CMI Unit 533 Strategies for Delivering Professional Coaching Level 5 Assignment Answers

CMI L5 Unit 533 Summary

Aims of the unit

The Professional Coach should apply his knowledge, skills and expertise in the process of choosing and employing strategies to deliver professional coaching. It is difficult to select the optimal approach. This unit opens a broad scope of approaches to providing professional coaching. It is also the role played by the values, behaviours and culture of the coachee on how he/she can participate in the coaching process. At the end of a successful unit completion, the Professional Coach will be capable of using his or her knowledge of approaches, models, tools and techniques to formulate a strategy to address various needs and expectations of the coachee.

Terminology: The term coachee is employed in the qualification to mean an individual who receives coaching. Other terms could be applied by Coaching Providers and Professional Bodies, including the term of client. A coaching assignment is the term that is used to refer to the pattern of coaching that may be provided to the coachee/coachee.

Keywords:  Coaching approaches, models, tools and techniques, strategies, performance, capability, capacity, talent, excellence

Note: This sample is for educational purposes only; do not copy and paste the information mentioned in this sample for your CMI assignment. As this is posted online, and if you simply copy and paste this information, you will get caught in plagiarsim which will result in failure. 

Learning Outcome 1: Understand strategies for delivering professional coaching

AC1.1 Evaluate approaches for delivering professional coaching

Answer: 

There are several approaches for delivering professional coaching, each with its own advantages and disadvantages.

 Here are some common approaches:

• Cognitive Behavioural Coaching (Wilson, 2020):
  
  Cognitive behavioural coaching (CBC) is a corporate and personal coaching technique used to enable those restricted by emotional or psychological barriers to reach their goals. It was derived and developed from two separate source techniques – firstly, Cognitive Behavioural Therapy (CBT), which was outlined in its contemporary form by psychiatrist and professor, Aaron Temkin Beck. It was a concept interwoven with his earlier-described concept of ‘automatic thoughts’, the emotion-filled contemplations that would materialise in an individual’s mind when asked an emotive question.
  
  
• Person-centred coaching (Bryant-Jeffries, 2020):
  
  The person-centred approach (PCA) was first coined by Psychologist Carl Rogers in the late 1950s in response to an opposing school of thought known as 'behaviourism'. Behaviourism, also referred to as behaviour psychology, mainly focuses on observable and measurable behaviours rather than the internal experiences, such as emotions. The behaviourist stance didn’t consider the subjective experience of the individual, and that behaviour could only be understood through the individual’s perception of experiences and phenomenological world.
  
  
• Gestalt Coaching (James, 2021):
  
   The Gestalt Cycle of Experience, rooted in Gestalt Therapy, provides a comprehensive model for understanding how we navigate experiences. The model represents the fluid, non-linear process through which we continuously interact with our environment, addressing needs as they arise. In brief, the model is made up of seven stages that we pass through in order to satisfy a need. The stages are: Sensation, Awareness, Mobilisation, Action, Contact, Satisfaction, and Withdrawal.
  
  
• Solution Focussed Coaching (Passmore, 2021):
  
  In solution-focused coaching, the coach hears the client on the subject of the ‘problem’ only as far as this conversation helps ‘develop rapport, show empathy, and enable the client to move on’. It is quite permissible to experiment with not talking about the problem at all, as it is ‘irrelevant to the solution’, and the coach also has ‘no idea where the solution will come from’.
  
  
• Narrative Coaching (Drake, 2020):
  
  Narrative Coaching was created to offer a more natural and powerful alternative. It flips the traditional coaching paradigm on its head. For example, Narrative Coaches start in silence and only speak when necessary, listen deeply before asking questions, and trust that the story will reveal itself rather than needing to drive the conversation.
  
  
• Performance Coaching (Wilson, 2020):
  
  Performance coaching in the workplace refers to the use of various techniques to continuously stimulate employees to improve their skills, gain new ones, and reach their full potential. It’s a collaborative process that takes place through everyday interactions between a manager and an employee, but also between employees. The manager isn’t only the supervisor, they’re also a coach who continuously motivates employees to grow and learn.
  
  
• Neurolinguistic Programming in coaching (NLP):
  
  These models, techniques and strategies have evolved from modelling excellence, to help us better understand how our thought processes and behaviour, including how the language we use, influences the way we think and the results we get. Modelling excellence in any field enables us to bring about a positive change in ourselves and others.

AC 1.2 Review models for delivering professional coaching

Answer: 

There are models of providing professional coaching. Here are some common models: 

• Coaching models:

GROW model (Whitmore, 2017): A coaching model is the GROW model, developed by an executive coaching thought leader, Sir John Whitmore, in the 1980s, as a problem-solving, goal-setting, and individual performance coaching model. The acronym GROW stands for:

• • Goal, or what an individual is seeking to do.
  • Facts of the present situation or reality.
  •  Options/ Obstacles, or all the various ways you can solve the situation.
  • Will/Way forward, how you are going to make it.

This sequential process can help the managers know better what their employees want to attain and also be able to reach the goal by taking these steps one by one. GROW is a benchmark towards employee development. It also provides the managers with the power to coach deliberately in order to achieve both personal and professional success in their team.

• OSCAR (Gilbert and Whittleworth, 2009):
  
  The OSCAR coaching model was initially outlined by Andrew Gilbert and Karen Whittleworth in 2002. The objective of the authors was to come up with a model that would be an extension and a development of the existing GROW model (1990s), with the view being that the individuals in managerial roles would be given the capacity to employ a developmental coaching approach, to the advantage of the company and the team. The acronym stands for: Outcome, Situation, Choices, Actions and Reviews.
  
  
• OSKAR (Jackson and McKergow, 2007):
  
  OSKAR coaching is a model of coaching and mentoring that is solution-oriented and whose acronym is O outcome scale know-how affirm and action review, which aims at helping individuals to realise their goals with appreciation of their strengths, resources and possibilities. It facilitates a guided discussion, as it assists clients to establish objectives (Outcome), measures progress (Scale), current skills (Know-how), stepping plans (Affirm & Action) and reviewing progress (Review).
  
  
• CLEAR model (Hawkins and Smith, 2013; Hawkins and McMahon, 2020):
  
  The CLEAR model is a model developed during the early 1980s by Peter Hawkins, a professor of Leadership at the time in Bath Consultancy Group. CLEAR is an acronym that denotes Contract, Listen, Explore, Action and Review. It came before the widely used GROW model that was created in the 1990s; nevertheless, it can be viewed as a working alternative to managers and coaches. Clear places its business under the concept that in order to reach the performance maximum in the workplace, it is no longer sufficient to be simply a manager, to direct and organise things, but to oftentimes insert into processes within the staff and be a catalyst, or a guiding force in their growth. 
  
  
• T-GROW (Downey, 2013):
  
  T-GROW coaching. This is a modification of the popular GROW model, with the addition of the initial T element (Topic) to initially explain the broad topic or much larger picture, then establish specific goals, to provide a firm underpinning of effective coaching conversations about growth, problem-solving, and performance improvement. It directs an organised process, Topic (what is the big picture?), Goal (what is the specific objective?), Reality (what is happening now?), Options (what can you do?), and Will (what will you do?).

AC 1.3 Analyse tools and techniques for delivering professional coaching

Answer

The process of providing professional coaching implies the utilisation of multiple instruments and methods to assist people in reaching their objectives and fulfilling their potential.

The following are the most frequently applied tools and techniques of professional coaching:

• Setting goals: This is an important initial process in coaching. The coaches assist their clients in setting their goals and objectives, both in the short run and in the long run. This is a guide and a focus of the coaching process. 
  
  
• Active listening: Coaches apply active listening as a skill of listening to give them the opinions, concerns, and challenges they have. This will entail listening to what the client does, their tone of voice, body language, and other cues.
  
  
• Questioning: Coaches have several forms of questioning that can be applied to help the clients be clear and understand their situation. They can be open-ended questions, clarifying questions, reflective questions and probing questions.
  
  
• Feedback: Coaches can give feedback to their clients regarding their progress, strengths and improvement areas. This feedback is supposed to be positive and encouraging, and to assist the client in attaining his or her objectives.
  
  
• Action planning: Coaches assist their clients in addressing action plans that identify certain actions that the client will undertake in achieving his or her goals. These plans are realistic plans, attainable, and measurable plans.
  
  
• Visualisation and imagery: Coaches can adopt the visualisation and imagery to assist the clients to visualise their goals and outcomes, to form positive mental attitudes and beliefs.
  
  
• Responsibility: Coaches will assist the clients to remain responsible for their objectives by instituting frequent check-ins and progress meetings. This will assist the clients to remain focused and motivated, and also give a chance to make any necessary changes to the coaching plan.
  
  
• Assessment tools: Coaches can employ different assessment tools to assist clients in having an understanding of their strengths, weaknesses, and areas of improvement. Such tools could consist of personality tests, 360-degree feedback tests and other diagnostic tests.

Learning Outcome 2:  Be able to recommend strategies for delivering professional coaching.

AC 2.1 Evaluate factors which impact the delivery of professional coaching.

Answer: 

Professional coaching delivery depends on a multitude of personal and psychological factors, as well as contextual ones that facilitate or impede the success of the coaching relationship.

• Transcultural issues: Transcultural issues are one of the major factors, such as cultural awareness, diversity and inclusion. All coaches and coachees might have various cultural values, beliefs and styles of communication, which in turn might influence trust, communication and engagement. Unless such differences are realised, unconscious bias can affect the assumptions and reactions of the coach. The bias theory is concerned with the potential of misinterpretation, whereas emotional intelligence, as discussed by Goleman (2020) and Salovey et al. (2004), allows coaches to control their emotions, show empathy and act in the right ways, which is the key to inclusive and effective coaching practice. 
  
  
• Mindset, Feelings, and motivation: Coaching delivery is also greatly influenced by mindset, feelings and motivation. According to Hawkins and McMahon (2020), coaching results should rely on the willingness of a coachee to transform. The presence of a fixed mindset or low self-awareness can decrease the openness to feedback, but a growth mindset promotes learning and development. Emotions like anxiety or lack of confidence may restrict its involvement, and high motivation increases adherence to coaching objectives. The coaches then have to adapt to personal, emotional, and inspirational requirements. 
  
  
• Mental Health: Another serious issue is mental health and well-being. Other things that may interfere with the level of concentration, resilience and engagement include conditions like stress, anxiety or depression. Ethical limits, especially the confidentiality and disclosure limits, are one of the aspects coaches should understand, and when a matter is beyond their scope of competency and should be referred to expert assistance.
  
  
• Physical Health: Coaching effectiveness can also be dependent upon physical health needs since fatigue, illness, or disability can impact energy levels and concentration. Coachability is also an important factor.
  
  
• Being ready to participate, being open, vulnerable, and having a clear vision of the objective of coaching, as emphasised by Hawkins (2021), will improve results.

The Hierarchy of Needs also states that physiological and psychological needs must be satisfied before human beings can invest in higher developmental coaching.

AC 2.2 Recommend strategies for delivering professional coaching to respond to the coachee’s needs.

Answer: 

The following are some of the strategies that can assist you in responding to the needs of your coachee through delivering professional coaching:

• Active listening: As a coach, it is necessary to be an active listener to your coachee to know their needs and concerns. Be keen to hear them, their tone, and their body language to understand their predicament well.
  
  
• Clarifying objectives: You need to clarify the objectives and goals of your coachee to understand his/her needs. Provide open-ended questions that will assist your coachee to clarify his/her goals and to discuss the barriers that have been introduced.
  
  
• Co-developing a strategy: After you have figured out the needs and goals of your coachee, develop a strategy with the coachee that identifies particular steps and timetables that would lead him to his or her goals. Incorporate them in the process of developing the plan, such that they would feel like the owners of the process.
  
  
• The feedback: Feedback is a significant component of the coaching process. Give constructive feedback that will enable your coachee to acquire more skills and realise his or her objectives.
  
  
• Providing directions and assistance: As a coach, it is your business to provide guidance and assistance to your coachee. Be accessible to provide responses to their questions, give guidance, and give resources that could assist them in attaining their goals.
  
  
• Focusing on reflection: You can ask your coachee to reflect and see where he/she is going by. Make them achieve a growth mentality that leads them to engage in lifelong learning and self-growth.
  
  
• Making your coachee responsible: Get your coachee responsible for their actions and what they promise. Make them feel responsible and committed towards their objectives.

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