Learner Workbook: BSBLED806 Plan and Implement a Coaching Strategy

This document presents a completed learner workbook for the BSBLED806 unit, focusing on planning and implementing a coaching strategy. The workbook includes activities such as a SWOT analysis of leadership traits, identification of personal and professional ethical behaviors, and strategies for embedding ethical practices within an organization. The student reflects on leadership qualities, building trust, inspiring teams, and modeling ethical values. The assignment covers key aspects of coaching, including program design, ethical considerations, and practical application within a workplace context. It also addresses the development of trust, building relationships, and inspiring teams, along with strategies to embed ethical practices into organizational culture and processes. The workbook serves as an assessment tool, evaluating the student's understanding of coaching principles and their ability to apply them in a practical setting. The document also includes reflection on personal and professional ethics, and strategies for embedding ethical practices into the organization.

BSBLED806
PLAN AND IMPLEMENT A COACHING
STRATEGY
Learner Workbook
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Candidate Details
Assessment – BSBLED806 PLAN AND IMPLEMENT A COACHING STRATEGY
Please complete the following activities and hand in to your trainer for marking. This forms
part of your assessment for BSBLDR806 Plan and Implement a Coaching Strategy
Name: _____________________________________________________________

Address: _____________________________________________________________
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Email: _____________________________________________________________
Employer: _____________________________________________________________
Declaration
I declare that no part of this assessment has been copied from another person’s work with
the exception of where I have listed or referenced documents or work and that no part of
this assessment has been written for me by another person.
Signed: ____________________________________________________________
Date: ____________________________________________________________
If activities have been completed as part of a small group or in pairs, details of the
learners involved should be provided below:
This activity workbook has been completed by the following persons and we acknowledge
that it was a fair team effort where everyone contributed equally to the work completed.
We declare that no part of this assessment has been copied from another person’s work
with the exception of where we have listed or referenced documents or work and that no
part of this assessment has been written for us by another person.
Learner 1: ____________________________________________________________
Signed: ____________________________________________________________
Learner 2: ____________________________________________________________
Signed: ____________________________________________________________
Learner 3: ____________________________________________________________
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Competency Record to be completed by Assessor
Learner Name: _________________________________________________
Date of Assessment: _______________________________________________________
The learner has been assessed as competent in the elements and performance criteria and
the evidence has been presented as:
Assessor Initials
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Learner is deemed: COMPETENT NOT YET COMPETENT (Please circle)
If not yet competent, date for re-assessment: __________________________
Comments from Trainer / Assessor:
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Assessor Signature: __________________________________________________

Required Skills and Knowledge
This section describes the skills and knowledge required for this unit.
Required skills
 communication skills to:
 maintain appropriate relationships with colleagues and individuals involved in
coaching
 establish trust
 value and be open to, the opinions of others
 work as part of a team
 use active listening techniques
 negotiate
 encourage and accept feedback
 learning skills to:
 develop a learning strategy based on applied research
 design coaching tools and resources
 conduct induction processes
 planning and organising skills to:
 plan coaching program
 frame a coaching strategy within available resources
 schedule coaching sessions
 problem-solving skills to:
 select and screen applicants for a coaching program
 assist with resolution of issues that might arise during the program
 conduct needs assessments
 teamwork skills to select and match coaches and trainees, and to consult with and
influence a team to effectively deploy coaching strategies
 technology skills to communicate electronically with stakeholders and coaches, and
to use technology to facilitate coaching.
Required knowledge
 basic coaching techniques
 coaching program design principles
 communication processes and methods
 data collection methods
 human psychological development
 legislation, regulations, policies, procedures and guidelines relating to workplace
coaching
 reporting methods
 requirements for tools used in coaching processes.

Evidence Guide

EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the
performance criteria, required skills and knowledge, range statement and the Assessment
Guidelines for the Training Package.
Overview of assessment
Critical aspects for
assessment and evidence
required to demonstrate
competency in this unit
Evidence of the following is essential:
 developing a coaching strategy in consultation with
relevant others
 working within the relevant management structure to gain
executive support for coaching strategy
 adhering to legal and regulatory compliance
 recruiting suitable coaches
 formation of robust relationships between all parties
 knowledge of relevant legislation specifically in relation to
confidentiality and privacy.
Context of and specific
resources for assessment
Assessment must ensure:
 access to an actual workplace or simulated environment
 competence is consistently demonstrated over time, and
over a range and variety of coaching strategies.
Method of assessment A range of assessment methods should be used to assess practical
skills and knowledge. The following examples are appropriate for
this unit:
 direct questioning combined with review of portfolios of
evidence and third party workplace reports of on-the-job
performance by the candidate
 completion of applied projects or learning activities relating
to planning, monitoring and reviewing a coaching strategy
for an organisation
 direct observation of application of skills in context
 oral or written questioning to assess knowledge of coaching
program design principles
 review of tools and resources designed for coaches and
trainees.
Guidance information for
assessment
Holistic assessment with other units relevant to the industry sector,

EVIDENCE GUIDE
workplace and job role is recommended, for example:
 BSBLED702A Lead learning strategy implementation
 BSBLED705A Plan and implement a mentoring program
 BSBREL701A Develop and cultivate collaborative
partnerships and relationships
 PSPHR616A Manage performance management system
 PSPMNGT614A Facilitate knowledge management.
Activities
Activity 1
Estimated
Time
N/A
Objective Identify leadership traits.
Activity
Conduct a SWOT Analysis on yourself, then identify the 5 behaviours you
actively demonstrate in your role, as a leader.
STRENGTH – As being a leader for some time now, I believe that I am
efficient in communicating and handling as well as maintaining a good
relation with a large number of clients. Over the years, I have also
developed my knowledge and practice of problem solving or conflict
management methods. I also believe that one should live in the present as
future is not a fixed destination.
WEAKNESS – One of my most noticeably terrible shortcomings is that I
don't generally have the "take responsibility" demeanour which is an
unquestionable requirement for the pioneers in any association in this day
and age1. Moreover, I abstain from going for risks and testing others which
is something else that a pioneer ought to do to outflank their association.
OPPORTUNITIES – I believe my current opportunity is to train myself in
terms of further studies which will help me perform my tasks in a better
manner. According to me, a leader should also be flexible to teaching and
learning from others whereas I am not for the latter.
THREATS – As I mentioned earlier that I should pursue further studies, so
people who have already got a higher degree are a threat to my position.
This position, of being a leader, leads to burnout. Also, for a person like me
who gets attached easily is not a beneficial thing for the team and the
organization.
The five practices I effectively depict in my doings, as a pioneer, are as per
1 Beattie, Rona S., Sewon Kim, Marcia S. Hagen, Toby M. Egan, Andrea D. Ellinger, and Robert G. Hamlin.
"Managerial coaching: A review of the empirical literature and development of a model to guide future
practice." Advances in Developing Human Resources 16, no. 2 (2014): 184-201.

the following –
1. I consistently attempt to ensure that every single representative put
in their most extreme measure of effort. I attempt to lead the workers
independently as opposed to spurring them with the utilization of an
all-group technique2. I believe, it is important for an association to be
adaptable which recognizes the one of a kind ability of individuals to
satisfy the objective of the association.
2. Another thing that I implant in my doings is that I do not trust that
the yearly execution will peovide any effective input. So, I attempt to
give customized input on a month to month premise to enable
representatives to perform better and to sharpen their abilities and
gifts.
3. Innovative and design thinking can really take an organization to
places. In this way, I endeavor to keep up a difficult domain in the
association where workers could take a gander at issues from an
alternate point of view so as to comprehend them.
4. Honesty and trust is another significant thing that I need everybody
to comply with. I believe beign that by having these two qualities,
the work that is supposed to be done amongst the team gets easier. It
is useful for any association if a worker goes past their personal
responsibility.
5. Lastly, by the end of the day, we as a whole need our work to be
valued, so I reward individuals for their accomplishments
consistently in return for their hard endeavors. I need my
representatives to be upbeat and sound so I convey what has been
guaranteed to them conveniently.
How do you develop trust, build relationships and effectively inspire your team?
A team where there is no trust and a healthy relation is not in fact a team: it
is simply a cluster of individuals, who tend to work together and often make
disappointing progress3. In order to develop trust and build a strong bond
within the members of the team, I ensure to maintain a good relation with
each and every team member. It is also important for me to consider
everyone’s opinion and encourage them to share information and brainstorm
in order to achieve the set target. I believe, if my team trusts each other then
it will directly lead to an inspired team where everyone is liked.
Activity 2
Estimated
Time
N/A
2 Beck, Don Edward, and Christopher C. Cowan. Spiral dynamics: Mastering values, leadership and change.
John Wiley & Sons, 2014.
3 Frisch, Colina, and Markus Huppenbauer. "New insights into ethical leadership: A qualitative investigation of
the experiences of executive ethical leaders." Journal of Business Ethics 123, no. 1 (2014): 23-43.

Objective Modelling ethical behavior.
Activity
How do you model ethical values and behaviour, in your personal and
professional life?
Personal morals allude to the morals that an individual relates to in regard to
people and circumstances which they happen to manage in regular day to
day existence. Personal morals is a class of reasoning which understands
what an individual agrees about ethical quality and good and bad4. This is
usually recognized from the business morals or lawful morals. It may
likewise be called ‘morality’, as it reflects the general desires for any
individual in any general public, acting in any way5. These are the standards
that all of us attempt to ingrain in our kids and expect of each other without
expecting to express the desire or enact it in any capacity. Moral conduct in
the working atmosphere is significant for a number of reasons. Individuals
and the clients tend to have a sense of security when they work with an
organization on the off chance that they realize individuals are following
ethically compact rules. It manufactures the notoriety of the industry by
keeping their clients as a top need. Much of these experts will not stay in
business if the community does not sense that the individual or the
organization works morally. Banks, monetary agents, legal counsellors all
must trail high moral models. Any organization that deals with the credit
card data needs to keep up a tight security and data assurance arrangement
to get the shopper some certainty6. Moral guidelines likewise sets the pace
for how organizations have to manage struggles.
Identify work practices that could undermine ethical practice?
Moral ethics are not enlightening but prescriptive. It is model for all
of us to endeavour to accomplish - to be better individuals and add to the
improvement of society in general. Ethics is certainly not about how a
person carries themselves yet it is about how we are supposed to act.
Individuals essentially structure their frames of mind from these basic
qualities and convictions7. The ethical societal work practice is needy not
just on the information and ability of social work professionals however on
the limit of the workplace to help and encourage such practices amongst
them. Most of the professions expect that their individuals should fulfil a
guideline of moral conduct and this necessity is frequently formalized with
the help of a code of morals which at that point illuminates the ethical work
4 Goleman, Daniel, Richard E. Boyatzis, and Annie McKee. Primal leadership: Unleashing the power of
emotional intelligence. Harvard Business Press, 2013.
5 Gormley, Helen, and Christian van Nieuwerburgh. "Developing coaching cultures: a review of the
literature." Coaching: An International Journal of Theory, Research and Practice 7, no. 2 (2014): 90-101.
6 Ha, Sehoon, and C. Karen Liu. "Iterative training of dynamic skills inspired by human coaching
techniques." ACM Transactions on Graphics (TOG) 34, no. 1 (2014): 1.
7 Hackman, Michael Z., and Craig E. Johnson. Leadership: A communication perspective. Waveland Press,
2013.

practice. Ethics has now become a developing need for the business
pioneers yet they are struggling to insert a moral culture. To completely
implant a moral culture in the workplace, the organizations should improve
teaching, communication, and governance. Our activities influence
ourselves as well as the people who are around us. A large number of the
decision made in today’s world include morals.
List some strategies that you have (or can) implement in your organisation to
embed ethical practices into the organisations culture and processes?
Here are possible five stages that an association can actualize to insert
moral practices into their organization’s way of life and procedures:
1. Cultivate a code, and then make moral execution an important need.
A significant code of morals and comparable strategy that sets clear
destinations, principles and desires is a key necessity for the
execution of ethics.
2. Set the pace from top, senior supervisory groups must show
administration can be believed to live the association's moral
qualities. Only after that happens once, would the employees be able
to get in pace and guarantee the entire associations experiences those
qualities.
3. Engage, ensure proper communication and training of the staff.
Occupy the staff members and different partners, through viable and
educational communication. Great, normal and reliable
correspondence and training will insert a moral culture8.
4. Provide suitable paths for the staff members. The organizations
should cultivate clear paths for detailing associated extortion and
infringement of the policies of the organization on moral conduct9.
So many of the associations are powerless in this manner and should
embrace a zero-resistance approach.
5. Measure the viability of the ethics program. Also, in order to
guarantee finest preparation, the organizations need to gauge their
moral performance and encourage open dialog.
Activity 3
Estimated
Time
N/A
Objective Understanding the development and implementation of a successful coaching
strategy
Activity What skills are needed in order to:
 Select and screen applicants for a coaching program-
8 Harrison, Jeffrey S., R. Edward Freeman, and Mônica Cavalcanti Sá de Abreu. "Stakeholder theory as an
ethical approach to effective management: Applying the theory to multiple contexts." Revista brasileira de
gestão de negócios17, no. 55 (2015): 858-869.
9 Lancer, Natalie, David Clutterbuck, and David Megginson. Techniques for coaching and mentoring.
Routledge, 2016.

In order to select and screen the applicants for the coaching program, the
coach needs to be wise and authoritarian. The applicants too need to be
either a graduate or a post-graduate and must have good communication
skills. In addition to this, they must also have a sound knowledge or concept
in the field of management or entrepreneurship. They must also be above 20
years of age to be able to enrol for the program.
 Assist with resolution of issues that might arise during the program –
There might be a lot many issues during the coaching program, which can
be related to what is being taught and maybe with the coach and the
attendant. In order to overcome these issues, the coach must be extremely
observant and clever to think of solutions or to avoid them with proper
reasoning, if necessary. The coach must also be an active listener and
analyse the situation properly and then make a decision.
 Conduct a training needs assessment-
It is very important to assess the needs, be it of the individuals or the
organization before planning and implementing anything. Once this is done,
the needs must be kept in mind and then the program must be formulated
catering those needs10. The needs of the coaching program might include
electronic equipments and labour force. The trainer or the coach must
analyse the performance and needs of the trainees and the root cause for
which the training is being conducted.
 Select and match coaches and trainees-
In this phase, the coaches and trainees both are selected and then grouped. A
group of 5 individuals might have one coach who will assess their
performance and monitor them based on the same. This is done so that the
trainees get the assistance form their coach to fulfil the set goal. This
process also helps the trainees to get personal attention from the coaches and
in return the coaches too get to know the weak areas of their team members
and can help them improve.
 Consult with and influence a team to effectively use coaching strategy –
Coaching strategies are necessary to improve the efficiency and
effectiveness of the team members. A group of new trainees need training
before they join in the team. Here, a coaching strategy will embed a sense of
responsibility amongst them11. This must be followed by communicating the
objectives clearly and then building mutual trust in the team. At last, the
success of the team too must be celebrated to motivate the employees to
work further and accomplish more goals.
 Use technology to facilitate coaching-
In this age and time, it is important to update the policies of the organization
with the invention and innovation of technologies. Doing so, not only
10 Levitt, Dana Heller, and Holly J. Hartwig Moorhead, eds. Values and ethics in counseling: Real-life ethical
decision making. Routledge, 2013.
11 Marson, Nick. "Leadership coaching." In Leading by Coaching, pp. 135-169. Palgrave Macmillan, Cham,
2019.

ensures better production of the organization but also makes them
technically advanced. In addition to this, it also shows that the company has
made the work a lot easier for the trainees and the employees.
Skills and Knowledge Activity
Estimated
Time
N/A
Objective To provide you with an opportunity to demonstrate your knowledge of the required
skills, knowledge and critical aspects of planning and implementing a coaching strategy.
Activity
Explain these terms in detail, (give examples where possible) in relation to
developing and implementing a coaching strategy:
Basic coaching techniques –
The GROW Model is a straightforward yet incredible system to structure
my instructing sessions for the individuals. It begins with the 'Goal', where
we initially characterize our underlying outcome(s) and objectives12. Then
comes 'Reality', where I need to investigate their present state and depict it
to them by asking them certain questions which empowers self-appraisal
and assessment. This is trailed by 'Choices', where, I need to investigate how
the people can accomplish their objective. The last phase 'Will', I urge
people to focus on an alternative and help them to accomplish the
equivalent.
Coaching Program Design Principles –
Principle 1: Coach the individual
Principle 2: Know several ways to coach
Principle 3: Do not just tick boxes
Principle 4: Encourage self-discovery
Principle 5: Look for the cause
Principle 6: Be present and focus
Principle 7: Give direction
Principle 8: Change the perspective
Principle 9: Use positive language
Principle 10: Keep it simple
A Coaching Strategy Communication Processes and Methods –
Knowing the employees of the organization properly, certain people may
seem like “natural” choices for the role of a coach or mentor13. These are
some of the basic coaching strategies:
 Devise clear goals
 Be prepared to help with time management.
 Frame feedback in a forthright and positive manner.
12 Michaelson, Christopher, Michael G. Pratt, Adam M. Grant, and Craig P. Dunn. "Meaningful work:
Connecting business ethics and organization studies." Journal of Business Ethics121, no. 1 (2014): 77-90.
13 Passmore, Jonathan. "Behavioural coaching." In Handbook of coaching psychology, pp. 93-105. Routledge,
2014.