Last time we checked out what the GROW Model is. We also discussed the importance of Goal Setting in helping both coach and coachee look beyond the current situation to establish a clear vision for the coaching intervention, as well as a focus for taking discussions forward.
Following on from that, this time we’ll be looking at the other three components of the GROW Model:
- checking out the Reality of the coachee’s current context and situation
- generation of Options
- ensuring the coachee has the Will to move forward with specific actions
Last time we looked at the reasons to contract in coaching – one of the five basic skills it’s necessary for any coach to master. This time I’m turning to another skill on that wishlist. The GROW Model – that easy-to-remember, simple, and perennially popular mechanism for structuring coaching sessions.
Don’t get me wrong. I’m not suggesting that there are no other ways of structuring sessions. There are. Many. Some are simple whilst others are much more complicated. However, I’m highlighting the GROW Model here because of its almost universal acceptance and serviceability. It’s stood the test of time, been pulled around and discussed widely, and become a coaching staple used because of its effectiveness by a whole variety of coaches, including the most experienced.
Why is it important to have some kind of recognisable approach to structuring coaching sessions?
In a previous post I discussed the five basic skills any coach needs to master if he or she wants to be effective. I said then I’d be discussing each of these in further posts, so here I’ll be looking into the first skill on that list by checking out the rationale for and characteristics of effective contracting.
Effective contracting is crucial to the success of coaching relationships. Why? Well, the origins of any problems that occur as the relationships develop can usually be traced back to the contracting stage.
The term ‘contracting’ can refer to two things:
- the ongoing process whereby the coach helps the coachee define, refine and redefine clear outcomes for the coaching sessions;
- the negotiations and resulting document setting out the parameters of the relationship between coach, coachee and any other stakeholders with an interest in the coaching intervention.
I’ll be taking a look at both of these under the following headings:
- Contracting in the coaching process
- Contracting the coaching relationship
I’ve said a lot elsewhere on this blog about coaching. But the first question really ought to be: “Why use it?”
As coaches, we need to have thought this through. Our own enthusiasm for our profession isn’t really enough. If we haven’t thought it through, and we haven’t identified key benefits to individual and organisational performance associated with coaching interventions, we’re very unlikely to be able to convince anyone else to invest time, effort and money into what even now might easily be dismissed as ‘just another fad’.
So let’s take a look. As a coach active within a large organisation, this time I’ll be discussing 6 reasons why putting time, effort and money into coaching and establishing a coaching culture would be more than a good idea.
I recently took part in a webinar called High Velocity Listening: Coaching Agility for the C-Suite.* Why? Well, anything that might deepen my insight into the art of listening grabs me, so you won’t be surprised I waited all agog to hear what Andreas Bernhardt and Jeff Hull had to say for themselves. I came away with lots to think about. And I’d like to share some of those thoughts with you…
A blog post can’t do full justice to everything that was covered, but here’s an introduction to Andreas and Jeff’s concept of ‘The 3 P’s of Coaching Agility’, which are:
- listening presence
- listening perspectives
- listening personas
Even coaches need to take it easy sometimes….
Why do I say this? Because here in the UK we’ve had the most wonderfully warm and sunny weekend, full of blue skies with the occasional fluffy white cloud, the heat-drenched scent of roses, and not a little ice-cream (at least as far as I’m concerned)! Those of you who haven’t had the dubious pleasure of a wet British summer will probably not understand the full significance of being able to enjoy what for us is a perfect June weekend – but I hope you’ll be able to join me in feeling relaxed and happy to be alive…
Remember we looked at benefits and potential drawbacks to coaches having insight into coachee context? Well, now we’re going to go one step further by checking out an actual coachee context to gain some practical understanding of how ‘background issues’ might influence the experience of coachees working within it…
I’m an internal coach in one of the largest Higher Education Institutions (HEIs) in the UK. So let’s briefly explore some wider ‘background issues’ currently affecting UK universities to gain deeper insight into a ‘context’. We’ll then be able to suggest ways these issues might affect employee experience in the sector, as well as understand how insight into them might help coaches in their professional work.
Last time in Part 1 we looked at benefits for coaches of having insight into coachee context, along with 5 questions that could help us build up a wider picture of a coachee’s situation. This time we’ll be looking into potential drawbacks to having wider insight.
The 5 questions we asked last time were aimed at information gathering about the organisation. This time we’re looking at the coach him- or herself. Could there be potential shortcomings or blind spots in a coach’s approach to what he or she knows about a coachee’s context? What could be the results? And most importantly, how can we as coaches strategise to avoid these deficiencies, minimising the drawbacks to having wider insight into coachee context whilst maximising the benefits?
Coachees come in all shapes and sizes, weighed down with all kinds of issues. As coaches our aim is to focus non-judgmentally on the particular coachee we’re dealing with at any one time, and that particular coachee’s experience. But to be effective, do we also need a measure of independent insight into the coachee’s context? To be aware of wider influences and potential stresses?
That depends on the type of coaching. It’s possible, particularly in 1:1 life coaching, to work quite successfully with an individual coachee without much reference to wider context. Indeed, some would argue that concentrating solely on the coachee and his or her experience is the coach’s role. However, I’d say in organisational contexts such an approach is insufficient. Somewhere down the line evidence of barriers to change will emerge which might have been foreseen and possibly avoided if the coach had even a little prior knowledge of coachee context.
That’s not to say that having prior insight into coachee context might not have its drawbacks. In this post and the next, my aim is to open up some of the issues to start exploring the pros and cons.
This time let’s pause for a while to remember the incalculable contribution to the development of coaching made by Sir John Whitmore, who died recently…
As one of coaching’s pioneers, Whitmore must have influenced just about every coach on the planet through his seminal book Coaching for Performance, which first appeared in 1992. Encapsulating as it does the spirit of coaching at its best, this work also presents one of the finest explanations around of the ever-popular GROW Model – that practical, uncomplicated approach to coaching which will forever be associated with Whitmore.