Today we continue our examination of the Success Coaching session between the learner and Success Coach. In our last volume, we approached the importance of the initial session between the parties as a time to gain an understanding of the academic problem, build trust and open communication, and establish the agency of the learner. We looked at a sample of an initial interview between the Success Coach and learner. Now, let’s proceed with the development and implementation of an action plan.

Developing the Action Plan

As we have established, a Success Coach does not apply a “one size fits all” approach to problem solving for students. In the last issue, our sample learner identified herself as a procrastinator (her main source of trouble) who has been able to coast by on last-minute studying and exam “cramming” until the graduate level. While she can develop a study plan, she has trouble sticking to it.

The Success Coach moves onto discovery and goal-setting that will work for this individual learner, by asking:

• How did the learner tackle such a challenge in the past?

• What worked and what was problematic?

• How does the learner feel about the academic challenges?

• Is the learner ready to make a change?

• What is the learner’s comfort zone – and how can she move beyond it?

• How can she develop her own persistence and strategies for success?

The most important role for a coach is to help the student develop a systematic approach to responding to this information. The coach can start by supporting the student in the creation of an action plan in the form of learning goals. In addition, the coach should help the student limit learning goals to an achievable number. For example, a coach can help the learner identify high quality learning resources to fill learning gaps.

Certain documents can be used to help in the identification of learner-specific skills and gaps. These include a variety of handouts asking the learner to identify their habits and practices (such as a metacognition survey, a test-taking inventory, a survey of study methods).

Creating the action plan contract

A formal action plan provides structure for the learner to develop steps toward completing a goal, and accountability of that learner to be responsible for her own diligence and improvement. It is a tool for the Success Coach and learner to use continuously, revisit, and check ongoing alignment as sessions proceed.

The action plan should contain:

• A timeline (plot a course between now and the “goal”)

• Success measures

• Required resources

• Possible barriers to success

• A place to record results

Accountability

Holding the learner accountable is important. For some learners, accountability may be as simple as following up with them at the next scheduled session or touching base via email. For other learners, it can be helpful for them to email an action plan after a meeting and regularly email at predetermined points. Always go over the action plan in detail and ask the learner to reiterate their understanding.

A sample action plan

I offer this as a sample action plan put forth when a learner consulted a Success Coach regarding EOR preparation. 

1. The learner will take the practice EOR through ROSH/TEST BANK during the first week of the clerkship. 

2. The learner will map the incorrect items by diagnosis title to the check off list for the EOR provided. 

3. During the rotation, the learner will focus on these incorrect items with more depth by triangulating with the HIN Notes along with no more than two resources to double check the accuracy. 

4. The correct items on the practice exam as well as the subsequent question bank questions will guide the student in terms of the depth and breadth of individual topics.

As you can see, the action plan includes all the needed components: a specific timeline, measures for success, required resources, barriers to success (in the form of incorrect items) and a way to track results.

Next time…

In our next issue, we’ll continue discussing the role of the Success Coach, as implementation of action plans and meetings between Coach and learner move forward. A Success Coach’s role is to provide feedback and suggestions for the ongoing action plan, and to do so in a way that is most helpful to the learner, free of bias, and supported by evidence and practical advice. Join me then for some excellent tips on continuing this important relationship.