The SAGE Handbook of Coaching presents a comprehensive, global view of the discipline, identifying the current issues and practices, as well as mapping out where the discipline is going. The Handbook is organized into six thematic sections: Part One: Positioning Coaching as a Discipline Part Two: Coaching as a Process Part Three: Common Issues in Coaching Part Four: Coaching in Contexts Part Five: Researching Coaching Part Six: Development of Coaches It provides the perfect reference point for graduate students, scholars, educators and researchers wishing to familiarize themselves with current research and debate in the academic and influential practitioners' literature on coaching.

Coaching and Theories of Learning

Coaching and Theories of Learning

Coaching and Theories of Learning
John L. BennettFrancine Campone

Elaine Cox (2013) defines coaching as a ‘facilitated, dialogic learning process’ (p. 1). Rogers (2012) defines coaching as a ‘partnership of equals whose aim is to achieve speedy, increased and sustainable effectiveness through focused learning in every aspect of the client's life’ (p. 7). Both definitions allude to a learning process as an essential element of the coaching experience. Rogers (2012) goes further in suggesting that learning is essential to effecting sustainable change. How, then, can principles of adult learning be integrated into the coaching process?

Learning ‘is a tremendously complex phenomenon’ (Jarvis, 2012, p. 2) that has been defined variously with respect to behavioral, cognitive and psychological outcomes. Jarvis, Holford, and Griffin ...

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