Planning and Implementation of a Coaching Strategy

Planning and Implementation of a Coaching Strategy 1
PLANNING AND IMPLEMENTATION OF A COACHING STRATEGY
By (Name)
Student’s Name
Professor’s Name
Course
Date

Planning and Implementation of a Coaching Strategy 2
Answer to Question 1
a. Open-ended Questioning
This communication technique is effective in coaching as it provides a coachee with a
direct approach on how to reflect and respond efficiently. In addition, it helps the coach to
choose questions with care as he or she asks questions that are open-ended, and cannot be
responded to with a “yes”, “no”, or one-worded answers. For instance, “What did you do or say
in the classroom?” Consequently, the approach encourages the coachee to explain their response.
The latter also helps the coach to shun from leading questions that apt a specific viewpoint, or
suggest how a question must be answered.
b. Summarizing and Reframing
This approach stimulates further reflection from the coachee’s viewpoint, which
enhances the coaching practice. Additionally, it encourages stepping back and providing a
situation summary, which gives a coachee the opportunity to view thing differently. It also helps
in reframing the primary components of a coaching discussion. For instance, “What if things
were different?” or “what other interpretations could you reach?” Lastly, it assists in sharing
responses which is a good avenue in challenging assumptions. For example, “What is the
evidence?”
a. Maintaining Silence
This technique improves the coaching practice through its ability to ask questions that
give the coachee enough time to respond. Due to this fact, the latter can think through his or her
response to a difficult question. Nevertheless, it enables the coach to be patient such that he or
she does not anticipate a coachee’s feedback by pre-empting his or her answer. The approach

Planning and Implementation of a Coaching Strategy 3
also helps the coachee to remain open and exhibit interest, which encourages him or her to take
their time.
d. Active Listening
This approach assists the coach to listen keenly on what a coachee is saying. It may
include studying the body language, emotions, and words of a coachee. Conversely, the
technique helps the former to respond to underlying concerns and feelings. Besides, it assists in
demonstrating a verbal way that a coach has clearly heard what the coachee said. As a result, he
or she may identify their chief emotions. Alternatively, it assists the coachee in expressing
themselves. Notably, paraphrased words of a coach may not be accurate, but they may assist him
or her to clarify a coachee’s thought processes.
e. Asking the Trainee to Initiate Activity
This approach assists a coachee to initiate an act that involves discovering the available
choices, and challenging their principles. Due to this fact, both the coach and coachee can have
an agreement on the next step to take, which is crucial in developing an action strategy that
focuses on coaching. Importantly, this approach helps the coachee to share his or her ideas,
which helps them to identify and choose a particular goal among other options that they have
created. Moreover, the technique encourages the former to take note of new behaviors that they
may like to experiment.
Answer to Question 2
Administration

Planning and Implementation of a Coaching Strategy 4
This may comprise all the reporting templates and documentations needed for acquiescence and
utilization.
Amount of Material Aid
This must outline what aid is needed to apply the strategy efficiently.
Application in the Workroom
This must outline how the plan and the initiative can be implemented in a workstation
surrounding. In a workplace, it empowers people and motivates them to be accountable, and
elevates personal performance.
Content and Assets
This must provide details on the coaching content, and the tools, equipment, and assets needed to
accomplish the tasks.
Expected Outcomes
This must outline the expected outcomes, or objectives that the coach desires to be
attained by the program. For instance, five staff participants can be trained how to use a new
financial system at a minimum degree within half a year. This may include developing monetary
reports, reconciliation, payrolls, and worker data entries.
Required Coaching Abilities and Approaches
This involves identifying the abilities needed by the coaches to effectually oversee the
coaching program. Notably, there is no need for using an individual as a coach if they neither
have the required capacities, or familiarity in performing the role.