The role of coaching in vocational education and training
1. Background to the project
CSD is keen to identify ways in which we can
further the debate concerning teaching and learning within the
vocational education sector. We are particularly keen to seek ways
in which we can better understand approaches to improve the
delivery of teaching and training.
This publication looks at an approach to
training which is not normally associated with the sector, but has
been successfully used to develop excellence in many other sectors;
Limited research into coaching
There is relatively little research in this
area and we believed that exploring what role there could be for
coaching within the sector could provide insights which could be
relevant to the training of trainers in the vocational sector.
2. Project overview
We enlisted a variety of individuals,
primarily from academic institutions, to write thought pieces on
how they perceived coaching could play a more prominent role within
the vocational education and training sector in the UK and what
this might mean in practice.
We also interviewed eminent coaches from a
variety of backgrounds such as sport, business, military, and
catering to discover what lessons can be learned from approaches
outside of vocational education.
3. Key issues raised in
- Coaching has the potential to
play an important role in promoting excellent workplace
performance, as part of vocational learning.
- Coaching is already widely
used in vocational education and training, although it is often not
structured or referred to as structured coaching practice. It has
the potential to improve the learning experience when conducted
- There is no absolute
definition of coaching; however, what is clear is that coaching in
whatever definition is used has certain key attributes. It
o Relational, in that it necessarily involves
individualised feedback and a strong relationship to be
o Dynamic, in that the coach must react to
consistently changing demands
o Co-productive, in that both the coach and
the coachee must be actively engaged in creating the learning
o Performance or outcome focused, in that it
necessarily builds on existing skills, rather than developing
foundation level skills.
What role do you think coaching can play within vocational
education and training?
your thoughts, comments or questions below (your
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