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PC3: Coaching AmbassadorsJanet Finlay & Dawn WoodLeeds Metropolitan University
Session Aims What is coaching? Where the idea came from Coaching Ambassadors    ◦ The process    ◦ Their ideas    ◦ The...
PC3: Personalised CurriculumCreation through Coaching Original aim: to develop curriculum  structures and technological s...
What is coaching?“The coach works with clients to  achieve speedy, increased and  sustainable effectiveness in their lives...
What is coaching? Focus on active listening and asking  open, incisive questions Resisting giving advice or leading Sup...
How is it distinct from Mentoring?    Directive                     Non-directive    support                       support...
BA Sport BusinessManagement   Course team embedded coaching    year on year into personal    development planning strand ...
Coaching Ambassadors   Level 3 students    ◦ Experienced coaching within their module   Aims:    ◦ To understand their e...
An Open Brief   What is your story in regard to    coaching?    ◦ The benefits    ◦ The pitfalls How do we promote the b...
Negotiated Data Capture Weekly email reflections Video or audio diary Facebook communication (or other  social site) gi...
Results of the Negotiation As individuals you will contribute eight  semi-structured reflections As a group you will gen...
What the students undertook Coaching Training 4*2 hour sessions Face-2-Face meetings to discuss their  ideas    ◦ This w...
Their ideas
Ideas Generated by Students1.    You Tube Resources2.    Resources for PDP staff3.    Seminar training for staff4.    A ge...
Their Plan
Their Plan   Short Term    ◦ Create Content for Module    ◦ Consult with Nick    ◦ Feedback for Staff   Medium Term    ◦...
Their Discussion with Tutor
Main Themes   Coaching office    ◦ Part of assessment – volunteering    ◦ Involve returning students   Improving peer co...
Individual Stories: Student 1   Experienced coaching during second year   “sceptical about the whole experience”   1st ...
Self-Directed Learning “peer to peer coaching made me  (more) aware of my abilities, boosted  my self confidence and empo...
What would be mosteffective? “The most common issue among  students is time management. If  coaching was going to be inco...
Your Questions
Your Ideas How could you apply this within your  practice? What are the benefits you perceive for  your students/colleag...
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PC3 webinare presentation

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Presentation given at a JISC webinar about the PC3 project and the use of coaching within Education.

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PC3 webinare presentation

  1. 1. PC3: Coaching AmbassadorsJanet Finlay & Dawn WoodLeeds Metropolitan University
  2. 2. Session Aims What is coaching? Where the idea came from Coaching Ambassadors ◦ The process ◦ Their ideas ◦ Their story Your questions Your ideas
  3. 3. PC3: Personalised CurriculumCreation 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. 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. 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. 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. 7. BA Sport BusinessManagement 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. 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. 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. 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. 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. 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
  13. 13. Their ideas
  14. 14. Ideas Generated by Students1. You Tube Resources2. Resources for PDP staff3. Seminar training for staff4. A generic module embedded at the beginning of course5. Feedback to current tutor6. 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)
  15. 15. Their Plan
  16. 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.
  17. 17. Their Discussion with Tutor
  18. 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. 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 didnt 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. 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. 21. What would be mosteffective? “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, “
  22. 22. Your Questions
  23. 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?

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