Presentation given student engagement in coaching to the JISC Learning and Teaching Experts group in July 2012.

1. PC3: Personalised
Curriculum Creation through
coaching
Janet Finlay & Dawn Wood
Leeds Metropolitan University

2. PC3: Personalised Curriculum
Creation 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

3. 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)

4. 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

5. BA Sport Business Management

6. BA Sport Business
Management
 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

7. Coaching Ambassadors

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. 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
(and staff)?
 Negotiated Data Capture

10. Ideas Generated by Students
1. You Tube Resources
2. Resources for PDP staff
3. Seminar training for staff
4. A generic module embedded at the
beginning of course
5. Feedback to current tutor
6. Interactive self-coaching tool
7. Review current modules/course and make
recommendations
8. Provided feedback to tutors after sessions
9. Resources for skills for learning site
10. Twitter stream as promotion (added later)

11. Main Themes from Tutor
Feedback
 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

12. Individual Story
 Experienced coaching during second year
 “sceptical about the whole experience”
 1st Year Coaching
◦ They wanted answers
◦ They need more understanding of coaching
◦ “It didn't 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”

13. 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. ”

14. What would be most
effective?
 “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, “