PC3: Coaching AmbassadorsJanet Finlay & Dawn WoodLeeds Metropolitan University

Session AimsWhat is coaching?Where the idea came fromCoaching Ambassadors

◦The process◦Their ideas◦Their story

Your questionsYour ideas

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

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)

What is coaching?Focus on active listening and

asking open, incisive questionsResisting giving advice or leadingSupport coachee to find own

solutionBe a mirror to reflect back what

the coachee brings

How is it distinct from Mentoring?

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

Non-directive support

Directive support

Mentoring

Coaching

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

Coaching AmbassadorsLevel 3 students

◦Experienced coaching within their module

Aims:◦To understand their experience of

coaching◦Their view of what is important to

get acrossOutputs:

◦Ideas for promoting coaching◦Individual stories of coaching impact

An Open BriefWhat 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 (and staff)?

Negotiated Data CaptureWeekly email reflectionsVideo or audio diaryFacebook communication (or

other social site) giving access to researcher

Recorded Elluminate sessionsPhotographs, poster or other

artefactsWritten notesWHAT ELSE?

Results of the NegotiationAs individuals you will contribute

eight semi-structured reflectionsAs 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

What the students undertookCoaching Training 4*2 hour

sessionsFace-2-Face meetings to discuss

their ideas◦This was facilitated by their request◦Researcher captured data via white

board and recordingsSurveys to capture what their

individual thoughts and stories were◦Questions drawn from the

discussions

Their ideas

Ideas Generated by Students1. You Tube Resources2. Resources for PDP staff3. Seminar training for staff 4. A generic module embedded at the

beginning of course5. Feedback to current tutor 6. Interactive self-coaching tool7. Review current modules/course and make

recommendations8. Provided feedback to tutors after sessions9. Resources for skills for learning site10. Twitter stream as promotion (added later)

Their Plan

Their PlanShort 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.

Their Discussion with Tutor

Main ThemesCoaching 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

Individual Stories: Student 1Experienced 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”

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. ”

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, “

Your Questions

Your IdeasHow 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?