1. USING THE GROW MODEL Coaching

2. “Repeatedly doing the same and expecting change”

3. 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

4. Spectrum of activities Directi ng Trainin g Coachi ng Mentori ng External motivation Prescribed behaviour Boss management Internal motivation High awareness High responsibility Lead management Telling / Instructi ng Demonstra ting / Guiding Coaching / Supportin g Mentorin g / Counseli ng T E A C H I N G

5. DirectingTrainingCoachingMentoring 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  Clear delegation  Giving unambiguous instructions  Checking outcomes  Explaining  Demonstrating  Modeling  Giving feedback  Questioning  Listening  Problem Solving  Goal setting & planning  Empathising  Listening  Questioning  Supporting Student learns Do what is requiredKnowledge and/or process competence Develops own response to task. Takes responsibility for results. Identifies own needs, focus and options. You might hear “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?”

6. “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 What is coaching?

7. 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. Assumptions of a coaching paradigm

8. 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.

9. Knowledge (Thorough) Skill (Strong) Transfer ( Full implementation) Study the theory 10%5 %O% Theory + Demonstration Modelling 30%20%0% Theory + Demonstration + Practice Usually simulated during training 60% 5% All above + Peer Coaching During and after training 95% Percentage of people achieving the learning outcomes

10. GROW G oalsWhat do you want? R ealityWhat is happening now? O ptionsWhat are your choices? W rap-upWhat will you commit to?

11. 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.

12. 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.

13. 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?

14. G Goals - What is your goal? G Goals - What is your goal? R Reality - What is the reality of the situation? R Reality - What is the reality of the situation? What do you want to 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 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 Questions you could use:

15. O Options - What are your options? O Options - What are your options? W Wrap Up - What are you willing to do? W Wrap Up - What are you willing to do? What are the possibilities in front of you? What does the research say? What have you seen work in similar situations? If there were no restraints what would you do? What else do you need to consider? Who might be able to help? What support do you need? Have? What can you do now? What are your next steps? What will it cost you if you don't take action? What might get in the way? Who needs to know? What support do you need and from whom? How much are you likely to pursue the direction you're targeting? What will it take to get moving towards your goal? G.R.O.W Model John Whitmore's Coaching for Performance 1996 Questions you could use:

16. Six Types of Socratic Questions The taxonomy of Socratic questions was created by Richard Paul, author of Critical Thinking: How to Prepare Students for a Rapidly Changing World Types of QuestionsSample Questions 1 ClarificationWhat do you mean by ____? Could you put that another way? Can you give me an example? 2 Probing AssumptionsWhat 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?

17. We do not always hear what the other says IT’S NEVER EASY!

18. 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 Wrap- up 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.

19. Feedback Specific Vague Judgemental Descriptive 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. It’s not best idea to talk to the kids when you are facing the whiteboard 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.

20. The people, led by wise leadership will come to the realization, “We did it ourselves.” Lao Tsu

21. 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