I argued in Chapter 2, that a democracy should facilitate ‘human flourishing’
(Macmurray 1950). Dewey (1916) argues the goal of a democracy is to develop and grow the individual and that it is transformative in character. These ideas are useful when exploring links between peer-coaching at the IOE and democratic values.
Key to a democracy is the ability to think and work freely and not feel controlled or bound by duty (Cunningham 2012). When feeling controlled, people crave autonomy (Deci and Ryan 2000). ‘What ought I to do? is on the path to autonomy’ (Peters 1966: 192). I suggest coachees ask themselves this question prior to their first
session. Coaches help explore ‘what to do’. For example, C2 helped EE2 deal with insecurities around being a freelance consultant. In conversations four, five and six, coachees seemed to feel quite constrained by the organisation. By coming to
coaching they were taking the initial steps towards independent thinking and taking more control of their lives within their work context. Macmurray (1950), however, suggested that thinking independently and being free can make us feel somewhat threatened. It was interesting to note that becoming ‘free’ from the IOE seemed to contribute to EE2’s lack of confidence:
EE2‘..it is about 600 people, rather like marching on your own, you are
marching with a huge regiment, so you are less vulnerable’.
Macmurray’s ‘paradox of freedom’ - living with the fallout from independence, may help understand this feeling (1950: 19).
Coachees used the sessions as a forum for exploring issues. The contemporary culture of targets, performance indicators and accountability may explain why EE4, more familiar with working in a flexible, autonomous way, was irritated by suddenly being challenged - controlled. Perhaps she felt undermined.
EE4 ‘my worry is..because the workload is so high, there will be something
I have missed that will go to a complaint or something official, or
something a bit more formal, and suddenly this will turn all the..nice feeling that we have got..’
People feel like ‘cogs in a huge impersonal machine’ if they become frustrated in a controlling environment (Cunningham 2012: 703). It is interesting to note that EE5, who feels she is not reaching her full potential, expresses this:
EE5 ‘I am not used to being a small cog in a big wheel. I feel like a very
very tiny cog in a big wheel and I earn like not a very big cog in a big wheel.. I would really like to have a bit more control over my day..my day is just emails..and..being told what to do when you already know what to do..’
Conversations four and five, expose some pockets of control within the IOE, creating tensions for the coachees, however, by discussing freely, in a non-judgemental environment, ways to deal with their concerns, coachees are encouraged to take more control. By the end of the conversations, EE4 had shifted perspective and felt less irascible. In the cases of EE5 and EE6, they drafted up lists of tasks to help move forward. This may have felt like taking more control of their working lives.
Equality of opportunity is about providing opportunities for people to reach full potential (Baker 1996). Everyone at the IOE is treated equally by being given the opportunity to experience coaching. This would include engaging in developing self awareness, as in Domain three, rather than just performing more effectively. Findings have shown that this deeper learning doesn’t always happen. However, the service is set up in a democratic way in that coaches come from across the IOE; all experience professional development together and coach colleagues, regardless of their
professional position (Carnell et al 2006). Conversations had a collaborative,
egalitarian approach. Participants consisted of academic and administrative staff – all were coached and treated respectfully.
I am aware of the sensitivities involved in presenting findings to the group. They should not be seen as criticisms.
Learning in a democracy should be about human flourishing (Macmurray 1950, Campbell 2007). Gaining understanding of our historical contexts contributes to
developing autonomy (Mezirow 1991). In the coaching conversations, some habits and beliefs surfaced. Regardless of what they were, all coaches treated them respectfully and, I believe, in a non-judgemental way. This is evidenced by participants appearing comfortable with discussing some sensitive, personal experiences and judgements (Wegmarshaus 2007). I give some examples.
A belief in the personal value of ambition may be self or culturally-imposed and can be stressful (Bachkirova 2005). Having and maintaining a profession generally approved by society can be rewarding but can be stressful (Bachkirova 2005). EE5 expresses how negative she feels about her professional identity and not being recognised as a ‘manager’. I sense a tension between her wishing to reach her full potential and her perceived lack of status. Some people feel failures if they are not living up to self-imposed expectations or ambitions (Bachkirova 2005). EE3 alludes to feeling a failure as she is not achieving as highly in the writing community as she would like. Both of these coachees appear to have a strong desire, or ambition, to reach a particular position. People can become quite affected by others’ judgements or perceptions of them. EE2 refers to her childhood and being compared to siblings. She seems to see her successes as a fluke. This manifests itself by her often feeling that she will be ‘found out’. EE4 is particularly concerned about her workload and the possibility of making a mistake. This leads her to being concerned about how
students and colleagues will judge her. Democracy is about acknowledging people and difference in a positive constructive way (McKenna 2007). All coaches were very supportive in their discussions.
Essential to being an autonomous person, is the concept of reason which may involve an exploratory conversation aimed at developing an ability to make rational, informed choices and thinking about the reasons behind choices (Law 2007). It
involves better understanding of the contexts in which we live and work and the struggle that may come with that (Pring 2012). We can see this process in conversation four when EE4 justifies her lateness.
EE4 ‘we both know we should be there at 9.30 am, we both know that we
need to call in if we are going to be late after 9.45 am, we also know we work very hard, we get the work done, we don’t take the piss, we do stay longer, we do take shorter lunch breaks, we prioritise our work..so it is annoying.. to be kind of..ticked off..school teachery..for a few minutes lateness..’
The coach helps the coachee understand, that her late-coming, was not acceptable.
C4 ‘so you have been called on something which..technically..is right..but
actually, in the spirit of the way you work, is dead wrong?’
Developing an awareness of others, together with acknowledging and appreciating different views, can expand horizons and be an enriching experience (Pring 2012). The coach asks how the coachee would behave if all was well, and how she might understand how others would see her.
EE4 ‘..well, my face has relaxed all of a sudden, I can feel it..and my jaw is
not as tight as it was when I was just talking..I can come in, I can look at my email..I can actually reply to some emails..and I can decide that day what I need to be doing if I haven’t already planned it and say ‘right I need to do this’..so then tomorrow I can do that’..and in that day I will have accomplished something meaningful, I will have started something and finished something’..I would look at the week and say ‘I need to do that in time for this’..and I will..have come in on time..I will have gone home on time..I will have taken my lunch hour..in full’
C4 ‘how would your line manager see you?’
EE4 ‘..they would see me as being present..they would see me
managing..actually better than managing.. and a bit more relaxed..the team would see me a bit more relaxed and I wouldn’t be..a little irascible with them..’
EE4 now realises that her colleagues would probably appreciate her being happier, more in control of her work load and working autonomously. She seems now to understand she can make a choice to take control of her working life.
In conversation six, the coachee rationalises her feelings about a colleague returning to work. She acknowledges that she evades making decisions.
EE6 ‘ I can be quite passive..and kind of let other people make decisions..’ C6 ‘so that’s..one of the things you are preparing, is that you are making
sure that you are strong..is what you are saying to me?’
The challenge from the coach leads her to realise that:
EE6 ‘yes, exactly, I am making sure I am doing what is right for me so that
I am in a good position to..make the right decisions for me.’
Learning in a democracy involves people coming together in a trusting, respectful environment for support and growth (Hart 2007). Coaching at the IOE seems to offer a platform for exploring possibilities for change, achievement and development. I now understand that coaching at the IOE is underpinned with, and promotes democratic values.