| When you hear the word "coach", what comes | | | | important in establishing habits. Team members |
| first into your mind? | | | | catch the habit of constantly assessing |
| Do you picture a basketball team with a person | | | | themselves individually for their respective |
| shouting directions? Do you see a football team | | | | strengths and areas for improvement. |
| with a person pacing back and forth calling out the | | | | Think of a musical orchestra. Each member plays |
| names of the players? | | | | a different instrument. In order to achieve |
| Coaching is no longer reserved to sports. It is a | | | | harmony, individual members polish their |
| major concept in leadership and management. | | | | respective pieces, aside from practicing as an |
| Coaching is one of the six emotional leadership | | | | ensemble. Consequently, they improve individually |
| styles proposed by Daniel Goleman. As a | | | | and as a team. |
| leadership style, coaching is employed when the | | | | 3) Coaching develops high commitment to |
| members of a team are competent and | | | | common goals. A coaching leader balances the |
| motivated, but do not have a single idea of the | | | | attainment of immediate targets with long-term |
| long-term goals of an organization. | | | | goals of an organization. By constantly |
| Coaching involves two levels, namely: team and | | | | communicating the vision through formal and |
| individual. Team coaching makes members work | | | | informal conversations, the members are inspired |
| together. In a group of individuals, not everyone | | | | and motivated. |
| share the same level of commitment to a goal. A | | | | 4) Coaching produces valuable leaders. |
| group may be a mix of highly competent and | | | | Leadership by example is important in coaching. A |
| moderately competent members with varying | | | | coaching leader loses credibility when he/she does |
| levels of commitment. These differences can | | | | not practice what he/she preaches. This means |
| cause friction among the members. The coach | | | | that a coaching leader should be well organized |
| helps the members level their expectations. | | | | and highly competent, communicate openly, |
| In a big organization, leaders need to align the | | | | encourage feedback, and have a clear idea of the |
| staffs personal values and goals with that of the | | | | organization's vision-mission-goals. |
| organization, so that long-term directions can be | | | | Team members catch the same good practices |
| pursued. | | | | and attitudes of the coaching leader, turning them |
| So, why is coaching becoming a popular leadership | | | | into coaching leaders themselves. If a member |
| style? | | | | experiences good coaching, he/she is likely to do |
| 1) Coaching builds up confidence and competence. | | | | the same things when entrusted with formal |
| Individual coaching is an example of situational | | | | leadership roles. |
| leadership at work. One-on-one mentoring builds | | | | Some words of caution though: coaching is just |
| up member's confidence by affirming good | | | | one of the styles of leadership. It can be done in |
| performance via regular feedback. It increases | | | | combination with the other five emotional |
| competence by helping the member assess his | | | | leadership styles depending on the profile of the |
| her strengths and weaknesses towards career | | | | emerging team. |
| planning and professional development. | | | | Moreover, coaching requires physical, emotional, |
| The direct supervisor gives more defined tasks | | | | and mental fitness since it involves individual and |
| and regular feedback to the new staff. He then | | | | team coaching. Your members expect you to be |
| gradually lessens coaching, directing, and | | | | the last one to give up or bail out in any situation |
| supporting roles in favor of delegating as | | | | especially during times of crises. |
| competence and confidence increase. | | | | Coaching entails investing time on each individual |
| 2) Coaching promotes individual and team | | | | member and the whole team. The responsibilities |
| excellence. | | | | are greater since you are also developing future |
| Excellence is a product of habitual good practice. | | | | coaches, as well. Indeed, coaching is the way to |
| Regular meetings and constructive feedback are | | | | go in team management. |