Chapter 7 – Developer
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Figure 5: Four-Stage Model of Change – Coach’s Role (adapted from Zeus &
Skiffington, 2002)Learning plans
One strategy that coaches can use with their peers to make the change more permanent
is the development of a learning plan. Learning plans are valuable in creating
congruency between the expectations of the staff, the Academic Coordinator and the
organisation.
In setting up a learning plan, the Academic Coordinator and the coached individual
formally agree on the learning outcome(s). A time frame is established to achieve the
objective, and rules and responsibilities of the Academic Coordinator and the coached
individual are mapped out. Both the human and material resources that are needed to
build the skill are identified. An evaluation strategy that focuses on the key outcomes is
also developed so that both the coachee and the Academic Coordinator know that the
final learning goal has been attained.
Example:
Learning Outcome: The coachee wants help designing more engaging assessments for
the students.
Time Frame: Two semesters are set up as the time frame (one semester to redesign the
unit and the second to implement the changes). Both parties agree to meet every fortnight
in the first semester to discuss ideas and progress and meet again after key dates in
semester two.
Scope: The coachee agrees to look at other unit outlines within and outside the school.
They observe a couple of peers teaching their students regarding assessments. They
agree to meet with a staff developer and to prepare a sheet of what is working and not
working within their course and what the students have said about the assessment and
workload. Some articles and websites are also sourced on assessment.Stage 2 – Changing- Explore self-limiting beliefs
- Explore self-sabotaging behaviours
- Assess old style of doing things
- Establish goals for new behaviours
Stage 1 – Unlearning- Explore catalyst for change
- Examine values
- Do a cost benefit analysis
- Encourage self-awareness
- Assess commitment level
- Assess and manage resistance
- Determine support
Stage 3 – Relearning- Monitor actions
- Evaluate new behaviours
- Reinforce changes
- Modify behaviours
- Allow for practice of new behaviours
- Ensure transfer of new skills and
knowledge
Stage 4 ದ Institutionalising Change- Provide ongoing support
- Continually reassess new
behaviours - Prevent slippage
- Ensure generalisation and
ownership of knowledge and skills