Developing the process to answer the research questions

The next stage of the research process is to develop a research design which is

appropriate to generate data in response to the stated research questions. The process of producing data which will provide evidence for analysis and discussion is set out in the following section which comprehensively addresses a consistent path through the ontology and epistemology underpinning the research design. This is followed by the rationale for the overall research design and methodology and a detailed explanation of the data collection methods to be employed.

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Chapter 3

Research Design and Methodology

3.1

Introduction

The purpose of this chapter is to discuss the way in which the theoretical position presented in the literature review links to appropriate and relevant research methods to investigate the phenomenon that has been identified (Bryman, 2001). It describes the research strategy for the study and discusses the ontological and epistemological position adopted from the body of theory. It sets out the research methodology and choice of methods which have been used in order to demonstrate a continuity of thought between existing theory on Executive Coaching as a process for leadership development. The analytical framework for deriving meaning from the data is described.

The gap in the current literature indicates the opportunity to study the Executive Coaching relationship as a form of leadership development and explore the characteristics of the relationship in order to identify whether phases of development can be identified and whether these relationships fit into certain patterns or types. The study drew on theory from the adult learning literature to set the context for the development of leaders as self-

determined individuals and then looked at other one-to-one relationships to identify similarities and differences which might offer insights on how to view the phenomenon being studied. The coaching literature then identified the extent of research to date examining the construct of the relationship and revealed issues as yet unexplored.

The literature review suggested that the available theory on the coaching relationship from the perspective of the participants is under-developed. From the current position a number of research questions have been formulated which are designed to uncover data and add to the body of work on leadership development intervention (see below). The purpose of this

109 section was to clearly articulate the research questions that this study seeks to answer and to show how the relevant data can be collected and analysed in order to address the theoretical deficit.

In order to enhance the trustworthiness of the research, Marshall and Rossman (2006:7) note that ‘it is by linking research questions to the larger theoretical constructs or to important policy questions [that] the writer show that the particulars of a study serve to illuminate larger issues and, therefore hold potential significance for that field’. The generation of research questions has been described by Mason (2002) as one of a number of ‘intellectual puzzles’, in this case a developmental puzzle, where one looks at how and why a position develops and where it draws the researcher to develop a number of questions to be researched. Mason also goes on to note that research questions are suited to a qualitative research methodology and fit a wider range of ontological and epistemological positions than would the development of hypothesis or propositions to be tested. Such a proposition suits this research as it seeks to uncover meaning from respondents about their perceptions of relationships with a partner; therefore, it suggests an interpretive strategy which is supported by a qualitative approach. Research questions express the essence of the enquiry and must, therefore, fit with the theoretical contribution (intellectual puzzle) and the ontological and epistemological stance to be taken. The questions put forward should be sensible, coherent, clearly formulated, intellectually worthwhile and researchable.

Having reiterated the research questions the section will go on to demonstrate the strategy most suitable to generating, gathering and analysing data to answer them. As noted by Berg (2009:7), ‘the purpose of research is to discover answers to questions through the application of systematic procedures’.

The above requirements led to the establishment of the overall rationale for a suitable methodology for this investigation into the dynamics of the coaching relationship, whether it

110 follows clear phases and whether coaching relationships can be identified into patterns or types. This research rationale should fulfil a number of objectives:

Enable the study of the coaching relationship from the perspective of the participants

Take a longitudinal view of the relationship from before the first encounter to after its conclusion

Collect data that is most appropriate to the moment of the relationship but does not intrude into the relationship itself and that allows the participants to ‘speak’ in a real-time, reflexive manner

Take into account the complexity of Executive Coaching as a dyadic intervention and allow data collection in an appropriate setting which may at times be quasi- experimental or in as naturalistic environment as possible.

The literature review explored adult learning theory in the context of leadership

development, it then further examined dyadic development relationships overall, and then specifically the coaching intervention and the coaching relationship. These investigations highlighted areas of the territory which have not yet been researched. Gaps in the literature are apparent when considering the characteristics of the coaching relationship, how it evolves and the types of coaching relationship which might develop. In order to address some of the absence of theoretical knowledge, the following research questions have been formulated:

1. Does the coaching relationship consist of distinct phases and if so what are they?

2. What are the characteristics of different coaching relationships and do they fall into patterns or themes?

Within these main questions, a number of sub-questions exist:

1. Does the coaching relationship consist of distinct phases and if so what are they?

a. Which precursor factors contribute to the formation of the Executive

Coaching relationship?

b. Once a dyadic relationship has been initiated, how does it evolve in the

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c. What knowledge can be derived towards developing a process for

identifying ideal Executive Coaching dyads?

2. What are the characteristics of different coaching relationships and do they fall into patterns or themes?

a. Is it possible to develop a new theoretical proposition for a conceptual

framework of coaching relationships, which will contribute to the existing theory and will deliver guidance for future coaching professionals?

The remainder of this chapter will address the following aspects of the research design and methodology:

The overall research strategy

The ontological and epistemological approach to the research The influence of the researcher on this type of research

The research design, specifically looking at case study research The requirements to ensure the robustness of the research approach Methods for data collection

Plan of the fieldwork undertaken Risk constraints and ethics of the study The data analysis protocol

Summary of the chapter.