Facilitating Reflective Learning Through Mentoring & Coaching
Facilitating Reflective Learning Through Mentoring & Coaching
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通过指导促进反思性学习
DOI：
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发表时间：
2006
期刊：
影响因子：
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通讯作者：
Ian McGill
中科院分区：
文献类型：
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作者：
A. Brockbank;Ian McGill
第一部分学习理论和价值观2.指导和教练的地图现实维度学习成果维度功能主义方法参与方法革命性方法进化方法流行的话语权力视野学习是为了改进还是改造？权力与组织学习反思性学习的价值3.学习理论学习的本质习惯、领域和倾向学习作为一种社会活动组织中的个人学习单循环和双循环学习指导或教练关系中的情感学习的心理学原则学习和身体4.反思性对话和学习阶段的学习反思和反思性对话第二部分辅导和辅导模式5.什么是指导？职能指导参与指导进化指导工作中的关系指导中的障碍、障碍和神话6.什么是教练？功能主义教练参与教练进化教练行政教练生活教练教练的多样性7.指导模式传统的阶段模式及其影响周期性指导模式双矩阵指导模式8.教练模式Grow模式FLOW模式SOS模式Jenny Rogers的模式埃根的熟练助手模式第三部分练习技巧9.作为一个客户一致性自我披露管理情绪作为一个客户接收反馈10。作为一个功能主义的导师或教练承包倾听重述客户的故事总结质疑移情反馈参与指导或教练11.作为一个进化的导师或生活教练导师存在导师一致性倾听重述客户的故事苏格拉底式的质疑管理情感高级同理心摘要反馈冲突，挑战和对抗防御机制即时性回顾学习培养导师并支持他们12.导师和教练的培训和发展导师培训教练培训导师和教练的培训理念导师和教练技能进化技能选择导师选择教练多样性培训第四部分边界和道德13.指导、指导还是治疗？导师或生活教练能从治疗中学到什么？对导师和教练的监督和支持结论三种不同的方法道德准则附录1：导师和教练的形式附录2：自我辅导：记日记附录3：基本规则示例附录4：自我学习：反思性学习案例附录5：反思性对话问题附录6：案例研究练习注释
PART I LEARNING THEORIES AND VALUES 2. A map of mentoring and coaching Reality dimension Learning outcome dimension Functionalist approach Engagement approach Revolutionary approach Evolutionary approach The prevailing discourse The power horizon Learning for improvement or transformation? Power and organizational learning Values of reflective learning 3. Learning theories The nature of learning Habitus, field and dispositions Learning as a social activity Individual learning in organizations Single and double loop learning Emotion in a mentoring or coaching relationship Psychological principles of learning Learning and the body 4. Reflective dialogue and learning Stages of learning Reflection and reflective dialogue PART II MENTORING AND COACHING MODELS 5. What is mentoring? Functionalist mentoring Engagement mentoring Evolutionary mentoring Relationships at work Barriers, obstacles and myths in mentoring 6. What is coaching? Functionalist coaching Engagement coaching Evolutionary coaching Executive coaching Life coaching Diversity in coaching 7. Mentoring models Traditional stage models and their implications The cyclical mentoring model The double matrix mentoring model 8. Coaching models The GROW model The FLOW model The SOS model Jenny Rogers's model Egan's skilled helper model PART III PRACTICE SKILLS 9. Being a client Congruence Self-disclosure Managing emotion as a client Receiving feedback 10. Being a functionalist mentor or coach Contracting Listening Restatement of client's story Summarizing Questioning Empathy Feedback Engagement mentoring or coaching 11. Being an evolutionary mentor or life coach Mentor presence Mentor congruence Listening Restatement of client's story Socratic questioning Managing emotion Advanced empathy Summary Feedback Conflict, challenge and confrontation Defence mechanisms Immediacy Reviewing the learning Developing mentors and supporting them 12. Training and development of mentors and coaches Mentor training Coach training Training ideas for mentors and coaches Mentoring and coaching skills Evolutionary skills Selection of mentors Choosing a coach Diversity training PART IV BOUNDARIES AND ETHICS 13. Mentoring, coaching or therapy? The boundary What can mentors or life coaches learn from therapy? Supervision and support for mentors and coaches 14. Conclusion Three different approaches Code of ethics Appendix 1: Pro formas for mentors and coaches Appendix 2: Self-coaching: keeping a journal Appendix 3: Examples of ground rules Appendix 4: Passionate learning: a case of reflective learning Appendix 5: Questions for reflective dialogue Appendix 6: Case study exercises Notes