Coach Leader or Professional Coach? What is the Difference and Why Does it Matter?
The mission of Results Coaching Global (RCG) is and has always been to support school leaders in being more confident, competent, and courageous as they lead self and others to higher levels of results. In this day and time, that means building and growing a thinking culture where everyone is committed to being an active producer and team member. Thus, part of our work with school leaders is to motivate and inspire them to claim and embrace the role of being a coach leader, with a mindset of belief in others to know how to best act toward their goals. For greater detail about being a coach leader, attend our Leadership Coaching for High Performance seminar and read our first book, RESULTS Coaching: The New Essential for School Leaders (2010). Also, check out our blogs at http://resultscoachingglobal.com/blog/. They support the coach leader mindset and behaviors.
Here are a few other attributes of coach leader behaviors and beliefs:
- be a partner with another person to plan, reflect, problem solve, and make decisions;
- be nonjudgmental while giving reflective feedback;
- use highly effective skills of listening and speaking;
- focus on the assumptions, perceptions, thinking and decision-making process; and
- mediate resources, clarify intentions, and identify multiple options for self-directed learning and optimum results.
Coach leaders use coach-like behaviors as they hold conversations with others, ranging from staff, parents, students, friends, and family members. They have a strong understanding of the power of communication – and commit themselves to listen more and talk less. Coach leaders can be anyone who has the opportunity to inspire and motivate others toward insights and actions. Many coach leaders decide that they want to complete our International Coaching Federation (ICF) approved coach training program and become credentialed coaches through the ICF.
So, what is the difference between being a coach leader and a professional coach? In many ways, both roles are similar. And, in some ways, there are differences. For example, professional coaches, or those in the process of becoming a professional coach, have completed a significant amount of coach-specific education, work with paid clients, and demonstrate an understanding and use of coaching competencies. Those seeking ICF credentials move on to working with a skilled mentor and successfully complete both written and oral assessments of coach specific ethics, beliefs and competencies.
Below are a few ways that the two roles are different. Please know that this is not a complete list and is offered from my experience as a former coach leader and principal and as a current credentialed coach.
| Coach Like Leader Behaviors | Professional Coach Behaviors |
| Develops and maintains a mindset that is people-centered, growth centered and results centered. | Develops and maintains a mindset that is open, curious, flexible and client-centered. |
| Believes in the team member’s ability to think through best ways to solve challenges. | Believes the client is whole, resourceful and creative, able to solve their own challenges. |
| Listens without interrupting unless the speaker begins to repeat the message. (Listens more than speaks.) | Listens to what is being expressed, verbally and non-verbally, and does not interrupt without purpose. (Listens much more than speaks.) |
| Asks questions presuming positive intent and to support the employee’s resolution of the situation. | Asks questions to support the client in moving beyond current thinking to desired outcomes and personal growth. |
| Offers empathy to the employee. May step in and solve the situation, if deemed needed. For example – to assure solution stays within school policies. | Offers empathy without rescuing the client. |
| Is curious to understand what is being expressed. | Is curious about who the client is and how they see their world and the situation. |
| May offer options about best approach to solving a challenge, while if possible, leaving it up to the employee to choose solutions and follow-through. | Partners with the client to determine what the client wants out of the conversation. |
| Will hold up the standards and expectations related to the challenge being addressed and the responsibilities of the employee position. | Asks the client about values and principles that guide decision making related to the focused topic and/or a broader perspective connected to who the person is. |
| The agenda for the meeting may be set by the employee or the coach leader or in combination. | The agenda for the meeting is determined and set by the client. |
| Supports employee goals and growth, in combination with the school or organization goals. | Supports client determined goals and growth. |
| Expresses confidence in the employee’s ability to solve their own challenges. | Expresses confidence in the client’s abilities, courage and willingness to change. |
| Offers reflective feedback to the employee with specific language, addressing what is working as well as opportunities for growth. | Acknowledges and respects the client’s unique talents, insights and work throughout the conversation and asks client what they are learning about themselves and the situation, and how the learning will serve them in future experiences. |
| Will challenge the employee’s thinking and behavior, offered in a respectful manner. | Will ask permission to challenge the client’s thinking or behavior. |
| Knows advice can hinder employee thinking and refrains from offering advice unless believes it is called for in rare occasions, such as with safety concerns. | Does not advise the client. |
| Asks employee what support they would like in order to move forward with the work. | Asks client who or what will be of support to the client as they move forward with decisions. |
| Offers possible resources to support employee growth. | Does not offer resources to the client, unless client asks for them and then asks what purpose the client wants from asking. The purpose may open the door to a deeper coaching conversation. |
| Celebrates the employee’s work in the conversation and progress being made. | Celebrates the clients work and progress in the conversation. |
| Supports personal choices as long as they align with district and campus policies. | Embodies a coaching mindset and believes the client is responsible for their choices. |
As you consider these similarities and differences, where are you in your journey of being more coach-like in your leadership? And, may we all – “Be the leader we want to have.”
