The Coaching Triangle System

An innovative organizational learning framework for professional development that uses a coach approach to develop leadership skills and enhance learning.
Linda Naiman, Creativity at Work In association with Debbie Payne and Erna Hagge, Deberna Coaching International

Organizational Learning
KEY ISSUE

+anaging talent, the recruitment- development- and retention of people- are ke" issues for organizations toda" given the labour demand- demographics- and looming retirement of the ma.or leaders of our workforces. Engaging People /e believe that providing opportunities and possibilities for people to optimize and self0direct their learning engages them. /e believe that being coached and coaching others accelerates leadership and fosters accountabilit". /e also believe that engaged people can raise the collective intelligence of an organization achieving desired results.

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Relationship Focus
/e know that real work gets done through people having valuable conversationsreflecting- and developing skills- then appl"ing this to their work. 1" providing space for people to have the conversations and to focus on what the" are learning, the" become more engaged- using discretionar" effort to be more effective and productive. Look carefully at how a workplace organizes its relationships, not its tasks, functions and hierarchies, but the patterns of its relationships and the capacities to form them.
~ Margaret heatley Leadership and the New Science

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Purpose of Coaching Triangles

Learning- reflection then taking action are a large part of leadership. 1" creating this safe practice environment- we foster opportunities for reflection from which action can stem. to learn and practice coaching to develop leadership competencies to reflect and learn from e2perience to integrate and appl" previousl" learned skills provide a safe place to problem0solve- practice- and create to foster- support and recognize informal learning that naturall" occurs reduce silo effect
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The Coaching Triangle System

5ri0innovating

An organizational learning framework that uses a self0directed coach approach to develop leadership skills and enhance learning 1uilt on solid adult learning- managementand leadership principles- models and theories 3imple practical concept- eas" to implement- and cost effective 4eople solution- not a technological solution +anagers learn a coach approach to leadership Creates a positive workplace environment

5ri0reflecting Leadership

5ri0actioning

Coaching

Learning

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The Triangle Process

A Coaching 5riangle is formed through one person selecting a learning partner and the two together choosing a third to create a Coaching 5riangle. 5he three attend an 6rientation and using the !ri" namics resource book the" create their own chartercommit to guiding principles- set goals- and sign a contract. 5he" then embark on their self0directed learning .ourne" using the over )$$ e2ercises and assessments in !ri"namics to spark dialogue- to challenge their thinking and learn to coach each other. 6nce the 5riangles are established and functioning a Coach Approach workshop is taught to further develop coaching skills.
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5he resource book for the Coaching 5riangle 3"stem 4ublished b" Deberna Coaching International '$$#

Coaching 5riangles bridge learning and work

Learning

Work

Coaching 5riangles are learning labs creating a safe place to practice

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Benefits
4eer coaching- dialogue Creates culture for mentoring, coaching Aids in succession management 7osters integration of skills 4rovides a safe place to solve problems- test ideas- take risks Dissolves silos 1uilds networked relationships 8ngages people in their work and relationships Coaching 5riangles when networked together create a positive force for culture changeharness e2isting intellectual capital- improve knowledge transfer- and become a practical organizational learning tool.
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Are there barriers to making this ork!

5here are alwa"s those who do not want to do something differentwho are not willing to change. 1ureaucrac" Little perceived value for task producers 4olitics 9esistance to change 5r"ing to :control; No coach support <owever- people have control of their own triangle. If each group takes that control and makes it work for them- it will work.
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Applications
5erasen =as Inc. >bridging learning and work? @niversit" of 1C >e2tension to coaching workshops? Aancouver Communit" College >leadership development? 1C Audiologists Association >learning to peer coach?

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Case Stu"y# Terasen $as

7irst triangle formed in April '$$' 3upported b" senior management 5hree vice0presidents- =eneral +anager have participated @sed cross0organizationall" for development @sed for Distribution 5eam Leadership 4rogram <ave had over &$ Coaching 5riangles in the organization Currentl" )'0)* active Coaching 5riangles #alue to organizationB cost effective development- fosters cross0org relationships and learning- local solutions to problems- e2tends classroom learning. $hallengesB +aking time and priorit" for Coaching 5riangles to meet- limited coach support.

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Testimonial
:In m" own Coaching 5riangle we e2plored and clarified in a candid manner- our leadership strengths and weaknesses. 5he dialogue allowed each of us to look into the mirror and see the reflection more clearl" of how others see us as leaders. 5he greatest value of Coaching 5riangles is that the" create the opportunit" to practice leadership skills in a non0threatening environment.; C Dar"le 1ritton- Aice 4resident <uman 9esources- 5erasen =as Inc.

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Preliminary Research# Terasen $as %&&'

ritten sur%ey, &' participants
I look forward to meeting with m" 5riangle partners +" Coaching 5riangle helps me integrate learning and work I have improved m" leadership as a result of being in a Coaching 5riangle. I feel I am a better coach as a result of being in m" Coaching 5riangle 5here is sufficient structure with the Coaching 5riangle approach. have encouraged others to form a Coaching 5riangle (necdotal comments) *re+uency of meetings range from once per week to one per month, irregular Length of meetings %ary from ,- min to . hours D$E agreeF (&E agreeF %'E agreeF %'E agreeF #%E agreeFI #GE agreeF

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(ni)ersity of British Columbia Research %&&*

Hualitative stud" 82ternal researcher for credibilit" )* Coaching 5riangle participants interviewed over a period of * months >3eptemberI$% J Kanuar"I$*? 4re0determined in depth interviews >&$0%* minutes? b!ervation! and Comment! 5riangles met bi0weekl"- monthl" or bi0monthl" New discoveries about approaching and solving workplace problems Increased personal consciousness towards taking a coach approach to situations and in looking for :coachable moments; at work 3elf awareness and self inLuir" was fostered Communication was noted as having improvedItransformed 3ignificant learning was related to mentoring others M and to the effectiveness of peer supported learning triangles offer immediate feedback in the moment

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Testimonial
N1oth m" Coaching 5riangle partners had much more e2perience in coaching than I did and held more senior positions. I thought this would be a challenge for me. 7ar from being intimidating it was wonderful eLualizing e2perience. 8ach time we met I came awa" centered- anchored and read" to go on. Although I have the privilege of having great supportive people in m" career- this triangle provided an environment like no other in building m" successes.N Linda /ompauer, 0uman 1esource Manager 2epartment of Medicine, 3ni%ersity of 4ritish $olumbia

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+ho +e Are
Linda Naiman is known internationall" for pioneering the use of arts0based learning to develop creativit"- innovation- and collaborative leadership in organizations- through consulting- training and coaching. 3he is an associate business coach at the @niversit" of 1ritish Columbia- and co0author of 5rchestrating $ollaboration at ork >/ile" '$$&?. Clients include 7ortune *$$ companies and public sector organizations in North America- 8urope and Asia. Debbie Payne- +A- 96D4- CDA- co0author of !ri"namics $oaching !riangle 6ystem. Debbie has over '* "ears e2perience as an adult educator- leadership and organizational development specialist- and coach. <er credentials include a +aster of Arts in Leadership and 5raining from 9o"al 9oads @niversit". Erna Hagge C8C- 8+- <9+- co0author of !ri"namics $oaching !riangle 6ystem. 8rna is the founder and leader of the @niversit" of 1ritish Columbia >@1C? Coaching 3ervices 4rogram- Aancouver 1C. 3he has over '* "ears in human resource management in three ma.or organizations with focuses on coaching- organizational and personal development- emplo"ee relationsrecruitment- training- facilitation- and business development.

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