Coaching Skills for Adult Education Professionals
COACH4U
Preliminary report on the selected institutions/ participants
Work Package 6: Preliminary report on selected institutions, Monitoring and Evaluation
and Post-piloting data analysis
Author: KONSTANTIN PRESLAVSKY UNIVERSITY
Date: July 2015
Project no: 539839-LLP-1-2013-1-UK-GRUNDTVIG-GMP
‘This project has been funded with support from the European Commission. This publication [communication] reflects the views
only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained
therein.’
1 / 31
COACH4U – Coaching Skills for Adult Education Professionals
Project Partners:
Wandsworth Borough Council (WBC)
www.wandsworth.gov.uk
ILC Inspired Learning Centre Ltd.
www.inspired-learning.eu
University of Humanities and Economics in Lodz
www.ahe.lodz.pl
Asociación de Servicios a las Empresas y Actividades Diversas de Madrid
www.adesema.org
Konstantin Preslavsky University
shu-bg.net
FolkuniversitetetKursverksamheten vid LundsUniversitetet
www.folkuniversitetet.se
The report is written by Shumen University, Shumen, Bulgaria (Prof. Rumyana Todorova, Ph.D.,
Assoc. Prof. Penka kozhuharova, Ph.D., Senior Lecturer Irina Ivanova, Ph.D.) with the contribution of
all project partners
Project no: 539839-LLP-1-2013-1-UK-GRUNDTVIG-GMP
‘This project has been funded with support from the European Commission. This publication [communication] reflects the views
only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained
therein.’ Page 2 of 31
Contents
1. Purpose of the report
2. Institutions and participants in the piloting
2.1. Wandsworth Borough Council (WBC), UK
2. 2. ILC Inspired Learning Centre Ltd., Cyprus
2.3. Akademia Humanistyczno-Ekonomiczna w Łodzi (University of Humanities and
Economics in Lodz), Poland
2. 4. Asociación de Servicios a las Empresas y Actividades Diversas de Madrid,
(Association of Business Services and Other Activities of Madrid, ADESEMA), Spain
2. 5. Shumenski universitet "Episkop Konstantin Preslavski" (Konstantin Preslavsky
University), Bulgaria
2.6. Folkuniversitetet Kursverksamheten vid Lunds Universitetet, Sweden
3. Results from focus-group discussions
3.1. Communication with adult learners in the classroom
3. 2. Communication with adult learners outside classroom
3. 3. General awareness of coaching and coaching skills
3.4. Knowledge of specific coaching techniques
3. 5. Use of coaching techniques
3.6. Expectations about the application of coaching to participants’ personal expertise
3.7. Participants' expectations about improving their expertise in different areas
3.8. Application of acquired coaching knowledge and skills to the context of partner
organisations
4. Results from the interviews with individual participants in the piloting
4.1. Participants’ expertise and job requirements
4.2. Benefits of coaching for adult learners in partners’ institutions
4.3. Participants' expectations about improving their expertise in different areas of
coaching
4.3.1. Summary of the results for all partners
4.3.2. Results in the UK
4.3.3. Results in Cyprus
4.3.4. Results in Poland
4.3.5. Results Spain
4.3.6. Results in Bulgaria
4.3.7. Results in Sweden
5. Conclusions
Project no: 539839-LLP-1-2013-1-UK-GRUNDTVIG-GMP
‘This project has been funded with support from the European Commission. This publication [communication] reflects the views
only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained
therein.’ Page 3 of 31
1. Purpose of the report
The main aim of work package 6 is to pilot the in-service courses/seminars for adult
education professionals designed in WP 5 in order to test, choose and improve the
most appropriate seminar scenarios and training methods. As a result, the initial
assumptions of the course designers will be adjusted, fine-tuned, and informed
decisions will be taken regarding the execution of the courses on a larger scale.
The preliminary report is a result of pre-analysis of the selected institutions/
participants with the aim of establishing the nature of their work and communication
with adult learners. The information about the institutions and participants was
obtained by means of informal interviews conducted both in small focus-groups and
individually with the selected paricipants in the pilot seminars. The interviews
provided information on participants' awareness of the benefits of coaching
techniques and estimated their coaching skills level.
2. Institutions and participants in the piloting
The information about the institutions and participants involved in the piloting of the
seminars was obtained by asking the participants to fill in a table (see Appendix 1),
which requested data in the following areas:
 name and profile of the partner institution;
 number of partcipants
 participants' field of expertise
 participants' education and work experience;
 participants' gender and age.
2.1. Wandsworth Borough Council (WBC), UK
Wandsworth Council Lifelong Learning (WCLL) is the department of Wandsworth
Borough Council (WBC), a local public authority in central London, responsible for
lifelong learning and liberal adult education. It works with about 12,200 adult and
family part-time learners each year, managing a network of colleges, schools and
community agency providers and has one of the highest participation rates in the
region. WCLL employs 35 staff and in total, the council employs 7,282 (4,385 fulltime and 2,897 part-time) staff which represent 6,025 full-time equivalent posts.
Wandsworth Council Lifelong Learning provides learning through partnerships with a
number of providers. The main provider is South Thames College, the local further
education college and this provider has a range of resources to support learning; one
being a range of subject learning coaches who support tutors in their development of
good teaching and learning practice – some of which will use coaching techniques.
The other providers have limited knowledge of coaching and most tutors have little
expertise and certainly do not use these skills extensively within their work with adult
learners.
The 7 participants of the piloting are from community learning and work based
learning provision. 3 of them work in the field of education (1 – teaching English and
Project no: 539839-LLP-1-2013-1-UK-GRUNDTVIG-GMP
‘This project has been funded with support from the European Commission. This publication [communication] reflects the views
only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained
therein.’ Page 4 of 31
Maths, and 2 – teaching English as a second language) and 4 – in other fields
(apprenticeship programmes, supporting learners with learning difficulties and
learners who are trying to get back into education, giving information, advice and
guidance to adult learners to enhance their employment opportunities). In terms of
education, all participants have a Certificate in Education at the very least with a high
proportion having a Bachelor of Arts/Education ([6]86%). Additional qualifications
include assessor qualifications ([4] 57%); Teaching English as a Second Language
([2] 28%).
All 7 participants are female. 4 of them have 1-10 years experience in working with
adult learners, the other 3 fall in the range of 11-20, 21-30 and over 31 years
respectively. 2 of the participants are between 20 and 35 years old, 1 is between 36
and 45, 1 - between 46 and 55, and 3 - over 55 years old. The predominance of
females mirrors the learner population in adult education where approximately 80%
of learners are female.
2.2. ILC Inspired Learning Centre Ltd., Cyprus
ILC is a company located in Cyprus specialized in training and coaching services.
The average number of learners they have per year is about 50. The staff of ILC
consists of psychologists, coaching professionals, educators, IT professionals
experienced in providing in-service seminars to adult education professionals, soft
skills trainings to businesses, personal development workshops to adults and
coaching (life coaching, executive coaching). ILC closely collaborates with NGOs,
associations, social partners and companies on local and European level. ILC puts
strong emphasis on international collaboration and enhancing understanding of areas
of common interest in the field of adult learning. Continuous exchange of experiences
and best practices contributes to company’s values such as high quality, innovation,
creativity, empowerment and wellbeing.
The total number of participants in the piloting of the seminars from this institution is
5. One person works in the field of health services - gymnastics for pregnant women,
2 people in the field of pedagogy - Polish language and history and revalidation
respectively, and 2 more participants are involved in foreign language teaching - the
first one teaches Greek, ancient Greek and Latin, and the second - English as a
foreign language. All 5 participants hold MA degrees in their fields. 4 of the
participants have about 10 years of experience working with adult learners, and one
is more experienced, having worked between 11 and 20 years. All 5 participants are
female with 2 people in the age range 20-35, and 3 - aged between 36 and 45.
2.3. Akademia Humanistyczno-Ekonomiczna w Łodzi (University of
Humanities and Economics in Lodz), Poland
The University of Humanities and Economics in Lodz, Poland is an accredited higher
education institution and provides bachelor, master, postgraduate, PhD studies and
courses for various target groups. The University focuses on educational research,
innovative teaching methodologies and e- and m-learning.
Project no: 539839-LLP-1-2013-1-UK-GRUNDTVIG-GMP
‘This project has been funded with support from the European Commission. This publication [communication] reflects the views
only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained
therein.’ Page 5 of 31
Among AHE’s key fields of study and research there are educational science,
psychology, innovative teaching and learning methods, social exclusion, application
of ICT in the teaching process, systems of quality assurance and validation of prior
learning.
The participants in the piloting are from the National Career Counseling Forum, and
the University of the Third Age. University of the Third Age offers systematic and
attractive classes for seniors. Its main aim is to popularize knowledge from different
disciplines.
The total number of participants is 6, all of them working in the field of pedagogy,
teaching 1 or 2 subjects among which health education, psychology, social studies,
ICT, foreign languages, ESOL, arts and crafts. In terms of qualifications, 5
participants have BA degrees, 3 - MA degrees, 4 - certificates of education or
teaching qualifications. 3 of the participants have 1-10 years of work experience, 2 11 to 20 years, and 1 - 21 to 30 years of experience. There are 5 male and 1 female
participants. In terms of their age 2 of the participants are between 20 and 35 years
old, 3 - between 36 and 45, and 1 - between 46 and 55.
2.4. Asociación de Servicios a las Empresas y Actividades Diversas
de Madrid, (Association of Business Services and Other Activities
of Madrid, ADESEMA), Spain
ADESEMA groups organizations and companies which are specialised in some of
the following activities or business services: legal activities, accounting activities,
consultancy and professional advising, professional offices and technical studies,
property management and other business and professional activities. ADESEMA is
part of CEIM, Employers Confederation of Madrid - CEOE, participating actively in
several of their working groups and committees, and in the National Association of
Business Services to the Companies and Other Activities – ANESE. ADESEMA has
an extensive training programme financed by ESF and by the Regional Employment
Service focused on labour integration especially for unemployed.
There are 6 participants from Adesema: 2 working in the field of social studies, 2 – in
business administration, 1 – teacher of foreign languages and 1 – biological
sciences. In terms of qualifications, 1 person has a PhD, 1 – a master’s degree, and
4 – other qualifications. 4 participants have worked from 1 to 10 years, and 2 – from
11 to 20 years. 3 participants are in the age range of 36-45, 2 – between 46 and 55,
and 1 is over 55. There are 3 male and 3 female participants.
2.5. Shumenski universitet "Episkop Konstantin
(Konstantin Preslavsky University), Bulgaria
Preslavski"
Konstantin Preslavsky University is a national higher school which provides
education to more than 7000 students in the field of Humanities, Natural, Computer
Technologies, Technical Sciences and Social Sciences and Education and is one of
the five classical public universities in Bulgaria.
The University has worked on a number of national and international projects
financed through different programs such as Erasmus, Comenius, 7th Framework
Project no: 539839-LLP-1-2013-1-UK-GRUNDTVIG-GMP
‘This project has been funded with support from the European Commission. This publication [communication] reflects the views
only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained
therein.’ Page 6 of 31
Program, Tempus, etc. There are about 500 full-time lecturers who work in more than
37 departments and 13 research centres. The Department for Information,
Qualification and Life-Long Learning (DIQLL) in Varna offers various language
courses (Bulgarian for bilingual speakers, English, German and French) on all levels
as well as ICT courses in compliance with the Lifelong Learning priorities and
requirements.
The total number of participants in the piloting of the seminars is 6. One person
works in the field of psychology, 3 people in the field of pedagogy, 1 - in the field of
ICT and 1 teaches English as a foreign language. 2 participants hold MA degrees in
their fields and 4 - PhD degrees. 1 of the participants has about 10 years of
experience working with adult learners, and 3 are more experienced, having worked
between 21 and 30 years. 5 participants are female and one is male. One participant
is between 36 and 45 years old, 3 - between 46 and 55 and 2 - over 55.
2.6. Folkuniversitetet Kursverksamheten vid Lunds Universitetet,
Sweden
Folkuniversitetet is an adult educational association that offers a wide range of adult
education all over Sweden. It is an association of five foundations: the university
extensions attached to the Universities of Stockholm, Uppsala, Göteborg, Lund and
Umeå. It has a broad open educational program in a variety of subjects; it also runs
upper secondary schools, schools in higher vocational education, courses for seniors
and training, labour market education and further education and training for working
life. Folkuniversitetet is independent of all political, religious and commercial
interests.
There are 5 participants in the piloting of the coaching seminars, 2 of whom work in
the field of pedagogy, 2 - in the field of foreign language teaching and 1 teaches
English and Maths. 4 participants hold Certificates in Education or equivalent
teaching qualifications. In terms of work experience, 4 people have worked for 1-10
years and 1 - for 11-20 years. There are 4 female and 2 male participants.
3. Results from focus-group discussions
The aim of the focus group discussions was to obtain information about participants'
awareness of coaching and the benefits of coaching techniques in working with adult
learners in the partner institutions. The main indicators for measuring participants’
awareness, knowledge and expectations corresponded to the indicators used in the
needs analysis of the educators conducted under WP 2. The indicators aimed to
reveal and measure participants’ expectations in terms of seminars' contents and
methodology.
The information about the participants’ awareness of the benefits of coaching
techniques, the estimation of their coaching skills level and their expectations about
the courses, was obtained by means of focus group discussions (see Appendix 2)
with the participants in each of the partner institutions.
3.1. Communication with adult learners in the classroom
Project no: 539839-LLP-1-2013-1-UK-GRUNDTVIG-GMP
‘This project has been funded with support from the European Commission. This publication [communication] reflects the views
only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained
therein.’ Page 7 of 31
Participants from Wandsworth Council UK outlined the following ways of
communication: whole group teaching, small group work, 1:1 tutorial (to complete
individual learning plans) and observations of apprentices in the workplace.
Participants from ILC Cyprus gave preference to the face-to-face dialogue, group
discussion, question/answer sessions, advice sessions, work on mistakes, practical
exercises and role plays. One of the participants mentioned the importance of
creating good atmosphere during lessons which helps to communicate more openly,
with trust and mutual respect. No serious problems in classroom communication
were mentioned.
Polish participants discussed both verbal and non-verbal communication,
emphasizing the importance of mimicry and gestures. Their learners also use elearning tools, such as a forum. Communication focuses on the content, but also on
organizational issues. At the University of the Third Age they mentioned the need to
refer to some very private topics and personal experience. Participants pointed out
that the nature of communication depends on the type of course. If it is a large group
it can be exchange of messages about the study content, whereas in smaller groups,
communication usually relates to individual or professional issues.
In Spain the participants emphasized the importance of respect, closeness and
professional attitude in communication. They prefer direct oral communication,
conducted in a simple and intuitive manner. One of them said that he uses some
coaching techniques in his communication with learners, and usually knows how to
adapt to the learners’ needs.
Bulgarian educators mentioned some traditional forms for auditory work and
communication at university, such as lectures, seminars, tutorial, distance learning
and e-learning. The lecturers can choose different interaction patterns depending on
the size of the group and the nature of the activities.
In Folks University Sweden the preferred ways of communication with learners
involve classroom teaching, group work, face-to-face meetings and face-to-face
coaching.
3.2. Communication with adult learners outside classroom
In the UK there is apprenticeship provision which uses an electronic portfolio system
(Onefile) through which learner progress is tracked. Learners can upload evidence
and their assessors can post tasks for the apprentices to complete. The system also
includes an email message system. Tutors contact learners who are absent from a
session to ensure they are intending to continue and also to ensure they have
information (and any work) they may have missed from the session. Tutors
communicate with learners via their workplace email contact and the learners’
personal email (where provided). Wandsworth Council lifelong learning does not
have a virtual learning environment.
Project no: 539839-LLP-1-2013-1-UK-GRUNDTVIG-GMP
‘This project has been funded with support from the European Commission. This publication [communication] reflects the views
only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained
therein.’ Page 8 of 31
In Cyprus e-mail contact if deemed necessary. One participant said that he tries to
recognize students' needs and help them to find a good way to meet their
expectations. Other ways of support for learners out of class involve random 1:1
support as the learner identifies a need or the teacher recognizes the need; 1:1
tutorial support; advice sessions; email and online support and communication,
Skype, email, texting and social media.
In Poland learners look for contact with tutors. This might happen in a variety of
public places, in hallways, in shops, on buses learners begin a conversation, ask
about different things. Professional contact with learners is established through
cooperation outside the classroom, often in the implementation of various projects.
In Spain the support can be provided through the training web platform, in tutorials
and counseling sessions, by e-mail and other forms of online communication
depending on the needs of the learners. In communicating with individual learners
counseling sessions are preferred.
In Bulgaria students can communicate with lecturers on a special day when the
lecturer is available at work to provide individual help and instruction. They can also
communicate via e-mail or Skype.
In Sweden out-of-class communication is done by means of coach sessions, face-toface meetings, coach meetings at work placements and tutorial support.
3.3. General awareness of coaching and coaching skills
The information about participants’ general awareness of coaching skills is presented
as percentage by country first (Table 1) and then a summary of the findings is given
as a pie chart containing data about all participants (Fig. 1).
The pie chart below summarizes the answers of all participants from all countries. It
shows that about half of them know very little about coaching in general. More than
one third of all participants have enough knowledge and only 15% know a lot. These
results justify the overall aim of the project to raise the awareness of coaching skills
and their potential application to the needs of adult learners and educators.
Project no: 539839-LLP-1-2013-1-UK-GRUNDTVIG-GMP
‘This project has been funded with support from the European Commission. This publication [communication] reflects the views
only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained
therein.’ Page 9 of 31
How much do you know about coaching in general?
15%
A lot
48%
Enough
Very little
37%
Fig.1. General awareness of coaching and coaching skills for all
The results show that only the British and the Spanish participants have a lot of
knowledge about coaching. About one-third of these participants have enough
knowledge, and approximately half of their participants have very little knowledge.
About the same percent of participants from Cyprus, Poland and Bulgaria have
enough knowledge of coaching skills, and a significant percentage of people (more
than a half) have very little knowledge. In Sweden the majority of the participants
have enough knowledge of coaching, and only 20 % have very little knowledge.
Table 1. General awareness of coaching and coaching skills (in %)
Answers
A lot
Enough
Very little
UK
0
20
80
CY
0
20
80
PL
0
20
80
SP
17
33
50
BG
0
33
67
SW
0
80
20
In Britain one of the participants with a lot of experience has attended coaching
training on a number of occasions, the most recent of which was run by an adult
education centre on motivating and coaching young people. He has participated in a
role play of coaching techniques and has used this in professional discussions with
apprentices. The other participant took part in a coaching course with Chrysalis
coaching organization.
3.4. Knowledge of specific coaching techniques
The information about participants’ knowledge of specific coaching techniques is
presented as a percentage by country first (Table 2) and then a summary of the
findings is given as a pie chart containing data about all participants (Fig. 2).
Project no: 539839-LLP-1-2013-1-UK-GRUNDTVIG-GMP
‘This project has been funded with support from the European Commission. This publication [communication] reflects the views
only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained
therein.’ Page 10 of 31
The summary from all countries shows that the majority of the participants (75%)
know very little about specific coaching techniques. 14% know enough, and only 11%
know a lot. Understandably, these participants come from the UK and Spain where
coaching has a longer tradition of use in educational contexts.
How much do you know about specific coaching
techniquest?
11%
14%
A lot
Enough
Very little
75%
Fig. 2. Knowledge of specific coaching techniques for all
The results are similar to the results from 3.3, and show that only the British and the
Spanish participants have a lot of knowledge about specific coaching techniques.
About one-third of these participants have enough knowledge, and approximately
half of their participants have very little knowledge. About the same percent of
participants from Cyprus, Poland and Bulgaria have enough knowledge of specific
coaching techniques, and a significant percentage of people (more than a half) have
very little knowledge. In Sweden the majority of the participants have enough
knowledge of coaching, and only 20 % have very little knowledge (see Table 2).
Project no: 539839-LLP-1-2013-1-UK-GRUNDTVIG-GMP
‘This project has been funded with support from the European Commission. This publication [communication] reflects the views
only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained
therein.’ Page 11 of 31
Table 2. Knowledge of specific coaching techniques (in %)
Answers
A lot
Enough
Very little
UK
29
14
57
CY
0
20
80
PL
0
20
80
SP
16
0
83,3
BG
0
33,3
67,7
SW
0
80
20
3.5. Use of coaching techniques
Participants from Cyprus think that knowledge of coaching techniques will help them
to improve their ability to listen carefully, and will give them a better understanding of
students’ needs. In this way educators will be able help learners to solve their
problems. Another opinion is that coaching skills will enhance the relationship
between teachers and learners, by making teachers more aware of learners' needs,
and giving them new perspectives. In three of the seminars participants admitted that
they don't know or use any coaching techniques in their work with adult learners. One
of the participants said that he tries to ask proper questions to students so that they
can find their own solution to their problems and discover their strengths.
Polish participants agree that coaching skills and techniques will be useful to
improve their communication with adult learners. They agreed that they use just a
few coaching skills and would like to learn more.
Spanish participants think that everything that helps to enhance communication and
understanding in students is a good tool. Among other advantages, coaching clearly
improves communication between teacher and student. The participants mentioned
the importance of having more proactive attitude. Their expectations about the
seminars concern the types of support that can be offered, the profile of a good
coach, skills and benefits of a coaching process, its methodology and practical
application. Four of the participants said that they don’t know or use coaching
techniques, and the other two only know some techniques.
Bulgarian participants, the majority of whom are lecturers in pedagogy and
psychology said they were aware of and used in their work with students most of the
techniques, such as active listening, mirroring the interlocutor, asking different types
of questions, etc. without necessarily using them as part of the coaching paradigm.
Swedish partners emphasize the role of individual coaching, which is very helpful for
unemployed, youngsters, etc., since they need to find their place in the labour
market, their studies and life.
Project no: 539839-LLP-1-2013-1-UK-GRUNDTVIG-GMP
‘This project has been funded with support from the European Commission. This publication [communication] reflects the views
only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained
therein.’ Page 12 of 31
3.6. Expectations about the application of coaching to participants’
personal expertise
In the UK participants wished to gain useful tips to put into practice. There was a
query whether the course would be suitable for learners in the age range of 18-20
years old. It was clarified that the answer is a definite yes.
Participants form Cyprus outlined different areas of expertise they expect to improve,
among which: encouraging students to express themselves more openly and without
fear of making mistakes; improving their own time management, decision making,
stress management, creativity, communication, motivation, greater understanding of
clients' needs. One participant expected to improve his interaction skills.
Polish participants expected to improve their listening, communication, relationships,
handling emotions.
Spanish participants’ expectations are related to increasing learners’ motivation and
improving the communication between teachers and learners. Other areas
mentioned involved mentoring and guidance, and labor guidance in particular. Some
mentioned teaching in general, active listening, effective questioning and providing
feedback.
Bulgarian participants expect to learn some new coaching tools and techniques
which they can incorporate into their work with adult learners.
In Sweden the seminar participants expected to improve the awareness of their own
strengths and weaknesses, their stress management, time management,
communication, motivation and trust.
3.7. Participants' expectations about improving their expertise in
different areas
The data about participants’ expectations is presented in a bar chart where the
figures for all countries are shown for the selected indicators, and presented as mean
values with a consideration of a standard deviation. The figures show that in general
the expectations are the highest about increased motivation and improved
communication skills. These results are in line with the needs analysis conducted
under WP2, and suggest that participants' expectations as a whole correspond to
their needs.
Project no: 539839-LLP-1-2013-1-UK-GRUNDTVIG-GMP
‘This project has been funded with support from the European Commission. This publication [communication] reflects the views
only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained
therein.’ Page 13 of 31
4,5
4
3,5
3
2,5
2
1,5
1
0,5
0
M
Re
l
at
io
ns
hi
pb
et
Aw Im p
we
ro
ar
en
ve
en
co
d
es
ac
co
so
he
m
Im
fo
m
e
pr
un
ne
ov
ica
’s
ed
ow
t io
str
In
ns
n
at
c
r
t
eg
ea
re
ie
n
s
ed
gt
sf
hs
or
m
ot
ac
Im
i
hie
va
pr
tio
ov
v in
St
n
e
g
d
re
s
tim
uc
ss
Im
c
m
em
pr
es
an
ov
s
an
ag
e
d
ag
em
d
e
ec
en
m
isi
en
ta
Im
on
t
n
pr
d
m
ov
re
a
d
k
ed
in
uc
g
se
ed
lfan
es
x
te
em iety
an
ds
el
f-
SD
Fig. 3. Participants' expectations about improving their expertise in different areas for
all countries
3.8. Application of acquired coaching knowledge and skills to the
context of partner organisations
The information about the potential application of the acquired coaching knowledge
and skills to the context of each participating organisation is presented as a
percentage by field of study and work first (Table 3) and then a summary of the
findings is given as a pie chart containing data about all participants (Fig. 4).
Table 3. Application of acquired coaching knowledge and skills (in %)
Answers
In BA, MA or doctoral courses
In various forms of life-long or
continuous education
In offering new qualification or retraining courses
In courses offering continuous
professional development
In staff training and seminars
Other
UK
0
20
CY
0
20
PL
17
27
SP
19
31
BG
19
24
SW
0
0
20
20
16, 6
6
10
20
30
30
22
31
28
40
30
0
30
0
17
0
13
0
19
0
40
20
Project no: 539839-LLP-1-2013-1-UK-GRUNDTVIG-GMP
‘This project has been funded with support from the European Commission. This publication [communication] reflects the views
only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained
therein.’ Page 14 of 31
The results vary depending on the respective institutions' profile and the type of adult
learners they work with. Thus, for example, private and state universities expect to
apply the acquired knowledge and skills in their BA, MA and doctoral programmes,
whereas NGOs and business associations see the application of coaching mainly in
continuous professional development courses and staff training.
Fig. 4. Application of acquired coaching knowledge and skills
The summary for all countries shows that the three main areas of application of
coaching skills are: the courses for continuous professional development (28%),
lifelong or continuous education (23%) and staff training and seminars (22%). 14% of
all participants see the appeal of coaching in the possibility of offering new
qualification and retraining courses, and 11% - in different forms of higher and postgraduate education.
4. Results from the interviews with individual participants in the
piloting
The purpose of the individual interviews was to gain a deeper insight into the profiles
and views of the individuals involved in the piloting of the coaching seminars with the
aim of personalizing the finding from focus group discussions. This information was
obtained by means of a series of questions (see Appendix 3) with the participants in
each of the partner institutions.
In the interview for pedagogical specialists the following criteria and indicators are
set:

Participants’ expertise and job requirements

Benefits of coaching for adult learners in partners’ institutions
Project no: 539839-LLP-1-2013-1-UK-GRUNDTVIG-GMP
‘This project has been funded with support from the European Commission. This publication [communication] reflects the views
only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained
therein.’ Page 15 of 31

Participants' expectations about improving their expertise in different areas of
coaching.
Questions and statements are evaluated on the basis of the five-point Likert scale
chart (where 1 means very little; 2 - a little; 3 - to some extent; 4 - considerably; 5 - to
a great extent), by choosing from 1 to 5 or through a free response.
The statistical analysis of the results is conducted by means of descriptive statistics,
with calculated average values (Av), standard deviation (SD), mean (M), mode for
the partner countries, as well as average values and standard deviation for each
country. The comparison of the average values is done through an F-test. The data is
processed by SPSS.
4.1. Participants’ expertise and job requirements













In the UK 3 participants work with young adults in the apprenticeship work based
learning programme; 2 participants are tutors for learners who have English as a
second language in these classes held in community based venues; 1 participant
teaches English to community based learners, and 1 participant provides information,
advice and guidance to adults with a focus on employability.
In terms of their job requirements:
Three participants are involved in the apprenticeship programme which aims to get
young people 16-23 year olds into full time employment whilst completing a national
qualification in Business Administration. It is work-based learning and this staff
assesses the apprentices in their workplace settings and support their learning within
the business administration national qualification framework.
Two participants are tutors delivering learning for those who have English as their
second language. These sessions are held in community based setting across the
Borough.
Another participant is a tutor delivering English classes in community based venues
across the Borough, teaching functional skills English to women, mostly non-UK
born, in community and children’s centres in Wandsworth London.
One other participant’s work involves giving 1:1 information, advice and guidance to
people seeking careers guidance and delivering recruitment and employment advice
events to groups of job seekers.
The role of these tutors includes:
Assessing and enrolling learners
Devising schemes of work and course guides
Planning and delivering lessons in reading, writing, speaking, listening and
communication
Marking learners’ work
Conducting 1:1 sessions with learners to discuss their progress
Supporting learners through exams
Keeping course records up to date
Additional responsibilities of participants include:
Working with learners with learning difficulties and disabilities (LLDD) learners
interested in training and employment
Recruitment of young adults interested in the apprenticeship vacancies
Project no: 539839-LLP-1-2013-1-UK-GRUNDTVIG-GMP
‘This project has been funded with support from the European Commission. This publication [communication] reflects the views
only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained
therein.’ Page 16 of 31

Providing advice and guidance to a number of learners who are looking to get back
into education, employment or training. Finding placements for learners, delivering
employability skills workshops.
In Cyprus all participants have different expertise:
Participant 1 usually teaches small groups (5-15 learners), including unemployed
women, young people, adults needing English for work or for their personal
development. It is a highly interactive work which requires a lot of creativity, flexibility
and individualized approach in the preparation for and conducting classes, and
evaluation of students’ progress.
Participant 2 works in a secondary school for adults. The majority of his work is
focused on teaching groups of students, but occasionally he has individual lessons
which help him to recognize his student’s personal potential. He has to plan his
lessons carefully as he believes that good preparation makes lessons interesting and
valuable for students.
Participant 3 says that his work consists of educational activities in group and
individual setting (health related topics). He sees his main responsibility in preparing
lessons and activities with consideration of learners' special needs.
Participant 4 has 1:1 sessions, group work (he teaches expressive writing, Greek,
Latin). He works with immigrants who come from diverse backgrounds and working
with them requires a lot of sensitivity and openness. He also works with young
people and children. He does not consider his job to be only transferring knowledge
and skills but also (perhaps mainly) helping learners achieve their goals, motivating
them, helping them believe in themselves. This person has to plan lessons, do
tutoring, guide learners to achieve their aims.
Participant 5 says that his work is based on a group and individual approach to the
learners. He thinks his main responsibility is to prepare courses, activities, and
trainings depending on the institution he works with.
The Polish participants are involved in: freelance work with art, artistic work with
adults; art education and workshops for teachers. They summarise their main work
responsibilities as: preparing educational offers for different groups (including adults),
keeping up to date with educational tendencies, and constant self-development.
Spanish participants work in a variety of fields, and their work is mainly concerned
with:
Person 1: Knowledge transmission and practice experience; training, consultancy
and organization.
Person 2: Freelance work - designing training projects, development of the course
contents and teaching.
Person 3: Teaching in a university and in-company, preparing courses, exams and
projects.
Person 4: Guiding and tutoring related to coordination and direction areas.
Person 5: Technical work which involves ongoing relations with people (learners,
clients, etc); Responsibilities in decision-making and strategic and market planning.
This person is involved in planning courses, selection, recruitment and induction of
new teachers.
Project no: 539839-LLP-1-2013-1-UK-GRUNDTVIG-GMP
‘This project has been funded with support from the European Commission. This publication [communication] reflects the views
only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained
therein.’ Page 17 of 31
Person 6: Educational work with students’ parents.
In Bulgaria 1 person works in the field of psychology, 3 people in the field of
pedagogy, 1 - in the field of ICT and 1 teaches English as a foreign language. As
university lecturers they are responsible for teaching the respective academic
courses, for writing courses and syllabuses, giving lectures and conducting seminars
and tutorials, and supervising students' work both at university and on short-term
internship programmes in schools.
In Sweden the expertise of the participants is as follows:
Person 1 works with groups with unemployed people;
Person 2 works with immigrants in small groups;
Person 3 works with unemployed youngsters;
Person 4 works individually with unemployed people;
Person 5 works on motivation with different groups of learners.
Their main responsibilities involve preparing lessons, activities, planning and
guidance.
4.2. Benefits of coaching for adult learners in partners’ institutions
In the UK most participants ([5] (71%) see the benefits of coaching as follows:
In workbased learning:

The learners will be better prepared for courses/jobs that they might apply for

It will help the learners express themselves better.

It might make learners feel more at ease with the learning environment.

It’s a good way to get learners to draw their own conclusions over choices
they make and how they feel.

It is a good method which allows the learner to explore all their options and
make informed choices about their life. The coach is able to assist and advise whilst
working in partnership with the learner.
In community learning:

Two of the participants were not sure how coaching would help their learners
(these were staff with little or no knowledge of coaching.

It could be very beneficial in 1:1 meetings with learners, by encouraging them
to focus on their goals.

It will help them to be more clear about what they want and assist with finding
solutions to obstacles/barriers.
In Cyprus the participants saw the benefits of coaching in making the whole learning
process easier, more pleasant and effective, so that both learners and tutors worked
in an even safer environment. By safer environment they meant one where there is
more trust and openness on both sides. Another participant thought that coaching
facilitates communications and relationship. Participants expected to learn how to
apply and use new tools for increasing their creativity. Another benefit was a better
Project no: 539839-LLP-1-2013-1-UK-GRUNDTVIG-GMP
‘This project has been funded with support from the European Commission. This publication [communication] reflects the views
only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained
therein.’ Page 18 of 31
relationship with learners and improved strategies for achieving success in students'
self-realization. Another participant emphasized enhanced trust, commitment, better
feelings towards learning, more motivation. In general, when people feel safe and
relaxed they learn much easier.
In Poland one of the participants said that he would like to use coaching in art
education, it is a very important field in his work with adults in order to provoke them
and enhance their own development.
In Spain the participants see the benefits of coaching for the learners in their
institution in the following areas:
Person 1: Better communication and use of their abilities.
Person 2: Improving not only the transmission of knowledge but also the emotional
well-being.
Person 3: Improving the relationships in which the “human factor” is concerned.
Person 4: Assimilating the concepts of training programs as well as tutorials.
Person 5: Enhancing relationship with learners (especially to learn tools to help
students to achieve their goals; creating a confidence climate and teaching students
to learn.
Person 6: Using coaching techniques in working with children.
In Bulgaria most participants see the benefits of coaching at an individual and a
group level as follows:
The benefits of coaching tools used at an individual level include:

Raising coachees’ awareness of their own knowledge, values and potential;

Using a personalized approach and assistance in planning and re-planning the
process of learning;

Improving self-esteem and self-expression; creating a safe environment for
sharing personal ideas, provoking independent thinking by reflecting and reacting to
famous people's quotations.
The tools used at group level will contribute to:

Improving communication and trust, awareness of one’s own strengths and
weaknesses and enhance self-esteem and self-respect.

Channeling the energy of the group through group discussions, games and
projects; goals setting and ideas or their achievement.
In Sweden the participant believed that coaching skills will increase the
communication, make it easier to work in a group, improve the relationships.
4.3. Participants' expectations about improving their expertise in
different areas of coaching
Participants' expectations about improving their expertise in different areas of
coaching relate to the following indicators:
Project no: 539839-LLP-1-2013-1-UK-GRUNDTVIG-GMP
‘This project has been funded with support from the European Commission. This publication [communication] reflects the views
only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained
therein.’ Page 19 of 31

Relationship between coach and coachee;

Improving communication and trust;

Awareness of one’s own strengths and weaknesses;

Increasing motivation;

Improving strategies for achieving success and self-realisation;

Improving time management;

Improving decision making;

Stress management and reducing anxiety and inhibitions;

Improving self-esteem and self-evaluation.
Questions and statements are evaluated on the basis of the five-point Likert scale
chart (where 1 means very little; 2 - a little; 3 - to some extent; 4 - considerably; 5 - to
a great extent).
4.3.1. Summary of the results for all partners
Table 4. Participants' expectations about improving their expertise in different areas
of coaching for all partners
Areas of coaching
Relationship between coach
and coachee
Improved communication and
trust
Awareness of one’s own
strengths and weaknesses
Increased motivation
Improved
strategies
for
achieving success
Improved time management
Improved decision making
Stress
management
and
reduced anxiety
Improved self-esteem and selfevaluation
Av
Std.
Dеv
M
Mo
Min
Max
Variance
Skewness
3,78
0,91
4
4
2
5
0,841
-,161
4,28
0,76
4
5
3
5
0,582
-,550
4
0,98
4
5
3
5
0, 963
,000
4,32
0,90
5
5
2
5
0,819
-1,036
3,96
1,03
4
5
2
5
1,073
-,571
3,92
4
1,24
1,01
4
4
5
5
1
2
5
5
1,550
1,037
-,848
-,453
3,89
1,22
4
5
1
5
1,507
-,688
3,75
1,07
4
4
1
5
1,157
-,613
Std. Error Skewness = 0,488
The summary of the results for all participants shows educators' high expectations of
improving their skills in motivating adult learners (Av = 4,32, SD = 0,90) and
improving their communication with them (Av = 4,28, SD = 0,76). The high
expectations about raising learners’ awareness of their own strengths and
weaknesses, setting their own aims and improving the strategies for their achieving,
are confirmed by the average values and the even distribution of Skewness (see
Table 4).
Educators’ expectations about developing skills of raising their own self-esteem and
improving their stress management, time management and interrelations with
Project no: 539839-LLP-1-2013-1-UK-GRUNDTVIG-GMP
‘This project has been funded with support from the European Commission. This publication [communication] reflects the views
only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained
therein.’ Page 20 of 31
learners are characterised by average values and higher levels of dispersion. It is
possible that theses expectations have influenced those educators who gave lower
values for their ability to motivate the learners. This is confirmed by the negative
asymmetric dispersion under this indicator.
4.3.2. Results in the UK
Fig. 4. Participants’ expectations about improving their expertise in different areas for
the UK
The results of the study conducted in the UK are slightly lower than the average for
all partner countries in most areas related to the need for improving learners’ skills.
The only area where the results are higher than those in the other countries is
improving the relationships between educators and learners (see fig. 4).
The other areas the UK participants gave priority to are developing communication
skills and trust between learners and educators, as well as increasing learners’
awareness of their own strengths and weaknesses. Average and lower values than in
the other countries are given to the educators’ expectations of their personal
development as a result of using coaching skills. These skills are related to decision
making, achieving success and self-realisation, improving time management. These
findings are confirmed by the lower values given to the interdependence between
developing coaching skills and improving coachees’ self-esteem.
4.3.3. Results in Cyprus
Project no: 539839-LLP-1-2013-1-UK-GRUNDTVIG-GMP
‘This project has been funded with support from the European Commission. This publication [communication] reflects the views
only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained
therein.’ Page 21 of 31
Fig. 5. Participants’ expectations about improving their expertise in different areas for
Cyprus
The results in Cyprus are slightly higher than the average for all partner countries in
all areas related to the educators’ expectations of improving their coaching skills (see
fig. 5). In the needs analysis the figures for Cyprus were slightly lower than the
average for partner countries in all areas of the study. The present survey shows
higher scores for educators’ expectations of increased motivation as a result of using
coaching techniques. In most of the areas there are low values for standard
deviation.
Project no: 539839-LLP-1-2013-1-UK-GRUNDTVIG-GMP
‘This project has been funded with support from the European Commission. This publication [communication] reflects the views
only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained
therein.’ Page 22 of 31
4.3.4. Results in Poland
Fig. 6. Participants’ expectations about improving their expertise in different areas for
Poland
The results in Poland are slightly higher than the average for all partners in the
following areas: awareness of one’s own strengths and weaknesses, increasing
motivation, improving communication and trust (see fig. 6). It can be assumed that
the development of these skills will contribute to improving the relations between
educators and learners and focusing more on the other. The figures for the latter
were lower than the average for all countries in the needs analysis.
Project no: 539839-LLP-1-2013-1-UK-GRUNDTVIG-GMP
‘This project has been funded with support from the European Commission. This publication [communication] reflects the views
only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained
therein.’ Page 23 of 31
4.3.5. Results in Spain
Fig. 7. Participants’ expectations about improving their expertise in different areas for
Spain
The study in Spain shows results which are slightly higher than the average for all
countries in the following areas: developing of strategies for achieving success and
self-realisation; improving motivation and self-esteem (see fig. 7). Average and lower
values than in the other countries are given by the educators to raising their
awareness of their own strengths and weaknesses. This is an important aspect in the
process of self-evaluation and should be reflected in the methodology of the
seminars. The results in the other areas are slightly lower than the average for all
partner countries.
Project no: 539839-LLP-1-2013-1-UK-GRUNDTVIG-GMP
‘This project has been funded with support from the European Commission. This publication [communication] reflects the views
only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained
therein.’ Page 24 of 31
4.3.6. Results in Bulgaria
Fig. 8. Participants’ expectations about improving their expertise in different areas for
Bulgaria
The results in Bulgaria are similar to the average for all partner countries (see fig. 8).
The figures are higher than the average for the other countries in the areas,
connected with developing strategies for success, self-realisation and increasing
learners’ motivation. The values are lower for the areas related to improving time
management and reducing stress and anxiety.
Project no: 539839-LLP-1-2013-1-UK-GRUNDTVIG-GMP
‘This project has been funded with support from the European Commission. This publication [communication] reflects the views
only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained
therein.’ Page 25 of 31
4.3.7. Results in Sweden
Fig. 9. Participants’ expectations about improving their expertise in different areas for
Sweden
The study in Sweden shows higher than the average scores in the areas related to
the process of decision making and time management (see fig. 9). The values are
lower in the areas related to raising the awareness of educators’ own strengths and
weaknesses, planning strategies of self-realisation and improving the relationships
between coach and coachee.
Conclusions:
The results from the preliminary report show that partner institutions differ in terms of
their relations with adult learners in and out of class. Depending on the profile of the
respective institution and the type of learners they work with there is a variety of
interaction formats, such as: formal lectures, seminars, one-to-one tutorials,
individual coaching sessions, etc. The latter formats aim at developing adult learners’
competencies in line with the European Reference Framework of Key Competencies.
With respect to partners’ general awareness of coaching and coaching skills the
results show that only the British and the Spanish participants have a lot of
Project no: 539839-LLP-1-2013-1-UK-GRUNDTVIG-GMP
‘This project has been funded with support from the European Commission. This publication [communication] reflects the views
only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained
therein.’ Page 26 of 31
knowledge about coaching. About the same percent of participants from Cyprus,
Poland and Bulgaria have enough knowledge of coaching skills, and a significant
percentage of people (more than half) have very little knowledge. In Sweden the
majority of the participants have enough knowledge of coaching, and only 20 % have
very little knowledge.
In terms of participants’ knowledge of specific coaching techniques, the summary
from all countries shows that the majority of the participants (75%) know very little
about specific coaching techniques. 14% know enough, and only 11% know a lot.
Understandably, these participants come from the UK and Spain where coaching has
a longer tradition of use in educational contexts.
As for participants’ expectations about the application of coaching techniques, the
figures show that in general the expectations are the highest about increased
motivation and improved communication skills. These results are in line with the
needs analysis conducted under WP2, and suggest that participants’ expectations as
a whole correspond to their needs. The values are lower in the areas related to
raising the awareness of educators’ own strengths and weaknesses, planning
strategies of self-realisation and improving the relationships between coach and
coachee.
The results about the application of coaching techniques vary depending on the
respective institutions' profile and the type of adult learners they work with. Thus, for
example, private and state universities expect to apply the acquired knowledge and
skills in their BA, MA and doctoral programmes, whereas NGOs and business
associations see the application of coaching mainly in continuous professional
development courses and staff training.
The seminars partners chose to conduct in their institutions are as follows:
Seminars 1 and 2 – Sweden and Bulgaria
Seminars 2 and 3 – UK and Spain
Seminars 3 and 1 – Poland and Cyprus.
Project no: 539839-LLP-1-2013-1-UK-GRUNDTVIG-GMP
‘This project has been funded with support from the European Commission. This publication [communication] reflects the views
only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained
therein.’ Page 27 of 31
APPENDIX 1
Partner country
Name
of
the
institution
Profile of the institution
Adult Education Centre –public sector
University of the Third Age
Private Business
State University
Other:
Average number of adult learners per year
Experience in providing coaching for adults
Participants in the courses/ focus-group discussion
Total number:
Profile:
Health education: (specify)
Psychology: (specify)
Pedagogy: (specify)
Social studies: (specify)
Foreign languages: (specify)
ICT: (specify)
Arts and Crafts: (specify)
English and maths
English as a Second Language (ESOL)
Family Learning
Other:
Level of education
Bachelor of Arts or Bachelor of Education
MA
PhD
Certficate in Education or equivalent teaching qualification
Other
Years of experience (teaching/working with adult learners)
1-10
11-20
21-30
over 31
Age
20-35
36-45
46-55
over 55
Gender:
Male:
Number
Project no: 539839-LLP-1-2013-1-UK-GRUNDTVIG-GMP
‘This project has been funded with support from the European Commission. This publication [communication] reflects the views
only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained
therein.’ Page 28 of 31
Female:
Date of conducting the focus-group discussion
APPENDIX 2
Questions for the focus group discussion
1. How do you communicate with the adult learners you work with inside the
classroom?
2. How do you communicate with adult learners you work with outside the
classroom?
(For example 1:1 tutorial support; advice sessions; random 1:1 support as the learner
identifies need or you as the teacher recognise the need; email and online support
and communication, etc.)
3. How much do you know about coaching in general?
a lot □
enough □
very little □
(If you think you know ‘a lot’, please describe how you have gained this knowledge,
e.g. have attended training, have a qualification, have received coaching myself,
have observed professional coaches, etc.)
4. Do you think that using some coaching techniques will help to improve your
communication with adult learners? Please give reasons for your answers.
5. Do you know or use any coaching techniques in your work with adult learners?
6. How much do you know about specific coaching techniques?
a lot □
enough □
very little □
(If you have answered a lot, please list the techniques you know about).
7. Which areas of your expertise do you expect to improve by using coaching skills
and techniques?
8. How much do you expect to improve your expertise in the areas listed below in
terms of their relevance to the context you work in? Could you please use the scale
from 1 to 5 where:
1=
strongly agree;
2=
agree;
3 = neither agree or disagree;
4=
disagree;
5=
strongly disagree!
Statements
1. Relationship between coach and coachee
2. Improved communication and trust
Degrees
1 2 3
1 2 3
4
4
5
5
Project no: 539839-LLP-1-2013-1-UK-GRUNDTVIG-GMP
‘This project has been funded with support from the European Commission. This publication [communication] reflects the views
only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained
therein.’ Page 29 of 31
3.
4.
5.
6.
7.
8.
9.
Awareness of one's own strengths and weaknesses
Increased motivation
Improved strategies for achieving success and self-realisation
Improved time management
Improved decision making
Stress management and reduced anxiety and inhibitions
Improved self-esteem and self-evaluation
1
1
1
1
1
1
1
2
2
2
2
2
2
2
3
3
3
3
3
3
3
4
4
4
4
4
4
4
5
5
5
5
5
5
5
Are there any areas that are not listed but which you think are important? (Please specify!)
9. Do you have any other expectations about the course?
10. Which two of the offered seminars would be most beneficial for the organisation
you work for:

Seminar I: Coaching methodology in adult education
□

Seminar II: How to improve the communication and the relationship with the
learners in adult education: preparation for the use of coaching in adult education

Seminar III: Motivation of adult learners through the use of coaching
methodology
□
11. Depending on the profile of your organisation how do you expect to apply what
you have learned in the coaching seminars in your future work with adult learners?

in BA, MA or doctoral courses
□

in various forms life-long or continuous education
□

in offering new qualification or re-training courses
□

in courses offering continuous professional development
□

in staff training and career development seminars
□

other (please specify)
Project no: 539839-LLP-1-2013-1-UK-GRUNDTVIG-GMP
‘This project has been funded with support from the European Commission. This publication [communication] reflects the views
only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained
therein.’ Page 30 of 31
APPENDIX 3
Questions for individual interviews
1. How would you describe the nature of your work?
2. What are your main responsibilities in the institution you work for?
3. How do you think coaching will benefit adult learners in your institution?
4. How much do you know about coaching in general
a lot □
enough □
very little □
5. How much do you know about specific coaching techniques
a lot □
enough □
very little □
(If you have answered ‘a lot’ for Q4 and Q5, please describe how you have gained
this knowledge, e.g. have attended training, have a qualification, have received
coaching yourself, have observed professional coaches, etc.)
6. How much do you expect to improve your expertise in the areas listed below in
terms of their relevance to the context you work in? Could you please use the scale
from 1 to 5 where:
1=
strongly agree;
2=
agree;
3 = neither agree or disagree;
4=
disagree;
5=
strongly disagree!
Statements
1. Relationship between coach and coachee
2. Improved communication and trust
3. Awareness of one's own strengths and weaknesses
4. Increased motivation
5. Improved strategies for achieving success and self-realisation
6. Improved time management
7. Improved decision making
8. Stress management and reduced anxiety and inhibitions
9. Improved self-esteem and self-evaluation
Degrees
1 2 3
1 2 3
1 2 3
1 2 3
1 2 3
1 2 3
1 2 3
1 2 3
1 2 3
4
4
4
4
4
4
4
4
4
5
5
5
5
5
5
5
5
5

Other (Please specify!)
7. Do you have any other expectations about the course?
8. Which two of the offered seminars would you like to choose? Please give your
reasons?
Project no: 539839-LLP-1-2013-1-UK-GRUNDTVIG-GMP
‘This project has been funded with support from the European Commission. This publication [communication] reflects the views
only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained
therein.’ Page 31 of 31