Description
Book SynopsisLearning through dialogue brings a powerful opportunity for individuals to connect to colleagues, navigate professional demands, and meet the challenges posed by a turbulent world. Written for all who mentor or coach in universities, this book addresses a critical question: how can mentoring and coaching conversations be effective and accessible ways to support researcher and academic development?
Drawing on their wide range of experiences of coaching and mentoring, and designing and leading institutional programmes and policy, Guccione and Hutchinson provide an insight into the founding principles of reflective ethical practice, as well as a pragmatic and easy to navigate toolkit supporting you to understand the needs of the people you want to develop. Including bite-sized chapters packed full of applied solutions, the authors help you to design, re-design, or troubleshoot your mentoring or coaching approach, and offer up go-to guidance for building and enhancing a culture of developmental dialogue at the individual, programme and organisational level.
Trade Review'Guccione and Hutchinson not only show that universities can provide solid support for their staff, but also that principled and well-grounded coaching and mentoring is integral to more equitable employment practices. Highly recommended.' -- Pat Thomson, Professor of Education, The University of Nottingham, UK
'This is an astute, evidence-based handbook that’s enjoyable to read and very welcome for both professional staff and academics whose roles involve supporting scholars (emerging or established). The need for precisely this kind of flexible, savvy resource is high! Guccione and Hutchinson have extensive experience of the higher education sector and academic development, and their ability to synthesise complex ideas into clear, compelling guidance for practical strategies is gold.' -- Dr Tseen Khoo, La Trobe University, Australia / The Research Whisperer
Table of ContentsSECTION 1 Chapter 1. Coaching and Mentoring: Concepts and Terminologies Explored Chapter 2. Contextualising Mentoring and Coaching - Examining The Role of Universities and Higher Education Chapter 3. The Academic Context for Mentoring and Coaching Chapter 4. A Doctorate is no Longer Enough Chapter 5. Situating mentoring and Coaching within Educational Practice Chapter 6. Placing the Focus on Planning, not Problems Chapter 7. Building Repertories of Practice ‘beyond advice’ Chapter 8. Amplifying the Learner’s Voice Chapter 9. What Makes a Good Coaching Question? Chapter 10. Using a Coaching Style as Principal Investigator, Supervisor or Manager SECTION 2 Chapter 11. Creating Agreement and Alignment Chapter 12. Giving and Receiving Feedback: Coaching Style Chapter 13. Supporting Through Change and Transitions Chapter 14. Supporting Personal Development Planning Chapter 15. Enabling Efficiency and Effectiveness Chapter 16. Building Productive Writing Habits Chapter 17. Shaping and Managing Working Relationships Chapter 18. Gaining First Funding and Research Independence Chapter 19. Mentoring Career Changers Chapter 20. Developing Leadership Capabilities Chapter 21. Sustaining Change Over Time Chapter 22. Supporting Stressed Colleagues SECTION 3 Chapter 23. Designing and Launching a Mentoring Programme Chapter 24. The Reputation of Coaching and Mentoring Chapter 25. Aligning your Programme with Humanistic Principles Chapter 26. Designing a Workshop: Orientation to Practice Chapter 27. How to Recruit, Retain and Develop your Coaches and Mentors Chapter 28. Enhancing Practice through Peer-Conversations Chapter 29. Matching Mentoring and Coaching Pairs Chapter 30. Anticipating Disengagement from Mentoring and Coaching Chapter 31. Evaluating Mentoring and Coaching Chapter 32. An Institutional Code of Practice Chapter 33. How to Find and Recruit your Own Mentor
