6.2 Coaching student group

In addition to the previous topic, this one focuses on your relationship as a coach with a larger group of students. Individual coaching in student support focuses on addressing the unique challenges and goals of a single student, offering tailored guidance and strategies. In contrast, group coaching brings together multiple students, leveraging collective insights, shared experiences, and peer interactions to foster collaborative learning and problem-solving. While individual coaching provides personalised attention, group sessions can promote community-building and peer-driven insights. 

–> this visual is made for academic coaching, but some of it applies to coaching student reps as well! – https://www.learnpick.in/blog/individual-tuitions-vs-group-tuitions-how-to-decide 

“The power of collective growth”

Transitioning from the one-on-one dynamics of individual coaching, group coaching introduces an entirely new dimension—the collective. Here, students come together, bringing a plethora of experiences, insights, and perspectives to the table. The coach, in this setting, acts more as a facilitator, guiding discussions, fostering collaborative learning, and ensuring a safe space for open dialogue. The magic of group sessions lies in their potential for community-building and the emergence of peer-driven insights. Students learn not just from the coach, but from each other, enriching their understanding and creating a supportive learning ecosystem.

For student support staff, facilitating group coaching requires a balance between structure and flexibility. The coach’s role is to guide the session, ensuring everyone has a voice and that the group stays on track, all while allowing organic interactions and peer-led discussions to unfold. When executed effectively, group coaching can not only address individual concerns but also instil a sense of belonging, promote interpersonal skills, and foster a culture of collaborative problem-solving among students. 

If you want to know more about potential topics for group coaching, we advise you to take a look at module 7: training! 

Taking action

Now that you have seen the example of UCLL, we invite you to reflect on your own context with the help of the following reflective questions:

• Uderstanding your role?
  • How do I define my role as a coach to student representatives?
  • What expectations do I believe the student reps have of me, and how am I meeting them?
• Coaching techniques:
  • Which coaching techniques have I found to be most effective when working with student reps?
  • Are there any techniques I’ve tried that didn’t work as expected? Why might that be?
• Feedback mechanisms:
  • How often do I seek feedback from the student representatives about our coaching sessions?
  • What changes have I made based on this feedback?
• Mentoring vs. facilitating:
  • How do I balance my roles as a mentor and facilitator?
  • Are there instances where I felt more like one than the other? Why?
• Addressing personal matters:
  • How comfortable do I feel when personal matters arise during coaching sessions?
  • What strategies do I use to ensure I maintain boundaries while also providing support?
• Group dynamics:
  • How do I ensure that individual coaching complements group dynamics and peer learning?
  • Are there opportunities I may be missing to encourage group interactions and shared learning?
• Knowledge and networking:
  • How familiar am I with the different structures, staff, and resources within the university that can aid student reps?
  • How often do I engage with colleagues to discuss and refine our approaches to student engagement?
• Growth and development:
  • How have I grown as a coach over the past year?
  • What areas do I believe I need further training or support in to better assist student representatives?
• Impact and outcome:
  • How do I measure the success of my coaching sessions?
  • Can I identify tangible outcomes or changes in student reps that have resulted from our sessions?