Content area
Abstract
Transformative learning, as used in this study, is deep change that promotes a perceptual shift in an adult learner's perspective. It helps people question their frames of reference, beliefs, and assumptions. This qualitative study sought to understand the nature of such learning in Toastmasters International, the largest, worldwide organization devoted to teaching public speaking. With a learning environment and culture that foster self-confidence and personal growth, the TI program can be a potentially transformative learning experience for adult learners. This study reported the impact of TI members' learning experiences on transformative learning.
Research questions that guided the study probed for the deep change experience of TI members, the importance of a TI holding environment, TI program elements that foster deep change, the influence of challenge and support, and outside factors that may influence the deep change experience of TI members.
Transformative learning was explored from three areas of the literature: perspective transformation, mentoring/coaching, and self-help groups. In-depth interviews with 25 participants, elite interviews with TI officials, and participant observations generated the findings. Twenty-two participants reported transformative learning experiences in six categories: (1) from silence to having a voice; (2) from follower to leader; (3) from self-doubt to courage to act; (4) from non-involvement to active engagement; (5) from self-orientation to caring for others; and (6) leader within. Three participants with non-transformative experiences were ready for change, but not deep change.
Data analysis yielded four themes: (1) the reflection of transformative learning models in deep change experiences of TI participants; (2) the importance of supportive holding environment of self-help groups to trigger transformative learning; (3) challenge and support as catalysts to transformative learning; and (4) a leadership dimension to transformative learning.
The study contributed to theory in two areas: (1) role models are as important as mentors and coaches in shaping deep change experiences of TI participants; and (2) peer influence plays a greater role than family, friends, and supervisors in helping TI members experience deep change. Findings are applicable helping TI officials improve the program; future areas of research were suggested.
