Coaching Conversations in Higher Education: Structuring Dialogue with the GROW Model By Dr Michelle Hunter-Hill

Enhancing Learning, Teaching, and Feedback through Psychologically Informed Coaching

Higher education is an increasingly complex and dynamic environment. In this context, the ability to engage in structured, reflective dialogue is vital to supporting academic development, innovation in teaching, and inclusive learning. Coaching conversations offer a powerful and practical means of achieving this. When grounded in psychological principles and delivered by trained professionals, these conversations can unlock insight, foster ownership, and lead to meaningful educational improvement.

One of the most effective frameworks for structuring such conversations is the GROW model. Widely used in coaching and leadership contexts, the GROW model offers a clear and flexible structure that enables purposeful dialogue between a Coaching Conversation Facilitator (CCF) and a Coaching Conversation Recipient (CCR). These terms, developed by Dr. Michelle Hunter-Hill (Hunter-Hill, 2024), represent the key roles in the coaching dynamic and are used to focus on the facilitator’s role in supporting reflective and goal-oriented conversations and the recipient’s role in taking ownership of their learning and development.

 

The GROW Model: A Framework for Reflective Action

The GROW model, developed by Sir John Whitmore, is comprised of four stages:

• G – Goal: What do you want to achieve?
• R – Reality: What is happening now?
• O – Options: What could you do?
• W – Will (Way Forward): What will you do?

When used by a CCF, this framework creates space for the CCR to reflect on goals, explore context, generate options, and commit to actionable steps. It supports both individual and collective reflection, making it particularly relevant in academic teaching, learning development, and feedback practices.

 

Grounding the Model in Occupational and Business Psychology

The strength of the GROW model lies not only in its simplicity, but in its alignment with evidence-based psychological theory. Insights from occupational and business psychology enhance both the delivery and outcomes of coaching conversations:

• Goal Setting Theory (Locke & Latham, 2002): Specific, measurable goals improve clarity and motivation.
• Self Determination Theory (Ryan & Deci, 2000): Supporting autonomy, competence, and relatedness enhances engagement.
• Psychological Safety (Edmondson, 1999): Trust and openness support deep learning and reflection.
• Behaviour Change Theory (Prochaska & DiClemente, 1983): Lasting change is achieved through small, realistic commitments and accountability.

These psychological frameworks guide CCFs in creating effective and meaningful coaching spaces for CCRs, whether they are academic colleagues or learners.

 

Applying the GROW Model in Higher Education

Goal – Clarifying Purpose

The conversation begins by establishing a clear, relevant goal. The CCF supports the CCR to define what they want to achieve, either in a specific learning context or within their academic development.

• CCF question: “What would successful engagement in your seminars look like?”
• CCR response: “I want to improve how I structure arguments in my assignments.”

In whole-class settings:
“What would you like to better understand or achieve by the end of this session?”

 

Reality – Understanding the Current Situation

This stage invites open reflection on what is happening now. The CCF encourages the CCR to examine their current situation, helping to surface strengths, patterns, and challenges.

• CCF prompt: “What is going well, and what might be getting in the way?”
• CCR response: “I usually have good ideas, but I struggle to organise them effectively.”

In assessment feedback conversations:
“What stands out to you in your feedback? What are you already doing well?”

 

Options – Exploring Possibilities

At this point, the CCF helps the CCR to explore potential strategies and resources. The aim is to broaden the CCR’s thinking and identify meaningful possibilities for action.

• CCF prompt: “What options do you have? What approaches have worked for you or others before?”
• CCR response: “I could use a structure planner, attend writing tutorials or ask for peer feedback.”

In group or class discussions:
“What are some different ways we could approach this task together?”

 

Will – Committing to Action

This final stage moves the conversation from reflection to decision-making. The CCF supports the CCR in identifying specific, achievable actions and establishing accountability.

• CCF prompt: “What will you do next, and when will you do it?”
• CCR response: “I will use the structure template for my next assignment and ask a peer to review it.”

In classroom settings:
“What one change will you make based on today’s discussion?”

 

Extending GROW to Groups, Classrooms and Feedback

The GROW model is highly adaptable and can be used across a range of educational settings:

• In seminars or tutorials: Use GROW to co-create learning goals and structure inquiry.
• In group projects: Facilitate peer coaching to explore group dynamics and strategy.
• In whole-class discussions: Guide learners through GROW questions to foster shared reflection.
• In assessment feedback: Turn feedback into goal-oriented improvement plans.
• Among peers: Encourage CCRs to use GROW in informal peer coaching pairs.

Using GROW in these ways helps build confidence, metacognitive skill, and reflective capacity across academic communities.

 

The Role of the Coaching Conversation Facilitator

As noted by Hunter-Hill (2024), the role of the Coaching Conversation Facilitator (CCF) goes beyond generic staff development. The CCF enables structured, reflective dialogue that empowers the CCR to make informed decisions, take ownership, and develop professionally.

Importantly, the CCF does not advise or instruct, but instead listens actively, asks purposeful questions, and supports the CCR’s autonomy. This relational and non-directive approach draws directly from occupational psychology and adult learning theory.

 

Conclusion: Creating Reflective Cultures in Higher Education

The GROW model provides a simple yet powerful framework for enabling change in higher education. When used by trained CCFs and supported by psychological insight, it enhances professional learning, deepens teaching practice, and strengthens student engagement.

By embedding GROW into coaching conversations, group discussions, and feedback processes, higher education institutions can cultivate reflective, confident learners and educators. In a sector that values inclusion, agility, and evidence-informed practice, coaching conversations can be a transformative strategy.

 

About the Author

Dr Michelle Hunter-Hill. leads on the design and delivery of coaching curricula and training in coaching conversations for both educational and corporate clients.. She is a Chartered Psychologist and Scientist, a Psychometrician, and is registered with the Health and Care Professions Council (HCPC). Besides the above, she is Senior Lecturer and Programme Director of the MSc in Occupational and Business Psychology at University of Roehampton, London. As a dual-professional, her practice integrates psychological theory with coaching practice to support academic and organisational learning in a range of contexts, internationally. 

 

References

• Edmondson, A. (1999). Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 44(2), 350-383.
• Hunter-Hill, M. (2024). Coaching Conversations: The GROW Model and the Role of the Facilitator and Recipient in Higher Education. In press.
• Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation. American Psychologist, 57(9), 705-717.
• Prochaska, J. O., & DiClemente, C. C. (1983). Stages and processes of self-change of smoking: Toward an integrative model of change. Journal of Consulting and Clinical Psychology, 51(3), 390-395.
• Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.