Chapter 7 – Developer
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7.3 Developing Others Through Coaching
(click the activity index number to take you back to the activities index)
An important aspect of the Developer role is the ability to see what others need to do to
become more effective as teachers or learners.
OBJECTIVE
The objective of this activity is to assist you in becoming a
more effective coach to both inexperienced and experienced
teachers.- The role of Academic Coordinator relies on others effectively delivering course
outcomes to a diverse student population. This requires that you effectively perform
a range of day-to-day tasks and deal with occasional unexpected issues quickly and
efficiently. As such, it is to your advantage that the staff you work with are capable
and competent, but you will most likely have no direct power over them. - Leadership in this environment is very much based on developing and maintaining
relationships. At times you will need to support the induction and development of
new staff and the ongoing development of experienced team members. - Coaching is a valuable skill when working with teaching teams to develop the skills
and knowledge they need to deliver their courses, and work effectively with students
and with each other. - Academic Coordinators who invest time and effort in developing their skills as formal
and informal coaches are rewarded, because the people they work with become
more capable and competent in delivering course and program outcomes.
Coaching
- Coaching elevates the morale of Program and Course teams because individuals
feel supported and are acknowledged for their efforts and success. This in turn,
creates positive program outcomes. - Coaching is also the bridge between the autocratic or coercive styles of management
and a more empowering leadership style. - Coaching is an essential skill for developing a Program team, regardless of whether
your colleagues report to you directly or not. - Coaching is quite different from being directive. Managers or bosses are directive;
coaches ask questions and direct inquiry. - Instead, coachees should be encouraged to practice more self-reflection and
analysis and share these insights with their coach who assists them in seeking
alternative courses of action. This is not done through feedback, but rather through a
series of exploratory and probing open-ended questions. - Quite often individuals do not invest in coaching because of the time commitment
involved. However, those who are insightful, recognise that coaching provides
feedback which is essential to good performance.