Experiences of coaching in team learning

Abstract

Purpose

The purpose of this paper is to provide empirical evidence of the supportive role of coaching in team learning and professional development on 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 with course participants and one group interview and were interpreted using thematic analysis.

Findings

Course participants identified the learning environment, the course content, varied teaching and learning methods, and inclusion of coaching in the course as the main elements that supported 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 limitations/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 provide opportunities for social interaction among course participants as well as 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.

Citation

du Toit, A. and Reissner, S. (2012), "Experiences of coaching in team learning", International Journal of Mentoring and Coaching in Education, Vol. 1 No. 3, pp. 177-190. https://doi.org/10.1108/20466851211279448