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Reviews:
"Beautifully written, lucid and unpretentious ... Works for all levels of understanding, from the novice coach to the established practitioner."
Personnel Today Magazine
"An invaluable point of reference for anyone seeking a clearer understanding of coaching and its associated benefits. The book is rich in international case studies, which provide a realistic insight into what coaching can and can’t do."
Coaching at Work Magazine
"A practical, accurate and thorough guide for anyone involved in coaching."
Katherine Tulpa, Chair and Co-founder, Association for Coaching
Description:
Performance Coaching is your complete guide to the fundamentals of coaching, incorporating an overview of all the key principles, tools and case studies you need to develop a more advanced knowledge. Whether you’re thinking about becoming a coach, already running a professional coaching practice or thinking about how you can embed a coaching culture in your organization, seasoned coach and trainer Carol Wilson gives you the knowledge you need to develop a best practice approach. This new edition has been completely updated and restructured to offer a greater focus on building a coaching culture in organizations and to incorporate a range of international examples throughout. A host of new content has been added to reflect the latest developments in this fast-moving field, including coverage of:
• neuroscience
• resilience
• bullying in the workplace
• coaching ROI
• NLP
• situational leadership
• mindfulness
Contents:
The Part One- The fundamentals of performance coaching
Introduction • Chapter 01: What is coaching? • Origins of the term ‘coaching’ • The principles of coaching • Types of coaching • Chapter 02: The differences between coaching, therapy, counselling, mentoring and consultancy • Coaching • Therapy: psychiatry, psychology and psychotherapy • Counselling • Mentoring • Consultancy • Comparisons • Chapter 03: The directive–non-directive continuum • Resisting the urge to offer solutions • The differences between coaching and mentoring • Clean coaching • The client’s demands • Advice from Association for Coaching members • The coaching–mentoring–management continuum • Chapter 04: Self-limiting beliefs • Formation of self-limiting beliefs • Challenging self-limiting beliefs • Chapter 05: Coaching and neuroscience • Neuroscience and bullying • Goal-setting • Positive feedback and learning • Self-directed learning • Insights • Multi-tasking
Part Two- Creating a coaching culture in organizations
Introduction • Chapter 06: The meaning of a coaching culture • The coaching culture at Virgin • The pillars of a coaching culture • Other examples of coaching cultures • Chapter 07: Ten steps to creating a coaching culture • The ten-step plan • Kent County Council’s South East Coaching and Mentoring Network • Chapter 08: Coaching in the workplace • Uses for coaching in the workplace • Internal coaching • External coaching • Coachable moments • Speed coaching in industry • Chapter 09: Coach training in the workplace • How to choose a coach training supplier • The length and depth of coach training • Training coaches at the BBC • Training the coach trainer at IKEA • Chapter 10: Coaching in leadership • Identifying the traits of leadership • Coaching skills vs behaviour and attitude • Transformational Leadership Programme at CLM 2012 Olympic Delivery Partner • Leadership and coaching in the arts sector • Coaching a senior team leader in a multinational organization • Chapter 11: Cross-cultural coaching • What are cultural differences? • Cultural differences in team roles • Coach training for sales leaders at NCR • Creating a global coaching culture • Insights in Finland • Cross-cultural differences across roles • Chapter 12: Coaching in schools • The alignment of coaching with learning • A coaching programme for North Somerset schools • Coach training for teachers in Hong Kong • Coaching adolescents • Chapter 13: Coaching for Crisis at Christmas • Chapter 14: Corporate social responsibility and shared value: bringing business and society back together • What is corporate social responsibility? • Organizations who care • Shared value • The emergence of the ‘social enterprise’ • Chapter 15: Bullying in the workplace • Bullying: nature or nurture? The neural perspective • Reforming the bully • Coaching the accidental bully • How to cope with being bullied • Chapter 16: Resilience in leadership • What is resilience? • Resilience in leaders • What makes a resilient organization? • Developing resilience • Chapter 17: Coaching supervision: a workplace perspective • Differences between traditional and coaching supervision • Supervision in therapy • Coaching supervision in the workplace • What to do in a coaching supervision session • Types and frequency of supervision • Credentials of the coaching supervisor • Chapter 18: ROI: Measuring the return on investment in coaching • Planning • How to get quantifiable results from surveys • Leveraging feedback • Leveraging research • Measuring the value of coaching at OFGEM • Conclusion
Part Three- Skills for coaches and managers
Introduction • Chapter 19: Listening • The five levels of listening • The power of listening • Non-verbal signals • Chapter 20: Reflecting, summarizing and clarifying • Reflecting • Summarizing • Clarifying • Benefits • Chapter 21: Questioning • Open and closed questions • Beware of judgemental questions • Beware of leading questions • Beware of multiple questions • The significance of silence • Chapter 22: The permission protocol • Permission as a tool • The permission protocol • When is permission not permission? • Permission and the need for control • Chapter 23: The GROW coaching model • The history of GROW • Practical application • Flexibility of GROW • Chapter 24: The EXACT model: a coaching approach to goal setting • The EXACT goal-setting model • Comparison between EXACT and SMART goals • How to set a goal • Goal setting with teams • Conclusion • Chapter 25: Coaching feedback • Why feedback models don’t work • Eliciting self-feedback • Relationship to the GROW model • General feedback guidelines • Chapter 26: The structure of coaching • The coaching contract • Structure of a coaching session • Structure for a series of coaching sessions • Chapter 27: Setting and reviewing actions • Exploring the ‘Will’ part of GROW • Setting actions • Reviewing actions
Part Four- Tools of the trade: continuing professional development
Introduction
Part Four A- Extending the repertoire
Chapter 28: David Grove’s clean language • History and principles of clean language • Metaphor • Traumatic memory • Clean language questions • Reflecting words back • Clean conversations • Clean language in coaching • Clean language at the BBC • Grovian techniques in industry • Research into clean language • Chapter 29: David Grove’s emergent knowledge • Clean space • Principles of emergent knowledge • Science of emergence • Small world networks • Emergent knowledge processes • Clean language and emergent knowledge for BBC internal coaches • Emergent knowledge in one-to-one coaching • Chapter 30: Transpersonal coaching • Origins of transpersonal psychology • Sub-personalities • Transcript of a coaching session by Sir John Whitmore • Commentary by Sir John Whitmore • Chapter 31: An introduction to neuro-linguistic programming • The origins of NLP • NLP processes • NLP at work • Conclusion • Chapter 32: Systemic coaching • Systems in families, teams and communities • Knock-on effect of change • Repetition of childhood behaviour • Coaching the organization • Systems theory, cybernetics, family systems theory, complexity theory and chaos theory • Systemic coaching in the public sector • Chapter 33: Transactional analysis and the OK Corral • Social transactions • The states of parent, child and adult • Changing behaviour • Franklyn Ernst’s OK Corral • Chapter 34: 360-degree feedback • The respondents • Pitfalls • Coaching the results • Alternatives • Chapter 35: The Reuven Bar-On Emotional Quotient inventory (BarOn EQ-i) • History • The five elements • Validity safeguards • Emotional intelligence in the IT department • Chapter 36: Thomas-Kilmann conflict mode instrument • Dealing with conflict • Using the TKI • Pitfalls of using the TKI • The conflict continuum • The TKI at work • Chapter 37: Marshall Rosenberg’s non-violent communication • Exploring conflict • Finding the compromise • Chapter 38: Situational leadership • Origination by Blanchard and Hersey: the original quadrants • Blanchard’s revised quadrants • Delivering all types of leadership in a coaching style • Situational leadership and Japanese hierarchy • Chapter 39: Kouzes and Posner: The leadership challenge • Development by Kouzes and Posner • The five elements • Chapter 40: Cultural transformation tools • Origination by Richard Barratt • The seven levels of consciousness • Identifying values • Building a values-driven organization in IT services
Part Four B- Parallel techniques
Chapter 41: The Inner Game • Timothy Gallwey’s background • The inner opponent • The Work Triangle • Non-judgemental awareness • Self-directed learning • The Inner Game in team building • Chapter 42: Nancy Kline’s thinking environment • Origins of the thinking environment • The 10 components of a thinking environment • The thinking session • The incisive question • The power of listening • The thinking partnership in action • Chapter 43: Appreciative Inquiry • Origins of Appreciative Inquiry • The four stages of discovery, dream, design and destiny • Appreciative Inquiry in the United Arab Emirates • Chapter 44: Mindfulness • History of mindfulness • Relaxation exercises • Mindfulness in Yoga and other practices • Mindfulness in conflict • Mindfulness questions • Mindfulness at work • Chapter 45: Elizabeth Kubler Ross’s Change Curve six stage model • The six stages of the Change Curve
Part Four C- Personality types and learning styles
Chapter 46: Bruce Tuckman’s ‘forming, storming, norming and performing’ team development model • The four elements of team development • Addition of ‘adjourning’ • Additions of ‘mourning’ and ‘dorming’ • Recommendations for teams and team leaders • Chapter 47: The Myers-Briggs Type Indicator (MBTI®) • Jung’s archetypes • Development by Isabel Myers and Katherine Briggs • The 16 personality types • The difference between extraversion and introversion • MBTI in team development • Chapter 48: The Enneagram • Ancient history • The nine types • Differentiating core values from personality traits • Manifestation of types • Chapter 49: Kolb’s learning styles • Background • The learning styles quadrants • The four preferences • Learning styles at work • Chapter 50: DISC • The four types • William Moulton Marston’s instigation of behavioural science • Comparison with Jung’s archetypes and MBTI personality types • DISC in team building • Chapter 51: Johari Window • Development by Joseph Luft and Harry Ingham • The four quadrants • Dangers of public feedback • Team development with the Johari Window • Respecting boundaries • Chapter 52: More team role models • Belbin’s team role inventory • FIRO-B (Fundamental Interpersonal Relations Orientation) • Nigel Risner’s animal types • Conclusion • The case against learning styles
Conclusion • References • Index ISBN - 9780749470319
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Pages : 408
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