Student experience with peer coaching on the PC3 project

1. Student Peer Coaching
Experience
Dawn Wood, Jonny Kew, Janet Finlay
JISC funded PC3 project @ Leeds
Metropolitan University

2. The art of conversation
• A good coach needs to master:
– Listening
• Language, tone, tempo, volume, inflections
– Questioning
• What, Why, How, When
– Observing
• Body language, gestures, eye movement
– Rapport
• Trust and commitment
– Themselves
• Awareness of their values, beliefs, interests, agendas –
achieving a non-judgemental state

3. Good Questions
• Goals
– What would you like to happen?
– What is your insight about this?
– What does it mean to you?
• Reality
– Describe/explain where you are now with this?
– How important is this to you?
– What impact is this having on you?
• Options
– What has worked well in the past?
– What else could you do?
• Way forward
– How will you do that?
– When will you do that?
– Who do you need to involve?

4. Jonny’s Experence
• Level 5 Module “Planning for work based
learning”
• Students are required to identify six learnng
outcomes for their placement
• To support this peer coaching is used in triads
(coach, coachee, observer)
• Students required to provided evidence of
their coaching experience via any means!
• Podcasts, Blackberry, Facebook

5. Will, Jonny and Jay Coaching

6. Coaching process
Student Experience

7. Work Based Learning
• Practical based assessment
• Learning outcomes to be developed through
coaching process

8. First coaching experience
• Three key roles:
– Coach: Participant offering guidance and steering
coachee to the result rather then telling them the
answer.
– Witness: External guidance after coaching session
for future development.
– Coachee: Participant receiving coaching on
learning outcomes.

9. Developments
• Facebook with continued support from tutor
• Smartphones- Coaching forum readily
available
• Throughout placement whereby face to face
coaching wasn’t possible

10. Applying the skills in the future
• Coaching after work experience
• Creating coaching forums for other modules
• This has enabled:
– Organise group meetings
– Assist group members
– Applying coaching skills for other modules

11. Next Steps
• Current group has experienced a more formal
approach – supported by current literature
• Nicks aim to develop cross year coaching with
interested parties.
• Student Ambassadors – promoting coaching to other
students and staff
• Expand the coaching to other courses
– Health - speciality choices and PDP
– Media – embedding change management in PDP
• Offer group coaching to students across the university
on key topics – e.g. assessment

12. Resources
• Gallwey, W. T. (2000) The inner game of work.
Random House Trade Paperbacks.
• Rogers, J. (2008) Coaching skills. A handbook. 2nd ed.
Berkshire, UK: McGraw Hill.
• Rogers, J. (2007) Adults learning. 5th ed. Berkshire, UK:
Open University Press.
• Megginson, D. and Clutterbuck, D. (2009) Further
techniques for coaching and mentoring. Oxford, UK:
Butterworth-Heinemann.
• Whitmore, J. (2002) Coaching for performance.
Growing people, performance and purpose. Nicholas
Brealey.