Coaching style leadership

INTRODUCTIONNorthouse (2007) has defined leadership as a process whereby an individual influences a group of individuals to achieve a common goal.The discussion in this paper is concerned about the leadership style of coaching. There is an increasing interest in coaching because of its potential to improve individual (Liu & Butt, 2010), team (Hagen, 2010) and organizational performance ( Liu & Butt, 2010).

COACHING STYLE LEADERSHIPGroup members Pn.Amuniyammal (815422)Pn.Gunalatcumy (815358)

DEFINITION OF COACHINGSir John Whitmore has made a breakthrough by introducing a coaching leadership in the business world through the "Coaching for Performance".

Now coaching leadership has spread in various fields such as in education, private sectors and so on.

Coaching generally is viewed as a role in which individuals develop others via the facilitation of learning; it has been identified as a component of effective leadership (Hamlin, Ellinger, & Beattie, 2006).

successful coaching process will help coachee see clearly the issues and barriers that need to be solved, setting goals based on values and goals as well as taking into account the existing realities and capabilities.

GROW MODEL In the 1980s, Sir John Whitmore and his team of Performance Consultants developed the GROW model; now firmly embedded in the world of business coaching. Whitmore (2002: 54) also developed a seminal model of the coaching process based on the acronym GROW (goal, reality, options, way forward), set out as follows:TheGROW coaching modelis a tried and tested coaching model to structure coaching sessions.The power of the GROW coaching model is that it leads to a clearly defined end result through four phases. The coachee is personally active in identifying problems and generating ideas for solutions. This means that anything that comes out of the coaching session has a lot of chance to stick.

AIM OF THE RESEARCH .

The aim of this research is to identify the effectiveness coaching leadership application in an organizationLITERATURE REVIEWKruse (20013), leadership is a process of social influence, which maximizes the efforts of others, towards the achievement of a goal.Whitmore (2002: 8), Coaching is unlocking a persons potential to maximise their own performance. It is helping them learn rather than teaching them.Chambers and Baxter (2001: 4) to assert that: Coaching enables individuals and teams to develop and flourish, to take responsibility for their own learning and to achieve their goals.

The Research Sample

Two primary school were involved, from within single local authority area. 30 teachers from the both were selected on the basis of their involvement in coaching as demonstrated by their interest in coaching leadership. They also represent a wide variety of socio-economic backgrounds and of ability and examination achievement levels. The data was collected through questionnaires to teachers which gathered personal beliefs and attitudes towards coaching.

METHODOLOGY

Selecting The Participating School.The two schools involved in this research are all at different stages of developing a coaching culture within their organization. The first school is SJK(T) Barathy and the second school is SJK(T) Ladang Jabi. They are totally 30 teachers as respondents.METHODOLOGY

Collecting The Data.The data was collected by data gathered by questionnaires. The questionnaire was distributed to the teachers and the respondents have to circle the score that most accurately reflects how he/she typically behave, in enabling others to learn and develop. METHODOLOGY

Analysing The DataThe questionnaires of both school were analysed to identify the effectiveness coaching leadership application in an organization.STATEMENT OF DIMENSION No.DimensionsQuestion NumberTotal Number1Goal9, 1022Reality1, 2, 833Options3, 724Will4, 5, 63MARKING DIMENSIONS AND CONSOLIDATIONSCALESRATING VALUENever0Almost never1Seldom2Sometimes3Often4Almost always5Always6Frequently7The scores will be calculated in the end of the process. The scores of 5-7 statements (a total score of 50 70), represent good to excellent . scores below 5 per statement (a total score of less than 50), indicate that the some major repair work needs to be done about the respondents coaching skills, approach to people and techniques and perspectives.

Goals

Question 9. Improvement action plans for my people involve a rich variety of development sources, including external tutors from, typically, customers, business schools, professional bodies, management consultancies.

Question 10My manager (or other appropriate authority figure) and I meet, in order for my coaching to take place, to develop, my performance and contributive competence.Reality

Question 1When agreeing expected performance levels with someone, I deliberately start from where they are now not from where I want them to be.

Question 2When selecting, or planning, assignments for people to undertake, I try to see the project, and its various aspects, from their point of view and level of experience.

Question 3To ensure ownership of their own development and improvement, I actively encourage people to monitor, evaluate and review their own progress, and come up with their own ideas to improve performance and develop themselves.Option

Question 3When I look for or create development opportunities for others, I consciously build in challenge, responsibility and some form of leadership role for them.

Question 7To ensure ownership of their own development and improvement, I actively encourage people to monitor, evaluate and review their own progress, and come up with their own ideas to improve performance and develop themselves.

WillQuestion 4As an essential part of their learning, I am prepared to allow people to take risks by trying out new ways of doing things, although it could result in poor performance, or even failure

Question 5I am prepared to devote time helping people to understand problems, or tasks, and work through possible solutions and plans, with them, in discussion.

Question 6I give people maximum freedom to develop their own solutions to problems, or challenges, wherever possible.

DATA ANALISYS TEACHERSTOTAL SCORE160260349461546653766867951105411581257136014641554165917661865196620662155226623642462256526652767286529663060MIN A total of 30 primary school teachers has been a respondent in this study. The min total score of 30 respondents was 60.5. RESEARCH FINDINGS ITEMSCALES 0Never1Almost Never2Seldom3Sometimes4Often5Almost Always6Always7Frequently10000161492000015159300000317104100012206500002471760001241211700000416108000016176900004416610000004179MIN (DIMENSION)No.DimensionsQuestion NumberTotal NumberMin 1Goal9, 1025.9832Reality1, 2, 836.0113Options3, 726.2174Will4, 5, 636.056EFFECTIVE COACHING PROFILE The leader must able to tie together career aspirations and personal goals. They must help followers to see how everything fits together. They must good at developing a long-term plan to reach long-term goals.These leaders must be able to provide plenty of feedback on performance.They are also must be experts at delegating and giving employees assignments that are challenging too. Conclusion There are two types of structured coaching:-Performance improvement coaching is appropriate when the employee is not meeting standards or expectation.Developmental coaching is used when the employee is meeting expectations, but you want to help him or her reach the next level of success.In order to achieve the performance improvement coaching and developmental coaching an employee must generate his or her learning zone. THANK YOU