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Agenda

10 th Annual Coaching and Mentoring Research Conference Oxford Brooks University January 16, 2014 Exploring Transformative Learning in Coaching: A Qualitative Study. Agenda. RESEARCH QUESTION BACKGROUND METHODOLOGY FINDINGS IMPLICATIONS FOR THE FIELD. Research Question.

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Agenda

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  1. 10th Annual Coaching and Mentoring Research ConferenceOxford BrooksUniversity January 16, 2014Exploring Transformative Learning in Coaching: A Qualitative Study

  2. Agenda • RESEARCH QUESTION • BACKGROUND • METHODOLOGY • FINDINGS • IMPLICATIONS FOR THE FIELD

  3. Research Question • The purpose of this study was to discover if transformative learning theory and practices (TLT) are applied in coaching, and if coaching can help adults learn more effectively. • The literature demonstrates that there is a gap in the research studying the effects of adult learning theory on coaching, in terms of theories, practices and benefits.

  4. Background Literature (1) • Coaching is becoming an established area of practice with its own recognized professional bodies, accreditation and codes of conduct (Haan & Nieb, 2012).  • As a relatively young and unregulated field, coaching has struggled with problems of definition. • For the study, coaching was defined as “the learning and development of an individual, a process that involves change” (Brockbank & McGill, as cited in Du Toit & Sim, 2010 p. 33). • Du Toit and Sim (2010) propose that coaching seems to synonymous with learning that includes reflection on and change to preconceived world views.

  5. Background Literature (2) • Although there is no one single theory of adult learning, transformative learning theory and critical reflection have both been applied to adult learning within the coaching context (Gray, 2006).  • Cox (2006) identifies eight learning theories that have a particular relevance to coaching. Emphasizing integration of learning Cox (2013), recognizes Mezirow’s (1991) and step 10 of his transformative learning process. • Askew and Carnell (2011) conclude reflective learning that leads to perspective transformation fills an important gap in coaching theory, acknowledging the central role played by critical reflection. • Transformative learning theory, which refers to the process of making meaning of one’s experience (Mezirow, 1978a, 1991, 1995, 1996), comes closest to the goals and processes of coaching.

  6. Background Literature (3)Core Elements of Transformation Mezirow, J., & Taylor, E.W. (2009)Transformative Learning in Practice Authentic Relationship Individual Experience Critical Reflection Holistic Orientation Dialogue

  7. Methodology

  8. The Design of the Study • 8 coaches were selected by a purposive selection strategy from a pool (570 people). • The study took place over 6 weeks. • Data were collected through individual semi-structured interviews, observation and audio recording. • Participants verified transcribed findings.

  9. Participants

  10. Data Analysis The Three Cs of Data Analysis: Codes, Categories & Concepts • Step 1: Initial coding • Step 2: Revisiting initial coding • Step 3: Developing an initial list of categories • Step 4: Modifying initial list based on additional rereading • Step 5: Revisiting categories and subcategories • Step 6: Moving from categories to concepts (Lichtman, 2013)

  11. Key Findings • CONTEXT • Environment (physical – non-physical) • LANGUAGE • Role and influence • CLIENT DRIVEN • Client in charge of own agenda

  12. Key Findings • TRANSFORMATION • Mixed, varying views • ROLE OF THE COACH • Facilitating transformative learning • STRATEGIES TO FOSTER TRANSFORMATION • Tools and techniques, mental models, frameworks

  13. Findings Continued Elements of transformative learning were found throughout the coaching process: • "What ever perspective they [the client] started with when I take them through perspective coaching - at the end of the day, they almost always choose a different one [perspective] then the one we started with, with what they thought was the only one”. (Susan) • "It helped me reframe my world that I thought I was living in, in the sense that my perception of it changed". (Valerie) • “that question took me to that place inside of myself that really transformed my thinking and transformed my being and things became very clear for me…I felt at peace and very at ease with the decisions that I needed to make that I had been struggling with”. (Debra)

  14. Discussion and Implications for the field of Adult Education • Significant contradictions and oversights within transformative learning theory can be re-examined. • Coaching can benefit from the application of transformative learning theory. • There is a gap in the research linking adult learning and coaching.

  15. Areas for further Investigation • Gender and Coaching • Cultural Awareness and Coaching • Failure in Coaching • Coaching the Coaches • Language and Coaching

  16. Questions ?

  17. References Askew, S., & Carnell, E. (2011). Transformative coaching: A learning theory for practice. London, England: Institute of Education, University of London. Cox, E. (2006). An adult learning approach to coaching. In D. Stober & A. Grant (Eds.), Evidence based coaching handbook (pp.193-217). Hoboken, NJ: John Wiley & Sons. Cox, E. (2013). Coaching Understood: A pragmatic inquiry into the coaching process., London: UK: Sage Publications. Du Toit, A.,& Sim, S. (2010). Rethinking coaching: Critical theory and the economic crisis. Houndmills, Basingstoke, Hampshire: Great Britain: Palgrave MacMillan Gray, D. E. (2006). Executive coaching: Towards a dynamic alliance of psychotherapy and transformative learning process. Management Learning, 34(4), 475–497. Haan, E., & Nieb, C. (2012). Critical moments in a coaching case study: Illustration of a process research model. Consulting Psychology Journal: Practice and Research American Psychological Association.64 (3), 198–224. Lichtman, M.(2013). Making meaning from your data. In Qualitative research in education.(pp.241–268). Thousand Oaks, CA: Sage Publishing. Mezirow, J., & Taylor, E. W. (2009). Fostering transformative learning. In J. Mezirow, E. W. Taylor, & Associates (Eds.), Transformative learning in practice (pp. 3-17). San Francisco, CA: Jossey-Bass.

  18. Contact Information Kristina Sammut Senior Consultant, Organizational Development Ministry of Government Services, HROntario, Government of Ontario kristina.sammut@ontario.ca ~ Graduate Student, Masters of Adult Education – Transformative Learning & Coaching St. Francis Xavier University Nova Scotia, Canada

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