We have spent the last few newsletters discussing the role of the Success Coach in the Student Success Coaching Model. In today’s issue, I’d like to take a closer look at what kind of training and time are involved in making a great Success Coach. The Success Coach, who acts as more than a tutor, mentor, or advisor (while still incorporating aspects of all those roles), requires a particular type of training. 

What makes a great Success Coach?

The literature suggests that most faculty members can assume the role through a combination of faculty development and structured training (which we at Massey Martin, LLC offer – but more on this later). Such training includes simulated student scenarios allowing for practice of skills as well as direct observation and feedback of an experienced coach providing services. 

I always recommend that PA school directors choose either faculty who are enthusiastic and excited about the prospect of being Success Coaches, or hire someone specifically for the role. While anyone can benefit from the knowledge of methodology in the Success Coaching Model framework, faculty should never be “forced” into becoming Success Coaches because the role requires a level of investment that really cannot be underestimated – or faked. 

A unique job description to recruit optimal faculty for the coaching program is needed along with effective faculty development. In our Success training workshop, Massey & Martin, LLC even provides a sample job description for just that reason.

Now, ask yourself these two questions: 

1. How does your program approach a student who is in jeopardy of failing? 

2. Does your program have a policy outlining how this process occurs?

The coaching relationship to the students is quite distinct. Often, it falls to the Success Coach to convey to a student, “Your study habits must change, or you face almost certain failure.” But to convey this information in a way that positively motivates the student rather than frightening or humiliating them is key, and such effective communication does not come naturally to everyone.

Success Coach training usually takes the form of faculty development workshops, which should be planned for and started prior to the launch of the Student Success program. Coach training must be longitudinal in nature, with opportunity for reflection. The training is not difficult or complicated, but might involve “different” ways of thinking about teaching and learning, so trainees must come with an open mind. Participants’ willingness to reflect on, and possibly alter, their personal communication and learning styles will be important. 

Beyond the student: Coaching the whole person

Success coaches train in the following areas:

1. Active listening – because we cannot help a student until they tell us where the problem really lies

2. Positive psychology – negativity leads nowhere; students must be motivated and inspired to take agency for their learning

3. Understanding one’s biases – and learning how to eliminate them from the coaching process. This can include beliefs like, “If I made it through PA school on my own, anyone can,” or “People over a certain age just can’t handle the pace of PA school.” We can’t let these personal beliefs affect how we coach.

4. Practice with tools and skills that facilitate the coaching process, so we have a variety of options to offer students of different learning styles.

Learners do not exist solely in an academic environment. They have additional roles and responsibilities in other domains of their lives that are equally significant. Issues occurring in these other domains can and often do influence behaviors and attitudes within the academic domain. This is particularly relevant for diverse learners whose lived experiences can be very impactful in different ways from other learners. 

Students may be experiencing hardships and challenges that we cannot understand until we know the “full story,” and without knowing that full story, our efforts to help can only serve as half-measures. It's important not to see the PA students and only an academic framework.

Success coaches should be ready to listen to, and empathize with, these challenges. Some examples of challenges include:

• Student holds down a job while also taking care of an elderly parent

• Student is a first-generation college student, without parental or peer support

• Student is homesick or lonely, further from home than they have ever been, or unable to maintain reliable social/family contact due to the pressures of school

• Student may have young children or other circumstances that make “study time” at home more difficult.

• Students may be going through a painful breakup or other relationship troubles.

When psychological, physical, or emotional issues interfere with the learner’s ability, the Success Coach’s active listening is essential. First, the Coach may need to make an appropriate referral, for example, to a physician, counselor, or psychiatric assistance. One must discriminate between normal and pathological levels of stress. Academic success is important, but the safety and health of a program’s students are the priority. 

Conclusion

As we can see, there is a definite set of skills necessary for the Success Coach to bring to the table. For the right individuals, it can be a highly rewarding job that lets them make significant impact in the lives of students in a PA program.

In our next issue, we’ll look at some of the protocols we have developed for Success Coaches to employ when assisting students with solving academic difficulties. I think you’ll find these various methodologies to be highly interesting, so be sure to join us then!