The Department Chair Coach

This is the authors' abstract. We don't add key points for this paper.

In the move to the department chair role, few people receive the support necessary to be successful. The chair position is often confusing, overwhelming, and lonely. This article makes the argument that in order to set department chairs up for success, and to help maintain that success, department chairs need coaches. Coaching is increasingly used in corporate settings, and multiple studies have shown benefits to leaders who engage an executive coach (Athanasopoulou and Dopson 2018). Part of the success is due to executive coaches possessing subject matter expertise in business. Similarly, coaches who specialize in working with chairs have subject matter expertise in chairing an academic department as well as in other areas of academia. Although coaching is becoming more commonplace in business, coaching in academia is less well known. The purpose of this article is to familiarize chairs with coaching. I outline what coaching is and is not, explain the process of coaching, discuss how to find a coach, provide an example of what coaches typically charge, outline the usual time commitment for a coaching relationship, and conclude with findings from research regarding the effectiveness of coaching. The coaching process is defined as “a collaborative—even elegant—conversation, of any length, that fosters a growth mindset by inviting the full, dimensional intelligence and presence of the people involved. It is brain-friendly, highly customized, highly personalized, just-in-time adult learning” (Burgin 2019, xvii). The coaching partnership is designed by the chair and the coach. The process begins with an initial meeting, either in person or virtually, where the coach explains how coaching works, details what can be expected, and answers any questions. The coach will assess the chair's needs and the needs of the department during the meeting as well as identify priorities and desired outcomes. At the conclusion of the initial meeting, next steps are agreed upon and subsequent meetings are scheduled. If the fit doesn't feel right, the coach can suggest colleagues who may be more suitable for the chair. Effective executive coaches have coaching experience, are external to the organization, have high ethical standards, are familiar with assessment tools (e.g., personality and conflict assessments), and are knowledgeable about business and the culture of the organization (Kombarakaran et al. 2008). In the university setting, it is important for chairs to work with an external coach who has familiarity with the structure and culture of universities and who has been in the chair's role, as that can facilitate progress in the coaching relationship. Coaches typically have a large network of colleagues, and they can help chairs find someone who fits. Coaches charge by the hour, and the cost ranges anywhere from pro bono to $600 per hour, with the average around $200 per hour. Price is not necessarily an indicator of quality, as many coaches use sliding scales informed by the person's or organization's ability to pay. For example, a coach may charge an executive at a major multinational corporation $600 per hour and charge $50 per hour when working with high school teachers. It is not completely uncommon for a dean to fund coaching for a new chair, and your university may allow for professional development funds to be used for coaching purposes. Most coaching sessions last sixty to ninety minutes depending on the preference of the coach and the client, although major coaching breakthroughs can happen in as little as ten minutes. It is common for a coach to meet with the client in person, over the phone, or virtually through Zoom or Skype. Most coaching agreements are for six to ten sessions either every week or every other week. In a review of coaching research, Athanasopoulou and Dopson (2018) list the following positive outcomes for executive coaching clients: reduced stress, improved resilience, better time management, increased work and life satisfaction, and improved communications skills. When perceived by others, outcomes included the coaching client as a more effective leader, better at developing others, a better team player, and possessing improved team-building skills. The organization also benefits through increases in leader effectiveness, employee satisfaction, and the implementation of a coaching culture. Department chairs are as much leaders as executives, and they seldom receive the support they need. Even chairs who receive purposeful training may not get the opportunity to develop as a leader (Wolverton and Ackerman 2006). Coaching is at the core of developing as a leader and as a chair. The chair role need not be overwhelming, confusing, and lonely. Chairs can thrive by working with a coach, and the benefits can be felt throughout the university. Coaches can help department chairs develop into purpose-driven, passionate, and successful leaders. Wendy W. Cook is a former department chair turned department chair coach. Email: wendy@coachwendycook.com