Track 10. Teacher education research and ICT. Authors: Jose Antonio Montero, David Fonseca, Lluís Vicent, August Climent, Xavier Canaleta and Sergi Villagrasa

1. TECHNOLOGICAL NEEDS
CALLING FOR THE APPLICATION
OF COACHING IN UNIVERSITY
ADVISING: FUNCTIONAL
PROPOSAL
José Antonio Montero, David Fonseca, Lluís
Vicent, August Climent, Xavi Canaleta y Sergi
Villagrasa
LA SALLE CAMPUS BARCELONA. UNIVERSITAT

2. To begin university …
CHNOLOGICAL NEEDS CALLING FOR THE APPLICATION OF COACHING IN UNIVERSITY ADVISING: FUNCTIONAL

3. • Students are not aware of the difficulty of
their chosen studies,
• They are not able to face adequately the
disappointment of their first academic
results-
• The problem and procedure of advising in
university.
After the first
tests…
CHNOLOGICAL NEEDS CALLING FOR THE APPLICATION OF COACHING IN UNIVERSITY ADVISING: FUNCTIONAL

4. Engineering Studies: Students are not aware, in many
cases, of:
• All the changes this decision will cause in…
• Their study methods.
During the first year of college:
• The task of the tutor is to make the students aware of
such changes, in order to success in their studies.
• What resources does the advisor have to achieve this?
In order to make the students more aware of their situation:
• Some coaching resources are useful.
• This way, they are able to make decisions with the right
criteria, motivation, conviction and responsibility
CHNOLOGICAL NEEDS CALLING FOR THE APPLICATION OF COACHING IN UNIVERSITY ADVISING: FUNCTIONAL

5. Coaching: a way of enhancing people’s
consciousness.
It is not Advisory / Mentoring / Tutor
Coaching aims for people to be more
aware of the reality they are living, in
order to find a way of achieving one’s
objectives or solving one’s problems.
How and when can coaching help
us?
CHNOLOGICAL NEEDS CALLING FOR THE APPLICATION OF COACHING IN UNIVERSITY ADVISING: FUNCTIONAL

6. • Students cannot be compared with a
client…
• …Until he/she does not feel the need to
overcome an obstacle by oneself.
• After first exams, students start becoming
aware that they do not have their situation
‘under control’…
• It is in this moment that the
advisor/tutor/coach can do something…
• Pass from reactive attitude (frustration,
dropping out) to a proactive attitude
(motivation, desire to improve).
CHNOLOGICAL NEEDS CALLING FOR THE APPLICATION OF COACHING IN UNIVERSITY ADVISING: FUNCTIONAL

7. Goal Reality Options
Will
The student defines the
objective he pursues,
consistent with his own
values.
The student analyses, jointly
with the tutor-coach, ‘his
reality’.
The student
identifies the
different ways of
achieving the
objective, and is
advised about the
benefits vs. costs of
every option.
The student
defines a plan of
action: what,
when, how,
where…
The GROW model:
CHNOLOGICAL NEEDS CALLING FOR THE APPLICATION OF COACHING IN UNIVERSITY ADVISING: FUNCTIONAL

8. Implementation of coaching in the classroom (first approach)
 Phase 1: Design of heterogeneous groups and one question:
 What do you think is the most efficient study method to be applied in your
engineering career?
 Phase 2: Each group debated the question and designed a poster, distinguishing by
colors the following ideas:
o Yellow: Characteristics that best define the most adequate methodology.
o Green: Benefits that can be obtained from applying the chosen methodology.
o Red: Difficulties applying the chosen methodology.
 Phase 3: All groups shared their identified aspects with each other.
 Phase 4: Students were invited to reflect at a personal level:
 Voluntarily, they answer 12 questions:
 The first 3 match phase G, the following 4 phase R, the following 2 phase O,
and the last 3 questions correspond to phase W):
CHNOLOGICAL NEEDS CALLING FOR THE APPLICATION OF COACHING IN UNIVERSITY ADVISING: FUNCTIONAL

9. # GROW Questions
1 What goal do you wish to achieve at the end of this course?
2 How do you expect to feel when you achieve it?
3 What is your main concern when you think about your goal?
4 To what extent (as a percentage) do you believe achieving your goal is under your
control? Quantify it between 0 (no control) and 100 (absolute control).
5 If you answered less than 100% in the previous question, who else do you think it
depends on? By what percentage (approximately)?
6 What actions have you taken since the beginning of the course until this moment
to achieve your goal?
7 What keeps you from achieving it (obstacles, personal barriers)?
8 Write down a list of new options to reach your goal, and indicate the pros and cons
of each option.
9 Which of those options could give you a better result?
10 When can you start implementing the chosen option?
11 Which obstacles could stop you from implementing the chosen option?
12 What are you planning to do in order to eliminate those obstacles?
CHNOLOGICAL NEEDS CALLING FOR THE APPLICATION OF COACHING IN UNIVERSITY ADVISING: FUNCTIONAL

10. • 33% of students were proactive and answered the questions.
• In some cases, a complete coaching process was carried out (between 4
and 6 sessions, depending on the case), which allowed the students
involved, according to them, to grow both academically and personally.
• Throughout these sessions, the tutor-coach applied advanced coaching
methods with the students, which helped them to:
• Identify their goals,
• To question their limiting beliefs,
• To better manage their emotions,
• To commit to a realistic plan of action designed by themselves,
which will bring them closer to achieving their goals.
• The preliminary results presented in the paper show the effectiveness
of using coaching with students at the university.
Main results and basic conclusions from the case study
Conclusions (first approach)
CHNOLOGICAL NEEDS CALLING FOR THE APPLICATION OF COACHING IN UNIVERSITY ADVISING: FUNCTIONAL

11.  Phase 1: Identification of problematic situations. We need to identify
main resources applied in coaching that can be applied in university
tutoring framework.
 Phase 2: Pilot study of tutoring process with coaching resources by a
tutor with previous education in coaching. We can assume that this
phase is just completed and described in the section 3 of the paper.
 Phase 3: Analysis of the obtained results and definition of the
functionalities that a technological system should have in order to
allow the use of the correct coaching resources by the tutors, without
any previous education in coaching.
 Phase 4: Development and implementation of the technological system
defined in phase 3.
 Phase 5: Experimentation and practical application with the students
and tutors of the system developed in the Phase 4.
 Phase 6: Analysis of the results obtained in phase 5 and extraction of
the conclusions.
Future Lines: Technological System – Functional approach
CHNOLOGICAL NEEDS CALLING FOR THE APPLICATION OF COACHING IN UNIVERSITY ADVISING: FUNCTIONAL

12. TECHNOLOGICAL NEEDS CALLING FOR
THE APPLICATION OF COACHING IN
UNIVERSITY ADVISING: FUNCTIONAL
PROPOSAL
THANK YOU FOR YOUR TIME
ANY QUESTION, SUGGESTION, COMMENT,
ETC…?
DR. DAVID FONSECA - FONSI@SALLE.URL.EDU
TITULAR DE UNIVERSIDAD
GRETEL- GRUP DE RECERCA EN TECHNOLOGY ENHANCED LEARNING
LA SALLE – UNIVERSITAT RAMON LLULL