The GILS-model comes in layers. This layering offers the possibility to educate level after level. As one advances through the model skills and insights grow. And with growing skills and insights one is able to advance to higher levels of interactive complexity, each one better ressembling managementreality. Having masterd a layer gives satisfaction as each layer is directly relevant for daily managementpractice. New motivation and energy is then generated for acquiring the insights and behavioral skills for the next layer.
This means for example that in certain trainingcourses the responsible teacher-trainer may decide in one setting to first focus on layer 1 and on the mainstyles of layer 2. And in another setting he or she chooses to venture to layer 2 and 3. Additionally the layers need not be seen as too stringent: professionals that are certified in the model must have all the necessary autonomy to implement the model in a way they choose to be appropriate for themselves, and for the educational levels, needs and logistical possibilities of their clients.
Professional trainers can also design a trainingtrajectory around the GILS-model and its instruments over a given length of time. Periodically they invite their trainees to participate in a short trainingcourse or workshop in wich insights and practical behavioral tips are instructed, can be trained and internalised using exemplary managementcases or own managementsituations of trainees. Inbetween courses participants can implement results and further reflect on them and their effectivess before engaging in the next step. With certain groups of trainees this will enlarge the chance of harvesting durable effects.
Finally one must be very realistic about acquiring behavioral skills and consistency in managementbehavior by trainees. Reaching the final level of the GILS-model is far from easy. As Chris Argyris of Harvard learned us: "People in organisations must understand that acquiring managementskills asks for the same amount of work, motivation, dedication as learning complex mathemathics. And to master complex mathematics people find it normal to invest vast amounts of energy and time over a longer period." This also implicates that personal growth in managementskills is primarily dependent upon the individual. It takes much self-choosen personal motivation, an artfull disciplined will, and the investment of substantial time during a longer period. The GILS-model as a systemized model of managementbehavior ánd experienced trainers-coaches can only be instruments for helping to achieve progress on these learning lanes.