Co-Creating Change: An Inquiry into Understanding What Conditions Facilitate the Processes of Transformative Learning

Abstract

This case study finds two modes in adults transformative learning experience. These modes create different openings for learning and conditions to be facilitated. A group of 23 adultlearners and the environment from a University course on organizational counseling, coaching and leadership provided its research site. Data from subjective, collective and interactive spaces in the course illuminate what conditions facilitate transformative learning processes. Field observations, interviews and documents from all parts of the course were analyzed using the computer software Nvivo.

Conditions for transformative processes are found in the learner-experience relationships, the premises of a comfort zone, teacher-student and group constellations and are discussed in relation to considerations for their development. Commonalities are found in how to facilitate two phases of a learning experience in these conditions: Passive modes of learning can be facilitated by helping an individuals or groups extract meaning and express these meanings from his/their experience. Being exposed to the meaning environments of others can also have facilitating effects. Active modes of learning can be facilitated by helping an individual or group keep his/their attention directed towards the processes he/they are involved in. Holding attention directed over time towards the process and seeing the processes through a variety of different lenses and frames of thought helps integrate the learning and sustain its impact.