<p>Lärande är enligt forskare centralt för att åstadkomma utveckling och förändring med hjälp av coaching. Av den redan bristande evidensbas som idag finns för coaching, utgörs endast en liten del av forskning om detta lärande. Med anledning av detta gjordes en studie för att undersöka yrkesverksamma coachers uppfattningar om lärandet som sker i coachingprocessen, samt deras uppfattningar om coaching som profession. Urvalet bestod av yrkesverksamma coacher, certifierade av branschorganisationen ICF. Metoden som valdes var kvalitativa intervjuer. Resultatet visar att coacherna ser lärande som essentiellt för att effekter ska kunna uppnås. Coachernas tidigare utbildning och yrkesbakgrund speglas i deras syn på yrket och de har olika uppfattningar om vad coaching är. De formella yrkeskraven och den vetenskapliga relevansen analyseras.</p>

Lärande är enligt forskare centralt för att åstadkomma utveckling och förändring med hjälp av coaching. Av den redan bristande evidensbas som idag finns för coaching, utgörs endast en liten del av forskning om detta lärande. Med anledning av detta gjordes en studie för att undersöka yrkesverksamma coachers uppfattningar om lärandet som sker i coachingprocessen, samt deras uppfattningar om coaching som profession. Urvalet bestod av yrkesverksamma coacher, certifierade av branschorganisationen ICF. Metoden som valdes var kvalitativa intervjuer. Resultatet visar att coacherna ser lärande som essentiellt för att effekter ska kunna uppnås. Coachernas tidigare utbildning och yrkesbakgrund speglas i deras syn på yrket och de har olika uppfattningar om vad coaching är. De formella yrkeskraven och den vetenskapliga relevansen analyseras.

Executive group coaching, as a development intervention, and interest in coaching research has steadily increased over the years. Psychodynamic group coaching and coaching programmes have, however, received limited empirical attention. In this study, the researcher argues the criticality for coaches in better understanding of unconscious group coaching dynamics. The researcher felt that by designing a Systems Psychodynamic Executive Group Coaching Programme (SPEGCP) as a psychoeducational developmentally focused learning opportunity would allow for an exploration of systemic conscious and unconscious group coaching dynamic behaviours. The researcher sought to explore, describe and analyse the lived experiences of coaches in the SPEGCP. Interpretative phenomenological hermeneutic, using systems psychodynamic perspective as a theoretical framework, served the study well by enabling the researcher to apply in-depth description and interpretation. A case study research strategy was adopted were individual participants were analysed and then integrated across participants analysis of findings. The study revealed the structured nature of the SPEGCP acted as a container, transitional object, and containment for coaches. SPEGCP contributed to the development of insights into the unconscious group coaching dynamics related to role, authority, boundary and identity manifested in uncertainties, role confusion, person-role-organisation dynamic influences and defensive structures in the paranoid-schizoid position, and reflective containment for learning in the depressive position. The quality of the relationship between the consultant-coach and group, and the systems psychodynamic consulting and coaching stance, were critical for exploration and reflective insights to emerge. As the systems psychodynamic group coaching and consulting stance can add significant value to the growth and functioning of coaches, and thus executives and their groups in which they operate, a study of this nature was important if not critical. The study provides an opportunity to consider that this third generation type of evidence based consulting and coaching be viewed as an integrated part of the development of coaches, consultants, and thus executive groups. / Psychology / D. Litt. et Phil. (Psychology)