Transformational Learning: Leaning into Theory
Two Students and a Teacher
Mary Sibelius was a lifelong student. She began her post-secondary education at a large public institution and, in three years, obtained her BA in Sociology. From there, she attended a nearby private school and earned an MA and a PhD in the same subject. She is now a professor of Sociology at her Alma Mater and plans to acquire two additional certifications as needed, one requested recently by her department head.
Alice Jaynes, on the other hand, did not struggle in school, but she wasn’t as enthusiastic about learning as Mary. She achieved her bachelor’s degree and entered the business world immediately; she quickly became the head of Human Resources for a financial services firm. Management asked Alice to earn a certificate in organizational leadership from a local community college, the very credential Mary was being asked to pursue. Six months ago, Alice and her husband divorced, and the aftermath so far has been difficult.
At roughly the same age, Mary and Alice will bring to this course a vastly diverse set of experiences and aptitudes. What they will have in common is the instructor, Professor Jay Brown, a vocal advocate for transformational learning, a gospel he has been preaching for years.
Transformational Learning
Transformational and transformative are used interchangeably.
For all of Jay’s advocacy, however, even he can find transformational learning difficult to define. In its most basic form, it is a way of learning that strips away old assumptions and beliefs, a way of learning that challenges everything we felt we knew about a specific subject or topic. It asks us to shake up our worldview as we approach a familiar or highly abstract subject.
“As an alternative to the banking model, which situates learners as recipients of knowledge and thus education as reproductive, critical pedagogy [transformational learning] positions learners as participants in knowledge creation, and thus education as transformative. The purpose of transformative education is to empower students to see the social world differently and through an ethical lens, so that they will challenge and change the status quo as agents of change.”[1] It sounds both obvious and profound, especially when it comes to “knowledge creation,” a murky term that doesn’t manifest itself easily in a topical discussion of the issue.
“Transformative education is a theory of learning that focuses on adult education and young adult learning. Transformative learning is sometimes called transformation learning, and focuses on the idea that learners can adjust their thinking based on new information.”[2]
Adult Education
At its heart, transformative learning is subversive. It suggests that an imbalance exists between those who have power in a social structure—work, for example—and those who do not. Because of this, transformative learning is partially designed to strip away these self-limiting structures; it’s designed to assist an individual in getting beyond himself or herself. The reason transformative education is, in theory, more appropriate for adult learners is the opposite of what one would think. The greater the life experiences the more the imbedded understanding of the world, and the more of these the better for transformative learning—precisely because there is more to strip away from an individual’s mentality, from his or her worldview. “Transformative learning refers to those learning experiences that cause a shift in an individual’s perspective.”[3]
It is impossible to view transformational learning without understanding the adult education connection.
“In the 1980s, Malcolm Knowles popularized certain assumptions about adult learning that have been the basis of a model you [may] know as andragogy.”[4] This is perhaps an overly academic term with a simple meaning. Andragogy is, according to Dictionary.Com: “the method or techniques used to teach adults.”[5] Knowles suggested that andragogy involved six major areas that required exploration in adult transformative learning. These involve a desire to learn; experience; openness to the subject(s); self-awareness; and motivation.[6]
Simplistically, the theory behind transformative learning suggests that, when it comes to adult education, the life experiences of the students will cause or bring about a greater openness than if they were younger. This is because the accumulation of experience and worldly knowledge will create a greater openness on behalf of the students; this, in turn, should lead to an enhanced learning experience.
Even more than that, according to its founder, Jack Mesirow[7], transformative learning is aided by some sort of trauma or negative life experiences, especially recent to the educational experience. Here, the theory says, there is more to tear down and so more to learn. The same logic applies to older students.
“Jack Mezirow began this theory of transformational learning when he did studies on adult women who went back to school. Mezirow's initial research led him to theorize that adults don’t apply their old understanding to new situations, instead they find they need to look at new perspectives in order to get a new understanding of things as they change.”[8] If this seems obvious, it’s not. The theory is detailed and nuanced. The description in this document does not do justice to the full theory.
This leaves us where we began—with Mary, Alice, and Jay.
Conclusion
The only variables in this construct, and they are important ones, is that Mary and Alice bring to this leadership class hugely different viewpoints, and Alice’s is especially dim given her divorce; it’s a trauma that Mary, gladly, does not suffer from. But Mary has a love of learning that is not shared by Alice. Given this—and the assumed competence of Jay—who will derive more from the course?
Does it truly matter? Not really. If one wishes to make the broadest of assumptions, perhaps they both benefit equally, but at contrasting times. Based on the trauma component of the transformational learning theory, Alice benefits more in the near-term. Mary, because of her innate love of formal learning, may experience a longer-term benefit.
The only certainty is that how either learns will depend largely on the skills of Jay, the instructor.
End Notes:
[1] Anonymous. “Transformative Education.” Teaching, 11 Nov. 2020, https://www.teachingfortransformation.com/transformative-education/.
[2] Western Governors University. “What Is the Transformative Learning Theory.” Western Governors University, Western Governors University, 21 Oct. 2020, https://www.wgu.edu/blog/what-transformative-learning-theory2007.html.
[3] Malamed, Connie, et al. “Transformative Learning: ANOTHER PERSPECTIVE on Adult Learning.” The ELearning Coach, 7 Nov. 2021, https://theelearningcoach.com/elearning_design/isd/tranformative-learning-another-perspective-on-adult-learning/.
[4] Malamed, Connie, “Transformative Learning: ANOTHER PERSPECTIVE on Adult Learning.” The ELearning Coach, 7 Nov. 2021, https://theelearningcoach.com/elearning_design/isd/tranformative-learning-another-perspective-on-adult-learning/.
[5] “Andragogy Definition and Meaning.” Dictionary.com, Dictionary.com, https://www.dictionary.com/browse/andragogy.
[6] Malamed, Connie, and Kate. “Transformative Learning: ANOTHER PERSPECTIVE on Adult Learning.” The ELearning Coach, 7 Nov. 2021, https://theelearningcoach.com/elearning_design/isd/tranformative-learning-another-perspective-on-adult-learning/.
[7] “Jack Mezirow developed transformative learning theory starting in 197,” https://en.wikipedia.org/wiki/Transformative_learning.
[8] Western Governors University. “What Is the Transformative Learning Theory.” Western Governors University, Western Governors University, 21 Oct. 2020, https://www.wgu.edu/blog/what-transformative-learning-theory2007.html.
Title of Proposal: History Alive! The Salem Community Primary Source Project
Curriculum Area: United States History II
Total Funding Requested: $750.00
Principal Approval: Principal has approved
Question 1 – Summary of Project:
History Alive! The Salem Community Primary Source Project is an oral history project that will ultimately result in a primary source collection detailing and preserving the memories of Salem residents. Through this project, students will have the opportunity to be historians, conducting authentic research, evaluating primary sources, and examining their local history. The people of Salem have witnessed momentous historical events over their lifetimes; this project seeks to capture and preserve those memories to keep them alive for the benefit of future generations of students, scholars, and interested parties.
Question 2 – Describe your project in greater detail:
US History II students (40 students) will participate in this project as a course requirement addressing the framework standards – “the reading of primary source documents is a key feature of the two-year set of U.S. history standards.”. History Alive! The Salem Community Primary Source Project will allow students to analyze primary source documents as well as develop their own primary sources. Students will demonstrate mastery of other skills and concepts, such as: interpreting and constructing timelines, showing connections between historical events and ideas, distinguishing historical fact from opinion, and interpreting the past within its own historical context, rather than in terms of present-day norms.
The two major objectives for this project are: 1) to encourage students to develop and use primary sources to enrich and build on their understanding of historical events already learned through the use of traditional sources and 2) to provide the Salem community with the preservation of memories, stories and historical recollections of Salem residents.
Throughout this project, students will use the grant-funded History Channel multimedia classroom American History series to examine historical events through the eyes of the people who witnessed these events. Students will engage in the study of primary sources, contemporary political cartoons, critical thinking activities and web quests. In addition, funds will also be used to purchase Howard Zinn’s People’s History of the United States which students will read. These resources will give students a perspective on events from witnesses and groups underrepresented in traditional historical texts (women, minorities, and the underprivileged). Students will realize that primary sources are valuable, yet often underutilized resources when studying history. After examining these materials, students will complete their study of US History II by interviewing Salem residents and members of the Salem community at large to collect and compile the history of the last 50 years of Salem history. This project will be presented to the entire school community and then be made available to the general public through the Salem Public Library. Press Releases to local papers will inform the general public of its availability.
Question 3 – Timeline:
This project would begin in March 2010. By that period we will have examined a number of primary sources, and we will have reached the Great Depression in our curriculum. This is the point at which students can be reasonably expected to find and interview members of the Salem community and record their observations about events of historical significance. The presentation to the school community will take place in June, with materials going to the SPL by late June. We will inform SEF of the school presentation.
Question 4 – Project success is measured through evaluation:
Students will be evaluated regularly on their understanding of primary sources through written assignments, quizzes and ultimately on the quality of the project that they complete. This project will be deemed a success when students produce a collection of primary source materials that have enriched their knowledge and understanding, and can be donated to both the school library and the Salem Public Library.
The success of this project will be reported through the presentation of the student’s work to the school community and inclusion of a link to their work on the school website. In addition, the students are going to present this work to the Salem Public Library as a gift to the people of Salem. We will publicize this by contacting local media outlets such as the community newspapers, local television stations and SEF.
Question 5 – Help to promote the concept of lifelong learning:
This project will foster creativity through the creation of an entirely new historical resource. Students will examine the impact of historical events on their own community and people; they will promote the concept of citizenship by creating a resource that will be presented to the community and help keep alive the memories of the contributions of the people of Salem.
Budget
Material 1: History Channel Multimedia Classroom American History Series
Cost of Material 1: $500.00
Material 2: Classroom set: Howard Zinn’s “People’s History of the US.
Cost of Material 2: $250.00
Total Funding: $750.00
Does the project require additional funding? No
Has this project previously received funding from Foundation? No
Who Benefits from Executive Coaching?
Mr. Turner
James Turner (not his real name) is the head accountant for a large financial firm, and over the last two years his responsibilities have increased exponentially—so, too, his anxiety. Not only did he need to perform work for his clients, but also manage a staff of thirteen. His direct reports were a revolving door: turnover was high and the average worker duration in his group was slightly over one year. James was often impulsive, given his level of anxiety; he was occasionally dictatorial and punished himself for it. His company recently merged with a much larger firm, which also created angst.
He had the good sense, though, to speak with his manager. He confessed that his own work—along with his managerial duties—was suffering, and he asked for another assistant. The CEO, a savvy individual who was thriving in the merger, did not respond right away. She had been observing James acutely for the last several months. She knew he was struggling but denied his request. “You don’t need another assistant,” she says. “I want to hire an executive coach for you.”
At first, he and his coach disagreed about everything. But being smart enough to know he must give his coach a chance, James decided to comply with whatever his mentor asked. A mere three months into the arrangement and James began to realize that he must change to survive. And his coach had given him the blueprint.
Fundamentally, his coach asked that James step away from himself and look as objectively as possible at some of his toxic behaviors. One of James’ more egregious mistakes was in believing he had to micromanage his staff and monitor them daily. Slowly at first, then more quickly, James learned to rely on his direct reports. They in turn sensed that James was trusting them to a degree unlike anything in the past. They responded by going the proverbial extra mile, and the productivity of his overall unit jumped conspicuously. His home life became happier; so, too, James. He now comes to rely on his coach and often uses him as a sounding board for new ideas. He also praises executive coaching to anyone who’ll listen.
When executive coaching works, as it so often does, this kind of change, James’s change, is routine: everyone wins, not least of all the entire organization.
James was set in his ways, to be sure, but his ego was strong enough to accept that his approach was not working and that he could, in fact, learn new and better ways to perform his job and manage his staff. James was the perfect candidate for executive coaching. Among other things, he was willing to give his coach a chance. Absent that, James was staring straight away at burnout and failure.
At bottom, James’ temperament allowed his relationship with his coach to succeed. James is, notably:
· Confident but not arrogant;
· Self-aware;
· Creative;
· Curious;
· Honest with himself; and
· Able to accept and learn from criticism.
For James, executive coaching worked. Had he not possessed all, or most, of these attributes, he would likely not have benefited at all.
Despite what many believe, executive coaching has existed for years, for decades, even. If you expand the use of the term to include C-Suite teaching or mentoring, then the expression harkens back to Socratic learning: challenge assumptions, create ambiguity, propose multiple solutions, arrive at more accurate and effective methodologies for any corporate undertaking. And what was once the province only of leaders and high-level executives, this kind of coaching is increasingly offered to less-senior personnel—partly as professional development and partly as employee benefit.
What exactly are the benefits of executive coaching, and, more importantly, what set of personality characteristics responds best to it? Is it the hide-bound leader who is dubious of learning new skills, new modes of perception? Or is it James and others like him who understand that change is often for the good and that old assumptions must always be tested.
The answer is that both can benefit, the latter personality of course. The old-school leader can benefit from executive coaching, too, if there is even the slightest willingness on his or her part to accept it for what it is, a non-threat that could propel their work and the company forward, perhaps in a dramatic way.
Here’s a good working definition of the concept: “Executive coaching is an experiential, individualized, leadership development process that builds a leader’s capability to achieve short and long-term organizational goals. It is conducted through one-on-one interactions, driven by data from multiple perspectives, and based on mutual trust and respect. The organization, an executive, and the executive coach work in partnership to achieve maximum learning and impact.”[1] Note here that executive coaching ideally involves the entire organization. Without this level of support, an executive coach will struggle to help implement new company initiatives.
Whatever claims one may make about the profession, the International Coaching Federation (ICF), addressing growth in the business, says: “Back in 2019, the estimated market size of the coaching industry in the U.S. was $15 billion USD. If the predictions are correct, with the average yearly growth rate of 6.7%, the value can grow to $20 billion USD in just three years.”[2] The IFC is the primary organization representing and training executive coaches.
According to Ryan Bonnici, writing for Executiv.Co, seven key benefits of executive coaching are: 1) heightened self-awareness, 2) Improved self-regulation, 3) higher levels of empathy, 4) an increase in cognition, 5) higher levels of motivation, 6) enhanced social skills, and, 7) improved leadership abilities.[3]
These are clearly desirable outcomes, but they beg questions—chiefly, how can you assist the hard-charging personality in relenting to the coaching process and how, or whether, a company supports executive coaching in any continuous way? What makes these questions doubly interesting is that most senior corporate or small business leaders tend to have healthy egos. Plus, an executive coach is not inexpensive. “Coaches charge between $200 and $3,000 an hour, with an average rate of $350 an hour.”[4]
Credentials and Experience
The greater the experience the greater one’s credentials tend to pile up—more positive references, additional clients, greater confidence. In a superficial and obvious way, the website Vistage.Com sets forth the qualities of a great executive coach. These include: great listener, confident, goal-setter, life-long commitment to professional development.[5]
These would seem to be the absolute minimum attributes to enter the profession. As for credentials, the most valued certification, beyond education, is the IFC’s Personal Coach Certification (PCC).[6]
So, the question remains: looking again at James’ attributes, what other personality and behavioral characteristics make a leadership audience best able to take the knowledge and wisdom from a highly effective coach and incorporate them into action that drive the business to new heights? Each coach and his or her client will need to find this out for the relationship to work.
The literature on executive coaching is extensive. It covers the coaching side and the student’s. And it poses many questions. Should the coach have a grounding in psychology, specifically psychotherapy? To what extent is specialization in the industry a good thing? What are ideal terms of engagement? Should executive coaching be part of a leader’s continuing education? How far “down” a company’s organizational chart should executive coaching extend. Good research on these issues will aid the overall endeavor. These are for future discourse.
It’s clear executive coaching is here to stay, and answers to these questions will surely present themselves.
According to the ICF, “86% of organizations saw an ROI on their Coaching engagements, and 96% of those who had an Executive Coach said they would repeat the process again.”[7]
The executive coaching industry is clearly growing. and it’s destined to benefit more clients like James Turner.
End Notes
[1] Ennis, Stern S. “Executive Coaching: A Working Definition.” Ennis, S.A., Hodgetts, W.H., Otto, J., Stern, L.R., Vitti, M. and Yahanda, N. (2004) the Executive Coaching Handbook Principles and Guidelines for a Successful Coaching Partnership. The Executive Coaching Forum, Wellesley. - References - Scientific Research Publishing, https://www.scirp.org/(S(351jmbntvnsjt1aadkposzje))/reference/referencespapers.aspx?referenceid=1262271.
[2] “3 Trends That Will Shape the Future of Coaching.” Life Coaching Academy, 3 Aug. 2021, https://www.lifecoachingacademy.edu.au/3-trends-that-will-shape-the-future-of-coaching-2/.
[3] Staff, Vistage, et al. “8 Qualities of the Best Executive Coaches: Vistage.” Vistage Research Center, 10 Sept. 2020, https://www.vistage.com/research-center/business-leadership/20200106-8-qualities-of-the-best-executive-coaches/.
[4] Tyler, Kathryn. “Executive Coaches Ease Leadership Transitions.” SHRM, SHRM, 7 July 2021, https://www.shrm.org/hr-today/news/hr-magazine/pages/0914-executive-coaching.aspx.
[5] Team, Changeboard. “The Evolution of Coaching.” Changeboard, 27 Nov. 2012, https://www.changeboard.com/article-details/13946/the-evolution-of-coaching/.
[6] “Do You Really Need a Coaching Designation to Be a Successful Coach?” Center for Executive Coaching, 9 Sept. 2019, https://www.centerforexecutivecoaching.com/articles/need-coaching-designation/.
[7] McCullough, Cathy. “The Roi of Business Coaching: Executive Coaching ROI Statistics (Updated).” Rhythm Systems Strategy Execution Software Home, https://www.rhythmsystems.com/blog/the-roi-of-executive-coaching.