Coaching for transformative learning

Coaching is a process of transformative or transformational learning. Leaders in the field of transformative learning such as Mezirow (2000) and Habermas (1978) identify key components of transformative learning, which very much reflect the nature of coaching. They focus on problem solving, environment manipulation and inferred meaning in communication, as well as reflective, emotionally mature dialogue in facilitating transformation. 

 

Meaningful contexts, instrumental and communicative learning and reflective discourse all form parts of the coaching process. Habermas’ (1978) wrote about three different domains of learning: technical, practical and emancipatory learning. We can see these domains of learning reflected in the outcomes of coaching. Clients experience technical learning of skills and content to reach their goals, practical learning as they become more aware of and enhance their interpersonal relationships, and emancipatory learning during which they develop heightened self-awareness, self-understanding, and transformation in terms of shifts in perspective.

 

Mezirow (2000) identified different components involved within the transformative learning process. An adult learning experience, it encompassesf adults’ search for meaning, change and development especially through periods of difficult transition. Ring a bell? Transformative learning is part of the foundation of coaching. 

 

Another leader in the field of transformative learning, Daloz (1986) explains the importance of providing a vision coupled with the right balance of support and challenge. Indeed, this too is reflected in coaching as challenge and support are integrated into the coaching relationship. Coaching poses challenge through a problem-based, goal-directed framework, accountability and reassessment of assumptions and perceptions. It couples this with the support of a trusting coaching relationship, active listening, feedback and encouragement. Thus, a combination of high support and high challenge results in maximum growth and, ultimately, in transformation. This is the goal of coaching. 

 

 

Reference:

Daloz, L. A. (1986). Effective teaching and mentoring: Realizing the transformational power of adult learning experiences. San Francisco: Jossey-Bass Publishers.

Griffiths, K. (2008). Discovering, applying and integrating self-knowledge: A grounded theory study of learning in life coaching (Ph.D). Centre for Learning Innovation, Queensland University of Technology.

Habermas, J. (1978). Knowledge and human interest. London: Heinemann Educational.

Mezirow, J. (2000). Learning as transformation: Critical perspectives on a theory in progress. San Francisco: Jossey-Bass.