LEADERSHIP COACHING

Phuoc D. Nguyen

Regardless of the reason, the client decides to work with a coach, regardless of the type of training used and the outcome of the coaching, there is a common feature of the coaching relationship which is the two-way interaction and co-creativity between the client and the coach. Harper (2012) stated, “Leader coaches and their clients understand that the future of an organization is influenced by the readiness of coachable leaders who are passionate about the successful transformation of their organization.” (p. 28). The client collaborates with coaches to advance the creative thinking process is the main attraction to clients seeking coaching. It benefits both the client and the coach. Hays (2008) defined, “Coaches are trained to listen, observe, and customize their approaches to everyone. During the coaching process, the coach encourages self-discovery and holds the client responsible and accountable for making forward progress towards their goals.” (p. 26). The coach’s personal development is also a great aspect of coaching and before helping others, many coaches have realized that they are gradually growing up. An excellent coach always looks for new things and keeps on learning. Velsor, McCauley, and Ruderman (2010) proposed, “The coaching relationship also offers the coachee an opportunity to learn how to replicate an effective learning process that he or she can continue to use beyond the relationship.” (p. 128). Becoming a coach is synonymous with the quest for self-fulfillment throughout life. For many, this mission is the primary motivation for becoming a coach. Helping clients find and achieve what they want is a proven method, and this is what makes the coaching profession increasingly popular.

During the coaching process, the coach encourages self-discovery and holds the client responsible and accountable for making forward progress towards their goals.” (p. 26). The coach’s personal development is also a great aspect of coaching and before helping others, many coaches have realized that they are gradually growing up. An excellent coach always looks for new things and keeps on learning. Velsor, McCauley, and Ruderman (2010) proposed, “The coaching relationship also offers the coachee an opportunity to learn how to replicate an effective learning process that he or she can continue to use beyond the relationship.” (p. 128). Becoming a coach is synonymous with the quest for self-fulfillment throughout life. For many, this mission is the primary motivation for becoming a coach. Helping clients find and achieve what they want is a proven method, and this is what makes the coaching profession increasingly popular.

Leadership coaches work with leaders to help them achieve corporate strategic goals. When starting a coaching project, coaches conduct a readership survey to know the company’s status and where leaders want to reach. Next, both sides project a coaching plan to narrow the gaps. Olson and Tan (2018) suggested, “As a growing and emerging industry, the coaching profession has many opportunities as well as challenges. We can deduct from these interviews that there are diversified perspectives on coaching standards and practices both within each country as well as internationally.” (p. 70). Coaches go along with leaders throughout the coaching project. The essence of ‘leadership coaching’ means that the coach requires leaders to be responsible for themselves. The coach’s role is to coach leaders through guidance, support, questioning, and encouragement until leaders find appropriate solutions for their business.