Learning Theories within Coaching Process

These days we face with so many advertisements in
magazines, those mentioned coaching is pragmatic specialties which
help people make change in their lives. Up to know Specialty coaches
are not necessarily therapists, consultants or psychologist, thus they
may not know psychological theories. The International Coach
Federation identifies "facilitating learning and results" as one of its
four core coach competencies, without understanding learning
theories coaching practice hangs in theoretical abyss. Thus the aim of
this article is investigating learning theories within coaching process.
Therefore, I reviewed some cognitive and behavioral learning
theories and analyzed their contribution with coaching process which
has been introduced in mentor coaches and ICF certified coaches'
papers and books. The result demonstrated that coaching profession
is strongly grounded in learning theories, and it will be strengthened
by the validation of theories and evidence-based research as we move
forward. Thus, it needs more research in order to applying effective
theoretical frameworks.


Authors:



References:
<p>[1] L. Whitworth, H. Kimsey-House, P. Sandahl, "Co-Active Coaching:
new skills for coaching people toward success in work and life", CA.
Davis black publishing 2007
[2] Coachfederation.org
[3] Y. Ives, "What is ‘Coaching’? An Exploration of Conflicting
Paradigms", International Journal of Evidence Based Coaching and
Mentoring Vol. 6, No.2, August 2008 p.100
[4] K. Griffiths, "Personal coaching: A model for effective learning",
Journal of Learning Design, vol 1, No 2; 2005 p.55-65.
[5] J. Whitmore, "Coaching for performance" 3rd ed. London: Nicholas
Brealey Publishing. 2002
[6] R. Hargrove, "Masterful Coaching (Revised Edition)". San Francisco:
Jossey-Bass Pfeiffer. 2003
[7] B. M. A. Wilkins, "grounded theory study of personal coaching"
Unpublished doctoral dissertation, San Diego State: University of
Montana. 2000
[8] J. Travis Kemp, "Psychology’s Unique Contribution to Solution-
Focused Coaching: Exploring Clients’ Past to Inform Their Present and
Design Their Future", evidence-based Coaching: Theory, research and
practice from the behavioral sciences. Vol 1, Australia: Australian
Academic Press, 2005 p. 40
[9] P. Zeus, & S. Skiffington, "The Complete Guide to Coaching at Work,
Sydney:: McGraw-Hill Australia. 2000
[10] D. Carnahan, J. Righeimer, L. Tarr, C. Toll, C. Voss, "Reading First
Coaching: A Guide for Coaches and Reading First Leaders". Chicaco:
Learning Point Associates, 2004
[11] J. L. Hurd, "Learning for Life: A phenomenological investigation into
the effect of organizational coaching on individual lives" Unpublished
doctoral dissertation, USA: Union Institute and University Graduate
College. 2002
[12] A. M. Grant, "Towards a Psychology of Coaching: The Impact of
Coaching on Metacognition", Mental Health and Goal Attainment.
Submitted in partial requirement for the degree of Doctor of Philosophy,
Department of Psychology, unpublished Doctoral Dissertations,
Australia; Macquarie University. 2001
[13] A. Griffiths, "Coaching and Spiritual Values in the Workplace:
exploring the perspective of coaches". International Journal of Evidence
Based Coaching and Mentoring Special Issue.4, 2010, 65-82
[14] B. G. Spence, G. L. Oades, "Coaching with self-determination in mind:
Using theory to advance evidence-based coaching practice",
International Journal of Evidence Based Coaching and Mentoring, Vol.
9, No. 2 2011
[15] C. A. Douglas, C. D. McCauley, "Formal developmental relationships:
A survey of organizational practices" Human Resource Development
Quarterly, 1999, 10(3), 203-220.
[16] P. A. Aparece, "Teaching, Learning and Community: An Examination of
Wittgenstein an Themes applied to philosophy of education" Roma: Iura
Editionis et versionis reservantur 2005 p 75
[17] Carter T M. Appreciative inquiry and adult transformative learning as an
integrated framework to guide life coaching practice. Unpublished
Dissertation of doctoral of Philosophy (Ph.D.) in Psychology, San
Francisco, California: faculty of Saybrook Graduate School and
Research Center in partial fulfillment of the requirements; 2009
[18] A. M. Grant, An Integrative Goal-Focused Approach to Executive
Coaching. Evidence based coaching handbook : putting best practices to
work for your clients Hoboken, N.J: John Wiley & Sons , 156- 192,
2006
[19] K. Griffiths, "Personal coaching: A model for effective learning"
Journal of Learning Design, vol.1 no.2, pp. 55-65, 2005
[20] G. Cheetham, G. Chivers, "How professionals learn in practice: an
investigation of informal learning amongst people working in
professions’", Journal of European Industrial Training, 25, 5, 247-92,
2001
[21] P. S. Linder, "NLP Coaching: An evidence-based approach for coaches,
leaders and individuals", First published the United States, Kogan Page,
2010
[22] B. Bachkirova, E. Cox, E. Clutterbuck "The Complete Handbook of
coaching", London: SAGE, 2010
[23] L. Dunn "Learning and Teaching Briefing Papers Series" Oxford Centre
for Staff and Learning Development, 2002 http://www.brookes.ac.uk
[24] J. Hay, "Coaching, train the trainer", London: Fenman Ltd, Issue 7,
2003, Available at: http://www.fenman.co.uk [25] O’Connor, Joseph & Lages, Andrea. How Coaching Works. A & C
Black. First published, Great Britain, 2007
[26] M. Smith, R. A. Gilbert, "learning team approach to executive
recruitment, coaching & consultancy", Institute of Work-Based
Learning, Middlesex University, 2011
[27] S. J. Armstrong, C. Fukami, "Handbook of Management Learning,
Education and Development" London: Sage Publications, 2008
[28] E. Cox, "An Adult Learning Approach to Coaching. Evidence based
coaching handbook: putting best practices to work for your clients
Hoboken", New Jersey, John Wiley & Sons , p 200, 2006
[29] C. Harding, "Using the Multiple Intelligences as a learning intervention:
a model for coaching and mentoring" , International Journal of Evidence
Based Coaching and Mentoring, Vol. 4, No.2, Bournemouth University,
UK, PP:19-42
[30] J. Mezirow, "Transformative Learning: Theory to Practice, new
directions for adult and continuing education" no. 74, Jossey-Bass
Publishers, 1997
[31] G. Olivero, K. Bane, D. Kopelman, E. Richard, "Executive coaching as
a transfer of training tool: effects on productivity in a public agency"
Public Personnel Management pp 12-22, 1997
[32] C. A. Frayne, G. P. Latham, "Self-management training for increased
job attendance: A follow-up and a replication," Journal of Applied
Psychology, Vol.74, 411- 416, 1989
[33] C. R. Rogers, "The necessary and sufficient conditions of therapeutic
personality change" Journal of Consultative Psychology, Vol.21, 95–
103, 1957
[34] J. Starr, "The Coaching Manual The definitive guide to the process,
principles and skills of personal coaching" Pearson Education, 2003
[35] Munro, R, (2012), Coaching and the Change Paradox: A Heuristic
Study, International Journal of Evidence Based Coaching and Mentoring
Special Issue No.6, PP:88-101, Oxford, UK.
[36] N. Nielsen, K. Nielsen, "The Graves Model and its application in
coching" Berlin: NLP & Coaching Institute 2010 available at
<www.NLP-Nielsen.de> p 8
[37] M. Marquardt, H. S. Leonard, A. Freedman, C. Hill, "Action learning for
developing leaders and organizations: Principles, strategies, and cases",
Washington DC American Psychological Association, 2009
[38] V. Vaarttjes, "Integrating action learning practices into executive
coaching to enhance business results" International Journal of Evidence
Based Coaching and Mentoring, Vol. 3, No. 1, 2005. p 1-17</p>