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The DEVELOP model enables coaches to plan their coaching sessions and ensure that both they and the coachee fully understand the journey they will take together from departure to destination.
Using DEVELOP In order for it to be most effective both coach and coachee should work through the model together; discussing and deciding on their answers to each section jointly.
Destination This is the main aim of the coaching session and the question to consider here is: What change(s) are you aiming to achieve through coaching?
Put simply it means: What will they be doing that they are not doing now? Or: What will they know that they don’t know now?
An example of a destination could be written as: “To be able to confidently chair an investigator meeting.”
Emerge Emerge considers the details of the destination. At this point the coach and coachee need to consider what specific changes will emerge once the destination has been reached.
Discussions at this point should involve establishing what success will look and sound like i.e. What will they see and hear the coachee doing differently once the coaching has been successful?
Sometimes, it may also be more relevant to look at this in a wider context. For example, if the coachee’s destination involves improving their interpersonal skills in some way, it may be more telling to consider what changes in behaviour and attitude the people around them will have when interacting with the coachee.
A prime example of this might be when coaching someone to be more effective at motivating their team. The success criteria should be focused around what a more motivated team would look like e.g. will they be more productive, more engaged, creative, etc. If so, how will you know this is the case and how can it be objectively measured?
In summary, emerge is about identifying the skills / knowledge / behaviours that will emerge when the coachee has reached the destination and ensuring that they are clear and measurable.
Verify Commitment One common reason why coaching fails is because of lack of commitment (either from the coach or the coachee). Verifying commitment before coaching commences will help to ensure that both parties have “bought in” from the start.
Discussing the following questions will help to verify commitment: ¨ Are both parties committed to reaching the destination and developing the coachee so that the specified skills / knowledge / behaviours that indicate success can emerge? ¨ Do both parties believe that the destination is achievable? ¨ How motivated is the coachee? In what way does their current situation hinder/help them? What tangible benefits will the coachee reap if success emerges? ¨ Is there any danger that by improving the specified skills / behaviours / knowledge other skills / behaviours / knowledge might suffer? What needs to be done to manage this appropriately? ¨ How much time is each party willing to commit to the coaching and when?
Whilst verifying commitment of both parties at the start of the process is essential, it is important to note that motivation, and therefore commitment, is variable and can change depending on a number of internal and external factors at any time. Therefore, one of the most important skills of a coach is to help the coachee stay interested, motivated and committed to the reaching the destination.
Evaluate When evaluating, the coach and coachee are assessing the coachee’s current level of competence in relation to the skills / knowledge / behaviours that were identified as criteria for success in emerge.
Useful discussions may include: what the coachee is currently not doing/doing or not causing/causing to happen now; and to what extent the coachee already possesses the skills / knowledge / behaviour that will emerge when success has been achieved.
As for emerge, it is important that the evaluation is described in terms of measurable skills / knowledge / behaviour.
For example, if the destination is to be more organised and an identified behaviour to emerge is arriving at all project meetings on time, then the evaluation could be that the coachee currently arrives at half of all project meeting ten minutes late.
Logical steps Next, both parties need to consider what logical steps need to be taken in order for the coachee to develop from where they are now to reach their final destination. Organising logical steps in advance will provide a plan of action that will help to ensure that the coaching is a success.
The considerations here are: ¨ What is the current evaluation of skills / knowledge / behaviour? ¨ What specific skills /knowledge / behaviour did you identify will emerge once coaching has been successful? ¨ What steps need to be taken to transition from a) to b)? ¨ What are the milestones (key achievement points) along the way and when will they be reached? ¨ How much time will be dedicated to reaching each of these milestones? ¨ What resources (time, money, equipment, personnel, etc) are required for each of the steps?
Its important to note that changes may need to be made to the logical steps to accommodate changes of circumstances.
Opportunities Real coaching depends on real-world opportunities through which to learn. Once the logical steps have been decided the coach and coachee need to identify when the coachee will have the opportunity to work on their development areas.
The coach and coachee should ensure that each of the logical steps is linked to a relevant real-world opportunity or facilitated discussion.
There is an exception to this when the coachee is aiming to develop interpersonal skills or work on a problem-solving scenario via a facilitated conversation with the coach. In this situation the coach should use active listening and questioning skills to guide the coachee to explore their options and make the decision that is right for them.
It is also important to identify opportunities when the coachee can practice the skills / knowledge that they are acquiring in a safe environment.
Provision of Support The ideal scenario is for the coachee to be supported through the coaching process by their line manager as well as the coach (in some cases the line manager and the coach may be the same person).
In order to expedite learning transfer it is advisable to also consider what additional resources would be beneficial to the coachee. Examples of resources include books, training courses, observing a colleague, feedback from others, etc.
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© Copyright Dovetail Training Limited 2008 |
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The DEVELOP model was created by Jacqueline Johnson to assist coaches providing one-to-one, on the job coaching.
For advice and training on how to coach and develop others email us
Or telephone +44 (0)1628 784906
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