Coaches can help their clients in self-discovery to make sure that energy drains are overcome for a healthy and successful life. Coaches help each client consider their whole life, both personal and professional as one affects the other. Coaches are open-minded and embark on a journey full of possibility with clients. They help clients clarify goals and identify actions to achieve the goals, and to reflect on progress to refine enactment. They encourage leaders to have a positive attitude about their life and responsibilities and help develop the leader as a whole person. Every leader has multiple roles in a workplace including that of individual as well as member of the organization. A leadership coach considers all the roles of a person in coaching him.
Reiss identifies 8 factors necessary for successful change, many of which parallel factors in coaching. They include passionate commitment, attention and focus, vision, action, support, letting go of deterrence, being aware of beliefs that hold you back, and challenging assumptions (Knight, 2008, p. 186). Brain research shows that people can train their brain to create change, and that new thoughts coupled with action leads to new behavior. Brain research shows four areas of brain function that explain the effectiveness of coaching: attention, reflection, insight and action.
Brain connection develops through use and practice. By giving attention to actions related to a solution rather than a problem, a person builds new helpful connections in the brain.
Reflection provides access to the right side of the brain which is more emotional/sensing.
Conversations between the coach and client provide insight that provide energy for action.
A person will have the most success if she uses the energy produced by insight to push her goal forward through action. Insight reveals thoughts and allows a person to choose new thoughts which can channel action.
Hiring a new leader can be an expensive endeavor for schools. It may be prudent for schools to look into coaching existing leaders, which also increases job satisfaction and retention. In the event where a school/district needs to hire a new leader, leadership coaching smooths the transition and established a course of success for the new leader in the job.
In education, we talk about educating the whole child. We understand that children are not robots who can turn off and on for learning, and that the experiences and circumstances of a child outside of school affect their school life. It stands to reason that the same is true of adults. The roots of a professional problem may be linked to a personal problem; the best results will be achieved by addressing the problems and their interactions together. It seems to me that the factors in leadership coaching also apply to other types of coaching as well.
Some years ago, at a previous job, one of my professional development goals was to work with a mentor. What is a mentor but coach as expert? I see the value of coaching as a means of professional development. In my role of technology coordinator, which comprises different roles at different times, knowing about and being able to apply the components of coaching would be beneficial to me, to those that I work with, and to my organization.
This post is part of a larger series based on the book Coaching Approaches & Perspectives edited by Jim Knight. This post is based on sections of Chapter 8: Leadership Coaching. Visit the Coaching category for other related posts.
Book Citation: Knight, J. (Ed.). (2008). Coaching: Approaches and perspectives. Corwin Press.