Facilitating Reflective Learning through Mentoring and Coaching-Wow! eBook

Facilitating Reflective Learning through Mentoring and Coaching book cover

Facilitating Reflective Learning through Mentoring and Coaching

Author(s): Anne BROCKBANK (Author), Ian MCGILL (Contributor)

Publisher: Kogan Page
Publication Date: 3 Jan. 2006
Edition: 1st
Language: English
Print length: 336 pages
ISBN-10: 0749444487
ISBN-13: 9780749444488

Book Description

What is the difference between a ‘coach’ and a ‘mentor’? How can practitioner’s and clients assess their benefits if there is little or no general understanding as to their meaning? This book offers answers by describing the different theoretical models available for coaching and mentoring and by looking at how these models are applied in practice.

Robust theory is backed up by practical advice. Numerous practical exercises, case studies, templates – including a Training Workshop template – learning partner handouts and a questionnaire for selecting prospective mentors are included. Advice is also included on sensitive areas such as the boundary between mentoring or coaching and therapy, and the desirability of supervision and codes of practice.

Editorial Reviews

Review

“..your text is an excellent resource. I have been reviewing a significant amount of coaching literature..and I will include your text as a key reference for persons I coach..” — Damian J. Manassa, Performance Coach

“A valuable insight into the benefits and difficulties of mentoring and coaching, along with practical guidance on how to achieve success.”
— Personnel Today

“The book is full of practical advice and activities which will help readers hone their coaching and mentoring skills.” — Professor Yvonne Hillier, Department of Education and Lifelong Learning, City University

“This comprehensive and detailed book examines the theory and practice of mentoring and coaching within a learning framework…” — Professor David Megginson, Sheffield Hallam University

“This is definitely a book for serious study or to be shared around the department.” — Training and Coaching Today

…theoretical argument is illustrated by practical exercises … The often-brittle overlap between mentoring/coaching and therapy is also sensitively discussed — Music Teacher

About the Author

Anne Brockbank was a learning and development consultant and EMCC Master Practitioner, working with clients in a range of public and private enterprises. She was a visiting lecturer at City University and co-author with Ian McGill of Facilitating Reflective Learning in Higher Education and The Action Learning Handbook.

Ian McGill is a development consultant working with senior managers and staff in government agencies, higher education, and the private sector. He is the co-author of The Action Learning Handbook.

Excerpt. © Reprinted by permission. All rights reserved.

PART I LEARNING THEORIES AND VALUES

2. A map of mentoring and coaching

Reality dimension; Learning outcome dimension; Functionalist approach; Engagement approach; Revolutionary approach; Evolutionary approach; The prevailing discourse; The power horizon; Learning for improvement or transformation?; Power and organizational learning; Values of reflective learning

3. Learning theories

The nature of learning; Habitus, field and dispositions; Learning as a social activity; Individual learning in organizations; Single and double loop learning; Emotion in a mentoring or coaching relationship; Psychological principles of learning; Learning and the body

4. Reflective dialogue and learning

Stages of learning; Reflection and reflective dialogue

PART II MENTORING AND COACHING MODELS

5. What is mentoring?

Functionalist mentoring; Engagement mentoring; Evolutionary mentoring; Relationships at work; Barriers, obstacles and myths in mentoring

6. What is coaching?

Functionalist coaching; Engagement coaching; Evolutionary coaching; Executive coaching; Life coaching; Diversity in coaching

7. Mentoring models

Traditional stage models and their implications; The cyclical mentoring model; The double matrix mentoring model

8. Coaching models

The GROW model; The FLOW model; The SOS model; Jenny Rogers’s model; Egan’s skilled helper model

PART III PRACTICE SKILLS

9. Being a client

Congruence; Self-disclosure; Managing emotion as a client; Receiving feedback

10. Being a functionalist mentor or coach

Contracting; Listening; Restatement of client’s story; Summarizing; Questioning; Empathy; Feedback; Engagement mentoring or coaching

11. Being an evolutionary mentor or life coach

Mentor presence; Mentor congruence; Listening; Restatement of client’s story; Socratic questioning; Managing emotion; Advanced empathy; Summary; Feedback; Conflict, challenge and confrontation; Defence mechanisms; Immediacy; Reviewing the learning; Developing mentors and supporting them

12. Training and development of mentors and coaches

Mentor training; Coach training; Training ideas for mentors and coaches; Mentoring and coaching skills; Evolutionary skills; Selection of mentors; Choosing a coach; Diversity training

PART IV BOUNDARIES AND ETHICS

13. Mentoring, coaching or therapy?

The boundary; What can mentors or life coaches learn from therapy?; Supervision and support for mentors and coaches

14. Conclusion

Three different approaches; Code of ethics

Appendix 1: Pro formas for mentors and coaches

Appendix 2: Self-coaching: keeping a journal

Appendix 3: Examples of ground rules

Appendix 4: Passionate learning: a case of reflective learning

Appendix 5: Questions for reflective dialogue

Appendix 6: Case study exercises

Notes

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