Kurt Lewin's early research on leadership styles identified three main styles: autocratic, democratic, and laissez-faire. Later studies have found that the democratic style tends to be the most effective overall as it encourages participation and consensus. However, there is evidence that different styles can be effective depending on the situation, such as an autocratic approach for young or unpredictable teams. Overall, effective coaching requires flexibility and adapting one's style to fit the needs of the individual athletes and team.
This document discusses four coaching styles - Directive (D), Interactive (I), Steady (S), and Conscientious (C) - based on the DISC model. It provides descriptions of each style and situations when each style would be most effective. It emphasizes that there is no single best style and coaches should evaluate their athletes' needs and adapt their style appropriately. The goal is to be athlete-centered by understanding what approach fits each individual. While a coach may have a default style, it is important to incorporate aspects of the other styles as needed for different athletes and situations.
The document discusses different roles and styles of coaching. It identifies three main coaching styles: authoritarian, democratic, and casual. The authoritarian style involves strict discipline, one-way communication, and the coach making all decisions with a focus on winning. The democratic style is more cooperative and athlete-centered, with shared decision-making and a focus on trust and respect. The casual style is highly relaxed and easy-going, with a lack of planning and organization and coaches only assisting when asked, which can leave athletes feeling unsupported.
This document discusses a coaching philosophy. It defines coaching, philosophy, and coaching philosophy. It explores participation versus performance coaching and different coaching styles like autocratic, democratic, and humanistic. It examines factors that influence coaching styles and discusses balancing athlete development, performance, and experience. It also provides guidance on improving one's own philosophy and the relationship between coaching and ethics.
This document discusses positive coaching styles for youth sports. It notes that while only 10% of youth coaches receive formal training, coaches have a large influence on athletes' development and enjoyment of sports. The Positive Coaching Alliance promotes a "double goal" approach of helping athletes improve their skills while also teaching life lessons. They train coaches to focus on effort, learning from mistakes, and keeping athletes' "emotional tanks" positively filled with a ratio of at least 5:1 positive to critical feedback. The conclusion emphasizes that positive coaching allows youth to enjoy sports and reach their potential.
The document discusses the roles and responsibilities of sport coaches. It outlines different coaching styles including authoritarian, democratic, casual, personable, and delegatory. It also discusses important skills and characteristics of effective coaches such as communication, experience, leadership, developing team culture, and performance analysis. Coaches are responsible for training athletes, enabling higher performance, and considering both physical and mental preparation using different coaching styles suited to changing situations.
Sport coaching involves teaching and training athletes to improve their skills and achieve goals related to their sport. A coach provides instruction, direction, and supervision to individual athletes or teams. Good coaches have qualities like patience, motivation, acceptance, love of the game and kids, and sportsmanship. Coaches need knowledge of their sport's techniques, strategies for motivating athletes, and how to effectively communicate. Developing a coaching philosophy provides consistency and builds trust between a coach and their athletes. Coaching incorporates elements of both an art and a science.
Characteristics of a Successful Sports CoachRyan Grogan
The document discusses five key characteristics of successful sports coaches:
1) High quality practices that transfer skills and knowledge to athletes.
2) Strong communication skills to effectively deliver feedback and messages to athletes.
3) The ability to motivate athletes to play to their full potential.
4) Developing athletes' fundamental sports skills in an effective order.
5) Possessing in-depth knowledge of the sport through education and experience.
The document emphasizes that interaction exists between these characteristics and success requires continuously improving upon them.
This document discusses four coaching styles - Directive (D), Interactive (I), Steady (S), and Conscientious (C) - based on the DISC model. It provides descriptions of each style and situations when each style would be most effective. It emphasizes that there is no single best style and coaches should evaluate their athletes' needs and adapt their style appropriately. The goal is to be athlete-centered by understanding what approach fits each individual. While a coach may have a default style, it is important to incorporate aspects of the other styles as needed for different athletes and situations.
The document discusses different roles and styles of coaching. It identifies three main coaching styles: authoritarian, democratic, and casual. The authoritarian style involves strict discipline, one-way communication, and the coach making all decisions with a focus on winning. The democratic style is more cooperative and athlete-centered, with shared decision-making and a focus on trust and respect. The casual style is highly relaxed and easy-going, with a lack of planning and organization and coaches only assisting when asked, which can leave athletes feeling unsupported.
This document discusses a coaching philosophy. It defines coaching, philosophy, and coaching philosophy. It explores participation versus performance coaching and different coaching styles like autocratic, democratic, and humanistic. It examines factors that influence coaching styles and discusses balancing athlete development, performance, and experience. It also provides guidance on improving one's own philosophy and the relationship between coaching and ethics.
This document discusses positive coaching styles for youth sports. It notes that while only 10% of youth coaches receive formal training, coaches have a large influence on athletes' development and enjoyment of sports. The Positive Coaching Alliance promotes a "double goal" approach of helping athletes improve their skills while also teaching life lessons. They train coaches to focus on effort, learning from mistakes, and keeping athletes' "emotional tanks" positively filled with a ratio of at least 5:1 positive to critical feedback. The conclusion emphasizes that positive coaching allows youth to enjoy sports and reach their potential.
The document discusses the roles and responsibilities of sport coaches. It outlines different coaching styles including authoritarian, democratic, casual, personable, and delegatory. It also discusses important skills and characteristics of effective coaches such as communication, experience, leadership, developing team culture, and performance analysis. Coaches are responsible for training athletes, enabling higher performance, and considering both physical and mental preparation using different coaching styles suited to changing situations.
Sport coaching involves teaching and training athletes to improve their skills and achieve goals related to their sport. A coach provides instruction, direction, and supervision to individual athletes or teams. Good coaches have qualities like patience, motivation, acceptance, love of the game and kids, and sportsmanship. Coaches need knowledge of their sport's techniques, strategies for motivating athletes, and how to effectively communicate. Developing a coaching philosophy provides consistency and builds trust between a coach and their athletes. Coaching incorporates elements of both an art and a science.
Characteristics of a Successful Sports CoachRyan Grogan
The document discusses five key characteristics of successful sports coaches:
1) High quality practices that transfer skills and knowledge to athletes.
2) Strong communication skills to effectively deliver feedback and messages to athletes.
3) The ability to motivate athletes to play to their full potential.
4) Developing athletes' fundamental sports skills in an effective order.
5) Possessing in-depth knowledge of the sport through education and experience.
The document emphasizes that interaction exists between these characteristics and success requires continuously improving upon them.
The document discusses different coaching styles and the role of the coach. It identifies authoritarian, friendly, distant yet approachable, delegatory, casual, negotiating, practice, reciprocal, playing, and non-playing styles. The role of the coach is complex and includes educator, leader, teacher, friend, and mentor. A respected coach has strong personal qualities and knowledge, is a lifelong learner, exhibits respect, and has effective communication skills.
This document provides an overview of leadership principles and strategies. It discusses understanding oneself as a leader, planning effectively, and creative thinking. It outlines objectives like understanding leadership's value in the workplace. Key points include leading towards a high-performing organization with a focus on shared information, compelling vision, ongoing learning, and more. Stages of influence are also presented, beginning with position and progressing to multiplying.
The document discusses various theories of leadership behavior and its impact on leadership effectiveness. It covers the four-factor theory of leadership, contingency theory, path-goal theory, and how leader behaviors like self-sacrifice and consideration influence outcomes like employee satisfaction, grievances, and performance. Theories indicate that different leadership styles and behaviors are effective depending on the context and needs of followers.
This presentation discusses coaching ethics and ethical dilemmas. It begins with defining coaching ethics and ethical dilemmas. An example of a sports medicine ethical dilemma is presented where a semi-pro athlete suffers a serious concussion and wants to continue playing despite medical advice. The presentation explores factors and issues in the dilemma, possible solutions, and reflects on how coaches can apply ethics to dilemmas and develop their coaching philosophy.
This document discusses various coaching styles and elements of effective coaching. It describes five common coaching styles - authoritarian, business-like, 'nice guy', intense, and 'easy going' - along with their advantages and disadvantages. It emphasizes the importance of adapting one's style to suit the circumstances and athletes. The document also covers elements of an effective practice session, teaching skills, managing athlete behavior, and other coaching responsibilities and best practices. The key aspects of being a respected coach are discussed, including instilling character, effective communication and organization, and acting as a role model.
The document discusses using creativity and student-centered learning approaches in the business classroom. It provides examples of how the instructor incorporates active learning techniques like games, group projects, debates and multimedia to engage students. Candy bars are used in a game to help students learn about different leadership styles and theories. Students are also given hypothetical scenario cards to analyze and discuss how they would address challenges considering their role, the situation and concepts learned in class.
This document discusses the importance of leadership and defines key concepts. It describes leadership as the process of influencing others to work enthusiastically toward achieving objectives. Leadership involves establishing a clear vision, sharing that vision with others, providing knowledge to realize it, and coordinating interests. The document outlines different leadership styles such as autocratic, bureaucratic, charismatic, democratic, and laissez-faire. It also lists characteristics, functions, and importance of effective leadership, and distinguishes the differences between managers and leaders.
The document discusses various theories and styles of leadership. It begins by defining leadership and the relationship between leadership and management. It then covers several theories of leadership, including: trait theory, behavioral theory, contingency theory, path-goal theory, and the managerial grid. It also discusses different leadership styles such as autocratic, democratic, laissez-faire, and participative styles. The objectives are to discuss different leadership theories and styles.
This document outlines an agenda for a leadership skills session. It will discuss definitions of leadership, key leadership theories, traits and skills of effective leaders, and the roles and responsibilities of team leaders. Participants will do exercises to identify leadership traits they admire, discuss examples of strong/weak leadership, and examine a team leader job description. It will also cover situational leadership theory, ethical leadership, improving leadership skills, and performing a self-assessment to develop a leadership action plan.
Defining Your Leadership Style in a Performance-Based OrganizationApril Bright
To be an effective leader, you must learn to recognize that in different organizational situations, the style of leadership may need to change to be successful. This presentation discusses what defines a performance-based organization and how to improve accountability and responsibility. Attendees receive guidance on how to set expectations, how to achieve continued efficiency from a highly-focused group, how to push an underperforming group to productivity and how to be an effective leader to tenured vs. millennial employees.
Development of my personal leadership model in the context of the current healthcare environment. Part of the requirements of the Doctor of Leadership (DEL) Program at the University of Charleston School of Business.
Your Coaching Philosophy underpins and aligns everything you do as a coach. Ensuring your coaching philosophy is clear and coherent can help provide you with clarity, direction and focus.
This document discusses group and team dynamics in sports. It covers theories of group development including linear, cyclical, and pendular perspectives. It describes the importance of group structure including roles, norms, and modifying norms. It discusses creating effective team climate through social support, proximity, distinctiveness, and fairness. It also covers individual and team performance, social loafing, enhancing peer relationships and desire for group success. Finally, it discusses transition and disengagement for teams.
The document summarizes the Situational Leadership Model, which proposes that effective leadership requires different styles depending on the maturity of the followers. It describes the four leadership styles and four levels of follower maturity in the model. It also provides examples of how the model is applied in various contexts like the military and how leaders can assess their own styles.
This document discusses various leadership theories including trait theory, style theory, grid theory, and situational leadership. It defines leadership and discusses key leadership traits such as adaptability, assertiveness, and motivation. It also analyzes different leadership styles like autocratic, democratic, and laissez-faire. The grid theory of leadership identifies five styles based on concern for people and production - indifferent, accommodating, dictatorial, status quo, and sound. Overall, the document provides an overview of several important leadership theories and concepts.
Leadership and personality Trait managmentAntony Francis
This document provides information about leadership training. It defines leadership as empowering group members to work together toward a common goal or vision. It lists skills commonly possessed by leaders such as being committed to a vision, communicating effectively, and problem solving. It discusses traits of good leaders such as having the desire to lead, commitment to the organization's mission and vision, and integrity. It also covers different leadership styles like autocratic, democratic, bureaucratic, and charismatic leadership. Finally, it discusses how to lead teams effectively through approaches like delegating tasks and mentoring other members.
The document summarizes different leadership styles in 3 sentences or less:
1. Leadership styles can be categorized based on the amount of authority retained by the leader, such as authoritarian, democratic, consultative, and laissez-faire styles.
2. Other classifications include styles based on their task versus people emphasis, like those that are high task/low relationship or high relationship/low task.
3. Likert identified four systems ranging from exploitative-authoritarian to participative, based on assumptions about how much confidence and involvement leaders have in subordinates.
This document discusses various theories and styles of leadership. It covers:
1) Different leadership styles including autocratic, bureaucratic, democratic, and laissez-faire.
2) Theories of leadership such as the Great Man theory, behavioral theories, and two-dimensional theories.
3) Frameworks for leadership including Tannenbaum and Schmidt's continuum of leadership styles and Likert's system of management.
4) Key aspects of leadership like developing vision, building teams, communicating goals, and motivating followers.
These slides cover the concepts of situational leadership -- a group of theories that highlight the role of context in effective leadership. The ability to read a situation and apply the right leadership style is critical for successful leadership.
Leadership is a function of knowing yourself, having a vision that is well communicated, building trust among colleagues, and taking effective action to realize your own leadership potential."
The document discusses different coaching styles: the authoritarian coach who is very strict and punishes frequently; the business-like coach who is not people-oriented and demands 100% effort; the 'nice guy' coach whose cooperative nature can be taken advantage of unless participants are self-disciplined; the intense coach who transmits anxiety through their uptight attitude and focus on performance quality; and the 'easy going' coach who gives an impression of not being serious through their casual or submissive approach.
Behavioral Coaching is a combination of processes, models and methodologies used by coaches to bring about lasting behavioral change on the part of clients
The document discusses different coaching styles and the role of the coach. It identifies authoritarian, friendly, distant yet approachable, delegatory, casual, negotiating, practice, reciprocal, playing, and non-playing styles. The role of the coach is complex and includes educator, leader, teacher, friend, and mentor. A respected coach has strong personal qualities and knowledge, is a lifelong learner, exhibits respect, and has effective communication skills.
This document provides an overview of leadership principles and strategies. It discusses understanding oneself as a leader, planning effectively, and creative thinking. It outlines objectives like understanding leadership's value in the workplace. Key points include leading towards a high-performing organization with a focus on shared information, compelling vision, ongoing learning, and more. Stages of influence are also presented, beginning with position and progressing to multiplying.
The document discusses various theories of leadership behavior and its impact on leadership effectiveness. It covers the four-factor theory of leadership, contingency theory, path-goal theory, and how leader behaviors like self-sacrifice and consideration influence outcomes like employee satisfaction, grievances, and performance. Theories indicate that different leadership styles and behaviors are effective depending on the context and needs of followers.
This presentation discusses coaching ethics and ethical dilemmas. It begins with defining coaching ethics and ethical dilemmas. An example of a sports medicine ethical dilemma is presented where a semi-pro athlete suffers a serious concussion and wants to continue playing despite medical advice. The presentation explores factors and issues in the dilemma, possible solutions, and reflects on how coaches can apply ethics to dilemmas and develop their coaching philosophy.
This document discusses various coaching styles and elements of effective coaching. It describes five common coaching styles - authoritarian, business-like, 'nice guy', intense, and 'easy going' - along with their advantages and disadvantages. It emphasizes the importance of adapting one's style to suit the circumstances and athletes. The document also covers elements of an effective practice session, teaching skills, managing athlete behavior, and other coaching responsibilities and best practices. The key aspects of being a respected coach are discussed, including instilling character, effective communication and organization, and acting as a role model.
The document discusses using creativity and student-centered learning approaches in the business classroom. It provides examples of how the instructor incorporates active learning techniques like games, group projects, debates and multimedia to engage students. Candy bars are used in a game to help students learn about different leadership styles and theories. Students are also given hypothetical scenario cards to analyze and discuss how they would address challenges considering their role, the situation and concepts learned in class.
This document discusses the importance of leadership and defines key concepts. It describes leadership as the process of influencing others to work enthusiastically toward achieving objectives. Leadership involves establishing a clear vision, sharing that vision with others, providing knowledge to realize it, and coordinating interests. The document outlines different leadership styles such as autocratic, bureaucratic, charismatic, democratic, and laissez-faire. It also lists characteristics, functions, and importance of effective leadership, and distinguishes the differences between managers and leaders.
The document discusses various theories and styles of leadership. It begins by defining leadership and the relationship between leadership and management. It then covers several theories of leadership, including: trait theory, behavioral theory, contingency theory, path-goal theory, and the managerial grid. It also discusses different leadership styles such as autocratic, democratic, laissez-faire, and participative styles. The objectives are to discuss different leadership theories and styles.
This document outlines an agenda for a leadership skills session. It will discuss definitions of leadership, key leadership theories, traits and skills of effective leaders, and the roles and responsibilities of team leaders. Participants will do exercises to identify leadership traits they admire, discuss examples of strong/weak leadership, and examine a team leader job description. It will also cover situational leadership theory, ethical leadership, improving leadership skills, and performing a self-assessment to develop a leadership action plan.
Defining Your Leadership Style in a Performance-Based OrganizationApril Bright
To be an effective leader, you must learn to recognize that in different organizational situations, the style of leadership may need to change to be successful. This presentation discusses what defines a performance-based organization and how to improve accountability and responsibility. Attendees receive guidance on how to set expectations, how to achieve continued efficiency from a highly-focused group, how to push an underperforming group to productivity and how to be an effective leader to tenured vs. millennial employees.
Development of my personal leadership model in the context of the current healthcare environment. Part of the requirements of the Doctor of Leadership (DEL) Program at the University of Charleston School of Business.
Your Coaching Philosophy underpins and aligns everything you do as a coach. Ensuring your coaching philosophy is clear and coherent can help provide you with clarity, direction and focus.
This document discusses group and team dynamics in sports. It covers theories of group development including linear, cyclical, and pendular perspectives. It describes the importance of group structure including roles, norms, and modifying norms. It discusses creating effective team climate through social support, proximity, distinctiveness, and fairness. It also covers individual and team performance, social loafing, enhancing peer relationships and desire for group success. Finally, it discusses transition and disengagement for teams.
The document summarizes the Situational Leadership Model, which proposes that effective leadership requires different styles depending on the maturity of the followers. It describes the four leadership styles and four levels of follower maturity in the model. It also provides examples of how the model is applied in various contexts like the military and how leaders can assess their own styles.
This document discusses various leadership theories including trait theory, style theory, grid theory, and situational leadership. It defines leadership and discusses key leadership traits such as adaptability, assertiveness, and motivation. It also analyzes different leadership styles like autocratic, democratic, and laissez-faire. The grid theory of leadership identifies five styles based on concern for people and production - indifferent, accommodating, dictatorial, status quo, and sound. Overall, the document provides an overview of several important leadership theories and concepts.
Leadership and personality Trait managmentAntony Francis
This document provides information about leadership training. It defines leadership as empowering group members to work together toward a common goal or vision. It lists skills commonly possessed by leaders such as being committed to a vision, communicating effectively, and problem solving. It discusses traits of good leaders such as having the desire to lead, commitment to the organization's mission and vision, and integrity. It also covers different leadership styles like autocratic, democratic, bureaucratic, and charismatic leadership. Finally, it discusses how to lead teams effectively through approaches like delegating tasks and mentoring other members.
The document summarizes different leadership styles in 3 sentences or less:
1. Leadership styles can be categorized based on the amount of authority retained by the leader, such as authoritarian, democratic, consultative, and laissez-faire styles.
2. Other classifications include styles based on their task versus people emphasis, like those that are high task/low relationship or high relationship/low task.
3. Likert identified four systems ranging from exploitative-authoritarian to participative, based on assumptions about how much confidence and involvement leaders have in subordinates.
This document discusses various theories and styles of leadership. It covers:
1) Different leadership styles including autocratic, bureaucratic, democratic, and laissez-faire.
2) Theories of leadership such as the Great Man theory, behavioral theories, and two-dimensional theories.
3) Frameworks for leadership including Tannenbaum and Schmidt's continuum of leadership styles and Likert's system of management.
4) Key aspects of leadership like developing vision, building teams, communicating goals, and motivating followers.
These slides cover the concepts of situational leadership -- a group of theories that highlight the role of context in effective leadership. The ability to read a situation and apply the right leadership style is critical for successful leadership.
Leadership is a function of knowing yourself, having a vision that is well communicated, building trust among colleagues, and taking effective action to realize your own leadership potential."
The document discusses different coaching styles: the authoritarian coach who is very strict and punishes frequently; the business-like coach who is not people-oriented and demands 100% effort; the 'nice guy' coach whose cooperative nature can be taken advantage of unless participants are self-disciplined; the intense coach who transmits anxiety through their uptight attitude and focus on performance quality; and the 'easy going' coach who gives an impression of not being serious through their casual or submissive approach.
Behavioral Coaching is a combination of processes, models and methodologies used by coaches to bring about lasting behavioral change on the part of clients
ReadySetPresent (Coaching PowerPoint Presentation Content): 100+ PowerPoint presentation content slides. Being capable of coaching is an important skill that can transform a manager’s scope of influence. 100+ PowerPoint presentation content slides. Coaching PowerPoint Presentation Content slides include topics such as: 25 slides on the characteristics and skills of coaches, Benefits of coaching, techniques for coaching, 8 slides on the "we need to talk" coaching meeting, 10 slides on dealing with poor performance, avoiding coaching pitfalls, 20 slides on the 6- step coaching model, a 1 minute guide to praise/reprimands, discussing recurring problems, 20+ slides on modeling coaching behavior, building a coaching atmosphere and assessing your coaching style. Learn how to utilize open and closed questions, how to's and more!
Coaching as aspect of leadership -example of nobuu designJan Hanuš
This document summarizes research on coaching as an aspect of leadership. The research included interviews with 41 leaders from 8 nationalities operating in 4 European countries. The majority of leaders were male, between 30-50 years old, with over 10 years of senior executive experience. Most leaders occasionally coach subordinates and colleagues. The research found that leaders spend between 1/3 to 3/4 of their time in direct interactions, using skills like communicating, motivating and inspiring. While many leaders have not received formal coaching, most expressed interest in future coaching to help with self-reflection, confronting assumptions and creating new dialogues. The research concluded that coaching can help transform an organization's culture when applied strategically.
Here are the top 3 behaviors a leader would need to display and which would have the greatest impact in developing a coaching culture:
[a] The top 3 behaviors a leader would need are:
1. Being approachable and listening more than talking
2. Setting clear expectations and providing support for people to succeed
3. Serving as a role model through their own willingness to receive coaching
[b] The behaviors that would have the greatest impact are setting clear expectations for performance and accountability, and serving as a role model through being coached themselves and inviting feedback on their own performance. This would demonstrate the leader's belief in people's potential for growth and commitment to ongoing learning and development.
The document discusses effective coaching techniques for optimal employee performance. It outlines characteristics of good coaches, such as being positive, supportive, goal-oriented and observant. Good coaching sessions establish clear purpose and rules, develop dialogue through questions, and focus on one specific issue. Effective communication skills for coaching include softening directives, focusing on solutions, taking responsibility and sharing information rather than accusing. Coaches should listen with their EARS - explore, affirm, reflect and silence to gather good information.
This 90-minute webinar will concentrate on Financial Coaching. The webinar will look at the historical emergence of coaching and consider the place that financial coaching has in the emerging contemporary framework for understanding financial well-being and the development of financial capacity. The distinctions between financial coaching, counseling, and education will be explored. We will then examine the primary role and tasks of the coach and explore the common core elements that underlie various coaching approaches. Finally, we will examine common core coaching techniques, as well as explore how some of these can be usefully incorporated into financial counseling and financial education efforts.
The document discusses differences in coaching styles through quotes from various coaches. Sir Graham Henry emphasizes expecting high quality from players. John Buchanan looks at things differently than just through cricket eyes. Bobby Bowden notes that an unexpected element is needed for a great year that can't be coached. Margie Wright promotes fairness and helping women achieve their goals. John Wooden advises measuring accomplishment against ability rather than what was done. Mike Rice Jr. was fired for abusing players, providing an example of negative coaching.
Coaching and Levels of Behavior ChangeDavid Hanson
The document discusses coaching as an effective method for behavior change and overcoming resistance to change. It outlines several levels of coaching, from providing information to developing insight and purpose. Effective coaching is described as a partnership that forges vision, encourages effort, and recognizes growth, in order to empower individuals and increase business profits. Key aspects of coaching include setting developmental targets, creating action plans, and developing professional growth plans to facilitate long-term development.
Coaching with Emotional Intelligence by Chris GolisChristopher Golis
Deck used during the 1 day workshop Coaching with Emotional Intelligence using the 7MTF technology. Workshop is facilitated by Chris Golis and has 9 case studies.
The 8-step coaching model provides a framework for effective coaching discussions. The steps include: 1) being supportive to build trust and openness; 2) defining specific topics and needs by gathering both perspectives; 3) establishing the impact of current behaviors to create internal motivation for change; 4) initiating an action plan that is specific, measurable, achievable and time-bound by involving the coachee in developing it; and 5) getting a commitment to the plan from the coachee. Following these steps helps ensure coaching discussions are productive and result in real behavioral changes.
This document discusses the GROW model for coaching and the types of questions coaches should ask. It explains that there are two types of questions: problem-focused and solution-focused. Solution-focused questions are generally more useful for coaching. The GROW model involves asking questions related to goals, current realities, options for moving forward, and establishing a plan of action. Example questions for each element of the GROW model are provided. The document concludes by providing contact information for the certified coach and trainer, Sirirat Siriwan.
The document discusses the key concepts of sensation and perception in psychology. Sensation is the detection and encoding of physical stimuli by the senses, while perception involves interpreting and making meaning from sensations based on experience. It describes the different senses like vision, hearing, touch, smell and taste. For vision it explains how light is transduced by the eyes and processed in the brain. For hearing it discusses sound waves and processing in the brain. It also covers concepts like sensory adaptation, perceptual constancy and how assumptions and context can influence perception.
This document provides guidance on how to coach and develop others effectively. It discusses behaviors good coaches exhibit such as helping people understand themselves, facilitating goal setting, and providing encouragement. It also outlines behaviors coaches should avoid, like giving answers or imposing their own opinions. The document then reviews skills coaches need like asking thought-provoking questions, active listening, and motivating action. It introduces the G.R.O.W. model for structuring coaching conversations around setting goals, discussing reality, exploring options, and determining willingness. The coaching process involves building trust with the coachee, using the G.R.O.W. model, and following up to check on progress.
Coaching involves improving employee performance through planned learning opportunities guided by a coach. It helps someone perform skills better with the goal of bringing work improvements. Coaching is ongoing and interactive, providing guidance to encourage productive decisions while allowing coachees ownership. A coach's role is to understand issues, set goals, provide tools for coachees to develop solutions independently, and support them through mistakes. Building a coaching culture benefits individuals through customized learning, teams by focusing on goals, and organizations by developing relationships and discovering new ways to help people grow. Good coaches have strong interpersonal skills, observe and interpret situations creatively, and have confidence in others' abilities. Coaching opportunities arise when advice is sought, mistakes are made, or performance
The document discusses different learning styles, including the visual learning style. It describes the VAK model which categorizes learners as visual, auditory, or kinesthetic based on how they receive and process information. Visual learners tend to observe things like pictures, demonstrations, and films in order to improve their knowledge. They understand written instructions better than oral ones and use highlighting, color coding, mind maps and other visual techniques to memorize information.
This document discusses learning styles and how understanding your own learning style can help you learn more effectively. There are three main learning styles: visual, which involves seeing and reading; auditory, which involves listening and talking; and kinesthetic/tactile, which involves hands-on activities. The document provides examples of how each type prefers to learn and techniques to help with learning for each style, such as using pictures for visual learners or discussing material aloud for auditory learners. Understanding your dominant learning style can improve productivity, achievement, problem solving and learning overall.
Organizational Leadership Versus Tactical Leadership EssayJessica Finson
The document discusses how leadership styles may affect organizational leadership. It notes that an effective leader influences followers to achieve goals, and that different leadership styles may be a stronger predictor of organizational performance depending on the culture. It also states that organizational culture is influenced by leadership style, which then affects organizational performance. Leadership is important for businesses to ensure smooth operations.
This document discusses the contributions of personal development to leadership. It summarizes Bass's theory of leadership, which states there are three ways people become leaders: through traits, by rising to meet crisis situations, or through learning leadership skills. It also outlines four factors of leadership: the leader, followers, communication, and situations. The document argues that personal development is important for leadership as the attributes a leader should "be, know, and do" require continuous self-improvement. Personal development helps leaders understand themselves and their followers to adapt their leadership style for different situations.
The document discusses different leadership styles, focusing on three styles identified by psychologist Kurt Lewin: autocratic, democratic, and laissez-faire. It describes the key characteristics of each style, with autocratic leaders setting clear guidelines and separating themselves from their group, democratic leaders involving group members in decision making, and laissez-faire leaders taking a hands-off approach. The document analyzes which leadership styles are most effective depending on the situation.
Lewin's research in the 1930s identified three main leadership styles: authoritarian, participative, and delegative. Authoritarian leadership, also known as autocratic leadership, is characterized by individual control over all decisions with little input from group members. While this style can be effective in situations requiring rapid decisions, it often creates hostile environments and less creative outcomes. Participative leadership, or democratic leadership, encourages group member participation but retains final decision-making authority. This style was found to be the most effective by Lewin. Delegative leadership, also called laissez-faire leadership, offers little guidance and results in poorly defined roles and lack of motivation. Additional research has identified transformational and transactional leadership styles. The optimal
Comparative Study of Two Iconic Leaders: Contrasting cross-cultural leadershi...Rahul Sarkar
This is an extensive study of two famous, influential and iconic leaders in the world of business, Jack Welch and Ratan Tata. They served in the corporate world as effective and successful leaders for more than 20 years. We found differences in their leadership styles across different cultures. We also determined key common elements contributing to their success. We isolated two contrasting styles of leadership from Jack Welch’s simplicity and speed in decision making to Ratan Tata’s ‘heroic’ corporate expansion. We suggest a list of recommendations for MBA students aspiring to be authentic leaders of the future.
The document discusses various theories and concepts related to leadership. It defines leadership as a process of social influence where a person enlists others to accomplish a common task. Leadership involves developing a vision to motivate people towards a goal. The document outlines different types of leaders, the differences between managers and leaders, and several theories of leadership including trait theory, behavioral theory, contingency theory, and situational theory. It also discusses studies on leadership conducted at Ohio State University and the University of Michigan.
Leadership development and sustainable leadership among tvet studentAlexander Decker
This document discusses leadership development and sustainable leadership among technical and vocational education (TVET) students. It provides definitions of leadership and outlines several theories of leadership, including trait theory, style approach, and situational theory. It then discusses approaches to leadership development, including integrated solutions, experience-based methods, formal mentoring, and the leadership life cycle. It emphasizes that sustainable leadership is important for TVET programs to develop students and provide quality training. The principles of sustainable leadership discussed are creating sustainable learning, securing success over time, sustaining the leadership of others, and addressing issues of social justice.
Leadership is the ability of a company's management to set and achieve challenging goals, take swift and decisive action, outperform the competition, and inspire others to perform well..
Leadership Theories Lewin’s Big Three Kurt Lewin (189.docxcroysierkathey
Leadership Theories
Lewin’s Big Three
Kurt Lewin (1890–1947) was the pioneering social psychologist credited with defining and
differentiating between the three classical leadership styles or behaviors. Lewin, considered by
many to be the founder of social psychology, made significant contributions to leadership
studies, organizational theory, and management theory. Based on extensive leadership and
group dynamics experiments, Lewin developed the concept of leadership climates. Lewin
characterized leadership climates as authoritarian, democratic, or laissez-faire. His classic study
observed the way children in groups completed art projects and how the leadership climate in
the groups influenced the project outcomes.
Authoritarian Leadership (Autocratic)
Authoritarian leaders, also known as autocratic leaders, provide clear expectations for what
needs to be done, when it should be done, and how it should be done. This style of leadership is
strongly focused on both the command of the leader and control of the followers. There is also a
clear division between the leader and the members. Authoritarian leaders make decisions
independently with little or no input from the rest of the group.
Generally decision-making is less creative under authoritarian leadership. Lewin also concluded
that it is harder to move from an authoritarian style to a democratic style than vice versa. Abuse
of this method is usually viewed as controlling, bossy, and dictatorial. Authoritarian leadership is
best applied to situations where there is little time for group decision-making or where the
leader is the most knowledgeable member of the group.
Participative Leadership (Democratic)
Lewin found that participative leadership, also known as democratic leadership, is typically the
most effective leadership style. Democratic leaders offer guidance to group members, but they
also participate in the group and allow input from other group members. In Lewin’s study,
children in this group were less productive than the members of the authoritarian group, but
their contributions were of a much higher quality. Participative leaders encourage group
members to participate but retain the final say in the decision-making process. Group members
feel engaged in the process and are more motivated and creative. Democratic leaders tend to
make followers feel like they are an important part of the team, which helps foster commitment
to the goals of the group.
Delegative (Laissez-Faire) Leadership
Researchers found that children under delegative leadership, also known as laissez-fair
leadership, were the least productive of all three groups. The children in this group also made
more demands on the leader, showed little cooperation and were unable to work
independently.
Delegative leaders offer little or no guidance to group members and leave decision-making up to
group members. While this style can be useful in s ...
Some people say it dilutes a leader’s authority if subordinates are .pdffckindswear
Some people say it dilutes a leader’s authority if subordinates are allowed to give feedback to the
leader concerning their perceptions of the leader’s performance. Do you agree?
Solution
WHAT IS LEADERSHIP
The first thing that we must do is to differentiate between the role of leadership and the functions
of leadership. The role of leadership refers to a position of authority in some organizational
hierarchy, while the function of leadership refers to the activities and processes that move a
group or organization towards the accomplishment of its goals. Many people think of leadership
has something that the formal leader does. However, leadership can be viewed is any act by any
group member that advances the effectiveness of the group. For groups to be effective, it is
generally believed that four functions must be performed, that is, four things must happen:
In some cases, the former leader performs all these functions. However, in most organizations
these functions are performed by a variety of people, structural mechanisms, and cultural
mechanisms. The role of leadership becomes more important in determining the effectiveness of
the group when other mechanisms fail to fulfill these functional imperatives.
LEADERSHIP EFFECTIVENESS AND HOW IS IT ASSESSED
Returning to the above discussion of leadership as the acts of the formal authority figure or
leadership as the mechanism to perform certain functions, we must distinguish between the
effectiveness of \"leadership\" and the effectiveness of an individual would referred to as the
leader. There is the conceptual question of what is leadership effectiveness and the practical
question of how do we evaluate individuals in leadership roles. The application question is: Is
Joe Torres an effective coach? Is Jack Welch an effective CEO? From the practical perspective,
the issues get very blurred depending upon who is doing the evaluation and the purpose of the
evaluation.
Ways In Which Leader Effectiveness Is Evaluated
Leaders are constantly been evaluated by organizational members, superiors, and the public.
There are four basic ways in which these groups evaluate the effectiveness of a leader.
Sometimes a particular group will use different approaches at different times. There is no one
best way or most appropriate way to evaluate a leader. The appropriate approach depends upon
the purpose to which the evaluation is to be used. Among the many reasons to evaluate a leader
are to determine whether leader should remain in the position, to help the leader develop his or
her leadership skills, and to improve the performance of a group. Listed below are the four
fundamental approaches used to evaluate leaders
Three variants of the normative process or mental model approach uses characteristics of the
leader as a metric of leader effectiveness. These characteristics can be viewed as predictors of
leadership success. The stronger the mental model supporting the relationship between these
characteristics a.
The Path-Goal Theory of Leadership identifies four leadership styles and when each is most appropriately used:
1) Directive leadership is used to clarify tasks and provide structure/guidance to subordinates.
2) Supportive leadership focuses on employee well-being and relationships.
3) Participative leadership involves consulting with subordinates before decisions.
4) Achievement-oriented leadership sets challenging goals and expects high performance. The style that best motivates employees depends on their characteristics and the work environment or "situation."
3In the previous chapter, we reviewed how theorists’ view .docxtamicawaysmith
This document summarizes a chapter on relational leadership. It discusses how leadership is understood as a complex process involving relationships. A relational leadership model is presented that focuses on five key components: being purposeful, inclusive, empowering, ethical, and process-oriented. The chapter emphasizes that leadership is a collaborative process where developing a shared vision and purpose among members is important. It also discusses how the knowing-being-doing framework relates to leadership development.
This document discusses various aspects of leadership philosophy and models. It begins by outlining qualities of effective leaders such as having high standards, being supportive, inquisitive, involved, honest, and having integrity. It then discusses the roles and responsibilities of leaders, emphasizing the importance of self-awareness, values, trust, and being a lifelong learner. The document also examines narcissistic leadership and contrasts it with effective leadership. It analyzes several models of leadership, including trait, behavioral, contingency, and transformational approaches.
Leadershipstylespowerpointgroupd st revised-02_08_2012WaldenGroupD
An authoritative leadership style, also known as autocratic or commanding, refers to a central decision maker who has authority and demands accomplishment without input from followers. A famous theorist, Milgram, proved how authority impacts normal human behavior. For psychological needs like being right or liked, humans will blindly obey leaders they trust, regardless of cultural values. Coaching is defined as equipping individuals through experience to develop careers. Challenges include time and openness, but benefits are increased knowledge, confidence, competence, excellence and commitment.
Leadership involves influencing and guiding others in an organization. There are three main leadership styles: autocratic, where the leader makes all decisions; democratic, where the leader involves others in decision making; and laissez-faire, where the leader offers little guidance. Leadership theories include behavioral theories focusing on leader behaviors, trait theories examining leader characteristics, and contingency theories recognizing that effective leadership depends on situational factors like task and follower readiness. Transformational leadership inspires extraordinary follower effort through charisma and responding to crises.
This document discusses contingency management as a treatment for substance abuse issues. While contingency management has shown short-term effectiveness, more research is needed to demonstrate long-term benefits and sustained results. Relapse is a particular issue for treatments like smoking addiction. Developing schemes to combat relapse and create more effective intervention programs is important. Contingency management is also not as well known as other addiction treatments, so increasing public awareness of it could help more substance users seek treatment. Providing alternative rewards beyond just money or vouchers, like meals or employment assistance, may also help treatment centers while potentially being more cost effective than other addiction treatment options in the long run.
This document summarizes key concepts from a book about leading in a culture of change. It discusses the importance of moral purpose in leadership and using strategies to achieve goals. It also emphasizes the importance of relationships, knowledge building, understanding change, and creating coherence. Some specific points made include that moral purpose must be accompanied by strategies, relationships are critical for success, and effective leaders combine intellectual brilliance with emotional intelligence to appreciate resistance and ambiguity during change. The document advocates for disturbance to push an organization to the "edge of chaos" in a way guided by moral purpose to create new patterns and coherence through self-organization.
Leadership is one of the most discussed topics in management. Everyone has a couple of points to illustrate and a type to support. Here is a comparison between a few leadership models.
2. COACHING STYLES 2
Statement
“One’s style of leadership can determine his or her success as a leader and the
success of the group one leads”. This premise was inspired from psychologist
Kurt Lewin who theorized that one of the factors that determines a leader’s
choice of leadership style is the need to make decisions.
Does that premise always hold true? Can Style lead to success? What makes a
good coach? Is there a one-size-fits-all style or approach? The success of various
coaches in many different sports fuels the debate on what makes a good coach.
Although studies have shown that style can impact a team’s success in my view
there is plenty of examples of successful coaches with various styles and it is
difficult to single out any particular style or styles that will guarantee success.
Sadly it’s been my experience that some good, knowledgeable and passionate
coaches are being systematically filtered out by autocratic teaching methodologies
and scientifically based curriculums that leave no room for creativity and
flexibility. It’s clear for me that for a coach to be successful they need full
autonomy on their coaching method or style. They should not be bound by any
particular teaching methodology or coaching style that prohibits them from fully
exploiting their abilities as a coach or to lead, teach and communicate effectively
with each individual athlete and the team.
3. COACHING STYLES 3
To begin with let me just say that coaching is a very important job particularly in
the development of young athletes. According to the United States Olympic
Committee’s (USOC) Coaching Development Office the physical and technical
developments are two very important aspects when developing a young athlete.
The physiological development of athletes is also an imperative part when
coaching. They concluded that coaches can play a significant role in the
development and lives of young athletes. It’s also important to remember that
coaching is a very complex and demanding profession and there is factors in a
team’s success that extend beyond the leadership style of the coach.
The success of various coaches with different styles in many sports fuels the
different opinions from so many people at different levels on what makes a good
coach. Because of different personalities and character traits like strengths and
weaknesses there is bound to be many different styles of coaching. A coach’s
individual style is dictated by many dynamics and factors
Sport Psychology and “coaching styles” are relatively new sciences, however lots
of earlier research and studies have been made on the subject of leadership and
teaching in academic settings, which are in my view an integral part of coaching.
Although further research has identified more specific types of leadership, this
early study by Kurt Lewin was very influential in establishing a framework for
other psychologists and behaviour specialists to follow.
4. COACHING STYLES 4
In 1939 Lewin along with some of his colleagues did a study and identified three
styles of leadership; Autocratic, Democratic and Laissez-Faire. In this study,
schoolchildren were assigned to one of three groups with an authoritarian,
democratic or laissez-fair leader. The children were then led in an arts and crafts
project and their behaviour was observed in response to the different styles of
leadership.
In the autocratic style, the coach takes decisions without consultation. In this
experiment Lewin found that this caused the most level of discontent. An
autocratic style can work when there is no need for input on the decision, where
the decision would not change as a result of input, and where the motivation of
people to carry out subsequent actions would not be affected whether they were or
were not involved in the decision-making.
In the democratic style, although the coach reserves the right to make final
decision the coach involves the people in the decision-making thus facilitating
consensus in the group. It can be problematic when there are a wide range of
opinions and there is no clear way of reaching an equitable final decision. Done
well it will have a positive climate and feedback
The laissez-faire style reduces the leader's involvement in decision-making,
allowing people to make their own decisions, although they may still be
responsible for the outcome. Laissez-faire works best when people are capable
5. COACHING STYLES 5
and motivated, where there is no requirement for a central coordination, for
example in sharing resources across a range of different people and groups.
Over all the Democratic style was discovered as being the most effective style.
Excessive autocratic styles led to revolution, while under a Laissez-faire style,
people were not coherent in their work and did not put in the energy that they did
when being actively led. Further researchers have identified more specific types
of leadership thus broadening the definition and giving us more insights.
According to the Special Olympics website for instance coaches can be
categorized into 3 groups. Authoritarian, Cooperative and Casual.
Muska Mosston(From Command to Discovery, 1073) also made some important
contributions in his own right by identifying two broad approaches to teaching,
Reproductive and Productive.
Rainer Martens who defined autocratic and democratic coaching styles as
Command Style and the Co-operative Style. (Martens 1942, p.31-32) is also
prominent in the debate.
John Lyle defines autocratic coaching as performance-orientated; authoritarian;
autocratic; directing; dictatorial. He defines democratic coaching as person-
centred; humanistic; sharing; democratic; caring; interactive. (Lyle 2002, p.158)
B. Woods (Applying psychology to Sport, Hodder & Stoughton, 1998) who is
another important contributor in my view identified 4 different styles of coaching.
Command, Reciprocal, Problem Solving and Guided Discovery.
6. COACHING STYLES 6
The successful coach guidelines for coaching practise by (Penny Crisfield and
Phil Cabral pg 43) identify four main coaching styles. Tell, Sell, Share and
Allow.
Other important studies have shown that coaching styles also affects cohesion
(Carron, Bray & Eys, 2002) and in turn team cohesion has been shown to greatly
affect success.(Ramzaninezhad & Kehstan, 2009). Much of their work support the
contention that the democratic leader is the most effective. Their work is still used
today in different degrees or combinations, including sports and athletics.
The works of Michael Fullan for instance are important because they provide
real evidence to support the idea that a democratic style leader is the most
effective. Most of Fullan’s work regarding educational leadership emphasizes
what he refers to as the Cultural Change Leader (Fullan, 2001), a term that he
uses to help explain the current role of today’s modern leaders, he illustrates the
democratic leader as essential to leading in the culture of change. Aspects like
commitment, relationship building, and knowledge creation and sharing are
examples of key democratic style qualities that are essential to a framework for
effective leadership (Fullan, 2001, p.4).
This idea is elaborated in other works by Fullan like his article The Change
Leader (Fullan, 2002) Fullan states, “The Cultural Change Leader knows that
building relationships and teams is the most difficult skill for leaders in any
educational setting” (Fullan, 2002, p.18). Democratic leadership seems to be
7. COACHING STYLES 7
linked to the idea of inclusion. There is a strong link to democratic style
leadership practices and encouraging inclusive leadership. In coaching team
sports, it is essential to the team’s success that all, or at least as many members as
possible, feel included in the team. So a democratic style is better for team
cohesion, so that must be the more effective style right?....or is it?
We’ve all seen it or heard about it at least once, top coaches shouting, throwing
things making scenes all to get the best out of their players. From Sir Alex
Ferguson’s of Manchester United soccer team to Jose Mourinho of Chelsea.
John Tortorella who is a Stanley Cup winner with the Tampa Bay Lightning and
ex Vancouver Canucks coach is known as an extreme autocratic coach. I’ve also
seen it first hand as a player with some of my coaches. Almost all my coaches
we’re somewhat authoritarian and some we’re very successful relatively speaking.
If someone did not know any better we could safely assume that a short fuse is a
measure for success. It’s not difficult to make the connection between an
autocratic coaching style and success and to assume that this is the most effective
way to get the best out of teams.
Interestingly enough numerous studies also show that an autocratic style can have
the most impact on the team and some research seems to support the idea that
perhaps the autocratic style is the most effective because of the impact. It has
been shown that an autocratic style can be effective in some situations all be it for
8. COACHING STYLES 8
short term at least. It has been shown that it can also be useful when dealing with
young or unpredictable teams (Weinberg & Gould, 2003) and democratic styles
have been shown to be less effective for complex problems and are more time
consuming (Chelladurai & Doherty, 1998). Furthermore where large squads of
players are involved, it is possible that more autocratic styles will be more
effective.
A very important piece of work in that respect was done by Daniel Goleman,
Richard Boyatzis and Annie McKee (Primal Leadership: Learning to Lead with
Emotional Intelligence 2001) that digs deeper and describe six leading styles that
can affect the emotions of the intended subjects thus directly affecting the
individual. They clearly established a connection between emotion and
intelligence. However these are styles, not types. They clearly recognized that a
leader can use any style, and a good mix that is customised to the situation is
generally the most effective approach.
The Visionary Leader moves people towards a shared vision, telling them where
to go but not how to get there, motivating them to move forward. They openly
share information and knowledge, giving knowledge power to others. This leader
can have problems when trying to motivate more experienced individuals. This
style is best used when a fresh start and direction is needed. Generally, it has a
very strong impact on the atmosphere or climate of the group.
9. COACHING STYLES 9
The Coaching Leader usually links wants to team goals, helping people find
strengths and weaknesses and connecting career goals to actions. They are good at
delegating and demonstrating faith that demands action and justification which
leads to a high level of loyalty. If this approach is not done properly it looks like
micromanaging. It can be used when individuals need to build long-term skills
and capabilities. From an organizational point of view it can be used when long
term solutions and capabilities are required. It has a positive impact on the climate
and cohesion.
The Affiliative Leader connects people to people and thus harmony within the
group. It is a very collaborative style which primes emotional needs over work
needs. Done in a bad way, it avoids emotionally distressing situations such as
constructive critique. On the positive side when used in combination with
visionary leadership it can be very effective. It is best used against the forming of
clicks within the group healing and minimizing stressful situations. It can have a
very positive impact on climate.
The Democratic Leader values participation, input and commitment, dealing
with the good and the bad. On the negative, it can look like there is too much
dialogue but very little effective action. It is best used when simple inputs are
needed or when one is uncertain. When done well it can also have a good positive
impact on climate and cohesion of the group.
10. COACHING STYLES 10
The Pace-setting Leader creates challenges and exciting goals for individuals
and the group, expecting excellence from people as well as themselves. They
recognize poor performers and demand more from. If need be, they try to save the
situation themselves. On the negative this style tends to be short on guidance and
help, expecting people to figure it out by themselves. They can get results short
term however over the long term this style can lead to exhaustion and decline. I
also seem to lack “Emotional Intelligence”, especially self-discipline and self-
management. It is best used when one has a self-motivated and competent team.
Because this style is difficult to do properly it can have a very negative effect on
the climate of the group.
The Commanding Leader calms fears while giving clear directions by
commanding and expecting full compliance. Someone using this style must
practice a high degree of self-control to be successful. It can seem often distant
and colds. This style is best suited managing crisis situations when one needs full
compliance and unquestioned action. It can also be used with individuals who
have problems that do not respond to other styles. This style can have a disastrous
effect if done badly on the climate of the group
Goleman developed a framework to define leadership styles (Emotional
Intelligence 1995) in which he suggests that the authoritarian style of leadership is
quite possibly the style that affects the climate of group the most. Not surprising
that his work has inspired much modern day analysis of leadership. He is not
alone with some evidence that the democratic style may not be the best approach
11. COACHING STYLES 11
for leading. The research done by Carter McNamara who’s (Overview of
Leadership in Organizations 1999) offers a complete work on leadership styles.
Borrowing from Lewin’s work, he defines the same three styles in a very
interesting way suggesting that the democratic style has some negative aspects
and that a democratic leader can also be seen in a negative way. Following his
theory the democratic leader can also be seen being unsure of himself and his
relationship with his sub-ordinates, that everything is a matter for group
discussion and decision. Clearly this type of leader seems not to be really leading
at all. McNamara’s work is supported by others who also claim with reason that
the democratic leader can be too democratic and ineffective.
Is the autocratic style more effective then?
It’s important however to note that the majority of research on the topic of
democratic leadership also suggests that democratic leadership is a difficult and
not often used style. As stated by Ken Osborne in his work Democracy,
Democratic Citizenship, and Education (Osborne, 2001) when talking about
democracy in an educational setting “Too often the hidden curriculum serves to
promote qualities that are antithesis of democratic citizenship” (Osborne, 2001,
p.48). He argues that the reason for this lack of teaching democratic values can be
blamed on the lack of democratic teaching styles in a variety of educational
setting, including athletics. It seems that the teaching of democratic values, while
often stressed as important in developing today’s youth is not really practiced by
the people who teach them. Although his research dealt primarily with teaching
12. COACHING STYLES 12
styles in the educational system it is nevertheless important in my view because it
can easily be applied to coaching. In fact the teaching methods for physical
education in schools are at the base of many coaching styles in athletics
Conclusion
There is host of examples of successful coaches with a variety of coaching styles.
This variety is well reflected by the polarity that exists between Bobby Knight the
infamous basketball coach at Indiana State University and Phil Jackson the
legendary basketball coach of the LA Lakers and the Chicago Bulls. Both are
highly successful coaches in their own right yet they have opposite coaching
styles.
Bobby Knight who often referred to playing basketball as a war was seen as a
great coach. He was recognised as a master teacher and tactician, he is known for
his pugnacity and disciplining his players. Knight who also coached Army before
moving to Indiana was a self-confessed Autocratic in every sense of the word. In
sharp contrast we have Phil Jackson (LA Lakers, Chicago Bulls) the legendary
basketball coach of LA Lakers and Chicago Bulls who is a model of democracy
and gives his players full control on the court. Phil Jackson is often quoted as
giving his players full credit and states that he acted merely as a guide. He is one
of the best coaches of all time in all sports and is regarded as a role model by
many.
13. COACHING STYLES 13
One key piece of literature that is worth remembering in my view is
Chelladurai’s Multi-dimensional model of leadership. Who stresses the
importance of a leader fitting their coaching style to the needs of the team,
suggesting therefore, that it is not so much whether an autocratic style is more
effective than a democratic, or supportive one, but rather whether the style is right
for the situation and for the team. The importance of coach flexibility cannot be
ignored, with a critical skill being the ability to perceive the needs of the team in
the moment and to adapt as necessary to maximise team performance (Crust &
Lawrence, 2006).
It is my belief that in order to be a good coach at any level especially when
working with young athletes or elite athletes coaches have to possess a range of
different qualities and adapt to different individuals learning styles or situations.
Communication skills are also a very important part of effective coaching and
creating a positive learning environment for the athlete. In reflecting on the type
of coaching used when dealing with athletes, it is a good idea in my view for the
coach to think about the goal of the task, and the roles of both the coach and the
athlete in process.
An important question is, How will I coach? It invites critical thinking about the
selection of a coaching approach for the specific task undertaken. It is important
to be sure that coaching sessions are structured to maximise learning using
relevant learning styles that adapt to any learning style of certain individuals and
groups.
14. COACHING STYLES 14
Although the research and literature is broad, confusing at times and often with
conflicting point of views, is nonetheless informative and important. Autocratic,
Democratic, Cooperative, Passive these are just some of the terms describing
coaching styles that all coaches should learn more about.
However it is my belief that coaching is a craft that is honed with time, that there
is no right or wrong method of coaching. Notwithstanding the technical qualities a
coach should possess, in my opinion to be a successful coach one must possess
three main characteristics Passion for the sport, Commitment to the team and
Commitment to each athlete’s development. A coach should developed their own
unique coaching style. Based primarily on their own strengths and weaknesses as
well as the athlete’s strengths and weaknesses. Coaches have to learn the
capabilities of everyone around them. Coaches have to learn how to get the best
out of their athletes to be successful.
I’ll end with a quote from none other than Bruce Lee a martial artist and
philosopher that kind of reflects my own philosophy. “A good teacher can never
be fixed in a routine... each moment requires a sensitive mind that is constantly
changing and constantly adapting. A teacher must never impose this student to fit
his favourite pattern; a good teacher functions as a pointer, exposing his student's
vulnerability (and) causing him to explore both internally and finally integrating
himself with his being”. I could have not said it better.
15. COACHING STYLES 15
Kurt Lewin Leadership Styles, 1939
Muska Mosston (From Command to Discovery, 1973)
B. Woods (Applying psychology to Sport, Hodder & Stoughton, 1998)
John Lyle (Lyle 2002, p.158)
Successful Coaching by Rainer Martens - (Martens 1942, p.31-32)
The successful coach guidelines for coaching (Penny Crisfield and Phil Cabral 2005)
Social Science in Sport (Carron, Bray & Eys, 2002)
Leadership Styles (Ramzaninezhad & Kehstan
Michael Fullan (Leader in the culture of change, 2002)
Foundations of Sport and Exercise Psychology (Weinberg & Gould, 2003)
Ken Osborne (Democratic Citizenship, and Education 2001)
Ken Osborne (Overview of Leadership in Organizations 1999)
Daniel Goleman (Primal Leadership: Learning to Lead with Emotional Intelligence 2001)
Carter McNamara (Overview of Leadership in Organizations 1999)
www.teamusa.org www.fifa.com www.nhl.com www.nba.com