2. Session Aims
What is coaching?
Where the idea came from
Coaching Ambassadors
◦ The process
◦ Their ideas
◦ Their story
Your questions
Your ideas
3. PC3: Personalised Curriculum
Creation through Coaching
Original aim: to develop curriculum
structures and technological support to
allow students to build their own
curriculum – supported by coaching
Institutional changes from January 2009
forced iterative refocus.
Aim now: embed coaching in the
curriculum to provide personalised
support for students and to enable them
to make independent, informed decisions
about their learning
4. What is coaching?
“The coach works with clients to
achieve speedy, increased and
sustainable effectiveness in their lives
and careers through focused learning.
The coach’s sole aim is to work with the
client to achieve all of the client’s
potential – as defined by the client”
(Rogers 2004 p7)
5. What is coaching?
Focus on active listening and asking
open, incisive questions
Resisting giving advice or leading
Support coachee to find own solution
Be a mirror to reflect back what the
coachee brings
6. How is it distinct from Mentoring?
Directive Non-directive
support support
Mentoring Coaching
Similar skills – different “lens”
Mentor usually more experienced in same
field – Coach may have no experience in
coachee’s field
Equality – mentor usually senior to mentee –
coach and coachee equal
7. BA Sport Business
Management
Course team embedded coaching
year on year into personal
development planning strand
◦ Initially: L4 students – staff-student
◦ Later: peer coaching across all levels – in
triads and pairs – inter-level and cross-
level
◦ Supporting (for example):
Clarifying learning outcomes for placement
Developing self-awareness and employability
skills
Interpersonal skills
Managing assessment and learning
8. Coaching Ambassadors
Level 3 students
◦ Experienced coaching within their module
Aims:
◦ To understand their experience of
coaching
◦ Their view of what is important to get
across
Outputs:
◦ Ideas for promoting coaching
◦ Individual stories of coaching impact
9. An Open Brief
What is your story in regard to
coaching?
◦ The benefits
◦ The pitfalls
How do we promote the benefits of
coaching you have experienced to
other students (and staff) ?
How did you devise this promotion
plan?
If we are able to implement part of this
plan, what was the impact on students
10. Negotiated Data Capture
Weekly email reflections
Video or audio diary
Facebook communication (or other
social site) giving access to
researcher
Recorded Elluminate sessions
Photographs, poster or other artefacts
Written notes
WHAT ELSE?
11. Results of the Negotiation
As individuals you will contribute eight
semi-structured reflections
As a group you will generate artefacts
from face-2-face meetings
As a group you will set up a closed
Facebook page
To do mini voice recorded interviews
12. What the students undertook
Coaching Training 4*2 hour sessions
Face-2-Face meetings to discuss their
ideas
◦ This was facilitated by their request
◦ Researcher captured data via white board
and recordings
Surveys to capture what their
individual thoughts and stories were
◦ Questions drawn from the discussions
14. Ideas Generated by Students
1. You Tube Resources
2. Resources for PDP staff
3. Seminar training for staff
4. A generic module embedded at the
beginning of course
5. Feedback to current tutor
6. Interactive self-coaching tool
7. Review current modules/course and make
recommendations
8. Provided feedback to tutors after sessions
9. Resources for skills for learning site
10. Twitter stream as promotion (added later)
16. Their Plan
Short Term
◦ Create Content for Module
◦ Consult with Nick
◦ Feedback for Staff
Medium Term
◦ You Tube
◦ Resources for staff/skills for learning
◦ Twitter
Long Term
◦ Interactive Self Coaching Tool
◦ Coaching Module across University
◦ Implement Coaching in Tutorials etc.
18. Main Themes
Coaching office
◦ Part of assessment – volunteering
◦ Involve returning students
Improving peer coaching by:
◦ Bringing levels 4 & 6 together
◦ Increase coaching training (Induction
week)
◦ Assess the coaching more –
theory/practice
19. Individual Stories: Student 1
Experienced coaching during second year
“sceptical about the whole experience”
1st Year Coaching
◦ They wanted answers
◦ They need more understanding of coaching
◦ “It didn't really work”
Developing Self-directed learning
◦ “100% this is the key advantage to coaching”
Change to learning process
◦ “I make decisions based on what I actually want not
impulse. “
Relation to Tutor
◦ “I ask myself the questions before I go to a tutor”
20. Self-Directed Learning
“peer to peer coaching made me
(more) aware of my abilities, boosted
my self confidence and empowered
me to back my ideas and implement
them in assessments and group
activity”
“I think that lecturers could coach
students with assignments rather than
just setting the task and then telling
students what to do. ”
21. What would be most
effective?
“The most common issue among
students is time management. If
coaching was going to be incorporated
into the educational environment it would
be most effective if it happened to
revolve around this particular issue.”
“Active listening is an obvious one that
myself and most students tend not to use
in seminar and lecture environments.”
“The initial process of getting students to
look at there selves from the outside and
work out their own problems, “
23. Your Ideas
How could you apply this within your
practice?
What are the benefits you perceive for
your students/colleagues?
What could you personally benefit
from?
What else?