Facilitating Reflective Learning: Coaching, Mentoring and Supervision is written by two leading experts in the field. The text explains 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. Ready to use resources…mehr
Facilitating Reflective Learning: Coaching, Mentoring and Supervision is written by two leading experts in the field. The text explains 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. Ready to use resources include 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.
Anne Brockbank is a learning and development consultant, working with clients in a range of public and private enterprises. She is an associate professor at City University in London. She is 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 Action Learning: A Guide for Professional, Managerial and Educational Development (Kogan Page).
Inhaltsangabe
Section ONE: How coaching and mentoring support reflective learning; Chapter 01: The revised situational framework; Chapter 02: Learning theories for coaching and mentoring; Chapter 03: Reflective dialogue and learning; Section TWO: What is the difference between coaching and mentoring?; Chapter 04: What is mentoring?; Chapter 05: What is coaching?; Chapter 06: Mentoring models; Chapter 07: Coaching models; Section THREE: Coaching or mentoring in each quadrant; Chapter 08: Performance; Chapter 09: Engagement; Chapter 10: Development; Chapter 11: The systemic quadrant; Section FOUR: The reflective practitioner: accreditation, ethics, diversity and supervision; Chapter 12: Accreditation, ethics and diversity; Chapter 13: Why supervision? Theory, sources and models; Chapter 14: Conclusion
Section ONE: How coaching and mentoring support reflective learning; Chapter 01: The revised situational framework; Chapter 02: Learning theories for coaching and mentoring; Chapter 03: Reflective dialogue and learning; Section TWO: What is the difference between coaching and mentoring?; Chapter 04: What is mentoring?; Chapter 05: What is coaching?; Chapter 06: Mentoring models; Chapter 07: Coaching models; Section THREE: Coaching or mentoring in each quadrant; Chapter 08: Performance; Chapter 09: Engagement; Chapter 10: Development; Chapter 11: The systemic quadrant; Section FOUR: The reflective practitioner: accreditation, ethics, diversity and supervision; Chapter 12: Accreditation, ethics and diversity; Chapter 13: Why supervision? Theory, sources and models; Chapter 14: Conclusion
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