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| Introduction and acknowledgements | |
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| From marginal to mainstream | |
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| The management and academic 'influencers' | |
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| The sport coach 'influencers' | |
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| The human resources professional 'influencers' | |
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| The counselling, psychotherapy, psychology and philosophy 'influencers' | |
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| The professional body 'influencers' | |
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| So where does that leave us? | |
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| Models of coaching and mentoring | |
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| Towards an ideal model | |
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| The generic coach-mentoring process | |
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| Mentoring | |
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| A 'contracting' process model | |
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| The manager or leader as a coach-mentor | |
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| A coach-mentoring competence model | |
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| Community mentors and life-coaching | |
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| What is life-coaching? | |
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| Community mentoring | |
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| The learning mentor | |
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| The emergence of the coach-mentor | |
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| Helping people to learn how to learn | |
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| What is a learning organization? | |
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| Towards a learning organization model | |
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| Choosing how best to learn | |
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| Learning or development? | |
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| Self-managed learning | |
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| Principles of adult learning | |
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| Awareness of individual differences | |
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| Beliefs and values | |
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| Culture and diversity | |
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| Gender | |
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| Philosophies | |
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| Psychological influences | |
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| How do we apply our understanding of differences to our practice? | |
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| Feedback that builds confidence and success | |
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| Observing performance | |
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| Potential barriers to effective feedback | |
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| Feedback that builds confidence | |
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| Observing a team | |
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| Handling the feedback session | |
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| Visualizing successful performance | |
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| Harnessing the essential mental qualities | |
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| Making winners | |
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| Observant listening | |
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| It isn't simple to observe | |
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| The importance of observing body language | |
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| Awareness of personal space | |
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| Trust and distrust | |
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| Myths and prejudices | |
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| Active listening | |
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| Telephone coaching | |
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| Questioning | |
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| Understanding the basic types of question | |
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| A variety of useful question types | |
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| Types of questions to be avoided | |
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| Questioning techniques | |
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| An industry or a maturing profession? | |
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| What makes a profession? | |
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| The 'supervision' debate | |
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| What is coaching supervision? | |
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| Formal or informal? | |
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| How does supervision add value? | |
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| So, is it a profession or an industry? | |
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| Appendix: Historical definitions | |
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| References | |
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| Index | |