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The coach as a practitioner researcher
- 1. J E A N E T T E M A R I T Z THE COACH AS A PRACTITIONER RESEARCHER COMENSA KZN CHAPTER FRIDAY 1 APRIL 2016
- 2. OVERVIEW • Why do/should we conduct coaching research and to what ends? • What is practitioner research? • Demystifying coaching research: A brief roadmap of the research process • Blogging as a form of practitioner research 2
- 5. WHY DO WE CONDUCT COACHING RESEARCH? • The remarkable growth of coaching to date has not, so far, been matched by a similar growth in the body of research that underpins it (Linley, 2006) • Coaching is an emerging profession, and as such, research is critically needed to establish and validate coaching theory and practice • Research therefor becomes a key component of coaching practice • We conduct coaching research in order better to understand and refine the coaching process and hence coaching outcomes Does coaching work? How does coaching work? Which coaching approaches work best, when, and with whom? 5
- 6. WHY DO WE CONDUCT COACHING RESEARCH? • Major purchasers of coaching services are increasingly beginning to ask for the evidence basis that underpins the coaching that they are buying into • It is an ‘ongoing critical appraisal’ of your own coaching practice 6
- 7. WHAT IS PRACTITIONER RESEARCH? Various definitions, called different names: practitioner led inquiry, or community action research • Conducted by an individual or group that assumes a dual role, both as a practitioner or provider of services and as researcher • It is typically carried out for the purpose of advancing the practice • It offers a reflective and systematic approach to [university/technical] research • Bridging and raising the status of practitioner knowledge begins with practitioners sharing their experiences – of what works [or doesn’t] and their limitations 7
- 8. THE NATURE OF PRACTITIONER RESEARCH • Practitioner research is by definition 'issue-led’ research • Based on ‘real world’ concerns or challenges • Therefor often pragmatic in nature • Usually designed to have a benefit or an impact which is immediate and direct • Frequently focuses on the professional’s own practice and/or that of their immediate peers • Often small-scale and short-term • It is one kind of “own account research” [auto ethnography] 8
- 9. THE NATURE OF PRACTITIONER RESEARCH • Usually it will be self-contained, and not part of a larger research programme • Collecting information [data] and managing [analysing and interpreting] information is typically carried out as a lone activity • The focus is not restricted • The nature of the investigation may be: • evaluative • descriptive • developmental or • analytical 9
- 10. WE DO A NUMBER OF SIMILAR THINGS AS RESEARCHERS AND AS COACHES • We uncover an individual’s/ organisations truth through questions and challenges • We explore meaning through analysis and synthesis • We may even experiment with new behaviours or techniques and suggest another possibilities • In short, the initial stages of most coaching models mirror those of the research cycle • The skills the coach and researcher bring to the interventions are very similar 10
- 11. PROCESS AND PRODUCT Both follow a process/product/outcome approach • Coaching models help us understand coaching intervention from a systems perspective- GROW, STEPPPA • Follows a process- which is often flexible • Culminates in an outcome/product 11
- 12. DISADVANTAGES OF PRACTITIONERS AS RESEARCHERS • Insider knowledge: being too close to the problem • Influenced by own expectations/values • Dubious sources of information • • influenced by others; • • the organisation; • duality of roles and personal agenda’s 12
- 13. ADVANTAGES • Insider perspective • Fills a gap, and tries to readdress the balance between technical (scientific) and practitioner knowledge 13
- 16. SKILLS USED FOR BOTH • Inquiring mind/attitude • Critical thinking • People skills- building rapport/trust • Communication skills- actively listening, probing, clarifying • Asking critical questions • Reflectivity and reflexivity Thinking about … Thinking about your thinking 16
- 17. DEMYSTIFYING RESEARCH: A BRIEF ROADMAP OF THE RESEARCH PROCESS • A NOTE ON ETHICS • The blurred roles of participant and researcher necessitate careful negotiation of ethical concerns due to power differentials and the risk to participants of involvement. The boundaries need to be very clear • All participants need to be fully informed, and give permission for the use of information, notes, photo’s • The challenges of studying a population with whom the researcher has a relationship must be considered • http://teachingcommons.cdl.edu/cdip/facultyresearch/Practitionerresearch.html 17
- 19. POSSIBLE RISKS Physical Psychological Social Economical 19
- 20. PURPOSE – WHAT DO YOU WANT TO ACHIEVE, WHO FOR AND WHY? Why bother? So what? 20
- 21. PURPOSE – WHAT DO YOU WANT TO ACHIEVE, WHO FOR AND WHY? • What are you setting out to achieve (you might call it, outputs, results, processes of change, relationship, or journey)? • What is the story you seek to tell that gives rise to the research? • Is that story seeking to demonstrate a relationship between events (traditionally to prove or disprove a relationship) or is the story about exploring a relationship, one of understanding or action? • What is the value of the research to the stakeholder? What is their purpose in engaging in this encounter with you, here and now? What do you need to do to make it possible for stakeholders to tell their story, to feel heard in the research? • What type of client purpose is served by your research? (Linley, 2006) 21
- 22. WHAT QUESTION/S DO YOU HAVE OR WANT ANSWERED • Who, what, where, when, and why? By far the most important of these questions is “Why?” • Why do we conduct coaching research? To what ends? • “Is this a good question to be asking in the first place?” 22
- 23. HOW YOU ARE GOING TO DO IT ? • Finding information to answer your question Forms of data Numerical Words 23
- 24. WHAT CAN I USE AS SOURCES OF INFORMATION? questionnaire responses interview notes recordings or transcripts copies of documents literature - primary and secondary resources information from the internet or intranet e.g. for your organisation’s policy notes of readings notes or recordings of observations measurements of behaviour charts maps, tables or diagrams, mind maps rich pictures photographs notes from your research/coaching diary 24
- 25. ISSUES AROUND RELIABILITY • How reliable/valid/trustworthy are your sources/results/findings? • Analysis • Interpretations Who’s truth is it anyway? 25
- 26. I HAVE DISCOVERIES, WHAT NOW? • Sharing your research with others 26
- 27. COMMUNICATING FINDINGS • Traditional routes • Journals [academic or professional] • Communiques • Conferences • Radio and television 27
- 28. BLOGGING AS A FORM OF PRACTITIONER RESEARCH • Extends and deepens coaching practice • Writing however requires energy, time and contemplation • Requires describing and giving attention to what is happening and going on during or after a coaching session • Talking in the moment allows us to recreate and focus on what's important and makes use of all the cues (consciously or unconsciously observed) that is normally harder to express and write intimately about • It requires conscious thinking, sense-making, and re-engaging • We are able to express what's actually happening in our own words, in order to bring out that ambition of being the best coach we each can be! – • See more at: http://the-goodcoach.com/tgcblog/2016/2/11/blogging-as-a-form-of-practitioner- research-meaningful-personal-and-professional-development-in-coaching-by-yvonne- thackray#sthash.rR00OVjE.dpuf 28
- 29. SOCIAL AND OTHER MEDIA • Twitter • Slideshare 29
- 30. CONCLUSION • It is all about passion and a conviction that what we do has meaning • Because what I do has meaning I want to do it the best I can • I want to share my journey and discoveries with my peers, clients and the industry at large • I want to make a contribution 30
- 31. THANK YOU jeanettemaritz@gmail.com • Telephone: *27 82788 8703 • E-mail: maritje@unisa.ac.za • Personal blog: http://maritzblog.wordpress.com • Twitter profile: JeanetteMaritz 31
- 32. SOURCES • Linley, PA, 2006. Coaching Research: who? what? where? when? why? International Journal of Evidence Based Coaching and Mentoring Vol. 4, No.2: 1-8. 32
- 33. PUBLICATIONS • Jooste, K. & Maritz, J. 2015. Health Care Professionals and Family Perspectives of Youth’s Trauma: Suggestions for Coaching and Self-Leadership. The Open Family Studies Journal, 7 (Suppl 1: M1) 1-10. • http://benthamopen.com/contents/pdf/TOFAMSJ/TOFAMSJ-7-48.pdf • • Jooste, K. & Maritz, J. 2014. Youths’ experience of trauma: Personal transformation though self-leadership and self- coaching. African Journal for Physical, Health Education, Recreation and Dance, November (Supplement 2:1), 91-106. • http://reference.sabinet.co.za/webx/access/electronic_journals/ajpherd/ajpherd_v20_supp2_oct_a9.pdf • http://hdl.handle.net/10500/18436 • • Maritz, J.E.; Visagie, R.G. & Johnson, B. 2013. External group coaching and mentoring: building a research community of practice at a University of Technology. Perspectives in Education 31(4): 155-167. http://www.perspectives-in- education.com/ViewPublication.aspx?PublicationID=21 • http://hdl.handle.net/10500/13070 • • Maritz, J.E.; Roets, L. 2013. A virtual appreciative coaching and mentoring programme to support novice nurse researchers in Africa. African Journal for Physical, Health Education, Recreation and Dance. September (Supplement 1); 80-92. http://reference.sabinet.co.za/document/EJC142230 • http://hdl.handle.net/10500/11928 • • Maritz, J.E. 2013. Taming the wild west of business coaching training: An emerging conceptual framework.Acta Commercii 13 (1); 11 pages. http://dx.doi.org/10.4102/ac.v13i1.174. http://hdl.handle.net/10500/10395 • • Maritz, J.E. Visagie, R.G. & Burger, D. 2013. Exploring research coaching and mentoring as a strategy to promote research output and manage research diversity in Private Higher Education Institutions. The International Journal of Diversity in Education 11 (3); 1-8. http://ijde.cgpublisher.com/product/pub.244/prod.4 33
- 34. PUBLICATIONS • Maritz, J.E. & Visagie, R.G. 2011. A research coaching and mentoring framework to nurture the development of emerging researchers. Acta Academia Supplimentum (2); 169-197. http://www.ufs.ac.za/templates/journals.aspx?article=1263 • http://hdl.handle.net/10500/10400 • • Maritz, J.E; Poggenpoel, M & Myburgh, C.P.H 2011. Exploring teaching strategies for business coaching training programmes. Acta Academia 43(4); 152-180. http://reference.sabinet.co.za/webx/access/electronic_journals/academ/academ_v43_n4_a7.pdf • http://hdl.handle.net/10500/10408 • • Maritz, J.E. & Jooste, K. 2011. Debriefing interviews and coaching conversations: Strategies to improve student reflexivity. South African Journal of Higher Education 25(2); 972-986. http://reference.sabinet.co.za/webx/access/electronicjournals/high/high_v25_n5_a8.pdf • http://hdl.handle.net/10500/10411 • • Maritz, J.E; Poggenpoel, M; Myburgh, C.P.H 2009. Core competencies necessary for a managerial psycho-educational training programme for business team coaches. SA Journal of Human Resource Management 7(1); 1-8. http://www.sajhrm.co.za/index.php/sajhrm/article/view/110 • http://hdl.handle.net/10500/10398 • • Visagie, R.G. & Maritz, J.E. 2009. Diversifying business coaching in a South African higher education context to facilitate research output. The International Journal of Diversity in Organisations, Communities and Nations 9 (3); 1-14. http://ijd.cgpublisher.com/product/pub.29/prod.833 34