Creating A Plan For Continued Action And Follow-Up

Creating A Plan For Continued Action And Follow Up

Creating a Plan for Continued Action and Follow-Up This essay serves as the next section of your Leadership Coaching Plan. In a 750-word essay, discuss strategies for collaborating with the leader to set actionable goals. Incorporate the following in your discussion: 1. Describe the purpose for setting actionable goals. 2. How will you help the leader create a development plan with actionable goals? 3. How will you help the leader to strive toward a mastery level of development? Be specific (See page 207 of your textbook). 4. Which follow-up strategies will be integrated into the plan to support the leader’s commitment and persistence toward the goals? How will this follow-up plan support the stages of learning and change? ORG 6000, Leadership Development and Coaching 7 Use library sources, in addition to the unit readings, to support your rationale. Remember to apply APA style to the essay and to use headings and subheadings throughout. Also, be sure to abide by Waldorf’s Academic Integrity Policy. Information about accessing the

Paper For Above instruction

Developing a structured plan for continued action and follow-up is a fundamental component of effective leadership coaching. This stage ensures that leaders remain committed to their development journey, realize their goals, and sustain growth over time. A comprehensive strategy involves collaborative goal setting, tailored follow-up mechanisms, and fostering a mindset oriented toward mastery. These elements collectively facilitate ongoing learning and behavioral change, ultimately contributing to impactful leadership practices.

The Purpose of Setting Actionable Goals

The primary purpose of establishing actionable goals is to provide clear, measurable, and achievable targets that guide leaders toward desired outcomes. Actionable goals serve as roadmap milestones that break down broad aspirations into specific tasks, allowing for focused effort and resource allocation. According to Locke and Latham (2002), well-defined goals enhance motivation, improve performance, and foster commitment by offering a sense of direction and accomplishment. Furthermore, these goals facilitate accountability and enable both coaches and leaders to monitor progress systematically. Without clear targets, efforts risk becoming unfocused, reducing the likelihood of sustained development.

Facilitating the Creation of a Development Plan with Actionable Goals

To assist a leader in developing a meaningful plan with actionable goals, it is essential to engage in collaborative dialogue, ensuring goals align with the leader’s overarching vision and organizational objectives. The process involves setting SMART criteria—Specific, Measurable, Achievable, Relevant, and Time-bound—to increase clarity and feasibility (Doran, 1981). As a coach, I would facilitate a discovery session where the leader identifies their strengths, challenges, and developmental areas. Through reflective questioning and guided discussions, we would co-create goals that are challenging yet attainable. Additionally, I would help the leader prioritize objectives that have the highest impact on their leadership effectiveness and organizational success, thus ensuring the development plan remains focused and practical.

Striving Toward Mastery Level of Development

Helping a leader achieve mastery involves cultivating a mindset of continuous learning and deliberate practice. As indicated on page 207 of the textbook, mastery requires sustained effort, feedback, and adaptation. I would encourage the leader to adopt an intentional approach to practice, seeking regular feedback from peers and mentors, and reflecting on their performance. Setting stretch goals that push the leader beyond their current competence levels fosters resilience and persistence. Additionally, integrating ongoing learning opportunities, such as workshops, coaching sessions, and peer learning groups, supports deeper understanding and skill refinement. Inquiry-based challenges, where the leader actively solves complex problems, can also promote mastery by nurturing critical thinking and confidence.

Follow-Up Strategies for Commitment and Persistence

Effective follow-up strategies are crucial for maintaining the leader’s commitment and ensuring progress toward goals. Regular check-ins, utilizing structured coaching sessions, serve as accountability checkpoints that review accomplishments, address obstacles, and recalibrate strategies as necessary. Leveraging technology, such as progress-tracking software or leadership development apps, can provide real-time updates and reminders. To support stages of learning and change, I would employ a staged follow-up approach—initial frequent meetings that gradually taper as the leader demonstrates competency and confidence. Additionally, providing positive reinforcement and celebrating small wins enhances motivation, while reflective exercises help internalize learning. This adaptive follow-up framework sustains momentum, builds resilience, and reinforces the leader’s belief in their capacity for ongoing growth.

Conclusion

In conclusion, creating a well-structured plan for continued action and follow-up is vital to the success of leadership development initiatives. By collaboratively establishing clear, actionable goals, fostering a mastery mindset, and implementing strategic follow-up practices, coaches can significantly influence leaders’ sustained growth. The integration of these elements ensures that development is not merely an isolated activity but an ongoing, adaptive process aligned with organizational needs and personal aspirations. Sustained commitment, deliberate practice, and continuous support—anchored in a robust follow-up plan—are essential for transforming leadership potential into tangible excellence.

References

• Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705–717.
• Doran, G. T. (1981). There's a S.M.A.R.T. way to write management's goals and objectives. Management Review, 70(11), 35–36.
• Collins, J. (2001). Good to great: Why some companies make the leap—and others don't. HarperBusiness.
• Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363–406.
• Grant, A. M. (2017). The serious case of the moderating effect of coaching on leadership development. International Journal of Evidence Based Coaching and Mentoring, 15(2), 26–39.
• McCauley, C. D., & Van Velsor, E. (2004). The Center for Creative Leadership handbook of leadership development. Jossey-Bass.
• Snyder, C. R., & Lopez, S. J. (2002). Handbook of positive psychology. Oxford University Press.
• Yukl, G. (2013). Leadership in organizations (8th ed.). Pearson Education.
• Goleman, D. (1998). Working with emotional intelligence. Bantam Books.
• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.