C team

Yu Lin NTU Talent Development Program

Authentic insights from students who've benefited from the coaching system:

What goes on in the minds of seemingly "unmotivated", "passive", and "uncooperative" students?
Even those who outwardly cooperate may be grappling with undisclosed challenges hindering their progress.

Dealing with such students poses a common dilemma for program organizers, given the inherent goals and expectations of programs. Often, these students present a facade that doesn't align with their actual circumstances, leading to a frustrating cycle. Introducing the role of a "coach" within the program establishes a semi-official position. Beyond helping students attain their goals, it facilitates a deeper understanding of their authentic thoughts and emotions throughout the entire process.

C team

Expressing sentiments like "It's easy to propose, but I question the significance of continuing" and suspecting the program seeks buzzworthy ideas, this 'procrastinating student' exhibits behaviors such as taking leaves, submitting work late, and displaying a lack of focus in class.

Confronted with low motivation and subpar performance, coaching and counseling sessions provide an avenue for extensive dialogues with these students. Beyond assessing their progress, the conversations delve into profound questions like 'Why did you join the program?' and 'Why did you choose this specific project topic?' This exploration uncovers the students' perspectives, motivations, and narratives, offering invaluable insights to overcome challenges and reignite motivation.

Surprisingly, in the case of this particular student, a wealth of experience was discovered—organizing university-scale events, winning awards in proposal competitions, and engaging in relevant volunteering and internship programs. Procrastination was not due to a 'lack of skills or ability.'

The student revealed, "Actually... the proposal's framework is like this, and I could write it, but I feel it's meaningless. Even if I do it, it won't be useful." This student unveiled a sense of helplessness.

Behind the inaction lay experiences with proposal competitions that demanded excessive creativity and novelty. The student's previous proactive efforts had resulted in projects challenging to execute or implement.

Understanding these needs, the coaching and counseling process guided the student towards adjusting their proposal to something "they genuinely wanted to try, a small and achievable project". This approach rekindled the student's engagement in the program.

From the intricacies of students' mindsets to project focus, these emotions amalgamate from various stories into fifteen narratives, distilled into a student persona. This process aids in refining the project office workflow, adjusting the brand's spirit, clarifying objectives, and realigning project resources for future actions.