As the business world continues to evolve in a global marketplace, executive coaching takes on a new dimension: cross-cultural perspectives. Research regarding executive coaching in cross-cultural environments is new, with few significant studies available. Whether company leaders are dealing with cultural changes through mergers/acquisitions or working with a workforce of different ethnic and/or national viewpoints, values and expectations, coaches who work with executives in cross-cultural environments have substantially different elements to consider. Thus, to be effective, coaches who work in the cross-cultural arena require a deep understanding of what culture is and how employees in different cultures work differently, such as their relation to hierarchy, protocols of formality and communication patterns. Part III of this Briefly Stated series on executive coaching highlights areas that the coach, the organization and the executive must be cognizant of when dealing with different cultures and communication styles filled with complexity and nuances.
The culture of a group can be described as “a set of unique characteristics that distinguishes its members from another group.” 1 Thus when a coach works with an executive, it can be said that each person brings his or her own culture and is influenced by a number of relationships and environments, such as those listed below2:
Coaching in a cross-cultural environment provides opportunities for the coachee/executive to move out of his or her comfort zone and to grow and expand. At the same time, the coachee also has the opportunity to clearly recognize the differences that tend to keep him or her in familiar territory. The coach’s job is to provide support for the coachee to bravely step out and try new behaviors. It is also critical to understand that while stretching one’s comfort zone can be constructive, there is a danger of burnout and/or simply moving too fast without gaining balance in new territory and enjoying the process.
Effective coaching demands an understanding of different communication patterns, and these differences are particularly noticeable in cross-cultural environments. Below, Figure 1 outlines different communication patterns critical for coaches and coachees to understand.
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Figure 1: How to Leverage Communication Patterns
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High Context
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Rely on implicit communication.
Appreciate the meaning of gestures, posture, voice and context.
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Low Context
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Rely on explicit communication.
Favor clear and detailed instructions.
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Direct
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In a conflict or with a tough message to deliver, get your point across clearly even at the risk of offending or hurting.
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Indirect
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In a conflict or with a tough message to deliver, maintain a cordial relationship at the risk of misunderstanding.
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Affective
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Display emotions and warmth when communicating.
Establish and maintain personal and social connections.
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Neutral
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Stress conciseness, precision and detachment when communicating.
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Formal
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Observe strict protocols and rituals.
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Informal
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Favor familiarity and spontaneity.
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Source: Coaching Across Cultures (2003).
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Effective cross-cultural coaches appreciate and can leverage different cultural alternatives. High-context and low-context dimensions are key examples of how communication of meaning is translated differently. Certain cultures tend to use one context over the other, and consequently, certain communication functions lend themselves better to one media than another. To clarify, in high-context cultures, meaning heavily relies on the understanding of body language, facial expressions, speech patterns, tone of voice and use of silence. For example, how something is said, where it is said and what is not said are all elements of high context communication. In contrast, low-context cultures rely heavily on details, often concentrated in conversation and the written word (e.g., complete job descriptions, a thorough inventory of competencies). Coaches working in cross-cultural environments must be grounded in these different communication patterns in order to provide effective coaching. Below, Figure 2 illustrates examples of types of coaching media that correspond to high-and low-context cultural environments.
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Figure 2: High-Context/Low-Context Dimension
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High Context
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Face-to-face meeting
Videoconference
Telephone
Voicemail
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Low Context
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Letter
Fax
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Source: Coaching Across Cultures (2003).
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There are two terms that are important to understand regarding cross-cultural coaching. The term ethnocentrism refers to pitfalls that can occur in communication—ignoring or not recognizing cultural differences, evaluating them negatively and downplaying their importance. The third pitfall—downplaying their importance—is more commonly found in traditional coaching. However, in a cross-cultural context, these differences are critical.
Coaching across cultures—or global coaching—requires an ethnorelative approach. The term ethnorelative refers to perceiving cultural differences as inevitable and acknowledging that one’s worldview is not that of others. Rather than feeling threatened by these differences, one is curious and eager to learn about them. From the coaching point of view, these differences are treated with respect and allow the coachee to expand through understanding and appreciating other values while at the same time becoming more flexible, enriching one’s management repertoire and overall developing an appreciation for the layers of culture and how they impact communication in the workplace.
Different cultures of formality—with different standards of etiquette regarding formality and informality—are steeped in the art of practicing politeness and understanding how best to address others in different situations. Rituals, protocol and even the use of pronouns can signal changes in a relationship. Thus, there is a balance to be achieved between the ethics of formality and the etiquette of formality, so that one does not risk offending others. From the point of view of coaching, coaches must understand the proper uses of formality in different cultural contexts. For example, the use of informality—calling someone by their first name—may make them feel uncomfortable. One of the recommended vehicles for the proper use of formality is that of videotaped role playing, thus allowing practice and feedback regarding different scenarios.
Summary of Executive Coaching Research Project 3
Using qualitative and quantitative data, this study explored the outcomes of the coaching process from an interpersonal and intrapersonal nature. The purpose of the project was to measure perceptions of executives who had been coached or were being coached regarding the coaching process and to explore what components were most effective and whether coaching sustained behavioral changes. The study indicated that awareness had high percentage of agreement for sustaining change, rated as “highly effective” or “somewhat effective.” For example, 94% of executives indicated a greater understanding of how their actions impact others; 90% stated that coaching challenged their own actions; 86% said they were more sensitive to others; 86% indicated improved relationships. The findings also point out that executives who were coached experienced changes regarding responsibility. For example, 92% found that coaching applied to how they made future choices; 84% were able to achieve their goals; and 84% encouraged others to achieve their goals. Regarding the greatest obstacles experienced with coaching, 40% of executives indicated that finding time to do coaching was difficult; 24% said there were no obstacles; 20% pointed to corporate culture; and 12% noted other people in the organization as obstacles. The study also discussed the most valuable learning lessons gained from the coaching process. The three themes were 1) self, 2) others, and 3) the “coach.” Many indicated they learned more about themselves and/or gained new skills; 35% noted improved interactions with others; and 16% pointed to the benefits of the coach as an objective person to use as a reality check.
Leadership Coach 4
Mentoring is becoming a trend with ambitious executives, managers and entrepreneurs looking for ways to achieve their career goals effectively and quickly. Today, mentoring programs take various forms. In the traditional mentoring program, older and more experienced workers advise younger, less experienced employees. Today, however, senior managers may be mentored by their juniors, peers or even by multiple mentors over time with each one selected to meet a specific development need, known as reverse mentoring. At GE, over 1,000 senior executives, including the CEO Jack Welch, were coached by technology experts regarding Internet technology to help executives make better decisions. Of the new versions of mentoring, younger employees coaching senior executives is increasingly of interest at GE, perhaps due to the fact that one of the executives to participate in such coaching program was the company’s CEO. Overall, the purpose of reverse mentoring programs is to keep top managers and executives familiar with the latest developments.
The Mentor Mystique: Everybody Who Makes It Has a Mentor or 5
A study of senior managers in Zimbabwe examined the results of coaching in an effort to learn about the impact of mentors and mentoring. More than 50% of the surveyed executives had mentors. The findings showed that most of their sponsors had a significant influence. The survey revealed five specific attributes necessary to have an executive coach: 1) eagerness to share ideas; 2) sharing and coaching traits; 3) understanding the goals of the organization; 4) self-esteem from colleagues; and 5) empowerment.
The world of executive coaching can produce many positive results, with one of the most beneficial being that of building essential and important alliances through the organization and industry. Cross-cultural coaching adds a new element to the equation and one that will likely become key as organizations continue to expand their markets to gain competitive advantage. Coaches who immerse themselves in the dynamics of cross-cultural executive coaching will provide immeasurable services and benefits to both the organization and the executive and will have the potential to create significant cultural change and understanding of great proportions.
Australian Institute of Management
Chartered Management Institute
Cranfield University, School of Management
European Counseling and Coaching Counsel
Institute of Leadership and Management
International Journal of Coaching and Mentoring
International Coach Federation
Oxford School of Coaching and Mentoring
Bench, M. (2003). Career coaching: An insider’s guide. Palo Alto, CA: Davies-Black Publishing.
McCauley, C. D., & Van Velsor, E. (Eds.). (2004). The center for creative leadership handbook of leadership development. San Francisco: John Wiley & Sons.
Rosinski, Ph. (2003). Coaching across cultures: New tools for leveraging national, corporate and professional differences. Yarmouth, ME: Nicholas Brealey Publishing.
1Rosinski, Ph. (2003). Coaching across cultures: New tools for leveraging national, corporate and professional differences, p. 20 . Yarmouth, ME: Nicholas Brealey Publishing.
2Ibid., p. 21.
3Gegner, C. (1997, March). Summary of executive coaching research project. Retrieved December 14, 2004, from www.coachingnetwork.org/uk .
4Stone, F. (2004, February). Leadership coach. Executive Excellence, 21, 5, 1.
5Akande, A. (1993). The mentor mystique: Everybody who makes it has a mentor or. Equal Opportunities International, 12, 3, 4-10.
Author: Nancy R. Lockwood, MA, SPHR, GPHR, SHRM Research Department
