Management and Theory
Leadership and coaching go hand in many ways because to coach is to lead, and to lead is to coach others. Indeed, leaders and coaches, whatever the title is really theoretical mentoring within the context of a particular organization or activity. For centuries, scholars and philosophers alike have been trying to find a specific and complete definition for coaching and leadership, but have not had much success. True, leadership is, in part, decision making at the nth level; while coaching takes that decision making and often compartmentalizes it into split-second action. In the era of gloablization, theoretical decision making this has become even more critical now that there are so many divergent cultural opportunities that require new skills, approaches, and even that allow coaching to occur not just in the physical environment, but in the virtual as well, with no regard for geographic or political boundaries (Drucker, P.F., et al. 2001). The real question, though, is how one uses theoretical support to make decisions, and what the appropriate methodological approach is for testing leadership theory.
As a case model, we will use a study focusing about emotional leadership and positive behavioral reinforcement. In many ways, this view has been termed "the dark side" or organizational behavior, or the shadow role. This is mean to describe a more censored approach to any attempted regulation of cognition and emotion, conscious or unconscious, in which the mode of expression simply does not "fit" with accepted cultural or group normative behaviors (Fitzgerald and Oliver, 2006). We may also see this "shadow" as a metaphor, not something specific in action or choice, but part of the organizational culture that permeates different organizations in so many different ways. Positive organization behavior (POB), then, is also more than overt behavior: it is covert attitude, perceptions, and the cultural environment of the organization and the way that is communicated to stakeholders. Thus, we can define leadership as a coaching model, or a framework to use as an underlying structure to build teamwork, confidence, improve performance and behavior, and in most any aspect (business, education, sports, etc.) utilize these theories as a way to actualize goals. Because humans are so unique and individualized, there are a number of theories from which to draw from -- and most agree that the integration of a multidisciplinary approach and field of knowledge is what allows one to become both more tactical and strategic. While there are many paths to improvement, and thus many theories of leadership and coaching, there are three principles most of these models have in common:
Establishing a relationship built on trust, communication, and where appropriate, confidentiality.
Models that both leader and subordinate, or client and coach, agree to in terms of expectations.
The ability to evolve dynamic learning environments that can be individualized to different goals (Cortes, 2012; Locke, 2007).
Theories and Models
Because there are so many models dealing with leadership, most experts believe that the success of failure of the model is dependent upon the personality traits of both the leader and staff. All in all, the best approach is likely to be one in which different theories are placed in a tool box, combined in many different ways, and then certain aspects used to promote the particular activity or improve the situation (Wildflower & Brennan 2011).
Leadership is an attitude more than anything else; it is the difference between leading and managing, between quitting if there are barriers and persevering. Leadership is moving through job creation and integration that allows a forward purpose or progression. Another way of looking at the term perseverance in the workplace is to think of it as empowerment -- of the ability to strive forward through adversity, and, when the process is no longer easy, continue forward towards success. Yet, this broad view of the subject does not fit well with quantitative documentation of a rigid, scholarly nature. From the perspective of upper management at the multinational or mega-corporation level, corporate Leadership is not an end in of itself, but rather a safety valve for internal pressures and a way to disseminate organizational challenges (Edmondson and McManus, 2007). In fact, the idea of leadership as a formal field of study is relatively new in scientific terms. Previously, the majority of studies on the topic, about 54%, relied only on qualitative data, and only 39% on quantitative analysis of any kind. While surprising, this might be explained partially because of scholarly reliance on theoretical frameworks of a more multidisciplinary nature -- economics, sociology, or management. These types of theoretical approaches ensure...
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leader within the educational sector, it is critical that that qualities of good leadership be reflected upon the entire course of ones career.The management and leadership of academic institution is in deed a challenge that often results in poor performance in our contemporary schools (Schmoker,2001). In this paper, we present an elaborate reflection of my views on educational leadership principles that I have explored in the context of your
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