rp frameworks

8/13/2019 RP Frameworks

http://slidepdf.com/reader/full/rp-frameworks 1/9



$i%%& re le(ti)e (y(le

2

Description What happened?

Action plan If it arose again what

would you do?

FeelingsWhat were you

thinking and feeling?

ConclusionWhat else could youhave done?

EvaluationWhat was good and bad about theexperience?

AnalysisWhat sense can

you make of the situation?



"**re(i+ti)e In,-iry .D r+me or0

3



4



Eg+n'& &0illed 1el*er model

• *'stage model to help people sol!e problems and de!elop opportunities• n emphasis on empo-erment• 4ee0s to mo!e the person to-ards action leading to outcomes -hich the# choose and

!alue

* main uestions $

• 'What is going on?' • 'What do I want instead?' • 'How might I get to what I want?'

Di+gr+m o t1e Model

ST"$E 2 ST"$E 3 ST"$E 4

Current Scenario Preferred Scenario Action Strategies

1a ' he stor# ( hat s goingon2)

&a ' :ossibilities(5deall# ,-hat do 5 -ant

instead2)

*a ' :ossible actions(3o- man# -a#s are

there2)

1b ' Blind spots ( hat sreall# going on2)

&b ' 6hange genda (4; < goals)

*b ' Best fit strategies ( hat -ill -or0 for me2)

1c ' 7e!erage(=ocussing8prioritising)

&c ' 6ommitment (6hec0goals are right)

*c ' :lan ( hat next and-hen2)

Action Leading to Valued Outcomes

5n the diagram of the -hole model $

• op ro-$ la, &a, *a $ expansi!e, explorator# and creati!e• ;iddle ro-$ 1b, &b, *b$ challenging, realit# testing, and selecting• Bottom ro-$ 1c, &c, *c$ focussing, committing, mo!ing for-ard

<emember, it s o0 to go bac0 to pre!ious stages -hen appropriate% the arro-s don t ha!e to befollo-ed sla!ishl#

ST"$E 2 5 61+t'& going on7

5

http://www.gp-training.net/training/mentoring/egan.htm#1



http://www.gp-training.net/training/mentoring/egan.htm#1a





http://www.gp-training.net/training/mentoring/egan.htm#1b




http://www.gp-training.net/training/mentoring/egan.htm#1c


















4tage 1 is about pro!iding a safe place for the spea0er to tell their stor# in their o-n -a#, and to befull# heard and ac0no-ledged. 5t is about a space -here a person can hear and understand theiro-n stor#. 5t is also about gentl# helping them lift their head to see the -ider picture and otherperspecti!es, and to find a point from -hich to go for-ard -ith hope.

2+ 5 +n e8*+n&i)e *+rt

he helper encourages the spea0er to tell their stor#, and b# using good acti!e listening s0ills anddemonstrating the core conditions, helps them to explore and unfold the tale, and to reflect. =orsome, this is enough, for others it is just the beginning. "....as #ou summarised -hat 5 said, all the

jumble began to ma0e sense."

Skills in Stage 1a $ cti!e listening, reflecting, paraphrasing, chec0ing understanding, openuestions, summarising.

Useful Questions $ 3o- do8did #ou feel about that2 hat are8-ere #ou thin0ing2 hatis8-as that li0e for #ou2 hat else is there about that2

2% 5 + (1+llenging *+rt

4ince the# are in the situation, it can be difficult for the person spea0ing to see it clearl#, or fromdifferent angles. ith the help of empathic reflections and challenges, the spea0er unco!ers blindspots or gaps in their perceptions and assessment of the situation, of others and of themsel!es 'their patterns, the impact of their beha!iour on the situation, their strengths. "5 d ne!er thoughtabout ho- it might feel from m# colleague s point of !ie-."

Skills $ 6hallenging% different perspecti!es, patterns and connections, shoulds andoughts, negati!e self'tal0, blind spots (discrepancies, distortions, incomplete a-areness, thingsimplied, -hat s not said), o-nership, specifics, strengths.

Useful Questions:

o 3o- do others see it8#ou2o 5s there an#thing #ou !e o!erloo0ed2o hat does he8she thin08feel2o hat -ould s8he sa# about all this2o hat about all of this is a problem for #ou2o n# other -a# of loo0ing at it2

2( 5 o(-&&ing +nd mo)ing or +rd

:eople often feel stuc0% that is -h# the# -ant to tal0. 5n this stage, the helper see0s to mo!e thespea0er from stuc0ness to hope b# helping hem choose an area that the# ha!e the energ# tomo!e for-ard on, that -ould ma0e a difference and benefit them. "5 see no- the 0e# place to getstarted is m# relationship -ith >"

Skills $ =acilitating focussing and prioritising an area to -or0 on.

Useful Questions $

o hat in all of this is the most important2o hat -ould be best to -or0 on no-2o hat -ould ma0e the most difference2o hat is manageable2

4tage 1 can be minutes or #ears% it ma# be all someone needs.

6



St+ge 3 5 61+t do I +nt in&te+d7

:eople often mo!e from problem to action, or problem to solution, -ithout reflecting on -hat the#reall# -ant, or in -hat -a# their problems might be opportunities. 4tage & is about this, abouthelping the spea0er to open up a picture of -hat the# reall# -ant, and ho- things could be better.

his stage is !er# important in generating energ# and hope.

3+ 5 + (re+ti)e *+rt

he helper helps the spea0er to brainstorm their ideal scenario% if #ou could -a0e up tomorro--ith e!er#thing just ho- #ou -ant it, li0e #our ideal -orld, -hat -ould it be li0e2 he spea0er isencouraged to broaden their horizon and be imaginati!e, rather than reflect on practicalities. =orsome people this is scar#, for some liberating. " t first it -as reall# difficult but after a -hile 5 let m#imagination go and began to get reall# excited about -hat -e could achie!e in the department".

• 40ills$

Brainstorming, facilitating imaginati!e thin0ing, i.e.

o ?uantit# !s. ?ualit#$ n#thing goes ' ha!e funo rite do-n ideas !erbatim, don t anal#se or judgeo >eep prompting ' -hat else2o on t hurr#, allo- lots of time

• @seful ?uestions$o hat do #ou ideall# -ant instead2o

hat -ould be happening2o hat -ould #ou be doing8thin0ing8feeling2o hat -ould #ou ha!e that #ou don t ha!e no-2o hat -ould it be li0e if it -ere better 8 a bit better2

3% 5 + re+lity te&ting *+rt

=rom the creati!e and !isionar# brainstorm, the spea0er formulates goals -hich are specific,measurable, achie!able8appropriate (for them, in their circumstances), realistic (-ith reference tothe real -orld), and ha!e a time frame attached, i.e. 4; < goals. Aoals -hich are demanding#et achie!able are moti!ating.

"5t feels good to be clear that 5 -ant a clear understanding -ith m# colleagues about our respecti!erules and responsibilities."

40ills$ =acilitating selecting and realit# chec0ing -ith respect to internal and external landscape.

@seful ?uestions$

o hat exactl# is #our goal2o 3o- -ould #ou 0no- -hen #ou !e got there2o hat could #ou manage8are #ou li0el# to achie!e2o hich feels best for #ou2o Out of all that, -hat -ould be realistic2o hen do #ou -ant to achie!e it b#2

7



3( 5 mo)ing or +rd

his stage aims to test the realism of the goal before the person mo!es to action, and to help thespea0er chec0 their commitment to the goal b# re!ie-ing the costs and benefits to them ofachie!ing it. 5s it -orth it2 "5t feels ris0# but 5 need to resol!e this."

40ills$ =acilitation of exploring costs and benefits, and chec0ing commitment to goal.

@seful ?uestions$

o hat -ill be the benefits -hen #ou achie!e this2o 3o- -ill it be different for #ou -hen #ou !e done this2o hat -ill be the costs of doing this2 n# disad!antages8do-nsides to doing this2

St+ge 4 5 Ho ill I get t1ere7

his is the ho- stage... ho- -ill the person mo!e to-ards the goals the# ha!e identified in 4tage&2 5t is about possible strategies and specific actions, about doing something to get started, -hilst

considering -hat8-ho might help and hinder ma0ing the change.

4+ 5 +not1er (re+ti)e *+rt9

he spea0er is helped to brainstorm strategies ' 1 1 -a#s to achie!e the goal ' again -ithprompting and encouragement to thin0 -idel#. hat people, places, ideas, organisations couldhelp2 he aim is to free up the person to generate ne- and different ideas for action, brea0ing outof old mind'sets. " here -ere gems of possibilities from seemingl# craz# ideas".

• 40ills$ =acilitation of brainstorming•

@seful ?uestions$o 3o- man# different -a#s are there for #ou to do this2o ho8-hat might help2o hat has -or0ed before8for others2o hat about some -ild ideas2

4% 5 o(-&&ing in on +**ro*ri+te &tr+tegie&

hat from the brainstorm might be selected as a strateg# that is realistic for the spea0er, in theircircumstances, consistent -ith their !alues2 hat internal and external factors (indi!iduals andorganisations) are li0el# to help and hinder action and ho- these can be strengthened or-ea0ened respecti!el#. "5 -ould feel comfortable tr#ing to ha!e a con!ersation -ith him about ho-he sees things".

• 40ills$ =acilitation of selecting and realit# chec0ing.• @seful ?uestions$

o hich of these ideas appeals most2o hich is most li0el# to -or0 for #ou2o hich are -ithin #our resources8control2

8



4( 5 mo)ing to +(tion

he aim is to help the spea0er plan the next steps. he strateg# is bro0en into bite'size chun0s ofaction. 3ere the spea0er is doing almost all the -or0, producing their action plan. he helper -or0s-ith them to turn good intention into specific plans -ith time scales. hilst being encouraging, it salso important not to push the spea0er into sa#ing the# ll do things to please the helper. "5 -ill

ma0e sure -e ha!e time together before the end of the month. 5 -ill boo0 a meeting, so that -ecan be sure of uiet uninterrupted time. 5 -ill organise this before =rida#".

• 40ills$ =acilitation of action planning.• @seful ?uestions$

o hat -ill #ou do first2 hen2o hat -ill #ou do next2 hen2

5f the end point of producing an action plan has been reached, the experience of tr#ing it out couldbe the starting point for a follo-'up mentoring8co'mentoring session. he -or0 -ould start in stage5 again, telling a ne- stor#. 5f an action plan had not been reached, that s fine too, and the modelcan be used o!er a series of sessions.

he 0e# in using the model, as -ith an# theor# or model, is to 0eep the spea0ers agenda central,the indi!idual in the foreground and theor# in the bac0ground, and to use the model for the person,rather than !ice !ersa.

<eference$ he 40illed 3elper ' a problem management approach to helping b# Aerard /gan.Broo0s 6ole, C" edition 199D

9

rp frameworks

Documents