Effective Coaching Strategy: Planning and Implementation Analysis

This assignment delves into the planning and implementation of effective coaching strategies. It explores various communication techniques like open-ended questioning, summarizing, and active listening, along with the importance of maintaining silence. The document outlines key components of a coaching program, including administration, resource allocation, and expected outcomes. It also analyzes different coaching models such as GROW, CLEAR, and OSKAR, highlighting their approaches and applications. Furthermore, the assignment discusses the steps involved in creating a successful coaching program, from identifying a framework to developing a coaching committee schedule. It contrasts face-to-face and virtual coaching, individual and group coaching, and emphasizes the crucial characteristics of a coach, including rapport, confidence, confidentiality, and emotional intelligence. Finally, it touches upon the significance of commonalities between coach and coachee in fostering a successful coaching relationship. This assignment, contributed by a student, provides valuable insights into effective coaching practices.

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.

Planning and Implementation of a Coaching Strategy 5
Answer to Question 3
a. GROW Coaching Model
The model is based on the approach that utilizing questions instead of guidelines in an
organization will foster change. The abbreviation GROW represents Goals, Reality, Options, and
Will (University of Otago, n.d., p.47). Thus, it provides a comparatively simple approach for
constituting a coaching lesson, and has been used by various companies worldwide. The goal
part of the model is addressed at the start of each sitting, and referred to again frequently to keep
focus when advancing. The reality part of GROW ensures that each sitting is based on actual
facts such that the coachee can evaluate his or her current situation, and provide solid instances
of their performance to date. Notably, feedback is offered at this stage, and the exploration is
meant to raise self-awareness in the coachee such that they recognize internal factors that affect
their reality perception (Elan Coaching, n.d., p.2).
The options part of the model offer a chance to the coachee to suggest a potential course
of action that the mentor presents. Importantly, these options must be analyzed, and an
appropriate solution is chosen. Lastly, the will part of GROW acts as the final section of the
procedure, which involves the coachee making decisions, and having the drive to commit to
them (Wilson, 2017, p.3). Any further step to be undertaken must be approved, and the coach
may need to agree with the coachee how they will be aided throughout the progressive creation
process.
b. CLEAR Coaching Model
This model offers a different approach on what to prioritize on in a coaching sitting. The
abbreviation of CLEAR stands for Contracting, Listening, Exploring, Action, and Review.

Planning and Implementation of a Coaching Strategy 6
Importantly, the model is utilized as an objective-focused coaching approach that enables the
coach to help the coachee on how to make changes in their principles and behaviors
(Businessballs, n.d.). Due to this fact, the latter can make changes to their behaviors and
principles, which would facilitate their professional and individual growth.
The CLEAR is elaborated as follows; first, contracting stands for starting the
conversation, setting the aim, developing the wanted outputs, and agreeing on the basic
regulations. Second, listening stands for using active listening, which encourages the coachee to
create their understanding, and individual insight. Third, exploring helps a coachee to
acknowledge the individual influence a situation has on them, which challenges them to think
through potentials for future activities that may solve the circumstance.
Fourth, the action aims at aiding the coachee in selecting a way forward, and deciding
what to do (Business Psychologists, n.d., p.1). In this stage, the model recommends a “question-
focused” technique that upholds contemplation. The Fifth review focuses on closing the
interventions, reinforcing basic rules, and ensure that decisions are made, and value is added.
Also, this step ensures that the coach accepts feedback from the coachee on what was helpful
regarding the coaching procedure, what challenges they encountered, and which improvements
may be made on future coaching sittings.
c. OSKAR Coaching Model
This is a solution-based coaching approach that prioritizes on the coachee’s
responsiveness on finding resolutions. The abbreviation of OSKAR stands for Outcome, Scaling,
Know-how and Resources, Affirm, Action, and Review. These are explained as follows; first,
outcomes represent the difference that a coachee wants to attain through the coaching process.

Planning and Implementation of a Coaching Strategy 7
Thus, this stage develops a firm foundation for coaching as it clarifies what a coachee desires to
attain, and how he or she will know it has been valuable to them. Second, scaling refers to the
coach asking a coachee to assign a scale number to a present situation between 0 and 10.
Notably, ten stands for the output, while 0 stands for an accomplished opposite. This enables a
coach and a coachee to evaluate the extent to which the present state is operational.
Third, know-how and resources use the scale (0-10) to enable the mentor and coachee to
develop what elements are already backing to get the condition closer to the result. Fourth,
affirm is the first part of the two ‘As’ which provides a positive fortification to a mentee by
reflecting on positive feedback regarding the main strengths they have revealed (The Solution
Focus, n.d., p.2). On the other hand, action is the second part of the two ‘As’ which involves
assisting the coachee in determining what activities they will need to keep working on towards
the desired results. Fifth, reviews help the coach and coachee to focus on the things that are
positively contributing to the wanted outcome.
Answer to Question 4
To create an effective coaching program, a coach may follow five basic steps. First,
identifying a framework for a victorious coaching program, which acts as a checklist of the
aspects of effectual coaching initiatives (Learning Forward, 2012, p.2). This may involve
developing a program’s objectives and identifying the form of coaching to be utilized, and
clarifying the duties of the coach. Second, creating a charge statement of an instructional
coaching approach that develops a support structure for a coach’s success in positively
influencing a coachee’s achievement.

Planning and Implementation of a Coaching Strategy 8
Third, developing a sample timeline for planning the coaching program, which may
involve gathering data about effectual programs, and set up a directing committee and begin the
work. In addition, feedback may be provided on the outcomes, roles, and hiring procedure of
coaches. Fourth, developing a model of a coaching committee schedule that involves creating the
desired program results, and assessing data collection designs. Fifth, involves creating roles of
the learning aid coach that offers direct support to mentors in their workplace through co-
teaching, co-planning, and modeling effectual instructional plans. Besides, the learning aid
coach’s depth of guideline familiarity provides all coaches with the relevant skills they required
in issuing instructions.
Answer to Question 5
a. Face to Face Coaching and Virtual Coaching
Virtual coaching may involve resources like video technologies (Zoom and Skype) that
enable a coach to have a face to face conversation with the coachee anywhere, while a face to
face coaching approach may require a physical teaching environment such as a classroom.
b. Individual Coaching and Group Coaching
The main requirement of individual coaching is creating a systematic aid of a coachee in
setting suitable objectives; this may comprise a face-to-face approach. In contrast, action
learning, a type of group coaching, involves a teaching each participant one at a time.
Answer to Question 6
a. Rapport

Planning and Implementation of a Coaching Strategy 9
Maintaining eye contact and communicating in a friendly manner is important as the trainee may
know which coach will make them comfortable throughout the coaching procedure.
b. Confidence
This is crucial for a trainee, especially if he or she seeks validation from a skilled coach, which
will boost their self-assurance level.
c. Confidentiality
A coachee may only feel comfortable to share their weaknesses if only the coach is not willing to
disclose any information shared over the coaching period.
d. Emotional Intelligence
A coach must be capable of managing their emotions such that he or she can comfort and assist
the coachee in coping with their situation.
Answer to Question 7
Commonality
This refers to life and professional experiences that are shared by both the coachee and
mentor. The shared professional experiences may include working in similar work environments
or same employer, while shared life practices may comprise living in the same place, or
attending the same higher learning institution. Thus, a coach may have some of commonality
aspects that a client has, which acts as perfect matching criteria.
Compatibility

Planning and Implementation of a Coaching Strategy 10
This serves as an indicator of coachee-coach capacity to work together prolifically. In
addition, working styles and personalities of the trainer and trainee must not be identical, but
rather they ought to be harmonious. Due to this fact, a coach’s sensitivity to those around him or
her may pair well with a coachee’s propensity to drive results. By working together, a mentor
can be able to assist the client in detecting his or her vulnerabilities. Therefore, these matching
criteria ensure that both the trainer and trainee have different personalities, which will boost the
outcome of the coaching program.
Credibility
This matching criterion refers to the product of the mentor’s experience and knowledge.
Through credibility, a coachee starts to place trust in a trainer. Due to this fact, a coach’s
experience with managing emotionally vulnerable people would serve as a good foundation for
his or her integrity (Dunlop, 2017). During the training arrangement, coaching discussions can
shift from review and towards backing, with a coach drawing upon his or her past experiences to
advise the client on steps that he or she can take in the current situation.
Reliability
This matching criterion focuses on the ability of the coach to be readily available to
support the client. Normally, coachees’ maybe emotional vulnerable and lacks self-confidence,
which can only be improved if only the trainer is always available to reassure them of their
abilities. Therefore, the latter forms a good foundation in which mentees can rely upon, and it is
a key matching criterion as it affects the outcome of coaching process.
Answer to Question 8

Planning and Implementation of a Coaching Strategy 11
The coachee-coach matching process may consist of various steps. First, defining the
reasons for fetching a trainer will vary from one client to another, as it depends on the overall
skill creation. Second, locating prospective coaches, either external or internal, depending on
particular goals a coach will support. Third, once the prospective coaches are noted, the coaches
may collect one-page bios of each to provide the trainee for review and narrowing to three
potential coaches (Liska, 2014). Fourth, a brief introductory coaching lesson may be joined with
an interview, which will give a coachee a sense of how the mentor works.
Answer to Question 9
Various practices and techniques can be utilized in resolving the conflict between
coaches, and mentees, to obtain a win-win solution. For instance, using Cialdini’s “psychology
of persuasion” technique, both mentors and mentees can resolve the conflict by influencing each
other to see their viewpoints. One of the primary factors that can help in assisting this influence
is the use of reciprocity that focuses on imposing moral principles that suit both the trainer and
trainee. Consequently, consistency is another approach that can be utilized by both parties such
that either the coach or coachee does not commit to what they cannot fulfil. Thus, it is
recommended that both parties begin with agreeing on basic practices, and build gradually.
Barry Johnson’s Polarity perception can be utilized in resolving inner coaching dilemmas
between coaches and coaches, such that it attains a win-win solution for both parties.
Alternatively, the OLAA (Observe, Listen, Agree and Act) technique helps in resolving conflict
between the latter using various options (Ramanathan, 2018). For instance, either the mentor or
mentee can take time observe the reason why either side is disagreeing with their opinion such
that they understand where the conflicting content comes from.

Planning and Implementation of a Coaching Strategy 12
Answer to Question 10
When implementing the coaching plan, there are various legislative requirements that the
coach must adhere to. For instance, sexual harassment, discrimination, safety, and general
HAZWOPER. According to the Australian constitution, coaching should not be a one-sided
affair, as both genders have equal rights, and only their qualifications determine their relevance
in a coaching program (Simplify Training, n.d.). Conversely, any form of discrimination is
covered by both the Australian state and federal governments, and the coaching should aim at
protecting all coaches from any form of discrimination as the coach may be held accountable if
any coachee’s rights are violated. Besides, safety is considered by the Australian federal
government as a primary component during training as any new safety rule must be reinforced.
Lastly, general HAZWOPER rules require that coaching must involve general hazardous waste
operation; “Resource Conservation and Recovery Act” (RCRA) operations; and emergency
response.
Answer to Question 11
Monitoring the coaching process ensures that a coachee’s progress is evaluated such that
it can enhance their long-term triumph rate as well as the effectiveness and quality of the
coaching initiative. Through the monitoring process, a coach can also share tools and
questionnaires that help trainees keep track of their thoughts and experiences. Hence, monitoring
is crucial in coaching as it makes a coach’s work easier as he or she can analyze every single step
the client makes throughout the coaching process. Collaboratively, it helps a mentee to realize
the progress they make with each session.
Answer to Question 12