By Dr Jill Andreanoff, MK:U Apprenticeship Coach
22/04/2022
Our Apprenticeship Coach, Dr Jill Andreanoff, provides some insight into the research that supports MK:U’s use of coaching to help apprentices excel both at their courses and in the workplace.
Accelerating learning: coaching in higher education and the workplace
Coaching has been used globally since the 1980s within the business sector, particularly for leaders and executives in corporate settings. There is growing research evidence of its effectiveness in enhancing workplace performance and developing successful leaders. The CIPD resources (Real World Coaching Evaluation, 2010 and Fact Sheet, 2021) describe how coaching can best be utilised. The International Journal of Evidence Based Coaching & Mentoring provides a forum for professionals, corporate clients and managers who are at the forefront of developments in the field to share research findings.
Coaching within the higher education sector is becoming increasingly popular and, again, there is a growing body of evidence demonstrating the benefits in improving retention and student outcomes as well as accelerating learning. Skinner (1996), Rhodes (2002) and Murray (2009) all advocate coaching, in particular for HE teacher training. Niewerburgh & Tong (2012) and Short (2010) conducted studies with HE student participants reporting benefits such as increased confidence. Medd (2012) reported on the potential of coaching to support researcher performance. Andreanoff (2016) reported a statistically significant improvement in grades of students who had received coaching when compared to a control group of students who had not.
Apprenticeship programmes straddle both these sectors and, as apprentices progress both in the workplace and academically, the reflective thinking that is integral to the coaching process enables them to cope with the competing demands of managing their studies and their work. Coaching, when practised appropriately, can also stimulate conversations about the application of the learning into the workplace and subsequently into developing the evidence portfolio, which is integral to many apprenticeship programmes. It can also lead to considered decision making and strategic thinking.
More than setting goals and action planning
There is still much confusion as to what constitutes as good coaching practice and, unfortunately, evidence of poor practice continues. With institutions such as the EMCC (European Mentoring & Coaching Council) and the Association for Coaching, coaches are however more regulated than ever before, and exemplary practice standards are now in place (the EMCC Global Code of Ethics ensures that coaches and coach supervisors abide by a professional code of practice).
Coaching is not simply about setting goals and action planning. It is a more complex intervention that focuses on individual needs and progresses through a number of different stages, from rapport/trust building to evaluating success. It requires a more holistic approach, the ability to ask effective (Socratic-style) powerful questions and to demonstrate active listening. Best practice coaching is not about giving advice, being directive and using a didactic approach. Instead, coaches will structure the conversations, to allow the ‘client’ to discover what works for them. It can never be assumed that an approach which works for one individual will work for everyone. When skilled coaches ask a question, they never presume to know the ’right’ answer. Persistent advice giving and direction setting can also lead to dependence, but successful employees will need to acquire the confidence and independent thinking to make considered decisions – and this is exactly what coaching achieves.
The reason exemplary practice coaching can be so effective is because it builds confidence and develops self-efficacy. Self-efficacy, particularly within a higher education context, is key to academic success. Research into self-efficacy has indicated that autonomy and independence of students impacts not only on academic success but in careers beyond education (Crozier, 1997, Sander and Sanders, 2009).
Improving performance and productivity
As described by the late John Whitmore (Coaching for Performance, 2009), coaching in the workplace can improve performance and productivity, improve working relationships, encourage creativity and make better use of people and resources. Additionally, it can give individuals greater flexibility and adaptability to change. McManus (Coaching People, 2006) cites additional benefits such as increasing motivation, overcoming challenges and fostering more productive teams. A qualified coach will have been trained to utilise a number of coaching approaches and methodologies (such as solutions-focused, NLP and holistic) and will select the model that best suits the needs of the client. There is no best approach that suits all.
With this in mind, MK:U took the decision to appoint qualified coaches who continue to undergo CPD/coaching supervision to ensure that the approach and quality of the support offered to apprentices is consistently high. Coaches are experienced in both academia and workplace sector coaching so can provide the support required to successfully complete an apprenticeship programme and to help apprentices excel in the workplace.
