Flow of Coaching Model

Enrollment can vary by degree, and can be thought of as something similar to the commitment level of the learner and coach. Flaherty describes enrollment as something that is tangible and intentionally named in the coaching process (2010). Enrollment is a central tenet of this coaching toolkit.

James Flaherty (2010) created a model for coaching that he named “the flow of coaching.” This model describes a cycle that may occur several times throughout the entire learning process. Flaherty’s Flow model is similar to the CLEAR model, in that the coaching process does not end until the desired change has begun to take effect. Importantly, note the first four tasks happen prior to the coaching conversation.

The Flow model features five basic stages: (a) establish relationship, (b) recognize opening, (c) assess, and observe, (e) enroll, and (f) have the coaching conversation (Flaherty, 2010).

Key features of the Flow Model:

Stages	Descriptions
Stage 1: Relationship	The first step is to establish a relationship that will help to create a strong foundation for coaching. This relationship is often overlooked in professional coaching where the coach attempts to begin the learning process without having a relationship that is based on openness, communication, appreciation, fairness, and shared commitment.
Stage 2: Openings	Coaches and learners identify openings for which a genuine partnership can be built. Even though learners may have been enrolled in coaching by their supervisor, coaches need to identify when the learner embraces the coaching process and when finds value in the coaching process.  Openings refer to points during which coaches and learners together understand the goal and purpose of the learning topic. For example, during an initial conversation with his coach, social worker Terry discusses a desire to learn more about family finding. Terry does not totally buy-in to the concept of family finding as he acknowledges having some biases against biological extended family members. He expresses an urge to look at this issue more closely. Both Terry and his coach agree the purpose of the coaching session and/or entire process will be on the topic of family finding.

Stage 3: Assessment and observation	Learners and coaches engage in an assessment and observation of each other. Coaches can begin to formulate a plan for assessment of the skills learners currently maintain (which may be a self-assessment by each learner), and learners are given the task to observe someone doing the skills they desire.
Stage 4: Enrollment Enrollment is a key tenet of the toolkit and has been discussed in previous chapters.	Enrollment on the part of the learner must occur prior to authentic learning. Both the learner and coach make explicit what they are committed to accomplishing in the coaching program. Coaches must feel comfortable having frank conversations regarding potential barriers. If learners do not seem to be engaged, coaches must discuss potential reasons and help to remove barriers. The following questions may help coaches uncover hindrances or barriers: What could interrupt the coaching program for you? How does coaching fit into what you’re already doing? How will you respond if the coaching process seems slow, boring, repetitious, or even pointless?
Stage 5: Coaching itself	At this point, coaches (a) determine the scope of the coaching project, (b) define the structure, and (c) carry out coaching through the coaching session conversations. During the sessions coaches offer support, clarify outcomes, provide feedback, facilitate reflections, and conclude with more goal setting.