Goldsmith Participant Guide

SKILLSOFT
The Executive Leadership Series
COACHING FOR SUCCESS:

How Successful People Get Even Better
with
Marshall Goldsmith
June 26, 2007, 12:00–1:30 p.m. ET
PARTICIPANT GUIDE
© 2007 by Marshall Goldsmith and SkillSoft Corporation

Dear Participant,
Welcome to SkillSoft’s 2007 Executive Leadership Series. Today’s program is one of eight annual live,
interactive presentations featuring bestselling business authors, experts, and CEOs on SkillSoft’s
Leadership Development Channel.
In today’s presentation Marshall Goldsmith will share his insights on how you can become a better coach
and leader in your organization. Specifically, he will explain…
¾ Your role in the coaching process

¾ The key belief structures that support or hinder behavioral change
¾ An eight-step approach for behavioral coaching
¾ The keys to achieving positive, measurable, long-term change in behavior.
Use these participant materials to record your notes, ideas, and questions. You will have an opportunity
to submit questions before and during the program by fax, telephone, or e-mail. We encourage you to
participate!
Also take advantage of the postpresentation activities included in these materials to continue your learning
after today’s program.
Sincerely,
Shawn Hunter
Executive Producer
SkillSoft Corporation

Coaching for Success iii
Contents
INTRODUCTION
About SkillSoft ...........................................................................................2
Program Objectives ...................................................................................2
About Marshall Goldsmith .....................................................................3
Program Outline........................................................................................ 4
Presentation Overview .............................................................................5
How to Get the Most from the Program .............................................6
Before the Program ....................................................................................6
During the Program...................................................................................7
After the Program ......................................................................................7
PRESENTATION
Coaching for Success: How Successful People Get Even
Better ...................................................................................................10
POSTPRESENTATION ACTIVITIES
Program Themes...................................................................................... 25
Self-Reflection ......................................................................................... 26
Exercise: When I Get Better At….........................................................27
QUESTION SHEET
APPENDIX
Leadership Is a Contact Sport
© 2007 by Marshall Goldsmith and SkillSoft Corporation n

Introduction

Coaching for Success 2
About SkillSoft
SkillSoft (www.skillsoft.com) is a leading global provider of e-learning
content and technology products for business and IT professionals,
primarily within the Global 5000. SkillSoft’s multi-modal learning
solutions support and enhance the speed and effectiveness of formal
and informal learning processes and integrate SkillSoft’s in-depth
courseware-learning content, learning management platform, virtual
classroom technology, and support services.
Program Objectives
Today’s program is designed to help you understand…
9 Your role in the coaching process

9 The key belief structures that support or hinder behavioral change
9 An eight-step approach for behavioral coaching
9 The keys to achieving positive, measurable, long-term change in
behavior.

About Marshall Goldsmith

Recently, the American Management Association
named Dr. Goldsmith as one of 50 great thinkers
and leaders who have influenced the field of
management over the past 80 years. Business Week
listed him as one of the most influential
practitioners in the history of leadership
development. Business magazines throughout the world have hailed
him as a great business educator and leader:
¾ Wall Street Journal—“one of the top ten executive educators”
¾ Forbes—“one of five most-respected executive coaches”
¾ Economic Times (India)—“one of five rajgurus of America”
¾ Economist (UK)—“one of three most credible executive advisors
in the new era of business”
¾ Fast Company—“America’s preeminent executive coach.”
Dr. Goldsmith’s Ph.D. is from UCLA. He teaches executive

education at Dartmouth’s Tuck School and frequently speaks at
leading business schools. He works with the CEOs more than 80
major corporations. Dr. Goldsmith’s twenty-three books include
The Leader of the Future (a Business Week best-seller), Coaching for
Leadership, and the upcoming Developing Your Successor (in the
Harvard Business Memo to the CEO series).

Program Outline
Welcome by our moderator, Tracey Matisak (5 minutes)
PRESENTATION: Coaching for Success: How Successful People Get Even
Better (55 minutes)
Intermission (5 minutes)
Question and answer session (20 minutes)
Wrap-up (5 minutes)

Presentation Overview
“The more successful we become, the more positive reinforcement we

get—and the more likely we are to experience the success delusion.
‘I behave this way. I am successful. Therefore, I must be successful

because I behave this way.’
Wrong!”
—Marshall Goldsmith
Marshall Goldsmith will explain why it can be so challenging for

successful people to change—including the key beliefs they have
about themselves and the behaviors that hold them back. He will
point out that successful people are (in a positive way) delusional.
They believe they are successful because of their behaviors, but
many of these people have succeeded to this point in spite of some of
these behaviors.
Dr. Goldsmith introduced the concept of “feedforward” versus

feedback. Feedforward is centered on providing suggestions only in
the present and future while completely letting go of the past. In
this program, he shares his proven eight-step process for behavioral
coaching.
Finally, Dr. Goldsmith will provide the secret to successful change

(and coaching)—pick only one behavior that is going to make the
biggest positive difference. Marshall will then suggest talking to the
most important people in your life and involving them in helping
you to change that behavior. Ask them to give ideas for the future,
listen to the ideas carefully and, most importantly, follow up with
them on a regular basis.

How to Get the Most from the Program
BEFORE THE PROGRAM

¾ Invite colleagues or other people in your work group to view
the presentation with you, as this program provides even more
value for groups.
¾ Read What Got You Here Won’t Get You There, by Marshall Goldsmith
(Hyperion, 2007).
¾ Read the article “Leadership Is a Contact Sport” by Marshall
Goldsmith and Howard Morgan in the appendix of this guide.
¾ Check out the resources at www.marshallgoldsmithlibrary.com.
¾ Answer the following questions:
1. Have you had success in changing a specific behavior that
was important to you? If yes, how were you able to change
the behavior?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. Think about the best coach you have ever had either
personally or professionally—what made her or him so
effective?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. Why is behavioral change is so difficult?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

DURING THE PROGRAM

¾ Participate! Contribute to the discussion.
¾ Ask questions. If you are participating in the live presentation
of this program, call in, fax, or e-mail your questions. (See the
Question Sheet in the Forms section of this guide for contact
information.) If you are taking part in an encore presentation,
share your questions with the Site Coordinator and your
colleagues.
¾ Follow along with the presentation; make notes in the space
provided beside each slide in this guide.
AFTER THE PROGRAM

¾ Apply what you’ve learned! Review the list of dos and don’ts on
the following page with a colleague or members of your team to
help you apply Marshall’s coaching methodology.
¾ Complete any activities you started during the presentation.
¾ Complete the postpresentation activity that begins on page 25.
¾ Fill out the course evaluation online:
www.targetlearn.com/courses/course.asp?CourseID=1102.

Dos and Don’ts for the

Behavioral Coaching Process
DON’T DO
STEP 1. ASK
Wait for a better time to ask
Be concise
Come across as doubtful or
Be clear
skeptical
Be positive
Put yourself down
STEP 2. LISTEN
Use “no,” “but,” or “however” Pay undivided attention
Make excuses Capture what is being said
Exhibit impatience or anger Clarify what you have heard
STEP 3. THINK
Engage in “delusional” thinking Assess the benefits of change
Prove the feedback is wrong Assess the costs of the current
behavior
Validate “this is just the way I am” Decide if it is worth it to change
STEP 4. THANK
Use a dejected tone Say “thank you” quickly
Act artificial Use their first name
Be insincere Be genuine
STEP 5. RESPOND
Critique the feedback Be brief and focused
Respond to too many things Be positive
Overcommit Feedforward
STEP 6. INVOLVE
Stick with your fan club Include as many as you can
Expect instant help Keep the process upbeat
Take up too much of their time Vary involvement as needed
STEP 7. CHANGE
Procrastinate Break the elastic limit
Give into “feeling like a phony” Maintain momentum
Expect instant success Make change visible
STEP 8. FOLLOW UP
Dwell on the past Check your ego at the door
Brag, gloat, or show off Politely push for specifics
Become complacent Reinforce the process

Presentation

Coaching for Success: How Successful People

Get Even Better
Goals for Today

• Understand classic challenges faced by
successful leaders.
• Know how to use feedforward, a tool that is being
successfully implemented with leaders around the
world.
• Learn a proven model that you can use to develop
yourself—with successful benchmark examples.
• Be ready to coach your people and help them
achieve positive, lasting change in behavior.
• Understand new applications of peer coaching.
Teaching Leaders What to Stop
“We spend a lot of time

helping leaders learn
what to do,
we don’t spend enough
time helping leaders learn
what to stop.”
Peter Drucker

Key Beliefs of Successful People
• I have succeeded
• I choose to succeed
• I can succeed
• I will succeed
I Have Succeeded
• We have a great belief in our previous success.
• This belief gives us the confidence we will need to
achieve even more success in the future.
• Successful people are delusional! The more
successful we become the more delusional we
get.
• We all want to hear feedback that is consistent
with the way we see ourselves. We all tend to
reject feedback that is inconsistent with the way
we see ourselves.
• The more successful we become, the harder it can
be to hear negative feedback.

I Choose to Succeed
• We do what we do because we choose to, not
because we have to.
• Choose to—leads to commitment; have to—
leads to compliance.
• The more committed we are to a path, the

harder it is for us to admit it is the wrong path.
• Attempting to change the behavior of
successful adults who have no interest in
changing is a waste of time.
I Can Succeed
• We believe that we have the capability to
make a positive difference in the world.
• Not only are successful people delusional,

successful people are superstitious.
• Superstition is the confusion of correlation
and causality.
• The more successful we become, the more we
are in danger of falling into the “superstition
trap.”

I Will Succeed
• Successful people are optimists.
• Optimists tend to overcommit.

• Successful people face the danger of
chronic overcommitment.
• Why we don’t do what we know we should
do!
Feedforward
• The feedforward exercise
• Letting go of the past
• Listening to suggestions without
judging
• Learning as much as you can
• Helping as much as you can
• Learning points to help you be a
great coach

Developing Yourself
as a Leader and Partner
• ASK
• LISTEN
• THINK
• THANK
• RESPOND
• INVOLVE
• CHANGE
• FOLLOW UP
“Leadership Is a Contact Sport”
• Summary impact research

• More than 86,000 participants
• Eight major corporations
• Published in Strategy+Business

The Eight Corporations

• Aerospace/Defense
• Financial services
• Electronic manufacturing
• Diversified services
• Media
• Telecommunications
• Pharmaceutical/Healthcare
• High-tech manufacturing
Commonalities
• Multi-rater feedback
• Feedback consultant
• One to three areas for improvement
• Discussion with co-workers
• Ongoing follow-up
• Custom-designed mini-survey

Change in Leadership Effectiveness

My co-worker did no follow-up
40
Percent
20
Table 1
Company A
Company B
0 Company C
Company D
-3 -2 -1 0 1 2 3
Company E
Perceived Change Avg Leader

My co-worker did a little follow-up
40
Percent
20
Table 2
Company A
Company B
0 Company C
Company D
-3 -2 -1 0 1 2 3
Company E


My co-worker did some follow-up
40
Percent
20
Table 3
Company A
Company B
0 Company C
Company D
-3 -2 -1 0 1 2 3
Company E

My co-worker did frequent follow-up
40
Percent
20
Table 4
Company A
Company B
0 Company C
Company D
-3 -2 -1 0 1 2 3
Company E


My co-worker did consistent or periodic follow-up
40
Percent
20 Table 5
Company A
Company B
Company C
0
Company D
-3 -2 -1 0 1 2 3 Company E
Key Learnings
• Follow-up works.
• The “program of the year” doesn’t work.
• This process works around the world.
• Many leadership development programs
measure the wrong things!
• This process works at home as well as work.
• There is no reason that internal coaches
cannot be as effective—or even more
effective—than external coaches!

The “Is It Worth It?” Exercise

• Pick a key behavior
• Focus on one benefit at a time
• Listen to and learn from others
When behavioral coaching

will not work
• The person doesn’t want to change
• “Written off” by the company
• Lacks business or technical knowledge
• Wrong strategy or direction
• Integrity or ethics violations
• Person in wrong job
• Person in wrong company

Coaching for Behavioral Change
• Involve the person in determining

desired behavior for this position.
• Involve the person in determining key
stakeholders.
• Recruit key stakeholders to be part of
the change process.
Coaching for Behavioral Change

• Collect feedback.
• Analyze results.
• Have the person respond to key stakeholders.
• Provide ongoing suggestions.
• Follow up.
• Conduct a mini-survey to measure change.

Team Building without Time Wasting
• Assessing “where we are now” vs. “where we

need to be.”
• Determining the key behavior for team-wide
change.
• Determining the key behavior for team
member change.
• Using feedforward for ongoing follow-up.
• Using mini-surveys to measure success.
Sample Mini-Survey
Team Items:
1. Clarifies roles and expectations with fellow
team members. . . . . . . . . . . . . . . . . . .. . . . . . –3 – 2 – 1 0 1 2 3 NCN NI
2. Supports the final decision of the team
(even if it was not his/her original idea). . . . . . –3 –2 –1 0 1 2 3 NCN NI
Individual Items:
1. Genuinely listens to others. . . . . . . . . . . . . . . –3 –2 –1 0 1 2 3 NCN NI
2. Strives to see the value of differing opinions . . –3 –2 –1 0 1 2 3 NCN NI
How has this person followed up with you on areas that he/she has been trying
to improve? (Check one.)
___ No Perceptible Follow-Up
___ Little Follow-Up
___ Some Follow-Up
___ Frequent Follow-Up
___ Consistent (Periodic) Follow-Up
What can this individual do to become a more effective team leader or member?

Questions that Make a Difference
• Writing your daily questions

• The value of peer coaching
• Why the daily question process
works so well
Determining What is Really Important

for You to Change
• As a person
• As a professional

To order What Got You Here

Won’t Get You There
• To order from 800 CEO READ

• Call 800-236-7323 (ask for Dylan—
extension 203)
• E-mail: Dylan@800CEORead.com
• To order from Barnes and Noble:
go to www.BN.com

Postpresentation
Activities

Program Themes
According to Marshall Goldsmith…
1. What are the four key beliefs of successful people?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. What is the major difference between feedback and feedforward?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. When will behavioral coaching not work?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
4. Why is leadership a contact sport?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Self-Reflection
What ideas, concepts, or examples resonated with you the most?
Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Exercise: When I Get Better At…

Read the following article by Marshall Goldsmith (published in
Workforce Performance Solutions, October 2005) and complete the
exercise that follows.
When I Get Better At…”

In my younger days, as a newly minted Ph.D. and organizational
behavior consultant, I would challenge my clients to pick one to
three areas for personal improvement. As I grew more experienced,
I began to realize that three was too many. The problem was not a
lack of motivation or intelligence—these were brilliant, dedicated
leaders. The problem was that they were just too busy. They all had
profitability goals, growth goals, quality goals, customer goals,
health goals, and so on. Multiply each of the types of goal by three
and you quickly reach a number of goals that is not only impossible
to achieve, but also impossible to even remember.
What I teach my clients now is to pick the one area for personal
change that will make the biggest difference, and to focus on that. If
we pick the right area for change, increased effectiveness will
almost always influence other aspects of our relationships with
people. For example, more effective listening will lead to higher
scores in all kinds of related behaviors, such as building teamwork,
increasing customer satisfaction, and treating people with respect.
Nathaniel Branden, Ph.D., a psychologist and author of about 20

books, has a wonderful exercise that helps answer the question, “Is
this change really worth it?” Between five and eight people sit
around a table, and each person selects one behavior to change. One
person begins the exercise by saying, “When I get better at…” and
completes the sentence by mentioning one benefit that will
accompany this change in behavior. For example, one person may
say, “When I get better at being open to differing opinions, I will
hear more great ideas.”
After everyone has had a chance to discuss their specific behavior

and the first benefit, the cycle begins again. Now each person
mentions a second benefit that may result from changing the same
behavior, then a third benefit, continuing until the facilitator ends

the exercise (usually after six to eight rounds). Finally, participants

discuss what they have learned and their reactions to the exercise.
When Branden first explained this exercise to me, I was polite but
skeptical. I couldn’t see the value of simply repeating the potential
benefits of change over and over. My skepticism quickly went away
when I saw the process work.
Branden and I were facilitators at a large conference that included

many well-known leaders from corporations, nonprofits, the
government, and the military. The man sitting next to me was a
high-ranking military leader and directly responsible for thousands
of troops. He also was highly judgmental and seemed to be proud of
it. For example, when conference participants discussed the topic
of character, he said, “I respect people with real character, and
organizations, like mine, with real values. I don’t believe in this
situational crap!”
When we began Branden’s exercise, he said, “When I become less

judgmental…” as his behavior to change. I was amused and thought
that this would be interesting. True to my expectations, the first
time around he coughed and grunted a sarcastic comment. The
second time around he was even more cynical. Then something
changed. When he described the potential benefit the third time
around, he wasn’t being sarcastic anymore. Several rounds later, he
had tears in his eyes, and said, “When I become less judgmental,
maybe my children will speak to me again.”
Since that day I have conducted this exercise with several thousand
people. Many start with benefits that are “corporately correct,”
such as “This change will help my company make more money,” and
end with benefits that are more human, such as “This change will
make me a better person.” I will never forget one hard-driving
executive who chose “When I get better at letting go.” His first
benefit was that his direct reports would take more responsibility,
and his final benefit was that he would probably live to celebrate
his 60th birthday.
As the exercise progresses, one of two realizations tend to dawn

upon participants. Some see the deeper meaning and become

convinced that it is worth it. My advice to these people is simple:

Get started on changing now.
Others begin to feel like they are just “making up” benefits to
complete the exercise. It doesn’t seem real. My advice to them is
equally simple: Don’t waste your time. If you feel you have to make
up reasons why you should change, your heart won’t be in the
process, and you ultimately won’t put in the effort required.
Now, it’s your turn to pick a behavior that you may want to change.
Complete the sentence, “When I get better at…” over and over again.
Listen closely as you recite potential benefits. You will be amazed at
how quickly you can determine if this change is worth it for you.
Please indicate below what you want to change and how you can
benefit.
When I get better at… ____________________________________________

________________________________________________________________
…I will get the following benefits:
1. _____________________________________________________________
2. _____________________________________________________________
3. _____________________________________________________________
4. _____________________________________________________________
5. _____________________________________________________________
6. _____________________________________________________________
7. _____________________________________________________________
8. _____________________________________________________________

Question Sheet

Coaching for Success, June 26, 2007
Question Sheet
Use this form to write your question or for discussion among your colleagues. Please write clearly.
Your name (optional): ________________________________________________________________________________________
Your organization: ____________________________________________________________________________________________
Your location (city, state, country):
________________________________________________________________________________________________________________
Your question (25 words or less): ____________________________________________________________________________
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
Send your questions by…
PHONE:
In the U.S. 1-800-218-0204
Outside the U.S. 1-303-262-2130
FAX:
In the U.S. 1-877-892-0170
Outside the U.S. 1-646-349-3661
E-mail: els@skillsoft.com

Appendix
LEADERSHIP IS A
CONTACT SPORT

Leadership
Is a Contact
content management
Sport by Marshall Goldsmith and Howard Morgan
The “Follow-up Factor” in
Management Development
71
Leadership is not just for leaders anymore. Top are stepping up to the challenge of leadership develop-
companies are beginning to understand that sustaining ment and their results are quite tangible. In Leading the
peak performance requires a firm-wide commitment to Way: Three Truths from the Top Companies for Leaders
developing leaders that is tightly aligned to organiza- (John Wiley & Sons, 2004), a study of the top 20 com-
tional objectives — a commitment much easier to panies for leadership development, Marc Effron and
understand than to achieve. Organizations must find Robert Gandossy show that companies that excel at
ways to cascade leadership from senior management to developing leaders tend to achieve higher long-term
Illustration by Robert Goldstrom
men and women at all levels. As retired Harvard profitability.

Business School professor John P. Kotter eloquently But it sometimes seems there are as many approach-
noted in the previous issue of strategy+business, this ulti- es to leadership development as there are leadership
mately means we must “create 100 million new leaders” developers. One increasingly popular tool for developing
throughout our society. (See “Leading Witnesses,” s+b, leaders is executive coaching. Hay Group, a human
Summer 2004.) resources consultancy, reported that half of 150 compa-
Organizational experts Paul Hersey and Kenneth nies surveyed in 2002 said that they had increased their
Blanchard have defined leadership as “working with and use of executive coaching, and 16 percent reported using
through others to achieve objectives.” Many companies coaches for the first time.
Marshall Goldsmith (marshall Howard Morgan (howard@
@marshallgoldsmith.com) is a howardjmorgan.com) is the
founder of Marshall Goldsmith founder of 50 Top Coaches,
Partners, a leadership coach- a collective of many of the
ing network. He has worked world’s leading executive advi-
with more than 70 major CEOs sors. He specializes in execu-
and their management teams tive coaching as a strategic
and is the author or coauthor change-management tool. He
of 18 books on leadership and is co-editor of the forthcoming
coaching. His most recent book The Art and Practice of
book is Global Leadership: The Leadership Coaching: 50 Top
Next Generation (Financial Executive Coaches Reveal
Times Prentice Hall, 2003). Their Secrets (John Wiley &
Sons, December 2004).
Yet even “executive coaching” is a broad category. In gies: offsite training versus onsite coaching, short
reviewing a spate of books on coaching last year, Des duration versus long duration, internal coaches versus
content management
Dearlove and Stuart Crainer identified at least three external coaches, and traditional classroom-based train-
types of coaching: behavioral change coaching, personal ing versus on-the-job interaction.
productivity coaching, and “energy coaching.” (See “My Rather than just evaluating “participant happiness”
Coach and I,” s+b, Summer 2003.) Our own upcoming at the end of a program, each of the eight companies
book, The Art and Practice of Leadership Coaching: 50 measured the participants’ perceived increase in leader-
Top Executive Coaches Reveal Their Secrets (written with ship effectiveness over time. “Increased effectiveness”
Phil Harkins, to be published by John Wiley & Sons in was not determined by the participants in the develop-
December 2004), includes discussions about five types ment effort; it was assessed by preselected co-workers
of leadership coaching: strategic, organizational and stakeholders.
change/execution, leadership development, personal/life Time and again, one variable emerged as central to
planning, and behavioral. the achievement of positive long-term change: the par-
Given the increasingly competitive economic envi- ticipants’ ongoing interaction and follow-up with col-
ronment and the significant human and financial capi- leagues. Leaders who discussed their own improvement
tal expended on leadership development, it is not only priorities with their co-workers, and then regularly fol-
fair but necessary for those charged with running com- lowed up with these co-workers, showed striking
72
panies to ask, “Does any of this work? And if so, how?” improvement. Leaders who did not have ongoing dia-
What type of developmental activities will have the logue with colleagues showed improvement that barely
greatest impact on increasing executives’ effectiveness? exceeded random chance. This was true whether the
How can leaders achieve positive long-term changes in leader had an external coach, an internal coach, or no
behavior? With admitted self-interest — our work was coach. It was also true whether the participants went to
described in the Crainer–Dearlove article, and is fre- a training program for five days, went for one day, or did
quently cited in reviews of and articles about leadership not attend a training program at all.
coaching — we wanted to see if there were consistent The development of leaders, we have concluded, is
principles of success underlying these different a contact sport.
approaches to leadership development.
We reviewed leadership development programs in Eight Approaches
eight major corporations. Although all eight companies The eight companies whose leadership development
strategy + business issue 36
had the same overarching goals — to determine the programs we studied were drawn from our own roster of
desired behaviors for leaders in their organizations and clients over the past 16 years. Although all are large cor-
to help leaders increase their effectiveness by better porations, each company is in a different sector and each
aligning actual practices with these desired behaviors — faces very different competitive pressures.
they used different leadership development methodolo- Each company customized its leadership develop-
ment approach to its specific needs. Five of the eight
focused on the development of high-potential leaders,
and between 73 and 354 participants were involved in
their programs. The three other companies included
almost all managers (above midlevel), and involved
between 1,528 and 6,748 managers. The degree of inter-
national representation varied among organizations. At
two companies, almost all of the participants were
American. Non-U.S. executives made up almost half of
the participants in one company’s program. The other
five had varying levels of international participation.
Some of the companies used traditional classroom-
based training in their development effort. In each of
these companies, participants would attend an offsite
program and receive instruction on what the desired
characteristics were for leaders in their organizations, Each participant received mini-survey summary
why these characteristics were important, and how feedback from three to 16 co-workers. Colleagues were
content management
participants might better align their own leadership asked to rate the participants’ increased effectiveness in
behavior with the desired model. Some companies, by the specific selected behaviors as well as participants’
contrast, used continuing coaching, a methodology that overall increase (or decrease) in leadership effectiveness.
did not necessarily involve offsite training, but did rely Co-workers were also asked to measure the degree of
on regular interaction with a personal coach. Some com- follow-up they had with the participant. In total, we col-
panies used both offsite training and coaching. lected more than 86,000 mini-survey responses for the
Along with differences, there were commonalities 11,480 managers who participated in leadership
among the programs. Each company had spent exten- development activities. This huge database gave us the
sive time reviewing the challenges it believed its leaders opportunity to explore the points of commonality and
would uniquely face as its business evolved. Each had distinction among these eight very different leadership
developed a profile of desired leadership behaviors that development efforts.
had been approved by upper management. After ensur- Three of the organizations permitted their names to
ing that these desired leadership behaviors were aligned be used in articles or conference presentations, enabling
with the company vision and values, each company us to reference them in this report; the rest have request-
developed a 360-degree feedback process to help leaders ed anonymity, although we are able to describe their sec-
73
understand the extent to which their own behavior (as tor and activities. Two of the organizations also have
perceived by co-workers) matched the desired behavior allowed their results to be published elsewhere, without
for leaders in the corporation. All eight placed a set of disclosure of the organization’s name. The companies
expectations upon participants. The developing leaders whose programs we studied were:
were expected to: • An aerospace/defense contractor: 1,528 managers
• Review their 360-degree feedback with an inter- (ranging from midlevel to the CEO and his team)
nal or external consultant. received training for two and a half days. Each person
• Identify one to three areas for improvement. reviewed his or her 360-degree feedback in person with
• Discuss their areas for improvement with key an outside consultant. All received at least three
co-workers. reminder notes to help ensure that they would follow up
• Ask colleagues for suggestions on how to increase with their co-workers.
effectiveness in selected areas for change. • A financial-services organization: At GE Capital,
• Follow up with co-workers to get ideas for 178 high-potential managers received training that last-
improvement. ed five days. Each leader was assigned a personal human
• Have co-worker respondents complete a confi- resources coach from inside the company. Each coach
dential custom-designed “mini-survey” three to 15 had one-on-one sessions with his or her client on an
months after the start of their programs. ongoing basis (either in person or by phone).
• An electronics manufacturer: 258 upper-level co-workers in the mini-surveys. The first five firms —
managers received in-person coaching from an external the aerospace/defense contractor, GE Capital, the elec-
coach. They did not attend an offsite training program. tronics manufacturer, the diversified services company,
They were then each assigned an internal coach who had and the media company — used a seven-point scale,
been trained in effective coaching skills. This coach fol- from –3 to +3, to measure perceived change in leader-
lowed up with the managers every three to four months. ship effectiveness, and a five-point scale to plot the
• A diversified services company: 6,748 managers amount of follow-up, ranging from a low of “no follow-
(ranging from midlevel to the CEO and his team) up” to a high of “consistent or periodic follow-up.”
received one-on-one feedback from an external coach They then compared the two sets of measurements by
during two training programs, each two and a half days plotting the effectiveness scores and the follow-up tallies
long, which were conducted 15 months apart. Although on charts.
there was no formal follow-up provided by the coach, The remaining three firms used slightly different
participants knew they were going to be measured on measurement criteria. The telecommunications compa-
their follow-up efforts. ny used a “percentage improvement” scale to measure
• A media company: 354 managers (including the perceived increases in leadership effectiveness, as judged
CEO and his team) received one-on-one coaching and by co-workers. It then compared “percentage improve-
feedback during a one-day program. An external coach ment” on leadership effectiveness with each level of
content management
provided follow-up coaching every three to four follow-up. Johnson & Johnson and Agilent measured
months. leadership improvement using the same seven-point
• A telecommunications company: 281 managers scale employed by the first five companies, but they did
(including the CEO and his team) received training not categorize the degree of follow-up beyond the sim-
for one day. Each leader was given an external coach, ple “followed up” vs. “did not follow up.”
who had continuing one-on-one sessions with his or As noted earlier, follow-up here refers to efforts that
her client. leaders make to solicit continuing and updated ideas for
• A pharmaceutical/health-care organization: John- improvement from their co-workers. In the two compa-
son & Johnson involved 2,060 executives and managers, nies that compared “followed up” with “did not follow
starting with the CEO and his team, in one and a half up,” participants who followed up were viewed by their
days of leadership training. Each person reviewed his or colleagues as far more effective than the leaders who did
her initial 360-degree feedback with an outside consult- not. In the companies that measured the degree of
ant (almost all by phone). Participants received at least follow-up, leaders who had “frequent” or “periodic/con-
three reminder notes to help ensure that they would fol- sistent” interaction with co-workers were reliably seen as
low up with their co-workers. having improved their effectiveness far more than lead-
74
• A high-tech manufacturing company: At Agilent ers who had “little” or “no” interaction with co-workers.
Technologies Inc., 73 high-potential leaders received Exhibits 1 to 5, on pages 76–77, show the results
coaching for one year from an external coach, an effort among the first five companies, which, despite their dif-
unconnected to any training program. Each coach had ferent leadership development programs, used the same
one-on-one sessions with his or her client on an ongoing measurement methodology. This apples-to-apples com-
basis, either in person or by phone. parison shows strong correlations across all five compa-
nies between the degree of follow-up and the perceived
Personal Touch change in leadership effectiveness.
The overarching conclusion distilled from the surveys in In the exhibits, “perceived change” refers to the
all the programs was that personal contact mattered — respondents’ perception of their co-worker’s change in
and mattered greatly. leadership effectiveness; for example, a rating of “+3”
Five of the corporations used the same measure- would indicate that the co-worker was seen as becoming
ment methodologies, while three used a slightly dif- a much more effective leader; a rating of “0” would indi-
ferent approach. All eight companies measured the cate no change in leadership effectiveness. “Percent”
frequency of managers’ discussions and follow-up with refers to the percentage of survey respondents grouped
co-workers and compared this measure with the per- around a given rating; for example, in Exhibit 1,
ceived increase in leadership effectiveness, as judged by between 30 and 42 percent of respondents gave a “0”
Leadership is a relationship, not
between the coach and the “coachee,” but
between the leader and the colleague.
rating — that is, they saw no change — to leaders who leaders who don’t respond to feedback must not care
“did no follow-up.” very much.
content management
Leadership, it’s clear from this research, is a rela- Historically, a great deal of leadership development
tionship. And the most important participants in this has focused on the importance of an event. This event
relationship are not the coach and the “coachee.” They could be a training program, a motivational speech, or
are the leader and the colleague. an offsite executive meeting. The experience of the eight
Most of the leaders in this study work in knowledge companies we studied indicates that real leadership de-
environments — in companies where the value of the velopment involves a process that occurs over time, not an
product or service derives less and less from manufac- inspiration or transformation that occurs in a meeting.
turing scale and, to use Peter Drucker’s formulation, Physical exercise provides a useful analogy. Imagine
more and more from the processing and creation of having out-of-shape people sit in a room and listen to a
information to define and solve problems. In discussing speech on the importance of exercising, then watch
leadership with knowledge workers, Professor Drucker some tapes on how to exercise, and perhaps practice
has said, “The leader of the past was a person who knew exercising. Would you ever wonder why these people
how to tell. The leader of the future will be a person who were still unfit a year later? The source of physical fitness
knows how to ask.” Our studies show that leaders who is not understanding the theory of working out; it is
regularly ask for input are seen as increasing in effective- engaging in exercise. As Arnold Schwarzenegger has
75
ness. Leaders who don’t follow up are not necessarily bad said, “Nobody ever got muscles by watching me work
leaders; they are just not seen as getting better. out!” So, too, with leadership development. As Professor
Drucker, Dr. Hersey, and Dr. Blanchard have pointed
Ask and Receive out, leadership involves a reliance on other co-workers to
In a way, our work reinforces a key learning from the achieve objectives. Who better than these same co-work-
Hawthorne studies. These classic observations of factory ers to help the leader increase effectiveness?
workers at suburban Chicago’s Western Electric Indeed, the executive coach is, in many ways, like a
Hawthorne Works, which Harvard professor Elton personal trainer. The trainer’s role is to “remind” the per-
Mayo made nearly 80 years ago, showed that productiv- son being trained to do what he or she knows should be
ity tended to increase when workers perceived leadership done. Good personal trainers spend far more time on
interest and involvement in their work, as evidenced by execution than on theory. The same seems to be true for
purposeful change in the workplace environment. Our leadership development. Most leaders already know
studies show that when co-workers are involved in lead- what to do. They have read the same books and listened
ership development, the leaders they are helping tend to to the same gurus giving the same speeches. Hence, our
become more effective. Leaders who ask for input and core conclusion from this research: For most leaders, the
then follow up to see if progress is being made are seen great challenge is not understanding the practice of leader-
as people who care. Co-workers might well infer that ship: It is practicing their understanding of leadership.
Exhibit 1: My Co-Worker Did No Follow-Up
60
40
Percent
20
-3 -2 -1 0 1 2 3
Perceived Change
Company A Company B Company C Company D Company E Mean Leader
Exhibit 2: My Co-Worker Did a Little Follow-Up

content management
60
40
Percent
20
-3 -2 -1 0 1 2 3
Perceived Change
76
Exhibit 3: My Co-Worker Did Some Follow-Up
60
40
Percent
20
-3 -2 -1 0 1 2 3
Perceived Change

Exhibit 4: My Co-Worker Did Frequent Follow-Up
60
40
Percent
20
-3 -2 -1 0 1 2 3
Perceived Change
Exhibit 5: My Co-Worker Did Consistent or Periodic Follow-Up
content management
60
40
Percent
20
-3 -2 -1 0 1 2 3
Perceived Change
77
Beyond the basic finding — that follow-up matters ple — were located outside the United States. We found
— several other conclusions arise from our research. For that the degree of follow-up was as critical to changing
example, the eight-program study indicates that the perceived leadership effectiveness internationally as it
follow-up factor correlates with improved leadership effec- was domestically. This was true for both training and
tiveness among both U.S. and non-U.S. executives. coaching initiatives.
As companies globalize, many executives have At Johnson & Johnson, there were almost no dif-
begun to wrestle with issues of cultural differences ferences in scores among participants in Europe, Latin
among their executives and employees. Recent research America, and North America. The group seen as
involving high-potential leaders from around the world improving the most was in Asia. In analyzing the find-
has shown that cross-cultural understanding is seen as a ings, J&J determined that the higher scores in Asia were
key to effectiveness for the global leader. (See, for exam- more a function of dedicated local management than of
ple, Marshall Goldsmith et al., Global Leadership: The cultural differences, again supporting the correlation
Next Generation, Financial Times Prentice Hall, 2003.) between a caring, contact-rich leadership and its per-
Our study addressed this issue as it affects leader- ceived effectiveness.
ship development programs. Nearly 10,000 of the That follow-up works globally contravenes assump-
respondents in the eight companies whose programs we tions that different cultures will have differing levels of
reviewed — almost 12 percent of our mini-survey sam- receptiveness to intimate conversations about workplace
behaviors. But the universality of the follow-up principle perceptions exist, then external coaches may well be
doesn’t imply universality in its application. Leaders learn preferable to internal coaches.
from the people in their own environment, particularly But internal coaches can overcome these obstacles.
in a cross-cultural context. Indeed, research by the At GE Capital, the internal coaches were HR profes-
Center for Creative Leadership in Greensboro, N.C., has sionals who were given time to work with their
shown that “encouraging feedback” and “learning from “coachees.” Coaching was treated as an important part
those around us” are both central to success for leaders in of their responsibility to the company and was not seen
cross-cultural environments. Companies with successful as an add-on “if they got around to it.” Moreover, the
leadership development programs encourage executives coachees were given a choice of internal coaches and
to adapt the universal principle of follow-up and the fre- picked coaches they saw as most credible. Finally, each
quency of such conversations to fit the unique require- internal coach worked with a leader in a different part of
ments of the culture in which they working. Despite the business. They assured their coachees that this
other cultural differences, there seems to be no country process was for high-potential development, not evalua-
in the world where co-workers think, “I love it when you tion. As a result of this thorough screening process,
ask me for my feedback and then ignore me.” client satisfaction with internal coaches was high and
results achieved by internal coaches (as judged by co-
Inside and Outside workers) were very positive.
content management
Interaction between the developing leader and his or her Inside or outside, we discovered that the mechanics
colleagues is not the sole connection that counts. Also of the coach–leader relationship were not a major limit-
vital is the contact between the leader and the coach. Our ing factor. Our fourth finding was that feedback or
third major finding concerns that relationship: Both coaching by telephone works about as well as feedback or
internal and external coaches can make a positive difference. coaching in person.
One reason coaching can be so effective is that it Intuitively, one might believe that feedback or
may inspire leaders to follow up with their people. coaching is a very “personal” activity that is better done
Agilent Technologies, for one, found a strong positive face-to-face than by phone. However, the companies we
correlation between the number of times the coach fol- reviewed do not support this supposition. One company,
lowed up with the client and the number of times the Johnson & Johnson, conducted almost all feedback by
client followed up with co-workers. telephone, yet produced “increased effectiveness” scores
The coach, however, does not have to be part of the almost identical to those of the aerospace/defense organ-
company. This conclusion was readily apparent when ization, which conducted all feedback in person.
we compared the two companies most distinct in the Moreover, all the companies that used only external
composition of their coaching corps. Agilent used only coaches similarly found little difference between tele-
78
external coaches. GE Capital, by contrast, used only phone coaching and live coaching. These companies
internal coaches from human resources. Yet both made sure that each coach had at least two one-on-one
approaches produced very positive long-term increases meetings with individual executive clients. Some coaches
in perceived leadership effectiveness. did this in person, whereas others interacted mostly by
Given the apparent ease of accessibility to internal phone. There was no clear indication that either method
coaches, firms might naturally use this finding to justify of coaching was more effective than the other.
“going inside.” But there are at least three important Although sophisticated systems — involving some
variables to consider in determining whether to use an combination of e-mail, intranets, extranets, and mobile
internal HR coach: time, credibility, and confidentiality. connectivity — are available, follow-up needn’t be
In many organizations, internal coaches are not expensive. Internal coaches can make follow-up tele-
given the time they need for ongoing interaction with phone calls. New computerized systems can send
the people they are coaching. In some cases, they may “reminder notes” and give ongoing suggestions.
not seem as credible as trained development experts. In However it’s done, follow-up is the sine qua non of effec-
other cases, especially those that involve human tive leadership development. Too many companies
resources personnel filling multiple roles, there may spend millions of dollars for the “program of the year”
appear to be a conflict of interest between a profes- but almost nothing on follow-up and reinforcement.
sional’s responsibilities as coach and as evaluator. If these Companies should also take care to measure the
Continual contact with colleagues
is so effective it can succeed even without
a formal program.
effectiveness of their leadership development initiatives, ing processes and “reminder notes” to help leaders
and not just the employees’ satisfaction with them. Our achieve a positive long-term change in effectiveness,
content management
results indicate that when participants know that surveys without using coaches at all.
or other methods of measuring program effectiveness are If the organization can teach the leader to reach out
slated to occur three to 15 months from the date of the to co-workers, to listen and learn, and to focus on
program, a higher level of commitment is created continuous development, both the leader and the organ-
among them. This follow-up measurement creates a ization will benefit. After all, by following up with col-
focus on long-term change and personal accountability. leagues, a leader demonstrates a commitment to self-
Although measuring outcomes would seem to be improvement — and a determination to get better. This
second nature for most companies, the success of lead- process does not have to take a lot of time or money.
ership development programs has conventionally been There’s something far more valuable: contact. +
assessed through the satisfaction of the participants. This Reprint No. 04307
metric is of limited relevance. Among the companies in
our study that offered leadership development training,
virtually all participants came away highly satisfied. At
the aerospace/defense contractor and Johnson & Resources
Johnson, the average satisfaction rating among more Des Dearlove and Stuart Crainer, “My Coach and I,” s+b, Summer 2003; 79
than 3,500 participants was 4.7 out of a possible 5.0. www.strategy-business.com/press/article/22062
Executives loved the training, but that didn’t mean they Elizabeth Thach, “The Impact of Executive Coaching and 360 Feedback
used the training or improved because of it. on Leadership Effectiveness,” Leadership & Organization Development
Journal, Vol. 23, No. 4, 2002; http://fiordiliji.emeraldinsight.com/
vl=2762214/cl=12/nw=1/rpsv/lodj.htm
Learning to Learn
Marshall Goldsmith, “Ask, Learn, Follow Up, and Grow,” in The Leader
Of even greater import is this: Continual contact with of the Future: New Visions, Strategies, and Practices for the Next Era, edited
colleagues regarding development issues is so effective it by Frances Hesselbein, Marshall Goldsmith, and Richard Beckhard (Peter
can succeed even without a large, formal program. Drucker Foundation and Jossey-Bass, 1996)
Agilent, for example, produced excellent results, even Linda Sharkey, “Leveraging HR: How to Develop Leaders in Real Time,”
in Human Resources in the 21st Century, edited by Marc Effron, Robert
though its leaders received coaching that was completely
Gandossy, and Marshall Goldsmith (John Wiley & Sons, 2003)
disconnected from any training. In fact, leaders who do
Diane Anderson, Brian Underhill, and Robert Silva, “The Agilent APEX
not have coaches can be coached broadly by their co- Case Study,” in Best Practices in Leadership Development — 2004, edited
workers. The key to changing behavior is “learning to by Dave Ulrich, Louis Carter, and Marshall Goldsmith (Best Practices
learn” from those around us, and then modifying Publications, forthcoming 2004)
our behavior on the basis of their suggestions. The Marshall Goldsmith, Cathy L. Greenberg, Alastair Robertson, and Maya
Hu-Chan, Global Leadership: The Next Generation (Financial Times
aerospace/defense contractor and the telecommunica- Prentice Hall, 2003)
tions company used very streamlined and efficient train-

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SKILLSOFT

The Executive Leadership Series

COACHING FOR SUCCESS:

June 26, 2007, 12:00–1:30 p.m. ET

© 2007 by Marshall Goldsmith and SkillSoft Corporation

¾ Your role in the coaching process

© 2007 by Marshall Goldsmith and SkillSoft Corporation

© 2007 by Marshall Goldsmith and SkillSoft Corporation n

© 2007 by Marshall Goldsmith and SkillSoft Corporation

9 Your role in the coaching process

© 2007 by Marshall Goldsmith and SkillSoft Corporation

About Marshall Goldsmith

Dr. Goldsmith’s Ph.D. is from UCLA. He teaches executive

© 2007 by Marshall Goldsmith and SkillSoft Corporation

Question and answer session (20 minutes)

© 2007 by Marshall Goldsmith and SkillSoft Corporation

“The more successful we become, the more positive reinforcement we

‘I behave this way. I am successful. Therefore, I must be successful

Marshall Goldsmith will explain why it can be so challenging for

Dr. Goldsmith introduced the concept of “feedforward” versus

Finally, Dr. Goldsmith will provide the secret to successful change

© 2007 by Marshall Goldsmith and SkillSoft Corporation

How to Get the Most from the Program

BEFORE THE PROGRAM

3. Why is behavioral change is so difficult?

© 2007 by Marshall Goldsmith and SkillSoft Corporation

DURING THE PROGRAM

AFTER THE PROGRAM

© 2007 by Marshall Goldsmith and SkillSoft Corporation

Dos and Don’ts for the

© 2007 by Marshall Goldsmith and SkillSoft Corporation

© 2007 by Marshall Goldsmith and SkillSoft Corporation

Coaching for Success: How Successful People

Goals for Today

Teaching Leaders What to Stop

“We spend a lot of time

© 2007 by Marshall Goldsmith and SkillSoft Corporation

Key Beliefs of Successful People

© 2007 by Marshall Goldsmith and SkillSoft Corporation

• The more committed we are to a path, the

• Not only are successful people delusional,

© 2007 by Marshall Goldsmith and SkillSoft Corporation

• Optimists tend to overcommit.

© 2007 by Marshall Goldsmith and SkillSoft Corporation

“Leadership Is a Contact Sport”

• Summary impact research

© 2007 by Marshall Goldsmith and SkillSoft Corporation

The Eight Corporations

© 2007 by Marshall Goldsmith and SkillSoft Corporation

Change in Leadership Effectiveness

Change in Leadership Effectiveness

© 2007 by Marshall Goldsmith and SkillSoft Corporation

Change in Leadership Effectiveness

Change in Leadership Effectiveness

© 2007 by Marshall Goldsmith and SkillSoft Corporation

Change in Leadership Effectiveness

© 2007 by Marshall Goldsmith and SkillSoft Corporation

The “Is It Worth It?” Exercise

When behavioral coaching

© 2007 by Marshall Goldsmith and SkillSoft Corporation

Coaching for Behavioral Change

• Involve the person in determining

Coaching for Behavioral Change