Facilitating Reflective Learning

For mentors, coaches, their clients, and those who develop mentoring and coaching programs in organizations, Brockbank, a learning and development consultant who lectures at City U. in the UK, and McGill, a development consultant who works with senior managers and staff in government agencies, higher education, and the private sector, draw from their experiences as coaches and mentors and designers of programs for corporate clients and postgraduate programs to explain how coaching and mentoring works in different situations. They show how the process serves the learning and development of an individual and involves change, and present a framework which identifies activities by their purpose, process, and learning outcome. They outline four categories--performance, engagement, developmental, and systemic mentoring or coaching--and how to support reflective learning in them and the skills needed. They describe the role of single and double loop learning, immunity to change, emotion and psychology in learning, social and organizational learning, and levels of learning; the significance of reflective dialogue; definitions of coaching and mentoring and the role of cross-cultural issues and relationships with clients who differ in gender, race, or ethnicity; models for different situations; the importance of accreditation, ethical codes, and diversity; and supervision theory, sources, and models. Annotation c2012 Book News, Inc., Portland, OR (booknews.com)