How does intercultural coaching influence coachees’ learning? : exploring the experiences of coaches and coachees in Japanese–Western dyads

Intercultural coaching is a complex phenomenon, and the number of intercultural dyads is growing rapidly, due in large part to the expanding online coaching market. Whilst there is a significant body of literature on intercultural coaching, empirical research is limited. This study’s aim is to identify how intercultural coaching influences coachees’ learning through exploring the experiences of coaches and coachees in Japanese–Western dyads. This research is important because it adds academic rigour to the claims that intercultural coaching offers rich learning potential for coachees, by identifying how this learning is generated. In addition, this research highlights the learning benefits as well as the limitations of intercultural coaching, contrasting with most empirical research, which assumes that intercultural coaching is inherently problematic. Furthermore, due to a focus on the experiences of Western coaches, existing research creates a partial and potentially biased picture of intercultural coaching. Through exploring the experiences of coaches and coachees in Japanese–Western dyads, this research illuminates the dynamics of intercultural coaching that stimulate and block learning, moving the debate on intercultural coaching beyond a focus on intercultural sensitivity. The research was conducted according to the principles of heuristic inquiry, a methodology which allows multiple subjective experiences to be explored. The research involved interviewing six coaches and six coachees with experience of working within Japanese–Western dyads. I was also interviewed, so that my experience as a coach and coachee could be included in the research. The study’s findings identified the ways in which intercultural coaching dynamics can enhance and hinder coachees’ learning, with all participants reporting that the learning benefits outweighed the drawbacks. These dynamics were illustrative of the principles of adult learning theory, in particular experiential and transformative learning. Findings showed that dissimilarity between coach and coachee can create friction that stimulates transformative learning, can generate plentiful opportunities for experiential learning, and can enhance connection between coach and coachee. While this dissimilarity can also be disorientating and stressful for both coach and coachee, particularly in the initial stages of coaching, findings indicate that coachees may be more appreciative of being coached in a way that is misaligned with their culturally-influenced expectations than coaches think. A high degree of adaptation from the coach can minimise the rich learning potential of intercultural coaching, and can cause the coach to feel disconnected from themselves and their coachee. These findings contrast with much of the intercultural coaching literature, which focuses on the need for coaches to understand and adapt to their coachee’s culture. The findings provide reflection points and challenge for coaches and coachees working within Japanese–Western dyads, and more broadly in intercultural coaching dyads. Findings also provide considerations for commissioners of coaching, coach educators and supervisors working in an intercultural context.

Grantor dc:publisher

Oxford Brookes University

Author dc:creator

• Darvill-Evans, Jane

Contributors dc:contributor

• Gannon, Judie

Statement dc:rights

• All rights reserved

Language dc:language

en

DOI dc:identifier

https://doi.org/10.24384/7wek-1e86

OAI identifier oai:identifier

tle:72c291f3-1374-49d1-99a7-a45e7bda9e40:d6bd9758-527a-46cd-bfe2-c433766e8fca:1