T-GROW Coaching Model

This model represents a shift in the use of coaching principles. Coaching and mentoring have both evolved over the years, and compared with mentoring, coaching was once more often linked to a shorter-term relationship, typically focused on developing a specific skill or achieving a particular objective. The evolution of coaching principles has meant that they can now be applied across a much wider range of areas.

Downey has written multiple books on coaching including 'Effective Coaching: Lessons from the Coach's Coach,' first published in 1999. He describes his motivations for coaching being in allowing people to express themselves.

He built on Whitmore's Grow model and introduced Topic. The Topic element of the T-GROW model allows for the bigger picture, broader area, or wider environment to be discussed, and helps the coach and coachee (or as Downey calls them- the player) to develop their relationship and gain greater understanding on the purpose of their conversations.

This emphasis on broadening the conversation through Topic also links to Downey’s coaching spectrum. By encouraging exploration of the wider context, the T-GROW model supports a more flexible approach, which is reflected in the spectrum’s push and pull factors, describing where coaching sits in terms of autonomy for the player and how directive or non-directive the coaching is.

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• Topic

• Goal

• Reality

• Options

• Will

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Topic: Downey describes using a floodlight and spotlight approach. A coach might discuss wider goals and then help the coachee narrow down on specific goals. This might be important when coaching pupils, and helping them gain perspective of goals that might have the greatest impact for them at school, or for coaching teachers and helping discuss wider goals before focusing on goals that are more aligned with their school's strategic objectives.

Goal: Once the spotlight lands on a goal, the coachee can help make the goal a SMART goal. This stage is important for pupils and teachers alike, but pupils often have a tendency towards product goals and a discussion of process goals could be helpful too.

Reality: This stage of a coaching conversation is about checking the current state and checking the goal is achievable and how far the coachee is on their journey to achieving their goal.

Options: Once the goal is set and the plan needs to be formed, this stage is about looking at all options and working out the best way forward. When coaching pupils, this is often the part they find the hardest; pupils may focus on one element to move them forward and not consider multiple small steps they could also take to help them achieve.

Will: The final stage is the will to commit to achieving the goal, and working out who or what will ensure the coachee will commit to their goal.

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The T-GROW model retains the beauty and simplicity of the GROW model, yet the Topic element allows for greater discussion, particularly for those who are less clear on their goals, providing a structured yet flexible framework that enables coaching to be adapted to different individuals, contexts, and levels of autonomy.

 

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