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PERSONAL COACHING AS A MODEL FOR EFFECTIVE LEARNING
Yensegenova Gulmira Gumabekovna, Branch of JSC "NCPD "Orleu" institute for professional development of North-Kazakhstan region Republic of Kazakhstan, Petropavlovsk
E-mail: kz.gulmira@bk.ru
Abstract. This paper therefore presents an introduction to personal coaching practice and its outcomes and examines its processes through a discussion of learning theory. In doing so, it demonstrates the learning value inherent within the coaching framework and challenges educators to consider its potential as a model for active, collaborative, authentic and engaging learning.
Keywords: Personal Coaching, life coaching, professional coaching, learning, adult learning, lifelong learning, transformational learning, experiential learning
Coaching in Educational Settings
The presence of coaching in educational contexts is minimal. While several studies reflect on learning organizations within corporate sectors and executive coaching has been recognized as a leadership and self-preservation tool for school principals , the only known studies of personal coaching in formal education settings such as schools, colleges and universities is Campbell and Gardner's research into the impact of life coaching on year twelve students and Grant's study of the impact of a life coaching program among post-graduate students. While Campbell and Gardner's [1; p. 10] mixed-method study indicated that life coaching "may have potential for building resilience and wellbeing in young people", Grant's study demonstrated that a combined cognitive-behavioral coaching model had greater impact upon goal attainment, metacognition and mental health than either a cognitive or behavioral coaching model. There are also some branches of coaching present and active within educational contexts. Cognitive coaching is frequently used to assist teachers in delving into the thinking behind their practices. It encourages self-monitoring, self-analysis and self-evaluation of teaching practices in order to maximize student learning. It is a form of coaching which is similar in its emphasis on reflection, self-
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montioring and self-evaluation, but does not exhibit the same commitment to goal achievement and focused action. Peer coaching is also prevalent in formal education settings in two forms. Expert coaching comprised of an unequal relationship involves feedback, support, alternatives and suggestions, while reciprocal coaching comprised of an equal relationship involves observation, feedback, support and natural learning. In addition, the term academic coaching has been loosely applied in educational contexts sometimes being synonymous with professional tutoring and cramming, whereas Dansinger (2000) uses it as an alternative psychotherapy approach with gifted students experiencing problems at school. Finally, there is a new move in educational settings to re-define the role of the teacher from that of instructor to one of facilitator particularly within the areas of information technology. This changing role is in fact characterized by an adoption and utilization of combined coaching strategies such as self-regulation, the use of questioning, problem-solving opportunities and feedback as 'coaches', guide "students' inquiry in a student-directed environment". Thus the role of the teacher is already moving towards coaching wherein teachers, like coaches, are beginning to help students "to learn rather than teaching them" [2, p. 8].
Coaching and Learning
Learning is inherent within the coaching process. Numerous coaching texts and studies refer to the implicit nature of learning in coaching which paves the way for the achievement of goals and manifestation of change. In her phenomenological study of nine organizational coaching clients, Hurd revealed that "coaching creates the conditions for learning and behavior change" [2; p.124] depicting coaching as an ongoing cycle of deep learning. Similarly, Whitworth et al. (1998) describe coaching as an on-going cycle of action and learning which combine together to create change. Thus a major part in the coach's job is to "deepen the learning". Finally, Hargrove [3, p. 86] refers to the learning done in coaching as "transformational" rather than "transactional". In other words when individuals engage in coaching they undertake a form of deep learning which they integrate into multiple aspects of their lives. In its essence, coaching first "awaken[s] the will to learn" and then, through a learning-partnership between coach and client it represents powerful learning in action. Clearly, and as Wilkins emphasized, "the Coaching Model has Implications for Educational Leadership as a tool for facilitating learning".
The learning which occurs through coaching comes in many forms. It empirically demonstrates itself as a form of incidental, informal, skills-based experiential learning and at the other end of the spectrum accentuates learning in terms of shifts in perspectives and challenging 'the saboteur' thereby moving past barriers and blocks to success. Studies consistently outline the various nature of learning within the coaching process, generating a transfer of learning in which theoretical learning is practically applied and integrated into the minds and actions of clients. In
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summary, the common thread running through the learning experienced in coaching is creating "learning that endures" or as Hurd (2002) wrote in the abstract of her study, coaching is "learning for the long haul"; it is "learning for life". Once again, it becomes apparent how coaching can provide an effective means for creating active, collaborative, authentic and engaging learning.
Learning is changeable, all-encompassing and ultimately its meaning lies 'in the eyes of the beholder'. It is an integral part of life reaching not only into the depths of our lives, minds and beings but also into many theoretical and philosophical disciplines and schools of thought. As such, learning can be seen from many vantage points. Although not applicable to the purposes of this paper, it must be acknowledged that a substantial part of learning in coaching has its roots in constructivist schools of thought and psychology as well as learning theory. The repeated links made between coaching and experiential learning accentuate the constructivist nature of coaching. Indeed, coaching closely aligns with a constructivist approach to learning which provides a client-centred, authentic and challenging arena for goal-directed, problem-based learning. Furthermore, earner-centred
psychological principles acknowledge the influence of cognitive and metacognitive factors, motivational and affective factors, developmental and social factors as well as individual differences in the learning process. These in turn form patterns of occurrence across the coaching literature in the form of behaviorist theory, Gestalt theory, social learning theory and developmental psychology. Whilst constructivism, psychology and learning theory have converged to shape the evolution of the coaching process, in the next section only learning theory will be discussed.
Learning Theory in Coaching
The influences of learning theory have been established within several coaching studies as well as other coaching related literature. Coaching has been shown to foster and be underpinned by philosophies of adult learning theory and theories in lifelong learning. Coaching also appears to draw on sizeable chunks of mentoring theory. When exploring the process and effects of coaching, experiential learning was also often cited. Finally, in addition to the use of problem-based learning strategies and self -directed learning, transformational learning was seen to evolve through the coaching process.
Adult Learning Theory and Lifelong Learning
The framework and processes within which coaching occurs align well with adult and lifelong learning theory. Working through a goal-oriented, self-directed and active connection between new learning and life experience, as in adult learning, coaching addresses an individual's need to know and readiness to learn. Reflective of adult learning theory, by operating from a responsive goal-centred framework, it
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allows learners to clearly understand the benefits, value and reason for learning, thereby facilitating understanding of what is most useful to real life. Like adult learning, problem-centred and based on immediate goals, needs and concrete situations, combined with the immediate application of "short bursts of learning activity", coaching takes into account various learning styles such as analogical thinking, trial and error and formation of a meaningful whole. Inherent in this process are also a respect of the adults' already acquired knowledge and experience and the importance of feedback, the latter of which has been highlighted within several studies from the perspectives of clients.
Transformational Learning
The transformational value of coaching has been recognized by both coaching authors and researchers alike. Within his study of clients' perspectives of personal coaching, Duff (2002) examined the potential of coaching to "facilitate[e] a transformational learning experience" [1; p.2] and defined coaching contexts as a "unique learning sanctuary" characterized by a convergence of "mutual trust, learning ethic and creativity". In comparison, Hargrove (2003) explained that transformational learning in coaching occurs through a personal context involving the planning of strategies and implementation of actions, of which the results are monitored and assessed. He describes transformational learning as a triple loop process which moves through levels of skill and capability development, reshaping of patterns of thinking and behavior and ultimately results in a transformation of clients' personal contexts and perspectives of themselves.
From the perspective of adult learning theory and education for social change, Mezirow (2000) identifies different components involved within the transformational learning process: meaningful contexts; Habermas' (1978) instrumental and communicative learning, which focus on problem solving and environment manipulation as well as inferred meaning in communication; and, reflective discourse, which acknowledges the role of reflective, emotionally mature dialogue in facilitating transformation. From this discussion a relationship between Duff (2002), Hargrove (1995) and Mezirow can be drawn, in that context, active learning and a communicative relationship are essential elements within the transformation process. Interestingly, these elements are reflected within the core coaching processes discussed earlier in this paper.
Mezirow also describes specific phases of transformation:
- a disorienting dilemma;
- self-examination with feelings of fear, anger, guilt or shame;
- a critical assessment of assumptions;
- recognition that one's discontent and the process of transformation are shared;
- exploration of options for new roles, relationships and actions;
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- planning a course of action;
- acquiring knowledge and skills for implementing one's plans;
- provisional trying of new roles;
- building competence and self-confidence in new roles and relationships;
- a reintegration into one's life on the basis of conditions dictated by one's new perspective [4; p.22].
When reflecting on coaching as a whole, there is an unmistakable mirror image of Mezirow's stages in transformation in the framework and processes described earlier within the coaching literature. Clients typically come to personal coaching with a need to improve on aspects of their lives or work. They then proceed to assess their current realities and assess their underlying beliefs. Next they brainstorm the possibilities for change, after which they plan and implement a course of action. During this stage they episodically acquire the skills and knowledge needed to reach their goals and begin 'test driving' their new roles or strategies. Confidence and competence is gradually built and ultimately, the transformation becomes a natural state of being. Thus it is clear that the coaching process has strong links with Mezirow's stages in transformation.
Mentoring Theory
The dimensions of the coaching relationship and dialogue process are particularly reflective of mentoring theory. Through a relationship based on personal support, mentoring provides assistance and feedback and fosters the learning and development of mentees. Through a process combining similar elements of encouragement, self-management, support and evaluation, both coaching and mentoring are learner-centred with learning at their core. In addition, they utilize conversation processes such as questioning, reforming statements, summarizing, listening reflectively and personal reflection in order to evoke learning. Furthermore, one particular aspect of mentoring also reflected within coaching literature is the reciprocal relationship between mentor and mentee. Coaching literature indicates that while clients learn, coaches do too and this in turn is reflected in the words of Freire that "whoever teaches learns in the act of teaching, and whoever learns teaches in the act of learning" [3; p.31]. Lastly, similar to the aims of the mentoring process, Skiffington and Zeus target the ultimate learning outcome of the coaching process, being that "finally, the learner internalizes the 'teaching function' of the coach and becomes his or her own teacher". Thus, despite the hierarchical differences in the learning relationship of mentoring and the commitment of coaching to goal-directed action as discussed earlier, mentoring theory provides a basis for understanding the coaching process and how it creates, reciprocates and supports learning for the long run.
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Conclusion
In their discussion of 'good' learning which draws on research from all sectors of education, Collins, Harkin and Nind [3; p. 11] highlight that in order to foster effective learning, "it should be transformative, active, interactive, intrinsically motivating and lifelong". It is interesting to note, that these factors are strongly reflected in coaching processes and outcomes as evidenced within empirical studies, technical literature and within the above discussion of learning theory employed within coaching practice. As the body of literature surrounding coaching is still in its foetal stages, claims about what coaching is, does and how it works are as yet largely unsubstantiated. Despite this, by drawing upon the limited body of evidence-based coaching knowledge from various contexts, this paper has evidenced how learning indeed appears to be at the heart of coaching. Underpinning the goal-directed, action-based framework of coaching which combines powerful dialogue within a supportive yet challenging arena, are the concepts and approaches encouraged within adult and lifelong learning, transformational learning, experiential learning and mentoring theory. Through a synthesis of learning theory contained within a holistic model that provides a practical bridge between many previously mutually exclusive disciplines and schools of thought an effective approach to teaching and learning is therefore propose.
References:
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2. Retrieved October 1, 2004, from Australia/New Zealand Reference Centre database.
3. Bono, J. Purvanova, R.K, & Towler, A. (2004). Summary of responses for coaching survey: Technical report. University of Minnesota, USA.
4. Wolters, C. A. (2004). Advancing achievement goal theory: Using goal structures and goal orientations to predict students' motivation, cognition, and achievement. Journal of Educational Psychology, 96(2), 236-250
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