1. Coaching for Academic Success Monique Gaudreault Louise Nadeau Nikki Clarke

2. Agenda Exercise – Goal Setting Coaching in a University Setting Coaching versus Counselling How we see our students Solution Focused Coaching Process Exercise – Life Wheel Benefits of Coaching Coaching Applications in a Post Secondary Education Setting

3. Exercise IDENTIFY 2 personal goals & 2 professional goals What do you want to attain?

4. What IS Coaching in a University Setting?  Coaching is an ongoing partnership between the coach and the student that promotes change and a willingness to take action that brings about positive and lasting transformations in the student’s personal, academic and professional life.  Coaching offers a variety of techniques and strategies to help empower the student in their life.  Why is coaching a very effective tool for university students?  Action-oriented  Focuses on the positive  Draws on students’ strengths

5. Coaching VS. Counselling The Role of the Counsellor: –Providing nurturing and caring support –Promoting healing –Assisting in the development of coping skills –Focuses on the past to improve present and future functioning The Role of the Coach: –Being a catalyst for action –Acting as a motivator for change –Promoting the identification of action steps –Focuses on the present to improve the future and increase optimal functioning

6. How We See Our Students Based on Milton Erickson’s Five Principles 1. Okayness principle – People are Okay, nothing is wrong –Not a deficit remediation model –Gives the power back to the student –Coach provides a mirror for the student’s strengths 2. People already have all the resources within to be a success –Coach’s role is to help create awareness of these –Help students learn how to access these resources to increase learning –Atkinson, M, & Chois, R.

7. How We See Our Students Based on Milton Erickson’s Five Principles 3. Behind every behavior there is a positive intention –Helps students understand the deeper meaning/value behind their behaviors –Helps students understand how a behavior is serving them –Helps separate the person from their behavior 4. People always make the best choice available to them –Focuses on the here and now –Encourages students to see that regret and hindsight are not always helpful, unless it is for the purpose of learning - Atkinson, M, & Chois, R.

8. How We See Our Students Based on Milton Erickson’s Five Principles 5. Change is not only possible, but inevitable –Encourages students to embrace and celebrate change –Helps students develop their flexibility and to learn what they do and do not have control over –Provides hope that change WILL happen, one must simply decide the course of change -Atkinson, M, & Chois, R.

9. Solution Focused Coaching Process 1. Build rapport with student 2. Develop a contract with a clear outcome 3. Create an experience 4. Develop action steps 5. Explore value for the student 6. Appreciate student From the Art and Science of Coaching; Erickson College

10. Building Rapport Powerful questions Listening Being congruent in words and actions Backtracking

11. Developing the Contract Open Ended Questions to ask students: 1.What do you want? 2.How would you know if you got it? 3.What might be some of the best ways that you could work towards it? 4.How important is it for you? How might you commit to it?

12. Goals Is it stated in positive terms? Is it within their control? S.M.A.R.T. Goals Check for ecology both from within and externally.

13. Create an Experience Miracle question Mentors Table Time Shift Value Clarification Point of view shift Wheel(s)

14. Exercise – Life Wheel

15. Action Steps Develop action steps with the client

16. Explore Value for Student Possible questions to ask: - What are you taking away from our session today? - What are you leaving with? - What was helpful about the work we did together today? WHY? - Allows the student to process his/her own session - Gives the coach increased awareness and insight around the student.

17. Coach Appreciates Student - Coach reflects on what the student accomplished within the session and appreciates the work they did. - Coach is not a cheerleader but instead reinforces observable positive behavior.

18. How coaching relates to the U of O mandate To facilitate the development of students personally, interpersonally, culturally, and academically To develop programs and services to improve the quality of university experience To create a stimulating environment conducive to academic success from year one to graduation

19. Coaching Applications in a Post-Secondary Setting Mentoring Centres Supervisor/Supervisee Academic Advisors Professors Career Centres Counselling Centres Centre for University Teaching

20. Tips to Make Coaching a part of your life C heck in with your values O ften A ct accordingly C oncentrate on what you want H ave Fun, Be Passionate I ntuition; Trust it N ever say never G O FOR IT

21. References Claridge, M.T. & Lewis, T. Coaching for Effecive Learning. A Practical Guide for Teachers in Health and Social Care. Atkinson, M, & Chois, R. Art & Science of Coaching : Step-by- Step System. Exalon Publilshing, Ltd., c2007. Law, Ho et al. The Psychology of Coaching, Mentoring and Learning. John Wiley & Sons Ltd. C2007,. Whitworth Laura & al. Co-active coaching : New Skills for Coaching People Toward Success in Work and Life. Palo Alto, California, Davies-Black Publishing, imprint of Consulting Psycholgists Presss, c1998.

22. Questions? THANK YOU