Page - 65 - in Coaching im digitalen Wandel

Designing a fit-for-purpose coaching model 65 Transformative learning Transformative learning theory studies the mechanism of deep, permanent structural changes in adults as a result of a learning experience (Mezirow, 1994). Transformative learning is achieved through a process of critically questioning previously accepted values, beliefs, assumptions and perspectives (Cranton, 2005). The outcome of a transformative learning experience is a more open, inclusive and accommodating world view (Mezirow & Associates, 2000). Perspectives are a central concept in transformative learning theory and Mezirow distinguishes between a number of meaning perspectives: sociolin- guistic (use of language and manner of social interaction); moral/ethical (what is right and wrong); epistemic (how knowledge is gathered); psychological (sense of self and others); philosophical (world views); health (what consti- tutes good health); political (influencing others); and aesthetic (interpretation of beauty) perspectives (Mezirow, 2008). A change in these meaning perspec- tives implies a change in how people filter their perception of the world. If, for example, a transitioning leader has an unhelpful sociolinguistic perspective, it implies they use inappropriate language or exhibit unsuitable social behaviour given the requirements of the new role. This may need to change in order to ensure success in the new role. For the purpose of this research, Hoggan’s (2016) three aspects of transfor- mative learning were used to gauge whether someone has experienced trans- formative learning as a result of coaching. The three aspects are: Ȥ Depth signifies the magnitude of the influence of the change on the per- son’s life. Ȥ Breadth refers to the number of contexts in which a change is manifested. Ȥ Relative stability indicates that a change must be permanent to qualify as transformative. The intersection between coaching and transformative learning seems to hold promise in helping transitioning leaders create sustained change in how they interpret and interact with the world. Methodology A two-phased research design was employed to create the transformative tran- sition coaching (TTC) framework systematically. The first phase (foundation phase) used grounded theory principles (Charmaz, 2014) to create a draft coach- Open-Access-Publikation im Sinne der CC-Lizenz BY-NC-ND 4.0