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The G.R.O.W. Model

The document discusses the GROW model for coaching. It begins by explaining the origins of the model and how it was developed. It then describes modifications to the model, renaming it the TO GROW model to emphasize setting the topic first before goals. The stages of the TO GROW model are then outlined as: T-Topic, G-Goals, R-Reality, O-Options, W-Wrap Up. Additional dimensions of coaching skills, raising awareness, and responsibility are also discussed. Examples of questions for each stage of TO GROW are provided.

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AndreeaCazan23
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393 views

The G.R.O.W. Model

The document discusses the GROW model for coaching. It begins by explaining the origins of the model and how it was developed. It then describes modifications to the model, renaming it the TO GROW model to emphasize setting the topic first before goals. The stages of the TO GROW model are then outlined as: T-Topic, G-Goals, R-Reality, O-Options, W-Wrap Up. Additional dimensions of coaching skills, raising awareness, and responsibility are also discussed. Examples of questions for each stage of TO GROW are provided.

Uploaded by

AndreeaCazan23
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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The G.R.O.

W model
People often ask who was the author of the GROW model. As Myles Downey
says in Effective Coaching, it was some bright soul having observed a
number of coaching sessions saw a pattern in those sessions and said this
is what you are doing and the observed pattern was developed as the
GROW model.
Downey also makes the point that in the light of experience it would be more
accurate to refer to the model as; TO GROW where the TO stands for topic.
The TOPIC is the initial understanding of the issues to be explored. This
takes place before goals are set.
The TO GROW model
Downey offers this model to help us understand when coaching is appropriate
and needed:
Potential

Performance

There is always a gap between an individuals potential and their


performance. The coachs job is to explore the gap and in this he will enable
the coachee to discover the things that interfere with raising the coachees
performance or finding a solution to his issue.
So with this in mind an equation might look like this:
Potential

minus

Interference

is equal to

Performance

P I = Performance
By helping the coachee to recognise their interferences, they are then able to
concentrate and focus on ways of raising their performance. Interference can
take many forms. Here are a few:

lack of confidence
archaic messages about not being good enough
fear of winning or losing
always trying for perfection
loss of motivation
stress at home or work

GROW Model
Here are the stages of the TO GROW model

To -

Topic initial understanding

G -

Goals for the session What do you want to achieve short


term and long term?

R -

Reality who/what/where/how much? Tell me your story?

O -

Options whats possible? What options and thoughts do


you have to take you forward?

W-

Wrap-up clarity/commitment, support What will you do


and what support do you need?

The experienced coach knows that any structure is there as a point of


departure and can be extremely helpful whilst exploring and learning new
coaching skills. GROW has a clear structure and can enable the coachee to
tell their story whilst the coach uses their skills in trying to make sense of the
flow. So in defining the TOPIC they may dart in many directions. The coach
goes with the flow but all the time is piecing information together to enable the
coachee to find clarity and uncover the true topic or issue they want coaching
on. Similarly as the coaching moves forward the process might move in a
number of directions and then back track to the original goal.
The coach is there to guide and support the coachee in their exploration. TO
GROW is one structure amongst many that an experienced coach will draw
on for that purpose.
John Whitmore in Coaching for Performance also talks about three further
dimensions of the TO GROW model.
He emphasises firstly the skills the coach needs. Whitmore identifies
effective questioning and its partner listening as paramount in the
coachs armoury. The who/what/where/when/how much questions but
avoiding why? The latter only invites justification and implies a judgement on
the part of the coach. When listening to the coachee it is important to use both
eyes and ears. This way the coach on one level is tuning into the words, at
another level he is picking up the music (feelings) and lastly observing the
body language.
Whitmore next emphasises the importance of raising awareness in the
coachee. The coach achieves this by asking questions, listening,
paraphrasing, summarising and giving feedback. These combine to raise the
coachees awareness. An example of this comes from The Inner Game of
Tennis, Gallwey. To improve a persons back hand stroke the coach hits a
number of balls in the coachees direction. By asking questions about how the

coachee is experiencing responding to these balls the coachee is becoming


more aware of how he is actually playing. The more he concentrates on
noting his responses the better he becomes. He has put aside his doubts and
fears, got a grip on his gremlins and is fully in tune with his game.
So it is in everyday coaching. By being engaged in effective questioning and a
coach who is giving the coachee his undivided attention the coachee moves
to a heightened state of awareness.
The last dimension is responsibility. People who like to take control, give
direction and tell others what to do are the antitheses of coaching behaviour.
They are denying the coachee the opportunity to think for herself.
Downey says he dislikes the word empowerment. It implies we have had the
power taken away from us. Organisations do this all the time by spoon
feeding employees, cutting jobs down into small tasks so there is little or no
discretion. In the end many people use more intelligence getting to and from
work than they ever do in their job.
By putting the responsibility on the coachees shoulder the coach is signalling
his trust in the coachee to work through his issue or dilemma and thereby
enjoy the feeling of achievement that comes from working it out on his own.
Grow ME
The last part of the model is the monitoring and evaluating. This allows the
coach and coachee to reflect on the outcomes of the coaching and to unpick
the events since the coaching took place. This reflection can help to deepen
the learning and reinforce any new behaviours that have been learnt and to
celebrate the success of achievements.

References:
Coaching for Performance, John Whitmore; Nicholas Brearley Publishing Ltd
1996
Effective Coaching, Myles Downey; Orion Business 1999
The Inner Game of Tennis, Timothy Gallwey Jonathan Cape 1975

GROW Questions
An example of TO GROW questions:
Goal
What is the aim of this discussion?
What do you want to achieve in the long term?
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?
What is a short-term goal on the way?
When do you want to achieve it by?
Is that possible, challenging, and attainable?
How will you measure it?
Reality
What is happening now?
(What, when, where, who, how much, how often)
Who is involved (directly and indirectly)
When things are going badly on this issue, what happens to you?
What happens to the others directly involved?
What is the effect on others?
What have you done about this so far?
What results did that produce?
Whats missing in this situation?
What do you have you are not using?
Whats holding you back?
What is really going on? (Intuition)
Options
What is happening now?
What else could you do?
What if..? (Time, power, money, etc.)
Would you like another suggestion?
What are benefits and costs of each?
Wrap-up (will)
Which option or options did you choose?
To what extent does this meet all your objectives?
What are your criteria and measurements of success?
When precisely are you going to start and finish each step?
What could hinder you in taking your first steps?
What personal resistance do you have, if any, to taking these steps?
What would you do to eliminate these external and internal factors?
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 scale 1 10 do you have to taking these agreed actions?
What prevents this 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 or are we finished?

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