Journals A-Z
All Subjects
Free Journals
sciepub.com
American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: https://www.sciepub.com/journal/education Editor-in-chief: Ratko Pavlović
Open Access
Journal Browser
Go
Issue 4, Volume 3
Article Metrics
  • 16950
    Views
  • 15865
    Saves
  • 0
    Citations
  • 22
    Likes
Export Article
American Journal of Educational Research. 2015, 3(4), 495-504
DOI: 10.12691/education-3-4-17
Open AccessArticle

Guided Reflection Model: How Executive Coaching Can Assist Organizational Leaders Enhance Their Creativity, Innovation and Wisdom

Tom Cerni1,

1Head of Counseling Services, The Scots College, Victoria Road, Bellevue Hill, NSW, Australia

Pub. Date: April 09, 2015
View Full Text Full Text PDF (295 KB) Full Text ePUB(195 KB)

Cite this paper:
Tom Cerni. Guided Reflection Model: How Executive Coaching Can Assist Organizational Leaders Enhance Their Creativity, Innovation and Wisdom. American Journal of Educational Research. 2015; 3(4):495-504. doi: 10.12691/education-3-4-17

Abstract

This paper outlines how executive coaching can assist organizational leaders engage in a guided process of reflection to enhance their creativity, innovation and wisdom. The conceptual model proposed in this paper is an extension of the Cognitive-Experiential Theory (CET; Epstein, 2014) and the recently developed Cognitive-Experiential Leadership Model (CELM; Cerni, Curtis & Colmar, 2015). Empirical research has shown that people are continually influenced by two information processing systems; the rational system, which is a verbal reasoning system, and the experiential system, which automatically learns from experience (Epstein, 2014). The degree of influence varies along a dimension from negligible to almost complete dominance, depending on the context, affect and understanding of self (Denes-Raj & Epstein, 1994; Epstein, 1998b; Epstein, 2014; Handley, Newstead, & Wright, 2000). The proposed Guided Reflection Model (GRM) complements the CELM by suggesting that the executive coach can play an integral role in guiding the leader to better understand how the integration of the context, affect and self, that is continually under the influence of the rational and experiential systems, can enhance creativity, innovation and wisdom.

Keywords:
executive coaching guided reflection leadership information-processing rational experiential creativity innovation wisdom

Creative CommonsThis work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]  Ardelt, M. (2003). Empirical assessment of a three-dimensional wisdom scale. Research and Aging, 25, 275-324.
 
[2]  Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Eaglewood Cliffs, NJ: Prentice Hall.
 
[3]  Bargh, J. A., & Chartrand, T. L. (1999). The unbearable automaticity of being. American Psychologist, 54, 462-479.
 
[4]  Bass, B. M. (1985). Leadership and performance beyond expectations. New York: The Free Press.
 
[5]  Bourner, T. (2003). Assessing reflective learning. Education and Training, 45, 267-272.
 
[6]  Buber, M. (1958). I and Thou (R. & G. Trans.). New York, NY: Charles Scribner's Sons.
 
[7]  Cerni, T., Curtis, G.J., & Colmar, S.H. (2008). Information-processing and leadership styles: Constructive thinking and transformational leadership, Journal of Leadership Studies, 2, 60-73.
 
[8]  Cerni, T., Curtis, G.J. & Colmar, S.H. (2010a). Executive coaching can enhance transformational leadership. International Coaching Psychology Review, 5, 83-87.
 
[9]  Cerni, T., Curtis, G. J., & Colmar, S. H. (2010b). Increasing transformational leadership by developing leaders’ information-processing systems. Journal of Leadership Studies, 4, 51-65.
 
[10]  Cerni, T., Curtis, G.J. & Colmar, S.H. (2012). Cognitive-experiential self theory and conflict-handling styles: Rational and constructive experiential systems are related to the integrating and compromising conflict-handling styles. International Journal of Conflict Management, 23, 362-381.
 
[11]  Cerni, T., Curtis, G.J. & Colmar, S.H. (2014). The cognitive information-processing systems of leaders and their relation to student learning outcomes. Journal of School Leadership, 24, 287-310.
 
[12]  Cerni, T., Curtis, G. J., & Colmar, S. H. (2015). Cognitive leadership model: How leaders’ information-processing systems can influence leadership styles, conflict management and organizational outcomes. Journal of Leadership Studies, 8(3), 26-39.
 
[13]  Clayton, P., & Ash, S. (2005). Reflection as a key component in faculty development. On the Horizon, 13, 161-169.
 
[14]  Cook-Greuter, S.R. (2004). Making a case for a developmental perspective. Industrial and Commercial Training, 36, 275-281.
 
[15]  Curtis, G. J., & Lee, M. H. W. (2013). Connecting cognitive-experiential self theory’s information-processing styles with organizational influencing tactics: Rational thinkers are rational persuaders. Australasian Journal of Organizational Psychology, 6(e2), 1-11.
 
[16]  Davanloo, H. (1990). Unlocking the unconscious: Selected papers of Habib Davanloo. New York, NY: Wiley.
 
[17]  Davis-Floyd, R., & Arvidson, S. P. (1997). Intuition-the inside story interdisciplinary perspective. New York: Routlidge.
 
[18]  De Haan, E., Culpin, V., & Curd, J. (2011). Executive coaching in practice: What determines helpfulness for clients of coaching? Personnel Review, 40, 24-44.
 
[19]  Del Re, A.C., Hovarth, A.O., Fluckiger, C., Symonds, D., & Wampold, B.E. (2012). Therapist effects in the therapeutic alliance-outcome relationship: A restricted-maximum likelihood meta-analysis. Clinical Psychology Review, 32, 642-649.
 
[20]  Denes-Raj, V., & Epstein, S. (1994). Conflict between intuitive and rational processing: when people behave against their better judgment. Journal of Personality and Social Psychology, 66, 819-829.
 
[21]  Dubinsky, A. J., Yammarino, F. J., & Jolson, M. A. (1995). An examination of linkages between personal characteristics and dimensions of transformational leadership. Journal of Business and Psychology, 9, 315-334.
 
[22]  Elliott, R. (2010). Religious beliefs, spirituality and coaching for leadership development, Journal of Spirituality, Leadership and Management, 4, 86-104.
 
[23]  Epstein, S. (1994). Integration of the cognitive and the psychodynamic unconscious. American Psychologist, 49, 709-724.
 
[24]  Epstein, S. (1998a). Constructive thinking: the key to emotional intelligence. London: Praeger.
 
[25]  Epstein, S. (1998b). Cognitive-experiential self theory: A dual-process personality theory with implications for diagnosis and psychotherapy. In R. F. Bornstein & J. M. Masling (Eds.), Empirical perspectives on the psychoanalytic unconscious (pp. 99-140). Washington, DC: American Psychological Association.
 
[26]  Epstein, S. (2000). The rationality debate from the perspective of cognitive-experiential self theory. Behavioral and Brain Science, 23, 671.
 
[27]  Epstein, S. (2001). Constructive Thinking Inventory: Professional Manual. Lutz, Florida: Psychological Assessment Resources, Inc.
 
[28]  Epstein, S. (2003). Cognitive-experiential self theory of personality. In T. Millon & M. J. Lerner (Eds.), Comprehensive handbook of psychology: Personality and social psychology (Vol. 5). Hoboken, NJ: Wiley & Sons.
 
[29]  Epstein, S. (2006). Intuition from the perspective of Cognitive-experiential Self-theory. Unpublished manuscript: University of Massachusetts at Amherst.
 
[30]  Epstein, S. (2014). Cognitive-Experiential Theory: An Integrative Theory of Personality. New York, NY: Oxford University Press.
 
[31]  Epstein, S., & Meier, P. (1989). Constructive thinking: A broad coping variable with specific components. Journal of Personality and Social Psychology, 57, 332-350.
 
[32]  Epstein, S., Pacini, R., Denes-Raj, V., & Heier, H. (1996). Individual differences in intuitive-experiential and analytical-rational thinking styles. Journal of Personality and Social Psychology, 71, 390-405.
 
[33]  Fullan, M. (2001). Leading in a culture of change. San Francisco: Jossey-Bass.
 
[34]  Goleman, D. (1996). Emotional intelligence. Bloomsbury, London.
 
[35]  Goldman, E., Wesner, M., & Karnachanomai, O. (2013). Reciprocal peer coaching: A critical contributor to implementing individual leadership plans. Human Resource Development Quarterly, 24, 63-87.
 
[36]  Gray, D.E. (2006). Executive coaching: Towards a dynamic alliance of psychotherapy and transformative learning process. Management Learning, 37, 475-497.
 
[37]  Hall, R. J., & Lord, R. G. (1995). Multi level information processing explanations of followers' leadership perceptions. Leadership Quarterly, 6, 265-287.
 
[38]  Handley, S. J., Newstead, S. E., & Wright, H. (2000). Rational and experiential thinking: A study of the REI. In R. J. Riding & S. G. Rayner (Eds.), International perspectives on individual differences (Vol. 1. Cognition styles): [SEN].
 
[39]  Hollander, E. P. (2009). Inclusive leadership: The essential leader-follower relationship. New York, NY: Routledge.
 
[40]  Houghton, J.D., Wu, J., Godwin, J.L., Neck, C.P., & Manz, C.C. (2012). Effective stress management: A model of emotional intelligence, self-leadership, and student stress coping. Journal of Management Education, 36, 220-238.
 
[41]  Humphreys, J. H., & Zettel, M. C. (2002). Transformational leader self-perception and objective sales performance: The potential moderating effects of behavioral coping ability. International Business & Economics Research Journal, 1, 9-23.
 
[42]  Karver, M.S., Handelsman, J.B., Fields, S, & Bickman, L. (2006). Meta-analysis of therapeutic relationship variables in youth and family therapy: The evidence for different relationship variables in the child and adolescent treatment outcome literature. Clinical Psychology Review, 26, 50-65.
 
[43]  Kegan, R., & Lahey, L.L. (2009). Immunity to change: How to overcome it and unlock the potential in yourself and your organization. Boston, MA: Harvard Business Press.
 
[44]  Kets de Vries, M.F.R. (2014). Dream journeys: A new territory for executive coaching. Consulting Psychology Journal: Practice and Research, 66, 77-92.
 
[45]  Kets de Vries, M.F.R. (2013). Coaching’s good hour’: Creative tipping points. Coaching: An International Journal of Theory, Research and Practice, 6, 152-175.
 
[46]  Kolb, D. (1983). Experiential learning: Experience as the source of learning an development. Eaglewood Cliffs, NJ: Prentice-Hall.
 
[47]  Kounios, J., & Beeman, M. (2014). The cognitive science of insight. Annual Review of Psychology, 65, 71-93.
 
[48]  Lane, D.A., & Corrie, S. (2009). Does coaching psychology need the concept of formulation. International Coaching Psychology Review, 4, 195-208.
 
[49]  Lanoutte, W. (1992). Genius in the shadows: A biography of Leo Szilard. New York: Charles Scribner's Sons.
 
[50]  Leithwood, K. (1994). Leadership for school restructuring. Educational Administration Quarterly, 30, 498-518.
 
[51]  Leung, D.Y.P., & Kember, D. (2003). The relationship between approaches to learning and reflection upon practice. Educational Psychology, 23, 61-71.
 
[52]  McKenna, B., Rooney, D., & Boal, K.B. (2009). Wisdom principles as a meta-theoretical basis for evaluating leadership. The Leadership Quarterly, 20, 177-190.
 
[53]  Mezirow, J. (1998). On critical reflection. Adult Education Quarterly, 48, 185-198.
 
[54]  Norris, P., & Epstein, S. (2011). An experiential thinking style: Its facets and relations with objective and subjective criterion measures. Journal of Personality, 79, 1043-1079.
 
[55]  Ollila, S. (2002). Project Management – Multidimensional Leadership. Gothenburgh: Chalmers University of Technology.
 
[56]  Pacini, R., & Epstein, S. (1999). The relation of rational and experiential information processing styles to personality, basic beliefs, and the ratio-bias phenomenon. Journal of Personality and Social Psychology, 76, 972-987.
 
[57]  Phan, H.P. (2009). Exploring students’ reflective thinking practice, deep processing strategies, effort, and achievement goal orientations. Educational Psychology, 29, 297-313.
 
[58]  Prochaska, J.O., Velicier, W.F., Rorri, J.S., & Goldstein, M.G. (1994(. Stages of change and decisional balance for 12 problem behaviors. Health Psychology, 13, 39-46.
 
[59]  Robinson, K. (2001). Mind the gap: The creative conundrum. Education, 43, 41-45.
 
[60]  Robinson, R. (2011). Out of our minds: Learning to be creative. West Sussex, UK: Capstone Publishing Ltd.
 
[61]  Ruef, M (2002). Strong ties, weak ties and islands: Structural and cultural predictors of organizational innovation. Industrial and Corporate Change, 11, 427-449.
 
[62]  Sawyer, K. (2013). Zig zag: The surprising path to greater creativity. Jossey-Bass: San Francisco, CA.
 
[63]  Schon, D.A. (1987). Educating the reflective practitioners. San Francisco, CA: Jossey-Brass.
 
[64]  Scott, R. (2013, October, 10). Inventor of bionic ear wins prestigious award and inspires new filed of endeavour. The Age. This story was fund at: http://www.theage.com.au/national/education/voice/inventor-of-bionic-ear-wins-prestigious-award-and-inspires-new-field-of-endeavour-20131008-2v5bd.html.
 
[65]  Shiloh, S., Salton, E., & Sharabi, D. (2002). Individual differences in rational and intuitive thinking styles as predictors of heuristics responses and framing effects. Personality and Individual Differences, 32, 415-429.
 
[66]  Smith, I.M., & Brummel, B.J. (2013). Investigating the role of the active ingredients in executive coaching. Coaching: An International Journal of Theory, Research and Practice, 6, 57-71.
 
[67]  Sternberg, R. J. (1998). A balance theory of wisdom. Review of General Psychology, 2, 347-365.
 
[68]  Sternberg, R. J. (2003). A broad view of intelligence: The theory of successful intelligence. Consulting Psychology Journal: Practice and Research, 55, 139-154.
 
[69]  Sternberg, R. J., Kaufman, J. C., & Pretz, J. E. (2003). A propulsion model of creative leadership. The Leadership Quarterly, 14, 455-473.
 
[70]  Theeboom, T., Beersma, B., & van Vianen, A.E. (2014). Does coaching work? A meta-analysis of the effects of coaching on individual level outcomes in an organizational context. The Journal of Positive Psychology, 9, 1-18.
 
[71]  Tradif, T.Z., & Sternberg, R.J. (1988). What do we know about creativity? In R.J. Sternberg (Ed.), The nature of creativity (pp. 429-440). New York, NY: Cambridge University Press.
 
[72]  Thompson, D. A., Grahek, M., Phillips, R. E. & Fay, C. L. (2010). The search for worthy leadership. Consulting Psychology Journal: Practice and Research, 60, 366-382.
 
[73]  van Steenburgh, J., Fleck, J.I., Beeman, M., & Kounios, J. (2012). Insight. In K. Holyoak & R. Morrison (Eds). The Oxford Handbook of Thinking and Reasoning (pp. 475-91. New York: Oxford University Press.
 
[74]  Vancouver, J.B., & Putka, D.J. (2000). Analyzing goal-striving processes and a test of the generalizability of perceptual control theory. Organozational Behavior and Human Decision Processes, 82, 334-362.
 
[75]  Webster, J.D. (2003). An exploratory analysis of a self-assessed wosdom scale. Journal of Adult Development, 10, 13-22.
 
[76]  Welch, D., Grossaint, K., Reid, K., & Walker, C. (2014). Strengths-based leadership development: Insights from expert coaches. Coaching Psychology Journal: Practice and Research, 66, 20-37.
 
[77]  Woerkom, M. (2003). Critical reflection at work: Bridging individual and organizational learning. PhD thesis. Twente University, Enschede/Print Partners, Ipskamp.
 
Manuscript template