Coaching Younger Practitioners and Students Using Components of the Co-Active Coaching Model

Tofade, Toyin

doi:10.5688/aj740351

Cited by 13 publications

(7 citation statements)

References 18 publications

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“…A few SISC+ have not mastered the contents pedagogy of the topic (Williams, 2017). This finding reinforces the claim that teachers who still have phobia, fears or negatives accept change because they prefer to rely on the old methods of textbooks, books or written materials on white boards alone (Tofade, 2010).…”

Section: Discussionsupporting

confidence: 81%

School Improvement Specialist Coaches Plus (SISC+) as a Catalyst for Enhancing Teachers Pedagogy Aspect in Malaysia

Balang¹,

Mahamod²,

Buang³

2020

JSS

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The School Improvement Specialist Coaches Plus (SISC+) programmed in Malaysia has been in operation since 2012 and is a part of the professional education team in all districts in Malaysia that helps teachers through their coaches. According to the District Transformation Programmed 3.0 (DTP 3.0), the role of SISC+ is underpinned by knowledge and skills in curriculum, pedagogy and assessment aspects. The aim of this study was therefore to identify the level of competence of SISC+ in the field of pedagogy. This study employed a descriptive design. The data has been collected via a series of questionnaires distributed nationally to 118 ICs and analyzed with version 23 of SPSS. The study used descriptive statistics with frequency, mean score, standard deviation and percentage. The results have demonstrated that Pedagogical Knowledge SISC+ competency has a mean score of 4.63, sd = 0.469, at a high level. The results of this study show that SISC+ is competent and knowledgeable on the pedagogical aspects of the subject. The results of this study give insight on the capabilities of SISC+ in teaching coaches in schools and in the practice of teaching and teaching of quality (T&L). Furthermore, teachers interacted and defined the challenges in the school and social environment. It is therefore recognized that the programmed SISC+ needs to be properly understood and recognized by schools and educational institutions in order to achieve its objective of supporting teachers. Physical spaces and collaboration possibilities can improve the achievements of the coaches. The originality and value of the research is the first such research in Malaysia to explore the skills and experiences of coaches who are actively involved in the teacher instructional coaching programmed. The authority must therefore provide support and cooperation so as to ensure that SISC+ remains capable of providing teachers with good quality coaching.

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Section: Discussionsupporting

confidence: 81%

School Improvement Specialist Coaches Plus (SISC+) as a Catalyst for Enhancing Teachers Pedagogy Aspect in Malaysia

Balang¹,

Mahamod²,

Buang³

2020

JSS

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“…Leadership is about the ability to influence others with so many definitions and behaviors involved to influence others (Useem, 1998; Goldman, 2006; McKenna et al ., 2006; Tofade, 2010; Allio, 2012; Schneider, 2018). Leadership typologies were proposed to choose a specific framework (Sims et al ., 2009).…”

Section: Literature Reviewmentioning

confidence: 99%

The impacts of project complexity, trust in leader, performance readiness and situational leadership on financial sustainability

Princes

Said

2022

IJMPB

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PurposeThis paper aims to examine the factors of financial sustainability of project management when they face complexities using the complexity theory. This research argues that to manage project complexities, the employees’ performance readiness, situational leadership style and trust in leaders increase financial sustainability.Design/methodology/approachThe study used a quantitative approach using a questionnaire survey with the Project Management Institute members in Indonesia. From the total population of 190 project managers, 91 questionnaires were valid and used for analysis. PLS-SEM is the statistical tool used to test the eight hypotheses formulated in this research. The survey was designed to analyze the factors influencing financial sustainability and how these variables are related to each other to overcome project complexity issues and deliver financial sustainability.FindingsThe research recommends that to overcome project complexities, the readiness of the employees to perform is important. These variables, which are supported by trust in the leader and situational leadership, have positively significant effects on financial sustainability. The findings strengthen the initial arguments of this research and confirm the existing studies.Research limitations/implicationsThis research, however, comes with several limitations. First, the situational leadership was chosen in this research because of the short project duration that requires the leader to be acting accordingly based on the employee’s abilities. The short project duration made it impossible for the leader to build any relationships with the team members. Therefore, this research might not be appropriate to explain the organizational long-term strategies. Thus, it is suggested that the future research should address this. Second, with the very limited studies regarding the performance readiness and maturity, where in this research are used interchangeably, there should be further research to explain both variables independently as it holds an important role in project management and to overcome project complexities. Hence, this research adds the various studies found on the project complexities and how performance readiness, trust in leaders and situational leadership interact to increase financial sustainability in projects.Originality/valueThis study contributes to the limited research on the financial sustainability of project management in developing countries. Moreover, the research on project complexities has not been related to financial sustainability and, therefore, promotes a high novelty. The findings of this study also provide substantial empirical evidence for future work in the project management area.

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“…One of the main aims of Health professionals’ education is to develop students’ skill base in order to enable them to be professional, efficient practitioners. 26 , 32 , 33 , 34 This study quite encouragingly demonstrates that the generic skills outlined in the EXCELL Program, and it’s adapted ‘Social Interaction Maps’ can be successfully implemented in yet another novel way to enhance learning of practitioners-in-training in the somewhat demanding area of communication teaching.…”

Section: Discussionmentioning

confidence: 64%

Implementing simulated learning modules to improve students’ pharmacy practice skills and professionalism

Fejzic¹,

Barker²

2015

Pharm Pract (Granada)

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Background:Effective communication enables healthcare professionals and students to practise their disciplines in a professional and competent manner. Simulated-based education (SBE) has been increasingly used to improve students’ communication and practice skills in Health Education.Objective:Simulated learning modules (SLMs) were developed using practice-based scenarios grounded in effective communication competencies. The effect of the SLMs on Pharmacy students’ (i) Practice skills and (ii) Professionalism were evaluated.Methods:SLMs integrating EXCELL competencies were applied in the classroom to study their effect on a number of learning outcomes. EXcellence in Cultural Experiential Learning and Leadership (EXCELL) Program is a schematic, evidence-based professional development resource centred around developing participants’ self-efficacy and generic communication competencies. Students (N=95) completed three hours of preliminary lectures and eight hours of SLM workshops including six scenarios focused on Pharmacy Practice and Experiential Placements. Each SLM included briefing, role-plays with actors, facilitation, and debriefing on EXCELL social interaction maps (SIMs). Evaluations comprised quantitative and qualitative survey responsed by students before and post-workshops, and post-placements, and teachers’ reflections. Surveys examine specific learning outcomes by using pharmacy professionalism and pharmacy practice effectiveness scales. Responses were measured prior to the commencement of SLMs, after completion of the two workshops and after students completed their block placement. Self-report measures enabled students to self-assess whether any improvements occurred.Results:Student responses were overwhelmingly positive and indicated significant improvements in their Pharmacy practice and professionalism skills, and commitment to professional ethics. Qualitative feedback strongly supported students’ improved communication skills and confidence. Teacher reflections observed ecological validity of SLMs as a method to enhance professionalism and communication skills, and suggested ways to improve this teaching modality.Conclusion:Inclusion of SLMs centred on practice and professionalism was evaluated as an effective, teaching strategy by students and staff. The integration of SIMs in SLMs has potential for wider application in clinical teaching.

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Coaching Younger Practitioners and Students Using Components of the Co-Active Coaching Model

Cited by 13 publications

References 18 publications

School Improvement Specialist Coaches Plus (SISC+) as a Catalyst for Enhancing Teachers Pedagogy Aspect in Malaysia

School Improvement Specialist Coaches Plus (SISC+) as a Catalyst for Enhancing Teachers Pedagogy Aspect in Malaysia

The impacts of project complexity, trust in leader, performance readiness and situational leadership on financial sustainability

Implementing simulated learning modules to improve students’ pharmacy practice skills and professionalism

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