| Executive coaching can help to determine whether | | | | Leaders - maintain inner perceptiveness that they |
| you are more of a leader or more of a manager | | | | can use in their relationships with others; relate to |
| and assist in gaining the insight and self-confidence | | | | people in intuitive, empathetic way; focus on what |
| that comes with knowing more about yourself. | | | | events and decisions mean to participants; attract |
| The result is greater impact and effectiveness | | | | strong feelings of identity and difference or of |
| when dealing with others and running your | | | | love and hate; create systems where human |
| business. | | | | relations may be turbulent, intense, and at times |
| We are going to take a look at the executive | | | | even disorganized. |
| coaching techniques in assessing the different | | | | Executive Coaching Technique 5: The Self-Identity |
| personality styles in leadership versus | | | | of managers versus leaders is strongly influenced |
| management, the attitudes each have toward | | | | by their past. |
| goals, their basic conceptions of what work | | | | Managers - report that their adjustments to life |
| entails, their relationships with others, and their | | | | have been straightforward and that their lives |
| sense of self (or self-identity) and how it | | | | have been more or less peaceful since birth; have |
| develops. | | | | a sense of self as a guide to conduct and attitude |
| Last of all, we will examine leadership | | | | which is derived from a feeling of being at home |
| development and discover what criteria are | | | | and in harmony with their environment; see |
| necessary for leaders to reach their full potential. | | | | themselves as conservators and regulators of an |
| Executive Coaching Technique 1: Look at the | | | | existing order of affairs with which they |
| difference in personality styles between leadership | | | | personally identify and from which they gain |
| versus management. | | | | rewards; report that their role harmonizes with |
| Managers - emphasize rationality and control; are | | | | their ideals of responsibility and duty; perpetuate |
| problem-solvers (focusing on goals, resources, | | | | and strengthen existing institutions; display a life |
| organization structures, or people); often ask | | | | development process which focuses on |
| question, "What problems have to be solved, and | | | | socialization...this socialization process prepares |
| what are the best ways to achieve results so | | | | them to guide institutions and to maintain the |
| that people will continue to contribute to this | | | | existing balance of social relations. |
| organization?"; are persistent, tough-minded, hard | | | | Leaders - reportedly have not had an easy time |
| working, intelligent, analytical, tolerant and have | | | | of it; lives are marked by a continual struggle to |
| goodwill toward others. | | | | find some sense of order; do not take things for |
| Leaders - are perceived as brilliant, but sometimes | | | | granted and are not satisfied with the status quo; |
| lonely; achieve control of themselves before they | | | | report that their "sense of self" is derived from a |
| try to control others; can visualize a purpose and | | | | feeling of profound separateness; may work in |
| generate value in work; are imaginative, | | | | organizations, but they never belong to them; |
| passionate, non-conforming risk-takers. | | | | report that their sense of self is independent of |
| Executive Coaching Technique 2: They have very | | | | work roles, memberships, or other social |
| different attitudes toward goals. | | | | indicators of social identity; seek opportunities for |
| Managers - adopt impersonal, almost passive, | | | | change (i.e. technological, political, or ideological); |
| attitudes toward goals; decide upon goals based | | | | support change; find their purpose is to profoundly |
| on necessity instead of desire and are therefore | | | | alter human, economic, and political relationships; |
| deeply tied to their organization's culture; tend to | | | | display a life development process which focuses |
| be reactive since they focus on current | | | | on personal mastery...this process impels them to |
| information. | | | | struggle for psychological and social change. |
| Leaders - tend to be active since they envision | | | | As you can see, managers and leaders are very |
| and promote their ideas instead of reacting to | | | | different animals. It is important to remember |
| current situations; shape ideas instead of | | | | that there are definite strengths and weaknesses |
| responding to them; have a personal orientation | | | | of both types of individuals. |
| toward goals; provide a vision that alters the way | | | | Managers are very good at maintaining the status |
| people think about what is desirable, possible, and | | | | quo and adding stability and order to our culture. |
| necessary. | | | | However, they may not be as good at instigating |
| Executive Coaching Technique 3: Conceptions of | | | | change and envisioning the future. On the other |
| work. | | | | hand, leaders are very good at stirring people's |
| Managers - view work as an enabling process; | | | | emotions, raising their expectations, and taking |
| establish strategies and makes decisions by | | | | them in new directions (both good and bad). |
| combining people and ideas; continually coordinate | | | | However, like artists and other gifted people, |
| and balance opposing views; are good at reaching | | | | leaders often suffer from neuroses and have a |
| compromises and mediating conflicts between | | | | tendency toward self-absorption and |
| opposing values and perspectives; act to limit | | | | preoccupation. |
| choice; tolerate practical, mundane work because | | | | If you are planning on owning your own business |
| of strong survival instinct which makes them | | | | executive coaching can help you to develop |
| risk-averse. | | | | management skills. However, what do you do if |
| Leaders - develop new approaches to | | | | you believe you are, in fact, a leader - a diamond |
| long-standing problems and open issues to new | | | | in the rough? What can you do to develop as a |
| options; first, use their vision to excite people and | | | | leader? |
| only then develop choices which give those | | | | Throughout history, it has been shown again and |
| images substance; focus people on shared ideals | | | | again that leaders have needed strong one-to-one |
| and raise their expectations; work from high-risk | | | | relationships with teachers whose strengths lie in |
| positions because of strong dislike of mundane | | | | cultivating talent in order to reach their full |
| work. | | | | potential. |
| Executive Coaching Technique 4: Managers and | | | | If you think you are a leader at heart, find an |
| leaders have very different relations with others. | | | | executive coaching professional - someone who |
| Managers - prefer working with others; report | | | | you can connect with and who can help you |
| that solitary activity makes them anxious; are | | | | develop your natural talents and interests. |
| collaborative; maintain a low level of emotional | | | | Whether you reach "glory" status or not, you will |
| involvement in relationships; attempt to reconcile | | | | grow in ways you never even imagined. And isn't |
| differences, seek compromises, and establish a | | | | that what life is about anyway? So what do you |
| balance of power; relate to people according to | | | | aspire to improve in? How do you compare |
| the role they play in a sequence of events or in a | | | | leadership versus management? |
| decision-making process; focus on how things get | | | | The choices between leadership versus |
| done; maintain controlled, rational, and equitable | | | | management are profound, and both are highly |
| structures ; may be viewed by others as | | | | valuable to a strong organization. |
| inscrutable, detached, and manipulative. | | | | |