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Lookup NU author(s): Dr Stefanie ReissnerORCiD
Purpose: This paper provides empirical evidence of the supportive role of coaching in supporting team learning and professional development in conjunction with other factors including learning environment, content and methods. The context of this paper is a bespoke vocational university course for frontline family support workers. Design/methodology/approach: This paper is informed by a social constructionist view of coaching and adult learning. Data were collected through six qualitative in-depth interviews and one group interview with course participants and were interpreted using thematic analysis. Findings: Course participants identified the coaching element of the course, the learning environment, course content and varied teaching and learning methods as the main elements supporting their learning. The course has enabled them to develop on both personal and team level in their daily work and to achieve superior performance. Research implications: More research into the role of coaching to facilitate team learning of frontline employees from different organizational settings is required. Practical implications: Adult educators designing bespoke university courses need to consider the inclusion of coaching to enhance team learning and other opportunities for advanced personal and professional development. Originality/value: The research reported in the paper focuses on the role of coaching to enhance team learning in a multi-disciplinary team of family support workers.
Author(s): Du Toit A, Reissner SC
Publication type: Article
Publication status: Published
Journal: International Journal of Mentoring and Coaching in Education
Year: 2012
Volume: 1
Issue: 3
Pages: 177-190
Date deposited: 24/10/2014
ISSN (print): 2046-6854
ISSN (electronic): 2046-6862
Publisher: Emerald Group Publishing Limited
URL: http://dx.doi.org/10.1108/20466851211279448
DOI: 10.1108/20466851211279448
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