Coaching techniques for sustained individual change during career transitions

Abstract

Career development and transitions are forms of learning integral to human resource development (HRD). Understanding these phenomena is becoming critical due to the changing nature of work. Transition coaching, an individualized HRD learning intervention, is gaining traction as a career support mechanism, yet the details of how this type of coaching works are not clear. To investigate the potential role of transition coaching as an HRD intervention that facilitates learning beyond the acquisition of knowledge and skills, this study examined which coaching techniques, from the perspective of the transitioning manager (coachee), are likely to contribute to transformative individual learning during transition coaching. Perceptions of these coaching techniques were identified through deductive and summative content analyses of interview transcripts of 20 coached transitioning managers. Of the 13 coaching techniques identified, five were perceived to be experienced substantially more than the others: active experimentation, questioning, reflection, challenging views and assumptions, and using theories and frameworks. The findings suggest empirically that transition coaching could facilitate transformative individual learning during career transitions. The findings also indicate that, unlike what is generally professed during coaching, transitioning managers value a directive, knowledge‐imparting coach and confirm that reflection and experiential learning are key to succeed in a new role. This study advances HRD, transformative learning, and coaching theory and practice through the operationalization of coaching in the specific HRD context of career development and transitions aimed at transformative learning.

Reconceptualizing identities: Veterans' perspectives on career transition challenges

“…Supporting career development and transition has been argued to be a critical function of human resource development (HRD) (Terblanche, 2021), and for many military veterans, leaving the defense force represents a significant career shift. Military veterans offer civilian employers a range of valuable attributes however many of these veterans struggle to make the transition into a new role that is significantly different from a military environment (Koenig et al, 2014).…”

Working Alliance Theory in Workplace Coaching: A Pilot Study Exploring the Missing Role of the Organization

“…Blackman et al (2016) recommended that this can be achieved through change programs aimed at aligning individual and organizational goals. Active experimentation is a crucial part of learning new behavior (Terblanche, 2020), and an organizational culture that prevents coachee experimentation in the workplace could limit the task effectiveness of coaching and the working alliance.…”

Navigating Multiple Approaches to Qualitative Research in HRD

“…The study employed interviews and a constant comparative analysis to answer the research question “How do women exiting the sex trade describe their experiences transitioning to legal employment?” (Deer et al, 2020, p. 32). As a second example, Terblanche (2021) conducted a basic study to answer the research question “How should transition coaching be applied as an HRD intervention aimed at facilitating transformative learning during career transitions?” (p. 13). Terblanche’s study used interviews and content analysis to respond to the research question.…”