eFIRE is a ‘meta-methodology’ that draws on foundational approaches to leadership, coaching and change. In particular, we acknowledge the pioneering work of Sir John Whitmore with the GROW model, Richard Boyatzis’ Intentional Change Theory, Carol Dweck’s research on Growth Mindset, and such as Peter Checkland’s contribution on soft systems thinking.
The methodology (including the model below), is important. The model includes sample questions to assist leaders and coaches sustain and deepen dialogue. Like any model, eFIRE has limitations andsometimes is wisely abandoned for an alternative approach.
Beyond the model, holding a Leadership Coaching mindset is critical in the way that eFIRE operates in organizational life. Leaders must approach the unique challenges of our times with curiosity, openness and a determination to be guided by core values. The elements of eFIRE are described in this section, along with an explanation of the eFIRE ‘PROGRESS’ mindset.
ENERGY
Energy from values, meaning and purpose fuels the model and provides for the injection of emotional authenticity. The questions relating to energy may not be best placed at the start of the conversation. The art of leadership coaching is to engage in the conversation in ways that will sustain energy through the process.
FRAME
In this phase, the goal is to set intention for the scope of the challenge. Coaching is invariably concerned with change and framing will include discussion of an ideal state that differs from current reality.
This is the opportunity for the Leader to inspire the Coachee to think about how things would be if they were moving towards an ‘ideal’ (at an individual, team or other level).
The context of the individual, in the team, in the organisation, in the industry/society is considered and made relevant.
Organisational and team strategies, targets and objectives are considered.
A process is agreed for moving forward that includes boundaries that both limit and enable.
INQUIRE
Once a process and direction is understood through Framing, the parties engage in an emergent process of systematic inquiry. A systems inquiry engages thinking about what other perspectives are at play in the issue at hand.
It would normally start with the Leader exploring the way that the Coachee is seeing the challenge.
Systems thinking methodologies might be used here, or other’s tools for expanding the perspectives in the conversation.
Following a conversation, the Coachee might decide to talk to other people
and undertake a separate process of inquiry before returning to a new discussion.The Leader may have a perspective which is offered as late as possible in the conversation (noting of course that organisational rules, policies and procedures may determine elements of the inquiry).
REFLECT
This phase is concerned with stepping back to reflect on the outcome of Inquiry and working with energy to generate ideas on what could be possible.
The Leader calls the discussion back to the systemic nature of the inquiry.
The Coachee is challenged to think holistically as he or she engages with the detail of designing possible ways to progress.
There are no limits placed here.
The Leader assists the Coachee in finding areas of high and low energy that might inform later decisions about where to place emphasis.
Experiment and Execute
This phase is when some choices are made about taking action that matches intention.
The assumption is that action taken as a result of systemic inquiry and reflection
is likely to have a positive impact - of some kind.An action plan is devised by the Coachee that maximises the possibility that
positive change will occur toward the ideal state.Note that in complex organisational situations there are rarely any approaches that offer 100% success so multiple ‘safe-fail’ approaches is often the best strategy.
The mode is of experimentation and of execution.
A monitoring system is embedded in the plan.