Student Peer Coaching Experience

Dawn Wood, Jonny Kew, Janet FinlayJISC funded PC3 project @ Leeds

Metropolitan University

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

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?

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

Will, Jonny and Jay Coaching

Coaching process

Student Experience

Work Based Learning

• Practical based assessment• Learning outcomes to be developed through

coaching process

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.

Developments

• Facebook with continued support from tutor• Smartphones- Coaching forum readily

available• Throughout placement whereby face to face

coaching wasn’t possible

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

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

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.