By Anne Brockbank, Ian McGill
Definitions of the phrases “coaching” and “mentoring” are usually ambiguous and are usually complicated for consumers who have to check some great benefits of those actions. Facilitating Reflective studying via Mentoring and training presents readability via providing a theoretical framework featuring training and mentoring versions including examples of ways they are often utilized in perform. powerful concept is sponsored up by means of useful routines, case reports, education workshop templates, studying companion handouts and instruments for choosing potential mentors. vital counsel can also be given on delicate parts similar to the boundary among mentoring or training and remedy, and the necessity for codes of perform.
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Additional resources for Facilitating Reflective Learning Through Mentoring & Coaching
The habitus is believed to be ‘beyond consciousness’, and Bourdieu (quoted in Grenfell and James, 1998: 14) tells us that ‘when habitus encounters a social world of which it is the product it finds itself as a fish in water. It does not feel the weight of the water and takes the world about itself for granted’. However, habitus is not fixed and unchanging, for ‘Habitus is not the fate that some people read into it. Being the product of history it is an open system of dispositions that is constantly subjected to experiences, and therefore constantly affected by them in such a way that either reinforces or modifies its structures’ (Bourdieu and Wacquant, 1992: 133, original italics).
Boyd and Fales (1983) see reflection as a key element in learning from experience in such a way that the individual is cognitively changed or affectively changed. Boud, Keogh and Walker (1985) offer a comprehensive account of the role of reflection in deep learning and, finally, Steinaker and Bell (1979) suggest a reflective process believed to be of value in any situation in which change of behaviour is the objective. The theory underpinning our approach to learning, and in particular reflective learning, begins from the definition of reflective learning as: ‘an intentional process, where social context and experience are acknowledged, in which clients are active individuals, wholly present, engaging with others, and open to challenge, and the outcome involves transformation as well as improvement for both individuals and their organization’ (Brockbank, McGill and Beech, 2002: 6).
We believe that the relationship forged between mentor or coach and client will support the process, as the couple learn to trust and respect each other. The personcentred approach implicitly promotes communication that values the messages from self 2 and builds a gentle but solid relationship. Mentors and coaches may like to learn the approach by taking a course in horsewhispering (Gqubule 2005), where managers are persuaded, by working with a horse, to leave their ‘command and control’ practices aside and learn to trust the non-verbal body messages from their staff and adopt patient and affectionate styles of leadership.
Facilitating Reflective Learning Through Mentoring & Coaching by Anne Brockbank, Ian McGill