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Showing posts from February, 2024

What are the Qualities of a Coaching Leader?

Do you have what it takes to be a coaching leader?   A coaching leader is someone who encourages another person to identify his or her goals, discover the resources available to pursue those goals, develop action plans together, and then walk along beside that person in the process of achieving the person’s goals.     A coaching leader can apply these skills in working with groups and teams as well, multiplying his or her impact as a coach by including others in the process.   A coaching leader is strong in the elements that Daniel Goleman attributes to emotional intelligence:   Self-awareness. Self-regulation. Motivation. Empathy. Social skills.   These are skills that can be learned once a person understands his or her own emotional intelligence profile.  The more that you, as a leader, can manage each of these areas, the higher your emotional intelligence.  Emotional intelligence is essential to be an effective coaching leader. These skills influence the qualities that make a good c

Compassionate Accountability: Coaching

The Gallup organization did a meta-analysis of 100 million employee interviews to identify what makes a highly engaged team.  The key factor is the manager, but one with a particular style of leading.  In a recent blog post, Jim Clifton reported, “ Gallup has discovered -- through studying what the best managers do differently -- that great managing is an act of coaching, not one of directing and administrating.”   At the center of compassionate accountability is coaching.  Good managers engage in regular coaching conversations to encourage, develop, and support team members.  In the blog, Clifton suggests several ways to implement this game changing strategy in an organization.   1.        Recognize that Millennials and Generation Z individuals want to learn and grow.  Coaching provides this opportunity. 2.       Announce to your organization that your leaders will move from administering teams to coaching teams. 3.       Do away with all evaluation forms and institute this approach: