tutoring for student employability: using a coaching and mentoring approach
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A. TUTORING FOR STUDENT EMPLOYABILITY: USING A COACHING AND MENTORING APPROACH UH LEARNING AND TEACHING CONFERENCE 2 nd May 2013 – Dr Janice Cook and Veronica Earle. www.herts.ac.uk. WHAT TO EXPECT. How can using coaching and mentoring skills help develop student employability? - PowerPoint PPT PresentationTRANSCRIPT
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TUTORING FOR STUDENT EMPLOYABILITY: USING A COACHING AND MENTORING APPROACHUH LEARNING AND TEACHING CONFERENCE2nd May 2013 – Dr Janice Cook and Veronica Earlewww.herts.ac.uk
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
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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
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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)
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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
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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”
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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)
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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
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Cook, 2011
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Students as
Individuals
Students as
Individuals
Tutors + Students
RELATIONSHIP + REFLECTIVE LEARNING
Tutors + Students
RELATIONSHIP + REFLECTIVE LEARNING
Coaching and Mentoring-Based Tutorial Groups: Final YearIndustry Practice Module 2012/13
TutorsTutors
Cook & Earle, 2012, authors’ own
EVIDENCE-BASED PRACTICE
COLLABORATIVE ACTION RESEARCH
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HOW HARD CAN SHARING BE?
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DEVELOPING A TUTORIAL MODEL (Based on Cook, 2010)
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Students as
Individuals
Students as
Individuals
Tutors + Students
RELATIONSHIP + REFLECTIVE LEARNING
Tutors + Students
RELATIONSHIP + REFLECTIVE LEARNING
Coaching and Mentoring-Based Tutorial Groups: Final YearIndustry Practice Module 2012/13
TutorsTutors
Cook & Earle, 2012, authors’ own
Cook & Earle (2013)
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
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 year16
REFLECTIVE QUESTIONS
WHICH PARTS OF THE MODEL RESONATE WITH YOU AS A
PRACTISING TUTOR?
HOW MIGHT YOU USE THIS MODEL IN YOUR TUTORIALS?
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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
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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
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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
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Thank you
Questions?Dr Janice Cook
e-mail: [email protected]
Veronica Earlee-mail: [email protected]