Evidence Based Coaching Handbook

CHAPTER 7

An Adult Learning Approach to Coaching

ELAINE COX

 

 

IN THIS CHAPTER I will be considering how theories associated with adult learning also have critical relevance for coaching. Despite its rapid growth in popularity there has been very little academic writing that positions coaching in relation to adult learning theory. In this chapter, therefore, I aim to address this situation by outlining a number of concepts relevant to adult learning and exploring the links between these and coaching practice. Using two case studies, I also introduce a coaching process based on adult learning principles, theories, and approaches that illustrates the theories in practice.

In the first part of the chapter I identify eight learning theories that have a particular relevance to coaching. Each theory has a particular part to play in adult learning and has been identified because of its practical application to the coaching process. Briefly, these eight theories are:

1. Andragogy, which Knowles (1980, p. 43) defines as the “art and science of helping adults learn.” Knowles developed his theory specifically to contrast the needs of adult learners with those of children.

2. Transformative learning theory, introduced by Mezirow (1990, p. 18), and described as involving a “particular function of reflection: reassessing the presuppositions on which our beliefs are based and acting on insights derived from the transformed meaning perspective that results from such reassessments.”

3. Reflective ...