Reflective learning in coaching

Coaching is a a reflective learning process. Coaching clients reflect in many ways including verbally, mentally, through visualisation, drawing and other imagery, and even through song.

 

However, conversations are predominantly used to facilitate reflective learning in coaching. Driven by questioning, coaching conversations give clients the opportunity to think aloud and articulate their thoughts and feelings. 

 

One advantage of reflecting through conversation is that clients have the opportunity to engage in iterative reflection. As they reflect, and then reflect on their reflections, clients discover deeper and more comprehensive insight.  

 

Writing is often used between coaching sessions to maintain and extend the reflective learning process. Coaching homework or action frequently involves writing activities, whereby clients thoughtfully consider questions, issues or ideas that emerge from coaching sessions.

 

 

Notably, writing is recognised as a method of inquiry and a way of finding out about the self and a topic (Richardson, 2004). Like conversation, written reflection provides a tangible means of mediating the reflective process.

 

Writing anchors the reflective process so that clients can discover more about themselves. It is also used to anchor the process of reflection through observation, as clients keep written records of their observations.  

 

Reference:

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.

Richardson, L. (2004). Writing: A method of inquiry. In S. N. Hess-Biber & P. Leavy (Eds.), Approaches to qualitative research: A reader on theory and practice (pp. 473-495). New York: Oxford University Press.

 

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