The Role of Coaching in Developing the Leaders of Tomorrow - Essay Example

The Role of Coaching in Developi1ng the Leaders of Tomorrow Name: Course: Date: Introduction Coaching can be defined in a variety of ways depending on the context in which the term is used. Parsloe (1995, p. 18) sees coaching as closely related with the immediate enhancement of performance and the development of skills through some form of tutoring. Whitmore (1992, p. 8-9) views coaching as the process of unlocking an individual’s performance as a way of maximizing the said individual’s potential. There are scholars such as Hudson (1999, p. 6-7) who view coaching as more a facilitation process rather than an instructional process. A coach in this case serves the purpose of facilitating experiential learning whose results are future oriented in the improvement of an individual’s skills. Despite these differences in definition, coaching emphasizes on core constructs of professional coaching which encompass collaboration and mutual understanding between the coach and the trainee (Hogan & Hogan, 2001, pp. 40-41). The main objective of this paper to assess the role that coaching plays in the development of leaders of tomorrow. This will be through an understanding of a theoretical underpinning and providing an explanation concerning the different roles that coaching plays in improving individuals’ capacity to be effective and efficient leaders. Theoretical underpinning The role of a coach in the process of developing effective and efficient leaders for the future can be best explained through an understanding of the performance and solution focussed approach to coaching. The theoretical underpinnings of performance approach view it as a continuous process through which a coach is able to provide guidance to a trainee, in a potential leadership position (Hogan & Hogan, 2001, p. 45). This guidance is aimed at encouraging the said individual’s performance. One of the models that arises from this theoretical approach is the GROW model (Underhill, et al, 2007, p. 67). This is a simple and powerful model that provides a framework on how the coaching process should be conducted. Through this model, coaches in leadership programs always seek a series of questions relating to the trainee’s goal, the reality of their position, available alternatives or options and their will to arrive at their desired goals (Hogan & Hogan, 2001, pp. 40-41). GROW model is an acronym where “G” represents the goal of an individual trainee for a potential leadership position. It requires that an individual’s goals to be as specific and as measurable as possible to enable a coach ask questions about the trainee’s ability to know if his or her goal has been realized (Kilburg, 1996, pp. 135-136). “R” represents reality. The prevailing circumstances in the life of a trainee need to be analysed carefully. It helps the coach and the trainee understand the situation clearly for what it is (Underhill, et al, 2007, p. 67). “O” represents options. This is after the realization where the individual is and where the same individual would like to be. (Hogan & Hogan, 2001, pp. 48). “W” represents will. This entails the desire within the trainee to embrace change by enhancing performance, seeking motivation. The outcome that the coach desires at this stage is some level of commitment to action (Stacey et al, 2000, p. 70). Other than the GROW model, the STEER model also forms part of performance and solution oriented approaches. STEER model is an acronym: Spot, Tailor, Explain, Encourage and Review (Mintzberg, 2011, 52). This model just like that of GROW involves many activities that helps in the moulding of effective and efficient leaders who understand their responsibilities to their subjects. This is through a discovery of that which functions appropriately. In addition, performance and solution based approaches focus on generating a trainee’s skills and abilities to reach his or her set goals (Gold, 2010, p. 35). Stages of developmental coaching Developmental coaching endeavours to nurture skills and expertise that already exists in an organization. In order to achieve this objective there must be coaches whose main roles are to build relationships that enhance the skills and abilities of new leaders. There are generally four stages involved in this form of coaching. The first stage is the initial meeting in which the management and the newly hired leaders discuss the purpose, objectives and the desired outcomes of the coaching relationship. This is mainly a collaborative process that enables the new leaders take up ownership of the process to ensure openness in the coaching process. The relationship developed between the experienced manager and the trainee is less formal and akin to friendship (Olivero et al, p. 462). The second stage is information gathering where the coach developed detailed knowledge concerning the trainee in relation to his or her objectives in the coaching process. During this process the coach and his trainee are expected to collaborate and build a relationship. This is essential in the assessment of the trainee’s progress and the relevance of the coaching process (Olivero et al, 1997, p. 465). Third is the assessment stage where the coach provides feedback based on numerous assessments, reviews and interpretation of relevant data. This feedback helps in building trainee’s self-awareness that is considered as necessary for behaviour change. Feedback enhances the ability of a client to conduct self-evaluation in the process of instituting behaviour change (Mcbain, et al, 2012, 77). The last stage involves the implementation of a trainee’s development plan. This is accompanied by some period of follow-up and monitoring by the coach to track progress of the trainee. The trainee is able to receive continuous feedback on his progress. This stage also helps in emphasizing the role of developmental coaching in the improvement of a future leader’s behaviour (Mcbain, et al, 2012, 78). Importance of incorporating coaching in developing future leaders Coaching the leaders of tomorrow forms an integral part in assimilating them into the operations or any organization. It is important for an organization to elect leaders in senior management positions to play the resourceful role of coaching newly promoted executives (Church, 1997, 289). Such resourceful managers can be considered as on-boarding coaches, whose major roles revolve around addressing the cultural, contextual and much needed shift in the mind-sets of the ne executives. This process is often viewed as a way of accelerating the speed at which these executives get assimilated into their new responsibilities. Through the process chosen to address the issues, the senior leaders who act as coaches are required to facilitate and enhance the ability of make positive contributions to their organizations (Peters, 2011, 106). Self- awareness of a leader’s level of emotional intelligence is also essential in his or her overall development as an effective and efficient leader in the future (Peters, 2011, 108). Newly hired executives or leaders in an organization must possess adequate knowledge on matters related to their emotional intelligence as this is important in the mastery of where they are in agreement with their internal emotions as well as their level of interpersonal awareness (Church, 1997, 286). Such awareness provides a clear view of how newly appointed individuals in leadership positions relate those around them. It is viewed as the responsibility of a coach to devise a technique by which newly appointed leaders can be facilitated in moving from a high intelligence quotient to a high emotional quotient Gold, et al, 2010, p. 58). The role of the coach in the process of developing a high emotional quotient entails having a series of discussions with newly hired leaders on their responsibilities in relation to their newly acquired positions (Poe, 2003, p. 52). The discussions involve an understanding of the future leader’s strength, as this is essential in helping them realize the positive traits they possess and how those traits can become dependable to the wellbeing of the entire organization (Church, 1997, 87). Such discussions during the coaching process also helps in identifying areas of weakness as a way of planning on personal growth which is considered essential in the process of accomplishing their responsibilities as described in their job description (Poe, 2003, p. 55). As newly hired leaders in organizations familiarize with their surrounding during the coaching process they get to practice their situational leadership skills as a way of enhancing their communication and interpersonal skills especially with the people around them (Peters, 2011, 108). These include those who report to them, the ones they report to including their colleagues. Situational leadership skills are essential to the new leaders in the process of building new teams; develop an understanding of their level of commitment in different areas if competence of every member of the team (Gold, et al, 2010, pp. 45-46). This will help the new leaders in determining how best to delegate responsibilities as they endeavour to reach their ultimate goals and objectives (Starr, 2003, 58). During this stage, it is the responsibility of coaches to administer appropriate leadership assessment measures that enhance team building skills in the new leaders (Church, 1997, p. 287). Coaching is essential in the cognitive development of future leaders. There is need for these leaders to have decision making skills. These skills are important to these leaders since their positions require that that they become reliable individuals in the development of the organizations that they belong to. Through coaching the future leaders get to learn on different techniques that they can use in making effective decisions. In addition, these leaders also get to learn more about their decision making models that they can use in different contexts. Through coaching a future leader is often given an opportunity to exercise his future responsibilities through a training process. Cognitive skills when sufficiently developed in future leaders, they are able to perceive different aspect in a rational manner to ensure that they conduct a well-reasoned assessment on available alternatives and select the best out of them. Conclusion There are numerous definitions of coaching. However, all these definitions agree on the collaborative aspect that seems to play a central role in the relationship between a coach and a client or trainee. Coaching is an essential factor in leadership as it enhances the skills and capabilities of leaders who eventually take up the roles the min leaders in the future of different organizations. This requires that any coaching process to rely on performance and the provisions of solutions as in the case of GROW and STEER models of coaching. The need to improve self-awareness, level of emotional intelligence and interpersonal skills of newly appointed or potential leaders is central to coaching of leaders. These are considered essential in their eventual growth as leaders of tomorrow. References Church, A.H. 1997. Managerial self-awareness in high-performing individuals in organization. Journal of Applied Psychology, 87, 281-292. Gold, J., Thorpe, R. And Mumford, A. 2010. Leadership and management development. 5th ed. London: Chartered Institute of Personnel and Development. Hogan, R., & Hogan, J., 2001. Assessing leadership: A view from the dark side. International Journal of Selection & Assessment, 9, 40–51. Hudson, F.M. 1999. The handbook of coaching. San Francisco: Jossey-Bass. Kilburg, R.R. 1996. Toward a Conceptual Understanding and Definition of Executive Coaching. Consulting Psychology Journal, 48(2), 134-144. Leedham, M. 2005. The Coaching Scorecard: a Holistic Approach to Evaluating the Benefits of Business Coaching. The Journal of Evidence Based Coaching and Mentoring, 3(2), 30-44. Mcbain, R. et al. 2012 The business benefits of management and leadership development. London: Chartered Management Institute. Available at: http://www.managers.org.uk/research-analysis/research/current-research/business-benefits-management-and-leadership-development- Mintzberg, H. 2011. Looking forward to development. T+D. Vol 65, No 2, February. pp50- 55. Olivero, G., Bane, K.D., & Kopelman, R.E. 1997. Executive coaching as a transfer of training tool: Effects on productivity in a public agency. Public Personnel Management, 26(4), pp. 461–469. Parsloe, E. 1995. Coaching, mentoring, and assessing: A practical guide to developing competence. New York: Kogan Page Peters, L., Baum, J. And Stephens, G. 2011. Creating ROI in leadership development. Organizational Dynamics. Vol 40, No 2, April-June. pp104-109. Poe, A.C. 2002. Coaching HR. HR Magazine, 47(10), 54-58. Starr, J. 2003. The coaching manual. London: Prentice Hall. Stacey, R., Griffin, D. and Shaw, P. 2000, Complexity and management: fad or radical challenge to systems thinking? Routledge. Underhill, B.O., McAnally, K., & Koriath, J. 2007. Executive Coaching for Results. San Francisco: Berrett-Koehler Publishers Inc. Whitmore, J. 1992. Coaching for performance. London: Nicholas Brealey. Read More