¬ts from only one of the two retained
people were included in the analysis.
2. The next step was to isolate the effects of coaching to produce
this bene¬t:
Mark attributed 75 percent of the retention bene¬t to
coaching and was 100 percent con¬dent in this estimate.
$165,000 ¥ 75% ¥ 100% = $123,750
A total of $123,750 was added to the bene¬ts pool.

Quadrant 4: Clare Increases Revenue in an Emerging Market

Clare was enthusiastic in the interview about how she was able to
spearhead a new integrated technology solution for a strategically
important emerging market. The ¬rst-year revenue from this
solution was expected to be at least $10 million. At the time of the
interview, the accounts receivable was already more than $5.5
million. Clare and her company had hit a homerun at a time when
it was especially needed. The icing on the cake was that this solution
was coming in at a healthy margin of 35 percent. Monetary bene¬ts
were determined as follows:

1. The ¬rst step was to determine the total annualized monetary
$5.5 million was used because this revenue had already been
invoiced to clients. While revenue was clearly going over this
The Value Nexus: Organization Value and Individual Values 267

amount, and likely to go way over the $10 million projected
for the year, the $5.5 million was used to be extra conserv-
ative. This was also an issue of timing. Had the value inter-
view been conducted six months later, more of that $10
million could have been used in the value equation. Timing
is everything!
The margin of 35 percent was used because bene¬ts are
based on net revenue, not total revenue. In other words, the
costs associated with producing the revenue are taken out
of the bene¬ts calculation.

$5.5 million ¥ 35% = $1,925,000

2. The next step was to isolate the effects of coaching:
Clare attributed 25 percent of the revenue increase to the
coaching she received and was 50 percent con¬dent in her

$1,925,000 ¥ 25% ¥ 50% = $240,625

A total of $240,625 was added to the bene¬ts pool.

These examples illustrate how monetary bene¬ts were calculated.
There were, of course, signi¬cant intangible bene¬ts as well. Some
¬nal points to reinforce about how these bene¬ts were determined
are as follows:

Every coaching client was personally interviewed about his or
her experiences and probed for examples of application.
For those who successfully applied what they learned”and this
represents the vast majority of coaching clients”we further
explored how these applications potentially impacted business
We adopted conservative evaluation procedures and calcula-
tions, fully isolated the impact of coaching, and included fully
loaded costs.
268 Coaching That Counts

The end result was a chain of impact being drawn from the
coaching experience to the business impact.
Monetary bene¬ts were determined consistently across all
respondents and adhered to a set of standards.

This research should be viewed as the beginning of a formal
exploration of the full value coaching offers. The ¬ndings that are
offered are not meant to be de¬nitive, but rather the opening to an
exciting line of research.

Coaching That Counts

Leadership coaching is coming of age. From the scores of client
testimonials, examples of real business impact, and the creation of
monetary bene¬ts, it is clear that coaching adds real value for both
individuals who are coached and organizations that sponsor coach-
ing initiatives. Both individuals and organizations are well-served by
coaching. The success of coaching has attracted attention. This
attention has increased the visibility of coaching as well as the expec-
tations of senior business leaders for coaching to deliver a substan-
tial ROI. Coaching has made the transition from a “nice to do” for
leaders to a “need to do” for businesses. This transition is healthy,
but it also carries responsibilities. Coaches need to be comfortable
with the notion that their work will ultimately have to have a tan-
gible impact on the business. Coaching clients will have to apply
what they have learned to create this tangible impact. Coaching ini-
tiative managers will have to create the environment that supports
this higher level of value creation. And the sponsors of coaching
initiatives will have to take that initial leap of faith that all of these
pieces will come together to create real value in their organizations.
There is no standard roadmap. Each organization and its set of
players will have to ¬nd their own way of creating value. The key for
a coaching initiative”or any strategic change initiative, for that
matter”is to ¬rmly link the objectives of coaching to the strategic
goals of the organization. Coaching must count in ways that are
The Value Nexus: Organization Value and Individual Values 269

strategically important and that meet the expectations of senior
leadership. By adding monetary bene¬ts and ROI to the vocabulary
of those who are involved in coaching initiatives, we are not reduc-
ing coaching to numbers, but rather translating the magic and
power of coaching into another language: the language of business.
Like with any translation, some information may be lost or
changed. The language of business emphasizes monetary value,
managing costs, and producing a healthy ROI. The evaluation of
coaching that has been conducted to date clearly delivers on these
expectations, but this is only part of the story. Intangible bene¬ts
represent the other part of the story. Monetary bene¬ts and intan-
gible bene¬ts are like two sides of a coin: both are important. Up
until now, the challenge has been that the story of monetary bene-
¬ts has not been fully told. Business leaders have been left with the
impression that intangible bene¬ts represented the limits of what
coaching creates. Coaching That Counts changes this scenario and
changes the equation for coaching in the minds of business leaders.
Coaching is essential in those situations where leaders must be qual-
itatively more effective and produce results that are more strategic
in nature. Coaching That Counts opens the door to exploring and
increasing the strategic value of coaching.
The Leading with Insight model clearly demonstrates that
coaching adds value by consistently translating deeper levels of
insight into business results that deliver increasingly greater strate-
gic value to the business. The relationship between how coaching is
delivered in organizations and the value that organizations realize
follows the same dynamic. All coaching is not the same. If organi-
zations “go cheap” with poorly trained coaches, fair-weather support
for the coaching initiative, and short coaching cycles, the outcomes
will be transactional in nature and of little, if any, strategic value.
Organizations that invest in quality coaches and coach training,
actively support coaching initiatives and take steps to integrate the
learning from coaching into the fabric of their organizations will
reap the greatest bene¬ts, now, and well into the future. Coaching
holds the potential to transform the clients who receive coaching
270 Coaching That Counts

and the organizations in which they work. Realizing that potential
requires understanding and respecting the underlying dynamics of
successful coaching engagements and developing a solid manage-
ment and evaluation structure for linking this powerful engine to
the strategic intent of the organization. Coaching counts if you do
the work and make the investments to make it count.
References and Further Reading

Anderson, M.C. Bottom-Line Organization Development, Boston,
MA: Butterworth-Heinemann, 2003.
Anderson, M.C. Strategic Change: Fast Cycle Organization
Development, Cincinnati, OH: South-Western College Publishing,
Anderson, M.C. “Transforming Support Work Into Competitive
Advantage.” Spring, 1998, National Productivity Review.
Anderson, M.C., Dauss, C., and Mitsch, B. “The Return on Invest-
ment in Executive Coaching at Nortel Networks.” In: In Action:
Executive Coaching, Alexandria, VA: American Society for
Training and Development, 2002.
Argyris, C. Reasoning, Learning and Action: Individual and
Organizational, San Fransisco: Jossey-Bass, 1982.
Argyris, C. “Double Loop Learning in Organizations,” Harvard
Business Review, pp. 115“125, 1977.
Bacon, T.R., and Spear, K.I. Adaptive Coaching, Palo Alto: Davies-
Black, 2003.
Block, P. Flawless Consulting, San Diego: Pfeiffer and Sons, 1981.
Campbell, D.T., and Stanley, J.C. Experimental and Quasi-
Experimental Designs for Research, Chicago: Rand McNally
College Publishing Company, 1963.
Carlson, R., and Bailey, J. Slowing Down to the Speed of Life, New
York: HarperCollins, 1997.
Goss, Tracy. The Last Word on Power, New York: Doubleday, 1996.

272 References and Further Reading

Hargrove, R.A. Masterful Coaching, Revised Edition, San Francisco:
John Wiley & Sons, 2003.
Hassett, J. “Simplifying ROI,” Training, p. 54, September, 1992.
Hawkins, D.R. Power versus Force, Sedona: Veritas, 1998.
Hodges, T.K. Linking Learning and Performance, Boston:
Butterworth-Heinemann, 2002.
Jaworski, J. Synchronicity, San Francisco: Berrett-Koehler, 1996.
Kirkpatrick, D.L. Evaluating Training Programs, San Francisco:
Berrett-Koehler Publishers, Inc., 1998.
Lynch, R.L., and Cross, K.F. Measure Up! Yardsticks For Continuous
Improvement, Cambridge: Blackwell Publishers, 1991.
Phillips, J.J. Handbook of Training Evaluation and Measurement
Methods, 3rd Edition, Houston: Gulf Publishing, 1997.
Phillips, J.J. “Measuring ROI in an Established Program,” In Action:
Measuring Return on Investment, vol. 1, pp. 187“197, J.J. Phillips
(Ed.), Alexandria: ASTD, 1994.
Reynolds, M. Outsmart Your Brain! Phoenix: Covisioning. 2004.
Richardson, C. Take Time for Your Life, New York: Broadway Books,
Schwarzbein, D. The Schwarzbein Principle II, Deer¬eld Beach:
Health Communications, 2002.
Wilber, K. No Boundary, Boston: Shambhala Publications, 2001.
About the Authors

Dr. Merrill C. Anderson is a business
consulting executive, author, and educator
with 20 years of experience improving the
performance of people and organizations.
Merrill is currently the chief executive
of¬cer of MetrixGlobal LLC, a professional
services ¬rm that partners with business
leaders to maximize the value of people
and change initiatives. He specializes in
providing business support groups, such as
human resources, corporate universities
and training functions, organization devel-
D. M©¬¬ C. A®¤®
opment, and quality, with performance-
enhancing solutions that increase bottom-line results. He has held
senior executive positions, including senior vice president of human
resources, chief learning executive for a corporate university,
and vice president of organization development, with Fortune 500
Merrill has consulted with more than 100 companies throughout
North America and Europe to effectively manage strategic organi-
zation change. He has more than 50 professional publications and
speeches to his credit, including his most recent book Bottom-Line
Organization Development, which broke new ground in apply-
ing powerful evaluation methodology to increase bottom-line

274 About the Authors

value from strategic change initiatives. Merrill was recognized
as the 2003 American Society for Training and Development
(ASTD) Return on Investment (ROI) Practitioner of the year. He
earned a Ph.D. at New York University. Merrill may be reached at

Dianna Anderson is an executive coach
and management consultant with more
than 10 years of experience guiding indi-
viduals and organizations to realize their
fullest potential. Dianna is the founder and
CEO of Lydian LLC, a company devoted to
enhancing business performance and per-
sonal satisfaction through coaching indi-
viduals, teams, and organizations. Dianna
brings to her clients the insight of a pro-
fessional coach and the practical business
focus of a consultant. She works with
D©®® A®¤®
individuals and organizations to promote
personal leadership, authentic relationships, and productive work
environments. Before establishing Lydian LLC, Dianna worked as a
change management consultant with a global professional services
¬rm, enabling Fortune 500 companies to successfully implement
strategic change. As a coach and consultant, she has served clients
in the chemical, telecommunications, consumer products, automo-
tive manufacturing, ¬nancial services, heath care products, phar-
maceuticals, and real estate investment industries. Dianna holds the
Master Certi¬ed Coach (MCC) credential from the International
Coach Federation, the highest accreditation available to a profes-
sional coach. She is an active member of the International Coach
Federation and the president of the Iowa Coaches Association.
About the Authors 275

Dianna is an Adjunct Professor for the School of Education at Drake
University, where she teaches graduate-level courses on coaching.
Dianna received her MBA from the Richard Ivey School of Business
in Canada. Dianna may be reached at danderson@lydianllc.com.
This page intentionally left blank

overview, 233
planning evaluation, 240“41
action/insight connection, 26“28
articulated and shared strategic
action learning, 126
needs, 115“16
alignment, creating, see Quadrant
3: creating alignment
existing, 172
analysis approach, 206“7
formal assessment process, 126
application-based coaching,
needs assessment, 7, 132“35
evaluating, 233“48
organizational assessment, 132
administering and analyzing
assumptions, uncovering, 73
written survey, 241“46
attribution, 188
conducting Hitting the Mark
session, 246“47
epilogue, 247“48 B
four major decision areas for behavior, patterns of, 56“57
evaluating application, bene¬ts-cost ratio (BCR), 195
234“40 bene¬ts of coaching, 137“40; see
focus groups, 239“40 also ROI (return on
group surveys, 239 investment)
managing vendors to deliver gestation period, 201
application-based intangible bene¬ts, 138, 143,
coaching, 236“37 223“24, 269
overview, 234“35 monetary bene¬ts, 122, 138, 269
personal interviews, 238 best practices for managing
setting targets, 235“36 successful coaching
strategies, 237“38 initiative, 145“56
timing, 235 building performance

278 Index

competency model, 154“55
evaluation into coaching
connections, 100“101, 105
process, 155“56
consultants, 157“59, 173“74
conducting orientation session
context and purpose for coaching,
to improve deployment,
case study, 129“31
leveraging governance body to
critical success factors for
sustain sponsorship,146“48
setting context, 131“40
overview, 145“46
investment requirements and
setting up signposts to gauge
business bene¬ts, 137“40
coaching progression,
needs assessment, 132“35
objectives linked to business
big appeal of focus groups, 239
goals, 136“37
blaming, 84“85
overview, 131
bridges, building, see Quadrant 2:
designing coaching initiative for
building bridges
impact, 140“43
burn out, 48
integration, 141“43
buyers, 164
overview, 140
scope, 141
sponsorship, 140“41
calmness, 49
success criteria, 143
cascading effect, 17
overview, 123
causes of problems, 46, 68
control group analysis, 199“200
corrective actions, 237
emotional, 35“36, 69“70, 95
costs of coaching, 223, 225
intuitive, 37“38, 86“87
culture of company
physical, 33, 52“53
change, commitment to, 48“49
characteristics of successful
Data Analysis Plan, 204
coaching engagements,
data collection tools, 206
developmental process, 2
coaching companies, 120“21
development of people, investing
coaching dialogue, example of,
in, 123
dialogue, engaging in at more than
coaching vs. consulting, 158
one level, 65
coach-out situation, 128“29
direction, 188
commitment, 48“49, 140
dragons, 165
company culture
Index 279

and application of coaching
to workplace, 180“81
emotional centeredness, 35“36,
describing expected areas of
69“70, 95
performance improvement,
emotional insight, 22“23, 35, 61
evaluation objectives that
building connection between
directly tie to coaching
body and, 71“72
objectives, 181
emotional context of situations,
isolating effects of coaching
on performance from other
expanding emotional
potential in¬‚uencing
vocabulary, 67
factors, 182
ignoring or downplaying
linking coaching to achieving
emotional responses, 67
business goals, 180
translating into intentions, 75
overview, 177“79
translating into language,
executive summaries, 137
expectations versus deliverables,
employees, training to be coaches,
experiences, mining for insights,
energy balance, 51“52
evaluation specialists, 121
expert estimation, 193“94, 200
evaluation strategy development,
external coaches, 257
177“201; see also
external evaluator, 207
coaching, evaluating
building blocks of, 187“201
facilitators, experienced, 240
¬ve levels of evaluating
faith, 100
coaching, 189“98
fear, 90“91
ingredients of good
focus, ¬nding, see Quadrant 1:
evaluation objective,
¬nding focus
focus groups, 239“40
isolating effects of coaching,
follow-up to survey data, 240
force, vs. personal power, 102
overview, 187“88
formal assessment process,
at OptiCom, 183“87
overview, 177
four-point scale, 208
practices of effective strategy,
fully-loaded costs, 231
280 Index

interpersonal effectiveness, 34“35
interpersonal relationships, 27
goals, 116“17
Interview Guide B, 206“7, 212“14,
linking coaching to achieving
business goals, 180
interviews, personal, 238
setting, 55
intuition, 91
governance body, 120
intuitive centeredness, 37“38,
governance body, leveraging to
sustain sponsorship,
intuitive insight, 23“25, 37, 82
investment requirements, 137“40
group effectiveness, 37
isolating effects of coaching,
group surveys, 239
isolation issue, 229
isolation strategy, 204“6
Hitting the Mark session, 246“47

job rotations, 126
impatience, 32
journals, 80
in¬‚uencers, 164
inside-out process, 18
insight, 20“21; see also levels of
key events schedule, 207“8
insight, of Leading with
action as key to deepening, 26,
lasting changes, 18
inspirational, 25“26, 39
developing, 126“27, 129
mining experiences for, 21
managing, 127“28
translating into logical
selecting, 125“26
corrective actions, 21
transitioning, 128“29
inspired leadership, 39
leadership competency model, 180
intangible bene¬ts, 138, 143,
leadership supply process, 125
223“24, 269
Leading with Insight, 28“40
intentions, 72“73
essential questions, 31
interim evaluations, 117, 253
levels of insight, 21“26
internal promotions, 125“26
emotional insight, 22“23
internal vs. external coaches, 257
inspirational insight, 25“26
International Coach Federation
intuitive insight, 23“25
(ICF), 172, 255
Index 281

essential outcome: intuitive
overview, 21
centeredness, 86“87
re¬‚ective insight, 21“22
overview, 36“37, 77
overview, 28“31
touchstones, 83“86
Quadrant 1: ¬nding focus,43“59
Quadrant 4: original action,
answering “what do I need to
do?”, 46“47
answering “what do I want to
case study, 43“46
create?”, 98“99
coaching tools and
case study, 93“97
approaches for, 53“59
coaching tools and
essential outcome: physical
approaches for, 103“7
centeredness, 52“53
creating step change, 97“98
making space for change,
essential outcome: personal
power, 102“3
overview, 31“33, 43
overview, 38“39, 93
touchstones, 48“52
touchstones, 99“102
Quadrant 2: building bridges,
Leading with Insight model, 17, 30
learning curve, 143
answering “what am I made
levels of insight, of Leading with
of ?”, 66
Insight, 21“26
case study, 61“65
emotional insight, 22“23
coaching tools and
inspirational insight, 25“26
approaches for, 70“75
intuitive insight, 23“25
creating relationships that
overview, 21
work, 65“66
re¬‚ective insight, 21“22
essential outcome: emotional
linear thinking, 91
centeredness, 69“70
overview, 33“34, 61
touchstones, 66“69
manager of coaching initiative, 120
Quadrant 3: creating alignment,
managing value creation, 122
Master Certi¬ed Coach (MCC),
aligning who you are with
how you work, 81“82
midcourse follow-up sessions, 181
answering “who do I want to
misunderstandings, 70
be?”, 83
monetary bene¬ts, 122, 138, 143,
case study, 77“81
coaching tools and
monetary objectives
approaches for, 87“92
282 Index

personal interviews, 238
personal journals, 80
navigation strategy, see turbulent
personal power, 39“40, 102“3
organizations, navigating
perspectives, changing to change
needs assessment, 7, 116, 132“35
behavior, 71
networking, 163
PharmaQuest case study, 129“31,
physical centeredness, 33, 52“53
on-site visits, 166
pilot program, 172
open-ended questions, 211
possibilities, believing in, 99“100
privacy of coaching relationships,
evaluating coaching at, 216“28
determining ROI for
proactive service teams, 38“39
coaching initiative, 224“25
evaluating application and
impact, 219“24
Quadrant 1: ¬nding focus, 43“59
evaluating reaction and
answering “what do I need to
learning, 216“19
do?”, 46“47
intangible bene¬ts, 225
case study, 43“46
overview, 216
coaching tools and approaches
evaluation strategy development
for, 53“59
at, 183“87
essential outcome: physical
organizational assessment, 132
centeredness, 52“53
organizational context, 158, 166
making space for change, 47“48
orientation session, conducting to
overview, 43
improve deployment,
touchstones, 48“52
Quadrant 2: building bridges,
outside evaluator, 178
answering “what am I made
of ?”, 66
path¬nders, 164, 167
case study, 61“65
performance evaluation, 127,
coaching tools and approaches
for, 70“75
performance improvement,
creating relationships that work,
182“83, 187
performance indicator tracking,
essential outcome: emotional
centeredness, 69“70
personal effectiveness, 27, 33, 245
Index 283

request for proposals (RFP) stage,
overview, 61
touchstones, 66“69
requirements for coaching,
Quadrant 3: creating alignment,
outlining, 170“71
responsibilities, see roles and
aligning who you are with how
you work, 81“82
return on investment, see ROI
answering “who do I want to
reversal questions, 208
be?”, 83
roadblocks, 70
case study, 77“81
ROI (return on investment), 2,
coaching tools and approaches
117“18, 203“32
for, 87“92
building credibility for ROI
essential outcome: intuitive
evaluation, 228“32
centeredness, 86“87
data collection and analysis
overview, 77
plan, 203“8
touchstones, 83“86
evaluating coaching at
Quadrant 4: original action,
OptiCom, 216“28
determining ROI for
answering “what do I want to
coaching initiative, 224“25
create?”, 98“99
evaluating application and
case study, 93“97
impact, 219“24
coaching tools and approaches
evaluating reaction and
for, 103“7
learning, 216“19
creating step change, 97“98
intangible bene¬ts, 225
essential outcome: personal
overview, 216
power, 102“3
evaluation toolkit, 208“16
overview, 93
Interview Guide B:
touchstones, 99“102
application and impact,
Questionnaire A, 206“7, 209“10
“quorum for impact”, 201
overview, 208
Questionnaire A: reaction
and learning, 208“11
re¬‚ective insight, 21“22, 33
formula for, 195
regional sales managers (RSMs),
overview, 203
roles and responsibilities, 119“21
reinventing how work, 66
coaching companies, 120“21
relevance, 188
evaluation specialist, 121
re/postanalysis, 199
284 Index

overview, 113“14
governance body, 120
privacy of coaching
manager of coaching initiative,
relationships, 118“19
sustained and unwavering
overview, 119
sponsorship, 114“15
sponsor of coaching, 119“20
managing value creation, 122
root causes of problems, 46, 68
organization context for
round-robin approach, 152
individual growth, 112“13
running buddies, 165
overview, 111“12
roles and responsibilities,
sales team, increasing productivity
coaching companies, 120“21
of, 220
evaluation specialist, 121
scope, 138
governance body, 120
shared strategic needs, 115“16
manager of coaching
“sheep dipping”, 201
initiative, 120
signposts, to gauge coaching
overview, 119
progression, 153“55
sponsor of coaching,
silos, 127
six-month coaching process, 130
supply and demand model, 124
sources of data, 206
supporting skills, 104
sponsor of coaching, 119“20
surface coaching, 18
sponsorship, 7, 115, 140“41, 164,
surveys, 239
167, 231
sustained and unwavering
decentralizing to governance
sponsorship, 114“15
body, 146“47
strategies for sustaining, 146“48
sustained and unwavering,
targets for application, 237
storytelling, 90, 94
effectiveness, 37
strategic initiative, coaching as,
how working together, 24
telephone, coaching via, 234
criteria for, 113“19
time savings, 156
articulated and shared
tracking, 154, 193“94
strategic needs, 115“16
transactional versus
clear goals, 116“17
transformational coaching,
evaluation of delivery on
value promise, 117“18
Index 285

trusting oneself, 86 coaching relationships that
turbulent organizations, evolved beyond Quadrant
navigating, 157“74 2, 253“58
being coach/consultant, evaluation of delivery on
157“59 promise, 117“18
to be or not to be consultant, four examples of monetary
173“74 value (case studies), 263“68
developing navigation strategy, impact of coaching on business
165“73 increased, 258“59
becoming student of the monetary bene¬ts produced
business, 166 from coaching increased,
identifying key players, 167 259“61
overview, 165 monetary value associated with
setting sights on prize, Quadrants 3 and 4, 261“62
168“69 overview, 251“52
writing winning proposal, perceived effectiveness of
170“73 coaching increased with
overview, 157 length of coaching
two-pronged approach, 241 relationship, 252“53
revealed through experiences, 88
values, 251“70 W
average monetary bene¬t workshops, 134“35
increased, 262“63 written survey, 241“46


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