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!
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