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Week 7 Focus question

To What Extent Is Culture Change Possible Through Coaching and Mentoring?

Chapter 6

From Robert Garvey

Week 7

Recap Week 6 collaboration Culture and the third party change agent

Mentoring & coaching

Benefits of mentoring and coaching

How to mentor and coach

7 situational mentoring and coaching contexts

Present processes of mentoring and coaching for change

Why are outcomes ambiguous?

Wk 1 -How sound are the underlying theories, methods and ideas on change, that managers and consultants adhere to?

Wk2 -Why is it necessary to consider complex contexts and cross-cultural dimensions in organisations during change?

Wk 3 -Why and how do employees’ experiences of participation influence their perceptions and response to change, the effectiveness of organisational change and the success of the change?

Wk 4 -How, do we make sense of change and how do we respond to organisational change across the dimensions of cognition, affect and behaviour?

Wk 5-Why is it important to include perspectives of those people (stakeholders) who might be affected by the decision in the process of planning design and implementation of change?

Wk 6-How can a third-party change agent draw on a range of processes to facilitate collaborative change and embed a collaborative culture? The heatnetwork case

Organisational Culture Textbook definitions

“A system of shared beliefs and values that guides behaviour ”

Wood et al. (2016)

“The soul of the organization”

Hellriegel & Slocum (2009)

Commonly known as…

“The way we do things around here.”

Schein’s 1990 definition

“(a) a pattern of basic assumptions,

(b) invented, discovered, or developed by a given group,

(c) as it learns to cope with its problems of external adaptation and internal integration,

(d) that has worked well enough to be considered valid and,

therefore

(e) is to be taught to new members as the

(f) correct way to perceive, think, and feel in relation to those problems.”

p.11

Organisational culture iceberg

Structure

Language

Rituals & ceremonies

Stories & legends

Values

Assumptions/beliefs

McShane, Olekalns & Travaglione, 2010

The Levels of Culture
Schein, 1990

(a) Observable artifacts – e.g. physical layout, dress code, mission statement and other documents

(b) Values – what is important

(c) Basic underlying assumptions - e.g. We are the best, we will always make profits

Factors contributing to changing organisational culture

1. Competitive pressures (e.g. may make the organisation more cost-focussed or innovative)

2. Changes in other aspects of the external environment

(Social, health COVID 19,technological, economic, political/legal)

e.g. What may change is the need to now be ‘leading edge in technology; focused on environmental issues; embrace diversity and flexible workplaces)

3. Changes in ownership (e.g. mergers) and/or management

4. Organisational restructuring (new divisions, new departments, all with their own sub-cultures)

5. New reward systems (e.g. moving to pay for performance drives individual behaviour; move toward greater teamwork creates different relationships)

Sub-cultures

Can be based on:

  • Department
  • Gender
  • Ethnicity
  • Other factors: e.g. employee-centred, professional-centred, task-centred and innovation-centred

Palthe and Kossek, 2003

CULTURAL WEB
Johnson and Scholes –
textbook on organisational strategy and see also…

http://www.strategyexplorers.com/whitepapers/Culture-Web.pdf

Culture change

  • A need for culture change is a common mantra (Huy & Mintzberg, 2003)

How to change organisational culture

1.   Measure/investigate culture

 2.   Analyse corporate strategy

 3.   Decide on the appropriate alignment of strategy and culture

- a strategy of innovation needs a culture of innovation

- a cost leadership strategy needs a culture that carefully manages costs

 4.   Identify the behaviours (and possibly structure)

that support the strategy and culture

 5.   Communicate the strategy, structure and the culture

 6.   Implement the changes

 7.   Monitor the outcomes and measure culture again

and make further changes if necessary.

GENDER DIVERSITY AND CULTURE CHANGE

GENDER INEQUALITY

Women are not a minority but are in executive and governance roles

To do it properly, you need to create a lot of culture change within organisations as opposed to just having a goal or an ambition."

The time for an inquiry into ANZ governance

  • complacency a lack of accountability
  • Sale of a house to wife of former CEO 3.5m under rateable value
  • Non disclosure of sale in 2017 annual accounts
  • Conduct and culture issues bought down the former CEO
  • Misrepresenting personal expenses as company expenses led to his departure
  • Governance leads the culture at ANZ according to Fran O’Sullivan Journalist

Spark Boss on Sparks gender pay gap

  • Focus on improving gender equality
  • 36% of Spark workforce women
  • 38% new hires women
  • 42% of leavers are women
  • Gender pay gap varied across the business but of 5377 staff women paid 18% less than men
  • New Zealand technology sector has significantly higher proportion of men than women

Change in the Fire Emergency Service

The Chief Executive and senior leadership of FENZ recognise that to create an effective and sustainable organisation with a shared identity and a culture of mutual respect, the organisation must create “a positive and inclusive environment for its personnel which is free from bullying and all forms of harassment.”

Bullying and Harassment in the New Zealand Parliamentary workplace

“It’s so great we’re brave enough to be doing this. It’s time. It’s the 21st century…and ethical and authentic leadership really matter. We have the public expecting us to improve our behaviour and relationships. However, we also need to be wary of adopting solutions to something so complex as parliamentary culture…it’s a complex ecosystem and if we are to be the best that we can be, it’s going to take collective effort over several years and successive government”

We want mentors not abusers in legal workplaces

“as part of my broader review of the firm’s culture I was surprised to hear of pockets of bullying, poor work management practices resulting in excessive work hours for junior lawyers, and fear among lawyers and partners about the potential consequences of speaking out. A recent survey of all lawyers by the New Zealand Law Society revealed that bullying and harassment are problems across the entire legal profession. This does not minimise the reality of what has occurred at Russell McVeagh, but means the firm is not alone in needing to confront these issues. To its credit, the firm has not shied away from the problems, and has moved to act immediately to address them.

Director quits council business blaming 'unprofessional and disrespectful' behaviour

Mentors can help to hold a mirror up to see how people perceive you and where you could round out your skills. You do have to be a bit thick-skinned and have confidence and commitment as you navigate through the leadership ranks. Having good personal and professional mentors can help to reaffirm your value in what you are trying to do.”  Samantha Sharif.

*

But -

  • Griffiths (2002) argues desired outcomes are good but when managers manage both the ‘process and the outcome’ sloganizing the change process with expression such as ‘buy-in
  • being treated mechanistically and instrumentally, while being told they are being treated humanistically” (p. 303).
  • Creates dissonance - saying one thing and doing another!
  • For example Gender equity equal opportunity but unequal outcomes

Change can come about ! Huy and Mintzberg (2003)

  • messy little experiments
  • organic initiatives of middle management
  • steady rejuvenation
  • Balancing chaos and inactivity by applying steady pressure

Coaching and mentoring

  • A Coaching culture?
  • A mentoring organisation?
  • Both focus on individuals relationships
  • Complexity can be over simplified
  • Coaching and mentoring claimed to enable change
  • The outcomes are ambiguous

Human Resource approach to enable change

  • Learning and development approach
  • Takes learning theory to relationships and decision making by narrative dialogic approaches to resolve problems
  • Mentoring emerged in 1980’s, coaching early 2000 (Garvey, 2011)

MENTORING

mentoring is a “critical part of culture change”

de Vries et al, 2006, p. 573)

  • on-boarding’ process (Eisner, 2015),
  • performance improvement (Srivastava & Thakur, 2013)
  • talent development (De Long, Gabarro & Lees, 2008)
  • culture change in SME’s (Peel, 2006)
  • staff retention in schools (Parker, 2010)
  • support for people in changing environments in Higher Education (Cureton, Green & Meakin, 2010)
  • Helps develop performance change personal growth ?
  • BUT FOCUSES ON THE INDIVIDUAL

COACHING

  • A process of social and personal meaning making (Stelter, p.191)
  • leadership development and managing talent (Baron, Morin & Morin, 2011; Wilson, 2007)
  • An alternative to traditional, learning and development initiatives (Bachkirova et al., 2014; Kilburg, 1996)
  • a facilitated conversation that enables reflection and change Passmore & Fillery-Travis, 2011; Yu, Collins, Cavanagh, White & Fairbrother, 2008)
  • a number of commentators argue for the creation of ‘coaching cultures’ within organizations.(Clutterbuck & Megginson, 2005; Jones & Gorell, 2016; Sherman & Freas, 2004)
  • Helps individuals to improve performance and learn on the job
  • Helps leaders achieve aims and goals
  • Executive coaching an effective method of learning and development
  • Experimental / important (imperative) rejuvenation/ organic and ongoing

How to coach and mentor ?

  • The central concept of human psychology is meaning and the process and transactions involved with the construction of meaning (Bruner, 1990, pp. 32 -33)
  • Karl Weick’s (1995) sensemaking question, ‘How do I know what I think until I see what I’ve said?’
  • Conversation plays a major part in learning for, as Bruner (1985) also says, “language is a way of sorting out one’s thoughts about things” (p.23)
  • However, meaning is also dependent on the context in which ‘things’ happen …. specific meanings are created and transmitted” (Bruner, 1990, p64).

Power of language over culture

Both coaching and mentoring are conversational language processes

Learning in this sense then is a social interaction – learning is a social activity

“language is the primary motor of culture” (Webster,1980, p.206)

culture change and coaching and mentoring are primarily linguistic and behavioural change activities

if you want to change the culture, change the language and how people interact with each other

Skills - mentoring and coaching

  • Both are conversational
  • listening and interacting in dialogue enables perspectives to be modified and developed and sense is made
  • Collaborative reflective sense making
  • Weickian (1995) sensemaking “How do I know what” I think until I see what I have said ?
  • Conflict management in the workplace
  • develop attributes as the coaches and mentors help to facilitate ‘complex relativistic reasoning’ through their conversation
  • draw up development plans for people within the organization

Contemporary employers expect attributes such as

Strong Work Ethic: Setting and achieving goals

Dependable: Consistently following through

Positive Attitude: Creating a good environment

Self-Motivated: Working effectively with little direction

Team Oriented: Making the most out of collaboration

Effective Communicator: Understanding the benefits of clarity

Flexible: Adapting in a meaningful way

 

Common aspects of mentoring and coaching

  • Voluntarism – mentoring is essentially a voluntary activity
  • Training – both the mentor and the mentee
  • Ongoing support – Mentors often need support.
  • Matching – It is important to have a clear matching process between mentor or coach and the mentee or student - no fault divorce
  • Establishing reviewable ground rules
  • On-going review – regular feedback and review of the learning relationship
  • Whose agenda? – Mentoring is for the mentee, coaching is for the learner it’s the learners process
  • Evaluation and monitoring – Ongoing evaluation of the process is imperative

Benefits of mentoring and coaching

Mentoring

Motivational Benefits

Performance and Policy Implementation benefits

Knowledge and Skills Development benefits

Managing Change and Succession benefits

 

Coaching

Increased productivity and improved quality

Increased diversity and staff retention

Increased team member satisfaction

Accelerated senior leader promotions

Increased client satisfaction, customer service and reduced in complaints

Improvement in ‘Organizational strength’