The power of peer learning in coach training with the AoEC

When it comes to training as an executive or team coach, the journey can be as rewarding as the destination. One of the most significant factors that enhances this journey is peer learning - a process that deepens your understanding and sharpens your skills through interaction, collaboration and shared reflection with fellow learners. At the AoEC, this form of learning is central to the training experience, offering a supportive environment that builds camaraderie and expertise.

What is peer learning in coaching?

Peer learning is the process of gaining knowledge and refining skills by interacting with others in a learning environment. In the context of coach training, it involves working with fellow course participants in small groups, practising new techniques and providing mutual feedback. Peer learning is highly effective because it promotes active participation, reflective thinking and an opportunity to view situations from different perspectives. At the AoEC, the practice of working in triads - small groups of three - creates a rich, rewarding experience that is integral to the course.

Caroline Bottrell, a past participant on the AoEC’s Advanced Practitioner in Executive Coaching, emphasises how practising in a trusted environment made a big difference to her learning: "A key positive for me was that there were plenty of opportunities to practise. Faculty observed our coaching on the modules and in-between programme dates, we were encouraged to self-organise group practice sessions. This was great because I was building coaching experience with different people and practising in a trusted environment where we gave and obtained valuable feedback."

Embedding knowledge through collaboration

One of the key strengths of peer learning is its ability to embed new knowledge. When you practise skills with peers, the process of applying techniques and receiving feedback helps to consolidate your understanding. More importantly, observing how your approach is interpreted and adjusted by others enables you to fine-tune your methods. This constant cycle of practising and reflecting helps to ingrain the skills necessary for becoming a professional coach.

Course participants at the AoEC often reflect on the impact that learning from and with others has on their development. As you share your learning experiences, you’ll be exposed to different coaching styles and approaches, all of which contribute to a broader, more nuanced understanding of coaching. This variety of input strengthens your capacity to adapt your coaching to different contexts and clients.

Practitioner Diploma graduate Genevieve Loaker shares her experience, noting how repeated practice in peer learning was essential to embedding her new skills: "Every module there were multiple opportunities to coach and be coached, to receive and give feedback as well as participate in peer supervision. This approach helped me to embed the learning."

Practising skills in triads

An essential component of the AoEC’s approach is the opportunity to practise coaching in triads, a model that involves each participant rotating through the roles of coach, coachee and observer. This structure allows you to test and refine your new skills in real-time, with immediate feedback from your peers. Whether you’re practising active listening, asking powerful questions, or developing your presence as a coach, the feedback and support from your peers in these triads accelerates your growth.

Practising within triads also builds a sense of trust and mutual respect and you will feel confident in supporting and challenging one another. As you and your fellow learners share the vulnerability of trying new skills in a safe space, you’ll form strong, supportive relationships. This camaraderie reinforces the learning process and provides a network of peer support long after the course has ended.

Jason Collins who completed the Practitioner Diploma, reflects on the value of these peer relationships: "One thing that I continue to realise is that you cannot underestimate the power of community in any given situation."

Learning theories behind peer learning

The effectiveness of peer learning is underpinned by several learning theories. One such theory is social learning theory, developed by Albert Bandura, which suggests that individuals learn best by observing others and modelling behaviours. In the context of coaching, this means that watching peers and reflecting on their techniques can enhance your own practice.

Another relevant theory is constructivism, introduced by theorists such as Jean Piaget and Lev Vygotsky, which proposes that learning is an active, collaborative process where individuals build on their prior knowledge through experience. By discussing and reflecting on new coaching techniques with peers, you’re able to integrate new knowledge in a meaningful way that is more likely to stick. Experiential learning, where course participants learn by doing, is a hallmark of the AoEC’s training style and is particularly effective in coach training.

The accelerated learning cycle and peer learning

Alistair Smith’s accelerated learning cycle is another valuable model that can be applied to peer learning in coach training. This cycle emphasises the importance of engaging all senses, building on existing knowledge and reinforcing learning through activities such as reflection and feedback. The four stages of the cycle - connection, activation, demonstration and consolidation - are naturally embedded in the AoEC’s experiential learning approach.

When working in triads, learners activate their knowledge by putting theory into practice, demonstrate their coaching skills and consolidate what they’ve learned through feedback and reflection. This process aligns perfectly with Smith’s model, allowing course participants to accelerate their learning and develop deeper coaching competencies more effectively.

Experiential learning and reflective practice

At the AoEC, experiential learning is at the heart of its training programmes. Rather than relying solely on lectures or reading materials, aspiring coaches are encouraged to learn by doing - whether that’s through practice coaching, role-play, or reflecting on real-world experiences. This hands-on approach means that you not only learn the theory behind coaching, but you also get to test and refine your skills in real-life scenarios.

Reflection plays a critical role in this process. In each coaching session or group activity, participants are encouraged to reflect on what they have learned, how they applied new skills and what they might do differently next time. This continuous cycle of action and reflection ensures that learning is deeply embedded and applied in meaningful ways.

Advanced diploma alumnus Jenny Challenger sums up the importance of the relationships built through peer learning: "The most beneficial learning came from the relationships created amongst the course participants. We got to know each other at a deep level in a very short period, which allowed us to practise in a completely safe space and share our collective experience generously."

A rich and rewarding learning experience

The power of peer learning in coach training cannot be underestimated. Not only does it provide a structured way to practise new skills, but it also fosters a supportive learning community where shared insights and experiences become invaluable. At the AoEC, the peer learning process is designed to ensure that all budding coaches leave with a deep, well-rounded understanding of coaching that prepares them for professional practice.

By learning from and with your peers, you’ll build not just coaching competence, but also confidence, resilience and the ability to reflect critically on your own practice. This collective learning experience ensures that the skills you develop during your time at the AoEC will serve you well throughout your coaching career.