Download Mentoring-coaching: a guide for education professionals by Barrie Joy Roger Pask PDF

By Barrie Joy Roger Pask

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Going back to collect the piece that will help the picture or story make more sense may be absolutely necessary. (Over time one is aiming for the client to grasp the process in such a way that s/he could apply it without the immediate help of a mentor-coach, so the amount of moving forwards and backwards should be limited. ) It may not quite make sense The mentor-coach needs to be on the alert for things in this stage that don’t quite make sense. The client may, for example, start to focus on an issue that seems to the mentor-coach to be relatively peripheral to the story that has been told so far.

Someone else’s responsibility An acid test of the appropriateness for the client of the chosen issue is whether or not it is something over which they have influence or authority. If they choose something over which they have no authority or opportunity to make a difference, it is not an appropriate issue for this process. This is a baseline test. A client who has entered the mentoring-coaching process feeling stress or distress at work may well look to someone else to change the situation.

They are important, but Osbourn and Harris (1975) in their book, Assertiveness Training for Women, quote research indicating that in the average person’s communication only 7 per cent of the meaning is conveyed in the actual words used. They point out that 38 per cent of meaning is conveyed through tone, volume, inflexion, speed of speech and so on, and that as much as 55 per cent is conveyed through facial expression, eye movement and many other aspects of body language. So observing and drawing upon these nonverbal aspects of communication by the client are utterly critical features of active listening.

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