CONVERSATIONS Ethical clearance for the project was granted (Code: IPPM-2024-865). The coaching sessions included agreeing on the ethical aspects of how team members and the team coach would behave during sessions. The coach relied on peer conversations with other seasoned leadership coaches to ensure the coaching approach was well-rounded and effective. EVALUATIONS AND AREAS FOR IMPROVEMENT The evaluations of the first three sessions by the four teams provided valuable feedback on each team coaching session’s effectiveness and areas for improvement. Overall, the sessions were well-received, with participants highlighting several positive aspects and suggesting improvements. Positive feedback from participants underscored the benefits of the coaching sessions. The sessions provided a comfortable and open environment for sharing experiences and exploring personal and team dynamics without fear of judgment. Session One: Building Foundations was particularly praised for its ice-breaker card game, which effectively helped members understand each other’s value systems and set a positive tone for future interactions. One participant remarked, “The card game was a perfect ice-breaker, tapping into every member’s thinking and setting the tone for future sessions.” This session laid the groundwork for the following sessions by fostering a sense of connection and openness among team members. Session Two: Development Exploration focused on mapping value systems and learning styles, enhancing self-awareness and team awareness. Participants found this session enlightening and helpful for approaching their studies differently. A student noted, “Discovering what we value most was enlightening and helped us approach our studies differently.” Students appreciated the practical ways to apply learning styles and strengths to their studies and team interactions, reinforcing selfawareness and team cohesion. Session Three: Emotional Intelligence was rated the highest in terms of impact. Discussions on EQ profiles and practical improvement strategies led to significant positive behavioural changes, particularly in self-awareness, self-regulation, and selfdevelopment. One participant commented, “Exploring the subjective meanings behind our visual presentations was such an eyeopening experience!” Learning about the impact of emotions on money matters, body budget and emotional bank account concepts and their implementation in managing stress and personal development was particularly impactful. Engaging in creative activities like using pictures to express emotions was enjoyable and insightful. These insights highlight the need for more application-based techniques for dealing with teams, stress, conflict, and personal challenges, ensuring that future sessions continue to build on these strengths. Participants also suggested extending the first session beyond two and a half hours to allow more time for ice-breaking activities and deeper initial connections. “Exploring the subjective meanings behind our visual presentations was such an eye-opening experience!” Learning about the impact of emotions on money matters, body budget and emotional bank account concepts and their implementation in managing stress and personal development was particularly impactful. Teaching Innovation for the 21st Century | Showcasing UJ Teaching Innovation Projects 2024 131
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