technological needs calling for the application of coaching in university advising: functional...

TECHNOLOGICAL NEEDS CALLING FOR THE APPLICATION OF COACHING IN UNIVERSITY

ADVISING: FUNCTIONAL PROPOSAL

José Antonio Montero, David Fonseca, Lluís Vicent, August Climent, Xavi Canaleta y Sergi VillagrasaLA SALLE CAMPUS BARCELONA. UNIVERSITAT

RAMON LLULL

To begin university …

Confidence!

TECHNOLOGICAL NEEDS CALLING FOR THE APPLICATION OF COACHING IN UNIVERSITY ADVISING: FUNCTIONAL PROPOSAL

• Students are not aware of the difficulty of their chosen studies,

• They are not able to face adequately the disappointment of their first academic results-

• The problem and procedure of advising in university.

After the first tests…


Engineering Studies: Students are not aware, in many cases, of:• All the changes this decision will cause in…• Their study methods.

During the first year of college:• The task of the tutor is to make the students aware of

such changes, in order to success in their studies.• What resources does the advisor have to achieve this?

In order to make the students more aware of their situation:• Some coaching resources are useful.• This way, they are able to make decisions with the right

criteria, motivation, conviction and responsibilityTECHNOLOGICAL NEEDS CALLING FOR THE APPLICATION OF COACHING IN UNIVERSITY ADVISING: FUNCTIONAL PROPOSAL

Coaching: a way of enhancing people’s consciousness.

It is not Advisory / Mentoring / Tutor

Coaching aims for people to be more aware of the reality they are living, in order to find a way of achieving one’s objectives or solving one’s problems.

How and when can coaching help us?


=Coaching

client

?

• Students cannot be compared with a client…

• …Until he/she does not feel the need to overcome an obstacle by oneself.

• After first exams, students start becoming aware that they do not have their situation ‘under control’…

• It is in this moment that the advisor/tutor/coach can do something…

• Pass from reactive attitude (frustration, dropping out) to a proactive attitude (motivation, desire to improve).


Goal Reality Options Will

The student defines the objective he pursues, consistent with his own values.

The student analyses, jointly with the tutor-coach, ‘his reality’.

The student identifies the different ways of achieving the objective, and is advised about the benefits vs. costs of every option.

The student defines a plan of action: what, when, how, where…

The GROW model:


Implementation of coaching in the classroom (first approach)

Phase 1: Design of heterogeneous groups and one question: What do you think is the most efficient study method to be applied in your

engineering career? Phase 2: Each group debated the question and designed a poster, distinguishing by

colors the following ideas:o Yellow: Characteristics that best define the most adequate methodology.o Green: Benefits that can be obtained from applying the chosen methodology.o Red: Difficulties applying the chosen methodology.

Phase 3: All groups shared their identified aspects with each other. Phase 4: Students were invited to reflect at a personal level:

Voluntarily, they answer 12 questions: The first 3 match phase G, the following 4 phase R, the following 2 phase O,

and the last 3 questions correspond to phase W):


# GROW Questions1 What goal do you wish to achieve at the end of this course?2 How do you expect to feel when you achieve it?3 What is your main concern when you think about your goal?4 To what extent (as a percentage) do you believe achieving your goal is

under your control? Quantify it between 0 (no control) and 100 (absolute control).

5 If you answered less than 100% in the previous question, who else do you think it depends on? By what percentage (approximately)?

6 What actions have you taken since the beginning of the course until this moment to achieve your goal?

7 What keeps you from achieving it (obstacles, personal barriers)?8 Write down a list of new options to reach your goal, and indicate the

pros and cons of each option.9 Which of those options could give you a better result?10 When can you start implementing the chosen option?11 Which obstacles could stop you from implementing the chosen option?12 What are you planning to do in order to eliminate those obstacles?


• 33% of students were proactive and answered the questions. • In some cases, a complete coaching process was carried out (between 4

and 6 sessions, depending on the case), which allowed the students involved, according to them, to grow both academically and personally.

• Throughout these sessions, the tutor-coach applied advanced coaching methods with the students, which helped them to:• Identify their goals, • To question their limiting beliefs, • To better manage their emotions, • To commit to a realistic plan of action designed by themselves,

which will bring them closer to achieving their goals.• The preliminary results presented in the paper show the effectiveness

of using coaching with students at the university.

Main results and basic conclusions from the case studyConclusions (first approach)


Phase 1: Identification of problematic situations. We need to identify main resources applied in coaching that can be applied in university tutoring framework.

Phase 2: Pilot study of tutoring process with coaching resources by a tutor with previous education in coaching. We can assume that this phase is just completed and described in the section 3 of the paper.

Phase 3: Analysis of the obtained results and definition of the functionalities that a technological system should have in order to allow the use of the correct coaching resources by the tutors, without any previous education in coaching.

Phase 4: Development and implementation of the technological system defined in phase 3.

Phase 5: Experimentation and practical application with the students and tutors of the system developed in the Phase 4.

Phase 6: Analysis of the results obtained in phase 5 and extraction of the conclusions.

Future Lines: Technological System – Functional approach


TECHNOLOGICAL NEEDS CALLING FOR THE APPLICATION OF COACHING IN UNIVERSITY

ADVISING: FUNCTIONAL PROPOSAL

THANK YOU FOR YOUR TIMEANY QUESTION, SUGGESTION, COMMENT, ETC…?

DR. DAVID FONSECA - [email protected]

TITULAR DE UNIVERSIDADGRETEL- GRUP DE RECERCA EN TECHNOLOGY ENHANCED LEARNINGLA SALLE – UNIVERSITAT RAMON LLULL

mailto:[email protected]

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