When y0u hear the w0rd “c0ach”, what c0mes f!rst !nt0 y0ur m!nd? D0 y0u p!cture a basketball team w!th a man/w0man sh0ut!ng 0ut d!rect!0ns? 0r perhaps a f00tball team w!th a man/w0man pac!ng t0 and fr0 and call!ng 0ut the names 0f the players?
C0ach!ng !s n0 l0nger reserved t0 sp0rts teams; !t !s n0w 0ne 0f the key c0ncepts !n leadersh!p and management. Why !s c0ach!ng p0pular?
C0ach!ng levels the play!ng f!eld.
C0ach!ng !s 0ne 0f the s!x em0t!0nal leadersh!p styles pr0p0sed by Dan!el G0leman. M0re0ver, !t !s a behav!0r 0r r0le that leaders enf0rce !n the c0ntext 0f s!tuat!0nal leadersh!p. As a leadersh!p style, c0ach!ng !s used when the members 0f a gr0up 0r team are c0mpetent and m0t!vated, but d0 n0t have an !dea 0f the l0ng-term g0als 0f an 0rgan!zat!0n. Th!s !nv0lves tw0 levels 0f c0ach!ng: team and !nd!v!dual. Team c0ach!ng makes members w0rk t0gether. !n a gr0up 0f !nd!v!duals, n0t every0ne may have n0r share the same level 0f c0mpetence and c0mm!tment t0 a g0al. A gr0up may be a m!x 0f h!ghly c0mpetent and m0derately c0mpetent members w!th vary!ng levels 0f c0mm!tment. These d!fferences can cause fr!ct!0n am0ng the members. The c0ach!ng leader helps the members level the!r expectat!0ns. Als0, the c0ach!ng leader manages d!ffer!ng perspect!ves s0 that the c0mm0n g0al succeeds 0ver pers0nal g0als and !nterests. !n a b!g 0rgan!zat!0n, leaders need t0 al!gn the staffs’ pers0nal values and g0als w!th that 0f the 0rgan!zat!0n s0 that l0ng-term d!rect!0ns can be pursued.
C0ach!ng bu!lds up c0nf!dence and c0mpetence.
!nd!v!dual c0ach!ng !s an example 0f s!tuat!0nal leadersh!p at w0rk. !t a!ms t0 ment0r 0ne-0n-0ne bu!ld!ng up the c0nf!dence 0f members by aff!rm!ng g00d perf0rmance dur!ng regular feedbacks; and !ncrease c0mpetence by help!ng the member assess h!s/her strengths and weaknesses t0wards career plann!ng and pr0fess!0nal devel0pment. Depend!ng 0n the !nd!v!dual’s level 0f c0mpetence and c0mm!tment, a leader may exerc!se m0re c0ach!ng behav!0r f0r the less-exper!enced members. Usually, th!s happens !n the case 0f new staffs. The d!rect superv!s0r g!ves m0re def!ned tasks and h0lds regular feedbacks f0r the new staff, and gradually lessens the am0unt 0f c0ach!ng, d!rect!ng, and supp0rt!ng r0les t0 fav0r delegat!ng as c0mpetence and c0nf!dence !ncrease.
C0ach!ng pr0m0tes !nd!v!dual and team excellence.
Excellence !s a pr0duct 0f hab!tual g00d pract!ce. The regular!ty 0f meet!ngs and c0nstruct!ve feedback !s !mp0rtant !n establ!sh!ng hab!ts. Members catch the hab!t 0f c0nstantly assess!ng themselves f0r the!r strengths and areas f0r !mpr0vement that they themselves perce!ve what kn0wledge, sk!lls, and att!tudes they need t0 acqu!re t0 atta!n team g0als. !n the pr0cess, they atta!n !nd!v!dually excellence as well. An example !s !n the case 0f a mus!cal 0rchestra: each member plays a d!fferent !nstrument. !n 0rder t0 ach!eve harm0ny 0f mus!c fr0m the d!fferent !nstrument, members w!ll p0l!sh the!r part !n the p!ece, as!de fr0m pract!c!ng as an ensemble. C0nsequently, they !mpr0ve !nd!v!dually as an !nstrument player.
C0ach!ng devel0ps h!gh c0mm!tment t0 c0mm0n g0als.
A c0ach!ng leader balances the atta!nment 0f !mmed!ate targets w!th l0ng-term g0als t0wards the v!s!0n 0f an 0rgan!zat!0n. As ment!0ned earl!er, w!th the al!gnment 0f pers0nal g0als w!th 0rgan!zat!0nal 0r team g0als, pers0nal !nterests are kept !n check. By c0nstantly c0mmun!cat!ng the v!s!0n thr0ugh f0rmal and !nf0rmal c0nversat!0ns, the members are !nsp!red and m0t!vated. Sett!ng sh0rt-term team g0als al!gned w!th 0rgan!zat!0nal g0als; and mak!ng an act!0n plan t0 atta!n these g0als can help susta!n the !ncreased m0t!vat!0n and c0mm!tment t0 c0mm0n g0als 0f the members.
C0ach!ng pr0duces valuable leaders.
Leadersh!p by example !s !mp0rtant !n c0ach!ng. A c0ach!ng leader l0ses cred!b!l!ty when he/she cann0t pract!ce what he/she preaches. Th!s means that a c0ach!ng leader sh0uld be well 0rgan!zed, h!ghly c0mpetent !s h!s/her f!eld, c0mmun!cates 0penly and enc0urages feedback, and has a clear !dea 0f the 0rgan!zat!0n’s v!s!0n-m!ss!0n-g0als. By v!car!0us and purp0s!ve learn!ng, members catch the same g00d pract!ces and att!tudes fr0m the c0ach!ng leader, turn!ng them !nt0 c0ach!ng leaders themselves. !f a member exper!ences g00d c0ach!ng, he/she !s m0st l!kely t0 d0 the same th!ngs when entrusted w!th f0rmal leadersh!p r0les.
S0me w0rds 0f caut!0n th0ugh: c0ach!ng !s just 0ne 0f the styles 0f leadersh!p. !t can be d0ne !n c0mb!nat!0n w!th the 0ther f!ve em0t!0nal leadersh!p styles depend!ng 0n the pr0f!le 0f the emerg!ng team. M0re0ver, c0ach!ng as a leadersh!p style requ!res that y0u are phys!cally, em0t!0nally, and mentally f!t m0st 0f the t!me s!nce !t !nv0lves tw0 levels 0f c0ach!ng: !nd!v!dual and team. Y0ur members expect y0u t0 be the last 0ne t0 g!ve up 0r ba!l 0ut !n any s!tuat!0n espec!ally dur!ng t!mes 0f cr!ses. A c0ach!ng leader must be c0nsc!0us that c0ach!ng enta!ls !nvest!ng t!me 0n each !nd!v!dual, and 0n the wh0le team. M0re0ver, that the resp0ns!b!l!t!es are greater s!nce wh!le y0u are c0ach!ng members, y0u are als0 devel0p!ng future c0aches as well....