Coaching i forandringsprocesser: Hvordan coaching kan understøtte læreprocesser
Oversat titel
Coaching Processes of Change: How coaching can support learning processes and team development in newly established teams
Forfattere
Madsen, Kirstine Guldager ; Skoust, Gitte Løth ; Sørensen, Birgitte Ladefoged Tang
Semester
4. semester
Uddannelse
Udgivelsesår
2009
Antal sider
220
Abstract
Hvordan understøtter coaching læring efter organisatoriske forandringer? Dette casestudie undersøger en organisation med offentlige skoler, hvor skoleledelser er slået sammen, og ledere er reorganiseret i teams. Konsulenter blev tilkaldt til at udvikle ledertræning, herunder regelmæssig teamcoaching for de nye teams. Med kvalitative interviews og observationer af konsulenter og ledere på forskellige niveauer beskriver studiet, hvordan deltagerne oplevede forandringen og coachingen, og fremhæver eksempler på gode praksisser. Lederne oplevede generelt coaching som hjælpsom: den satte fart på processen, styrkede teamdialogen og hjalp dem videre til næste skridt. De så ikke coaching som hovedårsagen til deres fremskridt. For at forklare læring under forandring anvender studiet Engeströms aktivitetsteori (hvordan mennesker lærer i systemer, især når spændinger opstår) og Kolbs læringscyklus (erfaring, refleksion, begreber, afprøvning). Strukturelle ændringer skaber modsætninger mellem velkendte rutiner og teambaseret ledelse, som driver lederne til at lære og udvikle nye arbejdsformer inden for den nye organisatoriske ramme. Regelmæssig teamcoaching støttede grundlæggende teamkompetencer—samarbejde, beslutningstagning, problemløsning og konflikthåndtering—og styrkede teamets engagement gennem fælles mening, mål og en samlet tilgang. Coach og team kunne arbejde med aktuelle problemer og opbygge teamets kapacitet til at løse fremtidige. Engeströms change laboratory (forandringslaboratorium) bruges til at styrke praksis ved at kanalisere spændinger til læring og innovation, blandt andet med et “spejl”, der hjælper med refleksion over konkret arbejde. For at fremme aktiv deltagelse foreslår afhandlingen tydeligere kommunikation før og efter coachingsessioner og stiller en skriftlig guide til rådighed for teams. Studiet bygger på fenomenologi (levet erfaring) og pragmatisme (det, der virker) for at forstå coaching i organisatorisk læring.
How does coaching support learning after organizational change? This case study examines a public school organization that merged school managements and reorganized leaders into teams. Consultants were brought in to design management training, including regular team coaching for the new teams. Using qualitative interviews and observations of consultants and leaders at different levels, the study describes how participants experienced the change and the coaching, highlighting examples of best practice. Leaders generally saw coaching as helpful: it sped up the process, improved team dialogue, and helped them take the next step. They did not view coaching as the main reason for their progress. To explain learning during change, the study uses Engeström’s activity theory (how people learn within systems, especially when tensions arise) and Kolb’s learning cycle (experience, reflection, concepts, experimentation). Structural changes create contradictions between familiar routines and team-based leadership, which push leaders to learn and develop new ways of working within the new organizational framework. Regular team coaching supported basic team skills—collaboration, decision making, problem solving, and conflict resolution—and strengthened team commitment through a shared sense of purpose, common goals, and a unified approach. The coach and team could work on current problems and build the team’s capacity to solve future ones. Engeström’s change laboratory approach is used to enhance practice by channeling tensions into learning and innovation, including tools like a “mirror” to reflect on real work. To encourage active engagement, the thesis suggests clearer communication before and after coaching sessions and provides a written guide for teams. The study draws on phenomenology (lived experience) and pragmatism (what works) to understand coaching in organizational learning.
[Dette resumé er genereret ved hjælp af AI]
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