This has been taken from an article Alan wrote in FHS Sports Coach UK.

It's all very well leading individuals through periods of success, but how do you lead them through periods of adversity?

Introduction

As a coach, the reason you are prepared to devote energy to someone faced with adversity is probably because you value them or their contribution. As a result, others in your team may miss out or receive less of your time. Therefore, it is worth developing the skill to lead people effectively and quickly to the point where they are taking ownership and leading themselves to new goals.

The fact that you are prepared to lead someone in, through and out of adversity, demands that you have an understanding of what they are experiencing. This requires a degree of self-awareness to enable empathy with them at key points where the challenge seems to far exceed their capability. The models illustrated have and continue to work for me and have been adapted from models used in therapy and one-to-one coaching.

Adversity and change

Adversity demands a change of behaviour to redirect misfortune towards fortune. The stress response this change creates is more often imposed by others or unforeseen circumstances. It is useful to be aware of where the feeling of adversity originates because this well give a guide during the leadership process of who owns the problem. The sudden need to change behaviour is rarely more acute that when dealing with bereavement. Figure 1, a

model adapted from the work of Kubler-Ross, can be used to help understand reaction to change. The stages of the change curve can be more easily understood if we consider our thoughts when we have been asked to or told we need to change a habit of a lifetime. Alternatively, change may have been thrust upon us causing a sudden shift in our expectations.

The response may vary from total denial, a reluctant acceptance, a logical acceptance or 'anything you say boss'. Regardless of the
response, the curve still has to be navigated.

An understanding and recognition of where people are on the curve will enable you to use an appropriate leadership style to take someone through the curve and enable them to learn new behaviours that will lead to new and improved performance.

Navigating the curve

We can use a simple metaphor to help us move through the curve and reflect on our own experiences. Remember the time when you were asked to change your grip on the club while you were playing so well and winning? You may have responded , as I did, by changing your grip but, when the coach went away, changing back, so that you could experience the success you were used to - why change? You were in the denial phase of the curve.

Once you are convinced that you would benefit in the long-term from making the change you then experience a deterioration in performance (the downward part of the curve). You blame the coach for making you change, then question your ability and blame yourself. You even think about giving up and reflect on the fact that you had been successful. You are in the pit of confusion. The coach will help you to be aware of what was changing; your swing improves. You begin to move up the curve and accept that this change will make you a better golfer in the long-term.

I have found it useful to use a process that will enable you to have what are likely to be difficult conversations between you. One way in which I have approached these conversations is to prepare myself by using an adapted version of the GROW model.

The diagram above illustrates what happens when we move from an adverse situation to one of enhanced performance. The time it takes will vary, usually governed by the energy that is committed to denial. We can pull together the strands now, by using the leadership through coaching model, the change curve and by selecting appropriate leadership styles to help someone through adversity.

The goal and the consequences
Earlier, I pointed out that denial is a high-energy state, emotions can also run high. The most common adverse condition I have found is when someone is in a state of disbelief caused by being asked to change. They have to move from this state of denial or nothing will change. As they realise that change is necessary, leadership will add pace to the change.

When someone is in denial they should be given a clear direction of where they need to go. There needs to be a recognition of the importance of adopting a directive style in this phase. Preparing for this is part of the coach's role. You need to be clear who owns the problem. Is the issue one of performance, or has the change been imposed by you? The coach owns the latter, the individual owns the former.

Wherever the ownership lies, the leadership is firmly with the coach. You need to think through your goals carefully, for the difficult conversation and for the individual's future. It is important to remember that they are likely to be in denial, thus a supportive style will not be appropriate in this situation.

Another important part of the preparation is to keep the language in the behavioural context. This is not about your opinion of the individual's beliefs or values; it is about their behaviour, now and in the future.

The opener for the coach might be:

'The reason I wanted this conversation with you is to share my goals for this year with you and the part we play together in achieving them.'

'The consequences of not achieving them are..'

'Are these the goals as you see them?'

Once they have responded, you can move on and enlarge your goal;

'To achieve this goal, I need you to be performing to your potential/be in a different role in six months time.'

'I have a problem and I need your help. I need you to take on new responsibilities.'

The level of buy-in you have in the conversation will govern whether you explain the consequences, share intentions or describe some possible options. When the individual owns the problem clarity of the situation is required and a clear direction for action should be given. You should discuss what is possible and the consequences of taking or not taking action. It is crucial that they are moved out of denial, and that you retain the clarity of direction. This will allow you to support them through their mixed emotion of anger and confusion.

At this stage, listen carefully and with empathy to their problem. Allow them to explore their reactions and thoughts about the situation they find themselves in. Explain the consequences
for your combined goals of not changing behaviours. You are listening for an indication
that they are on the acceptance up-slope of the change curve. You are now moving together with common purpose and with a focus on their long-term success. Talk with passion about the future and the options to take you there. They will now have a heightened awareness of what needs to happen next and you will have encouraged them to take responsibility for their action. They will have been freed from the clutches of adversity.

What started as a coach-centred activity with the responsibility for leadership firmly with the coach will have move to the individual taking responsibility for their performance and action.

© Alan Davies, 2003

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