Graduate program coaching is not limited to the United States. We have seen an increase globally as well. INSEAD’s global Executive MBA programs have included coaching for many years. The program includes a full day of group coaching that begins the coaching process. Students receive feedback on several leadership assessments. Small group coaching (provided by an executive coach) is a core, clinical approach that helps students go beyond the feedback. After the group coaching day, students continue with individual coaching sessions, self-directed group coaching sessions, and a peer exchange where pairs in their locations observe each other in their daily work and provide feedback. Within the curriculum, students participate in teaching sessions where they practice the role of leader as coach.
Potential Coaching in Professional Schools
Clearly, coaching services are becoming more common in graduate schools of management. This is quite understandable given that professional coaches are being engaged with increasing frequency by managers and other organizational leaders throughout the world–so why not begin providing these services even before the young man or woman enters the workforce. We also know that effective coaching skills are critical for leaders at all levels in organizations–so why not teach these skills to young men and women while they are still in graduate school.
We would also suggest that coaching services should be provided in other graduate programs that prepare young men and women for lives in specific professions. Professional coaches are now being used extensively by dentists, veterinarians and other professional service providers (usually providing these services along with consulting services are offered under a rubric often called practice management). Doesn’t it make just as much sense for these professionals to receive coaching services while still preparing in graduate school for their careers as dentists, veterinarians, lawyers or accountants? What about medical schools? Shouldn’t coaching be provided to medical students as they face the complex, turbulent and changing world of health care? (Cassatly, 2010; Cassatly and Bergquist, 2012).
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