Introduction In an innovative move towards revolutionising 21st-century education, the Department of Industrial Psychology and People Management at the University of Johannesburg has launched an exciting project to enrich the educational experience of its full-time master’s students in their inaugural year. Slated to begin in 2024, this endeavour seeks to foster enhanced teamwork, leadership qualities, and emotional intelligence (EQ) among students through team coaching methodology. This approach leverages the insights from Theory U and the A2B framework, setting a modern-day standard for nurturing key competencies vital for personal development and career advancement. The Project The project, spanning eight months, from February to September 2024, involved face-to-face coaching sessions of 2.5 hours conducted on campus. A professor from the department, who is also a registered leadership coach, facilitated the sessions. The coaching focused on recognising individual strengths and their application in serving individual members, the team, and other stakeholders. Three key aspects were emphasised: personal development, team dynamics, and organisational impact. The Inside Journey of Students LEADERSHIP COACHING AS A TEACHING METHOD The relationship between teaching and leadership coaching lies in their shared goal of fostering personal and professional development. Both employ goal-setting, self-reflection, and skill-building techniques to guide individuals toward achieving their full potential (Passmore, 2015). In this project, the team coach employed a cognitive behavioural approach, focusing on positively changing thought patterns to influence behaviours and emotions. This approach began with values and EQ assessments to identify individual strengths and weaknesses, setting the stage for a more personalised coaching experience (Grant, 2003). INTEGRATING THEORY U AND A2B PRINCIPLES Theory U, developed by Otto Scharmer, provides a framework for profound change and innovation. It involves three main stages: sensing, presencing, and realising. The approach helps participants observe current realities, connect with deeper sources of knowledge, and co-create future possibilities (Scharmer, 2009). By following these stages, the coaching sessions enabled students to better understand themselves and their impact on the team. The coaching approach was further enriched by integrating A2B principles, which focus on moving individuals from their current state (Point A) to their desired state (Point B). These principles emphasise goal-setting, self-awareness, and the development of actionable plans to achieve personal and team objectives (Passmore, 2015). This structured path ensured that students could see tangible progress towards their goals, enhancing motivation and engagement. Integrating Emotional Intelligence and Values Analysis EMOTIONAL INTELLIGENCE AS A FOUNDATION Emotional intelligence has garnered significant attention due to its impact on personal and professional domains. The coaching sessions integrated EQ assessments, utilising tools such as the Emotional and Social Competency Inventory (ESCI) by Boyatzis and Goleman, which measures self-awareness, empathy, social skills, and resilience. These assessments gave students insights into their emotional competencies, helping them understand how their EQ profiles influence team dynamics (Boyatzis & Gaskin, 2019). EXPLORING CORE VALUES The team coaching sessions also focused on identifying and aligning core values. Students reflected on their values and how they shape their team interactions and decision-making. Schwartz’s Theory of Basic Values provided a framework for this exploration, helping students recognise the importance of aligning personal values with personal ambitions and team goals to enhance motivation and satisfaction (Schwartz, 2012). TEAM COACHING SESSIONS The team coaching sessions involved: Initial Sessions: Introduction and identification of individual and team strengths. Midway Sessions: Values systems were employed in session 3, and EQ assessments were conducted in session 4. Ongoing Sessions: Discussions focused on personal development, team dynamics, and organisational impact. The role of team coaching and ethical behaviour during sessions were also emphasised. ETHICAL CONSIDERATIONS AND PEER The coaching focused on recognising individual strengths and their application in serving individual members, the team, and other stakeholders. Teaching Innovation for the 21st Century | Showcasing UJ Teaching Innovation Projects 2024 130
RkJQdWJsaXNoZXIy MjU1NDYx