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Introduction

Background of the study

Coaching for business is becoming a fundamental requirement. Both the

organization and leaders are aware about its value. The aim is to make the managers

efficient with the ever-growing list of skills. According to the theoretical study, the

aim of coaching leaders leads to more employee development with more efficiency.

According to the empirical studies, the randomized and controlled design can evaluate

the entire procedure of coaching and its due intervention.

Effective coaching for leadership and development helps to derivate

procrastination and ensures the procedure of goal attainment. Mikkelsen, (2013) states

that coaching can be differentiated by the term training. Coaching is referred as a

helpful relationship with proper collaboration. It is a systematic process where the

coach and the students engage in activities to attain the pre-set goal. The aim of the

facilitators is to coach the persons to reach the goal with self-directed learning

procedure. The responsibility of the client or employee is to implement the acquired

knowledge for the sake of the growth and development of the organization. The

responsibilities of the coach as a facilitator include, defining the set agreement

between the organization and the employee.

On the other hand, training is a traditional procedure. It has contrasting

characteristics comparing the feature of coaching. It is a planned process to enhance

the existing knowledge of an employee. It involves several practices to enhance the

employee’s innate skills in spite of providing new knowledge to the employee. This is

the main significant difference between the two key concepts namely training and

coaching. A trainer is a person who follows a set of predetermined instructions to

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facilitate the activities for the suitable job and requirement of the task. Contrarily, a

coach is a follower of the employee’s agenda to provide solutions according to the

requirement of the trainee.

As per Turner’s (2019) statement, the relation between a coach and the pupils

is equivalent to the leader and the employee. Both the coach and the leader perform

the role of a facilitator. Both the responsibilities can be considered as a process of

interaction with the aim of achievement of the desired goals. However, it cannot be

denied that there is a minimal amount of difference between the job role of a leader

and a coach. In the leader and employee relationship, the leader is a superior person

by the organizational position. The leader leads the employees to achieve the

organizational goals. On the other hand, in the coaching relationship, the coach helps

the pupils to attain personal goals.

Aims and objectives of the research

The research aims to discuss about the relationship of creative coaching and

leadership and use of EI in leadership coaching Some literary sources will be

analyzed to serve the purpose of the research work. The main objectives of this

research work are mentioned below.

• To identify the relationship between creative coaching and leadership.

• To differentiate between the concepts of traditional training and leadership

coaching.

• To identify some alternative creative methods for coaching in leadership.

• To identify the role of EI as an effective method for leadership coaching.

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Research questions

• What is the relationship between creative coaching and leadership?

• What is the difference between the two prevalent concepts of traditional

training and leadership coaching?

• What are the alternative creative methods for coaching in leadership?

• What are components which are important for leaders?

Research Analysis

Background of the study

The quality of teaching is one of the most essential factors which contributes
to the success of a student. The growing body of research highlights coaching
as an important and useful way to support educators' growth. While coaching
has increasingly become more prevalent in the districts and the schools of
numerous countries, the impact of coaching over the professional
development of educators and the growth of the student is still a debatable
topic (Fox et al., 2011). While early intervention can be considered as the key
to preventing academic failures, general educators have the responsibility for
the provision of primary instructions for the students. This role of the educator
includes the support service of coaching to the educators so that they can
deliver accurate instructional units to the students. It is also to note that
research studies specifically indicate the quality induction program of the
educators that includes coaching and mentoring for improving the practice of
teaching as well as reducing attrition of the teaching profession (Neuman &
Wright, 2010). This paper wants to explore the importance of coaching for
educators, together with the identification of the role of the educator in the
entire educational setting. The research study will also conduct a review of
the question on how coaching is helpful and useful for educators and the
students. The researcher of this study will conduct the research by reviewing
few essential journal articles on the effectiveness of the coaching process by
authors who have done research on the topic of the prevalence of coaching
and approaches in the educational setting
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Research aim and objectives

As the world is changing at a rapid pace, it is essential to provide
opportunities for the learners regarding that deep engagement within
knowledge and learning while using new aspects for supporting learning
equity. This is because it is a powerful experience of learning, essential for
students as well as the educators. This is because it equally helps educators
to access learning experience by themselves and create a better world for the
students. Several research studies have presented the argument regarding
the effectiveness of coaching in an educational setting. This research paper
aims to identify why coaching is essential for educators and the role of the
educator in this context. The research paper also aims to identify how
coaching is helpful and the areas where coaching is most influential in the
educational setting.

Significance of the research

The process of coaching has been increasingly common in the educational
setting. Coaching has been majorly used as a comprehensive framework
serving numerous teachers across several nations. This research study will
help for a better understanding of the influence of coaching and the
importance of coaching towards the development of educators as a
professional, thereby improving the students to flourish and grow. This
research study will furthermore contribute to the categories and types of
coaching practices that educators must adopt to promote a positive
experience for the students in the classroom. With the continuing change in
the educational setting throughout the world, this research will focus on the
principles of power learning that guides educators for design learning
experiences and engage productively in their profession to attract both the
mines and the heart of the learners in the classroom. This study will
significantly acknowledge coaching as one of the most powerful tools of
professional learning for the educator, as it is a collaborative and inquiry-
based approach with significant benefits.

Theoretical support
The professional development that is grounded within the adult learning
theory is conceptualized frequently as the progression, which varies while
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depending on the knowledge of the educators. This furthermore includes

learning cycles, implementation, gaining feedback, and reflection. As stated
by Crawford et al. (2017), professional development can be developed in
several ways of training workshops. It needs to be aligned with the
fundamental principles of the development of teacher’s content knowledge
with evident assimilation among the practice and theory. The context of
professional development needs to be also delivered with the use of hands-
on approaches and interactive methods towards adult learning that includes
personalized training and ongoing mentoring. The three significant
dimensions that vary across the models of coaching includes process
features with specific behaviors used by the coaches for supporting change,
structural parameters that define duration, frequency as well as the intervals
of the session of coaching and content which is substantive and topic-driven,
thereby focusing over the intervention. Crawford et al. (2017) states that the
structure of the model and the content of the theory is specific for coaching
approaches. The key strategies that constitute the theoretical approaches are
reflective questioning which is utilized for helping the educator’s to notice the
response and the interaction of the students, gaining feedback which is the
characteristic of several successful coaching models that emphasizes the
child level information and teacher´s role for the identification of strength and
weakness and also for measuring success. The last strategy is the
demonstration that helps educators to breach the practice and the theory by
identifying how effective data and instruction, looks while presented in action.
In the theoretical approach, a demonstration can be considered high-intensity
coaching, a strategy that targets specific behaviors.

Importance of coaching for educators

The central defining feature qualifying the intervention in the educational
setting as coaching involves the ongoing and targeted factors towards
improving the behavior of practitioner’s improvement of the experiences for
the children. According to Moreno et al., (2019), the majority of the scholars
have included the desired qualities of coaching, which focuses on a learner-
centric approach. The research studies state that coaching is one of the
mechanisms towards behavioral change among the educated, which
promotes equality between a coach and a coachee. The coaching models
involve the recursive procedure that includes the phases like goal setting and
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observation towards the practice and useful reflection and feedback for the
educators. According to the majority of the research studies, the process of
coaching is significant in the educational setting, specifically in early
childhood education, since it effectively improves the educators' practice of
being more focused and target-oriented regarding their literacy and language
in the classroom. Coaching has also been reported to contribute to behavioral
challenges and enable more in-depth insight into the effects of coaching in
early childhood education context. Some of the examples of how coaching
models promote significant influence over the teachers include educators'
usage towards descriptive praise and a limited list of interactional tactics
meant to support children with communication delays. Moreno et al., (2019),
highlighted teaching pyramid model as one of the effective approaches in
coaching that addresses the social and emotional development together with
behavior challenges that encompass a direct map within the techniques of
coaching in the role of educators and enable them to adopt the essential and
useful behavior that is required to be implemented with measurable
outcomes.

Cornelius, Rosenberg & Sandmel (2019) in the research study regard coaching
as a quality induction program, which improves the practice of the educators in the
field of teaching while reducing attrition from the teaching profession. The research
study also highlighted the reports which stated that school-based mentoring
programs provide support to improve the practice of instructional coaching that
results in the achievement of student outcomes. This signifies a positive relationship
between mentoring and coaching practices in the school setting.

Van Ostrand, Seylar & Luke (2020) stated the relationship between
coaching and educators, highlighting the educators satisfaction with
meaningful and engaging professional learning experiences that support job
satisfaction, reflection, and collaboration. According to the majority of the
studies highlighted in the research study, the national coaching survey found
out the factor and the process of coaching to be one of the most valuable and
influential forms of professional development for educators. Educators,
adopting coaching practices have also been reported to experience a positive
impact on their teaching practices. Coaching is majorly considered significant,
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which leads to positive outcomes like ok job satisfaction and retention among
educators.

Role of the educator

Early intervention in the setting is the key to the prevention of academic

failure. As stated by Kretlow, Wood & Cooke (2011), the role of the educator's
includes instructing the students at risk and helping the students who support
for their academic achievements. The general and primary responsibility of
educators not only includes the instruction to follow the research-based
curriculum but also to focus on specific instructional strategies to improve
student achievement in the classroom. According to the research studies
stated by Kretlow, Wood & Cooke (2011), changing the educational setting,
the role and responsibility of the educators include combining the strategies of
instruction during the class lessons for strengthening the core instruction. The
majority of the educators desire to improve the code instruction for students
who are at the knees and are willing to change their techniques of teaching to
address specific needs of the students. The situation is challenging for
educators for the promotion of research-based practices and calls for the lack
of professional development approach with monitoring and coaching.

Effectiveness of coaching in an education setting

With the rapid change in the educational environment, the majority of the
Nations have adopted technology as a powerful learning tool. Van Ostrand,
Seylar & Luke (2020) state the importance of coaching for the practical
techniques used in the educational setting where educators are deleted with
their work, the provision of supporting the learning of the educators as well as
swelling support to the students with the use of technology for learning.
Coaching has been proven to provide numerous opportunities for educators
to devote more time to supporting the teaching practices by using technology
to enable effective student learning procedures and increase students'
engagement in the learning process.
Coaching, as per Van Ostrand, Seylar & Luke (2020), has been majorly
discussed to be useful for professional learning in the educational context for
the educator. This is because the characteristics and the fundamental factors
of coaching enable in building skills and support where an educator's
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developed professional characteristics from a dynamic learning project with

an increased percentage of professional satisfaction. Coaching has been
reported to create and improve the practices of teaching among the educators
both for their personal development and providing a positive experience for
the children’s to grow and succeed. For an early childhood educational
setting, coaching has been reported to be majorly useful to provide tailored
waste needs for the students.

Gap in literature

This work has reviewed some of the most essential journal articles within the
context of and its importance for the educators in the educational setting by
highlighting the effectiveness of coaching on the specific areas of education
and the role of educators in the process.
However, the literature gap is that this research study did not review an in-
depth analysis of how helpful coaching is, from both the educators and
learner’s point of view. More detailed research is required in this context.

Findings and analysis

With the rising prevalence of coaching across numerous Nations, educators'

role as coaches questions the impact of coaching in the educational setting.
The majority of the research study reported a positive impact of coaching with
the role of educator since the characteristics of coaching support the teaching
profession. Van Ostrand, Seylar & Luke (2020) suggested a positive impact of
coaching for technological uses in an educational setting, mostly prevalent in
the majority of schools throughout the world. It has been reported in the
research studies conducted by previous researchers that educators who
value the practice of coaching report that the characteristics facilities in the
positive use of technology in the learning and teaching context. Ashford, the
dynamic learning project, effective coaching techniques should include
continuous cycles of reflection and action with more than 20 hours of contact
time that will result in better performance of the student. The funding of the
coaches towards training and recruiting higher-quality teachers is still a
debatable topic. In a research study, Cornelius, Rosenberg & Sandmel (2019)
stated how coaching enables increased professional development among the
mentors and general educators in the field of special education. Research
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study Cornelius, Rosenberg & Sandmel (2019) states that the provision of
high-quality mentoring to the educators in that teaching practices reduces
attrition rates. This contributes to a positive and successful outcome among
coaches and educators. The result of the studies of Van Ostrand and Seylar
& Luke (2020) suggested that the majority of the educators denote coaching
as a valuable tool that helps them develop a strong base in professional
development. Coaching has been considered as one of the useful
professional development experiences for educators to provide meaningful
support in the educational setting. According to the result gathered in
Crawford et al. (2017), educators' most effective coaching practices are data-
driven coaching. This coaching practice enables educators to receive
industrialized coaching techniques within the classroom or via remote
feedback linked with recordings of the instruction of the teacher. Instructional
coaching is one of the methods which is gaining popularity in the current era.
Research studies explained and argued over several coaching strategies and
categories, which contributed to the question regarding the effective specific
coaching strategies for the improvement of teaching practice and
effectiveness over the educators and the learners (Mohan, 2018). While the
majority of the studies focus over the importance of coaching for the
educators in the early childhood curriculum and kindergarten teaching school
models, further research is required to analyze the specific coaching process
as well as to identify the key drivers of the change which characterizes
effective partnership of a coach and educator. To summarise, the findings of
the study analyses and identify coaching as an important tool within the
educational scenario for the educators to fulfill their general role and
responsibility of professional development and enabling a positive
environment for the success and achievement of the students in the
classroom. With the increased challenges faced by educators in the school
for meeting the students' diverse requirements, coaching is the most essential
method and technique that the educators should adopt to implement
effectively in the classroom for a positive effect in their professional field.

Conclusion
Professional development models, in line with the practice of coaching, need
to be developed for evaluating measurable changes within the practice of
teaching. This research study summarised that coaching is essential for the
educators role and has majorly proven to be beneficial in their personal
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development, enabling them to create a suitable environment for the learners

in the classroom. However, much detailed research is required in this field.
The current research lacks the depth of identifying the area where coaching is
most effective due to the absence of primary data or information collected
directly from the educators and the educational institutions' coaches.

References
CUREE (2005), Principles of Mentoring and Coaching, Coventry: CUREE

(Centre for the Use

of Research and Evidence in Education).

General Teaching Council (2005), Teaching - Autumn Journal, London: GTC

publications.

Rhodes, C.P., Stokes. M, & Hampton, G. (2004), A Practical Guide to

Mentoring, Coaching

and Peer-networking, London: RoutledgeFalmer.

Thomas, W. & Smith M (2004), Coaching Solutions: Practical Ways to

Improve Performance

in Education, Stafford: Network Educational Press.

Creative Coaching :-

Creative coaching is a form of coaching that helps people develop their creative skills and
work through any barriers holding them back.

Creativity is defined as “the ability to think and act in ways that are new and novel. In
our minds there are two kinds of creativity: innovation and invention.” In the context
of coaching, the word “Creativity” can be seen as an umbrella which covers the
following: openness, imagination, flexibility, invention and innovation.
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Given the above definitions, it might be argued that sometimes when we talk about
“creativity” in coaching, we are talking about more than just one concept. For
example, if one thinks of a coaching conversation as something more than just a
concept, but rather a specific thing, then the notions of being innovative or inventive
becomes more relevant. This would include the tools a coach might use. However, if
we are referring to coaching skills and less concrete concepts, then perhaps other
aspects of creativity, such as imagination and flexibility, are highlighted.

The problem with the word creativity is that it has become associated with an almost
elitist mystique, artists and scientists are deemed to be creative – either because of the
artist’s talent to express their ideas in unusual and imaginative ways or the scientist’s
ability to look at concepts and formulae in unusual ways. Creativity has been
understood to go hand in hand with talent (which in itself has limits, talent needs to be
accompanied by other factors, such as resilience and the ability to make one’s own
luck). It certainly involves the ability to “think outside the box” and to look at things
from a different perspective which is one of the fundamental principles behind
effective coaching conversations.

Different aspects of creativity in coaching:-

Openness
In order to enable coaches and their learners to think “outside the box” there must be
an openness and willingness to explore concepts and ideas. Trust and rapport building
provide fertile ground for a solution focused, facilitative approach adopted by
effective coaches that encourages creative thinking.

Imagination
in the process of engaging in reflective practice, by setting rhetorical questions (those
starting, “if you could………what would…..?), by helping to develop “preferred
future” scenarios and by displaying empathy (which itself demands a degree of
imagination) and encouraging “blue sky” thinking, the coach demonstrates an
imaginative approach.

Flexibility
Recognising when a particular tool can be used or adapted to suit an individual
requires flexibility of approach which is linked to openness, in that in order to be
flexible, one needs also remain open to possibilities, possibilities that may not seem
obvious at first. This flexibility is directly intertwined with creativity since it seems to
be that the opposite – a closed mindset – at the very least inhibits, and more probably
stifles genuine creativity.

Invention
This aspect of creativity in coaching might manifest itself in a variety of ways.
Perhaps the coach is able to come up with a method or a tool which is completely new
and different, they may also “invent” a novel approach for the learnerto consider. It is
said that “necessity is the mother of invention” and perhaps this has a place in a
coaching conversation, for instance, when there appears to be a stumbling block to
progress and the coach must figure out a way to help the learner move forward.
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Innovation
To be truly innovative, one must be able to recognise and take advantage of,
alternative ways to present a concept, manage a tool or initiate a “lightbulb” moment.
The GROW model lends itself very well to opportunities for innovation. For example,
when dealing with a person who is predominantly a kinaesthetic learner, creating a
“physical” and tangible timeline (a “chain” of A4 paper, or a line made of ribbon) can
be seen as innovative in that it is presenting a concept in an alternative way.

There is an element of risk when thinking about creativity in coaching, in that, one
must not become a slave to it, being creative for the sake of it, is meaningless and it
must always be a means rather than an end. Ultimately, creativity has many guises,
some less obvious or “showy” than others; the important thing to remember is that
whatever way one chooses to use it, the benefits for the learner must be the driver, not
the ego of the coach.

Leadership Coaching and Emotional Intelligence

Role of emotion in performance and understanding employees needs

The reality of the average worker is not improving, and the way people feel about
their workplace relationships is a key contributor to the problem. Leaders at all
levels struggle with issues of interpersonal interaction and employee
engagement, many of which are likely tied to inadequate leadership training and
support. Changes in the workforce further complicate the demands of leadership,
challenging the effectiveness of the most widely accepted leadership theories.
Fortunately, there is growing evidence that indicates what employees and
leaders need to thrive, which includes a better understanding of the role of
emotion.
 While it is impossible to link these problems to any single cause, the behaviors
modeled by leaders in the workplace are clearly a contributing factor. This is often the
context within which we hear about the importance of Emotional Intelligence in
professional settings, recently identified as a core leadership requirement in Crack the
C-Suite Code by former Cisco Global Executive Talent VP, Dr. Cassandra Frangos.
Leveraging the role of emotions in workplace performance does not require alignment
with any particular theory or school of thought in order to be solution oriented. We
only need to acknowledge that employee and leader performance is influenced by
emotions, and make that the starting point for interventions.

It probably isn’t a stretch to say that most leaders are not adequately equipped to
support the new demands emerging from the workforce. For example, introverts make
up 30–50 percent of the workforce, but many organizations maintain workplace
environments that introverts find counterproductive. It is also estimated that as many
as 20 percent of adults will develop PTSD at some point in their lives, and 18 percent
suffer from anxiety disorders. This data raises the question of whether current and
future generations of leaders are adequately prepared to provide for the emotional
needs of employees.
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We also continue to hear about “issues” with the millennial workforce, the
significance of which is well-articulated in a story about cultural changes at
PwC that describes the unwillingness of younger, key employees to give up
quality of life in exchange for continued employment. This forced the
organization to change on a fundamental level, and illustrates the point that
leaders must be prepared to adapt to the needs of workers now more than ever.
 Fortunately, studies identifying the negative effects of inadequate leadership
often also shed light on possible solutions. For example, the previously
mentioned Karolinska study showed that employees with inspirational
managers reported less short-term sick leave. In addition, workers whose
managers hold regular meetings are three times more likely to be engaged.
Employees have also reported a desire for daily contact with their boss, and for
their superiors to take an interest in their personal lives. Finally, a Gallup report
states that “clarity of expectations is perhaps the most basic of employee needs
and is vital to performance,” which further adds to the argument for leader EI
training aimed at increased engagement, since some research reports
that engaged employees outperform disengaged employees by 202%.

Coaching as an Effective and Vital Strategy

There has been no shortage of training materials generated over the years with
the aim of developing Emotional Intelligence in leaders. Given the data
highlighted above, these efforts have not been adequate. The solution lies in
approaching the problem with greater accountability, structured learning, and
evidence-based strategies for lasting, behavioral change.
Optimal learning and retention has been linked to Direct Instruction, which
should include contextualized and hands-on learning of new skills, concepts, and
processes. Mentor and/or coach support is also required to facilitate the transfer
of new knowledge into more effective capabilities. This process includes
attention to the difference between what a learner can do independently and
what can be accomplished with the support of more experienced advisors. Dixon,
Carnine, and Kameenui (1993) indicate that this type of development requires
metaphorical “scaffolds,” created and maintained by more knowledgeable others,
which are “gradually dismantled” in order to enable independent function.
These theories stress the importance of a third party to guide development,
which is also a foundation of a scientifically supported psychological modality,
Cognitive Behavioral Therapy (CBT). The CBT approach focuses on identifying
thoughts, beliefs, and reactions that contribute to ineffective behavior, and
learning how to manage this process. The adaptation of CBT for the specific
purpose of addressing the requirements of leadership coaching has already been
proposed, and the combination of this approach with more effective learning
strategies is exactly what the next generation of workplace Emotional
Intelligence development should be based on.
This means that coaches and mentors should be an integral part of EI training. It
also means that programs will need to reach employees at all levels of
organizations to begin creating internal networks of EI coaches and communities
of EI practitioners. If there is one thing we can probably all agree on about EI, it
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is that the way people treat one another has a direct impact on workplace
performance. From that perspective, workplace EI development should focus on
creating environments where employees and leaders are fluent in a common
language and theoretical framework for better understanding one another’s
need.
Components of EI important for leaders
Emotional intelligence (EI) refers to individual’s ability to perceive, utilize,
understand, and manage their emotions (Mayer & Salovey, 1997). Not
surprisingly, EI has been identified as critical for effective leadership. EI was
found to be twice as important as IQ or technical skills for leader performance in
several large companies (Goleman, 1998). According to Goleman (1998), there
are five components of EI important for leaders: (a) self-awareness, (b) self-
regulation, (c) motivation, (d) empathy, and (e) social skill

Self-Awareness:
The first component needed to be an emotionally intelligent coach is self-awareness.
Self-awareness is the ability to understand your own moods and emotions, both in
terms of their affect on you, and their affect on your athletes. Highly self-aware
coaches are confident, have a realistic view of their abilities, and aren’t afraid to admit
their mistakes. So how could self-awareness have helped the coach (and the athlete) in
the above example? A self-aware coach would realize going into the season that he
has a tendency to react harshly when athletes come to him with injuries, and could
create a system for reporting and handling injuries that would minimize his
aggravation. One strategy to increase self-awareness is to keep a daily journal of your
thoughts and feelings at practices and competitions. After every practice and game,
take 5-10 minutes to note situations that triggered both facilitative and debilitative
thoughts, feelings, and behaviors. Be honest with yourself. In time, you will be able to
develop a personal profile of your emotions in various practice and game situations.
This profile will be useful as you focus on the second component of EI, the art of
regulating your emotions.

Self-Regulation:
Once you become adept at self-awareness, the next step toward becoming an EI coach
is learning to regulate your emotions. Self-regulation refers to your ability to control
or redirect disruptive impulses and moods. A coach who has strong self-regulation
skills leads with integrity, is open to change, and promotes a trustworthy environment.
Modeling calmness and rational thinking in the face of adversity sets an example for
your athletes to do the same. The coach in the above example clearly lacked the
ability to regulate his emotions. Had he been in control of his emotions, he likely
would have modeled much different behaviors in response to setbacks and bad news,
and allowed athletes like Tony to feel more comfortable in bringing their injuries to
the forefront. For example, Instead of accusing athletes of faking injury, or of being
soft, he would carefully consider each case. For a given athlete who reports an injury,
the self-regulating coach might ask herself, what is this athlete’s physical history?
What can we do to get her on the road to recovery? What support people will be
needed? If the coach does suspect that the athlete is embellishing the injury, rather
than lose his temper, he might consider the reasons that the athlete feels the need to
lie, get the opinion of other coaches on the staff, and set a meeting with the athletes to
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discuss any conflicts she might have. There are several ways to become a better self-
regulator, but one strategy is thought replacement. First, create a list of 3-5 scenarios
that cause you to ‘fly off the handle’ as a coach (e.g., an athlete is consistently late to
practice). Second, write the negative thoughts that you usually have in response to
each scenario (e.g., “What a slacker! Sonya’s just not dedicated, and doesn’t care
about this team!”). Finally, replace your negative thoughts with positive thoughts and
solutions (e.g., “Sonya’s been late a lot recently. I’ll pull her aside after practice to
find out what’s going on. Maybe together we can figure out how to make sure she
gets here on time.”). 

Motivation:
At first glance, you might question the need to work on your motivation. After all,
many coaches are driven to win, and be recognized as one of the best in their sport.
But in this case, I am referring to a different kind of motivation. Coaches who enjoy
long and successful careers have a passion for coaching that extends beyond social
status and records. These coaches love the excitement of competition, and the
fulfillment that comes from aiding in the personal and performance development of
their athletes. In other words, successful coaches are motivated to coach for the sake
of coaching. Perhaps the reason that Tony’s coach was such a “hot head,” was
because coaching had become more about the wins, and less about actually coaching.
If the coach’s main source of motivation was indeed records and status, it is easy to
understand how bad news (such as an injury) could trigger negative thoughts,
emotions, and behaviors. The coach that is motivated to promote the well-being of his
athletes will be less likely to engage in name-calling in response to an injury or a poor
performance, and more likely to focus on how to help his athletes perform to the best
of their ability. To tap into the facilitative kind of motivation, take come time to re-
visit the reasons you went into coaching. What was it that made you want to be a
coach? Look at pictures, or watch home videos that remind you of your initial drive to
be a coach. Chances are wins and status weren’t the main reasons.

Empathy:
Once you have mastered the personal components of EI discussed above, you are
ready to work on improving your interpersonal EI. The first interpersonal EI skill is
empathy. Not to be confused with sympathy, which refers to a general feeling of
concern for others, empathy goes beyond concern to literally sharing the feelings of
others. Coaches who have the ability to empathize are able to build strong
relationships with their athletes, and have athletes who are more satisfied with their
sport experience. The coach in the above example seemed to lack empathy with his
athletes. The empathetic coach whose athlete came to him with a possible injury
would remember what it was like to be an athlete with an injury, and would thus have
some insight into how to most effectively deal with Tony. One strategy that will allow
you to better empathize with your team is to schedule one-on-one meetings with each
of your athletes. Find out what concerns they have about the team, what would make
their experience better. Listen to your athletes, and attempt to empathize with their
concerns. Then, integrate their suggestions with your observations to make
improvements to the team environment. By showing your athletes that their feelings
matter, and that you can relate to their concerns, you will influence them to want to
give their best for the team.
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Social Skill:
The culmination of the four previously discussed components of EI (i.e., self-
awareness, self-regulation, motivation, and empathy), is social skill. Coaches who are
socially skilled are proficient in managing relationships, and have a knack for
persuasion. The coach in the above example chose to base relationships with his
athletes on fear, which caused Tony to feel less than comfortable in being completely
honest about his health. The socially skilled coach would have used his powers of EI
to build a strong relationship with Tony, such that he would be unlikely to withhold
information from him. To build your social skill as a coach, attempt to get to know
your athletes in ways that go beyond sport. Be interested in how things are going for
your athletes at school, and with their personal life. Get to know all of your athletes
by scheduling social gatherings at your home, or a team retreat to the mountains.
Making sociability a priority will improve your relationship between you and your
athletes, increase team cohesion, and promote team satisfaction.

Pros and Cons of Emotional Intelligence

Pros

1. It is something that anyone can learn.

Emotional intelligence isn’t a genetic trait or a natural talent. It is a
skill that anyone can learn. Of course there will be some folks who
are naturally better at learning this skill than others, but anyone has
the potential to develop well-defined skills in this area. As long as
you’re willing to put in the practice, you’ll be able to find some
success.
2. It can help to reduce bullying.
When we understand our emotions and can tap into the emotions of
others, then we get to feel a little bit of what others are feeling around
us. This allows us to stay in better control of our own emotions, while
at the same time it prevents us from causing harm to others because
we’ll be feeling that harm internally. The end result is typically a
kinder, more caring environment because compassion becomes a
top priority.
3. It improves a person’s social effectiveness.
By understanding the emotions of everyone else around them, a
person exercising their skills of emotional intelligence can find ways
to relate to others at a core level. This helps to improve their
interpersonal relationships and draw people closer to them in social
situations because the emotional intelligence also increases the
perception levels of those around the individual.
4. It reduces the likelihood of engaging in personally destructive
behaviors.
People who have enhanced their emotional intelligence skills over
time are less likely to engage in self-destructive behaviors. There are
lower levels of smoking, binge drinking, violence against others, and
illicit drug use in those with an above average emotional intelligence
 17

when compared to the general population. This is because the

negative emotional impacts of these decisions have a greater
emphasis.
5. Making decisions becomes a lot faster.
Emotional decisions are a lot easier to make than logical decisions.
Logic dictates that every scenario be evaluated, estimated, and
anticipated. Emotional decisions happen faster because only the
emotions of the situation are being examined. Emotion is one of the
most crucial pieces of information that we have access to every day,
so more data can actually be examined in an emotion than through
logic and that’s why decisions are faster.
6. It can be used in any environment, situation, and
circumstance.
If you have a skill in typing 140 words per minute, are you going to be
able to translate that skill into carpentry? Long haul driving?
Emotional intelligence is a skill that transcends industries, hobbies,
and situations because it is always applicable. A person exercising
their skills in this area can find a way to relate to anyone in any
circumstance or situation.

Cons -

1. It can be used to manipulate people.

Emotions are one of the core components of our being. We
experience emotions in virtually every moment of every day. When
those emotions are understood as a skill, then it becomes another
way to manipulate someone to do what you want them to do. A high
emotional intelligence might eliminate physical bullying, but if the
intentions are not good, then a different type of bullying can come
about: emotional bullying. What’s worse is that the person being
bullied will want to have it happen because it is emotionally fulfilling
for them.
2. It prevents others from using their critical thinking skills.
When someone knows how to “put their emotion on a plate,” then
that emotional exposure can help others relate through that contact.
As those emotions are placed strategically into a presentation,
speech, or other public arena, those who are hearing and feeling
those expressed emotions begin to get emotional themselves. As
those uncontrolled emotions increase, the amount of logical thinking
decreases and this prevent critical thinking from occurring.
3. It can be used for personal gain.
Emotional intelligence can also be used to manipulate others for
personal gain. This can be done through the creation of
embarrassing situations or outright emotional lies, showing a person
positive emotions while showing everyone else negative emotions.
 18

High emotional intelligence skills can definitely create a lot of good,

but if the desires are self-serving, it can also create a lot of darkness.
4. It can make a person more open and agreeable.
Social factors are very important within the scope of human
existence. Rare is the individual who can live on their own without
any personal contact of any kind for an extended period of time. For
those who have a high emotional intelligence, they tend to be more
open and agreeable to situations that are morally questionable if it
means there is the chance for social contact. This effect is even more
pronounced when someone with a higher emotional intelligence is
controlling the situation.
5. It takes time to develop this skill.
Although everyone can develop emotional intelligence skills, this is a
time investment that can be quite extensive and personal. People
may not wish to look at their fears and habits or other personalized
negative emotions. If one isn’t willing to look inward, then there isn’t a
chance to adapt to emotions that are outward.
6. Emotional intelligence is a skill that not everyone takes
seriously.
Information is the primary currency today and society often separates
emotions from words. After all, how many times can a Facebook post
or a tweet on Twitter be taken out of context because it is taken the
wrong way? This skill isn’t taken seriously because many people
have poor skills in this area in the first place. Misinterpreting
someone’s status updates is clear evidence of this fact.
The pros and cons of emotional intelligence show it can be hugely
beneficial to develop. It also shows that there can be some potentially
dangerous situations that develop if people use their emotional
intelligence in a way that only benefits themselves. By understanding
the core emotions of those around us, better decisions can be made,
so as long as the negatives can be balanced properly, emotional
intelligence will always be important.

Critical Review of `Coaching beyond words

“Coaching Beyond Words” by Anna Sheather traces coaching through art

and design. The focus of the book is on determining the artistic elements that can

enhance the practices related to coaching. The exercises are related to the

incorporation of art within the coaching practices and the effectiveness of art in
 19

determining the shifts that are more meaningful in consideration of more profound

levels of personal awareness and understanding. It is important to note that the

perspectives that are provided in coaching are important for developing better

coaching strategies. Personal growth, development, and essential fulfillment can only

be achieved through the development of better artistic tendencies. These can further

be incorporated within the conversations that people can have with each other. It is

important to note that art is considered to be important in developing better coaching

abilities in the coaches.

Moreover, the participants can be helped more if art is incorporated effectively

within the coaching programs. The author notes that when art is used as a coaching

medium, it helps to enhance the personal awareness levels and understanding of the

participants. In this case, the participants are called clients.

Impact of coaching method

The impact of the coaching method is one of the principal themes of this book.

This book is dedicated to understanding the effects of coaching on factors that

enhance creativity within individuals. The coaching type that is mentioned in work is

definitely related to the development of better artistic tendencies. The work is

important as it helps to find how important art is for enhancing the process of

coaching. Creative elements can help to improve the implementation of oriented

values that are connected with coaching. With regards to the development of positive

professional relationships, the effectiveness of art-oriented coaching processes is also

considered to be necessary. Since the coaching method is due to utilizing art towards

improving the creative prospects of the clients, it can help in the creation of better
 20

relationship processes. Positive rapport, trust, and commitment are also evaluated in

work in accordance with their significance in a given work setting. However, these

elements have been explored more subtly through the work. It has been made possible

through necessarily considering the artistic perspectives of coaching. The book finds

out that art can be used to improve the outcome of coaching practices. This is related

to the underlying aspects of art therapy and neuroscience. In essence, this is also

related to the development of equality between the participants of all genders.

Since art is conceived very effectively by women, the female participants can

connect much better with the coaching method. The artistic tendencies of females are

different than men to a certain extent. Women are much more inclined towards

understanding the underlying aspects of art. This helps them to develop better creative

progress when the coaching is implemented. Hence, artistic values must be improved

through coaching to ensure more significant professional development. The

innovative approaches towards coaching can therefore be much more effectively

managed and understood by women. Female participants have a better opportunity to

grow, learn, and develop their abilities through the implementation of this form of

coaching processes.

Motivational factors

Personal stories are important in developing intrinsic motivations for

leadership. Although the book does not directly refer to the importance of personal

stories, it implies that these stories are important nonetheless. These stories help to

develop tendencies that are important in the development of better notions of

leadership. The author focuses on having coaching oriented conversations with people

that can enrich their learning processes. These conversations are to be based on art
 21

and creativity. By the book, art can be used to give newer meanings to the stories that

are important in developing better leadership orientation. Leadership is an important

subject that is evaluated in work through art and creativity. The leadership elements

have been connected with neurological science that proves the importance of art in

gaining better results from coaching. The leadership elements can be effectively

enhanced through the application of executive coaching. The intrinsic motivations for

leadership are already connected with the psychological aspects that are inclined

towards leadership. The book suggests that a personal story is important for

motivating leadership qualities.

Stories are important for understanding leadership roles. It is especially true in

the case of personal stories. These stories help people to gain a better knowledge of

the processes that are important in developing personal leadership capabilities. The

focus of the book is on achieving the same through the development of art-infused

coaching techniques. The chapter on art and the hemispheres of the brain and art

therapy and coaching elaborate the essence of stories in gaining better knowledge of

oneself. Personal stories not only act as motivations to achieve specific goals, but at

the same time, they determine the values and life lessons that people can gain from

them. Hence, the book also focuses on the importance of personal stories. According

to the book, personal stories need to be presented through art. Art can help to create a

better understanding of professional settings. Hence, it can also be used to create

better development among various people.

Emotional intelligence

The book suggests that emotional intelligence can be well developed through

the incorporation of art into the coaching process. Emotional intelligence is an

 22

important component of effective leadership. Artistic values can be utilized to develop

better emotional intelligence and creativity among the people that are involved in

leadership processes. An important factor that has been used in work is the

development of gender-neutral coaching areas. Art can be utilized to create more

gender-neutral leadership prospects. Art can also be used to determine the gender-

neutral factors that can help to make leadership effective for people of all genders.

Emotional intelligence can be understood as an essential leadership component. As

per the book, gender-neutral notions of leadership must be developed within the

participants that engage with the coaching process. Art is a factor that can also be

understood well with experience. Regarding the same, people with more experience

can perceive art in better ways because the implied underlying meaning of art can be

better understood through experiences. These experiences need not always be

professional and can be personal as well. In essence, experiences help to shape the

feelings of the genders. The artistic coaching process helps to develop a better

understanding of these feelings. More cooperative communicational prospects can be

improved through the effective implementation of the art based coaching process.

Both gender neutrality and experience play key role in the holistic development of

personal and professional qualities of leaders.

Boyatzis Analysis of Behavioral level of Emotional Intelligence

Introduction

The use of Emotional Intelligence, EI, and its various theories at schools and in
organizations have increased remarkably over the last few decades. This is because
different personalities correlated to different EI levels show different performance
ability levels with distinct behavioral patterns.

Behavioral measures development

In defining EI, the measures should be more inclined towards the mental
performance, with an assessment showing positive correlation compared to other
intelligence measures, and increasing with age and experience (Caruso, Mayer, &
 23

Salovey, 1999). An alternative theory states that the behaviors should be observable,
directly linked to the human brain system, influence in life, and job output with distinct
personality traits and assessment meeting the basic measurement criteria (Boyatzis
& Sala, 2004).
Content validity
An assessment research process can be undertaken to verify various theories. The
research follows the typical process; involving data collection and assessment to
support or nullify the theories based on the responses, feelings, and attitudes of the
correspondents on various life issues. Self-assessment provides the best mechanism
to get unbiased, personal, and perceptive responses from which it is easy to predict
their personality traits.

Competency codes

Competencies are codes against the performance outputs, say organization workers,
and top government agency officials to determine their EI personality behaviors. One
primary assessment theory is the use of the "Emotional and Social Competency
Inventory (ESCI)"; it shows inter-personal relations with one’s job, interaction with
others, and management of their emotions. In this context, EI consists of self-
awareness and self-management. Social Intelligence, SI, consists of social
awareness and relationship management clusters.

Behavioral Integrity

Two assessment criteria for the ESCI have been developed; one for working adults
and one for both graduate and undergraduate students. Studies have shown a
predictable statistical pattern when used by working professionals. This model,
referred to as the 360º behavioral measure, has been widely used to assess the
behaviors and work-related performance with the EI of people working in different
sectors with different success rates..

Benefits of behavioural levels

In one assessment of the EI, using leadership effectiveness and measured against
Utrecht Work Engagement Survey, the model theory in the use of EI fits well,
providing validity index of both the divergent and convergent factors. Miller (Babu,
2016)showed that EI has a relationship significance, but not effective leadership. For
a significant difference in EI behavioral measures and assessment techniques, the EI
alternative provides a more authentic relationship with a reliable and consistent work-
life outcomes relationship compared to other self-assessment techniques.

Quality of relationship matter

EI is expressed through relationships with self and others. Studies indicate a close
relationship between the degrees of perception of vision of the relationship with
teams and the individual's behavioral EI. For instance, the degree of a leader’s vision
is partly affected by his/her behavioral EI and perceived relationship effectiveness
with subordinates (Cherniss, 2010).
The measures of behavioral EI levels provide feedback and guidance mechanism for
improving personal traits and relationships with others. In tertiary learning institutions,
improvement in behaviors is measured and seen as a factor of behavioral EI. Multi-
level EI theory
 24

Measurement challenges
The major challenge is that it is time-insensitive – data collection and analysis for
qualitative use. It is also challenging to maintain a reliable set of data collectors and
analysers, creating a methodological challenge. The use of 360º techniques is also a
very rigorous exercise involving several variability factors. There is a likelihood of
distortion, leading to inflated effects. People from the European nations also exhibit
different outcomes for the same study as those from other countries; this
inconsistency brings the validity of the measurement theory into question. The
sources used to assess human behavioral patterns are also so diverse, and are
different from person and place, either at work or home. The striking difference is
also displayed along the gender line, with males showing more consistency to the
same patterns compared to females (Boyatzis, Rochford, & Cavanagh, 2017).

Clusters of EI

Clusters can either be empirical or theoretical. The EI behavioral may include self-
awareness, self-management, social awareness, and relationship management. It
should be noted that an empirical cluster does not strictly follow the pattern of a
theoretical prediction. Two dominant clusters exist, each having a 50% competency
compatibility with an empirical cluster as predicted by a theoretical cluster.
Conclusion

Any behavioral level is a different form and type of EI. The behavioral levels are
assessed using an individual’s job, and personal life outputs to measure the level of
EI as indicated by the personality. While the quality of the relationships an individual
has is an indicator of EI, it is not conclusive entirely due to other factors associated
with how humans relate, some of which show no relations with a person’s
intelligence. Different measures have different inputs and techniques, leading to
different results; no specific assessment technique is conclusive.

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