• Posted on October 26, 2023
• Libin

ASSIGNMENT SAMPLE ANALYSIS AND EVALUATION OF COACHING PRACTICES

Introduction

In an educational institution, proper coaching practices are needed in order to bring out the best from students. Coaching and mentoring are carried out by teachers so that they are able to provide quality education to students and through these processes. Through this,  they are able to unlock potential of students. In an educational establishment, a proper mentoring as well as coaching session is required as it helps to manage individual students. Coaching and mentoring practises are adopted in an educational institution so that necessary training can be provided to an establishment’s students. In this assignment, a proper analysis would be done in order to reflect current coaching and mentoring practices and various ways that can be used to implement these new practises.

Introduction of education establishment

For this assignment, New South Wales University is chosen and application of new coaching practices would be done in this establishment. The New South Wales University is one of the highly ranked universities in Sydney (Unsw.edu.au, 2021) .This particular university New South Wales holds a rank among top 50 colleges around this globe. This educational establishment provides the best quality education to their students. Their teaching practises and mentoring practices are made in such a way so that it helps to bring out the best from their students. This educational establishment’s techniques are innovative and it has a good employer reputation. This means this institution has an amazing set of teachers that provides best coaching to their students. This educational institution New South Wales claims that they groom their students in such a way so that they are ready to lead anywhere (Unsw.edu.au, 2021). An establishment New South Wales claims that their educational coaching practices explores student’s hidden qualities and helps to unlock those qualities through mentoring.

Contextualization of Coaching

Coaching can be reflected as a set of procedures that can be used in order to unlock potential of students. This process of coaching not only helps to unlock potential of students,  it also helps teachers to enhance their knowledge. According to Graßmann, Schölmerich & Schermuly (2020), coaching is essential in educational sectors and it plays a key role because through implementation of proper coaching practices teachers would be able to bring out the best side of a student. Through imposing coaching practises, a teacher would be able to enhance pedagogical knowledge of students. As commented by Till et al. (2019), coaching practices would further help teachers to provide appropriate training to students so that they are able to use their quality and become more self-sufficient. Coaching plays a significant role in teachers lives as well as through coaching practises teachers are able to gain a variety of knowledge that further helps them to improve professional skills and helps to enhance a teacher’s teaching repertoire. Thus, application of proper coaching practices is necessary for both students and teachers of an educational institution.

Contextualization of mentoring

Mentoring is also an essential part of the teaching profession or an educational institution because a teacher, through a mentoring session, is able to guide a student appropriately. In an education institution, coaching is not enough in order to motivate students and guide them in the right path, mentoring is also equally needed. As commented by Kraft, Blazar & Hogan, (2018), Mentoring process and practices helps a teacher to become a student’s guide and a teacher spreads positivity so that it motivates students to achieve their goals in their life. In case of mentoring, teachers can easily share their own personal experiences or other people’s life experiences to make students learn about values of life and to provide motivation through these learning’s. According to Ma, Xin & Du (2018), mentoring is the future of education because in recent days due to sudden emergence of pandemic and lockdown restrictions students are feeling demotivated due to change in education system. Mentoring sessions by teachers helps a student to overcome mental issues that they are facing due to this unhealthy situation around them. Thus, mentoring plays a key role in an educational institution as it helps to provide necessary motivation.

Establishment’s current practices and its critical review

 In this organization, New South Wales University it is seen that they implement quality coaching and mentoring practices for their students. In this university, coaching practices are made in such a way so that it helps teachers to enhance their professional learning’s so that they are able to provide the best education to this university’s students (Unsw.edu.au, 2021). As mentioned by Radha Krishna et al. (2019), coaching practices of this university target ways and methods that would help to enhance students’ qualities and improve student’s outcomes as well. Through their effective coaching practices, they make teaching easier for teachers of this university, as they are able to learn new things and implement new ideas for their students.  This university’s coaching process is both student and teacher oriented as it can be seen that they provide training to both students and teachers. As commented by Burt & Talati (2017), in case of mentoring practices this university New South Wales has mentors in this university who are trained to provide guidance to students when they are facing any issues. Through this mentoring relationship, New South Wales University’s mentors personally develop a student through proper guidance.

Analysis of coaching or mentoring practices

From above information, it can be seen that this particular educational institution New South Wales uses coaching and mentoring practices that help to provide best guidance and education to students. It is seen that New South Wales coaching practices are amended in such a way so that they are able to provide training to both teachers and students. As commented by Lefdahl-Davis et al. (2018), during this Covid 19 due to lockdown the majority of educational institutions have to carry out online teaching. Coaching practices that were adapted by New South Wales during online classes are not very clear. Similarly, during the lockdown period various students faced many mental issues as a result it affected their studies and they felt constantly demotivated. Mentoring measures that are adopted by them during this lockdown period are also not clear. Thus, it can be seen that they might have faced some issues during this lockdown period with their previous coaching and mentoring practices.

Evaluation of coaching or mentoring practices

In order to overcome these current issues that New South Wales has faced during the lockdown period. New South Wales needs to implement proper coaching practices so that teachers are able to learn about efficient methods and techniques to educate students in this new online education platform. According to Cilliers et al. (2020), new coaching training would help teachers of New South Wales to learn about new ideas that they can implement to promote education to their students. Teachers need to learn about new E learning concepts, methods and procedures.  Similarly in case of mentoring practises as well, regular mentoring sessions should also be adapted so that students are able to connect on a regular basis and are able to reflect their thoughts and issues that they are facing in this new educational system.

Impact of practices

These new practises would help to carry out coaching and mentoring in an appropriate manner. It is because learning new concepts of E- learning would help teachers to overcome barriers that they were facing during teaching in online platforms. As mentioned by Aldrin & Utama (2019), new mentoring practices would also help students to feel motivated and prepare themselves to deliver better performances in their education.

Critical discussion on impact of practice discussed

Implementation of these new techniques by New South Wales would help their professors or teachers to provide better and effective education to their students. New coaching practices that include E learning would also help to provide effective education to students (Deniers, 2019). Teachers of New South Wales University who are older in age may face some difficulty in getting adapted to these new technologies and concepts of E learning. However other than that these new coaching practices would help to shape teachers and students to become adapted to new educational formats.  Other than that, new mentoring techniques that promote regular communication would also help to carry out mentoring sessions appropriately and resolve students’ issues.

Future recommendations and actions to carry them out

Thus, implementation of new coaching practices that includes E- learning would help all educational institutions to get adapted to the new educational systems that include education through virtual platforms. Along with these new mentoring practices included regular video calling so that regular communication is established to resolve issues of students and provide them motivation (Athanasopoulou & Dopson, 2018). In order to carry them out, training is mandatory so that teachers or professors are able to get adapted to concepts of E learning and mentoring.

Conclusion

Hence, it can be concluded that good educational practices help to promote better and effective education. In this scenario, as well it can be seen that coaching practices and mentoring practices need to be productive so that students are able to learn properly. In this scenario, advanced coaching and mentoring practices need to be adapted so that teachers and students are able to adapt to a new educational system that has arrived after the pandemic.

Reference list

Aldrin, N., & Utama, A. P. (2019). Analysis of the effect of coaching on teamwork performance. International Journal of Research in Business and Social Science (2147-4478), 8(3), 24-32.http://www.ssbfnet.com/ojs/index.php/ijrbs/article/download/253/243

Athanasopoulou, A., & Dopson, S. (2018). A systematic review of executive coaching outcomes: Is it the journey or the destination that matters the most?. The Leadership Quarterly, 29(1), 70-88.https://ora.ox.ac.uk/objects/uuid:8548836a-13af-4f3c-bac9-91e02bb4baf0/download_file?file_format=pdf&safe_filename=LQ14Nov2017-FINALacknowl.pdf&type_of_work=Journal+article

Burt, D., & Talati, Z. (2017). The unsolved value of executive coaching: A meta-analysis of outcomes using randomised control trial studies. International Journal of Evidence Based Coaching and Mentoring, 15(2), 17-24.https://radar.brookes.ac.uk/radar/items/dc2f4853-cfd3-4279-a9db-2de594a8847b/1/15-2-2%20-%20Burt%20and%20Talati.pdf

Cilliers, J., Fleisch, B., Prinsloo, C., & Taylor, S. (2020). How to improve teaching practice? An experimental comparison of centralized training and in-classroom coaching. Journal of Human Resources, 55(3), 926-962.https://www.ekon.sun.ac.za/wpapers/2018/wp152018/wp152018.1.pdf

Deniers, C. (2019). Experiences of receiving career coaching via Skype: An interpretative phenomenological analysis. International Journal of Evidence Based Coaching and Mentoring.

Graßmann, C., Schölmerich, F., & Schermuly, C. C. (2020). The relationship between working alliance and client outcomes in coaching: A meta-analysis. Human relations, 73(1), 35-58.https://journals.sagepub.com/doi/pdf/10.1177/0018726718819725

Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of educational research, 88(4), 547-588.https://scholar.harvard.edu/files/mkraft/files/kraft_blazar_hogan_2017_teacher_coaching_meta_analysis_wp.pdf

Lefdahl-Davis, E. M., Huffman, L., Stancil, J., & Alayan, A. J. (2018). The impact of life coaching on undergraduate students: A multiyear analysis of coaching outcomes. International Journal of Evidence Based Coaching and Mentoring, 16(2), 69-83.https://core.ac.uk/download/pdf/159841575.pdf

Ma, N., Xin, S., & Du, J. Y. (2018). A peer coaching-based professional development approach to improving the learning participation and learning design skills of in-service teachers. Journal of Educational Technology & Society, 21(2), 291-304.https://mllab.bnu.edu.cn/docs/20190830132126993148.pdf

Radha Krishna, L. K., Renganathan, Y., Tay, K. T., Tan, B. J. X., Chong, J. Y., Ching, A. H., … & Toh, Y. P. (2019). Educational roles as a continuum of mentoring’s role in medicine–a systematic review and thematic analysis of educational studies from 2000 to 2018. BMC medical education, 19(1), 1-19.https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-019-1872-8

Till, K., Muir, B., Abraham, A., Piggott, D., & Tee, J. (2019). A framework for decision-making within strength and conditioning coaching. Strength & Conditioning Journal, 41(1), 14-26.http://eprints.leedsbeckett.ac.uk/5001/1/AFrameworkForDecisionMakingAM-TEE.pdf

Unsw.edu.au (2021). Home. [online] Retrieved from: https://www.unsw.edu.au