Coaching Toolkit for Child Welfare

Chapter 6: Coaching Models 173

more about family finding. Terry and his coach modify goals to
include this learning topic.

If using this approach in coaching sessions, coaches should add
steps for action, observation and reflection. The learners, in this
sense, practice the new skill while the coach observes them and then
makes time for feedback and reflection. Table 6.8 describes the
stages of the REGROW model in detail.

Table 6.8. REGROW Model (adapted from Grant, 2011)

Stages Description

Stage 1:
Setting goals

Establish realistic goals and learning contracts.

Coaches may ask the following:

 What would you like to achieve as a result of this session?

 What would you like to get from the next 30 minutes?

 Describe your perfect world.

Stage 2:
Reality
checking

Coaches explore and validate current

situations and understand rational and goals.

Coaches invite learners to describe their

current situation and offer self-reflection and

insight they currently have.

 On a scale of 1-10 where are you in relation to your goal?

 What has contributed to your success so far?

 What progress have you made so far?

 What is working well right now?