10th 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

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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.

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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. 4

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.

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Background Literature (3)Core Elements of Transformation

Critical Reflection

Dialogue

AuthenticRelationship

Mezirow, J., & Taylor, E.W. (2009)Transformative Learning in Practice

Individual Experience

Holistic Orientation

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Methodology

Philosophical Assumption

Interpretative Analysis

Ontology Reality is based on the research context and through active participation in processes

Epistemology Knowledge can be derived from multiple perspectives. What is knowledge in coaching.

MethodologyA qualitative approach was used for data collection.

Methods Semi-structured interviewsFollow-up interviews.

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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.

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ParticipantsPseudonym

Formal Experience

Coaching Speciality Primary Work Context Formal Coaching EducationPreferred Coaching

Methodology

Mary 18 years Leadership/ Life Coaching Principal Coaching/Training

Consulting Business

CTI, Adler, Coachville, The Coaching Group, WABC, IFC

ConferencesMixed Method

Valerie 5 yearsHR Consulting and

CoachingPrincipal HR Consulting and

Coaching BusinessAdler School of Coaching, ICF

CertifiedAdler Methodology

Susan 14 years Coaching in OrganziationsPresident & Coaching Practice

LeaderCoaching Training Institute, CTI, Corporate Coach U, PCC, ICF

GAP Model

Debra 21 yearsOrganizational/Executive

CoachingFounder of Consulting and

Coaching Business , Professor

Gestalt Coaching, Fielding Evidenced-Based Graduate

Coaching Program

Mixed Method (Unit of Work)

Joanne 12 yearsConscious Transformation

CoachingPrincipal, Coaching Business Ericson College, ICF Certified

Creative conscience and transformation - mixed learning, pastoral and

coaching models.

Delores 12 years Leadership/ Life Coaching Large Consulting Firm &

Independent CoachAdler School of Coaching, ICF

CertifiedMixed Method

Katherine 18 yearsOD Consulting,

Leadership/Executive Coaching/Life Coaching

Own Coaching/Facilitation Consulting Business

Co-Active Coaching - (CTI), Neuroscience, Consciousness and Transformation Coaching,

ICF Certified

CTI Framework

Lisa 4 YearsBusiness Coaching/Life

CoachingPartner in Training & Coaching

Business

Board Certification Master Practicitioner Training, NLP

Coaching in timeline therapy and hypnosis

Timeline Therapy Intervention

(NLP/timeline therapy techniques/ hypnosis)9

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)10

Key Findings

1) CONTEXT Environment (physical – non-physical)

2) LANGUAGE Role and influence

3) CLIENT DRIVEN Client in charge of own agenda

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Key Findings

4) TRANSFORMATION Mixed, varying views

5) ROLE OF THE COACH Facilitating transformative learning

6) STRATEGIES TO FOSTER TRANSFORMATION Tools and techniques, mental models, frameworks

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Findings Continued

"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)

Elements of transformative learning were found throughout the coaching process:

“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)

"It helped me reframe my world that I thought I was living in, in the sense that my perception of it changed". (Valerie)

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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.

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Areas for further Investigation

Gender and Coaching

Cultural Awareness and Coaching

Failure in Coaching

Coaching the Coaches

Language and Coaching

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Questions

?

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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.

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Contact Information

Kristina SammutSenior Consultant, Organizational Development

Ministry of Government Services, HROntario,

Government of Ontariokristina.sammut@ontario.ca

~Graduate Student,

Masters of Adult Education – Transformative Learning & Coaching

St. Francis Xavier UniversityNova Scotia, Canada

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