Transcript Document 7206324

Coaching
USING THE GROW MODEL
“Repeatedly doing the same and
expecting change”
Assumptions -mine
• Everyone wants to do a good job
• You can’t make people change, they can only
change themselves
• Unless and until people take responsibility for both
change and performance, neither is possible.
• Motivation is paramount
• People are more likely to change if there is
something in it for them
• Sometimes people need support
• People are life long learners
Spectrum of activities
Internal motivation
External motivation
High awareness
Prescribed behaviour
High responsibility
Boss management
Lead management
Directi
ng T
Telling /
Instructi
ng
Coachi
ng
Trainin
g
E
A
C
H
I
N
Mentori
ng
G
Demonstra Coaching
ting /
/
Guiding
Supportin
Mentorin
g/
Counseli
Directing
Training
Coaching
Mentoring
Aim
Other person
follows
directions
Other person learns
a prescribed
process
Other person
develops own
approach to
achieve an
outcome
Other person
clarifies own
goals/needs
and responses
Role
Tell
Expect performance
Show how
something is
done
Help other person
develop their
own approach
Support other in
self-reflection
and decision
making
Skills needed
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Student
learns
You might
hear
Clear
delegation
Giving
unambiguous
instructions
Checking
outcomes
Explaining
Demonstrating
Modeling
Giving
feedback

Questioning
Listening
Problem
Solving
Goal setting &
planning
Empathising
Listening
Questioning
Supporting
Do what is required
Knowledge and/or
process
competence
Develops own
response to
task. Takes
responsibility
for results.
Identifies own
needs, focus
and options.
“I’d like you to do
that please.”
“This is how you
do it.”
“How do you think
you could do
it?”
“What is important
to you?”
What is coaching?
“Coaching aims to enhance the performance
and learning of others. It involves providing
feedback but it also uses other techniques such
as motivation, effective questioning, and
consciously matching your style to the
student’s readiness to undertake a particular
task.
It is based on helping the student’s to help
her/himself through dynamic interaction – it
does not rely on a one-way flow of telling and
instructing.”
Max Landsberg McKinsey & Co
Assumptions of a coaching paradigm
PEOPLE:
Optimistic view of human capability. People are innately driven to learn and
achieve. Focus is on potential rather than past.
MOTIVATION:
People perform best when motivated by their own needs, goals, and drivers.
Intrinsic motivation produces better long term commitment than extrinsic
motivation.
LEARNING:
You can’t make a person learn anything. You can only help them to learn.
LEARNING ENVIRONMENT:
People learn best in safe, supportive risk-taking contexts where expectations
and roles are clear, and high performance & risk taking are encouraged.
WORK (teaching):
Should be a source of fulfilment and growth–ie fulfil higher order needs.
COACH’S ROLE:
To build the learning capacity of others, through systematic
encouragement of a person’s:
1) awareness of what is happening, what they are experiencing and doing
2) responsibility for making choices to improve performance.
3) and to also learn from coaching
COACHEE’S ROLE:
To build self awareness/context awareness, responsibility, and problem
solving capability.
Knowledge
Skill
Transfer
(Thorough)
(Strong)
( Full
implementation)
Study the
theory
10%
5%
O%
Theory +
Demonstration
Modelling
30%
20%
0%
Theory +
Demonstration
+ Practice
60%
60%
5%
95%
95%
95%
Usually simulated
during training
All above +
Peer Coaching
During and
after training
Percentage of people achieving the learning outcomes
GROW
Goals
What do you want?
Reality
What is happening now?
Options
What are your choices?
Wrap-up
What will you commit to?
A Simple Four-Step Structure
The framework provides a simple four-step structure for a
coaching
session
Step 1: Goal. Coach and player identify and
agree on a number of clear and achievable goals
(outcomes) for the discussion. This goal is not
the longer-term objective that the player has.
This desired outcome is to be achieved within the
limits of the discussion.
Step 2: Reality. Both coach and player invite
self-assessment and offer specific examples to
illustrate their points and achieve the most
accurate picture of the topic possible.
 Step 3: Options. In the options stage the coach’s
intention is to draw out a list of what all that is
possible for the player to do without judgment and
evaluation. Coach elicits suggestions from the player
by asking effective questions and guides him/her
towards making the right choices.
 Step 4: Wrap-up. In this stage the coach’s
intention is to gain commitment to action. Coach and
player select the most appropriate options, commit
to action, define the action plan, the next steps and a
timeframe for their objectives and identify how to
overcome obstacles.
Some possible questions
G-What do you want? What are you aiming to achieve?
What would the ideal look like?
R-What is happening now? What have you tried so far?
What obstacles have you encountered? What works?
O- What do you want to do? What alternative
approaches are there? Which options interest you? Have
you thought of…?
W- What are the next steps? What might get in the way?
What support/planning is required? When will you start?
What are the barriers? Enablers?
R
G
Goals - What is your goal?
Reality - What is the reality
of the situation?
Questions you could use:
 What do you want to
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change/try? Why?
What are you trying to do?
What are you hoping to
achieve? Why?
What evidence is this based
on?
How will you (and I) know
when you have achieved it?
How will you know when
you have reached the result
you want?
 What is happening now, as
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you see it?
How do you know this is
accurate?
What evidence do you have?
What's happening now?
Where do you find yourself
at this time?
What solutions have you
tried? What worked? What
didn't
O
W
Options - What are your options?
Wrap Up - What are you willing to do?
Questions you could use:
 What are the possibilities in
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 What can you do now?
 What are your next steps?
 What will it cost you if you
front of you?
What does the research say?
don't take action?
What have you seen work in
 What might get in the way?
similar situations?
 Who needs to know?
If there were no restraints what
 What support do you need
would you do?
and from whom?
 How much are you likely to
What else do you need to
pursue the direction you're
consider?
targeting?
Who might be able to help?
 What will it take to get
moving towards your goal?
What support do you need?
G.R.O.W Model John Whitmore's Coaching for Performance 1996
Have?
Six Types of
Socratic Questions
Types of Questions
Sample Questions
1
Clarification
What do you mean by ____?
Could you put that another way?
Can you give me an example?
2
Probing Assumptions
What are you basing that on?
How did you choose those assumptions?
What could we assume instead?
3
Probing Reasons and
Evidence
How do you know?
Why do you think that is true?
What would change your mind?
4
Viewpoint and
Perspectives
What are you implying by that?
What effect would that have?
What is an alternative?
5
Probing Implications
and Consequences
How can we find out?
Why is this issue important?
What generalizations can you make?
6
Questions about
Questions
What does that mean?
What was the point of this question?
Why do you think I asked this question?
The taxonomy of Socratic questions was created by Richard Paul, author of
Critical Thinking: How to Prepare Students for a Rapidly Changing World
We do not always hear what the
other says
IT’S NEVER EASY!
Tips for Using the GROW Model
• Use more 'ask' than 'tell'; elicit innovative ideas from
your player – don't just try to show you are smart.
Think creatively – not just systematically, invite
radical ideas, particularly in the Options and Wrapup steps
• Illustrate, and check understanding, throughout
by using specific examples – from your own and the
player's experiences
• In the wrap-up stage, get the student to say exactly
what the action plan is.
Feedback
It’s not best idea to talk to
the kids when you are
facing the whiteboard
In the first 5 minutes you spoke
to the class three times while
facing and writing on the
whiteboard. I found it difficult to
hear from where I was sitting.
You don’t have a great
way of getting your
instructions across do
you? Do you not like the
class?
You spend a lot of time
looking and talking at the
whiteboard. They certainly
aren’t engaging with you.
Judgemental
Descriptive
The people, led by
wise leadership
will come to the
realization,
“We did it ourselves.”
Lao Tsu
References & further reading:
Instep – MOE
http://www.excellerate.co.nz/qcgrowmodel.html
http://www.1000ventures.com/business_guide/crosscuttings/
coaching_grow.html
http://www.mindtools.com/pages/article/newLDR_89.htm