The Alchemy of Coaching: “You're Good, Jennifer, But You Could Be Really Good”

27 Pages·2005·0.2 MB·English

The Alchemy of Coaching: “You’re Good, Jennifer,
But You Could Be Really Good”
David B. Peterson Personnel Decisions International
Jennifer Millier Hewlett-Packard Company
In the literature of the coaching profession, the Istartedgraduateworkinpsychologyatthe
voiceoftheclientisrarelyheard.Thiscasestudy University of Minnesota. I quickly gravi-
examinesthecoachingprocessfromtheperspec- tatedtothecoachingbusiness,andin1990
tiveofboththecoachandtheparticipant,provid-
was promoted to lead PDI’s worldwide
ing unique insights into the art of coaching. Be-
coaching practice. In synergy between
ginningwithbackgrounddescriptionsofthecoach
work and school, I spent 5 years gathering
andtheparticipant,theauthorsmoveintoadis-
cussion of the first coaching engagement, which outcomeandfollow-updataon370coach-
beganin2000.Twoyearslater,afterJenniferhad ing participants for my dissertation (Peter-
been promoted into a larger and more complex son, 1993; see also Peterson & Kraiger,
assignment, the authors began working together 2004) and then received my PhD in coun-
again.Theauthorsdiscusshighlightsofthecoach- seling and industrial/organizational psy-
ingexperiencefromeachoftheirperspectivesand
chology in 1993.
compare what was similar and different across
My coaching practice began with local
the2coachingengagements.
companies in Minneapolis, such as 3M,
Honeywell, and General Mills. Today, I
As a coach and the first author of this
work in a diverse range of industries and
article,Ihavebeeninterestedinensuringthat
organizations (such as Shell, Deloitte &
the voice of the client is heard. I invited
Touche, Daimler Chrysler, and the Mayo
Jennifertoparticipatewithmeonthispartic-
Clinic) but gravitate toward technology
ular article for several reasons. First, we
companies, such as Hewlett-Packard and
worked together on two separate occasions,
Medtronic. Most of my coaching is with
which provides the opportunity to demon-
generalmanagersandseniorexecutives,al-
strateherprogressandillustratehowwecol-
laboratedindifferentwaysondifferenttopics though I work with midlevel managers in
atdifferentpointsintime.Second,Jenniferis two or three companies where I have a
perceptive and articulate, so her comments long-standing relationship. The topics that
about the coaching process are interesting come up most frequently include strategic
andinsightful.Shehasalively,dynamicper- thinking, executive leadership, leading
sonality and an entertaining style, evidenced change, and time management (everyone
in this comment from our first conversation: seems besieged by the challenge to get
“I’m so good at what I do that I’ve been more done in less time with fewer re-
pigeonholed. I’m like Meg Ryan—she’s al-
wayscasttoplaytheMegRyanpart.Ineed
We would like to thank Bobbie Little and
totellthem,I’mnolongerMegRyan.Today,
Jeffrey Janowitz for their comments on earlier
I’mthewickedwitchofthewest.”
versionsofthiswork.
Correspondenceconcerningthisarticleshould
The Coach: David B. Peterson beaddressedtoDavidB.Peterson,CoachingSer-
vices,PersonnelDecisionsInternational,45South
I began working at Personnel Decisions 7th Street, Minneapolis, MN 55402. E-mail:
International (PDI) in 1985, the same year [email protected]
14 Copyright2005bytheEducationalPublishingFoundationandtheSocietyofConsultingPsychology,1065-9293/05/$12.00
DOI:10.1037/1065-9293.57.1.14
ConsultingPsychologyJournal:PracticeandResearch,Vol.57,No.1,14–40
sources). Over the years, I’ve worked with ing?” and “What kind of coach
people on virtually every aspect of leader- would I choose to work with?”
ship, interpersonal and communications 2. Aimtobeagreatcoach;donotsettle
skills (e.g., Peterson, 2003), decision mak- for being a good coach. After work-
ing, and other managerial skills. Nonethe- ing with hundreds of coaches from
less, my true expertise is in the process of virtually every background of train-
learninganddevelopment—helpingpeople ing and experience, I’ve concluded
that it is relatively easy to be a good
actually implement the changes that make
coach.Withacoresetoftools,some
them more effective in the real world—
basic interpersonal skills, and a de-
which is discussed in more detail below
sire to be helpful, you can provide
(seealsoHicks&Peterson,1997;Peterson
genuine benefit to others. At the
& Hicks, 1995, 1996).
same time, I’ve seen good coaches
My coaching is guided by two over-
become complacent by concluding
arching principles:
thatsincewhattheyaredoingworks,
they will stick with it. Good, how-
1. BethekindofcoachthatIwouldlike
ever, is the enemy of great, and I’ve
toworkwith.Thisprinciple,whichI
tried to live by the principle of striv-
adopted in 1990, led me to many
ing to become a great coach (see
insights. I shifted my coaching away
Peterson, 2002; Peterson & Hicks,
from activities such as giving feed-
1999; Peterson & Sutherland, 2003).
back and dealing with resistance and
I operationalize this by continually
toward mutual exploration and help-
asking myself, “What is the most
ing each person clarify and achieve
positive and powerful thing I can do
whatismostimportanttohimorher.
rightnow?”Ofcourse,theanswerto
I began each coaching conversation
that question must take into account
by asking, “What would you most the person’s goals, values, capabili-
like to get out of this?” (Which is ties, personality, and specific learn-
followed by, “What does your orga- ing objectives as well as the expec-
nizationexpectandrequireofyou?”) tations from their organization. So I
Insteadoffollowingthesameroutine keep searching for ways to achieve
process with everyone, I began part- better results in less time.
nering with people to design the
coachingprocessfromstarttofinish. The Participant: Jennifer Millier
For example, instead of subjecting
I earned my degree in electrical engi-
them to a so-called objective assess-
neering and joined Hewlett-Packard (HP)
ment, we would discuss what data
in 1983. Most of my early career was in
wouldbemosthelpfulandagreeona
research and development (R&D) for the
process that would be fair and cred-
personal computer (PC) business, although
ible for all stakeholders. I stopped
Iworkedseveralyearsintechnicalmarket-
referring to people as “coachees,”
ing and spent 3 years as a sales person for
whichmakesthemsoundlikepassive
Europe. After another stint in R&D, I
recipients, and started talking about movedbackintomarketingasthemanager
them as the people I work with in ofthevaluedeliverychain,whichinvolved
coaching. All these changes in my extensive cross-functional and cross-divi-
style, and many more, started with a sional work. Finally, I moved into a new
few simple questions: “How would I business for HP, working on direct-to-cus-
like to be treated if I were in coach- tomer sales for HP products. Historically,
ConsultingPsychologyJournal:PracticeandResearch 15
Winter2005
wehavealwayssoldthroughindirectchan- willing to create a special job just to keep
nels,sothisnewareawasachallengetothe me.1 Although everyone thought I was a
status quo. foolfornottakingit,Ididnotwantspecial
I have been fortunate to work for man- treatment—I wanted to work in an organi-
agers who have always been willing to let zationthatwouldtakemydevelopmentse-
me run with the job and exercise my judg- riously.Iwasnotlookingforthemoneyor
ment and who have given me the freedom the stock options but the challenge and the
to lead large programs. However, I found learning.
that I was repeatedly handed projects and As part of our discussion about my de-
programs that met my need to work on velopment, I was offered a 360 feedback
something important to the business while surveyandacoach.Iknewthatinorderto
only drawing on the same set of skills and findnewchallengesandadvancemycareer
problem-solving approaches that I had al- Ineededtoworkonfinancialskills,howto
readydeveloped.Iwasnotbeingstretched. manage managers, political savvy, and
I no longer felt that I was sharpening the leadership in the broader business context.
toolsthatwouldtakemetothenextlevelof But I was curious to see what the 360
growth and opportunity. would tell me.
By early 2000, I had led a series of
Coaching Begins, 2000–2001
successfulprogramsandpeoplediscovered
that I was quite good at solving gnarly
David: On Friday, August 18, 2000,
problems that had stymied others. After Jennifer and I walked into a
progressing up the management chain into small conference room at HP’s
second-levelmanagement,Iwasfacingdif- site in Cupertino, California.
ferent business challenges on each project Jennifer was anxious to talk
whilestillbeingviewedthesameoldway. abouther360results.Aftershe
Iwassogoodatmyjobthatmymanager’s told me about her background
and her goals for coaching, we
majorsuggestionformydevelopmentplan
went over the survey. Jennifer
was simply to clone myself so I could do
scored above average on virtu-
more of the same. But I craved new chal-
allyeverydimension.Herhigh-
lenges so I could stretch and grow beyond
est ratings were on results
what I had always done. Unfortunately, I orientation,energyandenthusi-
wastoldIwastoocriticaltotheprogramI asm, motivation and commit-
was working on to move on, even for a ment, teamwork, relationships,
promotion. networking, communications,
Thatsummer,IdecidedtoleaveHPand andbusinessacumen.Herlow-
est ratings—which were still
accepted a job with another company.
very strong—were on systems
When senior management found out I had
and processes, and there was a
resigned, they began an intense campaign
clear message that people
to keep me. They had underestimated how
would welcome more delega-
serious I was about needing a new oppor- tionandcoachingfromher.
tunity, just as I had underestimated how
much they valued me. After a series of
1Ihavealwaysattributedmuchofmysuccess
conversationswithmybossandhisboss,I
to good fortune in having had a string of great
foundmyselfinDuaneZitzner’soffice,the
managers and supporters. Even with talent and
groupgeneralmanagerthreelevelsupfrom
hardwork,havingtheadvantageofmentorsand
me. Surprisingly, Duane offered me a job
advocatessuchasDuaneZitzner,ScottStallard,
workingdirectlyforhim.HereIwasasking andXuanBuiwouldhavemeasurableimpacton
fordevelopmentandchallenge,andhewas anyone’scareer.
16 ConsultingPsychologyJournal:PracticeandResearch
Winter2005
Jennifer: After we went over the feed- ourcoaching,David’smessage
back, David asked me what I to me has always been, “You
wanted to work on. I immedi- are good, but you could be re-
atelyfocusedonthelowestrat- allygood.”I’mastubborncase,
ings from my 360 survey. At but that was the most helpful
one point, I grabbed the 360 thingheeverdid—helpmere-
report, opened up to the weak- alizethatIneededtostartlearn-
ness page, and started listing inganewsetoftoolsandbuild
each weakness as a develop- abiggertoolbox.
mentneed.Davidreachedover,
shut the book, and again asked David: Oneofthemosthelpfultoolsin
what I wanted to work on. I coaching is the Development
flipped back to the page of my Pipeline (Hicks & Peterson,
weaknesses. David shook his 1999;Peterson,2002).Asadi-
head, shut the book and then agnostic of the five necessary
moved it away from my reach. conditions for development, it
He asked me again, and I helped me identify the greatest
thoughtitwassomekindoftest leverageforJennifer’slearning.
or that he was trying to prove Here’swhatIsaw,presentedin
somepoint.Aswetalked,Ire- theorderinwhichtheybecame
alized that I automatically fo- cleartome(seeFigure1):
cused on my weaknesses. That
ishowI’dalwaysgottenbetter Motivation: Defined as peo-
in the past. What I began to ple’s willingness to invest
realizenowwasthatIneededa the time and energy it takes
different approach. We started to develop themselves: In-
totalkaboutwhereIwantedto crediblemotivationandcom-
go and what I wanted to do mitment to learning; eager
next. I was already good at for challenge; she was will-
whatIwasdoing—the360told ingtospendhertimeanden-
me that if I did not already ergyondevelopment.
knowit.Gettingbetteratthose
things would just keep me pi- Capabilities: Defined as the
geonholed. The way I was do- extent to which people have
ing things had always served the skills and knowledge
me well, but I needed to shift they need: Bright, talented,
my focus to the future. From andwiththerawcapabilities
that moment on, for the rest of tobesuccessfulatalmostev-
Figure1. Jennifer’sdevelopmentpipeline.Motivationandaccountability
arestrong.Insightismostconstrained.
ConsultingPsychologyJournal:PracticeandResearch 17
Winter2005
erythingsheputhermindto, tivates her, what values she
thoughshewouldneedtode- wants to live by and lead by.
velopadditionalnewskillsin And then we worked on how
severalareas. shewouldusethosegoalsand
values to make conscious
Real-worldpractice:Theex- choices about what she did
tenttowhichpeoplehaveop- andwhereshespenthertime.
portunities to try their new Asastartingpoint,andtohelp
skillsatwork:Shewasstuck hergaininsightforherdevel-
in a rut, doing the same old opment,IencouragedJennifer
things.Eventhoughshewas to reflect every single day on
eager for new challenges, it twothings—whatshewanted
wasnotapparentthatshehad to accomplish that day and
opportunities at hand to whatwasthebestwayforher
stretch herself and try new todothat.
things, so this was clearly a
constraint. Jennifer: Just asking myself those ques-
tions forced me to stop and
Accountability: The internal think. I was always running so
and external mechanisms fast that I did not connect the
that drive people to internal- dots. I needed to look at the
ize their new capabilities so broader system—if I stood
theyactuallyimproveperfor- back, what picture did the dots
mance and results: Jennifer paint? Was that the picture I
was already holding herself wantedittobe?Wherewasthe
accountable for high levels Monetratherthanjusttheindi-
oflearningandperformance. vidual dots? In fact, I began to
realize that I was the painter
Insight: The extent to which
and I could start painting the
peopleareawareofwhatthey
pictureIwanted.
need to develop to achieve
greaterpersonalandorganiza- InthepastIhadgradedmyself
tionalsuccess:Inmanyways, onhowfastImovedtowardthe
Jennifer was very insightful. end goal on a project. I got all
Inothers,shewassurprisingly kinds of validation from my
unaware.Ittookmeawhileto managers that I was doing im-
realize that this was actually portant things for the business.
themainconstrainttohersuc- After I started reflecting on
cessful development. She whatwasimportant,itfeltlikeI
would throw herself at prob- couldmakegreaterprogresson
lems and find a solution, but evenbiggerthings.Ihadtode-
she rarely stopped to reflect velop some discipline to think
about what she could do dif- strategically about what I
ferently. Although I never wantedtodoandnotjustpaint
used this language with Jen- singledotsonthecanvas.Ihad
nifer, I started using a tech- toignorethedistractionstoget
nique I call clear goals, con- tothebiggerpicture.Davidwas
scious choice (Peterson & challengingmetogofurther,to
Sutherland, 2003). In each of choose my priorities and focus
our four meetings, we spent onthem.NowIsawthatIcould
some time working on clear set a higher standard and go in
goals:gettingaclearsenseof tolearnaswellasgointodoa
whatmatterstoher,whatmo- goodjob.
18 ConsultingPsychologyJournal:PracticeandResearch
Winter2005
Itsoundssosimple,butithada tiveanddevelopthevoice
profound impact at the time. that is constantly asking,
With my priorities clear, I be- what’s the next move I
gantospendmydaysgathering need to make? I have to
gold instead of pyrite. I felt a keep the goal in sight for
greater sense of accomplish- everything I do—even
ment,becauseIendedeachday myowndevelopment.
with a small sack of gold in-
stead of an impressively heavy 2. This is a different ball-
bagofrocks.Iwasabletofocus game,andIneedtolearn
onwhathadthegreatestvalue, to play the new game. I
ignoring the distractions and was a pro at program
walking the 10 miles to the managementbutIneeded
riverbed where the gold nug- anewsetofskillsforthe
getsweresitting. new game I wanted to
play, which is strategic,
David: At the time, Jennifer was tack- nottactical.
ling whatever problems were
putinfrontofher.Hermanag- David: Wespentthelasthalfhourtalk-
ers knew that she was so tal- ingaboutwhatJenniferlearned
ented and motivated that they and what specific actions she
could point her at something wouldtake.Buildingonthekey
and she would take care of it. themefromtheday,fourofher
But for Jennifer to get where six action steps related to in-
she wanted to go, she had to sightandreflection:
start choosing where she spent
1. Every day, ask “What is
her time. Knowing that she
themostimportantthingI
liked to keep score of her
needtoaccomplishtoday,
progressbycheckingthingsoff
and what is the best way
her lengthy to-do list, we
todothat?”
started talking about using a
point system for how valuable 2. Identify the hot buttons
something was. Spending the andissuesthatdistractme
entiredayjusttocompletehalf from staying focused on
of a critical project may not the most important. Re-
have allowed her to cross one flectattheendoftheday
thing off her list for the day, on what I accomplished
andshemighthavefeltdiscour- andwhatgotinmyway.
aged.Butnow,shecouldcount
thatas25pointsonherscaleof 3. Before every important
how important the project was meeting,identifythemost
and feel far more productive important thing for me to
than she would if she had just dointhismeeting:
crossed off 10 tasks that were
• Assume that getting the
worthonly1or2pointseach.
job done will take care
Jennifer: In each meeting, David always of itself and figure out
asks me what I learned. I dis- what more strategic
tinctly remember two things agenda I need to be
from this meeting that have tackling.
stayedwithmeeversince:
• Work on the internal
1. I need to be more reflec- voicethatremindsmeto
ConsultingPsychologyJournal:PracticeandResearch 19
Winter2005
payattentiontothetask anything. But I’m making
athandandthestrategic progress on the things we
task. talked about, and it is fun.
Youaskedmetoreflect,to
4. After every important
be conscious in the mo-
meeting, ask myself how
ment,butmybrainisgoing
wellIdid.
allover.I’mthinkingabout
what to do next. I have a
My notes from the session
friend who wears a rubber
showthatwealsodiscussedpo-
band on her wrist to help
litical savvy and several other
topicsinthe4hrthatwespent her quit smoking. I flicked
together, but these are clearly myselfeverytimeIcaught
the highlights. As a coach, one myself drifting. I flicked
of my most critical tasks is to myself a lot. But I found
findleverage:Whatisthemost I’m much better at reflect-
positiveandpowerfulthingthat ing afterward, rather than
I can do to help Jennifer planning beforehand. I do
achieve her objectives? Spend- notthinkaboutthepurpose
ing more time on the 360 sur- aheadoftime.
vey and digesting other peo-
Wehadafuturistcometalk
ple’s comments clearly had lit-
to our group. He was say-
tle value for Jennifer in the
ing the same thing—you
grand scheme of things. In-
havetogetoutofthemode
stead, we focused on the one
of looking in your rear-
area of the development pipe-
line that was most constrained: view mirror to define your
Jennifer’s insight into what future. You have to stop
matters most to her—her own operatingoutofhabit.You
goalsandvalues.Untilshewas have to figure out first
clear on what exactly she was whereyouwanttogo.
trying to accomplish, she was
I remembered something
going to keep spinning her
you said last time, that I
wheels.
was working so hard on
Our Second Coaching Conversation performing that I did not
have time for learning and
David: Wemetforanother4-hrses- improving. As long as I
sionabout6weekslater,on keep getting As on all the
October 3rd. I asked Jen- same old things, I will not
nifer how things were go- have time to take new
ing, and she launched into classes.Ineedtogetsome
a whirlwind of updates on Bs and Cs. It is like Tiger
allthechangesatworkand Woods. He had to slow
her progress on her down,giveupsomeshort-
assignments. term wins to work on his
swing. He spent a whole
Jennifer
year working on it and
(Comments
taken
fromDavid’s 2It is important to point out that David takes
notes2): Thingsarechangingsofast detailed, often verbatim notes on his computer
at work that I feel like I during coaching sessions, so these comments
cannot make progress on aredirectquotescapturedatthetime.
20 ConsultingPsychologyJournal:PracticeandResearch
Winter2005
gaveupsomegoodtourna- Clear Goals
mentwinningsforthesake
ofwinningmorelater.And David: So when someone interrupts
hecamebackstrongerthan youtoaskforafewminutesof
ever. But he had to slow yourtime,whatdoyouwantto
do?Whatareyourgoals?
downtomoveahead.That
iswhatIneedtodo.
Jennifer: See if it is important or not.
HelpthemifIcan.
David: OnceJennifersawhowim-
portantthiswastoher,we
David: Whatelsedoyoucareabout?
shifted our focus, in terms
of the development pipe- Jennifer: Well, I want to manage my
line,frominsighttocapa- time.Notgetdrawnintosome-
bilities and real-world thingthatwilldistractmefrom
practice. We began work- mypriorities.
ing on specific skills Jen-
David: Whatelse?
nifercouldusetostayfo-
cused,toclarifyhergoals
Jennifer: Make sure they feel OK about
ahead of time, to negoti-
theconversation.Idonotwant
ate expectations with her-
people to think I’m treating
self as well as the people
thempoorly.
she worked with, and to
let herself be satisfied David: Whatelse?
with earning a B instead
Jennifer: Ithinkthatisaboutit.
ofanA.Asshegotbetter
at those skills, she would
David: What’smostimportant?
be able to focus more ef-
fectively on the other Jennifer: I need to work on saying no.
skills that she wanted to Actually, I need to work on
workon.Forexample,us- giving them the appropriate
ing the clear goals, con- amount of time, given my
scious choice technique, priorities.
Jennifer and I would pick
specific instances of situ-
Conscious Choice
ations that would distract
her from her priorities. David: OK, so next time someone in-
Oneofthehotbuttonsshe terrupts you to ask for a few
had identified was letting minutes of your time, what are
herself get distracted by youroptions?
peopleaskingforhertime.
In her complex, fast-paced Jennifer: Just say, come on over. Like I
world, someone was al- always tell them now. [David
ways asking for some- writes her responses on a
flipchart.]
thing. And because she
would quickly volunteer
David: Whatelsecouldyoudo?
to help, she was continu-
ally reinforcing other peo- Jennifer: Ask what they want to talk
ple for interrupting her. about.... Ask them how im-
Here’s what the conversa- portant it is.... Tell them I’m
tion looked like (recon- booked; I just do not have any
structed from detailed timeavailable.Ofcourse,ifitis
notes): Scott I’ll say yes. But other-
ConsultingPsychologyJournal:PracticeandResearch 21
Winter2005
wise, I could just say no.... involve her. My role as the
Ask them if it can wait until coach was to find all the ways
tomorrow. And hope that it to hook Jennifer into a long
goesaway. conversation.Eachtimeshegot
hooked, we’d stop, debrief
David: Whatelsecouldyousay?
what happened, and generate a
new plan for avoiding that
Jennifer: Ask if they could give me a
hook. We practiced the same
quick email on it so I can look
basic conversation over and
atitlater...Askthemifthere’s
overagainuntilJenniferhadre-
someone else that could help
sponses that she felt comfort-
them with that.... Ask them
able with—meaning that they
what they need and then to-
helpedheraccomplishallofher
gether figure out if someone
goals from above and that she
elsecouldhelpthem....[Long
could remember in the heat of
pause]ThatisallIcanthinkof.
the moment. This completed
David: OK, let us work with that list thethirdpartofthecleargoals,
for now. Given your goals, conscious choice technique—
whichoftheseresponsescomes effective action. Now Jennifer
closest to giving you what you could walk into this situation,
want? knowing what she wanted to
accomplish (clear goals), un-
Jennifer: Probably some combination. If derstanding her options (con-
it is Scott, I’ll say yes. If I’m scious choice), and being able
totally swamped, I could ask
to skillfully implement what-
themtosendmeashorte-mail.
ever she chose (effective
AndifIhaveaminute,Icould
action).
askthemwhattheyneedsowe
canfindasolutiontogether. Jennifer: The practice with David was
almostalwayshelpfulinshow-
David: How well would that work for
ing me exactly how I could
you?
hold an effective conversa-
tion—how I could protect my
Jennifer: The first two are easy. But on
time and still be responsive.
the last one I think I’d get all
What I remember most vividly
wrappedupinitassoonasthey
fromthismeetingwasthatjust
startedtalking.
becauseIwasthemanagerand
David: So what can you do to help strategic owner of a topic did
them but not get caught up in not require me to always be
helpingthem? there on demand. If I set the
agenda for people, I also need
David: Jennifer did not have a clear totrusttheywilldoagoodjob.
answer, so at this point we be- Idonotneedtobeinvolvedat
gantopracticeatypicalconver- everysinglestep.
sation. I played the role of one
ofherdirectreportswhotended David: Even though we were working
toneedalotofhandholding.I explicitlyonbuildinghercapa-
would ask Jennifer for a few bilities (using the development
minutestotalkoverasituation. pipeline again), she was also
Shewouldrespondbyaskingif continuing to gain better in-
we could spend a minute dis- sight. With visible progress in
cussingwhatIneededandthen both of these areas, we turned
trytofindasolutionthatdidnot our attention to the next con-
22 ConsultingPsychologyJournal:PracticeandResearch
Winter2005
straint—real-world practice. David: Howoftendoesthishappen?
How would she remember to
actually use what she had Jennifer: Maybe5–10timesaday.
learnedwhenshefacedthereal
David: So every single time someone
situation? A coach can help
asks, this is how you’ll
people prepare for real-world
respond?
practice in at least two ways
(partofanoverallprocessIcall Jennifer: Yes.
fanatical transfer; Peterson &
Sutherland, 2003). The first is David: So when I ask you in 4 or 5
bypracticingspecificsituations weeks how you did on this,
inasrealisticawayaspossible you’ll tell me that every single
(Druckman & Bjork, 1991, time someone asked for your
Chapter 3). We had done this help,youdidthis?
byhavingmeplaythepartofa
Jennifer: Well,probablynoteverytime.
realpersondiscussingrealtop-
ics as well as by keeping the
David: OK, so tell me exactly what
pressure on Jennifer. Every
youwanttocommitto.Itdoes
time she got a little better at
notmattertomeifitisonetime
what she was doing, I’d throw
adayoreverytime,butIwant
inanewcurve.I’dgetirritated
you to be perfectly clear on
that she was not helping me,
whatyouareaimingfor.
addanewtopicoutoftheblue,
interrupt her, or go off on tan- Jennifer: There are two or three people
gents myself. In other words, I where this is a real issue. So
made our practice conversa- everytimeoneofthemasksme
tions just as messy, unpredict- forhelpI’lldothis.
able, and complex as the real-
worldsituationsthatshewould David: Twopeopleorthreepeople?
face. In the real world, she
Jennifer: Two.
wouldnothavetheluxuryofa
coachremindinghertostopand
David: So how will you remember to
useherskills.
dothiseverytimetheyask?
Thesecondwayacoachcanhelptrans-
Jennifer: Ijustwill.
ferskillstotherealworldisthroughbullet-
proof action steps (Peterson & Sutherland, David: You have already told me that
2003).Usingthesameexample,here’swhat youoftengetsowrappedupin
thismighthavelookedlikewithJennifer. things that you forget to plan
ahead. Why will this be
David: So what will you do with this different?
new skill? How will you actu-
Jennifer: You are right. I’ll probably
allyuseit?
forget.
Jennifer: Everytimesomeoneasksmeto
David: I’mnotsayingyouwillorwill
help,I’lleithertellthemtosend
not.I’mjusttryingtogetyouto
me a short e-mail or ask them
beclearandhelpyouanticipate
whattheyneedandtrytofinda
obstacles. So what will help
solution that does not involve
you remember to do this every
me.
time?
David: Everytime?
Jennifer: Ineedtowriteitdown.I’llput
Jennifer: Yes. itonthetopofmyto-dolistso
ConsultingPsychologyJournal:PracticeandResearch 23
Winter2005