Media Professionals Module

I have just had another interesting meeting about embedding coaching principles directly into the module process. The module Media Professionals’ Workshop (school of cultural studies) explores professional practice and future career paths for students in the second year of their degree. Part of the module is focussed on a live production with a current media professional, forming 40% of their assessment. Part focuses on career planning which builds 60% of the assessment. Coaching is being considered for the second part (career planning) aiming to enable students formulate their goals and solidify a plan of action, what, where and when.

This module currently offers workshops on such as aspects as CV development, supported by the careers advice department. Our discussion today focused on using coaching methods with students on a voluntary basis, possibly as group coaching sessions, similar in format to the ones I have been developing with Tony Renshaw’s insight. Areas such as skill/competency assessment and change management could form the bases of workshops to support goal development and strategy planning. Many of the resources from the PLC module could be used to support this process. There was also some discussed about the possibility of using a reflective approach so as students can build a portfolio of evidence.

Much of this fits in with what Nick Halafihi has being doing and some cross over with Sarah Patrick’s work in health. I enquired into the nature of the course’s PDP structure, as this has been seen as a common link area with coaching, but this is currently more skill development based for this course.

Using a coaching framework with Pupps

On Friday I met with Iwi Ugiagbe-Green who ran the Pupps pilot last year and is a frequent blogger on ALT issues. The conversation was around running the pilot again with coaching support from the PC3 project.

The general idea is to provide a self-coaching form set through PebblePad for students to work through as and when they need the support. Pupps used a self-assessed competency profile last year, as a means of gathering data at the beginning and end of the project. This provides a good start to using the sort of questions you would use with tools such as the wheel of life. Taking a low score and asking: What would a nine look like, what would the outcomes of being able to do X be? This enables them to understand their understanding of what a competency or role entails. The wheel of life process takes you through to actions on making a high score possible. These actions are identified by the student enabling ownership in moving towards their chosen career or life goals.  Well that’s roughly how it works.

Pupps participants are placement students who are required to produce a reflective statement about their activities. This is ideal for working with PebblePad. Iwi has also invited graduate trainees to participate this year which gives a nice link into CPD and work based learning activities. She thinks that the use of a coaching based profile will fit in well with their PDP when they come back to level 3 after placement. There is also the possibility of hooking this into PDP @ level 1 next year which would provide a nice counter to what we are currently doing with Nick’s team. Another thing we considered was getting some form of coaching and reflective process in at the placement decision making stage, which we might be a bit late for this year but could be developed for next year. The final thought, it was a busy conversation, thanks to Iwi, was using coaching to support buddying systems, peer coaching, level 3 informally supporting level 2 etc .

Coaching fitting in with CPD and PDP seams to be a recurrent theme at the moment. The next step is to identify some good coaching questions and create a structure within PebblePad for them. This will also feed into the work we are doing with Nick’s team and can be released as a general resource.

Potential Cohort with Mental Health

Today Janet and I had a productive meeting with Sarah Patrick from the department of Mental Health. We were looking at what aspects of the PLC module and coaching could be used to support a part time degree in this field. One of the problems that senior people in the health sector have is finding time for their own personal development and extending their specialities. Sarah’s team ran a series of modules that covered a range of highly specialised topics. The problem with running these types of modules for people with little time is that recruitment can be very varied, resulting in periods when they are not run at all. These modules are also subject to rigours standards from various accrediting bodies which mean they needs to be some sort of continuation to retain the endorsement.

Sarah is in the process of re-write a couple of the courses and looking at how the process can be improved. At the moment students are required to spend one day a week on campus which for senior practitioner is not always practical. She is looking at providing a more online alternative. The courses are also focused around a portfolio of evidence based on competencies and one has a number of choices the student needs to make regarding the specialist direction.

Our initial ideas is to run the PLC module as a long thin over a year period as a support process for choices, finding evidence and building the portfolio. Coaching linked into the profession development module as both a support mechanism and a peer support mechanism and providing a sense of why the students have chosen what they are doing. Provided the glue for a range of different modules where students are not working within a common cohort.

There is some work to do here, Sarah homes to have a more structured view of what she is a after early next semester. In the mean time we need to consider how coaching and the PLC module can be used to support CPD and PDP. Which fits rather well I think.