Understanding the Coach-Coachee-Client relationship: A conceptual group programme: An Interpretative Phenomenological Analysis. Eatough V. () Interpretative Phenomenological Analysis, Advanced Workshop. Coaching Relationships, An Interpretative Phenomenological Analysis. The Use of Phenomenology in Management Research Coaching and mentoring are commonly described as a relationship between an .. Koch, T., Interpretive approaches in nursing research: the influence of Husserl and Heidegger.
Aligning the different approaches to both coaching and research about coaching, so as to establish a shared understanding, remains an ongoing challenge.
Description Theorising about coaching falls into two camps: Evidence-based approaches tend to be based on the principles of science. In contrast, reflective practitioner-based approaches tend to believe that theories are generated through reflection in the context of experience. Description Coaching can develop as a field only if research and practice are aligned and if these two contrasting theoretical approaches have a relationship to each other.
To investigate this potential relationship, this study returned to the historical origins of evidence-based coaching, exploring how the focus in medical, nursing and psychological research has shifted from evidence-based research EBR to practice-based evidence PBE. Interpretative Phenomenological Analysis IPA was then used to undertake an empirical investigation of this transition. The aim is not to argue for or against any one approach but to determine the feasibility of establishing a shared understanding that could accommodate a range of approaches to theorising about coaching.
Literatuurlijst - hidden-facts.info
The thesis contributes towards a framework for shared understanding, which is essential for the development of executive coaching as a discipline. Description Mode of access: The number of volunteers who wished to participate in my study has overwhelmed me, and finally totalled twenty-two. I had expected that work pressures and the sensitivity of the subject matter would make recruitment difficult.
The reverse has been true and these volunteers are almost anxious that I meet with them. This of course made me wonder what phenomenon were occurring that made them so keen to talk, and I have been unable to resist in finding out, this in turn is leading I believe to gaining a much more meaningful understanding of coach-mentoring in the work-place. Issues that I also needed to consider as a management researcher included the power relationship between potential participants and my role as a senior manager; the possible contamination between my role as a manager and that of a researcher; and the potential distress of the participants.
It is essential that the participants be assured of anonymity and confidentiality. The recruitment process ensured that I could not know those who have not opted into the study. I went to considerable lengths to maximise the acceptability of the study thorough the partnership with the gatekeeper, presentations to potential stakeholder, particularly informing them of the dynamic process of consent and the public assurance of my integrity as a manager and researcher.
A further dimension to this issue that I have faced and will continue to have to deal with beyond this study is hearing the sensitive and personal information that has been shared with me. I knew academically that I must confine what I have heard to the purposes of the study. The reality however of what it means to hear these peoples experiences which by their very nature involves other members of the Trusts management team who are also my colleagues is very different.
I have assured my research participants of confidentiality and this means more than just not disclosing their individual identity in the analysis and presentation of the data.
It also means not being influenced by, or inadvertently using 'for the right reasons' my new knowledge and understanding gained as a researcher in my role as a manager beyond the distilled essences that are publicly presented. I can never not know what I have heard and I cannot suspend my own knowledge as a researcher about what I have learnt from the interviews and move back into my role as a manager.
Indeed part of my armoury of skills of being a manager is to collect intelligence from networks to analyse this in dealing with organisational problems to find solutions.
The difference of this type of exercise is the legitimacy of the data gathering and the expectations of my colleagues and the Trust that this is what I am meant to do. I do not know how I could have better prepared my self for this unexpected experience, it is not an observation that I had noted in the literature and even if it were, would I have I understood it? It may be particular to taking a phenomenological perspective with this sensitive topic and it may be that it is an area that warrants further discussion as qualitative management research within one's own organisation becomes more common place.
I have described the lengths that I have gone too to disassociate myself from my management role and how I have captured my own learning experiences and this I believe I have done with some success.
I remain uncertain whether my current struggle to situate myself within a tradition and resolve the dilemmas that I am facing is due to my novice state or part of wider debate about the certainty of the science. Delights The successes I have experienced throughout this learning journey may seem small and are clearly personal, but I believe there is merit in sharing them in order for other students to be encouraged.
The struggles and issues that I am facing are having a profound effect on me both in developing my intellect but also more deeply in my understanding of the nature of the world and my place within it and go beyond the motive and merits to gain an MSc qualification.
The privilege of being invited into my colleague's lives and being with them as they share their experiences and through this come to some understanding of their world themselves I cannot adequately describe. Finally the excitement of the revelations of the data is offering sufficient delight to make the struggle with the dilemmas worthwhile!
Qualitative research still has some way to go in achieving its rightful status with the more traditional approaches to research in the health service. I hope that my struggles and sharing them and the support of my managerial colleagues will go some way to adding to the credibility and acceptability of this science. Preliminary findings I still have a significant amount of data to analyse and I offer these preliminary findings in a very raw state.
The nature of coach-mentoring It would seem as if this there are two dimensions to the nature of coach-mentoring. One for those people who work in isolation and have complex jobs where there is minimal managerial support that involves an element of explicit learning. The other being where people are operating within an environment that involves a supportive, learning and developmental environment.
Depending on the environment that a person is working within then their perception of the experience differs.
For those individuals who are working in the context of minimal managerial support, coach-mentoring is a restorative, legitimate learning activity that enables the recipient to safely explore their work problems, frustrations, perceived weakness and their inability or motivation to address and overcome the problems. Through the legitimacy of dedicated time they are hungry to learn how to do their jobs better but to do this in way that is in keeping with their desires of being a good manager.
As a result of participating in a formal coach-mentoring relationship people working in this context describe themselves as: For those individuals who are working in the context of high managerial support for learning and development coach mentoring is more of a way of 'being in the workplace'.
Their daily working lives are shrouded by the behaviours and methods that coach-mentoring practice espouses. Consequently the value of being in a formal coach-mentoring relationship is not especially experienced " because it's what she does anyway".
The people in the former group say that the coach-mentoring meeting is the one meeting that they are never late for or cancel and feel physical and mental anxiety if the meeting is postponed or not arranged.
Their greatest fear is that this may be another management fad and that it will be taken away from them. A Coach-Mentor is a person who does not have to share the same professional background as the recipient.
What does these peoples experiences tell us? Clearly it is too soon for me to really make any comment on the meaning of these experiences and I have to acknowledge the limitations and weakness of the study.