A hermeneutic study investigating the relationship between coaching and adult learning.

The purpose of my research is to investigate whether there is a relationship between coaching and transformative learning within adult learners. I approached the research project with a hermeneutic hunch, based on my experience of adult learners, which suggests that coaching reflects a similar process to that of transformative learning. I have taken a constructionist stance to my research philosophy and the ontological and epistemological position I assumed is based on the theoretical perspective of hermeneutics. The primary task of hermeneutic philosophy is to ultimately integrate all knowledge of the sciences into personal knowing as it is experienced. As coaching deals very much with the subjective nature of the coachee, I argue that a hermeneutic approach is best suited to gain an understanding of the inner world of the coachee. I drew on sensemaking as described by Weick (1995) as a methodological framework which I go on to argue is also a key component in the coaching process. The influence of sensemaking as a methodology led me to adopt a storytelling approach in making sense of the data I collected as being the most appropriate method. As suggested by Boje (2008) the re-storying I engaged in provide a new and alternative story which is based on collective sensemaking of the individual stories. Based on the data collected I conclude that there is a strong relationship between adult learning and coaching. Further contribution to knowledge includes perceiving coaching as a sensemaking process co-constructed through the relationship between the coach and coachee. This is demonstrated by a final heuristic which has evolved throughout the research journey.