Case Studies

Coaching and action learning are about helping people to change through a process of discussion, feedback and reflection. Organisations are increasingly recognising the value of both approaches as an effective way of helping managers to:

raise their levels of self-awareness
explore and develop their leadership capacity
gain clarity about their management style, strengths and areas for development
enhance their performance
meet their potential

Coaching and action learning can be life changing. These are a few people who found these approaches helpful.

Coaching

Transition coaching Nick, 35, had just been promoted into the Senior Civil Service and felt daunted and overwhelmed. He wanted to think through what his new role required of him, what kind of a leader he wanted to be and how to get there.

Career development coaching Eleanor, 48, was successful and senior in her organisation but had lost her energy and sense of direction. She wanted to reconnect with the reasons had for going into her career in the first place and decide whether to stay where she was or move on.

Executive coaching Philip, 52, a Chief Executive, needed someone to talk to about the challenges he faced, both strategic and with his colleagues (in particular a difficult Chairman). He wanted an independent, non-judgemental sounding board.

Leadership coaching Nancy, 32, was a high-flyer with considerable management responsibilities who had hitherto done well in her career. At a Development Centre she received feedback that her leadership style with some of her staff, but more obviously with a number of her peers, was abrasive and likely to stand in the way of her onward progression.

Action learning

Sheena, Alison, Carol, Ingrid, Sarah and Judith were all management consultants - some in large companies, others sole traders – who formed an Action Learning Set which met monthly. What they shared was an enthusiasm for what they did and issues around confidence when pitching for business, succeeding in a male world and some question marks around what they considered to be potentially unethical practices. In addition they had a number of other issues they individually wanted to address (e.g. the pros and cons of moving to another organisation; problems with upwards management; issues with underperforming staff) in an environment of total trust where they could try out ideas, bounce off problems and so forth. Over a period of six months they build up a strong, supportive relationship which enabled them to set and meet their goals. They challenged each other to deliver on the commitments they made at each Set meeting and when the Set formally finished, they continued to meet informally to keep each other up to date.