Discussion Question 1
A coaching model is an essential tool that can be used to coach people. Basically, there are two common models, which are FUEL and GROW. The simplest model that is commonly used by coaches is the GROW model since it is characterized by a powerful network that is used for a structured coaching class ( Othman & Yee, 2015) . The strength of the GROW coaching model is that it enables coaches to effectively develop a goal and organize a path to follow. However, the setback of the GROW coaching model is the fact that there is a higher chance of missing a context of change. As such, an active application is necessary since the model mainly emphasizes on the task to be pursued.
The GROW model mainly involves developing a goal to be pursued. This provides for assessing the reality and exploring various options that are available and the final stage entails establishing the will. The GROW model means “goal, current reality, options, and will. To this end, the GROW model can be effectively applied to develop a path to pursue during coaching. The initial step when using the GROW model when coaching requires the coach and the coachee to establish a set of goals to pursue ( Othman & Yee, 2015) . Depending on the goal, the coach and the coachee will develop a set of instructions as well as a pattern that can be amended to achieve the goal. In addition, there are certain behaviors that will be required to change, which should be focused on. Besides, there are some end goals as well as performance goals that must be established.
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In the next step when using the GROW model, the coachee needs to comprehend the reality and work that needs to be done accordingly ( Gail Thomas & Hanson, 2014) . Unfortunately, many people usually make a mistake because they do not understand the beginning point that should be worked on to achieve the goal. In such instances, interrogatives should be applied to ask oneself with regards to the reality and position ( Gail Thomas, & Hanson, 2014) . The following step requires several options to be explored to achieve the end goal. However, there are several ways that can be applied to achieve the goal. For instance, it is necessary to focus on a wide range of creative possibilities that ought to be explored. Also, it is necessary to focus on the ideas, as well as thoughts that should be freely expressed by the coachee. In the final stage, both the coach and the coachee should develop and establish a will to achieve the desired goal. As such, the discussions performed should be converted to a final decision.
Discussion Question 2
Coaching is a process that represents the relationship between a coach and coachee. Each party holds part of the responsibility to ensure that the process is effective. As such, there are several factors regarding the responsibility of the two parties ( Passmore, 2014) . It is important to focus on improving performance and to develop skills, which is considered as the key to an effective coaching relationship. Effective coaching process required the coach and the client to fulfill their relative roles ( Othman & Yee, 2015). The extent to which this can be achieved depends on various variables, such as the experience of the coach and the coachee, interpersonal skills, as well as motivation and commitment.
For effective coaching to take place, the relationship between the coach and the client is very paramount. There are two key elements of an effective coaching program to be achieved. These include the feedback and the relationship between the coach and the coachee. These elements are necessary for a returning client and to achieve the best recommendation ( McCarthy & Milner, 2013) . The relationship is developed by promoting the assets that are used to develop an efficient coach. On the other hand, the students who are being coached should understand that the process is the service that they need ( Gregory & Leavy, 2012) . As such, the students should document different types of knowledge services and make a decision that coaching is the best option.
References
Gail Thomas, B., & Hanson, J. (2014). Developing social integration to enhance student retention and success in higher education: the GROW@ BU initiative. Widening Participation and Lifelong Learning , 16 (3), 58-70. Retrieved from https://www.ingentaconnect.com/content/openu/jwpll/2014/00000016/00000003/art00005.
Gregory, J. B. & Leavy, P. E. (2012). “Employee feedback orientation: implications for effective coaching relationships.” Coaching - An International Journal of Theory, Research, and Practice , Vol. 5, issue 2, pp.86-99. Retrieved from https://psycnet.apa.org/record/2012-26447-005.
McCarthy, G., & Milner, J. (2013). Managerial coaching: challenges, opportunities, and training. Journal of Management Development , 32 (7), 768-779. Retrieved from https://www.emeraldinsight.com/doi/abs/10.1108/JMD-11-2011-0113.
Othman, N., & Yee, C. S. (2015). Empowering teaching, learning, and supervision through coaching in action research. Journal of Management Research , 7 (2), 98. Retrieved from https://www.researchgate.net/profile/Norasmah_Othman/publication/273181566_Empowering_Teaching_Learning_and_Supervision/links/55eeb19a08ae199d47bf1403.pdf.
Passmore, J. (2014). Behavioral coaching. In Handbook of coaching psychology (pp. 93-105). Routledge.
