A journey of expertise : how executive coaches view their development needs : a study using Q methodology

There is a recognition that continuous development is intrinsic to professional practice, enabling the maintenance of standards and quality coaching. However, coach development is a complex issue, and there is a lack of consensus on what it means. Existing studies have focused on coach development during foundational education and supervision. There is a lack of research that considers continuous coach development more holistically and seeks to understand better how coaches enhance their ability to work with expertise. This study sought to address this issue by exploring executive coaches’ views on their developmental priorities. The study used Q methodology, which uses quantitative statistics to analyse qualitatively collected data. Forty-eight executive coaches based in the UK ranked a set of statements about coach development in a way that represented their view on what was most important when identifying development needs. A by-person factor analysis identified three distinct viewpoints used to create a developmental typology. The developmental types, the craft of coaching (DTC), the being of coaching (DTB) and the art of coaching (DTA) reflected different frames of reference for understanding coach development. For DTC, building professional capability is the primary focus. For the other two types, enhancing personal capacity is more important. This is addressed by engaging with deep self-work (DTB) or with the development of others (DTA). The findings indicate that the developmental type changes over time and is impacted by the current context, previous developmental activities, and practical considerations such as sustaining a viable business. Experience alone does not determine the approach to development. The study provides fresh insight into understanding coach development as a transformative learning process. It substantiates arguments for a more pluralistic attitude to coach development that considers the diverse, dynamic, and contextual nature of a coach’s development needs.

Grantor dc:publisher

Oxford Brookes University

Year dc:date

2023

Author dc:creator

• Crosse, Elizabeth

Contributors dc:contributor

• Molyn, Joanna
• Myers, Adrian

Statement dc:rights

• All rights reserved

Language dc:language

en

DOI dc:identifier

https://doi.org/10.24384/0py9-xw03

OAI identifier oai:identifier

tle:303ae220-032d-4807-a47a-7c319bf015fd:d6bd9758-527a-46cd-bfe2-c433766e8fca:1