| Acknowledgements |
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xi | |
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01 Introduction to this edition of Coaching and Mentoring |
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1 | (6) |
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PART ONE The purpose, nature and practice of coaching and mentoring |
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7 | (140) |
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02 Coaching -- what the research says |
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9 | (23) |
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Coaching effectiveness is always contextual |
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10 | (3) |
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What coaching can achieve |
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13 | (1) |
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What we can say about coaching |
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14 | (6) |
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20 | (1) |
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21 | (1) |
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22 | (1) |
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22 | (10) |
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03 Learning and adaptability |
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32 | (17) |
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The key purpose of coaching and mentoring |
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32 | (1) |
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What do we mean by learning and adaptability? |
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32 | (6) |
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Why is some change harder to adapt to than others? |
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38 | (5) |
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What makes change `stick'? |
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43 | (5) |
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48 | (1) |
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48 | (1) |
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49 | (23) |
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50 | (10) |
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Core skill -- asking questions |
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60 | (5) |
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Core skill -- giving feedback |
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65 | (5) |
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70 | (1) |
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71 | (1) |
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72 | (32) |
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73 | (16) |
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Models to help you and your client think about a situation and work with it |
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89 | (14) |
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103 | (1) |
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06 Awareness of individual differences |
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104 | (16) |
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Ways of understanding and working with `how we are' |
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105 | (6) |
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Culture, purpose, values and beliefs |
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111 | (3) |
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114 | (1) |
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The impact of stress on `how we are' |
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115 | (1) |
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Reflection and mindfulness as tools to create greater self and other awareness |
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116 | (2) |
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118 | (1) |
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119 | (1) |
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07 Supervision for coach or mentor |
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120 | (10) |
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What is coaching supervision? |
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122 | (1) |
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Different types of supervision for coaches and mentors |
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123 | (2) |
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Models and techniques to support supervision for coaches and mentors |
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125 | (1) |
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How much supervision is recommended? |
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126 | (1) |
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How long should you work with the same supervisor? |
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127 | (1) |
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How does supervision add value? |
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127 | (1) |
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Conclusion -- supervision for effective continuous professional development |
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128 | (1) |
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129 | (1) |
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08 Stories of coaching and mentoring |
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130 | (17) |
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Story 1 Stepping onto the balcony |
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130 | (2) |
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Story 2 The value of listening |
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132 | (2) |
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Story 3 Not enough emotion? |
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134 | (1) |
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135 | (2) |
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Story 5 In-house coaching |
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137 | (1) |
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Story 6 Listening to dissonance |
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138 | (2) |
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Story 7 Staying the course |
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140 | (1) |
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Story 8 Building broader leadership |
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141 | (2) |
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143 | (1) |
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Story 10 Making space for the team to think together |
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144 | (1) |
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Story 11 Reinvigorating a coaching programme |
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145 | (2) |
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PART TWO How to effectively implement coaching and mentoring in organizations |
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147 | (137) |
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09 Why invest in coaching and mentoring? What and where is the need? |
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149 | (14) |
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What is great coaching and mentoring? |
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149 | (5) |
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What is the focus of a coaching and mentoring agenda, and where will it have the greatest impact? |
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154 | (2) |
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How do you build a business case and get buy-in? |
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156 | (4) |
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What will you measure and how will you measure it? |
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160 | (2) |
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162 | (1) |
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10 Coaching and mentoring: what they are and how they are used in organizations |
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163 | (20) |
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What are coaching and mentoring? |
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163 | (3) |
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The emergence of the coach-mentor |
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166 | (1) |
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How organizations implement coaching and mentoring |
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166 | (5) |
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What purposes do organizations use coaching and mentoring for? |
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171 | (4) |
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A coaching culture -- what is it and how can I create it? |
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175 | (7) |
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182 | (1) |
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182 | (1) |
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11 Implementing coaching and mentoring |
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183 | (24) |
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183 | (2) |
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Communication and buy-in with stakeholders |
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185 | (1) |
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Importance of sponsorship within the organization |
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186 | (1) |
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187 | (1) |
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Setting up your project team |
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188 | (2) |
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190 | (10) |
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Virtual and face-to-face conversations |
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200 | (1) |
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Evaluation/impact review and learning |
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200 | (3) |
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What derailers might you face and how can you address them? |
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203 | (2) |
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Checklist for successful implementation |
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205 | (1) |
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206 | (1) |
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12 Roles and responsibilities in coaching and mentoring |
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207 | (16) |
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Whose role and responsibility are coaching and mentoring in organizations? |
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208 | (13) |
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221 | (1) |
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222 | (1) |
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13 Supervision in practice |
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223 | (18) |
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The role of supervision in developing coaching capacity in the organization |
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224 | (3) |
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The fundamentals for implementing supervision |
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227 | (6) |
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Outcomes of a `built in' approach to supervision |
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233 | (2) |
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235 | (1) |
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236 | (1) |
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237 | (2) |
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239 | (2) |
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241 | (22) |
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Introduction to team coaching |
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241 | (1) |
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242 | (1) |
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What do we mean by coaching a team? |
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243 | (3) |
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Learning teams: the link between high-performing teams and teams that can reflect on their own process |
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246 | (6) |
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Role of the leader in coaching the team |
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252 | (2) |
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Role and relationships of the team coach-mentor |
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254 | (3) |
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Unlocking connection and belonging |
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257 | (1) |
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Team coach-mentoring contract |
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258 | (1) |
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259 | (1) |
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260 | (1) |
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261 | (2) |
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15 Coaching and mentoring in the system and the impact of culture |
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263 | (10) |
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We are all influenced by and have impact on the systems around us |
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265 | (1) |
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The individual as a cultural system |
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266 | (3) |
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The organization as a cultural system |
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269 | (1) |
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Onboarding and transition coaching |
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270 | (1) |
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Introducing and embedding a coaching culture |
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271 | (1) |
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272 | (1) |
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272 | (1) |
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273 | (11) |
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275 | (3) |
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278 | (1) |
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279 | (3) |
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282 | (2) |
| Appendix: Professional governing bodies |
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284 | (2) |
| Index |
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286 | |
