The coaching method is increasingly recognized as one of the most effective methods of employee development, as it is flexible and at the same time very goal-oriented (Carter, 2005). Despite the ever-increasing focus on employee development and the rapid rise of the coaching method, only recently have organizations taken a step forward and actually started developing internal networks of coaches.
Internal coaching comes from a long history of business coaching with one important and obvious difference – the internal coach is an employee from the same organization as the individuals he/she coaches (Frisch, 2001). Although the number of internal coaches or the organizations in which they work is unknown, their presence is already evident. The role of the internal coach thus quietly and without fanfare achieves ever-increasing recognition and validity (Frisch, 2001). Examples of internal coaches are HR professionals who dedicate part of their working day to coaching, or e.g. external coaches who have accepted part-time internal coach duties (Frisch, 2001; Carter, 2005). In organizations such as IBM, Teletech, State Street Bank, Scudder Kemper, internal coaches positioned themselves fifteen years ago and proved their added value, as they achieved a similar developmental change in employees as provoked by a professional external coach (Frisch, 2001).
Developing an internal coaching network is the next logical step that organizations can take regarding employee development, as it brings many benefits. The obvious one is, of course, related to the significantly lower costs of internal coaches compared to the costs of hiring external coaches (Frisch, 2001, Carter, 2005). The Ridler Report (2013), covering 145 organizations, confirms the fact that cost-effectiveness remains an important driver of the development of internal coaching networks. It is necessary to realize that the process of creating, building and maintaining a quality community of internal coaches requires investment, long-term commitment, support and careful planning. “This should not be taken lightly,” says Hawkins (2012). Therefore, it is necessary to keep in mind that internal coaches are not just a cheap alternative to external ones, especially if cost optimization is the main driver of the development of the internal network of guides (St John-Brooks, 2014). Germann (2002) claims: “Organizations can achieve the most by developing internal coaches, as this is one of the investments from which they can expect the greatest return.” The main reason for this is that coaches are key to the continuous development of skills that will benefit in real-time and can be implemented every day as new opportunities and challenges arise (Carter, 2005).
The fact that internal coaches have common knowledge about the environment, history, people, culture and internal politics also contributed to the successful formation of the new role of internal coach; this same knowledge helps them quickly build trusting relationships. They know the company’s culture and how the organization works. In addition, they are also familiar with the prevailing modes of leadership and organizational structures (St John-Brooks, 2014). Hunt and Weintraub (2006) also point out that an internal coach, as part of the same organization, has a good starting point for understanding the business strategy within which the employee works. More than an external coach, the internal coach is familiar with the current events in the organization and the problems faced by the management (St John-Brooks, 2014). “This level of familiarity can help build a trusting relationship more quickly and make internal coaches more credible compared to external coaches who are new to the organization and its specifics” (Yedreshteyn, 2008). Internal coaches can significantly better design an employee’s development plan, because they know what resources are available and thus promote employee progress faster and more effectively. Since they work within the organization, they also more easily monitor the employee’s development at the workplace and include their findings in the further coaching process to achieve the goals set at the beginning of the process (Frisch, 2001). Namely, no matter how many external coaches we bring into the organization to work with employees at all levels, they cannot have the same impact on the culture of the organization as the people who work in it (Mukherjee, 2012).
The next advantage is related to a significantly wider and deeper possibility of applying internal resources compared to external coaching. The fact is that a group of talented individuals who have completed coach training can also serve many other purposes in an organization (Carter, 2005). Internal coaching can e.g. deepen ties within the organization and other internal networks can also be strengthened through coaches. Most large organizations are concerned with internal communication, especially the so-called “silos” that can arise in different functions. These silos often compete with each other for resources and may fail to communicate to each other what their priorities and activities are. The fact that internal coaches who regularly work in one department also cooperate with employees from other departments can play a very positive role in removing these structural barriers (St John Brooks, 2014). Another example of how coaching can serve other purposes in an organization is related to the fact that employees who have been involved in coach training become excellent leaders themselves (Carter, 2005).
Compared to external coaches, internal coaches are easier to get in touch with and are more available. They can also observe the employees in their daily activities, e.g. attend a joint meeting or presentation and give them feedback, either immediately or any other day (Yedreshteyn, 2008). Also, the fact that they are “around” can remind the employee not to forget about new behaviors that they may be applying.
By developing internal coaching, the organization also builds internal resources to create a coaching culture, that is consistent with the concept of a ‘learning organization’ (Senge, 1991). A network of internal coaches can actively create and spread a coaching culture and organize a process that is in line with the organization’s values. Internal coaches can also bring the coaching method closer to managers, which has positive effects on the organization. This is why some organizations already include coaching skills in training for line managers (Carrington, 2001). The purpose of this type of training for managers is not to ensure that they have the same professional knowledge as coaches, but rather that they are equipped with certain coaching skills and techniques that come in handy in their daily work with employees. Thus, they understand and know how to use coaching skills themselves when the workplace situation allows it (Carter, 2005).
In any case, the effective implementation of internal coaching in an organization is a challenge, as it requires a great emphasis on relationships, adaptation of learning and knowledge and skills (St John-Brooks, 2014). In order for the internal coaching network to come to life, it is necessary to pay a lot of attention to the organizational culture, accepting changes and shifting the mindset that employee development is a key priority.
Authors: Dr. Sabina Đuvelek, Žan Lep
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Resources:
- Carrington L (2001), ‘Making a Motivator’, Training Magazine, Sept. Issue, Sutton: Surrey.
- Carter, A. (2005). Providing Coaching Internally: A Literature Review. Institute for Employment Studies.
- Frisch, M. H. (2001). The emerging role of the internal coach. Consulting Psychology Journal: Practice and Research, 53(4), 240.
- Germann, P. (2002). Developing internal coaches: An investment that yields business results. MDA Consulting Group.
- Hawkins, P. (2012). Creating a coaching culture. Maidenhead: Open University Press.
- Hunt, J. M., & Weintraub, J. R. (2006). The coaching organization: A strategy for developing leaders. Sage.
- Mukherjee, S. (2012). Does Coaching Transform Coaches? A Case Study of Internal Coaching. International Journal of Evidence Based Coaching & Mentoring, 10(2).
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- Senge, P. M. (1991). The fifth discipline, the art and practice of the learning organization. Performance+ Instruction, 30(5), 37-37.
- St John-Brooks, K. (2013). Internal coaching: The inside story. Karnac Books.
- Yedreshteyn, S. (2008). A qualitative investigation of the implementation of an internal executive coaching program in a global corporation, grounded in organizational psychology theory. Rutgers The State University of New Jersey, Graduate School of Applied and Professional Psychology.