Enhanced descriptions from Syndetics:

Recent studies show that life skills coaching, executive coaching and business coaching are all effective ways of achieving sustainable growth, change and development in an individual, group or organisation.

The Coaching at Work Toolkit is the first comprehensive, practical resource for coaches in the use of the theories, tools, techniques and practices that affect learning and change. This book offers coaching tools and psychology-based techniques and is a much-needed guide to understanding the practice of coaching and applying the theories and language associated with it.

The employment of life skills coaching, executive coaching and business coaching is being heralded as the way to create organisations of the future. Anyone interested in achieving their best and staying ahead of the competition should read this book. Through the use of case studies, practical instructions and application guidelines, the authors have provided models, principles and techniques that enable professional coaches to achieve breakthrough results.

For the past ten years the authors, first as practitioners and then as educators, have worked closely with colleagues across the globe to develop coaching techniques that produce positive, measurable, lasting change.

This book builds upon the success of the authors' first general coaching reference The Complete Guide to Coaching at Work . This title focused on the nature of coaching, coaching models and frameworks, and the competencies for successful coaches.

Suzanne Skiffington and Perry Zeus have trained hundreds of coaches around the world. Through their internationally renowned coach training school, 1 to 1 Coaching School they have worked with established and new coaches, professionals and managers/leaders of organisations, consultants, groups and the academic community.

Table of contents provided by Syndetics

• About the authors (p. v)
• Preface (p. xv)
• Part 1 Coaching--the new technology for learning and change (p. 1)
• Chapter 1 Coaching at work today (p. 2)
• Some general benefits of coaching (p. 3)
• Some misconceptions about coaching (p. 5)
• The history of coaching (p. 6)
• The philosophical underpinnings of coaching today (p. 8)
• Coaching in relation to other professions (p. 10)
• Who can coach? (p. 12)
• Coaching practice niche areas (p. 14)
• Coaching models (p. 19)
• Coaching and learning (p. 20)
• Chapter 2 Change in organisations (p. 24)
• Coaching and organisational change (p. 25)
• A systems perspective (p. 25)
• The coach as change agent (p. 29)
• Coaching competencies (p. 30)
• Personal change (p. 31)
• Managers and coaching (p. 37)
• The impacts of introducing a coaching culture (p. 42)
• Stress in organisations (p. 43)
• Learning organisations (p. 46)
• Models of organisational change (p. 49)
• The role of the coach--guidelines for introducing a coaching program (p. 52)
• Resistance to change in organisations (p. 53)
• Chapter 3 The coaching process--guidelines and protocols (p. 59)
• The four phases of coaching (p. 60)
• Phase 1 Establishing the coaching partnership (p. 60)
• Phase 2 Action planning (p. 76)
• Phase 3 The coaching cycle (p. 77)
• Phase 4 Evaluation and follow-up (p. 79)
• Part 2 Coaching tools and techniques (p. 83)
• Chapter 4 Assessment issues and profiles (p. 88)
• Why is assessment necessary? (p. 89)
• Benefits of assessment (p. 89)
• Factors that may interfere with assessment (p. 90)
• Types of profiles (p. 91)
• Individual profiles (p. 92)
• Small business profiles (p. 95)
• Organisational work performance profiles (p. 98)
• Leadership profiles (p. 105)
• Personal style profiles (p. 110)
• Self-assessment profiles (p. 116)
• Chapter 5 Personality as a coaching tool (p. 121)
• Personality characteristics of a successful coach (p. 121)
• Coach-coachee mismatches (p. 128)
• Chapter 6 Taking ownership (p. 130)
• Commitment (p. 130)
• Trust (p. 138)
• Pride (p. 142)
• Chapter 7 Self-awareness (p. 143)
• Developing self-awareness (p. 144)
• Techniques for promoting self-awareness (p. 145)
• Chapter 8 Dialoguing (p. 158)
• Open dialogue (p. 158)
• Barriers to communication (p. 160)
• Techniques for overcoming barriers to communication (p. 162)
• The use of metaphor in dialogue (p. 175)
• Dialoguing and solutions (p. 178)
• Chapter 9 Working with self-limiting beliefs (p. 180)
• What are self-limiting beliefs? (p. 181)
• Coaching and self-limiting beliefs (p. 183)
• Techniques for dealing with self-limiting beliefs (p. 185)
• The coach's self-limiting beliefs (p. 193)
• Chapter 10 Dealing with emotions (p. 195)
• The nature of emotions (p. 198)
• Classifying emotions (p. 199)
• The function of emotions (p. 201)
• Coaching and emotions (p. 201)
• Specific techniques for working with emotions (p. 207)
• Chapter 11 Overcoming resistance (p. 224)
• What is resistance? (p. 225)
• The coach's resistance (p. 226)
• Some manifestations of coachee resistance (p. 227)
• Techniques for dealing with resistance (p. 227)
• Chapter 12 Non-verbal communication (p. 231)
• Techniques for working with non-verbal signals (p. 232)
• Non-verbal signals during the coaching cycle (p. 233)
• Chapter 13 Relaxation, meditation, visualisation and trance states (p. 236)
• Relaxation (p. 236)
• Relaxation techniques (p. 238)
• Meditation techniques (p. 243)
• Visualisation techniques (p. 247)
• Trance states (p. 251)
• Chapter 14 Problem-solving techniques (p. 256)
• A generic model for problem solving (p. 256)
• A costs-benefits analysis (p. 257)
• A force-field analysis (p. 259)
• A SWOT analysis (p. 262)
• Brainstorming (p. 264)
• An options model for problem solving (p. 266)
• The IDEAL model for problem solving (p. 268)
• Chapter 15 Role-playing (p. 270)
• Dramatic role-playing--adopting a persona (p. 270)
• Role-playing for attitude change (p. 271)
• The 'as if' technique (p. 272)
• Role-playing for skills acquisition (p. 273)
• Giving feedback (p. 276)
• Chapter 16 Journalling and mind-mapping (p. 278)
• Journalling (p. 278)
• Some guidelines for journal writing (p. 279)
• Journalling techniques (p. 280)
• Mind-mapping (p. 289)
• Chapter 17 Evaluation (p. 295)
• Some benefits of evaluating coaching programs (p. 295)
• Responsive evaluation (p. 296)
• Measurement tools for evaluating outcomes (p. 299)
• Reporting to the organisation (p. 300)
• External evaluation (p. 300)
• Ongoing session evaluation (p. 300)
• Part 3 Practice management and future trends (p. 303)
• Chapter 18 Establishing and marketing a coaching practice (p. 304)
• Establishing a coaching practice (p. 305)
• Some tips for marketing your practice (p. 308)
• Marketing in-house coaching programs (p. 310)
• Chapter 19 Future trends and issues in coaching (p. 311)
• Credentialling (p. 312)
• Ethics and coaching (p. 313)
• Spirituality in organisations (p. 315)
• Leadership and physical fitness (p. 316)
• Coaching temporary employees (p. 317)
• Future areas of research (p. 317)
• Coaching and business goals (p. 318)
• Glossary (p. 320)
• Bibliography (p. 327)
• Index (p. 331)

Author notes provided by Syndetics