利用質變學習的原則,支持IAC教練Masteries®

傑克LaValley

The goal of all coaching is to bring
about life transformation

Tying the IAC Coaching
掌握度® together with adult learning principles helps to resolve
one of many significant challenges facing this evolving industry: bringing a
sense of cohesiveness and standards to the professional development of coaches.
I am convinced that the coaching industry stands to benefit by associating its
core coaching competencies with those identified in the field of adult
transformative learning. Demonstrating that the field of coaching is grounded in
sound adult learning principles will be a huge boon to our credibility!

At present, anyone can call himself or
herself a coach, with or without specific training, licensing or certification.
Right now there is no agreement within the coaching industry regarding required
training, academic standards, code of ethics and professional development
(Skiffington & Zeus 2003, p. 230). Various professional coaching
associations and coaching schools are trying to clarify and bring some sense of
cohesiveness and standards to the coaching field. Different coaching schools,
professional coaching associations, and coaches are making informed decisions
about what they think is most important about the coaching process and what
should be accomplished in the coach-client relationship. This in turn drives
their emphasis about what skills and competencies need to be exemplified and
demonstrated by the coach.

The same holds true in the field of adult
education. Jack Mezirow, Emeritus Professor of Adult and Continuing Education,
Teachers College, Columbia University, is considered one of the key players in
defining and developing what we’ve come to know today as transformational
learning. Based on his 1975 study of 83 women returning to college in 12
different reentry programs, he developed and evolved his critical theory of
adult learning and education. His two published books on this subject, Fostering
Critical Reflection in Adulthood: A Guide to Transformative and Emancipatory
Learning (1990) and Transformative Dimensions of Adult Learning (1991), are
considered seminal works on this subject. Mezirow believes that the main goal of
adult learning it to “…help the learner challenge presuppositions, explore
alternative perspectives, transform old ways of understanding, and act on new
perspectives” (1990, p. 18). He further asserts that to promote and achieve such
a goal it is imperative that the adult educator provide the kind of environment
conducive to achieving such an outcome.

I believe the IAC Coaching
掌握度® have a deep affinity with the goals and aims of
transformative learning, and also correlate nicely with the six transformative
learning educator skills and competencies (Cranton, 1994) illustrated in the
以下圖表。

The IAC Coaching
掌握度®

Correlation with
Transformative Learning educator competencies and
技能

1. Establishing and maintaining a relationship of
trust.

4。 作為地道:
educator is trusted by the learner, cares for the learner, believes in the
learner and respects learner individuality.

2. Perceiving, affirming and expanding the client’s
潛力

2。 作為挑釁者:
Foster critical thinking, encourage group support, counsel learners who are
threatened by the dilemmas they face, support learners in the choices they make,
and assist learners in implementing actions based on these
選擇。

3.
從事聽力

4。 作為地道:
educator is trusted by the learner, cares for the learner, believes in the
learner and respects learner individuality.

4.
處理在本

5. Fostering learner
empowerment:
Using personal power appropriately, ensuring equal learner
participation, and encouraging learner decision-making will facilitate a feeling
of empowerment for the learner.

5.
表達

4。 作為地道:
educator is trusted by the learner, cares for the learner, believes in the
learner and respects learner individuality.

6.
澄清

7. Helping learners with
personal adjustments:
Help the learner get clear on where limitations in
thinking and feeling are present, thus encouraging greater sense of
possibilities and future prospects.

7.
幫助客戶設定並保持清晰的意圖

8. Helping learners develop
and implement action plans:
Encourage the learner to act upon their
newly-found assumptions and beliefs.

8.
邀請的可能性

2。 作為挑釁者:
Foster critical thinking, encourage group support, counsel learners who are
threatened by the dilemmas they face, support learners in the choices they make,
and assist learners in implementing actions based on these
選擇。

9.
幫助客戶創建和使用的支持系統和結構

3. Encouraging learner
networks:
Connect the learner to peer support groups to effectively deal
with challenging assumptions and beliefs.

I encourage all coaches to take some time
to examine the principles of transformative learning and apply them within the
context of their coach-client relationships. In this way I believe the status of
“professional coach” will be elevated and enjoy greater and greater validation
in the world of adult learning and education.

參考

Cranton,帕特里夏。 Understanding and
Promoting Transformative Learning: A Guide for Educators of Adults
. San
Francisco: Jossey-Bass, 1994.

LaValley,傑克。 Coaching and adult
learning: how and why the process of coaching facilitates transformative
learning that can lead to life-transformation: Masters project
, University
of Bridgeport, Fall, 2008.

美滋羅,J. Transformative Dimensions
of Adult Learning
。 舊金山:喬西低音,1991。

美滋羅,J. Fostering Critical
Reflection in Adulthood: A Guide to Transformative and Emancipatory
學習
。 舊金山:喬西低音,1990。

Skiffington與宙斯。 行為
coaching: How to build sustainable personal and organizational strength
.
Sydney: McGraw-Hill, 2003.

Jack LaValley is a Life Coach specializing
in helping single adults successfully choose the right marriage partner. Jack
and his wife Wha ja Oh-LaValley, a native of South Korea, are the proud parents
of three beautiful children, and they reside in Westchester County, New York.
Jack can be reached at: jacklavalley@optonline.net.