CLEAR Coaching Model

The CLEAR, Contracting, Listening, Exploring, Action, Review, model was originally developed in the early 1980s. It is described as a “systemic transformational coaching” model, which purposefully facilitates the adult learning component of transformation (Hawkins & Smith 2006, p. 28). 

The original CLEAR model provided coaches with a series of steps for the learner to reflect upon their work, which would lead to meaningful insight and a plan for incorporating new components into their career (Hawkins and Smith, 2006). Interestingly, once this insight and plan were prepared, the coaching process would end; the model relied on the change to happen outside, or after the coaching session. Hawkins and Smith realized the learning, or the change, must occur during the coaching session. They adjusted the model noting, “We have become increasingly aware that coaches and their clients are often frustrated when they recognize that in spite of making clear progress in their sessions, these new insights often do not lead to the hoped for change back at work” (p. 28).

 

CLEAR Step	Key ingredients and tips for coaches
Contracting	Hawkins and Smith suggest starting with the end in mind (2006). Creating learning contracts set the stage for the coaching process by discussing the goal or outcome of the coaching, setting ground rules, discussing boundaries as appropriate, and identifying other specifics such as accountability, expectations, and evaluation. Coaches can use the following questions to help generate a learning contract: How do you want to use your time? What do you need to achieve in this session? How could I be most valuable to you? What in particular do you want us to focus on? What would make this session a success, both for you and your organization? What do you want to have achieved or shifted before leaving here?
Listening	The purpose of this stage is to facilitate learners’ personal insight into the identified subject of coaching.  Hawkins and Smith (2006) identify the main job of the coach as listening, including asking questions to obtain information and elicit self-reflection. Coaches may ask the appropriate questions, but without effective listening skills they may miss key opportunities to engage the learner in a meaningful process of change. Coaches can demonstrate effective listening by using reflective statements: Let us see if I can summarize the issue… What I am hearing from what you said is… What I am sensing from listening to you is… The connections I am making between what you have been sharing are…
Exploring	This phase has two components: (a) helping learners understand the personal impact of the current situation and (b) challenging learners to create new possibilities for future action in resolving the situation. This stage requires that coaches appropriately reflect what the learners achieved and challenges they have confronted. Coaches may employ various questions to assist learners in exploring this process. Who might be of help to you that you have not yet consulted? Who has the information you need? Who has the skills you need? Who has the power to effect change in this situation? Can you think of four different ways of tackling this situation? What is the wildest option you can think of for dealing with this situation? How would someone you admire deal with this situation?
Action	Coaches support learners in committing to moving forward and creating action steps. Coaches need to ensure learners create action steps, and the change is learner-led. Coaches should ask questions such as the following: What are the pros and cons of each possible strategy? What is your long-term objective? What is the first step you need to take? When precisely are you going to do that? Who needs to be involved, consulted, or informed? Is your plan realistic? What is the chance of your plan succeeding? What do you need to do right now to radically increase the chance of success? Rehearse your opening line right now, as if I am the person you need to speak to.
Review	Coaches take stock; reinforce progress, improvements, and commitments made; review the process and how it could be improved; and plan the future review after the action has been tried. The coach and learner have, at this point, officially completed the CLEAR coaching cycle. Next they must review and assess their actions. This does not necessarily signal the end of the coaching process, but does conclude the process of learning, action, and review. All of these steps may take place within one or many coaching sessions. Coaches may ask the following questions: What have you decided to do next? What have you learned from this session? In what ways have you increased your own ability to handle similar situations? What did you find helpful about this coaching process? What did you find difficult about this coaching process? What would you like to improve or do differently in the next coaching session with me? When and where are you going to review this experimental plan you have just committed to? Are we going to have another coaching session, and if so when and where?