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Coaching and Mentoring: Enhancing Student Employability

Learn how coaching and mentoring skills can improve student employability in the context of work-based learning. Discover the benefits of a collaborative tutorial model and explore the findings from an evaluation project.

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Coaching and Mentoring: Enhancing Student Employability

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  1. A TUTORING FOR STUDENT EMPLOYABILITY: USING A COACHING AND MENTORING APPROACH UH LEARNING AND TEACHING CONFERENCE 2nd May 2013 – Dr Janice Cook and Veronica Earle www.herts.ac.uk

  2. WHAT TO EXPECT How can using coaching and mentoring skills help develop student employability? • Context: the Industry Practice Module and Work-Based Learning • Coaching and Mentoring Skills and Evidence-Based Practice • Tutorial Model – Original and Current Work in Progress • Initial Findings from an Evaluation Project

  3. Context: the Industry Practice Module and Work-Based Learning • Brand new Core module for majority of L6 Business School students (937 students) • Work based learning compulsory part of the module • Aim: to improve the employability of our students

  4. Why look for a new Teaching & Learning approach? • Traditional Lecture/ tutorial model not appropriate to support WBL (Knight P 2004, Ovens 2011, Hager P 2006, Graves S 2008, Symes C 2000, Buswell J 2009 and many others) • Seeking an effective model to support WBL in an HE setting • Work based learning puts an important new focus on learning as distinct from teaching. (Bond and Symes 2000)

  5. What does the literature suggest? • Successful approaches include a shift away from the delivery of content, to workshops with smaller groups that give students the opportunity to talk (Ujma, D. et al 2009). • Bond, D. and Symes, C (2000) find courses are becoming more like investigations, with staff taking a research supervision role • Tennant (2000) sees the tutor undertaking a number of roles including: arbiter of knowledge, a guide, a monitor of performance, a facilitator and a critical commentator

  6. COACHING AND MENTORING THEORY/PRACTICE COACHING • Unlocking a person’s potential to maximise their own performance….helping them to learn rather than teach them (Timothy Gallwey, The Inner Game) MENTORING • Odysseus entrusted the education of his son Telemachus to his friend Mentor saying “tell him all you know”

  7. TUTORIAL MODEL COMPONENTS • Combined non-directive (coaching) and directive (mentoring) • Directive approach: share work knowledge and experience + guide students towards additional help and resources • Non-directive approach: facilitate learning through reflective and other learning processes • Coaching/mentoring skills: eg Parsloe (1995), Rogers (2008)

  8. TUTOR/STUDENT COLLABORATION • Importance of collaborative nature of the tutor/student relationship • Collaborative Action Coaching for Leaders (Cook, 2011) model • Contains both individual and joint responsibilities for the tutors and students • a model for enabling the transfer and sustainability of learning

  9. Cook, 2011

  10. Coaching and Mentoring-Based Tutorial Groups: Final Year Industry Practice Module 2012/13 Tutors Students as Individuals Tutors + Students RELATIONSHIP + REFLECTIVE LEARNING Cook & Earle, 2012, authors’ own

  11. EVIDENCE-BASED PRACTICE COLLABORATIVE ACTION RESEARCH

  12. HOW HARD CAN SHARING BE?

  13. DEVELOPING A TUTORIAL MODEL (Based on Cook, 2010)

  14. Coaching and Mentoring-Based Tutorial Groups: Final Year Industry Practice Module 2012/13 Tutors Students as Individuals Tutors + Students RELATIONSHIP + REFLECTIVE LEARNING Cook & Earle, 2012, authors’ own

  15. Potential Tutorial Model for 2013/14 • We are currently evaluating the existing model in order to: • Clarify the roles of tutors and students including areas of shared responsibilities • Include the goals and outcomes we are trying to achieve Cook & Earle (2013)

  16. Initial Findings from an Evaluation Project • Students as Individuals: small groups to build effective individual relationships with students • Combination of directive and non-directive • Collaborative relationship: students need to take more responsibility and tutors need to develop more as coaches/mentors • Innovation: use students more for peer sharing and coaching/mentoring other students • Learning outcomes: very little evidence of transfer of learning in the first year

  17. REFLECTIVE QUESTIONS • WHICH PARTS OF THE MODEL RESONATE WITH YOU AS A PRACTISING TUTOR? • HOW MIGHT YOU USE THIS MODEL IN YOUR TUTORIALS?

  18. REFERENCES (1) • Bond, D. and Symes, C (2000), Work based learning in Universities in Symes, C. and McIntyre, J. editors (2000), Working Knowledge; The New Vocationalism and Higher Education, The Society for Research into Higher Education p27-28 • Buswell, J. and Becket, N. editors (2009), Enhancing Student-Centred learning in Business and Management, Hospitality, Leisure, Sport, Tourism, Threshold Press • Cook, J. (2010), Collaborative action research: the ethical challenges, International Journal of Evidence Based Coaching and Mentoring, Special Issue No 4:141-150 • Cook, J. (2011), The effect of coaching on the transfer and sustainability of learning: coaching for leaders, a collaborative action research study, DCM Thesis, Oxford Brookes University • Gallwey, T. W. (2000), The Inner Game of Work, New York:Random House

  19. REFERENCES (2) • Graves S and Maher A, editors (2008) Developing Graduate Employability; Case Studies in Hospitality, Leisure, Sport and Tourism, Oxford Brookes University, Threshold Press • Hager, P. and Holland, S. editors (2006) Graduate Attributes, Learning and Employability, Lifelong Learning Book Series 6, Springer • Knight, P. and Yorke, M. (2004) Learning, Curriculum and Employability in Higher Education, Routledge Falmer • Ovens, P with Wells F, Wallis P and Hawkins C (2011) Developing Inquiry for Learning' , Routledge • Parsloe, E. (1995), The Manager as Coach and Mentor, London: Institute of Personnel and Development • Rogers, J. (2008), Coaching Skills, 2nd ed. Maidenhead:Open University Press

  20. REFERENCES (3) • Symes, C. and McIntyre, J. editors (2000), Working Knowledge; The New Vocationalism and Higher Education, The Society for Research into Higher Education • Tennant, M. (2000), Learning to work, working to learn: theories of situational education in Symes, C. and McIntyre, J. editors (2000), Working Knowledge; The New Vocationalism and Higher Education, The Society for Research into Higher Education • Ujma, D. Atlas, M. & Petrova, P. (2009) To embed or not embed? The embedding of PDP in the curriculum, in Enhancing student centred learning in Business and Management, Hospitality, Leisure, Sport, Tourism (ed) Bushwell J. and Becket N. Threshold Press p144-155

  21. Thank youQuestions?Dr Janice Cook e-mail: j.cook9@herts.ac.ukVeronica Earlee-mail: v.earle@herts.ac.uk

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