Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.757989
Title: How do business leaders learn in peer-group coaching?
Author: Gottschalk, Marcus G.
ISNI:       0000 0004 7430 7937
Awarding Body: Oxford Brookes University
Current Institution: Oxford Brookes University
Date of Award: 2014
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Abstract:
Peer coaching has been established as a useful tool in educational learning. Peer-group coaching practice among business leaders is historically built on peer coaching practice and has received little academic attention so far. This study aims to understand the processes within peer-group coaching and the factors that participants experience as influencing their learning in order to develop a theoretical framework of how business leaders learn in peer-group coaching. The methodology employed to achieve this aim is grounded theory. Data for this research came from two sources, focus groups and interviews. The processes of peer-group coaching were explored in four focus groups and twelve leaders from two private organisations were interviewed using a semi-structured interview approach to investigate individual aspects of learning in peer-group coaching. The accounts of leader experiences were used to develop a theoretical peer-group coaching framework, conceptualising leaders’ learning, applying grounded theory coding cycles and strategies, and identifying, comparing and connecting different categories. Core aspects of how leaders learn during peer-group coaching included the sharing of information, various forms of self-reflection and emotional reactions. The matching of peers, group-dynamics, and specific peer-group coaching processes are considered as factors that shape learning through influencing the learning environment. Psychological factors, such as trust and respect among peers, openness, empathy, and motivation were also identified as inter-connected with the learning experience. The results of the learning from peer-group coaching were manifested in new behaviour in leaders’ daily work. This thesis contributes to the academic debates on the role of peer-group coaching in the learning of leaders. A proposed theoretical framework adds new elements to the currently accepted models of experiential learning. Furthermore, the findings of this study are used to develop specific recommendations for practice on how to increase leader’s learning and personal growth by introducing an extended definition of peer-group coaching and key methods for initiating peer-group coaching. A proposed framework can add value for practitioners and for organisations who plan to employ this coaching method for leader development. Further research is suggested to explore pragmatic conditions for peer-group coaching sessions and to understand what influences might jeopardise learning in peer-group coaching.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.C.M.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.757989  DOI:
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