How Can Coaching Produce Sustainable Behavior Change? (Part 2 of 3) By Dr. Sunny Stout Rostron

Clients often ask their coaches, what happens when the coaching contract ends and you disappear? How will they sustain their own internal process and continue to create visible behavior change impacting positively on performance? Below I consider four ways that client behavioral change can be sustained as a result of your business coaching interventions: building the relationship, learning from experience, understanding the role of others and developing emotional competence (EQ).

1. Building the Relationship

Most research into the "encounter" between client and practitioner has been in the field of psychotherapy, yet it is in the early stages of research in the field of coaching.1 A relationship develops as a result of the "coaching conversation," with client issues skillfully teased out by the coach's interventions. These interventions should be part of a structure such as a coaching model, with the coach operating flexibly to cater for the concerns of the client.

The developing relationship creates a safe "thinking environment," and it is the relationship that helps with the onset of change. The coach must be conscious of staying outside the "system"—particularly not being drawn into the client's narrative or "story." In this way, the coach works with the client to assume responsibility for change. Nancy Kline refers to the coach keeping "attention simultaneously in three streams." In the first stream the coach focuses on the content of the client's narrative; in the second, the coach becomes aware of their own thoughts as a response to the client's narrative; in the third, his/her attention creates a thinking environment conducive for the client.2

2. Learning from Experience

You may be familiar with David Kolb's "Experiential Learning" model.3 Working with our own individual experience is a key to learning. In actively reflecting on experience, coach and client draw meaning from experience, literally entering "into a dialogue with...experience" turning it into useable knowledge.4

The coach's interventions help to build rapport between the client and the coach, with the client's experience being the foundation and source of learning for the coaching conversation. Experiential learning can be viewed as an active process in which the client works with his/her experience to understand meanings he/she has associated with it.

But learning does not occur in isolation from our social and cultural norms and values. While clients reconstruct their own experience, they do so within the context of their own unique social setting and cultural values. Other considerations are language, social class, gender, ethnic background and how clients have learned from an early age. In the context of the coaching conversation, when clients talk about their experiences, they create a story. There is power in both the language and the content of the story, and the significance comes from the interpretation and structure of that story.

If clients do not see themselves as learners or as learning from experience, or even see their stories as "reconstructions" and "re-interpretations" of their reality, how can we then use the coaching conversation to help clients learn, change and achieve their outcomes?

Exercise: Can you think of a time when you were (and were not) living life to the fullest? Describe what you were thinking, feeling, experiencing and assuming. What can you learn from reflecting on your experience?

3. Understanding the Role of Others

Coach and client need to be aware of the powerful role of others in the work they do together. A danger of not understanding the "system" in which the client operates is that the coach risks becoming a part of that system. Set up regular meetings with the client's line manager to align the client's values and goals with those of the organization. In terms of performance, it is critical that changes of thinking, feeling and behavior show up "visibly" in the workplace. Visible behavior is what people say and do—and what they fail to say or do.

If the client has grown in terms of self-awareness, the organization will want to see this "demonstrated" at work: in relationships, management competence, leadership behaviors and in the application of emotional competence (EQ). Regular meetings with the client's line manager give feedback that the coaching is on track. It may be useful for the coach to shadow the client, observing the client's interactions with others, honestly reflecting back observations. Often, change is embedded physiologically—clients demonstrate a visible change in attitude, in feeling and in how they "be who they are" as they interact with others.

Exercise: When recently have you seen a client "physiologically" demonstrate an insight or understanding into how his/her behavior impacted on performance, and what reflection did they have that indicated a willingness to change?

4. Developing EQ

Prior to Daniel Goleman and Candice Pert popularizing EQ, previous research in the realm of experiential learning explored putting the heart back into learning, emphasizing the "capacity to learn" at an emotional level. It is an area where executive coaches work, particularly in Western cultures where "emotion" is considered to be an inhibitor of clear, rational thinking.

Working to develop EQ helps the client to understand the importance of feelings in generating powerful thinking patterns and helps the client to understand the importance of emotional literacy in the workplace. Denial of emotions can lead to a denial of learning.5 Two influential sources of learning are past experience and the role of others, and different kinds of learning emerge depending on whether we view the learning as positive or negative. The way we interpret experience is connected to our view of ourselves and determines how we develop confidence and self-esteem.

Exercise: Jot down what's important to you about both your professional and your personal life. As you answer the question, look for the "intangibles," the "unmeasurables" such as: making a difference, collaboration, integrity, leadership, balance between work and personal life, family, friends, health.


Developing the relationship between coach and client, understanding the role of others in the system, building emotional competence and learning from experience are four major components of the coaching conversation that ultimately impact behavior and performance.

This article first appeared in Business Coaching Worldwide ( 2008, Volume 4, Issue 2). Copyright © 2011 WABC Coaches Inc. All rights reserved.


1 Stout Rostron, S. 2006. "Interventions in the Coaching Conversation: Thinking, Feeling and Behaviour." D.Sc. diss., Middlesex University London.

2 Kline, N. 2007. The Thinking Partnership Programme, Consultant's Guide. Wallingford, UK: Time to Think Ltd.

3 Kolb, D. 1984. Experiential Learning: Experience as the Source of Learning and Development. New Jersey: Prentice Hall.

4 Boud, D., and N. Miller, eds. 1996 Working with Experience, Animating Learning. London: Routledge.

5 Kline, N. 2005. The Thinking Partnership Programme, Consultant's Guide. Wallingford, UK: Time to Think Ltd.

Dr. Sunny Stout Rostron is an executive director with Resolve Encounter Consulting and chair for the Research Agenda for the Global Coaching Convention. With 15 years experience as an executive coach, Sunny is President Emeritus for COMENSA (Coaches and Mentors of South Africa), the author of Accelerating Performance, Powerful New Techniques to Develop People (Kogan Page 2002) and contributing author to Sharing the Passion, Conversations with Coaches (AHT, 2006). Her new book about executive coaching is due in 2008. sunny@encounterconsulting.co.za. Learn more about Sunny in the WABC Coach Directory.

If you wish to reproduce this article in any material form, you must first contact WABC for permission.

The Achieve Coaching Model® – A Systematic Approach to Greater Effectiveness in Executive Coaching, by Dr. Sabine Dembkowski and Fiona Eldridge

Posted by WABC


Everyone in the business coaching profession agrees that executive coaching works. However, according to Coaching and Buying Coaching Services (London: Chartered Institute of Personnel and Development, 2004), an even greater impact, more sustainable results and increased effectiveness can be achieved when a systematic approach to executive coaching is applied.

Novice coaches wonder if effective, experienced coaches possess mysterious methods for producing magical results. In fact, the genuine trust that renders coaching effective is created when both coach and client have a clear understanding of the coaching process and methodology. We have always believed in the value of such transparency, and have made it a cornerstone of our practice. To validate our belief, we conducted research and monitored our own coaching results.

In order to determine and define what actually happens in sessions facilitated by an effective coach, we observed and analyzed transcripts and video tapes from executive coaching colleagues in the US, England and Germany. We investigated how the coach achieved results, what specific actions the coach took to improve executive performance, and what distinguished an effective, experienced coach from a novice. Our observations, analysis and study of various coaching models led to our development of the seven-step Achieve Coaching Model®, which has been applied successfully in some of the finest organizations in the world.

Application of the Achieve Coaching Model®

A brief description of each of the seven steps follows, along with insights into the skills and techniques employed by an effective coach at each stage.

Step 1:  Assess the current situation
In this step, the executive is encouraged to reflect deeply about his or her current situation. The enhanced self-awareness obtained by describing that situation helps in identifying areas to address, and provides a useful context for the sessions ahead. However, the most important benefit of this step is the client's opportunity to reflect on past events, enhance understanding of what specific actions contributed to the current situation, and how those actions may have stimulated specific responses in others.

Key coaching behaviors

  • Makes informed use of assessment instruments (without relying solely on those instruments) to gain an understanding of the client's situation
  • Expresses sincere interest in the client's life stories
  • Takes time to understand the situation from the client's perspective
  • Listens deeply so that the client is fully engaged and feels genuinely understood and valued
  • Creates a sense of connection and comfort, fostering a climate of openness and trust
  • Observes and registers all verbal and non-verbal communication

Step 2:  Brainstorm creative alternatives to the client's current situation
This phase broadens the executive's perspective and creates a sound foundation for the development of creative solutions and behavioral change. The objective is to increase the choices available to a client who is facing a challenging situation.

One of the most pressing issues for clients is the feeling of being "stuck" in a particular situation with no visible alternate course of action available. In some circumstances, particularly in times of heightened stress, perspective can narrow, resulting in mental and emotional "tunnel vision." The effect resembles a confrontation with a massive wall--nothing is visible but that wall.

An effective coach draws the client back and restores a broader perspective, which is a prerequisite for the next stages in the coaching partnership. Absent creative brainstorming, the client continues to circle and repeat the same patterns of behavior. Essentially, the first natural reaction in this "stuck state" is to do "more of the same."

Key coaching behaviors

  • Utilizes a variety of tools and techniques to interrupt the client's habitual patterns, thus breaking the "stuck state"
  • Surprises clients with creative, unexpected questions
  • Brainstorms a variety of alternatives to the current situation, probing beyond initial responses to unearth a broad spectrum of options

Step 3:  Hone goals
In Step 3, the client forges alternatives and possibilities into specific goals. This is the stage at which SMART goals are created and/or refined, and it is essential that the principles of effective goals formulation be taken into account. This is more difficult than it may first appear. Most executives are very aware of what they do not want. However, they frequently find it highly challenging to specify exactly what they do want. In this step, the coach helps the executive to clearly articulate specific, desired results.

Key coaching behaviors

  • Encourages precise definition of goals (in positive terms)
  • Takes time to develop SMART goals
  • Works with the client to develop goal(s) with high personal meaning and relevance
  • Ensures that the goals are, in fact, the client's
  • Develops a specific set of measurements with the client to provide clear evidence of goal achievement

Step 4:  Generate options for goal achievement
Having decided upon a specific goal, the aim at Step 4 is to develop a wide range of methods of achieving it. At this point, the purpose is not to find the "right" option, but rather to stimulate the client to develop an abundant array of alternatives. No option, however seemingly appealing, should form the sole focus of attention. At this stage, the quantity, novelty and variety of the options are more important than their quality or feasibility.

Key coaching behaviors

  • Exhibits confidence in the process and works with the client to develop alternative pathways to the desired goal
  • Uses a broad spectrum of techniques and questioning styles to stimulate the client to generate options
  • Provides space and time for the client to think creatively
  • Ensures that the client  "owns" the options generated

Step 5:  Evaluate options
Having generated a comprehensive list of options, the next step is for the client to evaluate and prioritize them. As is the case in Step 3, "Hone Goals," this is the stage at which an experienced coach can guide the executive towards developing focus. Without a well-defined focus for action, the executive is unlikely to move forward effectively.

We have found that executives who are skilled at evaluating options for their business objectives often find it difficult to apply the same techniques to their private lives. In such situations, the coach can serve to remind the client of the value of these techniques, and encourage their application on a personal level.

Key coaching behaviors

  • Encourages the client to develop personally meaningful criteria for the evaluation of options, since these criteria form the basis for option selection
  • Probes the client to develop a comprehensive evaluation of each option
  • Ensures that the key options and their evaluation are fixed in writing for future reference

Step 6:  Design a valid action plan
As one coach described it, "This is where the rubber meets the road!"  At this stage, a concrete and pragmatic action plan is designed. One of the main advantages of executive coaching in industry and commerce is that it provides "just in time" learning and development when and where an executive needs it. This stage of committing to a plan means that the executive is ready to take action.

With many executive development programs, the challenge is translating "classroom learning" into everyday practice. Coaching helps bridge this gap, and the executive commits to taking action using newly acquired skills.

Key coaching behaviors

  • Creates a detailed action plan with the client
  • Works with the client to check the feasibility and achievability of the plan
  • Fixes the action plan in writing
  • Ensures the client's commitment to the action plan

Step 7:  Encourage momentum
This is represented as the final stage in the Achieve Coaching Model®. While the final step in a coaching partnership may be to facilitate the client's execution of the defined action plan, the role of the coach in encouraging momentum between coaching sessions is equally important.

As a US coach explained, encouraging momentum is a "crucial part of the process. Until the new behavior becomes the new reality, it remains difficult...executives who are in the transformation process need encouragement and reinforcement."  We have found that it is important to reinforce even the smallest steps, since this helps to build and maintain momentum and increase the executive's level of confidence. Cumulative small action steps create the critical mass necessary to accomplish the desired goal. Sustainable change is easier to achieve with continuous reinforcement and encouragement.

Key coaching behaviors

  • Demonstrates continuing interest in the development of the client
  • Organizes regular "check-in/keep-on-track/follow-up" coaching sessions
  • Takes measures throughout the coaching program to avoid dependency, and knows when to end the partnership


The aim of this article has been to describe and provide insights into the practical application of the Achieve Coaching Model®. Coaches can use the model to structure their coaching sessions and coaching programs without confining the coach to a "straightjacket" which inhibits flexibility and individuality. For those considering hiring a coach, the model provides a transparent, forthright description of coaching methodology. It can also help potential clients to evaluate coaches when choosing those with whom they wish to work.

"Coaching and Buying Coaching Services." 2004. Chartered Institute of Personnel and Development. London. Available at http://www.cipd.co.uk/subjects/lrnanddev/coachmntor/coachbuyservs.htm?IsSrchRes=1

This article first appeared in Business Coaching Worldwide (Spring Issue 2006, Volume 2, Issue 1). Copyright 2011 WABC Coaches Inc. All rights reserved.

Sabine Dembkowski, Ph.D is based in Cologne, Germany. Following a successful career as a top management consultant at A.T. Kearney and Monitor Company, Sabine founded The Coaching Centre, an international consultancy for executive coaching and leadership services. Read more about Sabine in the WABC Coach Directory. Sabine can be reached by email at sabinedembkowski@thecoachingcentre.com.
Fiona Eldridge is the Director of The Coaching and Communication Centre. She is a Master Practitioner and Certified Trainer of Neuro Linguistic Programming. Fiona has appeared on television and radio and frequently contributes to newspapers and journals. Learn more about her work at The Coaching and Communication Centre. Fiona can be reached by email at fionaeldridge@coachingandcommunication.com.
If you wish to reproduce this article in any material form, you must first contact WABC for permission.

Success Secrets: Selling Your Ideas, by Suzanne Bates

Posted by WABC

Wouldn't you like to know how to persuade others and, in the process, get what you really want?  Persuasion is both an art and a science. The secret is to find out what others want, and then learn some essential skills of persuasion.

Assume that you have an initiative that is mission-critical, but you're encountering a lot of resistance. You're proposing change, it costs money, and it isn't absolutely guaranteed to work. Sound familiar?

As Robert Louis Stevenson, the Scottish poet and novelist, once said, "Everyone lives by selling something." If you want to lead an organization you must learn to sell. Building support for your ideas, winning converts, and getting things done are largely dependent on your sales skills.

Quick question: What's the most important word in selling?

Answer: The word "why."

You must learn why people would want or need to buy your idea, concept, program, service, initiative or new, new thing. If you do not know about them--their problems, needs and views--you will never successfully sell your ideas, period. People tune out when they know you're only focused on what you want. They tune in when they sense that you have an interest in them as well.

Another question: What's everybody's favorite topic?

Answer: Themselves!

People want to hear about themselves. They want to hear about their projects, initiatives, goals, timelines, challenges and interests. Unless you have factored their concerns into your presentation, go back to the drawing board. Don't show up at the meeting until you've sat in their seats or walked in their shoes for awhile. Actually imagine yourself on their team, working in their office, managing their project. Remember, this is not about you and what you need. It's not about how great your ideas are. It's not even about what's good for the company. Face it--a lot of people really don't care. What they care about is getting through their day, meeting their quotas, hitting their deadlines and making their bosses happy.

So remember, your talk should focus not on you and your idea, but on:

  • Their problems
  • Their hopes
  • Their dreams
  • Their goals
  • Their needs
  • Their timetable
  • Their budget
  • Their success

How do you learn about their problems, hopes, dreams and goals? It's pretty simple. You ask! Long before you give a presentation, make the effort to meet informally, by phone or in person, to ask questions and gain some understanding of your prospects' concerns. At the very least, take any information you already have and extrapolate their highest priorities.

People appreciate it when you take the time to sit down with them, learn about what's going on in their world, and understand what they're up against. If they are going to buy into your proposal, they must first feel comfortable with you, believing that you're on their team and that you are sensitive to their needs. Anyone who can influence a decision, get it approved, or implement it has a choice--support you, ignore you, or undermine you later.

Here are some questions you can ask to find out what you need to know:

  • What is your goal?
  • What is most important to you?
  • What are your priorities?
  • How do you need it to work?
  • When could we make it happen?
  • What are the budgetary considerations?
  • What are your human resources?
  • Who needs to be involved?
  • What does an ideal solution look like to you?
  • What would make this a success for you and your group?

What do you do with this information? Incorporate it into your presentation! You might even mention the great opportunity you had to meet with a key group member and learn about the group's concerns. Then, when you outline what you're going to discuss, address those specific issues, confirming that those issues are also priorities for you. With that reassurance, your prospects will relax and be more receptive to your ideas.

Of course, one of the greatest benefits to doing this homework is that prior to presenting any plan or initiative in the future, you'll be more likely to take others' needs and priorities into account from the very beginning. You'll go through fewer revisions, receive fewer objections, and be applauded for thinking of the big picture. Those are outcomes that get you noticed and win you rave reviews!

This article first appeared in Business Coaching Worldwide (February Issue 2005, Volume 1, Issue 4). Copyright 2011 WABC Coaches Inc. All rights reserved.

Suzanne Bates is a speaker, media personality, business consultant, executive coach, and author of McGraw-Hill's new book, Speak Like A CEO: Secrets for Commanding Attention & Getting Results. Read more about her work at www.speaklikeaceo.com. Suzanne may be reached by email at Suzanne@bates-communications.com.

If you wish to reproduce this article in any material form, you must first contact WABC for permission.

An Interview with Marshall Goldsmith, by Wendy Johnson and Donna Mills

Posted by WABC

By any objective measure, you have had an extremely successful career. What are the highlights?

Often, people complain because they don't get enough credit, so I guess someone has to get too much credit. That's me! My work has been recognized in The Wall Street Journal, Forbes, Business Week, The Economist, Fast Company, Business Strategy Review, Project Management Magazine, and by most professional organizations in our field.

My professional work involves four basic activities: Executive education, executive coaching, writing and editing, and providing executive coaching services through our coaching network, Marshall Goldsmith Partners.

My mission is to help successful leaders achieve positive, lasting change in behavior. My greatest success comes when my clients reach that goal, and help their co-workers do the same. Those leaders serve as role models in their organizations, effectively working with and through others to accomplish objectives. This is what constitutes "good leadership skills." Great achievement is about "me"—great leadership (or great coaching) is about "them."

Who are your clients?

I have worked in all sectors—corporate, non-profit, military and education—with a worldwide client base. Today, my personal coaching is strictly with C-level executives in major organizations. As a pioneer in customized 360-degree feedback, my executive coaching only addresses behavioral change. Coaching helps leaders turn feedback into positive changes in behavior, and changes in behavior lead to changes in attitude. People may change through training, but are much more likely to change through coaching.

What differentiates you from other business coaches?

I only charge my clients if they achieve positive, lasting change in agreed-upon behavior, as determined by agreed-upon co-workers. I don't get paid for "activity" or "time." Prior to an engagement, the CEO agrees that major improvement in pre-selected behaviors is worth the time and money invested in the coaching process.

How did you decide to offer this guarantee?

By accident. A CEO client grunted, "It would be worth a fortune to me if this guy would change."

I replied, "I like fortunes.  Maybe I can help him."

He laughed and said, "I doubt it!"

I thought for a second, and took a leap by replying, "If he gets better, pay me. If he doesn't get better, it's all free!"

The CEO said, "Sold!"

I have been paid only for results ever since.

How has the results guarantee impacted your practice?

Since my clients have high personal integrity, and are definitely results-oriented, the guarantee makes them more likely to do the work necessary to obtain the result. They want to meet and exceed the measurement.

I get paid for about seven of every eight client engagements. When I don't get paid, it's my fault. No one makes me work with anyone, and I always learn when I don't get paid. Perhaps I was just the wrong person for the job or company—there wasn't the right "fit."

How do you translate your personal spiritual practice of Buddhism into your coaching work?

There are many schools of Buddhist thought, and mine has been very important in influencing my coaching process. Letting go of the past and "feed forward" are Buddhist concepts. I have also realized that most of the "issues" I see in the world are simply aspects of myself that I have trouble accepting. Almost every time I become self-righteous or judgmental, I am making more of a statement about my own problems than I am about the conditions of others.

How do you see the links between world issues and self issues?

In 1984 I spent nine days in Africa with the Red Cross, and I saw lots of people who were starving to death. If we want to get upset about the unfairness of life, we can always be upset. When we are upset at what is happening in the world, we are often illustrating aspects of our own ego that we are having trouble dealing with.

What was your best preparation for your work as a business coach?

Experience has been my best preparation. I have worked with over 70 major CEOs and their management teams, and most of what I've learned has come from that experience.

What advice would you give to a novice business coach?

Determine what type of coaching is the best fit for you. Then, either establish a great personal reputation or work with someone who has already established one. Meet the world's experts in your chosen niche and learn from them. Pay your dues.

How about a more experienced coach seeking the next level of success?

Write, speak and network. If you believe in yourself and in the value of what you do, work hard to do the marketing required to establish a great brand and invest in it. Don't be ashamed to market yourself. It is not complicated—it just requires a lot of work!

What issues do the business coaching industry and the WABC need to address?

We need to be clear on the various types of business coaching available. Each type of coach needs to be clear on how success is measured. The WABC can offer examples of great coaches who provide different types of services that meet different client needs, expanding beyond "generic" coaching to include specialists in strategy and organizational execution.

As a proficient self-marketer, what are your top five self-marketing strategies? Are those strategies available to the "average business coach"?

  • My first suggestion is to get published—books, articles, columns and/or interviews. Get writing—someone will read it!
  • Speaking is a great way to promote yourself. Consider keynotes, concurrent sessions at conferences, or local Chamber of Commerce or networking groups. Start speaking—someone will listen!
  • Teach in executive education programs, particularly if you have opportunities at colleges or universities. Start teaching—someone will want to learn!
  • Research (especially on the impact of your work) is very powerful. Research lends high credibility to your work. Start measuring—someone will care about what you discover!
  • Try to "hang out" with people who know more than you do. Many of the top thought leaders in our field are very generous, open and giving people. More experienced coaches may be willing to let you "follow them around" and learn from them.

In terms of the "average business coach," I contend that staying "average" is a choice. There is nothing wrong with average, but no one has to live there. I have made huge investments in marketing that produced absolutely no immediate revenue, and have spent hours writing, speaking and networking as an investment in my future. In life, we "get what we pay for," and some coaches want to get the benefits of being well known without paying the price. Life seldom works this way!

One of my friends was upset because another speaker was making $10,000 per day, while he was making only $1,000. He asked the client, "If my customer satisfaction scores are higher than his, can I make as much money as he does?"

The client replied, "Definitely not! He is famous and you aren't."

Some people's reaction would be, "That isn't fair!"

My reaction was, "Get famous!"

In addition to your professional role as a business coach, what are your other life roles, and how would you personally define success in each of those roles?

  • I am a Buddhist. My philosophy is to be happy now. I believe that happiness is our choice, and it is determined by what we have on the inside, not by what we possess on the outside. We cannot be happy by having more or by having less. We can only be happy with what we have.
  • I am a husband and father. I've been married for 31 years, love my wife and kids, and ask them at least once a week, "What can I do to help you have a great life?" I make no judgments about anyone else as a partner or parent. I have been lucky.

Material possessions make no difference in my happiness. People from 119 countries have visited my website in the past four months to review my material and take away whatever they want at no charge. Some of these people are from very poor countries. What is this worth? It is worth a lot to me.

If I died tomorrow, I would be more than satisfied. I was brought up poor. My whole life has seemed like a happy dream. For example, I had dinner with Bono several months ago. It turns out that he was also brought up poor, and he feels the same way that I do—he is just trying to make the world a little better.

What personal and professional legacy would you like to leave?

I would like to make my coaching process available at no charge to people around the world. Ultimately, my goal is to help as many people as possible to have better lives.

What would you most like to be remembered for?

I'd like to be remembered as a nice Buddhist guy with a great family who gave all of his knowledge away to anyone who wanted to use it—who wandered around the world being happy and helping other people to become the persons that they wanted to become.

That would be enough for me!

Any final advice?

This is a great field. Do good. Help others. Life is short—be happy now!

Marshall Goldsmith is a world authority on helping successful leaders achieve positive, measurable change in behavior for themselves, their people, and their teams. He also works extensively in the field of executive education. Last month, California's Alliant International University named their management school after him—the Marshall Goldsmith School of Management. Marshall plans to work with the school to develop a program which provides practical education at all levels, including a premier leadership development website.

In addition to writing numerous articles and columns, Marshall has authored or co-edited 20 books. The most recent, co-edited with Laurence Lyons, is the seco nd edition of "Coaching for Leadership: The Practice of Leadership Coaching from the World's Greatest Coaches." Released in October 2005, it shares the well-researched best practices of the world's greatest leadership coaches.

Marshall's articles and videos are available at www.marshallgoldsmithlibrary.com. You can also read more about Marshall in the WABC Coach Directory.

This article first appeared in Business Coaching Worldwide (Summer 2006, Volume 2, Issue 2). Copyright © 2011 WABC Coaches Inc. All rights reserved.

If you wish to reproduce this article in any material form, you must first contact WABC for permission.