Developing Students’ Coaching Ability Through Peer Coaching

Abstract

Our study adds to the existing literature by documenting an improvement in students’ coaching effectiveness over the course of the semester, as well as identifying the most important factors contributing to this improvement. We identify the rationale for the development of the peer coaching process and its learning objectives, as well as describe the employment of the peer coaching process. We found that training, structured peer-feedback, supporting handouts, and consistent practice of peer coaching were the most important factors to becoming an effective peer coach. The most challenging factors to students in becoming an effective peer coach were developing their ability to effectively listen to their peers and the fear associated with asking their partner challenging or probing questions. Rather than listening, students found themselves interjecting their opinions, offering advice, talking about themselves, or relating what their partners were saying to their own lives, if only in their minds. We found the most effective aspects of students’ peer coaching in supporting peers’ leadership development were being nonjudgmental, listening, accountability, and asking questions. We present suggestions to prepare instructors and students to employ a peer coaching process, as well as possible adaptations.

On Becoming Virtuous

“…In the spring semester of 2017, in Matthew’s MBA and undergraduate leadership courses, student-determined peer-coaching dyads (Parker, Kram, & Hall, 2008) were first employed among students to facilitate learning and development from their engagement in experienced-based assignments such as the “Ben Franklin’s Disciplines of Cultivating Virtues” assignment, and in-class activities (Eriksen, Collins, Finocchio, & Oakley, 2019). In professional and education settings, evidence suggests that peer coaching accelerates learning and career development (Parker et al, 2014).…”

“…In professional and education settings, evidence suggests that peer coaching accelerates learning and career development (Parker et al, 2014). Peer coaching has a positive impact on students’ learning and development when engaging in the experienced-based assignments (Eriksen et al, 2019), including improving their effectiveness in living out their virtues over the course of the 6 weeks they engage in the assignment. The person being coached determines the content of the discussion, as the coaching relationship is in service to this person’s learning and development.…”

Newly Qualified Teachers’ Well-Being During the COVID-19 Pandemic: Testing a Social Support Intervention Through Design-Based Research

“…In general, these points may also be seen from the perspective of competency already hinted at above: In how far are NQTs competent in this type of setting to provide and take social support adequately or, aiming higher, in an optimal way? Further resources and training for group participants in terms of how to be a productive peer-coach and a peer-coachee may be useful ( Robbins, 1991 ; Eriksen et al, 2020 ).…”

Differences and Similarities between Coaching, Instructional and Educational Leadership Styles

“…-Right time planning of the educational process (Bean et al, 2010). -Effective training (Eriksen et al, 2020).…”

“…In order to accumulate knowledge and facilitate the learning process in education, the educator needs to pay attention and systematize the learning experience (Hallinger, 2011;Murphy et al, 2007). Also, in all leadership processes, effective learner training prevails in the educational process (Eriksen et al, 2020).…”