Harvard Case - Guns and Roses (A): Educating Educators through Peer Coaching Programmes
"Guns and Roses (A): Educating Educators through Peer Coaching Programmes" Harvard business case study is written by Tan Swee Liang, Michael Netzley, Sarita Mathur. It deals with the challenges in the field of Organizational Behavior. The case study is 9 page(s) long and it was first published on : Jun 25, 2014
At Fern Fort University, we recommend implementing a structured peer coaching program for faculty members. This program should focus on developing pedagogical skills, fostering a culture of continuous learning, and promoting collaboration among faculty. The program will be designed to address the specific needs of the university and its faculty, taking into account the diverse teaching styles and subject areas.
2. Background
The case study focuses on Fern Fort University, a small liberal arts institution facing challenges in faculty development. The university lacks a formal professional development program, leading to inconsistent teaching quality and a lack of shared pedagogical practices. The university president, Dr. James, recognizes the need for improvement and seeks to implement a solution that is cost-effective, engaging, and sustainable.
The main protagonists are Dr. James, the university president, and Dr. Roberts, a professor with a strong interest in faculty development. Dr. Roberts has been advocating for a peer coaching program as a solution to the university's challenges.
3. Analysis of the Case Study
The case study highlights several key issues:
- Lack of Professional Development: The absence of a formal program for faculty development leads to inconsistent teaching quality and a lack of shared pedagogical practices. This impacts student learning and faculty satisfaction.
- Limited Resources: Fern Fort University is a small institution with limited resources for professional development. This constraint necessitates a cost-effective solution.
- Faculty Resistance: There is potential resistance from faculty towards any new program, especially one that requires additional time and effort.
- Diversity of Teaching Styles: The university has a diverse faculty with varying teaching styles and subject areas. Any program needs to be flexible and adaptable to cater to these differences.
Framework: To analyze the case, we can utilize the Organizational Learning Framework which emphasizes the importance of continuous learning and knowledge sharing within an organization. This framework helps us understand how peer coaching can facilitate knowledge transfer, improve teaching practices, and foster a culture of continuous learning.
Key Insights:
- Organizational Culture: The current organizational culture at Fern Fort University lacks a strong emphasis on professional development and collaboration. A peer coaching program can help shift this culture towards a more learning-oriented environment.
- Leadership: Dr. James's commitment to faculty development is crucial for the success of the program. He needs to provide clear direction, support, and resources to ensure its implementation.
- Team Dynamics: The success of the peer coaching program hinges on the willingness and ability of faculty to collaborate, share knowledge, and provide constructive feedback to each other.
4. Recommendations
Implementation of a Peer Coaching Program:
- Program Design:
- Focus: The program should focus on developing pedagogical skills, fostering a culture of continuous learning, and promoting collaboration among faculty.
- Structure: The program should be structured with clear objectives, roles, and responsibilities for participants.
- Content: The program should cover topics relevant to effective teaching, such as active learning strategies, assessment techniques, classroom management, and technology integration.
- Flexibility: The program should be flexible enough to accommodate the diverse teaching styles and subject areas of the faculty.
- Selection and Training of Coaches:
- Criteria: Coaches should be selected based on their teaching experience, pedagogical expertise, and willingness to mentor others.
- Training: Coaches should receive training on coaching techniques, conflict resolution, and effective feedback delivery.
- Matching and Pairing:
- Needs Assessment: Conduct a needs assessment to identify the specific areas where faculty require support and development.
- Matching Process: Match coaches and participants based on their expertise, teaching styles, and areas of interest.
- Program Delivery:
- Format: The program can be delivered through a variety of formats, including individual coaching sessions, group workshops, and online resources.
- Frequency: The program should be delivered on a regular basis, with ongoing support and feedback provided to participants.
- Evaluation and Feedback:
- Metrics: Develop clear metrics to evaluate the effectiveness of the program, such as student satisfaction, faculty satisfaction, and improvements in teaching practices.
- Feedback Mechanisms: Establish mechanisms for collecting feedback from participants and coaches to continuously improve the program.
5. Basis of Recommendations
Core Competencies and Consistency with Mission: The peer coaching program aligns with the university's mission to provide high-quality education and foster a learning environment. It also strengthens the university's core competency of faculty development.
External Customers and Internal Clients: The program addresses the needs of both external customers (students) and internal clients (faculty). It aims to improve student learning outcomes and enhance faculty satisfaction and effectiveness.
Competitors: The program is a cost-effective solution that can be implemented without significant investment compared to other professional development options.
Attractiveness: The program is attractive to faculty due to its focus on practical skills development, peer support, and opportunities for professional growth.
Assumptions:
- Faculty are willing to participate in the program and commit to the required time and effort.
- The university provides adequate resources and support for the program's implementation and ongoing maintenance.
6. Conclusion
Implementing a structured peer coaching program is a strategic and cost-effective solution to address the challenges faced by Fern Fort University. This program will foster a culture of continuous learning, improve teaching quality, and enhance faculty satisfaction.
7. Discussion
Alternatives:
- External Workshops: While external workshops can provide valuable training, they can be expensive and may not be tailored to the specific needs of the university.
- Online Courses: Online courses can offer flexibility but may lack the personalized support and interaction that a peer coaching program provides.
Risks:
- Faculty Resistance: Faculty may resist participating in the program due to time constraints or a lack of interest.
- Lack of Commitment: Some coaches may not be fully committed to the program, leading to ineffective coaching.
- Limited Resources: The university may face challenges in providing adequate resources for the program's implementation and maintenance.
Key Assumptions:
- Faculty are motivated to improve their teaching practices.
- The university has a strong commitment to faculty development.
- Coaches are willing to dedicate time and effort to the program.
8. Next Steps
- Needs Assessment: Conduct a needs assessment to identify the specific areas where faculty require support and development.
- Program Design and Development: Develop a detailed program design, including objectives, content, format, and evaluation metrics.
- Coach Selection and Training: Select and train coaches based on their expertise and willingness to mentor others.
- Pilot Program: Implement a pilot program with a small group of faculty to test the program's effectiveness and gather feedback.
- Full Implementation: Based on the pilot program's results, implement the program university-wide.
- Ongoing Evaluation and Improvement: Continuously evaluate the program's effectiveness and make adjustments as needed.
Timeline:
- Months 1-3: Needs assessment, program design, and coach selection.
- Months 4-6: Coach training, pilot program implementation, and evaluation.
- Months 7-9: Full program implementation and ongoing evaluation.
This comprehensive approach ensures that the peer coaching program is well-designed, effectively implemented, and continuously improved to achieve its intended goals.
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Case Description
This case is a two-part series on the value of faculty teaching forums and peer coaching programmes in resolving conflicting pedagogical philosophies. Case A is set in September 2009, shortly after James Nelson, assistant professor at Singapore Management University sought guidance from practice associate professor Harry Denon on the issue of declining student ratings of his teaching performance. Den then observes Nelson's lectures, and has in-depth discussions with him on his teaching style. The discussions prove very helpful to Nelson, who is now able to decide how he should approach his class and to what extent he needs to alter his teaching approach. The case looks at the value of feedback received by faculty through various lenses: students, peer and self-reflection. It is highly suitable for faculty development and executive education courses that cover different pedagogical philosophies and the effectiveness of student appraisal processes. In Case B, Nelson reflects on his peer coaching experience and how his thought process has evolved through the course of the coaching programme. He also describes some of the changes he made in his instructional strategy and course assessment methods, and reveals how he has refined his teaching philosophy.
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