th
S

S RESEARCH QUESTION
S BACKGROUND
S METHODOLOGY
S FINDINGS
S IMPLICATIONS FOR THE FIELD
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S 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.
S 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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S Coaching is becoming an established area of practice with its own recognized professional bodies, accreditation and codes of conduct
(Haan & Nieb, 2012).
S As a relatively young and unregulated field, coaching has struggled with problems of definition.
S 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).
S Du Toit and Sim (2010) propose that coaching seems to synonymous with learning that includes reflection on and change to preconceived world views.
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S 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).
S 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.
S 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.
S 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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Authentic
Relationship
Individual
Experience
Critical
Reflection
Holistic
Orientation
Dialogue
Mezirow, J., & Taylor, E.W.
(2009)Transformative Learning in
Practice
6

Philosophical Assumption Interpretative Analysis
Ontology
Epistemology
Methodology
Methods
Reality is based on the research context and through active participation in processes
Knowledge can be derived from multiple perspectives. What is knowledge in coaching.
A qualitative approach was used for data collection.
Semi-structured interviews
Follow-up interviews.
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S
S
S
S
8

Pseudonym
Formal
Experience
Mary
Valerie
Susan
Debra
Joanne
Delores
Katherine
Lisa
Coaching Speciality Primary Work Context Formal Coaching Education
Preferred Coaching
Methodology
18 years
5 years
Leadership/ Life Coaching
HR Consulting and
Coaching
Principal Coaching/Training
Consulting Business
Principal HR Consulting and
Coaching Business
CTI, Adler, Coachville, The
Coaching Group, WABC, IFC
Conferences
Adler School of Coaching, ICF
Certified
14 years Coaching in Organziations
President & Coaching Practice
Leader
Coaching Training Institute, CTI,
Corporate Coach U, PCC, ICF
Mixed Method
Adler Methodology
GAP Model
21 years
12 years
Organizational/Executive
Coaching
Conscious Transformation
Coaching
Founder of Consulting and
Coaching Business , Professor
Principal, Coaching Business
Gestalt Coaching, Fielding
Evidenced-Based Graduate
Coaching Program
Ericson College, ICF Certified
12 years Leadership/ Life Coaching
18 years
4 Years
OD Consulting,
Leadership/Executive
Coaching/Life Coaching
Business Coaching/Life
Coaching
Large Consulting Firm &
Independent Coach
Own Coaching/Facilitation
Consulting Business
Partner in Training & Coaching
Business
Adler School of Coaching, ICF
Certified
Co-Active Coaching - (CTI),
Neuroscience, Consciousness and Transformation Coaching,
ICF Certified
Board Certification Master
Practicitioner Training, NLP
Coaching in timeline therapy and hypnosis
Mixed Method
(Unit of Work)
Creative conscience and transformation - mixed learning, pastoral and coaching models.
Mixed Method
CTI Framework
Timeline Therapy
Intervention
(NLP/timeline therapy

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

1)
S
Environment (physical – non-physical)
2)
S
Role and influence
3)
S
Client in charge of own agenda
11

4)
S
TRANSFORMATION
Mixed, varying views
5)
S
ROLE OF THE COACH
Facilitating transformative learning
6)
S
STRATEGIES TO FOSTER TRANSFORMATION
Tools and techniques, mental models, frameworks
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Elements of transformative learning were found throughout the coaching process:
S "It helped me reframe my world that I thought I was living in, in the sense that my perception of it changed". (Valerie)
S "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)
S “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)
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S Significant contradictions and oversights within transformative learning theory can be re-examined.
S Coaching can benefit from the application of transformative learning theory.
S There is a gap in the research linking adult learning and coaching.
14

S Gender and Coaching
S Cultural Awareness and Coaching
S Failure in Coaching
S Coaching the Coaches
S Language and Coaching
15

?
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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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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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