Applied Coaching Research Journal Research Journal 5 | Page 17

APPLIED COACHING RESEARCH JOURNAL 2020, Vol. 5 Gemma's perceived value had been created through her Strive journey in a number of ways. She benefited from the connections she made with people experiencing similar difficulties to herself (see ‘Immediate’ cycle) and felt that she gained considerable information which she might apply in the future (see ‘Potential’ cycle). Perhaps most crucially, Gemma changed her interpretation of what it was to be a Coach Developer, and this altered the way she approached the way she was attempting to help one of her coaches develop (see ‘Transformative’ cycle). Gemma perceived that this change in approach ultimately had considerable benefits for both her own growth as a coach developer but also in the enhanced reflective and analytical abilities of the coach she was supporting. Implications of research for coaching Coach Developers perceived considerable value had been created across a number of value cycles; the most prominent value cycles evident in this group were immediate, potential and applied. Coach Developers gained considerable reassurance and confirmation of their roles through engagement with Strive and, in particular, their understanding of the role of the Coach Developer grew substantially. Coach Developers felt well-supported by the programme deliverers who they perceived had considerable expertise to share and ‘walked-the-walk’ in terms of the way in which they facilitated learning throughout the programme. Other similar programmes should consider whether longer-term case studies across a range of coach developer contexts should be conducted to better understand the professional learning requirements across the landscape. This may enable further strategic and enabling value to be created and evidenced. For example, a series of case studies of two-three years would capture fuller and richer value stories. Greater consideration should be given to exploring the value created by Coach Developers on the practice of the coaches they support. For example, the extended case studies could examine any enhancements in the professional practice of the coaches supported by the Coach Developers. References Wenger-Trayner, E., and Wenger-Trayner, B. (2015) Learning in a landscape of practice: A framework. In E. Wenger-Trayner, M. Fenton-O'Creevy, S. Hutchinson, C. Kubiak, & B. Wenger-Trayner (eds.), Learning in Landscapes of Practice. Abingdon: Routledge. pp. 13-29. Wenger, E. (1999) Communities of Practice: Learning, meaning, and identity. Cambridge: Cambridge University Press. Contact Andy Bradshaw – [email protected] Only the beginnings of strategic and enabling value were evident due to the relatively novice status of the majority of Coach Developers on the programme. This meant their most pressing learning needs focused on their interactions with the coaches they were supporting. There were also some challenges (eg perceived varying degrees of commitment to the programme). A group’s commitment to their collective learning journey is vital and is strongly related to the development of individuals over a sustained period of time. Wenger (1999) highlighted that learning groups take time to become established and some may take many months if not years to thrive. Understanding and accounting for the differing degrees of engagement and giving groups time to form and mature is vitally important. In many ways, this data highlights the Strive 18/19 cohort were just beginning to thrive as they reached the completion of the programme – a classic challenge in programme-based development work! 17