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Contextualist-Coaching for Complex Times

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Contextualist-Coaching for Complex Times Contextualist-coaching for complex times Desley Christine Lodwick Master of Business Administration Bachelor of Education A thesis submitted for the degree of Doctor of Philosophy at The University of Queensland in 2015 Faculty of Business Economics and Law Abstract This thesis addresses the lack of empirical clarity about what coaches do, what works and what constitutes research evidence in coaching, as well as the lack of explicit theoretical perspectives upon which current coaching and its research are based. It establishes that contemporary coaching takes place in a volatile, uncertain, complex and ambiguous world, and that there is need for a contextualist-coaching approach. In a review of the literature, Pepper’s (1942) four world hypotheses are used as a lens of analysis for identifying implicit assumptions currently in use in coaching and its associated activities. Distinguishing between the systems-thinking concepts of closed, partially open, and open systems, Pepper’s lens reveals that current definitions and theoretical approaches to coaching implicitly assume formistic and mechanistic closed systems. While some coaching approaches are linked to the partially open systems assumptions of organicism, no approaches uncovered in the academic literature review align to the open systems assumptions of contextualism. The implications of these findings for coaching, the industry and the way that coaching research is conducted are discussed. Similarly, a review of the coaching industry literature reveals that the open system principles espoused by industry organisations are in contradiction to the implicit closed system assumptions of formism and mechanism belied by their governance practices, standards and approaches to accreditation and credentialing. That is, industry bodies have developed practices that operate under the assumption that the external environment is static and all variables are identifiable and controllable. To address these problems identified in the academic and practitioner literature on coaching, a research strategy involving Peirce’s triadic system of inferential logic (Hartshorne & Weiss 1935) within an analysis and synthesis dialectic framework is justified as a suitable process for forming hypotheses appropriate to the epistemic circumstances of the problem. An initial analysis and synthesis dialectic, commenced through the analysis conducted using Pepper’s world hypotheses during the literature review, is completed through a process of synthesis using abduction to formulate a hypothesis of best inference. ii It is hypothesised that the incompatibility between the open system environment within which coaching occurs and the closed and partially open system assumptions upon which coaching practice and theory are currently based could be addressed with a coaching approach that adopts the open system assumptions of Pepper’s meta-theory of contextualism. Such a contextualist- coaching framework might be more effective than current coaching approaches within the open system external environment. Given that no contextualist-coaching approach currently exists, the following research question is formulated: Research question: How can the researcher-practitioner coach within the assumptions of a contextualist world hypothesis? An action research methodology is justified as appropriate for addressing this research question. Utilising three strategies, referred to in the thesis as the Business Action Research Cohort (BARC), the Hub and Spoke (H&S) and the Coach Training Cohort (CTC), various iterations of a contextualist-coaching approach emerge. It is argued that a strong theory base for coaching comes out of research that aligns with the assumptions of Pepper’s (1942) contextualism; namely, done in the field and with others. Lynham and McDonald’s (2011) model and Checkland and Holwell’s (1998) FMA framework are both used to link and report the synergism between theory, research and practice. In this way, a theoretical framework is developed that represents the salient features of a contextualist-coaching approach, whereby others judge the emergent categories as sufficiently recoverable. The strength of contextualism as a lens through which to understand coaching in a volatile, uncertain, complex and ambiguous world is that it accepts that the knowledge coaches attain will remain relative and incomplete. An argument is put forward that a contextualist-coaching approach, aligned to contextualism’s radical emphasis on change, represents a needed shift in thinking. iii Declaration by author This thesis is composed of my original work, and contains no material previously published or written by another person except where due reference has been made in the text. I have clearly stated the contribution of jointly authored works that I have included in my thesis. I have clearly stated the contribution of others to my thesis as a whole, including statistical assistance, survey design, data analysis, significant technical procedures, professional editorial advice, and any other original research work used or reported in my thesis. The content of my thesis is the result of work I have carried out since the commencement of my research higher degree candidature and does not include a substantial part of work that has been submitted to qualify for the award of any other degree or diploma in any university or other tertiary institution. I have clearly stated which parts of my thesis, if any, have been submitted as qualification for another award. I acknowledge that an electronic copy of my thesis must be lodged with the University Library and, subject to the policy and procedures of The University of Queensland, the thesis be made available for research and study in accordance with the Copyright Act 1968 unless a period of embargo has been approved by the Dean of the Graduate School. I acknowledge that copyright of all material contained in my thesis resides with the copyright holder(s) of that material. Where appropriate I have obtained copyright permission from the copyright holder to reproduce material in this thesis. iv Publications during candidature No publications included. Publications included in this thesis No publications included. v Contributions by others to the thesis To the members of the Business Action Research Cohort at Monash University, and members of the Hub and Spoke and the Coach Training Cohort—your reflections, enthusiasm and continued involvement meant that something worthwhile emerged beyond what could have been achieved alone. I both acknowledge and value the copy-editing assistance provided by Janice Bird. Statement of parts of the thesis submitted to qualify for the award of another degree No contribution of parts of the thesis submitted to qualify for the award of another degree. vi Acknowledgements I am different. This work has changed how I view my world and who I have become. The late Dr Jan Schapper, your suggestion at a New Years Eve party led me to embark on this research in the first place. I think of you often. Tim, I owe so much to your understanding of how to bring the best out in me, your belief that I would finish, and the encouragement and suggestions that resonated with me each time. Charmine, you took me on as a PhD student transferring from another University without any hesitation. Thank you for your encouragement and advice and help in getting this work to completion. Jim, this has been a time for learning about our differences yet has highlighted the underlying respect and love we have for each other. You have provided me with immense support through your attention to detail and lost weekends. Leah, you are both my mentor and friend. Thank you to those friends and family who never lost faith that my interest, drive and enthusiasm would ensure that this research would be completed despite my many poor attempts at predicting when. When my mind was full of academic journal articles, playing the keyboard in my rock band relaxed me and brought back the creativity. To the many cafes in St Kilda that fed me and provided the buzz to keep the extrovert in me energised. vii Keywords Philosophy, coaching, theory development, leadership, meta-methodology, complexity, consulting, practitioner, world hypotheses, action research, contextualism Australian and New Zealand Standard Research Classifications (ANZSRC) ANZSRC code: 150399 Business and Management not elsewhere classified, 40% ANZSRC code 160807: Sociological Methodology and Research Methods, 40% ANZSRC code: 220208 History and Philosophy of the Social Sciences, 20% Fields of Research (FoR) Classification FoR code: 1503, Business and Management, 80% FoR code: 2203, Philosophy, 20% viii Table of Contents Abstract ......................................................................................................................................................... ii Table of Contents ...................................................................................................................................... ix List of Figures ........................................................................................................................................... xvi List of Tables .......................................................................................................................................... xvii List of Abbreviations used in the thesis ....................................................................................... xviii Chapter 1: Introduction ..........................................................................................................................
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