Developing a Coaching Culture at Weatherford International

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Developing a Coaching Culture at Weatherford International
Richard Pelzer
University of the Rockies

In today’s context of the fast-paced and ever changing workplace, the most successful leaders are those who face new challenges with current and relevant solutions. The most successful approach to the current demands is to train and develop leaders into coaches. Leaders who coach can balance employee concerns with people performance and the goals of the company. This type of leadership can cultivate an organizational culture that is highly motivated and higher performers. A coaching culture blurs the hierarchical chain of command and replaces it with a stronger informal network of increased performers who communicate
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Recent turnovers in management and the loss of talented employees have significantly deprecated organizational performance. In the past, Weatherford leaders and managers perceived coaching to be something for the elite. All too often coaching was confined to the boardroom and carried out on a one-to-one basis. Typically managers were only exposed to coaching through skills workshops. Coaching and personal development was never offered to employees at the lower end of the hierarchical ladder. Weatherford’s company culture has been evolved in dysfunctional and outdated competitive business climates which created obstacles for the organization to be successful and staying competitive. Past leadership created low trust, ineffective teamwork, poor communication and high turnover. This type of leadership was directive, dictatorial, autocratic, and task oriented which denigrated employee knowledge and understanding of the nature, purpose, and other intricacies of the tasks at hand.
Two important developments regarding the need for a coaching culture practice at Weatherford International is that beyond developing individual leaders as in-the-moment team coaches, group coaches, and coaching mentors, a coaching based approach should be used as a comprehensive change initiatives (Chao, 2009). Secondly, the coaching and

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