In education we generally see performance development as a 1-to-1 model-based intervention framed around targets, goal setting and review.
There is commonly a linear approach, with scripts and structure used to support people through the process. But undertaking these interventions throughout an academic year can be time intensive. What would be the implications for schools and individuals if they could outsource this target and goal-setting process?
At Persyou we are working with schools to see how they can do just this by outsourcing some coaching work to a very particular type of chatbot. The chatbots that we work with are rule-based coaching bots, programmed with recognised coaching models from professional coaching associations.
The case for chatbots
Coaching chatbots have been found to work extremely well with goal and target-directed coaching through a linear process. This supports individuals to set a goal and put a plan in place, the coaching chatbot then continues to support them to review and monitor their progress at any time and place.
According to Naysan Firoozmand, head of Global Executive Coaching at Hult International Business School, high quality chatbots can coach as well as a novice human coach: “It’s able to pick up on a much broader spectrum of potential questions and solutions associated with addressing a goal.”
“An individual can have a reflective session when and where it is needed.”
Further research by digital coaching academic Nicky Terblanche on the influence of an artificial chatbot on the human coach-client relationship found that “both parties thought the chatbot was useful for goal tracking, accountability and convenience.”
The use of chatbots provides access to this type of coaching support on demand, whether in school or not. An individual can have a reflective session when and where it is needed, rather than waiting for the next pre-arranged or timetabled session. They can also be used as preparation for or follow-up after a face-to-face coaching session.
Coaching as a human endeavour
Coaching, however, continues to be a human endeavour where connection and chemistry are important. Coaching academic Erik De Haan found that “when it comes to establishing empathy or promoting wellbeing, on the psychological measures, the AI [chatbot] didn’t move the dial.”
A well-developed coaching chatbot can be useful to support a coachee with a clearly articulated goal, but they are not good at dealing with the unexpected. If an individual does not know what their target or goal looks like for example, then a chatbot cannot be as useful.
“This could lead us to dive deeper into how we think, talk and connect as humans.”
With the introduction of chatbots into the coaching mix, we should perhaps more deeply consider what the nature of “human” coaching interactions are. Firstly, they require us to be comfortable working in non-linear spaces, where actions, reactions and outcomes may be less predictable or even uncertain. You might not know what experience you have in the interaction until you have it. This could lead us to dive a little deeper in relation to how we think, talk and connect as humans.
“Are we collectively ready to outsource the transactional and focus on the transformative?”
While coaching chatbots are able to take on transactional coaching and performance development support, are we embracing the uniquely transformative power of human interactions?
In education we generally over-emphasise the intellectual. We find ourselves prioritising an agenda over connection and meaning. The introduction of expertly developed coaching chatbots might free us to have a different kind of dialogue when we are dealing with our colleagues, students or other members of our community, a dialogue which is emergent and unfolding rather than prescribed.
This can support us in meeting the challenges of today’s rapidly complex educational world whilst also being centred around people and purpose.
The question is: are we collectively ready to outsource the transactional and focus on the transformative?