INTRODUCTION

Northouse (2007) has defined leadership as a process whereby an

individual influences a group of individuals to achieve a common

goal.
The discussion in this paper is concerned about the leadership

style of coaching.
There is an increasing interest in coaching because of its

potential to improve individual (Liu & Butt, 2010), team (Hagen,

2010) and organizational performance ( Liu & Butt, 2010).

COACHING STYLE LEADERSHIP

Group members
Pn.Amuniyammal
(815422)
Pn.Gunalatcumy (815358)

DEFINITION OF COACHING

Sir John Whitmore has made a breakthrough by introducing a

coaching leadership in the business world through the "Coaching for
Performance".

Now coaching leadership has spread in various fields such as in

education, private sectors and so on.

Coaching generally is viewed as a role in which individuals develop

others via the facilitation of learning; it has been identified as a
component of effective leadership (Hamlin, Ellinger, & Beattie, 2006).

successful coaching process will help coachee see clearly the issues and
barriers that need to be solved, setting goals based on values and goals
as well as taking into account the existing realities and capabilities.

GROW MODEL
In the 1980s, Sir John Whitmore and his team of
Performance Consultants developed the GROW model;
now firmly embedded in the world of business coaching.
Whitmore (2002: 54) also developed a seminal model of the
coaching process based on the acronym GROW (goal,
reality, options, way forward), set out as follows:
The GROW coaching model is a tried and tested coaching
model to structure coaching sessions.The power of the
GROW coaching model is that it leads to a clearly defined
end result through four phases.
The coachee is personally active in identifying problems
and generating ideas for solutions.
This means that anything that comes out of the coaching
session has a lot of chance to stick.

AIM OF THE RESEARCH

.

The aim of this

research is to identify
the effectiveness
coaching leadership
application in an
organization

LITERATURE REVIEW
Kruse (20013), leadership is a process of
social influence, which maximizes the
efforts of others, towards the achievement
of a goal.
Whitmore (2002: 8), Coaching is unlocking
a persons potential to maximise their own
performance. It is helping them learn
rather than teaching them.
Chambers and Baxter (2001: 4) to assert
that: Coaching enables individuals and
teams to develop and flourish, to take
responsibility for their own learning and to
achieve their goals.

The Research Sample

Two primary school were involved, from

within single local authority area.
30 teachers from the both were selected
on the basis of their involvement in
coaching as demonstrated by their
interest in coaching leadership.
They also represent a wide variety of
socio-economic backgrounds and of ability
and examination achievement levels.

The
data
was
collected
through
questionnaires
to
teachers
which
gathered personal beliefs and attitudes
towards coaching.

METHODOLOGY

Selecting The Participating

School.
The two schools involved in this
research are all at different
stages of developing a coaching
culture within their organization.
The first school is SJK(T) Barathy
and the second school is SJK(T)
Ladang Jabi. They are totally 30
teachers as respondents.

METHODOLOGY

Collecting The Data.

The data was collected by
data
gathered
by
questionnaires.
The
questionnaire was distributed
to the teachers and the
respondents have to circle
the
score
that
most
accurately
reflects
how
he/she typically behave, in

METHODOLOGY

Analysing The Data

The questionnaires of both
school were analysed to
identify the effectiveness
coaching
leadership
application
in
an
organization.

STATEMENT OF DIMENSION
No.

Dimensions

Question

Total Number

Goal

Number
9, 10

Reality

1, 2, 8

Options

3, 7

Will

4, 5, 6

MARKING
DIMENSIONS
AND
CONSOLIDATION

SCALES

RATING VALUE

Never

Almost

never
Seldom

Sometimes

Often

Almost

always
Always

Frequently

The scores will be calculated in the

end of the process. The scores of 5-7
statements (a total score of 50 70),
represent
good to excellent .
scores below 5 per statement (a total
score of less than 50), indicate that
the some major repair work needs to
be done about the respondents
coaching skills, approach to people
and techniques and perspectives.

Goals

Question 9.
Improvement action plans for my people
involve a rich variety of development sources,
including external tutors from, typically,
customers, business schools, professional
bodies, management consultancies.
Question 10
My manager (or other appropriate authority
figure) and I meet, in order for my coaching to
take place, to develop, my performance and
contributive competence.

Reality
Question 1
When agreeing expected performance levels with
someone, I deliberately start from where they are
now not from where I want them to be.
Question 2
When selecting, or planning, assignments for
people to undertake, I try to see the project, and its
various aspects, from their point of view and level of
experience.
Question 3
To ensure ownership of their own development and
improvement, I actively encourage people to
monitor, evaluate and review their own progress,

Option
Question 3
When I look for or create development
opportunities for others, I consciously build in
challenge, responsibility and some form of
leadership role for them.
Question 7
To ensure ownership of their own development
and improvement, I actively encourage people
to monitor, evaluate and review their own
progress, and come up with their own ideas to
improve performance and develop
themselves.

Will
Question 4
As an essential part of their learning, I am prepared to
allow people to take risks by trying out new ways of
doing things, although it could result in poor
performance, or even failure
Question 5
I am prepared to devote time helping people to
understand problems, or tasks, and work through
possible solutions and plans, with them, in discussion.
Question 6
I give people maximum freedom to develop their own
solutions to problems, or challenges, wherever possible.

DATA
ANALISYS

TEACHERS
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30

TOTAL SCORE
60
60
49
61
46
53
66
67
51
54
58
57
60
64
54
59
66
65
66
66
55
66
64
62
65
65
67
65
66
60

OVERALL SUMMARY
80

70

60

50
OVERALL SUMMARY
40

30

20

10

0
1

9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

MIN

A total of 30 primary
school teachers has
been a respondent
in this study. The
min total score of 30
respondents was
60.5.

RESEARCH FINDINGS
SCALES

ITEM

0
Never

1
Almost
Never

2
Seldom

3
Sometimes

4
Often

5
Almost
Always

6
Always

7
Frequently

14

15

17

10

20

17

12

11

16

10

17

16

10

17

MIN (DIMENSION)
No. Dimensions

Question

Total

Min

Number
2

5.983

Goal

Number
9, 10

Reality

1, 2, 8

6.011

Options

3, 7

6.217

Will

4, 5, 6

6.056

EFFECTIVE COACHING PROFILE

The leader must able to tie together career

aspirations and personal goals.
They must help followers to see how
everything fits together.
They must good at developing a long-term
plan to reach long-term goals.
These leaders must be able to provide
plenty of feedback on performance.
They are also must be experts at delegating
and giving employees assignments that are
challenging too.

Conclusion
There are two types of structured coaching:1. Performance
improvement
coaching
is
appropriate when the employee is not meeting
standards or expectation.
2. Developmental coaching is used when the
employee is meeting expectations, but you want
to help him or her reach the next level of success.
3. In order to achieve the performance improvement
coaching and developmental coaching an
employee must generate his or her learning zone.

THAN
K