Management Coaching: Definitions, Strategies, and Data Management

This report provides a comprehensive overview of management coaching, beginning with an analysis of three distinct definitions of coaching and highlighting how it differs from mentoring. It identifies key issues within a case study, including autocratic leadership and ethical considerations, and proposes solutions such as aligning expectations and developing employee skills. The report outlines strategies for improving support for coaching initiatives, emphasizing stakeholder value and return on investment. It also details processes for ensuring adherence to organizational codes, basic coaching techniques like the GROW model and SMART goals, and steps for assessing strategy suitability, including participation rates and competency improvements. Furthermore, it addresses the processes and procedures needed to support effective coaching techniques, relevant policies, data types, and review points for continuous improvement. Finally, the report discusses data storage methods, associated risks, reporting methods, and strategies for evaluating the success of coaching programs. Desklib offers a range of solved assignments and past papers for students.

Running head: MANAGEMENT
Management
Name of the Student
Name of the University
Author Note
Discussion-Formative Activity 1

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-Research and analysis of three definitions of coaching
Definition 1: According to the International Coach Federation (ICF) coaching can be defined
as the development of partnership of the coach with the clients in a manner that is creative
and though provoking and which can inspire them to maximize their professional and
personal potentials (Sonesh et al. 2015).
Definition 2: Coaching is also defined as the process of helping the leaders assume complete
responsibility and act towards the maximization of the own benefits (Jones et al. 2019).
Definition 3: Coaching is an act of transporting or carrying an individual from a place they
are currently to a place where they want to be (Ye et al. 2016).
-One definition which shows how coaching differs from mentoring:
The definition of coaching as a practice to assist leaders to assume complete
responsibilities of the organization and work to maximize their benefits differentiates the
concept from that of mentoring which is a long term relation between the mentors and
mentees where the mentors help the mentees towards the development of the career (Jones et
al. 2019; MacLennan 2017).
Formative Activity 2
-main issues in the case study and how I handled the issue
The main issues that can be identified from the given case study include:
 The ‘control freak’ leadership: The leadership in the organization follows an
autocratic and ‘control-centric’ style where the important decisions do does not
involve the employees (Servick 2018)

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 Ethical Considerations: The leader also wants to take undue credit for ideas of others
working under him which can be an ethical challenge to manage.
-What can be done for the CEO if he does not change his expectations
If the CEO fails to change his expectations, the management can be assisted to
understand the reasons for merging the two coaching departments, showing how that strategy
can improve performance in the organization and efficiency of the process. Skills of the
employees can also be developed to support and facilitate the implementation of the leader’s
decisions (Morden 2016).
-Improving support in the organization from CEO and others to initialize the coaching
strategy
In order to improve support from CEO and others, the following strategies can be used:
 Focusing on how the coaching strategy can improve value for the stakeholders
 Developing a strong statement of purpose that can attract the CEO to support the
program
 Outlining the potential return on investment from the strategy
(Peachey et al., 2015)
Formative Activity 3
-Three process/procedures that can be put in place to ensure adherence to the code
Three strategies that can be used to improve adherence to the codes of the organization:
 Clearly outlining the policies without any ambiguities and confusions
 Training the employees on the code to improve their understanding of it
 Giving positive reinforcement for adhering to the codes effectively

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(O'Boyle et al. 2015)
Formative Activity 4
-Two basic coaching techniques
Two basic coaching techniques that can be suggested include:
Using the GROW model for coaching: This model can be used for setting goals and solving
problems by outlining the goals (what needs to be achieved), understanding the reality,
identifying the options available and identifying the actions that will be taken (Bishop 2015).
Following SMART goal framework for the coaching classes: The model helps to design a
specific, measurable, achievable, realistic/relevant and time bound plan for coaching and
therefore ensure better success of the process (Herrera et al. 2017).
-Steps and information needed to assess the suitability of the strategy
In order to evaluate and assess the suitability of the coaching strategy the following
steps can be used:
 Evaluating the participation rates among the members
 Improvement in competencies due to the coaching process
 Regular assessment of the knowledge gained from the process.
 Evaluating the costs of coaching
 Evaluating the outcomes of the coaching process and how it can support better
performance.
 Evaluating the return on investment
(Herrera et al. 2017)
-process and procedures needed to support the technique

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In order to support effective coaching techniques, the following processes and procedures are
needed:
 Managing the coaching classrooms, coaching content, coaching instructions and
learning assessment method effectively
 Using effective methods to translate practice
 Using constant evaluation strategies to identify and address scope for improvement
 Calculating the costs of the coaching process as well as the potential return of
investment.
 Incentivizing participation in the coaching program.
(Bishop 2015)
Formative Activity 5
-reference to relevant policies and procedures from coaching perspective
Policies and procedures that are relevant to this context from a coaching perspective include:
 Policies on the code of conduct for coaches, athletes and team officials
 International teams policy
 Safety policies
(MacLennan 2017)
-types of data to be used and sourced (qualitative and quantitative)
The types of data and their source that can be associated to the process include:
 Coaching needs of the members (qualitative data)- collected from interviews
 Finances available for the program (quantitative data)-collected from financial
statement and budget statement

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 Coaching strategies (qualitative and quantitative data)- collected from academic
literature
 Resources needed (quantitative data)- collected from academic literature
(Morden 2016)
-Review points and improvement recommendations
The review points that can be used for coaching includes:
 Suitability of the sessions
 Participation
 Outcome of the sessions
Recommendations that can be provided include:
 Fostering better participation in the program
 Constantly evaluating performance
 Taking feedback from members
(O'Boyle et al. 2015)
Formative Activity 6
-Two storage methods for coaching, data or information
Two methods that can be used for the storage of coaching data and information include:
Computer Storage; the data can be stored offline, within the hard drives of computers of
using flash drives and encrypting it to improve confidentiality and privacy.
Online/Cloud Storage- The data can also be stored on the cloud (online) to achieve better
accessibility to it from any location.

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(Sonesh et al. 2015)
-Risk associated with the method
Two important risks that are associated with storing data offline or online includes:
 Storing the data offline (in computers and flash drives) increases challenges while
sharing the information. It also increases the risks of data loss due to failures of the
hardware devices
 Storing data online increases the risks of data theft due to hacking and online security
breach
(Jones et al. 2019)
Formative Activity 7-
-Two methods of reporting in coaching programs and key factors of reporting method
Two main types of reporting that can be used for the coaching programs include
Daily Reports: This can help to understand the daily progress of the coaching program and
follow it more effectively.
Session Reports: This can help to evaluate the efficacy of the sessions and thus understand
whether the session were successful or not.
(Herrera et al. 2017)
-Two methods to evaluate success of coaching program
In order to evaluate the success of the coaching program, the following strategies can
be used:

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Performance Reports: This can help to evaluate the performance of the program by
evaluating the amount of knowledge gained and retained by the members and thus understand
whether the program was able to achieve its intended purpose.
Attendance Reports: This report can help to evaluate whether the program has been utilized
by most people and thus understand the potential impact of the process.
(Morden 2016)

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References:
Bishop, J., 2015, January. An investigation into the extent and limitations of the GROW
model for coaching and mentoring online: Towards' prosthetic learning'. In Proceedings of
the International Conference on e-Learning, e-Business, Enterprise Information Systems, and
e-Government (EEE) (p. 125). The Steering Committee of The World Congress in Computer
Science, Computer Engineering and Applied Computing (WorldComp).
Herrera, L.J., Pomares, H., Rojas, I., Valenzuela, O. and Banos, O., 2017, October.
Automatic Mapping of Motivational Text Messages into Ontological Entities for Smart
Coaching Applications. In Ubiquitous Computing and Ambient Intelligence: 11th
International Conference, UCAmI 2017, Philadelphia, PA, USA, November 7–10, 2017,
Proceedings (Vol. 10586, p. 340). Springer.
Jones, R., Napiersky, U. and Lyubovnikova, J., 2019. Conceptualizing the distinctiveness of
team coaching. Journal of Managerial Psychology.
MacLennan, N., 2017. Coaching and mentoring. Routledge.
Morden, T., 2016. Principles of strategic management. Routledge.
O'Boyle, I., Murray, D. and Cummins, P. eds., 2015. Leadership in sport. Routledge.
Peachey, J.W., Zhou, Y., Damon, Z.J. and Burton, L.J., 2015. Forty years of leadership
research in sport management: A review, synthesis, and conceptual framework. Journal of
Sport Management, 29(5), pp.570-587.
Servick, K., 2018. Control freaks.

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Sonesh, S.C., Coultas, C.W., Lacerenza, C.N., Marlow, S.L., Benishek, L.E. and Salas, E.,
2015. The power of coaching: a meta-analytic investigation. Coaching: An International
Journal of Theory, Research and Practice, 8(2), pp.73-95.
Ye, R., Wang, X.H., Wendt, J.H., Wu, J. and Euwema, M.C., 2016. Gender and managerial
coaching across cultures: female managers are coaching more. The International Journal of
Human Resource Management, 27(16), pp.1791-1812.