ABSTRACT
Many coaches like using models of coaching as a way of structuring the process and of ensuring that the coachee moves towards a resolution in a resourceful manner. Often these models are acronyms that suggest movement either upwards or onwards and encapsulate good coaching practice. We would like to offer an alternative approach to achieving the same, something that provides structure, yet latitude for individual coaching creativity; something that can be applied basically or with more complexity to provide an even more powerful development process; something that allows the coach to work fl exibly with their new learning.
