in: A Handbook of Leadership Styles, Özgür Demirtaş, Editor, Cambridge University Press, Cambridge (MA), USA , Kayseri, pp.429-452, 2020
In today’s exceedingly changing environment, knowledge has become
much more significant. In order to ensure the sustainable development of
skill sets, employees and managers have to discover new paths to establish
or improve their human resources. Coaching is about focusing on
leadership practice as a chance for learning. The new education context
entails a lifetime of learning as we attempt to stay updated with new
technologies, new systems, new concepts, and new working methods.
Coaching models challenge leaders to think about the concept of learning
in unique ways, and in order to initiate new leadership learning, leaders
must go beyond the boundaries of their comfort zones and become
familiarized with the outcomes of a coaching process. Organizations today
give high significance to coaching in order to improve the efficiency of
their employees and, by extension, to advance the productivity of
organizations. Coaching leadership is a comparatively new field. Some
academicians suggest that its grounds have been weakly stated and that
coaching leadership is deprived of a consistent conceptual explanation and
a solid study base to practically implement it. Thus, with the purpose of
this division, we wanted to develop the current coaching leadership
literature by outlining or inspecting the relationships between coaching
leadership behaviors and some other individual and organizational
consequences.