Peer coaching: the student experence
- 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.