ENT301TC - Coaching - Questionnaire for self-evaluation (via weblink)

Welcome !

Why self-evaluate your coaching in ENT301TC ?

Effective evaluation of your coaching practice in ENT301TC is important for:

1. Helping to overcome biases and make good decisions about needed programmatic or coaching relationship change in next rounds of fieldtrip sessions (weeks 12-13-14)
2. Enables appropriate allocation of EDU resources and efforts towards supporting coaches
3. Allows sharing of best practices within stakeholders in ENT301TC and within XJTLU community
4. Review coaching practices for improvement and standardization by module leader and at department level
5. Assess curriculum changes for ENT301TC for next academic year

The process for evaluation

• The self-evaluation is completed through online questionnaire to benchmark against best practices and coaching roles. Please note that the criteria proposed in the questionnaire may or may not apply depending on context and coaching styles.
• The self-evaluation can be complemented by post-evaluation reviews and discussions with module leader with or without the support from EDU or with EDU in one-to-one consultations

For more information please refer to EDU Support Programme – ENT301TC Self-evaluation of Coaching Guidelines - Version 3.0 which can be found on:

https://connect.xjtlu.edu.cn/user/jeanyves-lecorre/edu-support-ent301tc-for-coaches

Part 1. Your past experience as a coach in ENT301TC (fieldwork 1, 2 & 3 rounds of coaching sessions)

Question Title

* 1. How would you rate your performance as a coach in ENT301TC overall?

Question Title

* 2. What challenges have you met in coaching your students’ teams?

Misunderstanding of the role of the coach by students

Not having a clear objective & expected outcome

Communication gap between the coach and coachee

Lack of accountability by students

Coaching not being seen as useful by students

Time management

Other (please specify)

Question Title

* 3. Which solutions have you implemented or experimented to overcome those challenges? Please could you provide some examples ?

Example (1)

Example (2)

Example (3)

Question Title

* 4. To what extent (%) was the implementation of those solutions ef fectiveoverall ?

100

Clear

i We adjusted the number you entered based on the slider’s scale.

Part 2. Planning for your next coaching session

Question Title

* 5. In planning for your next coaching session,

	Yes, definitely	Possibly	Not at all	N/A
I will start by asking students about which activities they have completed and their feelings before reviewing their drafts	I will start by asking students about which activities they have completed and their feelings before reviewing their drafts Yes, definitely	I will start by asking students about which activities they have completed and their feelings before reviewing their drafts Possibly	I will start by asking students about which activities they have completed and their feelings before reviewing their drafts Not at all	I will start by asking students about which activities they have completed and their feelings before reviewing their drafts N/A
I will ask students to prepare some documents in advance to quickly grasp the data they have collected, their main assumptions and the business problem(s) they want to solve for their project	I will ask students to prepare some documents in advance to quickly grasp the data they have collected, their main assumptions and the business problem(s) they want to solve for their project Yes, definitely	I will ask students to prepare some documents in advance to quickly grasp the data they have collected, their main assumptions and the business problem(s) they want to solve for their project Possibly	I will ask students to prepare some documents in advance to quickly grasp the data they have collected, their main assumptions and the business problem(s) they want to solve for their project Not at all	I will ask students to prepare some documents in advance to quickly grasp the data they have collected, their main assumptions and the business problem(s) they want to solve for their project N/A
I will guide students in the use of library resources or other source of information and data available in the public domain	I will guide students in the use of library resources or other source of information and data available in the public domain Yes, definitely	I will guide students in the use of library resources or other source of information and data available in the public domain Possibly	I will guide students in the use of library resources or other source of information and data available in the public domain Not at all	I will guide students in the use of library resources or other source of information and data available in the public domain N/A

Question Title

* 6. Here below is a list of best practices that have been identified previously in ENT301TC, which you may be willing to consider applying to your coaching practice. Which of the following would you be likely to consider applying to your coaching practice?

Assigning roles in the team

Using mindtools

Discussing student’s feelings

Using subjective feedbacks vs. objective feedbacks

Making students focused in their business problem

Making students aware of skills gap in the team (soft skills)

Helping students on searching skills

Other (please specify)

Part 3. Cognitive Learning

Question Title

* 7. The EDU Support team has provided a range of templates and guidelines to assist coaches in helping students develop, test and refine their assumptions for their business plan. Which tools have you applied in your coaching process and would like to consider to apply in the next coaching sessions? More information can be found on https://connect.xjtlu.edu.cn/user/jeanyves-lecorre/edu-support-ent301tc-for-coaches or you may contact with EDU educational developer at: jeanyves.lecorre@xjtlu.edu.cn

Situated Cognition (template)

Conversational Moves (grid)

Ladder of inference (model)

Inductive reasoning versus deductive reasoning (checklist)

Exploration – Integration – Resolution (guidelines)

Other (please specify)

Part 4. Booking a consultation with EDU Support

Question Title

* 8. The self-evaluation is completed through online questionnaire to benchmark against best practices and coaching roles. The self-evaluation can be complemented by post-evaluation reviews and discussions with module leader with or without the support from EDU or with EDU in one-to-one consultations. If you like to receive a sample copy of the questionaire containing your answers, or if you like to book a consultation with EDU, please contact us and fill in the request form below:

Name

Email Address

Phone Number