How does an apprentice completing a management and leadership apprenticeship experience compassion during coaching?

Contemplating low retention and achievement rates in management apprenticeships, compassionate coaching can be considered an option for facilitating learning. This paper acknowledges the limitations of contextual research in apprenticeship settings and examines educational literature. Including an examination of the challenges of an andragogical learning approach in apprenticeships (Armitage and Cogger, 2019). A humanistic approach to learning is examined (Freire, 2021), and acknowledgement of the challenges associated with traditional disempowering teaching practices is noted (Broom, 2015). Motivational interviewing (Wells and Jones 2016) is examined from a humanistic and collaborative learning perspective. Neuroscience suggests that the environment can influence how individuals respond to emotionally stressful situations from the contrasting perspectives of a biological perspective (Damasio, 2019) and a socially constructed perspective (Feldman Barrett, 2018). Seeking the perspectives of apprentices using an IPA study, this paper examines how apprentices experience compassion during coaching. Results show that apprentices can have an increase in self-confidence following a compassionate intervention.