Research Paper By Kincso Biro
(Leadership Coach, GERMANY)
Introduction
ICF defines coaching as partnering with clients in a thought-provoking and creative process that inspires them to maximize their personal and professional potential. (ICF)
It is the process part of the definition that I would like to explore in this paper. I would specifically like to focus on the coaching models that help us to understand the coaching session and the overall coaching journey from a system perspective.
While the agenda is always set by the client, the role of the coach in a coaching session or in a coaching journey is to facilitate the process in a way that takes the client from clarifying goals, through decision making to action planning and accountability (Stoltzfus 2008).
Coaching models provide a structure for this facilitation. However, it is important to note that these models are not rigid systems; they provide structure for the coaching conversation or coaching journey but at the same time also flexibility.
My overview starts with the simple four-step models and goes all the way up to a more complex and more detailed eight-step model.
GROW Model
According to literature the GROW model has originally developed by Graham Alexander, however, it was popularized by Sir John Whitmore (Palmer 2005). It is a relatively straightforward 4-step coaching model, and it is also probably the most used model for coaching. According to a study conducted by the Work Foundation and the School of Coaching in 2002 about 1/3 of the coaches claimed that they use GROW, about 1/3 reported to use other coaching models and about 1/3 of the respondents did not know what coaching model or process they use. (Dembkowski & Eldridge 2003).
|
|
|
Example questions |
|
Goal |
This phase is about helping the client identify and clarify their goals not only for the session but also for the entire coaching journey. Whitmore emphasizes the importance of clarifying the dream goal, the end goal, performance goals and process goals. He also underlines the significance of the ownership of these goals as a key element of motivation. According to him it is not enough to have SMART (Specific, Measurable, Agreed, Realistic, Timeframe) goals but they also have to be PURE (Positively stated, Understood, Relevant, Ethical) and CLEAR (Challenging, Legal, Environmentally sound, Appropriate, Recorded). |
The goal for the issue: ‘What’s the dream?’ ‘How would you like it to be?’ ‘What does that look like?’
The goal for the conversation: ‘What would you like to achieve in the conversation?’ ‘What would make this time well spent for you?’ ‘What would be the most helpful thing for you to take away?’ |
|
Reality |
This phase is about inviting the coachee to explore their current reality and develop a more objective view of it. This is the source of better self-awareness. Whitmore emphasizes the importance of using “what”, “when”, “where”, “who” and “how much” questions in this phase as these questions are seeking facts while “why” and “how” invite opinion. Whitmore suggests that once the current reality is clear the goal can be revisited if needed, it can be fine-tuned, sharpened or even altered if the current reality turns out to be different than originally thought. |
‘What is happening at the moment? How important it is to you?’ ‘What impact is this having on you?’ ‘What action(s) have you taken so far?’ ‘What has stopped you from doing more?’ ‘What internal resistance do you have to take action?’ |
|
Options |
This phase is a creative one. It is about engorging the client maximize choices, ideally without examining the feasibility of their options. Often negative assumptions limit our thinking e.g. it cannot be done. In this case, coaches can use “What if…” questions e.g. What if it was possible? |
‘What could you do?‘ ‘What ideas do you have?’ ‘What alternatives do you have?’ ‘Is there anything else?’ ‘What has worked in the past?’ ‘How could you improve that situation?’ |
|
Will |
This phase is about converting the discussion into a decision. According to Whitmore “Will” has two stages: 1) Accountability set-up; defining actions, timeframes, and measures of accomplishments 2) Follow-up, Feedback; review and reflect on how things went and on key leadings |
‘What will you do?’ ‘How will you do that?’ ‘When will you do that?’ ‘Who will you talk to?’ ‘Is there anything you need to put in place before that?’ |
Sources: Whitmore 2017:95-152; 257-260
Number of coaching models have been developed based on GROW, like the T-GROW model (Topic; Goal; Reality; Options; Wrap-up; Downey, 2003); the I-GROW model (Issue; Goal; Reality; Options; Wrap-up; Wilson, 2011); McKinsey’s SO*I*GROW (Situation; Opportunities; Implications; Goal; Reality; Options: and Will) and the Mount Eliza School of Business 4-A model (Agenda; Analysis; Agreement; Action) (Grant 2011: 120). Some of the other models will be discussed in more details later in this paper.
CLEAR Model
CLEAR Coaching Model is a five-step coaching model. It was developed by Peter Hawkins in the early 1980s (Grant 2011: 120). CLEAR is derived from the GROW Model, however, it introduces a new stage, Review, which allows reflection for both the client and the coach at the end of the coaching session or coaching journey. (Stout-Rostron 2014: 105)
|
|
|
Example Questions / Actions |
|
Contracting |
Initiate the discussion using an iterative clarification of the coachee’s needs, set goals in line, the desired outcome and agreeing on the ground rules not only for the session but also for the entire coaching journey |
‘How would you like to be coached today?’ ‘What helps you learn?’ ‘What blocks your learning?’ |
|
Listening |
Using active listening as a catalyst to become aware of the detail data and patterns of behaviour, help the client to generate their understanding of the situation and generate personal insights. Focus not only on what is being said but also what the client tries to communicate. Watch out for non-verbal signs, metaphors, stories and limiting beliefs. A coach can use paraphrasing or reframing to clarify the words of the client. |
Listen for or consider: ‘What am I hearing in the content of the words?’ ‘What am I hearing that isn’t being said?’ ‘What isn’t being heard or said?’ ‘What could I ask to help the client to reflect?’ |
|
Exploring |
Enabling the client to generate personal insights about the impact the situation has on them or on others and also to develop future options for change. |
‘Has this happened before?’ ‘What was the outcome/result?’ ‘How did your behaviour/reaction affect the situation?’ ‘What did you feel when so-and-so said… or did…?’ ‘What outcome would you prefer?’ |
|
Action |
Supporting the client the find the best way forward, rehearse new actions, set a commitment to next steps. |
‘What do you think you can do? Is there anything else you could possibly do?’ ‘How will this (action step) help you achieve your goal?’ |
|
Review |
Closing the intervention with both coach and coachee reflecting on what is working and what is not, what could be done differently in the next coaching sessions. |
‘What worked for this session?’ ‘What did not work?’ ‘What else would you have preferred either of us to do or to say?’ |
Sources: Stout-Rostron 2014: 113-115, Smith &Hawkins (2018): 237
The CLEAR Coaching Model along with the 4 Levels of Engagement is the heart of transformational coaching. (Smith &Hawkins 2018: 236)
Mapping the CLEAR process on the 4 Levels of Engagement
Source: Smith &Hawkins 2018:238
ARROW Model
ARROW is a five-step coaching model. It is also known as the Coaching ARROW. It was developed by Matt Somers. (Libri 2004) This model is also based on the GROW model, however, it introduces a new step, Reflection, after exploring the current reality. The five steps of the ARROW model are:
- Aims
- Reality
- Reflections
- Options
- Way forward
OSKAR Model
OSKAR is a five-step coaching model, which is often used in Solution-focused coaching. It was developed by Jackson & McKergow in 2007. (Palmer 2007: 71). This is the only model, among the ones listed in this paper, which does not elaborate on the current situation or current reality at all, only uses it as a benchmark for scaling. So, this model represents the solution-focused coaching approach in its purest form.
|
|
Example Questions |
|
Outcome |
‘I want you to imagine that you have attained your goal. What changes do you see in your working environment? |
|
Scaling |
On a scale of 0 to 10, with 0 representing the worst it has ever been and 10 the preferred future, where would you put the situation today?’ |
|
Know-how and resources |
‘What are your strengths?’ |
|
Affirm and action |
‘So your knowledge of “X” is extensive and has enabled …’ |
|
Review |
‘Will keeping that successful process in place helps you complete that action?’ |
Source: Free Management Ebooks
LASER Model
LASER is a five-step coaching model developed by Graham Lee in 2003. To avoid confusion it is important to note that the LASER Model is a coaching model which not the same as the laser coaching approach. According to Lee, it is a flexible framework that indicates the core activities. (Edgerton & Palmer 2005)
The five stages are:
- Learning
- Assessing
- Story-making
- Enabling
- Reframing
CIGAR Model
CIGAR is a five-step coaching model developed by Suzy Green and Anthony Grant in 2003. Unlike other solution-focused coaching models, CIGAR uses a gap analysis approach. It is based on Egan’s Skill Helper Model (1. Current scenario; 2. Preferred scenario; and 3. Strategies to get there. Each of these three stages has itself three sub-stages which are: 1. story; blind spots; leverage; 2. possibilities; agenda; commitment; 3. strategies; best fit; plan) which is widely used in counselling (Grant 2011: 121).
The five steps of CIGAR model are:
- Current situation
- Ideal outcome
- Gap analysis
- Action plan
- Review
ACHIEVE coaching model
ACHIEVE is a seven-step coaching model. It was developed by Dr Sabine Dembkowski and Fiona Eldridge in 2003. They argue that ACHIEVE is the logical extension of the GROW model and it and follows the development of a coaching relationship in a systematic manner. (Dembkowski & Eldridge 2003)
|
Assess the current situation |
Encouraging the client to develop a holistic understanding of their situation |
|
Creative brainstorming of alternatives to the current situation |
Stimulating client to open up and see their problem from an entirely different perspective, e.g. by using questions like: “What would you do if money would not be an issue?” or “What would you do if you knew you could not fail?” |
|
Hone goals |
Supporting the client to develop SMART goals. It is very important that the goals are truly relevant or meaningful to the client, as these goals are more likely to be achieved. The coach can also help the client to develop full expedience of the goal; how it will look like, sound like and feel like to achieve this goal. Developing a sensory experience of the goal can help clients to determine if this is really what they want and also gives them a benchmark against which they can measure their progress. |
|
Initiate options |
Encouraging the client to develop a wide range of options for behaving to achieve the goal. |
|
Evaluate options |
Supporting the client the weight up the different options. |
|
Valid action programme design |
Supporting the client to build a concrete action plan that gets them from where they are to where they want to be. This is a critical phase of the coaching, coaches need to make sure that the client is committed to the actions, statements are clearly articulated as well as the timelines. |
|
Encourage momentum |
Providing ongoing support for the client to motivate them, display belief in their capabilities to keep them on track.
|
Sources: Dembkowski & Eldridge (2003)
PRACTICE Model
PRACTICE is a seven-step problem-solving and solution-focused model originally developed by Stephen Palmer in 2007. It is based on the seven-step problem-solving sequence developed by Wasik (1984): Problem identification; Goal selection; Generation of alternatives; Consideration of consequences; Decision making; Implementation; Evaluation.
|
|
Example Questions |
|
Problem identification |
‘What’s the problem or issue or concern or topic you wish to discuss? What would you like to change?’ ‘Any exceptions when it is not a problem, issue or concern?’ ‘How will we know if the situation has improved?’ ‘On a scale of 0 to 10 where ‘0’ is nowhere and ‘10’ is resolved, how near are you now today, to resolving the problem or issue?’ ‘Any distortions or can the problem or issue be viewed differently?’‘Can you imagine waking up tomorrow morning and this problem (or issue or concern) no longer existed, what would you notice that was different?’ |
|
Realistic, relevant goals developed (e.g. SMART goals) |
What do you want to achieve? Let’s develop specific SMART goals.
|
|
Alternative solutions generated |
What are your options? Let’s note them down. |
|
Consideration of consequences
|
What could happen? How useful is each possible solution? Let’s use a rating ‘usefulness’ scale for each solution where ‘0’ is not useful at all, and ‘10’ is extremely useful |
|
Target most feasible solution(s)
|
What is the most feasible solution(s)? Now we have considered the possible solutions, what is the most feasible or practical solution(s)?
|
|
Implementation of Chosen solution(s)
|
Let’s implement the chosen solution by breaking it down into manageable steps. Now go and do it! |
|
Evaluation
|
How successful was it? Rating ‘success’ scale 0 to 10. What can be learnt? Can we finish coaching now or do you want to address or discuss another issue or concern? |
Sources: Palmer 2007, 2008, 2011
Palmer argues that problem-solving models and frameworks can be used together with cognitive or cognitive behavioural coaching approaches. If the problem can be solved at a practical level then a problem-solving approach is sufficient, however, if the client gets stuck due to some unhelpful thinking or performance interfering thoughts (PITs) the cognitive approach of the ABCDEF model can be used to resolve the issue. (Palmer 2005: 26)
“The model is based on Albert Ellis’s ABC model emotional disturbance whereby the individual typically assumes a direct link between A, the Activating event or an Awareness of a problem or issue and C, the behavioural and/or physical Consequence, when in reality this relationship is mediated by B, the Beliefs and perceptions of the activating event. D is about examining the belief, while E is about developing an Effective, new response or change in the behaviour.” (Williams & Palmer & Edgerton 2018: 23) F, which stands for Future focus, has been added to the model to encourage learning from ABCDE.
Sometimes the model is also referred to as G-ABCDEF, which also captures the Goal setting phase at the beginning of the coaching session(Williams & Palmer & Edgerton 2018).
POSITIVE
POSITIVE is an eight-step coaching model, which was developed by Vincenzo Libri in 2004. It is based on the GROW and ACHIEVE models. (Palmer 2007: 71)
|
|
|
Example questions |
|
Purpose |
Encouraging the client to have clarity about what they want from the coaching relationship as well from the coaching conversation. Strategically using questions, active listening, attending non-verbal signs, paraphrasing, and summarizing to get the whole story out of the coachee. |
‘What is it that you want to achieve?’ ‘What is the desired outcome for this session?’ ‘What do you want to accomplish trough coaching?’ ‘How do you think coaching will help you with your aims?’ ‘Have you thought about other solutions besides coaching?’ |
|
Observations |
Encouraging client to have clarity about their position and environment is a balanced, rational and functional manner. |
‘What have you tried so far?’ ‘What has worked for you in the past?’ ‘Who else is involved or knows about this?’ ‘How can you start to resolve this issue?’ ‘What is happening right now?’ |
|
Strategy |
Once the client has clarity about the goal, their current reality and environment it is very important to translate the goals into SMART objectives. It is also very important that the clients themselves set their own goals. The role of the coach is to ensure that these factors are present. |
‘How clear are you on what you want to achieve?’ ‘What does success look like for you?’ ‘How long have you got to achieve this?’ ‘How will you know when you have succeeded?’ ‘Does this accurately summarize what your aims are?’ |
|
Insight |
Encouraging the client to consider their goals and what emotions arise when thinking about the goal. This phase is about determining if the goal is really what the client wants, the goal is attractive, motivating and not overwhelming. |
‘How committed are you in achieving this goal on a scale of 1-10?’ ‘How confident are you in achieving this goal on a scale of 1-10?’ ‘How attractive is this goal for you?’ ‘How challenging is this goal for you?’ ‘Are there potential obstacles you have to consider?’ |
|
Team |
This phase is about defining what support network can be created by the client. |
‘Who will you share your goal with?’ ‘Is there someone who you can ask to sponsor you in your goal pursuit?’ ‘Who has supported you in the past?’ ‘Who or what inspires you when things get tough?’ |
|
Initiate |
This phase is about encouraging the client to formulate their strategy, action plan and start taking steps towards implementing their goals. |
‘When will you start to act on this?’ ‘Are you sure you want this?’ ‘How will you begin?’ ‘Who will you tell when you have started?’ ‘What will you do if you run into difficulties?‘ |
|
Value |
This phase is about breaking down the big overarching goal to smaller weekly tasks. This ensures that the client has regular feedback and can track progress and thereby able to celebrate the advancement. |
‘How will you celebrate your success?’ ‘Who will you celebrate with?’ ‘How valuable is this progress to you?’ ‘How will you feel having achieved this step?’ ‘Are you keen to continue?’ |
|
Encourage |
This phase is about encouraging the client to stay motivated from session to session and also in between the sessions. While the coach helps the client to build their support network the coach plays a key role in this. |
‘How are you doing with your goals?’ ‘What have you done so far?’ ‘Do you need any help with that?’ ‘How are you sticking with your plan?’ ‘Have you experienced any difficulties?’ |
Source: Libri, V. (2004).
OUTCOMES model
The OUTCOMES model (Mackintosh, 2005) is another eight-step model (Grant 2011):
- Objectives for the session
- Understanding – the coach should understand why the coachee wants to reach the objective
- Take stock
- Clarify
- Option generation
- Motivate to action
- Enthuse and encourage
- Support
Conclusions
There is a wide variety of coaching models available for coaches to use or adapt. However, most coaching models are rooted in cognitive behavioural approach and belong more to the behavioural side of the spectrum.
There are models which first look at the current situation and then move into goal setting, and there are other models that first start with the goal setting and then move into developing a better understanding of the current situation.
Most models emphasize the importance of generating self-awareness while others, e.g. OSKAR, take a plain solution-focused approach.
Coaching models also vary in terms of complexity. Perhaps more simple models provide greater flexibility while more detailed models provide more guidelines.
Whichever approach the coaches take, the models are there to provide a structure for the coaching session or coaching journey thereby helping the coach to manage the process so that the client at the end arrives at their desired destination.
References:
International Coaching Federation. ICF Definition of Coaching https://coachfederation.org/about Viewed on the 24th July 2019
Dembkowski, S. & Eldridge, F. (2003). Beyond GROW: A new coaching model. The International Journal of Mentoring and Coaching, 1(1), November.
Nick Edgerton & Stephen Palmer: SPACE (2005). A psychological model for use within cognitive behavioural coaching, therapy and stress management. The Coaching Psychologist Vol. 2 No. 2 November
Free Management Ebooks. The OSKAR Model http://www.free-management-ebooks.com/faqch/models-11.htm Viewed on the 24th June 2019
Anthony M. Grant (2011). Is it time to REGROW the GROW model? Issues related to teaching coaching session structures. The Coaching Psychologist, Vol. 7, No. 2, December
Libri, V. (2004). Beyond GROW: In search of acronyms and coaching models. The International Journal of Mentoring and Coaching, 2(1), July.
Stephen Palmer. (2007). PRACTICE: A model suitable for coaching, counselling, psychotherapy and stress management The Coaching Psychologist, Vol. 3, No. 2, August
Stephen Palmer (2008). The PRACTICE model of coaching: towards a solution-focused approach Coaching Psychology International.
Stephen Palmer (2011). Revisiting the ‘P’ in the PRACTICE coaching model The Coaching Psychologist, Vol. 7, No. 2, December
Nick Smith & Peter Hawkins (2018). Transformational Coaching in Elaine Cox, Tatiana Bachkirova, David Clutterbuck (ed.). The Comprehensive Handbook of Coaching (3rd Edition) Sage Publications. 231-261
Tony Stoltzfus (2008). Coaching Questions. A Coach’s Guide to Powerful Asking Questions. Tony Stoltzfus
Sunny Stout-Rostron (2014). Business Coaching International, Transforming Individuals and Organizations (2nd Edition) Karnac Books.
Sir John Whitmore (2017).Coaching for Performance (5th Edition) Nicholas Brealey Publishing.
Helen Williams & Stephen Palmer & Nick Edgerton (2018). Cognitive Behavioural Coaching in Elaine Cox, Tatiana Bachkirova, David Clutterbuck (ed.).The Comprehensive Handbook of Coaching (3rd Edition) Sage Publications. 17-34.