Riverndell, The Bourne, Hook Norton, Nr Banbury, Oxon OX15 5PB Tel: 01608 737934 Mob: 07973 657493 E-Mail: [email protected]Coaching Models A Compilation of Coaching Models, Tools & Techniques Contributed by many and compiled by Kevin Watson of My Own Coach Limited Registered in England & Wales; Company Registration Number: 05150535; VAT Registration Number: 838 0487 07 Registered Office: Penrose House, 67 Hightown Road, Banbury, Oxfordshire, OX16 9BE
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Riverndell, The Bourne, Hook Norton, Nr Banbury, Oxon OX15 5PB
Axes of Change................................................................................................................................................ 4
This Coaching Models compilation is for your personal use only and you are required to observe all copyrights and trademarks as indicated. My Own Coach Limited does not accept responsibility for any breach of copyright by a third party.
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IntroductionI consider myself privileged to have been part of the Oxford Coaching Circle for the past twelve months. Around twelve like-minded people on various stages of a learning journey meet each month to share coaching experiences and provide support to each other. From various backgrounds and coaching schools, one our group suggested recently that we share the various models, tools and techniques we use in our coaching practice. We all agreed that this was a great idea and the scene was set for an energising session next time.
A day or two later, I reflected on this opportunity and started to imagine the possibility of sharing models from our own circle with others, coaches that were willing to share their own approach. I sent out requests for help in several directions and have had a great response from as far away as Australia, all wishing to contribute and share in some way.
It soon struck me that the number of models, tools and techniques out there is endless and, although this idea started as an opportunity to compile the ‘definitive’ guide, I have come to realise that it is an organic project, a guide that can be constantly added to in future, constantly growing and reshaping to provide inspiration, ideas and discussion for all.
A varied selection has been included, from the standard coaching models known to us all, to techniques taken from the world of therapy that have relevance to coaching. The models, tools and techniques are presented in no particular order and each one is credited to the person(s) that contributed it, which does not imply origin or ownership unless stated. Some entries have a great depth of detail whilst others are at high level only and are merely a taster for you to explore further if you wish.
The comparison of each model with another is as much about the similarities as it is the differences. Peter Freeth from Communications In Action contacted me very early on and wrote –
I think the area of coaching models is interesting and is something I researched a little for putting together an executive coaching NLP master practitioner course.
In my mind, coaching models as defined by the coaching schools are designed to protect the franchise, so they overlap whilst all describing the same process. Remembering that any model is just that – a generalised representation of a sequence of steps – then any model is true, given that it represents a certain point of view of a certain coach's process. I find it's possible to integrate all coaching models at a higher level as follows:
1) Find out what client wants
2) Help them get it
Beyond that the question I would ask is 'how does any model help you to help the client more effectively' and I think that the purpose of a process is to produce consistent results. That's what a manufacturing process does, and it's what a coaching process does. Therefore rather than searching for a definitive model, I want to find out what model best aligns with a coach's own style and client base to help that coach achieve more consistent results.
I think it's a good idea to collate information on models, because they give you a richer understanding of what is 'out there' - just as long as you remember that the coach makes the model, not the other way round.
The last few words resonated with me and help to put the models, tools and techniques into context. My own belief is that coaching is more about ‘being’ a coach rather than ‘doing’ coaching!
It is my sincere hope that you enjoy reading through the contributions, drawing inspiration from the varied models, tools and techniques. I also hope you wonder in awe as I do, at the way people from different backgrounds, countries and coaching stand points have all come together to share and learn. Enjoy and have fun…
Kevin
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Changescape IDEAS Coaching Methodology™The Changescape IDEAS Coaching Methodology™ is a model based on best practice coaching methods and techniques. The model is iterative and applies to each individual coaching session. However, the first session will also focus on business goals to be achieved by the entire coaching programme.
I Initiate the coaching session. Here we identify business objectives to be delivered and the specific objectives to come out of this coaching session. The specific session objectives should be stated in terms of personal and business goals. Quantification of the objectives and measures of success is key to their definition.
D Discuss issues and current performance levels. Here we identify where the executive is with their role and what issues they are having in moving it forwards. They are encouraged to quantify their issues in process and in human terms and to break the issues down into small components.
E Evaluate alternatives. This is where the executive can examine different strategies for moving their role forwards and determine how well each option deals with the issues identified in stage 2 above. In the context of performance coaching, they would be identifying and evaluating their own alternatives, encouraged by the coach. In the situation of context sensitive coaching, they may not have the experience or skills to identify all alternatives so direct content input from the coach may be necessary.
A Action Planning. This is where, based on the selected components from stage 3 above, detailed action plans are established that will include what has to be done, who has to be involved in doing it, when it has to be completed by and what deliverables will be produced. The time box of the action plans should be limited to the duration between coaching sessions.
S Support & Challenge. This is where, in between formal coaching sessions, the coachee may need help from within is or her organisation or from the external coach.
Co-Active CoachingThe Co-Active Coaching philosophy is that clients are naturally creative, resourceful and whole, so are completely capable of finding their own answers to whatever challenges they face. We believe that the client has the answers and the job of the coach is to listen and empower, rather than inform and advise.
Co-Active Coaching is about discovering possibilities, getting beyond the "should", stuck-points and distractions, and creating a fulfilling life that is true for the client. It is an opportunity to let go of limitations and stand in a place of creativity and possibility. We also believe that all parts of people's lives - their careers, relationships, recreation, personal growth and finances - are interrelated and should be addressed as such. In Co-Active Coaching we coach the 'whole person'.
Co-Active Coaching skills and techniques include:
challenging championing goals setting and planning inquiries life Purpose metaphor
hold the client as naturally creative, resourceful and whole practice the highest standards of professional ethics be adept at forming partnerships and designing alliances with their clients focus on the client's vision and maintain their commitment develop their own unique coaching style create the space for and evoke action from the client coach anything the client brings up or does use their life as a laboratory of their own learning
Kindly contributed by Mark Watkins
Coaching for Development – the Egan Helping ProcessNo-one can change anyone else's behaviour. It requires the individual to decide to behave differently. However it is possible to facilitate the process by using the model outlined below. This is a powerful client centred process which can help individuals examine their behaviour and make a positive choice about any changes they wish to make. The model, which has been developed from the work of Gerard Egan, has five stages each of which needs to have been experienced before you can move onto the next one.
Stage One: Agreeing the Ground rulesPurpose: to build trust and rapport
confidentiality administration
o when, where, how long, what's it about in broad terms provision to revisit the ground rules when necessary
Stage Two: Establishing a Good RelationshipPurpose: to enable the client to trust you enough to talk about the issue
find out about the person by asking open questions and listening show you understand demonstrate interest and a desire to help pick up signals when a person is ready to discuss the issue
Stage Three: Helping the Client to Explore the IssuePurpose: to help the client define and explore the issue
ask questions that allow the client to answer from their own perspective ask for specific instances - what happened? listen with restraint reflect back your understanding of the client's issue don't impose your own interpretation, solution or ideas
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Stage Four: Help the Client Identify the Underlying CausesPurpose: to help the client understand the behaviour patterns underlying the issue rather than focus on the symptoms
help the client draw together the common threads ask questions that explore attitudes and feelings and which look at similar incidents probe and confront in a non-threatening way summarise to encourage further contributions and to demonstrate you understand the feelings disclose appropriate information about yourself to help the client talk further be careful not to collude help the client acknowledge the positives
Stage Five: Help the Client Generate Solutions and Action PlansPurpose: to help the client see a way forward and make their decisions about the changes they need to make
help the client generate options and alternatives help the client decide on appropriate solutions assess resources in terms of the support needed to overcome any problems that might be
encountered agree a programme of action challenge unquestioned assumptions establish measures of success offer support to the client
There are a number of features of working with this model that are important to remember:
1. it is a client centred process so the client is in charge of it not the coach. Effectively it is about two people working on one person's issue.
2. it is a cumulative process which requires you to go through each stage to reach stage five all be it very quickly for a simple issue.
3. each stage is not clear cut and there may be some blurring when working with different clients.
Kindly contributed by Marj Setters
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Coaching Program & Coaching Session ModelsI find models helpful as they provide an overview of the coaching process I use, as I find out what my client/s wants from coaching and then work with them to support them to achieve this.
Clients find the Coaching Session Model really useful as it helps us both to ensure that each session produces consistent results.
Overall Coaching Program Model:
Coaching Session Model
Kindly contributed by Mike Sherry, Workplace Coach – Contact Centre Solutions, Australia
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CREATE ModelI picked this up at the Association for Coaching Conference. The model is called CREATE and has been designed by Carol Wilson, Results Coaching Systems Europe, to help with goal setting. The difference from the GROW model is that you explore first, before you set the goal.
Current
Reality
Explore
Alternatives
Target
EnergyI have interpreted this from Carol’s slides. Set the Context (what we might call Topic, or issue)
Goal Needs to be inspiring, challenging, measurable and achievable within say 12 weeks
Current Reality What challenges are you facing? What successes are you having? What works for you? What doesn’t work for you?
Explore Alternatives What would you like to have happen?
Target EnergyInspiring
Challenging
Measurable
Achievable within say 12 weeks
ActionIf you knew you would succeed, what would you do now?
Kindly contributed by Tilly Dearden of Compass Coaching and referenced to Carol Wilson
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The Essential Coach™ ModelHere is a model that is about the skills and qualities of a coach rather than the coaching process about which models abound. The model is not mine but is referenced to Linkage International.
Kindly contributed by Shirley Gaston – Log Heights Ltd
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The Go MAD Research & Consulting Group specialise in developing people's ability to achieve results. Go MAD offer a unique, research based, solution focused, thinking system that equips people with the mindset and skills to make significant personal and business improvements. The Go MAD® Thinking System, although initially challenging, can be mastered with relative ease enabling measurable results to be obtained in a short period of time.
Background researchIn 1997 the starting point was to undertake over 4000 hours of research to answer the following question:
"What is the simplest way of explaining the success process that people naturally use when making a difference?"
The Go MAD® Thinking System answers that question. Over 14 months the research team studied a wide variety of people, who had been nominated by others, to identify how they had achieved large and small successes. For several months each interview was recorded by a film crew and this research data was collated together with data from the audio and written records. Go MAD then analysed the common factors to identify key success principles that could be easily explained and understood by anyone. The final stage was to establish how each of the key principles linked to form a generic framework that could be consciously applied by anyone to increase their probability of success.
Describing Go MAD® ThinkingThe term "making a difference" encompasses all aspects of change, improvement and development. Once the Go MAD® Thinking System has been mastered it can be applied to any situation or problem in business or personal life to increase the probability of success.
Although not originally developed as a coaching model, the Go MAD® Thinking System can be applied to achieve measurable results on a day to day basis. The book “Go MAD About Coaching” and accompanying audio CD clearly explains how the Go MAD® Framework is practically used to help people achieve measurable business differences. (See www.gomadthinking.com for further information.)
Reproduced by kind permission of Go MAD Research & Consulting Group.Go MAD is a registered trademark.
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GROWThe GROW model provides a structure which will help achieve the task and development outputs from the coaching process.
Goals – should be: Specific Measurable Achievable Relevant Trackable
Reality – a stage for exploring, gathering information, finding out, not a time for making decisions or finding solutions
No assumptions Cut through irrelevant history Avoid problem solving at this stage Review session goal if necessary Gathering information to facilitate a high quality decision
Options – solution time! Generate all possibilities Offer suggestions – carefully Ensure choices are made
Wrap Up – agree action Make action steps specific and time phased Identify possible obstacles and strategies to tackle them Agree support
Kindly contributed by Marj Setters and Tina Cook
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OUTCOMES®Growing on G.R.O.W – A more specific coaching model for busy Managers The effective coaching of employees by their line managers is fast becoming an expectation from both senior management and from the employees themselves. Many managers are now being taught how best to coach their employees by employing the standard coaching model called G.R.O.W, where G equates to the Goal to be achieved, R to the Reality of the present situation, O for Options available and W for the Way Forward and Will.
G.R.O.W, constructed by Graham Alexander and championed by Sir John Whitmore, is a well-established coaching model and an excellent “starter” model to enable managers to get used to using a structure for coaching. Very competent managers and coaches can use the G.R.O.W. model effectively by taking time and ensuring depth at each of the four stages but busy managers or less competent managers and coaches can tend to “skip” through the stages which, can often result in the following scenarios:
An acceptance of Goals or Objectives without checking the validity of the reasons behind wanting to achieve these goals or objectives.
A lack of full understanding of the Performance Gap between the present situation and the desired outcome.
A lack of exploration in the Options phase meaning that only a few options and probably the more traditional “tried and tested” options are highlighted.
Not enough time spent checking the Motivation of the employee to move the actions forward and also discussing how the manager is going to provide onward support.
G.R.O.W provides a structure but may not provide enough “discipline” for busy managers to ensure adequate depth of understanding and support.
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The OUTCOMES® coaching model has been designed to enable managers and sales managers to undertake more structured and productive coaching sessions with their employees and sales executives than perhaps they have been used to. The increased structure will result in more depth to their coaching and as such will enable an increase in more understanding, motivation and commitment to action than they may have experienced with other coaching models such as G.R.O.W.
OUTCOMES® provides more structure than G.R.O.W simply by the fact that there are more distinct stages that a manager or coach must adhere to. The initial reaction from most managers I have introduced it to has been one of initial frustration in that with it having more distinct stages to go through and check, it can take more time to implement. However, once the managers understand the reasons for the extra steps and the fact that if they use this model carefully, they will get good results, the managers have warmed to the model.
So what are the stages behind OUTCOMES®?
I am going to guide you through the model by way of a “coaching conversation” between Mark, the manager and Jonathan, the employee
O – ObjectivesIt is important that the objective for the coaching session is established at the onset. What are the specific reasons for meeting and what exactly would the employee look to achieve as a result of the coaching session?
In all situations it is vital that a desired outcome or objective for the session is identified and the manager must take time to fully establish exactly what is to be achieved. Only that way can the coaching session be measured in terms of its effectiveness.
Questions to ask:
What would you like to discuss and what would you like to get out of the session? What specifically do you want to achieve in this session? How specifically can I help you? How will you know that we have achieved our objectives for this session?
Be careful when accepting outcomes or objectives that cannot be realised within the course of the coaching session. Sometimes employees can come with weird and wonderful challenges and ideas and many expect solutions from one coaching session. Manage their expectations and break down the challenge or idea into manageable “chunks” so that you achieve something every session on the way to achieving the overall objective. Some objectives need to be broken down this way into smaller objectives and actions before the overall objective is realised.
Let’s start our coaching conversation between Mark and Jonathan.
Jonathan was a new employee and was attending his first review session with Mark, his line manager. Mark had contracted well with Jonathan in terms of how they were going to work together and he had also outlined that the review sessions were for Jonathan to use Mark’s coaching skills to support him to find solutions to any challenges and ideas that he had within his role. Jonathan’s mindset, based in previous experience of managers, was that this “one to one” was really just an opportunity for the manager to “check up” on what he had been up to. Jonathan did have an issue in that he was way behind with a report which is due to be handed in to another manager the following week and as such he was no way near finished it.
At the start of the meeting, Mark again outlined the aims of the “one to one” and then started the OUTCOMES® process by firstly establishing what Jonathan’s objectives were for the meeting:
Mark: “Jonathan. What specifically would you like to achieve over the next half hour?”
Jonathan: “I thought I would bring you up to date with my overall progress.”
Mark: “Anything in particular you would like support on?”
Jonathan: “I don’t think so.”
Mark: “If there was one thing in particular which if you could find a better way forward it would help your progress, what would it be?”
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Jonathan: “Well. I do have to get a report in and I am already behind schedule. I would like some support in getting this finished.”
U – UnderstandingThis stage is an important one in that it is vital that the manager or coach fully understands the reasons behind why the person being coached wants to achieve a particular goal or objective. It also helps if the person being coached fully understands why they want to achieve that particular goal!
You will find that on many occasions, employees identify objectives which they think the manager wants to hear. This happens if the employee has not fully committed to coaching and/or is suspicious of the manager’s motives and intentions. Perhaps they see the “one to one” as an assessment as opposed to a developmental meeting. If they do then they will be tend to be defensive and not as open to learning as they should be.
A good coaching manager will seek to establish why a particular objective is looking to be achieved. Once this has been established it not only helps the manager to understand but also reinforces the drive in the employee to attempt to achieve the objective.
Mark: “This report that you have to get completed, tell me why it is important to you that you get this report done, and on time?”
Jonathan: “I am new to the company and want to impress, so getting this report in shows that I am both keen and capable. If I don’t get it in on time then there may be some questions asked about my capability and commitment”
Let’s stop the case study there. It would have been the easiest thing in the world for Mark to suddenly jump in and start giving advice as to how to finish the report. This is the typical manager’s response. But, Mark, by asking the question as to why it is important for Jonathan to get the report right and on time, is ensuring that Jonathan is identifying and reinforcing within himself the need to get this report right. He is now more open to Mark’s coaching and Mark is now more aware of Jonathan’s desire to get the report right.
T – Take StockIf we continue the coaching conversation involving Mark and Jonathan the next stage of the OUTCOMES® model is to ensure that both parties have a complete understanding of where Jonathan is in relation to the overall objective which is to ensure that he has the tools and drive to complete the report.
Mark: “So, Jonathan, it transpires that you have a report to finish by next week and that you feel you are slightly behind with this.”
Jonathan: “Yes”
Mark: “How useful would it be if we worked on this together over the next half hour in order that you went away from here confident and with further information that would enable you to complete the course?”
Jonathan: “Very useful”
Mark: “OK. Tell me more about exactly what stage you are at with the report”.
Jonathan: “I have written the executive summary but I am struggling to find the information I need to complete the report”.
Mark: “What information specifically do you feel you need?”
Jonathan: “I cannot find the sales data for Product X from the last three years.”
Mark: “If you were able to access this data would this be sufficient to complete the report?”
Jonathan: “Well, yes. Although I may also need a bit of support to graph the figures.”
Mark: “If we got you support to be able to graph the figures, would this mean you could now complete the report?”
Jonathan: “Yes.”
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Mark: “OK. So basically you have a report to finish by the end of next week and in order to do this you need to access three years sales data for Product X and learn how to graph these figures?”
Jonathan: “Yes”
Again, let’s stop the coaching conversation there. Mark has now established the current situation in other words they have both “Taken Stock”. Mark must now establish and clarify the exact gap that has to be “closed”.
C – Clarify the Gap.It is important that the manager now fully establishes exactly what has to be done in order for the employee to realise their objective. Let’s follow Mark’s coaching with Jonathan.
Mark: “Jonathan, exactly what sales figures do you require to finish this report?”
Jonathan: “I need Sales per year, quarter and by month along with growth and market share, and of course I need to present these graphically. I would like to do decent line graphs and pie-charts but don’t know where to start.”
Mark: “Anything else you would like or need?”
Jonathan: “Perhaps, some help in putting the report into a nice professional binder”
Mark: “OK. So if we can enable you to get the figures that you require plus support to graph it and present it professionally, you will have achieved your outcome?”
Jonathan: “Absolutely”
Mark is now at the stage where the outcome has been defined, the reasons established and the exact amount that has to be done identified. Mark must now ensure that he continues to coach Jonathan appropriately as opposed to just tell him where to get all these figures etc.
O – Options Generation.Mark: “In terms of sales figures, what have you done so far in attempting to get these?”
Jonathan: “I looked at the Sales Department’s recent communication but it only gives figures for the last six months. I need three years worth. I left voicemail messages and sent an e-mail but to no avail as I have received no replies”
Mark: “Where else could you try?”
Jonathan: “I could speak to IT, I suppose. They should have all the data on file somewhere.”
Mark: “Anything else you could do?”
Jonathan: “I really should chase up the sales guys. I actually don’t like not receiving a reply to messages that I have left!”
Mark: “What about learning how to graph the data?”
Jonathan: “IT as well?”
Mark: “Could be! You may also find that both IT and the Sales people will have the capability to show you how to present your report. So, where are you now with a way forward?”
Jonathan: “I am going to chase up the sales guys again, perhaps even go over to their department as opposed to leaving voicemails or e-mails. I will also check with IT.”
Mark: “And the graphs and binding?”
Jonathan: “I will check with both these departments as well in relation to both the graphs and the binding”
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M – Motivate to ActionThe temptation will be for many managers to leave the coaching conversation at this point but it is important that you check the motivation and capability of the person to carry out the tasks. Otherwise the action may not happen.
Mark: “Great. How confident do you feel about approaching these departments?”
Jonathan: “Now you mention it, I don’t really know anyone there and as I am new they will not know me. So I suppose, not as confident as I would like”
Mark: “What do you need to make you feel more confident?”
Jonathan: “Perhaps a personal introduction. Or even if I could just use your name?”
Mark: “Sure, just say I sent you over and you are probably best to seek out James in IT and Sally in Sales.”
E – Enthusiasm and Encouragement.At this stage the employee should be motivated to action and now it needs some re-inforcement from the manager.
Mark: “I am pleased with your progress Jonathan since you have been with us. Keep up the good work and thanks for the effort that you are putting in.”
Doesn’t take long to say but it can be worth one “hell of a lot” to an employee to hear these words. Sadly too many managers fail at this juncture. Also very few managers actually offer any form of support and the last stage of the OUTCOMES® model is to ensure that support is discussed.
S – SupportMark: “Is there any way I can be of support in enabling you to complete the reports?”
Jonathan: “At this stage I have all the information I need to move forward. If, though, I can’t contact James and Sally because of whatever reason, can I give you a call?
Mark: “Sure. Try these people and their departments first. I am sure they will help you out”.
We come to the end of our coaching conversation and we have a situation where the employee, Jonathan has come with an issue and left with action and motivation, coupled with a satisfaction in knowing that his manager, Mark, is there if he ever needs support.
Obviously it is not always this simple and that there will always be situations where the coaching conversation will be more complex but I hope that this example gives you a flavour of how to use the OUTCOMES® coaching model.
About the contributorAllan Mackintosh is a Performance Management Coach with Reivers Development Ltd and who also oversees the Management Coaching Consultancy, Performance Management Coaching. He is the author of The Successful Coaching Manager book and the creator of the OUTCOMES® and CARERS™ performance coaching models.
Kindly contributed by Allan Mackintosh
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Coaching Champions: How to get the best out of your salespeople – Co-authored with Cariona Neary and Karl O'Connor, Oak Tree Press Dublin 2001.
Frank is writing another book on business coaching based on the successful experience of using POWER coaching technique over the last ten years and is reproduced with kind permission.
Values and Self-Awareness – Who are you, what do you stand for? What truly drives you? What sort of person are you? What do others whom you value say about you and how do you feel about this?
Current Position and Actuality – Where are you now? What have you achieved already? How does this leave you feeling?
Goals, Aspiration and Commitment – What do you *still* want to achieve, ideally? How much? To what end? How will you know when you have realised your goals? And what will this then feel like? What will it be worth to you? - And how much do you really want to achieve these goals? What would happen if you don't, and what might this cost you?
Analysis and Reflection – Where are your boundaries and possible obstacles? What may stand in your way now from achieving these goals, what are your options and what may be the risks attached? Do you actually believe your goals may be achievable, and what would it take to make them realisable in a 'perfect world'?
Action and Commitment – So what do you want to do about this? What *will* you do about this? Discuss, and then let's act!
Review and Learning – Now, what have you actually done? How did you get on? What did you learn? How does your commitment now stand? What might you do next?
Outward Focus and Reality Check – What do those close to you or influential to your broader goals now say about you? What may you still learn from them? What do you *want* to learn from them?
Appraisal and Recommitment – How has this all worked for you? What have you achieved for yourself? What have you realised? What will you continue to do differently?
Reassessment and Affirmation – Now you have done this, do you want to change any of your goals?
Continuing Development – Repeat 3 to 9 as necessary....
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Political Awareness and Self Actualisation – What do those whom you have most valued now say? Do they support you or even perhaps feel threatened by you? How will you deal with this?
New Realisations, Shared Development – What next? How may you share your new awareness with others most effectively? Will you keep your new knowledge to yourself or will you also now wish to share it with others whom you may want to develop similarly?
I recognise this Model says little of the detailed process skills, which are perhaps the essence of a successful coach, but I hope they may offer a broader framework?
Copyright of QED Consulting and kindly contributed by Jeremy Thorn
SCORESymptom: Precise questions; defining the actual source of the problem – Lots of probing
questions to define this specifically
Cause: Environment; behaviour; capability; beliefs; identity – What is causing the symptom i.e. could be work environment, culture, behaviour of manager / colleague etc.
Outcome: Positive; achievable; fit with self – Visualise / identify what the end result will be once the problem had been tackled. What did they want to achieve etc. etc
Resources: Internal; external – What resources will be needed (e.g. finance, time, people, etc.) to make this step change
Effects: See; hear; feeling – identify what success would look / feel like. How will the individual know when success has been achieved?
Kindly contributed by Anna Thorman – People Places
Solutions Focused TherapyBackgroundSolution Focussed Therapy (SFT) is a form of Brief Therapy. Brief Therapy emerged from the US in the 1980’s from the work of Steve de Shazer in an attempt to counter a longer term psychoanalytical approach. Identifying features of this approach are that the individual is able, an acceptance of the individual’s definition of the problem, objectivation not personalisation of the behaviour and focussing on the here and now, not the past. The title suggests that this method will be used by counsellors and therapists; what is detailed in this handout is an outline method which can be successfully used in problem solving and in particular as a self help tool which can be applied in learning groups and sets.
What is Solution Focussed Therapy?It is a problem solving method which helps people to work through their problems to find new ways to incrementally improve situations. Majority time is spent in studying solutions and minimal time spent in reflecting on the problem. Validation of the problem is essential however for SFT to work, so the problem holder needs to be confident that any helper(s) have ‘heard’ and ‘understood’ their problem. It builds on Brief Therapy and is unlike traditional therapy which concentrates on looking for causes from events in the past and which sees connections between problems and solutions e.g. complex problems require complex solutions.
Principles of Solution Focussed Therapy competence talk – use what you’ve got; there’s nothing wrong with you that what is right cannot fix incremental change – pragmatism ; small change can lead to bigger change
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task fits the person not the problem – different solutions for different people; the individual is expert on themselves
questioning techniques not advice – working through the problem with others; action learning
MethodHere is a method or process for applying Solution Focussed Therapy to group learning and 1:1 learning settings.
1. Describe the problemThe problem owner describes the problem briefly with the minimum amount of information so that the listener/s understand the problem.
To focus, the problem owner describes the problem as one word, then one sentence and then finally any other information. It is helpful to introduce a time limit, bearing in mind the larger % of time to be spent on creating solutions. (Keep in mind a 10:90 % proportion.)
2. The miracle questionWhat will life be like in the future without the problem? You are asked to go to a different time zone and imagine that you have gone to bed and when you wake up a miracle has occurred and the problem has disappeared. This is future orientated thinking.
3. Analyse the miracleAnswering the miracle question is not easy and the listener/s will need to draw out the detail of the miracle by asking questions and helping the person to avoid talking problem by questions such as:-
What is different? How do you feel? What do you notice about yourself and others? What else is happening?
The listener/s help with probing questions to get more detail about the nature of the improved situation. The idea of using the miracle question is to extract somebody from the blockages of the problem and experience what it might be like without the problem to give some insight into ideas that can help improve the situation.
4. ScalingOnce the miracle situation has been exhausted, attention is now turned to identifying goals for action. The first step in this is to measure the degree of the problem using a scaling technique e.g. a scale of 0-10 with ten representing the morning after the miracle and zero representing the worst the problem has been.
5. Options for changeUsing scaling decide on how much increase on the scale will be suitable for the problem, thinking incremental change. What will be realistically achievable? What can you do to improve the situation?
The listener/s continues to ask questions, firstly looking for person’s resources/ competences.
Where are their strengths? Exception talk – examples of when the problem isn’t happening
Then further questions on the detail of the changed situation
What would you like to change? What needs to happen first? If you make this step, how will you be different? How will others know you are different?
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There is a temptation for the listener/s to provide advice at this point. Resist this temptation. If the person is having difficulty in providing options for change, it is possible to assist by brainstorming together, but only if a standstill has been reached.
Sometimes is it helpful to ask questions like:
“If you had to guess what would you say?” “I know you have said you don’t know, but if you did know what would you say?”
6. Set goals(i) Using the scaling technique, “I want to move from (number on scale) to…“(ii) What do you want change and how will you do this?
“I am particularly going to keep doing…” “The thing I am going to try and do differently is…” “The signs that will tell me that this is making a difference are…”
Ensure in the goal setting that a time is set to monitor and review progress.
Happy solution finding and don’t forget to spend 10% of your time on the problem and 90% on the solution.
Kindly contributed by Tina Cook – Tina Cook Consulting
3-D CoachingUse with any client who is open minded, values natural goals and appreciates strategy
Expanding who the client isFocus on values, traits, strengths, skill sets, interests, hidden talents.
Clarify what the client wants to accomplishWork exclusively on what the client really wants, not what they could / should want
Simplify the strategies to be developedWhen steps one and two are clear, the strategies unfold naturally
TGROWThe TGROW model has been developed from the familiar GROW model, adding a further step as follows: TGROW model stands for:
Theme – initial understanding or area being looked at, context for the coachingGoal – for the session or around the themeReality – what is going on right now, who, what, where, whenOptions – what is possible?What will you do, or Wrap up – clarity, commitment, support
The process as it stands above looks to be linear. In reality, at each stage, you may need to go back and review earlier stages in light of the information and understanding the coachee is developing. So, rather than seeing the model as a straight line, it is more helpful to see it as a circular or iterative process with links that allow you to move between each stage at will.
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Think of this coaching model as the frame of a picture. The coaching process itself will define the detail and content of the picture that will evolve within your framework. In the same way the frame controls the size and shape of the picture, without controlling the image, so a model helps the coach to control the key elements of an effective coaching conversation, its structure and process. Once learnt we recommend coaches allow the model to go to the back of the mind so it does not get in the way of the coaching, but that it can be brought back into focus at any point allowing the coach to know where they are in the process.
Below are some example questions for each area of TGROW. Having the questions does not make you a coach, however it does provide some useful examples and the structure can be useful to work through yourself or with a colleague to get some quality reflection time looking at an issue or problem you want to resolve or an area you are looking to improve.
Theme What do you want to discuss today? What will give you most value from this session? What do you want to look into? What is the context? What is going on?
Goal What do you want to achieve 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? By when do you want to achieve it? Is that positive, challenging and attainable? How will you measure it?
Reality What is happening right now? Only focus on fact, what is really happening at the moment. (WHAT,
WHEN, WHERE, HOW MUCH, HOW OFTEN) Who is directly and indirectly involved? If things are not going well with this issue, who else gets drawn in? If things are not going well, what happens to you? What have you done about this so far? With what results? What is missing in this situation? What is holding you back from finding a way forward? Intuitively, what is really going on here?
Options Intuitively, what is really going on here? What options do you have for steps to resolve this issue? What else might you do? What if you had more time for this issue, what might you try? What if you had less time? What might that force you to try? Imagine that you had more energy and confidence, what could you try then? What if somebody said: "Money is no object" What might you try then? If you had total power, what might you try then? What should you do?
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What will you do, or Wrap up What option or options do you choose? To what extent does this meet all of your objectives? What are your criteria and measurements for success? When, precisely, will you start and finish each action step? What could hinder you taking these steps? What personal resistance do you have to taking these steps? What will 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 commitment, on a 1 - 10 scale do you have to taking these agreed actions? What prevents this from being a 10? What could you do to alter or raise your commitment closer to 10?
Kindly contributed by Mark Watkins
Transformational MentoringThe Autonomy or Drama Triangle:
Kindly contributed by Lisa Rowles. Copyright Stephen Karpman
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