Coaching and Mentoring in Higher Education: A learning-centred approach(Issues in Practice)

This handbook sets out a clear organisational rationale of coaching and/or mentoring and provides structured activities for self-reflection or groups. It will be particularly suitable for Higher Education institutions which are considering the development of mentoring as part of their effective professional relationships and working practices. The handbook offers a number of definitions of coaching and mentoring. But, while definitions are helpful they are not sufficient in themselves to inform our practices. This handbook therefore extends our thinking by examining how the practices of coaching and mentoring have explicit links with models of learning. A case study of the learning-centred model that has been successfully piloted at the Institute of Education illustrates these links in practice. In addition, the handbook covers: the benefits of coaching/mentoring; the purposes of coaching/mentoring; who can be a coach/mentor; the activities involved; the skills required; dialogue in coaching/mentoring; personal qualities necessary in effective relationships; ethical guidelines. The accompanying CD contains printable masters of the activities.

Table of Contents:
1 Introduction 2 Coaching and mentoring: definitions and models 2.1 Some definitions of coaching and mentoring 2.2 Differences between coaching and mentoring 2.3 Coaching and mentoring and links with learning 2.4 Coaching and mentoring and links with effective learning 2.5 What coaching and mentoring is not 3 Benefits of coaching and mentoring 3.1 Benefits to the coachee/mentee 3.2 Benefits to the coach/mentor 3.3 Benefits to the organisation 4 The roles of the coach and coachee, mentor and mentee 4.1 Starting the process 4.2 The role of the coach/mentor 4.3 The role of the coachee/mentee 4.4 The role of the conversation 5 What helps and hinders the process of coaching and mentoring? 5.1 What helps effective coaching and mentoring? 5.2 What hinders effective coaching and mentoring? 6 A case study of coaching and mentoring: a programme of staff development and support networks at the Institute of Education, University of London 6.1 The introduction of coaching and mentoring at the Institute of Education 6.2 How the process operates 6.3 Coaching and mentoring for specific phases and foci Appendices

About the Author :
Eileen Carnell is a freelance writer and educational consultant. At the time of publication, she was a lecturer in the School of Curriculum, Pedagogy and Assessment at the Institute of Education, University of London. Jacqui MacDonald is Head of Staff Development at the Institute of Education, University of London. Susan Askew is course leader for the MA in Curriculum, Pedagogy and Assessment at the Institute of Education, University of London.