Co-Active Coaching, 2nd Edition: New Skills for Coaching People Toward Success in Work and, Life
Where to buy Co-Active Education, 2nd Edition: New Skills for Education People Toward Success in Work and, Life books online?
- ISBN13: 9780891061984
- Condition: NEW
- Notes: Brand New from Publisher. No Remainder Mark.
Product Description
A newly revised edition of the book that helped define the education profession, Co-Active Education captures the essence of what it takes to design and maintain successful, collaborative, and empowering education relationships. The authors clarify in detail their flexible and adaptive model-placing the client’s agenda at the heart of the education partnership, define the skills required for success, provide dozens of sample education conversations, and a power-packed Coach’s Toolkit of over 35 exercises, questionnaires, checklists, and forms to make these proven principles and techniques eminently practical and immediately actionable.
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I bought this book and the CD that came with the book is missing the pdf files. Any suggestion who I need to contact?
Reader’s Rating: 3 / 5
This book is fantastic for anyone who wants to learn better communication skills.
Reader’s Rating: 5 / 5
This book may be okay for some, but the authors take to much time getting to the point. To much “fluff”. They wrote the book as if they really made the concept of ‘Life Education’ themselves. To spend a whole chapter on ‘Intuition’…Please! The authors feel as if they have to clarify the same skill over and over, and twenty different ways. I really lost interest, and couldn’t even end the book. And I reflect the “Bug thought” is stupid. I’m not telling my client a Bug took their motivation! That being said, this book is going back.
Reader’s Rating: 1 / 5
To their credit, the authors of this text do take up the larger issues of the values that are behind the client’s agenda, and they attempt to justify their approach by seeking persons as the larger goal bottom the particular task(s) for which they may be engaged. Despite their efforts, this book reflects all of the philosophical objections one can raise when value neutral counseling or education is promoted.
No one can offer an unbiased worldview when approaching the issues, choices, and problems of life (my own preconceptions are admittedly Christian). The coach will inevitably bring his own presuppositions to the process of education. The authors are no exception. Beginning with their discussion of Balance in Chapter 1, they attempt to justify human wisdom about what is vital in life, defining it as what is truly vital to the client. They make their own value judgment that balance is, of itself, a worthy goal, lacking questioning exactly what is weighed. It is my view that if Christian values are not the basis of education, then the blind are leading the blind to rearrange the deck chairs on the Titanic (to combine descriptions).
This is aptly illustrated by the ostensibly unbiased view the coach is to take about the client’s methods in achieving his goals (see “Spaciousness” p.17). The coach is completely detached from any judgments about means or ends “so long as the client continues to go toward the results the client wants. This `end justifies the means’ argument is terrible enough, but rumor has it that not even the end is open to question. Where conscience might run, the authors position might be construed as labeling it a “bug”.
The importance of excellent listening skills led to a discussion of something open as “Level 3 Listening”. There are several problems with this technique as open. It seems to be a synthesis of the coach and client’s mental process – a rather mystical concept – that is not very well defined. It seems to offer rather fertile ground for the injection of the coach’s bias. It is later open under the category of direct observation, which raises the question of who is really being experimental, the coach or the client?
Values are directly addressed in Chapter 8 “Client Fulfillment”. Space does not permit a perfect dissection of the authors’ views here, but several points are worthy of note. Statements like “values are not morals…. are not principles” (p.119) are at the heart of the problem with their approach. Their view that “what is to be admired is not the value itself, but your client’s ability to live that value fully in his life” is, reasonably simply, shocking. By that logic the client’s fulfillment of his value of personal power would lead to a sense of “rightness” when he betrays his co-worker.
I’ll end my response to this book by noting that the description of Process Education (pp.143-156) fervently resembles gestalt psychiatric help. This is a particularly new age approach that was probably to be expected in this book. As the authors pronounced “it’s the process that counts”, I was hearing in my mind “Life is a journey, Grasshopper!”
While there was valuable content to be establish in this book, I establish it to be morally and mentally blind.
Reader’s Rating: 2 / 5
Having graduate education and years of professional experience in personnel & organizational management & development, I establish this book to be very slow and elementary. The book reads like a social column in a local paper, illustrating a laymen’s perspective of education and development lacking ever arresting directly on the underlying concepts and reasons behind the advised courses of action. Perhaps the book could be summed up in the course of a few bullets:
* Work-life balance is vital
* Help clients identify their personal and profesional goals
* Help clients renovate action plans for achieving persons goals
* Emotionally support clients during their course of pursuit
* Charge clients by the hour for your pseudo-psychological counseling
Perhaps the authors were aspiring counselors that had enough business savvy to prefer charging organizational leaders consultant excise for basic goal-setting and motivational strategies? Hey, they could have doubled their profits by writing a book about their conquests as well…. oh wait…. they did…
Reader’s Rating: 2 / 5