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; coaching.

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 and approach   

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 publication   

• 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 effectively.
• There is no absolute definition of coaching; however, what is clear is that coaching in whatever definition is used has certain key attributes. It is:
  

        o Relational, in that it necessarily involves individualised feedback and a strong relationship to be developed.

        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 experience.

        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? 
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