Chapter 7: Implementation 197demands and pressures on learners who may be involved in
coaching, the slower the adoption of a coaching program must be to
avoid creating stresses that ultimately undermine coaching efforts
(Hargreaves & Dawes, 1990).
Example 3: Coaching to Support Implementation
To illustrate the change agents defined earlier in this chapter, the
following two scenarios describe how UC Davis, Northern Training
Academy, coaches have worked with counties to support the
implementation of Safety Organized Practice (SOP).
Scenario one: coaching leadership
In County One a coach was assigned to work with the county
leadership team on its Safety Organized Practice implementation
plan. The leadership team participated in the very early training
events on SOP and quickly supported the implementation in county
practice. The UC Davis coach spent time with leadership discussing
strategies, timelines, and actual training of staff. The county
identified the early adopters who subsequently received more
advanced training on SOP and ultimately benefited from
opportunities to observe and demonstrate SOP with the coach. The
early adopters are now providing coaching to other staff, which
demonstrates the trickle-down effect of implementation. The early
adopters and the supportive leadership generated energy that
propelled these counties forward.