Reviews: This comprehensive and detailed book examines the theory and practice of mentoring and coaching within a learning framework. It provides a powerful framework for specifying different types of help and offers examples of skilled coaching or mentoring in different situations.
-Professor David Megginson, Sheffield Hallam University

The book is full of practical advice and case studies which will help readers hone their coaching and mentoring skills. The case studies and examples demonstrate how well the authors know this field, and will reassure readers that they are not alone when they find such a complex area of human activity so challenging.
-Professor Yvonne Hillier, School .of Education, University of Brighton

Description: Facilitating Reflective Learning: Coaching, Mentoring and Supervision is written by two leading experts in the field. Explaining how coaching and mentoring works in different situations, the authors guide the reader through key learning theories, describe the different models available for coaching and mentoring and demonstrate how they can be applied in practice.

In this completely revised new edition, robust theory is backed up by practical advice and numerous case studies. The coaching and mentoring skills used in different situations are clearly described with ready-to-use resources including templates for contracting, reviewing and evaluating, as well as guidance on group dynamics for team coaching and group supervision. Advice is also included on sensitive areas such as the boundary between mentoring or coaching and therapy, and the desirability of supervision.

Contents: Acknowledgements • How to use this book • PART ONE: How coaching and mentoring support reflective learning • The revised situational framework • Ownership (from right to left) • Learning outcome (from bottom to top) The four quadrants • Performance • Engagement • Developmental approach • Systemic approach • The prevailing discourse • The power horizon • Chapter summary • Learning theories for coaching and mentoring • Deep and surface learning • Single and double loop learning • Emotion in learning • Immunity to change and defensive reasoning • Psychological principles of learning • Learning and the body • Learning as a social activity • Learner ownership and autonomy • Individual learning and the organization • Chapter summary • Reflective dialogue and learning • Stages of learning • Reflection and reflective dialogue • Chapter summary • PART TWO: What is the difference between coaching and mentoring? • What is mentoring? • Performance mentoring • Engagement mentoring • Developmental mentoring • Barriers, obstacles and myths in mentoring • Chapter summary • What is coaching? • Performance coaching • Engagement coaching • Developmental coaching • The systemic quadrant • Transcultural issues in coaching • Chapter summary • Mentoring models • Chapter summary • Coaching models • Performance and engagement coaching models • An engagement model • Developmental models • Chapter summary • PART THREE: Coaching or mentoring in each quadrant • Performance • Skills in the performance quadrant • Receiving performance coaching or mentoring - what can help? • Programmes in the performance quadrant • Chapter summary • Engagement • Skills in the engagement quadrant • Engagement programmes • Chapter summary • Development • Skills in the developmental quadrant • Coach or mentor presence • Coach or mentor congruence • Listening • Restatement of client"s story • Managing emotion • Socratic questioning • Feedback • Conflict, challenge and confrontation • Immediacy • Reviewing the learning • Development of coaches and mentors and supporting them • Chapter summary • The systemic quadrant • The social life of organizations Relationships at work • Team coaching • Chapter summary • PART FOUR: The reflective practitioner: accreditation, ethics, diversity and supervision • Accreditation, ethics and diversity • Accreditation • Ethics • Diversity • Chapter summary • Why supervision? Theory, sources and models • What is supervision? • Models of supervision • Group supervision • Chapter summary • Conclusion • Appendix 1 The coaching contract, records and review • Development plan for coaching client • Coaching review • Personal action plan for clients • Coaching record • Appendix 2 Mentoring contract and review • Sample mentoring agreement • Mentoring review • Appendix 3 Examples of ground rules • Appendix 4 Company mentoring • An extract from a mentor manual provided for a corporate programme in the retail industry • Appendix 5 Group dynamics for supervision and team coaching • Appendix 6 Evaluation documents for coaches and mentors • Questionnaire for coaching clients • Learning outcome questionnaire for coaching or mentoring clients • Quality assurance questionnaire for coaching clients • Coaching evaluation form • References • Index

About the Authors: Anne Brockbank is a learning and development consultant and EMCC Master Practitioner, working with clients in a range of public and private enterprises. She is 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 Facilitating Reflective Learning in Higher Education and The Action Learning Handbook.