The push-pull continuum in coaching
Library → Models and frameworks → Push-pull continuum: the coaching spectrum
Are you trying to ‘push’ knowledge into somebody, or ‘pull out’ what they already understand?
This common framework (one version, by Myles Downey, is called ‘the coaching spectrum’) helps managers, educators, coaches and others think about the best way to develop abilities in someone else.
On the left side of the spectrum, we have a directive educational style: telling someone exactly what to do, or at least offering strong advice. Under pressure at work, we might even get someone to step aside and just sort out the problem ourselves. It’s all very hands-on.
On the other end of the continuum, the leader is taking a more facilitative approach. They might offer a few hints that nudge their coachee in the right direction, or use their coaching skills to ask questions to inspire the right kind of thinking.
Some related concepts are:
The Tannenbaum-Schmidt Continuum offers a similar framework for delegating decision-making to others, from imposing autocratic decisions by fiat to passing on total responsibility to the team
The skill/will matrix is a framework to assess what management style or learning support someone might need (whether that’s directing, coaching, supporting or delegating, depending on their level of dexperience)
Coaching as scaffolding
One intuitive use of the push-pull continuum is to adjust our coaching style as the coachee becomes more experienced. It makes sense that a beginner requires more direct instruction, where someone more experienced might only need a friendly chat to discuss their ideas.
A similar metaphor that has also been applied to coaching (and learning and development at all levels, from education for young people to acquiring athletic skills) is scaffolding. During the earlier phases of skill acquisition, the learner’s knowledge is not fully ‘weight bearing’, so we need to provide extra support structures to fill in the gaps.
As they master the fundamentals, the scaffolding can be removed one bit at a time, and the latter phases of construction can happen supported by the new structure.
It’s easy to think about this in a pedagogical context – a ‘fill-in the blanks’ quiz question, or a multiple-choice answer selection, provides ‘scaffolding’ by providing most (but not all) of the relevant information.
At work, scaffolding is more subtle but can be created to support people in making the most of their roles. For instance, the common expectation that managers have weekly 1:1s with their team members is partly designed to encourage new managers to make sure they’re staying in touch with their team members.
Potentially, at some point, the exact cadence and format of this manager/team member interaction can shift to suit both parties, and the scaffolding is less necessary.
If you are developing skills in your team members so they can take the next step in their careers, consider what scaffolding you could provide:
Lower-stakes experimental tasks where learning is prioritised over urgency or great success
Templates, formats and cadences that provide structure
Example work from others who have done something similar before
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