The Open University

A Case Study

Veronica Barnes & Charlotte Bruce-Foulds The Open University The OCM

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Outline of the session

• The Open University• Why coaching – now?• Why The OCM?• The programme – Phase 1• Evaluation• The programme – Phase 2 • What now and next

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The Open University's Mission

... to be OPEN to …

People

Places

Methods and

Ideas

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The Open University• A world leader in modern distance learning• Enables people to achieve their career and life

goals by studying at times and in places to suit them• Founded to open up higher education to all; most

undergraduate courses have no formal entry requirements, prior qualifications or experience

• More than 250,000 students per year and since 1969 over 1.6 m people worldwide have achieved their learning goals by studying with us

• Many of our teaching and learning resources are free of charge on line, MOOCS leader

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Why introduce coaching?

• Learning & Organisational Development• Management Development Survey

2008• Different levels of development• Coaching to support the Highly

Effective Manager (HEM) programme

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A transferable skill

ManagementCoaches

Coach-Mentor

Coach / Mentor HEMDelegates (‘Learners’)

Delegates begin touse coaching approach

with own team

Coach acrossthe OU

Coach theirown teams

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Why The OCM?• Has a strong academic underpinning• Provided the hybrid of coach-mentoring to

support management development• Offered a blended approach to learning• Covered core skills of coaching and models• Designed with emphasis on skills practice• Supported with Coach-Mentor Supervisor• Considered ethical issues

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The Programme – Phase 1

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How, what and when

• Selection of Coach-Mentors …

– Programme promoted on L&OD website and in leaflets

– Completed application forms including 3 reasons why they want to do this

– Online self-assessment– Online questionnaire– Selection interview with

OU and The OCM

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What did the programme initially look like?

• Started in May 2009• An initial 2-day workshop• 4 x 1:1 coach-mentoring (supervision) sessions

every 2 months• Online portal and one book – J. Starr• Interim half-day skills workshop• 180 feedback from HEM learners• Final half-day review workshop

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What does it look like now?• Recently started our 5th cohort and there are a

few key differences …

– More coaching support from delegates individual Coach-Mentor Supervisor (CMS), 6 hours instead of 4 hours to enable monthly contact– Introduce Action Learning in the initial workshop, so self-managed learning groups start immediately – More practice with models and an additional coaching framework 11

Models

• Core processes and key skills supported by a range of other frameworks …

– GROW– Appreciative Inquiry– Wheel of work/life– Skilled Helper Framework– Change House and other useful tools working in this context, e.g. Forcefield

Analysis12

The outcomes• Quantative and qualitative feedback was

captured from both the delegates (= coaches) and their HEM learners (= coachees) and it was extremely positive

• For example, from the HEM learners …

“The time spent with my coach has enabled me to gain far more from the HEM than I ordinarily would, appreciate the lessons available in my daily working life and, more importantly to put them into practice with rewarding results”

“It has been an extremely important and valuable part of the development and will probably prove to have been the most valuable aspect of it as there is such a direct focus on my immediate work and goals”

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Feedback from HEM learners on their coach’s behaviours

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Feedback from HEM learners on their coach’s style & approach

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Feedback / benefits from the coaches’ perspective

• Importance of coaching in creating a safe space which provides opportunities to think

• Coaching really helps to raise self-awareness and self-confidence

• Provides an opportunity for the coachee to think about their own individual development

• Encourages coachee to relate their development to organisational benefits

• Importance of using coaching conversations with direct reports 16

Differences made• The Management Coaching Programme

provided by The OCM has …

– Provided a sound and professional foundation for the development of coaches across the OU

– Lived up to the choice of provider with an academic underpinning as models and theories have been challenged during the learning process

– Enabled individuals across the university to experience the empowering characteristic of coaching 17

Activity 1

In small groups …

• How do you currently use coaching in your organisation?

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So what happened next …

• By 2012 there was a critical mass of coaches who needed support, their frequent questions were …

– Who could they coach?– How could they continue to develop and be

supervised?

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The Programme – Phase 2

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Who can be coached?

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• Learners on the Highly Effective Managers Programme

• Individuals• ‘Coaching conversations’ & ‘coaching style’ with

own staff on day-to-day basis• Teams• On behalf of Human Resources • Outside OU e.g. voluntary sector

How can the coaches be developed?

• Qualifications• Short courses, Conferences, Seminars• Join local coaching groups• Open University’s Coaches’ Network

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Feedback from Coaches’ Network events

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• ‘I think this Coaches’ Network is a fantastic way of drawing on the experiences of others and being able to share with people who understand the OU and its internal coaches model.’

• ‘A really good overview of coaching which made me think about my own coaching style.’

• ‘I already thought I was an authentic coach, however, I will be reflecting on the ideas raised, to find out how I might develop further.’

How can the coaches be supported?

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• ‘Owner’ of coaching • A formal process of professional support in a

trusting and supportive relationship. Supervision ensures continuing development, sharing of experience and effectiveness of the coaches’ practice within the ethos and culture of the University …

– 1:1 supervision– Group supervision

Outcomes from coaching supervision

©Veronica Barnes 2012

Self awareness

Productivity

Competence

Creativity

Confidence Improvement

Reflection

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Activity 2

Discuss in small groups …

• If you have internal coaches in your organisation, how might you support them?

• Or, if you don’t have internal coaches in your organisation, what could you now do to create your own group of coaches?

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What’s happening now?

• Formalising offering of Supervision• Individual basis• Group sessions• Considering an annual refresher• The Coaches’ Network events quarterly• Management Coaching 5

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Organisational impact• Quality control• Coaches make a greater and higher

quality impact• Coachees make a better contribution to the

organisation• Provides a source of organisational knowledge

and learning• Maximises the potential of coaching and

supports the investment28

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