Coaching to get it right

Groups can be trained in the processes and prerequisites of consultative decision making, but the group will not meet the prerequisites immediately, nor will they master the processes simply by receiving training. Training gives only the initial, theoretical understanding and rarely is this enough to empower the group to move forward and use this methodology. The initial training needs to be followed up with learning through practical experience. One strategy to improve this learning after the initial training is to use coaching, but the worse strategy is to assume that further learning through experience is not needed.

Training plus coaching is up to 4 times more effective than training alone.¹ Studies have shown training alone changes behavior by 20% and training followed by coaching changes behavior by 88%.²

Consultative decision making requires behavior and attitudes that are not common in most societies. Individuals that are ready to be team players, or that want to collaborate effectively in a team, often display behaviors that contradict these desires. For example defending one’s idea is a common and accepted behavior in many environments, but it destroys the basis for consultative decision making. Or, criticizing ideas as being less desirable or workable is also considered to be normal, but contradicts the idea of looking for ways to find areas of agreement, and creating something new out of seemingly conflicting ideas.

Not infrequently, inappropriate behaviors such as those mentioned, are done unconsciously, because these behaviors are normal in the person’s experience, and new ideas of collaboration and group synergy have not yet been transformed into new habits and new modes of behavior. For this reason, a skilled coach, not involved in the discussion but observing the proceedings and behavior, can make observations that can help a group to master the methodology more quickly and overcome difficulties. The members of a group are often not able to be objective about their own behavior or the behavior of others in the group, and can fail to identify options for improving the process.

Coaching is particularly appropriate to help the learning process in consultative decision making. A coach:

•    is a wise questioner who helps the group access their inner wisdom;
•    does not necessarily come from the same field and may not have deep knowledge about the content of the group’s work; and
•    is often hired and the relationship between coach and group is a structured, a working relationship based on the group’s goals. ³

It is possible that a formal leader within the organization or group can use coaching skills to help the group in its learning process, as long as the individual involved clearly lives the values and behaviours necessary for consultative decision making. ⁴ On the other hand, if someone from within the group begins to assume the role of a coach without the benefit of being a formal leader in the organization, this can produce resentment on the part of other group members. The formal leader already has a special status in the group and thus does not engender resentment.

If coaching is not used, the group should be good at self-evaluation, and identifying options to continue the learning process and to master the methodology. If there is not a system for continuous learning, the group can develop patterns of ineffective behavior that are continuously repeatedly reducing the effectiveness of the process and compromising the anticipated results from using this creative decision making methodology.