Additionally, ensuring balanced discussion time so all participants have equal opportunities to share their insights was highlighted as essential. Including a counselling-based approach, along with designated time for open discussions on current struggles, was recommended to provide additional value and support. Participants expressed interest in having two sessions focused on EQ to delve deeper into this critical aspect. Allocating more time to explore each person’s developmental areas and weaknesses was seen as a way to provide a more comprehensive growth experience. CONTINUOUS IMPROVEMENT The assessment focused on the coherence of team interactions, distinctiveness, and alignment with identified values and EQ profiles. Continuous feedback from peers, lecturers, and industry professionals provided valuable insights for future improvements. THE BENEFITS OF THE PROJECT The project garnered significant engagement, as evidenced by positive feedback from peers and lecturers. Students’ involvement exceeded expectations, providing critical and honest assessments that improved the coaching process. Conclusion Feedback on the project’s value from students, peers, and lecturers was overwhelmingly positive, indicating its potential for refinement and future implementation. Ideally, future iterations would involve students aligning their values with specific organisational goals to create a more comprehensive coaching experience. FUTURE DIRECTIONS The inside-out approach to team coaching for master’s students, integrating EQ, values analysis, Theory U, and A2B principles, proved valuable and effective leadership coaching and teaching. It facilitated personal and professional growth, enhanced team dynamics, and prepared students for future challenges. The overwhelmingly positive feedback underscores the potential for refining and expanding this approach in future iterations. Future directions include further aligning personal ambitions and team goals with specific organisational objectives, enhancing the integration of EQ assessments, and exploring additional tools and techniques to support students’ development further. By continuing to emphasise introspection, reflection, and innovative communication, this approach can significantly contribute to the holistic development of future leaders. References Boyatzis, R.E., & Gaskin, J. (2019). Emotional and Social Competency Inventory (ESCI). Hay Group. Grant, A.M. (2003). The impact of life coaching on goal attainment, metacognition, and mental health. Social Behavior and Personality: An International Journal, 31(3), 253–263. https://doi.org/10.2224/sbp.2003.31.3.253 Passmore, J. (2015). Excellence in coaching: The industry guide (3rd ed.). Kogan Page. Scharmer, C.O. (2009). Theory U: Leading from the future as it emerges. Berrett-Koehler Publishers. Schwartz, S.H. (2012). An overview of the Schwartz theory of basic values. Online Readings in Psychology and Culture, 2(1), 11. https://doi.org/10.9707/2307-0919.1116 Ensuring balanced discussion time so all participants have equal opportunities to share their insights was highlighted as essential. Including a counselling-based approach, along with designated time for open discussions on current struggles, was recommended to provide additional value and support. Teaching Innovation for the 21st Century | Showcasing UJ Teaching Innovation Projects 2024 132
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