GROW MODEL COACHING FOR PERSONAL DEVELOPMENT

 
 

 

 

 

 

 

 

 

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Introduction

The term coaching comes from the term “coach” which is Hungarian word for kosci standing for either “carriage” or “carries”. Coaching therefore refers to the processes involved in carrying an individual from their current positions to where they hope or long to be in future. Though largely used in sports, coaching can also be related to business, where business coaching would refer to a type of individual or human resource development that gives the required support, feedback and advice to an individual to enhance his personal development in business related issues. It includes corporate coaching, leadership coaching and executive coaching. However, in small business marketing, business coaching is much more of a profit exercise and involves even developing the small-scale entrepreneur himself. In fact, according to Melick (2010), business coaches assists owners of small and medium scale entrepreneurs with  tips on how to maximise their marketing, sales, and establish proper managerial and team building skills. Most importantly a business coach must be in a position to offer strategic plans and targets to secure the business’ long term future. These strategies should include plans on how to maximise revenue and profits, to develop specific business and marketing skills, to create a consistent action plan for the business’ growth, to enhance realise business laid targets and missions, to build a sustainable accountability and motivation procedures for the limited workers, and to be able to prioritise functions in order to manage their time wisely. Authored by the likes of Graham Alexander, Alan Fine, Sir Whitmore John and many more, G.R.O.W model refers to a coaching technique where the coach solves immediate and foreseen or future problems by setting up efficient and realistic goals; it is a type of corporate coaching that has flourished in many parts of the globe since late 1990s especially in the United Kingdom (Garvey et al., 2010). GROW is actually an abbreviation standing for: G standing for Goal setting, R standing for Reality, O standing for Obstacles or Opinions and W standing for Way forward. This essay will analyse how best the GROW model or processes can be effectively used in the development of personal plan and business growth. It will also analyse all the key principles that forms the basis of the model and see how they can be used to boost one’s personal development.

Setting goals

When precisely and adequately followed grow stages can lead to the development of not only upright morals of an individual, but also the mental state of the individual being coached. According to Massey (2003), this first stage or step of GROW model advocates for the establishment of proper but realistic goals by both the coach and the practitioner to realise their future plans. By the help of the coach, the learners or trainees should be able to identify; the things they intend to accomplish, what they are trying to do, places they are trying to reach, how worthy and useful their targets and goals are, how they will possibly achieve the suggested goals, and the requirements or costs of realising the targeted results. Once all these guidelines have been laid, both the coach and the trainee are usually capable of laying the realistic targets and goals that would see them achieve all they planned and desired to undertake. This is also highly applicable in cases of training an individual on how to develop psychologically, mentally, emotionally, economically and spiritually since, all these requires the individuals to lay their targets and the goals they would like to achieve in their lives (Ivey et al., 2006). Economically, these goals set can lead to the success of a business enterprise when properly and strategically laid.  However, it should be noted that the work of the coach never ceases until the grand targets and goals laid are fully achieved by their subjects otherwise the coach’s services would be regarded  as incomplete or obsolete. Therefore, the coach should be in a position to pose many “ask” and “tell” ideas to the individuals being coached and always think creatively for instance, by allowing radical ideas when setting up the goals and evaluating the trainee’s understanding of sensitive issues based on the coach’s personal experience. Armstrong (2008) argues that in order to realise positive results, both the coach and the trainee should be in a position to assess their entire situation and issues, and eradicate cases of making hurried decisions, plans or targets by the coach and the individual being coached. Finally, the questions should be very precise for instance, what do you want to achieve? And, When they want to achieve it?

Being Realistic

            In order to be successful both as a coach and as a trainee, it is vital to lay forth future realistic plans; this should always include very specific questions or details that are generally acceptable even in real life situations for instance, the football coaching criteria can involve strategies like assigning specific team strikers to be the killers of a game and not any other striker since the reality is that some of the team strikers are more talented than others. This is also evident in the processes personal development and growth, where the individual in question should only lay down plans that they can possibly achieve! For example, it is wrong for an individual to dream of becoming a world-class rugby player when he is suffering from diseases and conditions like asthma, sickle cell anaemia, and many more simply because even with maximum resources, these disadvantaged individuals can’t really achieve their targeted dreams. Therefore, in order to succeed, the trainees and coaches should give realistic plans, goals and targets involving questions like: what is your current position? What are the current norms? Who are the parties involved? What are the possibilities of its occurrences? Are the plans achievable? Once such questions have been fully discussed and a compromise solution met, then both the coach and the trainee are free to lay sufficient and realistic plans and goals (Ivey et al., 2009). The laying of realistic plans plays important roles in enabling and motivating the learner or trainee to tirelessly work towards achieving the stipulated goals because, the plans and goals are all possible and doable by the learners for instance, an individual can comfortably plan to score a mean grade A in the final exam after laying proper strategies for his weaker and stronger subjects by sacrificing to meet their targets and goals. In a business environment it would involve giving realistic strategies of when your business would provide certain services and goods as well as outlining the sources of the funds that will be required for the stipulated exercises in future.

Considering Options

Just like proposed in the case of GROW model/process, for an individual to realise or achieve his targeted plans, goals and dreams; they have to be able to effectively weigh and consider all the available options before settling on a particular plan arrangement. Parsloe et al (2009) adds that this is always useful to eliminate right but unnecessary requirements in order to achieve their goals either in physical training or in life developmental process for instance the trainees must be in a position to ask themselves the following questions: what options or alternatives have presented themselves to them? What choices are to be made concerning the varied alternatives? Who all have successfully worked with similar options you are about to choose? Are there any other better and most important alternatives? What are the constraints that keep you from picking the best options? Once these questions are adequately addressed by the trainee, then he is on the path of success in his chosen area of interest.  For example, when a small scale entrepreneur is undecided on what business to start, he should be advised to assess and settle on the most convenient business in line with the target customers’ demands and way of life (culture) in order to succeed in planning for maximum levels of profit and returns from the business. No wonder people are always advised to weigh all the opportunities and options that come in their lives before they settle on specific modes of conduct that would either ruin or develop their lives.

The Way Forward

The capability of an individual to make a way forward or give proper and adequate solutions to specific issues; acts as a milestone  for all the developmental processes of a trainee as per the coach’s guidance (Melick, 2010). Here, the trainee is equipped with all the necessities and essentials for his training process and he just needs to decide the way forward. This is always a personal decision by the individual being coached. This can also be applicable in cases when an individual attempts to obtain a given status and has tackled the previously discussed questions. This stage normally invokes questions like: what do I do now? What will motivate me? What will strengthen and support my quest? How much will the pursuit of the plans I have suggested cost me? This is actually a stage that even though most decisions have been made, is very vital when it comes to motivating, encouraging and boosting the individual’s morale to pursue and maximally achieve their target and future plans. In fact, at this stage the individual is almost certain of fully achieving his dreams and goals(Whitmore, 2009).

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

References

Armstrong, M. (2008). How to manage people. New York: Kogan Page Publishers.

Garvey, B., Clutterbuck, D., & Megginson, D. (2006). Mentoring In Action: A Practical Guide. New York: Kogan Page Publishers.

Ivey, E. A., Bradford, M. I., & Zalaquett, P. C. (2009). Intentional Interviewing and Counseling: Facilitating Client Development in a Multicultural Society. London: Cengage Learning Publishers.

Massey, M. (2003). The Knowledge: How to be an Effective and Emotionally Intelligent Leader. United Kingdom: Troubador Publishing.

Melick, R. R., & Melick, S. Jr. (2010). Teaching That Transforms: Facilitating Life Change Through Adult Bible Teaching. United Kingdom: B&H Publishing Group.

Parsloe, E., Laura, P., & Leedham, M. (2009). Coaching And Mentoring: Practical Conversations To Improve Learning. New York: Kogan Page Publishers.

Whitmore, J. (2009). Coaching for Performance: Growing Human Potential and Purpose. United States: Nicholas Brealey Publishing.

 

 

      

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