PC3: Coaching Ambassadors Janet Finlay & Dawn Wood Leeds Metropolitan University
Jun 27, 2015
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?