International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)

IJCRSEE Editorial Team; Julia Choukhno; Mikhail Klarin; Tatiana Kosyaeva

doi:10.5937/IJCRSEE1602023C

Authors

Julia Choukhno Nova Terra Coach Training & Corporate Development, Moscow
Mikhail Klarin Laboratory for Didactics (General Theory of Education), Institute for Strategy of Education Development, Russian Academy of Education, Moscow
Tatiana Kosyaeva Czech Academy of Sciences, Prague

DOI:

https://doi.org/10.5937/IJCRSEE1602023C

Keywords:

developmental paradigm, wisdom, wisdom-related values, coaching, tacit knowledge, Subject-to-Subject approach

Abstract

This paper presents the results of qualitative study aimed to explore the relationship between the perception of behaviors that support people development, core coaching competences and values supporting them, and wisdom-related values. Our hypothesis was that the reflection on empowering behaviors focuses managers’ attention on wisdom-related values that are very close to the core values of coaching and therefore facilitate their progress towards wisdom-related performance. Sample consisted of 306 managers (N = 306) interviewed in 28 groups (N = 28) within leadership development programs in Russia, Ukraine and France from 2008 to 2016. We used the open-ended questions method and qualitative content analysis. The results showed high homogeneity of responses and high degree compatibility between behaviors quoted by respondents and the International Coach Federation core competences. In the second part of the study the responses were analyzed from the point of view of beliefs and values that can support desired developmentally focused / coaching behaviors, and compared the outcome with the existing concepts of wisdom. The study confirmed that the professional training in coaching leads to the cumulative development of wisdom (wisdom-related values, wisdom-related knowledge, wisdom-related performance) because the core of the system of coaching values fundamentally coincide with wisdom-related values.

Downloads

Download data is not yet available.

References

Ardelt, M. (2004). Wisdom as expert knowledge system: A critical review of a contemporary operationalization of an ancient concept. Human development, 47(5), 257-285. doi:10.1159/000079154

Baltes, P. B., & Smith, J. (1990). Toward a psychology of wisdom and its ontogenesis. Wisdom: Its nature, origins, and development, 1, 87-120.

Banicki, K. (2009): The Berlin Wisdom Paradigm: A Conceptual Analysis of a Psychological Approach to Wisdom, History & Philosophy of Psychology, 11(2), 25-35. https://philpapers.org/rec/BANTBW

Bard, A., & Söderqvist, J. (2002). Netocracy: the new power elite and life after capitalism. Pearson Education.

Brugman, G. (2006). Wisdom and aging, J. E. Birren, W. Schaie, and R. P. Abeles (Eds.), Handbook of the psychology of aging, 6th ed., San Diego, CA: Academic Press, 445-476.

Buber, M. (1958). I and thou (R. Gregor Smith, trans.). New York, NY: Scribner.

Choukhno, J. (2009). Coal and Mud or Dimonds and Truffels? Human capital in crisis period. Monthly scientific-practical journal “Psychotherapy” 9, 9-18. (in Russian).

Clutterbuck, D., Megginson, D. (2005). Making coaching work: Creating a coaching culture. CIPD Publishing. http://www.coachfederation.org/credential/landing.cfm?ItemNumber=2206&&navItemNumber=576

Clutterbuck D., Megginson D. (2006). Making coaching work: creating a coaching culture. London: CIPD.

Kilburg, R. R. (2000). Executive coaching: Developing managerial wisdom in a world of chaos. American Psychological Association. http://dx.doi.org/10.1037/10355-000

Klarin, M. V. (2014). Glossary: a dictionary of terms used in the professional standard “Coach”. Organizational psychology, 4(1), 87-89. https://orgpsyjournal.hse.ru/data/2014/07/22/1310902120/2014_1_14(Глоссарий)87-89.pdf

Klarin, M. (2015). The New Educational Practice of Coaching, and the New Profession of the Coach. Russian Education & Society, 57(6), 415-428, doi:10.1080/10609393.2015.1096131

Klarin, M. (2016a). Transforming adult learners’ experience in corporate context: conceptual paradoxes and pragmatic conclusions. In SHS Web of Conferences (Vol. 29). EDP Sciences. International Conference “Education Environment for the Information Age” (EEIA-2016). Moscow, Russia, http://dx.doi.org/10.1051/shsconf/20162901033

Klarin, M. (2016b). Conceptual challenges in understanding innovative education in organizational context. International Journal Of Cognitive Research In Science, Engineering And Education (IJCRSEE), 4(1), 67-72. doi:10.5937/IJCRSEE1601067K

Kunzmann, U., & Baltes, P. B. (2005). The Psychology of Wisdom: Theoretical and Empirical Challenges, In Sternberg, R., & Jordan, J. (Eds.). A handbook of wisdom: Psychological perspectives. Cambridge University Press, 110-135

Mayring, P. (2000). Qualitative Content Analysis. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 1(2). http://www.qualitative-research.net/index.php/fqs/article/view/1089/2385

Saganenko, G. (2001). Systems, formates and cognitive potential of open questions, Journal of sociology and social anthropology, IV: 4, 171-194. (in Russian).

Stacke E. (2001). Coaching d’entreprise. Paris: Village Mondial.

Sternberg, R. J. (1998). A balance theory of wisdom. Review of general psychology, 2(4), 347-365. http://dx.doi.org/10.1037/1089-2680.2.4.347

Sternberg, R. J. (2005). WICS: A Model of Leadership. The Psychologist-Manager Journal, 8(1), 29-43. http://dx.doi.org/10.1207/s15503461tpmj0801_4

Webb, P. J. (2008). Coaching for wisdom: enabling wise decisions. D. B. Drake, K. Gørtz, D. Brennan (Eds.). The Philosophy and Practice of Coaching. San Francisco, CA: Jossey-Bass, 161-175. https://ssrn.com/abstract=1617789