Excerpt from seminar titled “A Step by Step Guide to Becoming an Effective Coach”

By Peter Adebi

 Developed by Graham Alexander and popularized by John Whitmore, the GROW model is the most widely used model of coaching. This model is recommended because it is straightforward and easy to understand and implement.

 The acronym GROW stands for Goal, Reality, Options, and Will. Each of the letters stands for an important phase in the coaching process.

Goal: The first step in the GROW model is to establish a goal. You will need to agree on the topic of coaching. Next, set a SMART goal. That is, set a goal that is Specific, Measurable, Attainable, Realistic and Time-bound. Take time to discuss the difference achieving the goal could make in the coachee’s performance, which includes behavior and results. Pay attention to the way we define performance. In many organizations, the definition of performance is limited to only the results a worker achieves. If you were expected to sell a thousand widgets a year and you sold fifteen hundred, you are considered a high performer because you exceeded the stipulated result. Our approach takes into account how you achieved the results. Did you abide by the behavioral competencies for your job? How about the behavioral expectations set by your company’s guiding principles, credo, code of conduct or values? Did you step on the toes of others to achieve the results? Did your coworkers experience abusive treatment from you on your way to hitting that target? Did you engage in unethical practices to reach the goal? These are all important behavioral questions to consider. You are not a high performer unless you demonstrated desired behaviors on your way to achieving desired results. To learn more about establishing and managing behavioral expectations, see our seminar on performance management.

 Here are questions that will help you in this goal-setting phase of the coaching process:

• What is your vision?
• What do you want to achieve?
• What does success look like?
• How much personal control or influence do you have over your goal?
• What would be a milestone on the way?
• When do you want to achieve it by?
• Is your goal positive, challenging, and attainable?
• How will you measure it?

As a supervisor coach, be careful not to force feed a goal. This goal setting step should not be confused with the annual performance goal setting process that most organizations undertake. While you can provide guidance especially in clarifying organizational expectations, allow coachees to have meaningful input in the goal setting process. It is their goal and they are more likely to take ownership for a goal they helped to create.

Reality: This step involves taking stock of the coachee’s situation. Take time to understand the coachee’s reality. Try to understand the coachee’s assumptions and perceptions. As the discussion unfolds, challenge assumptions as appropriate. If you and the coachee are in agreement that feedback from others is necessary, determine how to collect the feedback. Ensure that you agree on who will be included in the feedback pool, how the data gathering meeting will be conducted, and who will have access to the data. Typically, you will introduce the data gathering meeting as an opportunity to collect information that will help the coachee achieve a desired performance or developmental goal. As a coach, always seek to maintain the self-esteem and dignity of the coachee. A summary of the data you gather should be reviewed with coachee. Pay attention to the coachee’s reaction when you share the feedback. Explore surprises and disappointments, and validate data that aligns with coachee’s reality. A simple one-on-one interview with coworkers is one way to gather feedback. The document titled “Coworker Interview” provides examples of questions you might ask in this data gathering process. You might also choose to have respondents provide feedback in writing.  As noted earlier, your HR or organization development experts can assist you with other data gathering tools.

The following questions are helpful in this stage of the coaching process:

• What is the situation that you are currently in? What is happening now?
• What are the roadblocks at this moment?
• What have you tried so far?
• What is involved (directly and indirectly)?
• What things are going badly on this issue, what happens to you?
• What happens to others directly involved?
• What is the effect on the organization?
• What have you done about this so far?
• What results did your effort produce?
• What is holding you back from finding a way forward?
• What is really going on? What is the real issue? (Intuition/Awakening)

Options: This is when you explore the range of options available to coachee in meeting the identified goal. Invite suggestions from coachee and offer suggestions as well. Ensure that clear choices are made before you move to the next phase.

 The following questions are helpful in this stage of the coaching process:

• What paths can you take?
• What options do you have?
• What else could you do?
• What are your strengths?
• Is there any other way?
• What if…? (Time, training, schedule/shift, money, etc.)
• Would you like another suggestion?
• What are the benefits and costs of each option?
• Which options will work best in our organization?

Will: This is the final step in the GROW coaching model. It refers to both the will to act and what the coachee will do to achieve his or her goal. It’s when you determine action steps, finalize the planning process and the coachee commits to action. Action steps are the regular steps that coachee will take to cultivate the desired behavior or achieve the desired result. This step is where you identify measures of progress and success and incorporate the measures into the coaching plan. If input will be needed from other coworkers as part of ongoing tracking or measuring of success, identify those coworkers at this point. Discuss and agree on coaching times and dates, number of coaching sessions, and where and how sessions will be conducted. For example, if some of the sessions will be conducted by telephone, say so at this point. Identify and discuss potential needs or roadblocks. For instance, if coachee believes some type of training will be necessary, discuss and agree on how the need will be met. Explore coachee’s comfort level, including emotional commitment to the coaching process, before wrapping up. Be mindful that you will likely need more than one meeting to complete these steps.

The following questions are helpful in this stage of the coaching process:

• Which options or option do you choose?
• To what extent does this meet your objective?
• What are your criteria and measurements for success?
• How will you measure progress?
• When precisely are you going to start and finish each action step?
• What could arise to hinder you in taking these steps?
• What personal hesitation, concern or resistance do you have, if any, to taking these steps?
• What will you do to eliminate these external and internal constraints?
• Who needs to know what your plans are?
• What support do you need and from whom?
• What will you do to obtain that support and when?
• What could I do to support you?
• What commitment on a 1 - 10 scale will you make to accomplish your action steps?
• What prevents your commitment from being a 10?
• What could you do or alter to raise your commitment closer to 10?
• Is there anything else you want to talk about now?

This article is an excerpt from the seminar titled “A Step by Step Guide to Becoming an Effective Coach” by Peter Adebi. To acquire the full seminar, including audio, handouts, tools and other accompanying resources, visit Star Leadership® at www.starleadership.us  

Leadership Coach, HR Pro, and OD consultant, Adebi is a seasoned individual and organization improvement expert. He’s author of many insightful business articles and founder of Star Leadership®.

 Excerpt from A Step by Step Guide to Becoming an Effective Coach by Peter Adebi