Coaching and Growing
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patrick
Organizations might have different coaching methods but there is one model that can best provide guidelines on how coaching sessions should be handled. It does not recommend a certain coaching style; instead, it gives coaches an idea of the key areas that need to be kept in mind while carrying out the coaching process. Most management and marketing theorists refer to this as the GROW model.
GROW stands for goal, reality, options, and wrap-up. The GROW model counts as one of the most typical coaching tools that helps coaches in structuring a coaching session that would hopefully deliver remarkable results. The GROW model suggests a simple four-step structure where the coach can start with giving ideas on why a coaching session is called for, the areas that need to be covered, the scale of the problem or issue, and the significance of making improvements to the achievement of long-term goals.
Coaching sessions that follow the GROW model start with the discussion of goals. The coach and the person being coached should agree on specific long term goals. They must also agree on specific coaching session objectives and particular topics or areas of concern that need to be discussed during the session. Coaches must keep in mind that although long-term goals are being defined, the coaching session is not a detailed discussion on how these long-term goals can be met. Coaching sessions are there to address specific issues that have an impact on the achievement of long-term goals.
After the goals have been laid out, the coach and the person being coached should give room for self-assessments and other methods of evaluation to have a clear picture of the topic of the coaching session. Giving effective feedback is important in this stage. Coaches should avoid making assumptions or if they cannot, they must review their assumptions have these checked with the person being coached, so there can be comparisons of what is perceived, what is actually happening, and what was intended to be done. In doing reality checks, it is important to note that irrelevant history should be discarded.
A coaching session must also provide options for the person being coached. Suggestions from the person being coached should be welcomed, and these are best elicited through having the coach ask effective questions. In this stage, coaches should assume the role of mentors who can help learners find their way towards making the right choices.
The last step is to ask commitment from the person being coached - the learner should be committed to doing actions. It is also important that learners are able to identify potential obstacles and ways to overcome such impediments. The coach should also agree to give support should the learner experience difficulties in carrying out actions. The coach and the learner should also keep in mind that steps or actions that need to be done should be specific and time-bound.
GROW stands for goal, reality, options, and wrap-up. The GROW model counts as one of the most typical coaching tools that helps coaches in structuring a coaching session that would hopefully deliver remarkable results. The GROW model suggests a simple four-step structure where the coach can start with giving ideas on why a coaching session is called for, the areas that need to be covered, the scale of the problem or issue, and the significance of making improvements to the achievement of long-term goals.
Coaching sessions that follow the GROW model start with the discussion of goals. The coach and the person being coached should agree on specific long term goals. They must also agree on specific coaching session objectives and particular topics or areas of concern that need to be discussed during the session. Coaches must keep in mind that although long-term goals are being defined, the coaching session is not a detailed discussion on how these long-term goals can be met. Coaching sessions are there to address specific issues that have an impact on the achievement of long-term goals.
After the goals have been laid out, the coach and the person being coached should give room for self-assessments and other methods of evaluation to have a clear picture of the topic of the coaching session. Giving effective feedback is important in this stage. Coaches should avoid making assumptions or if they cannot, they must review their assumptions have these checked with the person being coached, so there can be comparisons of what is perceived, what is actually happening, and what was intended to be done. In doing reality checks, it is important to note that irrelevant history should be discarded.
A coaching session must also provide options for the person being coached. Suggestions from the person being coached should be welcomed, and these are best elicited through having the coach ask effective questions. In this stage, coaches should assume the role of mentors who can help learners find their way towards making the right choices.
The last step is to ask commitment from the person being coached - the learner should be committed to doing actions. It is also important that learners are able to identify potential obstacles and ways to overcome such impediments. The coach should also agree to give support should the learner experience difficulties in carrying out actions. The coach and the learner should also keep in mind that steps or actions that need to be done should be specific and time-bound.
About the Author:
CMOE has been helping companies with executive coaching and team building since 1978. Through leadership coaching and other innovative business techniques CMOE has established themselves a leader in the business world. Visit www.cmoe.com for more information.
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