Introduction
During my prior teaching weeks, I coached a few coachees as part of my learning process. As a result, I have gained various skills that will be valuable in the coaching field. I recently began mentoring a middle manager with long-term teaching goals and this is an ongoing program with him. The coachee wants to enhance his leadership abilities by creating a good working relationship with his manager whom he is not getting along with, at the same time, he wants to further his education at the master’s level. I prepared for the session by reading various books about coaching and its benefits. I adopted the GROW model because I felt it was a natural method to create and structure the coaching session. I picked the coachee because he had previously shown an interest in self-improvement and goal-setting, and I felt that coaching sessions would help him concentrate on the tasks at hand. Professionally, this would be an opportunity to determine whether he is dealing with hurdles that can be overcome with more motivation.
I chose Gibb’s model of reflection because it is easy to understand and use. The six stages allow a thorough analysis of an experience, promoting learning and development (Tawanwongsri & Phenwan, 2019). Other reflection models like Schon, Driscoll, and Kolb’s reflective cycles could provide the same insights. However, Gibb’s is exceptional in that, it allows experiences to be examined cyclically. It allows learning and planning for things that go wrong the first time as well as simplicity of application and understanding.
The Experience
To ensure that the coaching session was focused, I created a list of prospective questions for each model section using the interrogative terms what, who, how, when, and where. Resultantly, I had a strategy for the session, and the descriptions of the various processes assisted me in making the essential connections inside the GROW framework. According to Watts and Corrie (2022), the GROW model is insufficient; the coachee must also be aware of the goal and assume responsibility for the activities required to achieve it. The coach’s familiarity with the mnemonic GROW helps the coaching session a little, and the same may be true for the coach’s ability to ask good questions (Grant, 2022). I had to encourage, create well-structured conversations, post meaningful challenges, and ask patient questions to support the model.
The coachee set the aim for the session in the first phase, and we both agreed on the objectives and time frame. The coachee’s responses allowed me to determine whether the goal was SMART, as defined by Swann et al. (2022). Secondly, I asked the coachee to explain why he wanted to reach the objective, which assisted in exposing the motivating forces at work. I then pressed him for suggestions on accessing information, and he came up with several techniques that finally satisfied him. Thirdly, I proposed different paths he could pursue to fulfill his purpose. I asked him to assess the benefits and cons of each choice as he listed them. When I asked him what he needed to alter, he said he would have to give up some of his hobbies. I questioned him about potential drawbacks, and he mentioned poor job performance and changes in management style. I asked him for suggestions on getting closer to his goals to assist him on his journey. Among his many sensible choices were whom he would seek assistance from and which of his numerous desires he would prioritize.
Feelings
I felt nervous about leading the official coaching session, but I loved the challenge and learning. This event taught me that I could develop empathy if the correct conditions were met. I appreciate using insightful questions to encourage others to believe in their intuition. I felt that I did not give the coachee enough time to think about my questions before asking them at times, and I struggled to deal with the awkward silence while waiting for a response. It is frequently beneficial for the client to have some alone time to explore his ideas and reflect on a specific issue or experience (Boyatzis, Smith, & Van Oosten, 2019). I agree with this theory, based on my observations and experiences; albeit incredibly difficult for a first-time coach to attain. I felt that this derives from coaches’ lack of confidence in their teaching talents.
My experience as a coach has taught me that one’s level of motivation, whether at a job or school, is considerably influenced by one’s coach. Recognizing the importance of each individual, a coaching culture enables them to take charge of their growth and development. I felt that honing these talents would likely lead to more positive, loyal, and trustworthy interactions with people. I also felt that the coachee was initially frightened and hesitant to offer questions. However, the questions and assistance boosted my confidence and improved my focus throughout the session. The tutored individual showed increasing confidence and motivation to enhance their skills.
Evaluation
Any workplace, and any firm in general, can only progress through acquiring new knowledge and abilities. Associated approaches are as official or casual as necessary, and they can be planned to address issues ranging from quality control to staff morale to strained office dynamics. There are numerous ways to deliver them, such as through games, seminars, peer mentorship, and workshops. Every educational venture depends on the care taken in its planning, execution, assessment, and upkeep. The coach’s nervousness and reluctance to address specific inquiries posed a considerable challenge during internal counseling. According to Gould et al. (2020), this impedes internal coaching significantly. The learning events may affect the relationships between the coaches and the expected learners, disrupting the working process or its components. The challenge caused negative feelings and demotivation to continue coaching. The drawback faded with time as I became more comfortable with the coachee.
My ability to convey an approachable demeanor and establish rapport with the coachee substantially contributed to our comfortable and amicable ambiance throughout our sessions. This prompted me to create a space that accepts many viewpoints and develops a love for creativity. The coachee was first concerned because he had no idea what to anticipate from the classes or how to behave in my presence. I was able to deliver useful knowledge that could be put into practice and motivate the coachee by exhibiting exciting tactics that generated constructive interactions without stressing or upsetting the learner. This was a positive experience, and I felt growth within me as a coach and a leader.
Analysis
My experiences have shown me that coaching may benefit everyone with aspirations. Coaching has also been shown to benefit peoples’ professional and social development by assisting them in developing as leaders and communicators (Grant & Atad, 2022). It gives a person a new perspective that may aid their professional development. Coaching has many advantages, but each person must decide if this strategy is good for them. A person in this position must consider what coaching they want and how far they want to go. For example, suppose I want to be a mentor, I must consider whether I appreciate sharing my knowledge and expertise with others and whether I enjoy elevating the spirits of those I can assist.
Setting boundaries is essential for creating coaching relationships. It is critical to establish guidelines for how a protégé should be treated (Grant & Atad, 2022). A coach and the coachee should decide what to cover in the learning and what to exclude. This is possible by making a well-laid plan with SMART goals. The coach is responsible for determining which concepts to include and which to exclude from the curriculum. If the protégé has needs that are outside the coach’s area of expertise, the coach may recommend the protégé to another expert who can meet the need. This way, the coachee gains as much as possible and the right content. Finally, the focus should always be on achieving the goals of the sessions rather than the model used. In this case, I found that the GROW model could not solely help achieve the objectives. Creativity was required to keep the coachee engaged and motivated to learn.
The experience built my coaching, aligned with ICF core competencies such as effective communication, goal setting, and relationship building. I was able to connect with the coachee at a personal level, engaging in constructive conversations. Towards the end of this experience, I felt more connected to the coachee, who freely opened up about areas that needed improvement. The initial goals for the experience were met, with some left for the coachee to polish afterward.
Conclusion
After timely consideration, this experience was valuable and has increased my perspective on the importance of coaching in the workplace. Given the opportunity, I would like to gain more coaching experience. However, I will not force myself to follow a specific coaching model because I believe doing so will reduce the effectiveness of a session. While coaching, I discovered I focused on the model rather than the coachee or their opinions. My research has led me to the conclusion that coaches should prioritize their mentees over themselves, assisting them in troubled areas and preparing them for professional success.
Action Plan
Going forward, I plan to organize my coaching instructions in various ways, using other models besides the GROW model so that my training knowledge and understanding grow as a coach and leader. I feel coaching cannot be done correctly as a formal technique without additional instruction before successive sessions. The coachee may grow frustrated after a while since the coach has encouraged them to doubt themselves. From my perspective, every time a conversation transitions from informal to formal, it necessitates a higher degree of education and professionalism from all individuals involved.
References
Boyatzis, R., Smith, M., & Van Oosten, E. (2019). Coaching for change. Harvard Business Review, 97, 151-155.
Gould, D., Nalepa, J., & Mignano, M. (2020). Coaching Generation Z athletes. Journal of Applied Sport Psychology, 32(1), 104-120.
Grant, A. M. (2022). Is it time to REGROW the GROW model? Issues related to teaching coaching session structures. Coaching Practiced, 29-40.
Grant, A. M., & Atad, O. I. (2022). Coaching psychology interventions vs. positive psychology interventions: The measurable benefits of a coaching relationship. The Journal of Positive Psychology, 17(4), 532-544.
Swann, C., Jackman, P. C., Lawrence, A., Hawkins, R. M., Goddard, S. G., Williamson, O.,… & Tawanwongsri, W., & Phenwan, T. (2019). Reflective and feedback performances on Thai medical students’ patient history-taking skills. BMC Medical Education, 19(1), 1-8.
Watts, M., & Corrie, S. (2022). Growing the ‘I’ and the ‘We’ in transformational leadership: The LEAD, LEARN & GROW model. Coaching Practiced, 139-157.