Coaching Model: DIAD

A Coaching Model Created by Pranav S. Ramanathan
(Executive Coach, UNITED STATES)

Influences

Having experienced the benefits of Cognitive Behavioral Therapy (“CBT”), I created a model based on its application to the coaching process. The DIAD (Delayer, Identify, Address, Discover) coaching model is predominantly influenced by the fundamentals of Cognitive Behavioral Therapy (“CBT”) and it’s derivative, Cognitive Behavioral Coaching (“CBC”).

Where CBT follows a remedial, solution-bearing approach, CBC highlights inherent structures, encourages productive behaviors, articulates vision, and establishes accountability to follow a goal-oriented life. Therapy addresses the past to understand the present; coaching addresses the present to guide the future.

The ICF[1] posits this distinction between coaching and therapy:

therapy tends to focus on feelings and experiences related to past events, whereas coaching is oriented towards goal setting and encourages the client to move forward. A therapist typically works with a dysfunctional person to get them to become functional. A coach works with a functional person to get them to become exceptional.

Sir John Whitmore’s GROW[2] model, regarded as the origin of structured coaching, inevitably deserves mention. The acronym for Goal – Reality – Options – Will, GROW proffers the definition of goals in specific, measurable terms to determine outcomes. The DIAD model incorporates GROW rudiments and Neuro-linguistic Programming (NLP) exercises into its framework:

SMART (Specific, Measurable, Attainable, Realistic, Time-related) goals
Visualization techniques: sub-modalities, state of being, anchoring

The resulting meta-model is a combination of these powerful and proven coaching concepts.

Utility in a Coaching Context

In a coaching scenario, the DIAD model follows these tenets in functional order:

Delayer

Figuratively, ‘peel back the layers of an onion’
Uncover problems, issues, and underlying beliefs
Thorough dialogue dedicated to understanding client
Powerful questioning for breadth and depth of coverage

Identify

Observe the client’s emotional and physical language
Take note of goals, alternatives and consequences as inferred by the client
Understand the outcome of each scenario.

Address

Distinguish between belief systems
Categorize as irrational or rational
Guide client through consequences of accountable decision-making
Establish support systems

Discovery

Complete the process by helping client understand the opportunity for implementation and evaluation
Use visualization and anchoring techniques to motivate
Ask for feedback to evaluate, adjust and constantly improve the model.

Diagram

Adherence to ICF Competencies[3]

The DIAD model accepts and demonstrates compliance with ICF’s ethical coaching guidelines. Highlighted below are competencies from each category (minimum of one) that are specifically associated with this model.

A. Setting the Foundation

I. Meeting Ethical Guidelines and Professional Standards

Clearly communicates the distinctions between coaching, consulting, psychotherapy and other support professions

II. Establishing the Coaching Agreement

Understands and effectively discusses with the client the guidelines and specific parameters of the coaching relationship (e.g., logistics, fees, scheduling, inclusion of others if appropriate)

B. Co-creating the Relationship

I. Establishing Trust and Intimacy with the Client

Shows genuine concern for the client's welfare and future
Continuously demonstrates personal integrity, honesty and sincerity
Demonstrates respect for client's perceptions, learning styles, personal being

II. Coaching Presence

Is present and flexible during the coaching process, dancing in the moment
Sees many ways to work with the client, and chooses in the moment what is most effective

C. Communicating Effectively

I. Active Listening

Attends to the client and the client's agenda, and not to the coach's agenda for the client
Distinguishes between the words, the tone of voice, and the body language
Summarizes, paraphrases, reiterates, mirrors back what client has said to ensure clarity and understanding
Bottom-lines or understands the essence of the client's communication and helps the client get there rather than engaging in long descriptive stories
Allows the client to vent or "clear" the situation without judgment or attachment in order to move on to next steps

II. Powerful Questioning

Asks questions that reflect active listening and an understanding of the client's perspective
Asks questions that evoke discovery, insight, commitment or action (e.g. those that challenge the client's assumptions)
Asks open-ended questions that create greater clarity, possibility or new learning
Asks questions that move the client towards what they desire, not questions that ask for the client to justify or look backwards

III. Direct Communication

Is clear, articulate and direct in sharing and providing feedback
Uses language appropriate and respectful to the client (e.g., non-sexist, non-racist, non-technical, non-jargon)

D. Facilitating Learning and Results

I. Creating Awareness

Invokes inquiry for greater understanding, awareness and clarity
Communicates broader perspectives to clients and inspires commitment to shift their viewpoints and find new possibilities for action

II. Designing Actions

Helps the client to focus on and systematically explore specific concerns and opportunities that are central to agreed-upon coaching goals
Helps the client "Do It Now" during the coaching session, providing immediate support

III. Planning and Goal Setting

Helps the client identify and access different resources for learning (e.g., books, other professionals)
Identifies and targets early successes that are important to the client.

IV. Managing Progress and Accountability

Clearly requests of the client actions that will move the client toward their stated goals

[1]“Coaching: What Is It?” Learning Level 1. International Coach Federation, 2010.

[2] The GROW Model

[3]ICF Core Competencies.