Facilitating Reflective Learning

Informationen zum Autor 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). Klappentext 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. Is written by two leading experts in the field Zusammenfassung 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. Inhaltsverzeichnis 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 ...

Préface
Is written by two leading experts in the field

Auteur

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).

Texte du rabat

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.

Résumé
This revised edition offers a clear theoretical framework for practitioners and includes guidance on key learning theories. It includes sections on coaching learning theories and values, mentoring and coaching models, practice skills and boundaries and coaching ethics.

Contenu
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