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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-
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