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6834 TECHNIQUES FOR COACHING PT5_246x189 mm 24/06/2016 11:43 Page i
TECH N IQU ES
FOR COACH I NG
AN D M E NTOR I NG
This is a fully revised and updated second edition of the successful Techniques for Coaching
and Mentoring, also incorporating the best bits of its sister text Further Techniques for
Coaching and Mentoring.
The book presents a comprehensive and critical overview of the wide range of tools
and techniques available to coaches and mentors. With a strong academic underpinning, it
explores a wide range of approaches, and provides techniques both for use with clients and
to support professional development of the coach or mentor. Key features include:
n Easy-to-use resources and techniques for one-to-one coaching.

n Case studies throughout the text, helping to put theory into practice.
n An overview of different theoretical approaches.
n A dedicated section on ‘themes for the coach’ discussing coaching across cultures,
evaluating your coaching and looking after yourself as a coach.
n Downloadable worksheets for each technique.
Techniques for Coaching and Mentoring Second Edition is an invaluable resource for
professional coaches and mentors looking to enhance their practice, and for students of
coaching and mentoring.
Natalie Lancer is Director of Higher Education at Immanuel College, UK. She has developed
a coaching programme for undergraduates and has a private coaching practice. She has also
lectured and published on coaching in education, including Getting into Oxford and
Cambridge, 11th Edition.
David Clutterbuck is one of Europe’s most prolific management thinkers and authors. He
is co-founder of the European Mentoring and Coaching Council, visiting professor at three
UK universities and practice lead at Coaching and Mentoring International.
David Megginson is Emeritus Professor of Human Resource Development at Sheffield

Hallam University and a Chartered Fellow of the CIPD.
6834 TECHNIQUES FOR COACHING PT5_246x189 mm 24/06/2016 11:43 Page ii
The first edition of this book is excellent because it is packed full of interesting and useful
skills, processes and techniques. This second edition has developed and built on this already
excellent book and lifted it in to the ‘essential buy’ category!
Professor Bob Garvey, Faculty Head of Research,
York St John Business School, UK
This is a remarkably useful book. Each of the three sections is valuable in its own right:
Part I clearly explains and informs us about coaching; Part II provides handy techniques to
bolster coaching practice; and Part III addresses some important contemporary issues that
coaches need to consider for their continued professional effectiveness. Highly
recommended.
Dr Elaine Cox, Author and Director of Coaching & Mentoring
Programmes at Oxford Brookes University, UK
This is a fabulously rich and comprehensive work, it will be an invaluable resource for any
coach or mentor – from the seasoned and experienced, to the novice. It covers every aspect
of the coaching and mentoring process. I totally recommend it.
Myles Downey, Author of Enabling Genius – a mindset for the
21st Century and Effective Modern Coaching
Wonderfully written by pioneers of our field. A vast array of coaching techniques with
illustrative examples every step of the way. One of the few coaching books that you’ll need
with you while coaching!
Dr Brian O. Underhill, Founder of CoachSource and author
of Executive Coaching for Results
6834 TECHNIQUES FOR COACHING PT_246x189 mm 02/06/2016 06:00 Page iii
TECH N IQU ES
FOR COACH I NG
AN D M E NTOR I NG
SECOND EDITION
Natalie Lancer, David Clutterbuck

and David Megginson
6834 TECHNIQUES FOR COACHING PT_246x189 mm 02/06/2016 06:00 Page iv
For support material associated with Techniques for Coaching and Mentoring, Second
Edition, please go to www.routledge.com/cw/Lancer
First published 2005

By Butterworth-Heinemann
Second Edition 2016
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
711 Third Avenue, New York, NY 10017
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2005 David Megginson and David Clutterbuck
© 2016 Natalie Lancer, David Clutterbuck and David Megginson
The right of Natalie Lancer, David Clutterbuck and David Megginson to be identified
as authors of this work has been asserted by them in accordance with sections
77 and 78 of the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or utilised in any
form or by any electronic, mechanical, or other means, now known or hereafter invented,
including photocopying and recording, or in any information storage or retrieval system,
without permission in writing from the publishers.
Every effort has been made to contact copyright holders for their permission to reprint
material in this book. The publishers would be grateful to hear from any copyright holder
who is not here acknowledged and will undertake to rectify any errors or omissions in
future editions of this book.
Trademark notice: Product or corporate names may be trademarks or registered trademarks,
and are used only for identification and explanation without intent to infringe.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging in Publication Data
Names: Lancer, Natalie, author. | Clutterbuck, David, author. | Megginson,
David, 1943– author.
Title: Techniques for coaching and mentoring / Natalie Lancer, David
Clutterbuck and David Megginson.
Description: Second Edition. | New York : Routledge, 2016. | Revised edition
of Techniques for coaching and mentoring, 2005. | Includes bibliographical
references and index.
Identifiers: LCCN 2015047635| ISBN 9781138913738 (hardback) |
ISBN 9781138913745 (pbk.) | ISBN 9781315691251 (ebook)
Subjects: LCSH: Employees – Coaching of. | Mentoring. | Interpersonal
relations.
Classification: LCC HF5549.5.C53 L36 2016 | DDC 658.3/124 – dc23
LC record available at https://lccn.loc.gov/2015047635
ISBN: 978-1-138-91373-8 (hbk)

ISBN: 978-1-138-91374-5 (pbk)
ISBN: 978-1-315-69125-1 (ebk)
Typeset in Akzidenz Grotesk

by Florence Production Ltd, Stoodleigh, Devon, UK
6834 TECHNIQUES FOR COACHING PT_246x189 mm 02/06/2016 06:00 Page v
CONTE NTS
List of figures vii

List of tables viii
About the authors ix
Foreword xii
Preface xiii
PART I: INTRODUCTION 1
1 Introduction 3
PART II: COACHING AND MENTORING TECHNIQUES 21

2 Getting ready for the coaching session 23
3 Contracting 40
4 Rapport building 47
5 Helping the coachee articulate their issues 55
6 Exploring beliefs and values 78
7 Setting and pursuing goals 103
8 Managing emotions 118
9 Managing relationships 128
10 Building support, influence and learning 131
11 Techniques for teams 139
12 Managing choices and decisions 147
13 Understanding context and systemic thinking 170
14 Developing resilience/coping with setbacks 187
v ■ ■ ■
6834 TECHNIQUES FOR COACHING PT_246x189 mm 02/06/2016 06:00 Page vi
CONTENTS ■ ■ ■ ■
15 Feedback 197
16 Helping the coachee raise self-awareness/self-understanding/self-honesty 200
17 Managing boundaries 220
18 Dealing with problems in the coaching relationship 230
19 Ending the coaching relationship 239
PART III: THEMES FOR THE COACH 243

20 Supporting your coaching practice across cultures 245
21 Evaluating your coaching 265
22 Looking after yourself as a coach 301
Appendix 319
Bibliography 322
Index 324
■ ■ ■ vi
6834 TECHNIQUES FOR COACHING PT_246x189 mm 02/06/2016 06:00 Page vii
FIG U R ES
1.1 Diagram showing the link between developmental mentoring and

developmental coaching 6
2.1 The seven layers of dialogue 35
5.1 Stepping in/stepping out 66
5.2 Career pathing 71
5.3 Issues mapping 76
6.1 Career quadrants 100
7.1 Commitment to change 110
7.2 Logic tree example for public speaking 115
10.1 Coachee’s influences 132
10.2 Circles of contacts 134
11.1 Activity analysis 142
12.1 Stability vs. impact of choices to help manage the maximiser or minimiser
conversation 165
13.1 A simplified systems map 176
13.2 The support matrix 185
14.1 Sample responsibility pie to challenge faulty thinking 189
14.2 ‘What do you believe you can’t do, however hard you try?’ quadrants 191
16.1 Strengths bull’s eye 202
17.1 The support matrix 222
17.2 Boundaries of the coaching/mentoring relationship 226
18.1 The comfort/learning matrix 232
18.2 Moments of disconnect: a process management model 237
20.1 The cross-cultural kaleidoscope 254
20.2 Progression of empathetic curiosity 263
22.1 The Coach’s Resilience Wheel 311
vii ■ ■ ■
6834 TECHNIQUES FOR COACHING PT_246x189 mm 02/06/2016 06:00 Page viii
TAB LES
2.1 Challenging vs. supporting matrix 32

6.1 Taboo areas table 83
6.2 The values matrix 97
6.3 Level of commitment 102
7.1 The Wave of Five Rhythms (Whitaker, adapted from Roth, 1990) 113
8.1 Emotional map 119
8.2 Thinking/feeling matrix 121
10.1 Turning problems into opportunities – reflection and action 136
11.1 The alignment matrix 141
12.1 Conjoint analysis matrix: an example 149
12.2 For, against, interesting, instinct 159
12.3 Example of dream job description and person specification 163
12.4 Consequences matrix 166
13.1 Responsibilities: taken and given 179
13.2 Impact matrix 179
16.1 Thoughts record form 206
16.2 Cost–benefit analysis form 209
16.3 Example of contingency planning 210
20.1 The Cultural Orientations Framework (COF) 249
20.2 The Diversity Awareness Ladder 259
21.1 The five levels of listening 271
21.2 Template for self-evaluation of coaching behaviours 276
21.3 Supervision FAQs 285
22.1 Nathan’s action list 313
■ ■ ■ viii
6834 TECHNIQUES FOR COACHING PT1_246x189 mm 02/06/2016 13:39 Page ix
ABOUT TH E AUTHORS
Natalie Lancer is Director of Higher Education at Immanuel

College in Hertfordshire and was previously Assistant Headteacher
at an ethnically diverse comprehensive school in London. Through
her work, she has recognised the desperate need for mentoring and
guidance for students in addition to their formal academic curric-
ulum. Having provided this guidance at schools and colleges,
Natalie established her own coaching practice, focused on
education and careers. She has helped countless students realise
their potential and secure places at the university of their choice.
At Birkbeck, University of London, Natalie is currently re-
searching the value of coaching undergraduates. She coaches young people as part of the
Business Skills and Personal Development Programme she designed, recognised by the
Institute of Leadership and Management. She is Director of the Educational Development and
Evaluation Centre (www.edecentre.org) and has lectured and published on coaching in the
education sector.
Natalie holds degrees from the University of Oxford and King’s College London as well
as post-graduate awards from Middlesex University and The Open University.
Professor David Clutterbuck is one of Europe’s most prolific

and well-known management writers and thinkers. He has written
60 books and hundreds of articles on cutting edge management
themes. He co-founded the European Mentoring and Coaching
Council, the primary professional organisation in the field within
Europe, and is now its Special Ambassador, promoting good
practice in coaching and mentoring internationally. He founded the
International Standards for Mentoring Programmes in Employment
and was external examiner for the Ashridge Coaching MBA from
2012 to 2015. He was voted Coaching at Work magazine’s first
Mentor of the Year and one of HR Magazine’s top 15 HR influencers. He is visiting professor
at Sheffield Hallam, Oxford Brookes and York St John Universities.
ix ■ ■ ■
6834 TECHNIQUES FOR COACHING PT1_246x189 mm 02/06/2016 13:39 Page x
ABOUT THE AUTHORS ■ ■ ■ ■
David is a serial entrepreneur, having built and sold two consulting businesses. He now
works with an international network of mentor trainers, Coaching and Mentoring International,
supporting organisations in developing capability in coaching and mentoring. He maintains
a continuous programme of research into mentoring, coaching and leader development.
He is an accomplished and controversial public speaker in high demand around the world.
The broad scope of his work can be seen on his websites: www.davidclutterbuckpartnership.
com and www.coachingandmentoringinternational.org. He likes to practise what he preaches,
setting himself the goal of achieving at least one major learning challenge each year – these
range from sky-diving to becoming a stand-up comic!
David Megginson is Emeritus Professor of HRD at Sheffield

Hallam University, UK, and founder of the Coaching & Mentoring
Research Unit in the University. His Ph.D. was from Lancaster, his
M.Sc. from UMIST and his B.Sc. from Bristol University. He is a
Chartered Fellow of the Chartered Institute of Personnel and
Development, UK, and has been on their national Membership and
Education Committee and two national working parties.
He has written and researched extensively about coaching,
mentoring, CPD and self-development. David Megginson and David
Clutterbuck founded the European Mentoring and Coaching Council (EMCC) in 1992, and
David Megginson has chaired it, jointly with Sir John Whitmore. He has been an Ambassador
for EMCC in Europe and an Honorary Vice-President of EMCC UK. David has been Chairman
of the strategy consultancy group idm, and is now its Honorary President. As an executive
coach/mentor, he works with chief executives and directors of companies and in the public
service. David also supervises the practice of professional coaches and helps them to review
their cases. He has lectured recently at the universities of Bristol, Copenhagen, Gothenburg,
Lancaster, Manchester, Manchester Metropolitan, Middlesex, Oxford, Oxford Brookes,
Warwick, inter alia.
CONTRIBUTORS AND ACKNOWLEDGEMENTS
There have been many people who have contributed to the thinking behind, and the words
in, this book, and we would like to thank them all. We apologise to any whom we may have
inadvertently omitted in the following list.
We are particularly grateful to:
Anu Ahitan, Julie Allan, Gurbinder Bahra, Caroline Beery, Sue Blow, Peter Bluckert,
Sharon Collins, Tom Cox, Lloyd Denton, Daniel Doherty, Phil Donnison, Joseph Edwards,
Peter English, Richard Field, Ruth Garrett-Harris, Bob Garvey, Terry Gibson, Marion Gillie,
Elizabeth Gordon Duffy, John Groom, Theo Groot, Richard Hale, Dianne Hawken, Sandra
Henson, Gillian Hill, Kate Hopkinson, Kate Howsley, Zulfi Hussein, Barbara Jakob, Maria
■ ■ ■ x
6834 TECHNIQUES FOR COACHING PT_246x189 mm 02/06/2016 06:00 Page xi
■ ■ ■ ■ ABOUT THE AUTHORS
Jichara, Kate Kennett, Paula King, Jan Kingsley, Eckard König, Diane Lennan, Gill Lewis, Julian
Lippi, Gladeana McMahon, Jens Maier, Ian Martin, Peter Matthews, Lis Merrick, Eileen
Murphy, Steve O’Shaughannessy, Elaine Patterson, Linda Phipps, Jenny Plaister-Ten, Karen
Price, Amarjeet Rebolo, Megan Reitz, Paul O’Donovan Rossa, Joyce Russell, Dolores Sarayon,
Gil Schwenk, Nicki Seignot, Maíre Shelly, Alan Sieler, Robert Smith, Marlene Spero, Amy
Stabler, Paul Stokes, Jenny Sweeney, Fons Trompenaars, Mike Turner, Mike van Oudtshoorn,
Constance Vieco, Mari Watson and Vivien Whitaker.
xi ■ ■ ■
6834 TECHNIQUES FOR COACHING PT_246x189 mm 02/06/2016 06:00 Page xii
FOR EWOR D
As coaches we watch as our profession grows, develops and transforms into both an activity
and community rich in capability and resource. We are now a hugely diverse group of
individuals who bring a vast array of approaches, methods and experience to bear within our
work.
In support of us all, this book brings together the consolidated experience of some of
the most learned and experienced professionals in our field. Disregarding apparent boundaries
of philosophy or doctrine, they have mined gems from a broad range of developmental models
and approaches. What they offer here is practical, workable and ultimately effective. For those
who enjoy and require an understanding of context, you will find the origins of many techniques
here for reference. For the activists amongst us, you will find simple guidance and instruction
to help you grab, try and apply what works for you. It’s more of a banquet than a light buffet
and I encourage you to try the obvious along with the less familiar, to further develop the
strength and flexibility of your own coaching practice.
Enjoy this wonderful book, I hope it supports the work that you do.
Julie Starr
Author of The Coaching Manual, The Mentoring Manual
and Brilliant Coaching
xii ■ ■ ■
6834 TECHNIQUES FOR COACHING PT_246x189 mm 02/06/2016 06:00 Page xiii
PR E FACE
Techniques for Coaching and Mentoring, Second Edition, offers the best of Techniques for
Coaching and Mentoring and Further Techniques for Coaching and Mentoring, and aims to
capture gems from our own approaches and those of a wide variety of experienced coaches
from around the world.
This book is for all coaches and mentors in both traditional and nontraditional contexts.
It is particularly valuable for students studying coaching and mentoring, as it discusses
different theoretical approaches.
Specific features of this book include:
n Easy-to-use resources for those working in the field of one-to-one coaching, giving the
user specific techniques to try, think about and develop.
n The option of downloading the techniques in an editable format from the book’s
website, to facilitate the coach developing them for the benefit of their coachees.
n A range of case studies to see how the techniques can be used in practice.
n An overview of different theoretical approaches.
n A section on ‘Themes for the Coach’ which discusses the emerging topics of coaching
across cultures, evaluation of coaching practice and what is gained by this and finally,
the importance of looking after the coach, in terms of managing psychological well-being,
resilience and development and how this influences the coachee when the coach is
perceived as a role model.
We hope this book will be an invaluable compendium to your coaching and mentoring library
and that you use it as a springboard to developing your own style and techniques.
Natalie Lancer
David Clutterbuck
David Megginson
April 2016
xiii ■ ■ ■
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6834 TECHNIQUES FOR COACHING PT_246x189 mm 02/06/2016 06:00 Page 1
I
PA R T
I NTRODUCTION
CONTENTS
1 Introduction 3
This page intentionally left blank

1 I NTRODUCTION
The ideas and techniques in this book apply to mentoring and coaching equally. To avoid
‘clunkiness’, we use the word ‘coachee’ to be a catch-all for ‘coachee/mentee/client’ the word
‘coach’ to stand for both ‘coach’ and ‘mentor’ and ‘coaching’ to represent ‘coaching’ and
‘mentoring’.
CONTEXTUALISING TECHNIQUES
It often happens that coachees become so enmeshed in the complexities of their issues that
they are too confused to participate fully in the reflective process. They need a branch to
hang on to, while they draw breath and steady themselves within the maelstrom of their
thoughts and emotions. This branch provides a practical tool or approach that they can apply
and gives them a lifebelt, so they can concentrate less on ‘what am I going to do?’ than on
‘what more do I need to understand?’
One of the keys to effective mentoring and coaching is to constantly develop your
knowledge of different philosophies, tools and techniques, but not to hide behind them. Tools
are devices that help us talk about issues, whereas techniques have a process attached to
them, i.e. how to use the tool or a model in practice. Tools and techniques help your skills
to come to the fore, and you may be able to dispense with them altogether as you reach
‘coaching maturity’ (see Part III, Chapter 22).
We suggest you work through the following questions to help you decide whether to
use a technique in your context:
1 Does the use of a tool or technique offer something that the to and fro of dialogue can’t,
and/or does it get there more quickly than a normal conversation?
INTRODUCTION ■ ■ ■ ■
2 Does it put ‘another party’ into the room – a piece of paper, a flip chart, or some other
object that coach and coachee can interrogate?
3 Is it easy to make clear to the coachee what is involved in using the tool or technique
and how the process will go?
4 Does it leave open the content of the exploration so that it does not represent a
‘queggestion’ – a suggestion disguised as a question?
5 Is it possible to ensure informed consent from the coachee?
6 Are our motives for using the technique about supporting the inquiry of the coachee,
or are we being driven towards the technique by a desire to be seen to be clever, or
(equally unhelpfully!) a desire to be seen to be helpful?
On deciding which tool or technique to use, ask yourself the following questions:
1 Have you a good enough range of tools and techniques in your store cupboard so that
you are not using a few too often, whether they offer a good fit with the coachee’s needs
or not?
2 Is it the simplest technique that will do the job?
3 Have you tried it out on yourself or on fellow coachees or fellow supervisees?
4 Are you responding to a recognised and acknowledged need or wish of the coachee?
5 Can you adapt a tool or technique that you have used before so that it more closely
matches the needs or wishes of the coachee?
6 Does the tool or technique maximise the freedom of the coachee to come to their own
conclusion about the issue and to have a say at all stages about whether to continue?
When using a tool or technique, we suggest that you:
1 Explain the principles behind the technique. Are these agreeable to the coachee?
2 Offer a brief, vivid explanation of the purpose, process, benefits and any downside risk
of using the technique. Check again for acceptance.
3 Set up and implement the technique collaboratively with the coachee.
4 Simplify it, if that is what the coachee wants.
5 Review it: Was it useful? Did it add anything compared with just talking about the issue?
6 Write up your learning from the process in a journal. Think about whether the technique
could be improved, or if you could develop your own technique around this issue.
The following questions are ones that we have found generative in developing techniques
for this book, and in our own professional practice:
n What is the barrier I have encountered?

n How does it differ from issues I have tackled before?
n Why does the coachee find it difficult to deal with?
■ ■ ■ 4
■ ■ ■ ■ INTRODUCTION
n Why do I find it difficult to help?

n Whose benefit is this approach for? Whose agenda does it address?
n What are the risks and dangers of this approach? Have I explored these with the
coachee? What’s the worst that can happen if it doesn’t work?
n Is this approach really likely to move things along?
n Am I straying into areas beyond my competence?
n Have I exhausted my existing store of techniques?
n Have I engaged the coachee in thinking of new ways to tackle the issue?
n How can I capture the core of this approach so I can repeat it?
n How and when will I reflect upon the approach?
n How will I evaluate its effectiveness? (Can I obtain relevant feedback from the coachee?
Is there some way of gaining third-party feedback? See Chapter 21 in Part III for further
ideas.)
In addition to feeling comfortable with, adapting and developing your own range of techniques,
we recommend building your own library of good coaching questions. We call them RHQs
(Really Helpful Questions) because they oblige the coachee to pause and reflect, and
examine issues, at a level well below the normal surface response. At the end of each chapter
in Part II you will find relevant RHQs. Notice the predominance of ‘How’, ‘What’ and ‘Who’
questions, and the relative scarcity of ‘Why’. ‘Why’ takes us up into abstraction, whereas
‘How’, ‘What’ and ‘Who’ take us to the specific and concrete. Both, of course, are helpful in
the right context. What is the emphasis in your own list?
COACHING AND MENTORING
One of the problems practitioners in this field face is confusion of definitions: what one group
describes as coaching, another would perceive as mentoring. This arises due to the complexity
of coaching and mentoring and the plethora of different approaches. For example, there may
be more in common between certain types of coaching and mentoring than between certain
types of coaching.
The first recorded mentor was Athena, the goddess of wisdom. Athena took on the
appearance of Mentor, a character in Homer’s Odyssey, to guide the young man Telemachus
and his father Odysseus. Mentoring can be described as using one’s wisdom (the product
of reflection on experience) to help another person build their own wisdom. Both mentoring
and coaching mean different things in different parts of the world and have been used in
markedly different contexts. For example, the US model of mentoring involves a one-way
learning process where a mentor is a sponsor or advocate for a protégé, and is often an
experienced individual in the same field.
In Europe, mentoring is usually associated with ‘developmental mentoring’ and is more
of a two-way process. The focus is on helping the mentee develop their own high-quality
5 ■ ■ ■
Figure 1.1
Influence
Diagram
(Directive)
showing the link
between
developmental
mentoring and
Traditional Sponsorship
developmental
coaching Coaching Mentoring
Personal
Performance Career
Development
Developmental Developmental
Coaching Mentoring
Influence
(Non-directive)
thinking. The mentor has wisdom and experience, but uses them to help the mentee become
courageous and develop their own wisdom rather than to impart knowledge. Similarly, some
coaching is a process that is owned and directed by the coach whereas developmental
coaching is non-directive. The coach will assume a questioning style helping the coachee to
own the thinking and the learning/solutions.
In 2016, in the UK, there are greater similarities between developmental mentoring and
developmental coaching than between, for example, sponsorship mentoring (the name given
to the US-derived approach) and developmental mentoring and between traditional coaching
and developmental coaching. The two can be thought of as being related to the context rather
than the process, as Figure 1.1 shows.
In both developmental coaching and developmental mentoring, the coach uses their
experience to craft powerful questions. Advice-giving is permissible, but not as a first resort
and only in specific circumstances. The process of advising is primarily about providing
contextual information, which the coachee does not have, so the coachee can make better-
informed decisions. (A common complaint about ineffective coaches is their over-rigid
adherence to never giving advice.) Much of the learning occurs in the reflections of the
coachee/mentee between or long after sessions. Coach and mentor both have a duty of care
towards the coachee/mentee. We will discuss this duty of care in the next section.
Sponsorship mentoring is hierarchical. The mentor’s influence and authority is important.
The learning is mainly one way, from mentor to mentee. The mentor may be a sponsor, directly
intervening to influence the career of their protégé, and is sometimes the mentee’s line
manager. Transactional/instrumental (hands-on) help and direct advice play a large role.
However, developmental mentoring is different as both parties’ experience is valued and both
work to minimise power distance. The mentor helps the mentee to think and develop personal
wisdom and to grow in self-efficacy. Learning occurs in both directions.
■ ■ ■ 6
Developmental mentoring and developmental coaching are powerful because they

focus on the individual and their own aspirations, in their timescales. They encourage people
to raise their horizons, reinforcing belief in their own potential. They bridge the experience
gap between generations. The focus of their conversations is on the quality of the
coachee’s/mentee’s thinking and it can open up new worlds for the coachee/mentee.
COACHING AND MENTORING IN NONTRADITIONAL

CONTEXTS
Although much coaching and mentoring is conducted in the business context, new contexts
in which coaching and mentoring techniques are being applied are opening up. Below we
illustrate several contexts with case studies.
Maternity mentoring and coaching

The difference between mentoring and coaching is highlighted in the maternity context.
Maternity mentoring predates maternity coaching by at least a decade. Maternity coaches
are usually externally resourced professionals, who help mothers returning to the workplace
to cope with the multiple problems and stresses of this transition. Their perspective is
perforce generic. When they are most effective, they tend to have a strong counselling or
therapeutic background.
Maternity mentors are typically women in the same organisation, who have been through
the same transition. They are able to provide context, be available as needed (and hence more
flexible in the support they offer) and keep the mother up-to-date with what is happening in
the organisation, while she is on maternity leave. They are also a much cheaper alternative.
Maternity coaches and maternity mentors may sometimes work together, but this is not
common.
MENTORING CASE STUDY – ROYAL SOCIETY OF C

CHEMISTRY (UK) A
S
With over 51,000 members and a knowledge business that spans the globe, the Royal Society E
of Chemistry (RSC) is the UK’s professional body for chemical scientists, supporting and
S
representing members and bringing together chemical scientists from all over the world. In T
2014, the Cambridge offices of RSC commenced a maternity mentoring pilot. This case study U
is a reflective account of the mentoring support received by one of the pilot mentees. D
Y
Gemma's experience
“RSC as a business is very supportive of flexible working and, following my formal request to
return to work part-time, I was pleased to be offered a brand new role working three days a
7 ■ ■ ■
C week. I knew that I would be warmly welcomed back, yet I found I was dreading the actual
A return to work. My departure had been sudden. I finished work unexpectedly for health reasons,
S without a formal close down and without a mentor. I had had a blast on maternity leave. I loved
E
being with my baby and loved my new lifestyle. Two to three months before I was due back, I
S found the ‘Sunday night’ feeling creeping back.
T On my first day back, people were so welcoming, yet I felt like the whole world had
U changed. Physically I was working in a different place, there was a new management structure
D
Y and a new manager. So despite being with the business for six years, I remember getting to
the front door and taking a big deep breath asking ‘Who am I in this workplace? What am I
doing?’ I had never had to think consciously like this before. Throughout the first day, I found
myself looking at the clock wondering ‘Can I go yet?’ I was simply not feeling myself – the
professional self, the confident self, the ‘I know what I’m doing’ self.
I think I’d completely underestimated coming back to a brand new role (new to me, new
to RSC), working part-time (my work had never been restricted by my hours before) and working
for a new boss who had been at the same level as me prior to my maternity leave. I gave myself
a month to adjust and feel better, but I knew that things weren’t right, so I approached the
Training and OD Manager to ask if she might consider mentoring me. The relationship was
born.
The mentoring support helped me to clarify what my issues were. I thought it was because
I didn’t want to leave my baby, but I think the issue was more about my relationship with myself
at work. I had been away so long, I had lost my confidence. The mentoring guided me through
and took me on a new journey to return.
I am a mentee who thrives on tools and models. Specifically, some of the tools which
worked for me included:
n Making a list of my strengths before I had the baby and strengths I brought back to the
workplace when I returned from maternity. When I analysed it, I was more organised
(because I had to be with a toddler!), actually more confident when making decisions (both
for myself and the whole family), and much more self-aware (I noticed more about myself
and work now). I recognised many issues were concerned with a lack of self-belief.
n I was asked by my mentor to write a letter to myself. Of all the things we did, I
procrastinated over this the most, yet as I got into it, it was like giving myself a stern talking
to. It was brilliant, so therapeutic, and it enabled me to draw on the things fundamental
to me, my beliefs and context. I know this is at the heart of what I do and who I am.
n Coaching cards: We used a variety of coaching cards. They were a great preparation tool;
‘Which ones speak to you today, and can be explored through the mentoring? Over time,
themes tended to come out.
n Mapping the network: The business is in constant change. It was really useful to prioritise
this, to focus on who are the immediate people to contact, why that relationship might
be important and what I wanted to get out of it. This tool also illustrated that I didn’t have
■ ■ ■ 8
to reconnect with everybody immediately and helped me to prioritise the key relationships C
I should re-develop. A
n Writing a plan of your ideal day: This taught me a lot and made it okay to say, as a new S
parent, my ideal day may not be all about work! E
n 28 days (an exercise) is one I really don’t want to forget and became a highlight. I sent S
a text to my mentor detailing something I’d achieved every day – work related (completing T
a project) or personal (making a really nice stew!). It encouraged me to focus on positive U
D
achievements and importantly, my mentor responded every single day. It cemented the Y
relationship and helped me recognise there was an awful lot going on in my life that was
really good.
Mentoring made a safe space to think about myself. As a new parent, at work and at
home, it is a busy life, and it feels indulgent to take time for reflection. The mentoring enabled
me to have that time to reflect and helped me though an enormously challenging period in my
life. I fundamentally feel like myself again. I am the Gemma from before with added benefits
of being a mother and bringing all this experience back to the workplace. I am more grateful
to my employer than I have ever been. The mentoring time and space supported my actual
return to work.”
Ethical mentoring
One of the authors (David Clutterbuck) has been instrumental in pioneering ethical mentoring.
Ethical mentoring is a confidential learning relationship between peers, aimed at helping the
mentee resolve ethical dilemmas, develop increased ability to recognise and work with
ethical issues, influence the ethical culture of their organisation and to be become more
authentic, values-driven leaders. It is about helping others to make better decisions at work
that affect the well-being of others. It provides a moral context to help people evaluate
business processes and for resolving conflict between business and social imperatives. At
its core is:
n Identifying when an ethical issue is present.

n Developing/applying a process to evaluate options.
n Checking/reviewing decisions against ethical guidelines.
The UK National Health Service has been rocked by a series of ethical scandals in recent
years. Among them:
n Misusing data to suggest that targets had been achieved, when they had not.
n Retention and unsanctioned use of dead children’s body parts, without parents’ consent.
n A dismal record of targeting and intimidating whistleblowers.
9 ■ ■ ■
South Tees region volunteered to pioneer for the NHS an approach tried some months
before in the financial services sector – ethical mentoring. The role of an ethical mentor is to
be a resource to which people can go if they have (or suspect they have) an ethical dilemma,
or if they want to report unethical behaviour but are unsure how to go about it without negative
personal consequences, or if they wish to become more ethically aware. (The latter is
important in roles where ethical dilemmas are particularly likely to occur.)
A group of internal coaches, all with considerable experience both as coaches and as
NHS employees, was invited to take part in ethical mentor training. This involved exploration
of how to add mentoring skills to their coaching expertise; and grounding in the psychology
and practical mechanics of ethicality and how people make ethical choices. Issues of
particular importance included how people tend to believe themselves to be more moral in
their choices than is really the case; and the tendency in some circumstances of medical
practitioners to place colleague loyalty above their responsibilities towards patients. The
ethical mentors rapidly found that they had a ‘market’, with a wide variety of issues being
brought to them. (See the case study, ‘Ethical mentoring at South Tees Hospitals NHS
Foundation Trust’ for more detail.)
C ETHICAL MENTORING AT SOUTH TEES HOSPITALS NHS

A FOUNDATION TRUST, BY AMY STABLER AND ANU AHITAN
S
E Our NHS Trust is a 9,000 strong organisation that has invested in training a wide range of
S leaders in coaching skills. As part of the coaching network’s continuing development, we
T undertook to learn about ethical mentoring. In the light of the Francis Inquiry, we had recognised
U that our staff are confronted with complex ethical dilemmas in their daily work, both in relation
D to direct patient care, and also in relation to the practices of colleagues and the systems within
Y
which we work.
One member of our coaching network who participated in the ethical mentoring
programme is a Patient Safety Lead Nurse and is involved with supporting staff involved in
serious clinical incidents when a patient has been harmed. Learning about ethical mentoring
has helped our coaches to create safe conversations for staff to work through ethical problems
and to confront the often distressing and frightening feelings these raise. I believe that ethical
mentoring supports us to move away from a blame culture around mistakes.
The programme opened my eyes to the social pull towards unethical behaviour that we
all experience and provided techniques for us to support colleagues to consider the ethical
dimensions of their work. What follows is an example of ethical mentoring in practice.
Amy Stabler, Organisation Development Lead
A colleague decided to share a dilemma that they have been ruminating about for many years
and weren’t sure if they should or could do something about it. I stepped into ‘role’ and started
■ ■ ■ 10
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Fig. 4.—PHOTOGRAPH OF RING NEBULA IN LYRA
(Enlarged 8 diameters)
It was now ready for the second stage of the operation the grinding
of the correct shape for the upper reflecting surface. In order to
bring the light of a star to an accurate focus this surface must be a
paraboloid of revolution, the same kind of curve given to the
reflectors of search lights or automobile headlights. The curve for
this reflector of 30 feet focus is very nearly a section of a sphere of
60 feet radius, within one-thousandth of an inch, and consequently
would nearly fit a huge globe 120 feet in diameter. The upper
surface of the disc was fine ground and polished to this spherical
surface and was then ready for the final stage, the “figuring” a
continuation of the polishing process until the centre is deepened
about a thousandth of an inch and the surface becomes accurately
paraboloidal. This “figuring,” an exceedingly delicate and difficult
process especially over such a large surface as the 72-inch, with the
added difficulty of a central hole, occupied about two years and was
not completed until nearly a year and a half after the mounting was
ready. When it is remembered, however, that the surface nowhere
deviates from the true theoretical form more than one four-hundred-
thousandth of an inch and that if one part is accidentally polished
too deep, the whole surface has again to be brought down to this
level, the exceeding delicacy of the operation is evident and the time
taken not excessive.
Accurate quantitative tests showed that the final figure is of the
highest order of accuracy and this is further clearly shown by the
practical test of direct photographs at the principal focus. Figure 4, a
six fold enlargement of a photograph at the principal focus, of the
Ring Nebula in Lyra shows how sharp and small are the star images.
Actual measurement on the original negative gives a minimum
diameter of two one-thousandths of an inch equivalent to only a
second of arc at the focus. As the images are enlarged considerably
by unsteadiness of the air and errors in guiding the star light
reflected from the whole surface of the mirror is collected into a little
disc less than a thousandth of an inch in diameter indicating the
extraordinary accuracy of the reflecting surface. Mr. J. B. McDowell,
head of the firm since Dr. Brashear’s death, and Mr. Fred Hegemann,
his chief optician, are to be highly congratulated on the perfection of
figure obtained under specially difficult circumstances. Further the
fine rendering of the detail in the ring and the strength of the two
bands in the interior indicate not only perfect figure but exceptionally
high polish.
Mounting of Mirror
This mirror, to maintain its accuracy, not only requires careful
mounting in its cell but also protection against temperature changes.
Even though 12 inches thick it would bend under its own weight of
4,300 lbs. sufficiently to affect the figure and consequently it is
supported in the cell by a specially counterweighted lever system so
that it is equably supported at twelve points and there is no
tendency to bend. A similar lever support system around the edge
prevents distortion due to constraint when it is tipped from the
horizontal position at different positions of the tube. Temperature
changes can produce much greater distortion than flexure but
Victoria has the advantage of very low diurnal range and the
temperature change around the mirror is made very small by a
lagging of cotton felt about 2 inches thick all round the sides of the
closed section of the tube, laced on with a duck cover (compare Fig.
3 with Fig. 2) and an equal thickness below and around the edge of
the mirror. By this lagging the temperature rise in the day-time is
only about half a degree while the dome temperature increases five
degrees, hence the figure of the mirror remains good whatever the
temperature changes outside.
The Principal Focus

As already indicated, the principal mirror when used alone forms an
image of the star 30 feet above, at the centre of the upper end of
the tube, and an eyepiece could be placed there for visual work or a
photographic plate for direct photographs of nebulae, etc. However,
it is generally more convenient to use a flat mirror at 45° forming
the image at the side of the tube for photographs and so the
telescope is only used in this form with a small spectrograph for the
ultra-violet region of star spectra. The course of the parallel beam of
light from the star to its image on the slit of the spectrograph is
graphically shown in Fig. 5 A and also its passage through the slit
prisms and lenses of the spectrograph. The position of the star
image on the slit of the spectrograph can be observed by a guiding
telescope extending to the edge of the tube and can be kept central
by the portable aluminium switchboard already described. The
elevating platform is of course used in work in this position.
The Newtonian Arrangement

For direct photography or visual observations at the focus of the 72-
inch mirror, the reflected cone of star light from the mirror B, Fig. 5,
is intercepted by a plane mirror also silvered on the front surface,
19·5 inches diameter and 3·25 inches thick placed at 45°. This form
of reflecting telescope was first used by Newton, hence the name.
The focus is then formed, as shown, at the side of the tube, and if a
plate is placed there and accurately guided by small eyepieces with
cross wires, photographs of any desired small region in the sky can
be obtained, Fig. 4 being made in this position, or visual
observations may be made. The oculars can easily be reached from
the observing platform for any position of the telescope.
The Cassegrain Arrangement

The most generally useful arrangement of the 72-inch telescope is,
however, the Cassegrain form, so called from the French astronomer
who first used it. About 7 feet below the focus, the conical reflected
pencil from the 72-inch mirror is intercepted by a convex mirror of
the same size as the Newtonian and of about 10 feet focal length as
seen in C, Fig. 5, and also shown in Fig. 2 and 3. This mirror turns
the light downward and, after passing through the central hole,
forms the image of the star about two feet below the mirror surface
on the slit of the spectrograph or on a visual attachment as shown.
The significant property of this combination is that the focal length is
increased from 30 to 108 feet without changing the tube length in a
somewhat similar manner to the action of a telephoto lens. It has
the same size of image and magnifying power as a refractor with a
tube 108 feet long and has the decided advantage of a much shorter
tube and smaller dome. Observations with this arrangement are
made at the lower end of the tube from the observing floor and with
much greater ease and convenience than at the upper end. Changes
from the Cassegrain to the Newtonian or Principal Focus
arrangements are readily effected by a device due to the genius of
Mr. Swasey whereby only the mirrors and attaching tubes require to
be handled, instead of the whole upper end of the tube as in
previous reflectors.
Fig. 5.—COURSE OF LIGHT IN TELESCOPE FROM STAR TO

FOCUS
Accessory Optical Parts

A full set of eyepieces giving magnifying powers from 120 to 5,000
diameters and a complete double-slide plate holder with guiding
eyepieces for direct photography at the Newtonian focus are
provided. In addition there is a visual attachment shown in diagram
C, Fig. 5, which enables the telescope to be used visually at the
Cassegrain focus without removing the spectrograph. There are
three finders attached to the telescope tube for picking up and
centering the stars. Two of 4 inch aperture and 5 feet focus, of
power about 50, one north, one south on the tube, and a long focus
tubeless finder with a lens of 7 inch aperture and 30 feet focus at
the top of the telescope tube and an ocular of power 200 at the
bottom.
The Spectrographs
Most of the astronomical work with the 72-inch telescope is
spectroscopic, photographing the spectra of the stars, and so a
description of the principles and operation of spectrographs is
desirable. Stellar spectrographs have evolved into certain definite
forms and the two spectrographs for the 72-inch telescope are
examples of the most recent types. In essence a spectrograph
consists of a narrow slit, one or two-thousandths of an inch wide, on
which the star light is focussed. That passing through the slit falls on
the collimator lens which makes it parallel and then on a prism or
prisms, triangular shaped pieces of glass which change the direction
of the light and decompose it, breaking it up into its constituent
rainbow colours. The spectrum, as it is called, is focussed by a
camera lens on a photographic plate or can be viewed by a small
telescope if desired. The course of the star light from the slit through
collimator, prism and camera lens to the plate is shown in C, Fig. 5,
while a view of the Cassegrain spectrograph showing the interior
mechanism and accessories is given in Fig. 6. The part of the
spectrum photographed is usually only the blue and violet region to
which the ordinary plate is most sensitive, and obviously no colours
appear on the negative but only a narrow dark strip which is crossed
by light or dark lines. It is from the number and position of these
lines that we obtain such a remarkable amount of information about
the physical and chemical constitution, the temperature, motion and
distance of the stars. The length of the star spectrum photographed
with one prism is about one and a third inches, twice and three
times that with two and three prisms. Its width is about one-
hundredth of an inch and in order to make it this wide the star
image has to be moved back and forward along the slit. The length
of spectrum with the ultra-violet spectrograph, which only differs
from the other in the prisms and lenses allowing the spectrum below
the violet to pass, is about one inch. A photograph of the spectrum
of iron or brass is made beside the star spectrum to serve as a
standard to determine the positions of the star lines.
Fig. 6.—STELLAR SPECTROGRAPH ARRANGED FOR USE

WITH ONE PRISM
(TEMPERATURE CASE REMOVED)
Method of Use
Every terrestrial element gives groups of lines in certain positions in
the spectrum and if we find similar groups in the star spectrum we
are sure this element is present in the star. Further if we find these
lines are displaced to red or violet of their normal position we know
that the star is receding from or approaching to us. With the one-
prism spectrograph a speed of one mile per second means a
displacement of the lines of one thirty-thousandth of an inch. Thus if
the lines are shifted to the violet by a thousandth of an inch, the star
is approaching the earth with a speed of 30 miles a second. These
displacements are accurately measured by a microscope and the
measurement of the radial velocities of the stars is one of the main
researches of this observatory. Obviously with such small
displacements to be measured the greatest care must be taken to
avoid all sources of error. The spectrograph must be exceptionally
rigid to avoid differential bending as it moves with the telescope. As
change of temperature can produce spurious shifts of the lines, the
temperature must be kept as constant as possible, this being
effected here by a very accurate electrical thermostatic device called
the Calendar Recorder which maintains the temperature constant to
one-hundredth of a degree. The optical parts must be of the highest
quality to give perfect definition to the spectrum lines and many
other precautions must be taken if accurate work is desired. The
spectrographs of the 72-inch telescope have unequalled defining
power and are the last word in convenience of manipulation and
accuracy of work.
Owing to the faintness of the star light and to its being spread out
into a spectrum a considerable time is required to photograph the
spectrum of a star, about 20 minutes for the sixth magnitude, the
limit of visibility to the unaided eye, when photographed with one
prism, while three prisms will take nearly five times as long. Hence
the necessity and use of large telescopes is not to get high
magnifying power but to collect sufficient light from the fainter stars
to enable their spectra to be photographed or other observations
made.
SECTION 5.—THE WORK OF THE
TELESCOPE
Prevalent Misconceptions
The general idea of an astronomer’s work, as gathered from the
questions and remarks of visitors, is that he sits at the eyepiece of
the telescope sweeping the heavens in a search for new planets,
comets or stars. The absolute futility of such a use of the telescope
is evident when it is realized that the main field of the 72-inch covers
only about one hundred-millionth of the sky and if only five seconds
was required to examine each field it would take more than a
lifetime to go over the whole sky once. A second misconception is
the idea that large telescopes are used for visual observations of the
planets with special reference to their habitability. No work is being
attempted at this or other large observatories on planetary detail for
which about an 18-inch refractor gives the best results and such a
large telescope as the 72-inch is quite unsuited. All scientific
observations with the 72-inch are made photographically and it is
only arranged for visual use on Saturday evenings when for two
hours visitors are allowed to observe the heavenly bodies. A third
misconception is that the astronomer only works at night. However
true this idea may have been in the days of visual observations when
the measurements were made at the eyepiece, there is certainly
now, when photography is so generally applied, more day than night
work in astronomy. Besides the advantages of permanency, accuracy
of measurement and power of recording objects beyond the range of
the keenest eyesight, the photographic method has the further great
advantage that an hour’s exposure may give sufficient material for
several days’ measurement and discussion.
Spectroscopic Work
As already indicated most of the work with the 72-inch telescope is
spectroscopic, but as also indicated modern spectroscopic
investigations cover so wide a range of research that the actual work
of the observatory is very varied. By aid of suitable spectrographs
attached to a large telescope we can measure the speed of the stars
towards or from us, their radial velocity as it is termed. We can
discover double stars too close ever to be seen double in any
telescope and we can determine the manner in which they revolve
around one another and their distance apart and mass. From the
spectra of the stars we can determine their absolute brightness as
compared with the sun and their parallax or distance. The chemical
elements present in the outer atmospheres of the stars can be
determined and the pressure in these atmospheres. The
measurement of temperatures and other physical conditions in the
stars by means of the spectroscope is now an accomplished fact and
one of the most recent developments of the spectroscopic work here
has been to provide evidence of the truth of a theory of atomic
structure and to show that the atomic constants in the enormous
furnaces of the stars are the same as on the earth. Such a catalogue
of information, obtained from an investigation of the mere quality of
the light from stars so faint as to be quite invisible to the unaided
eye and so distant that it may take thousands of years to travel to
us, is sufficiently comprehensive to be treated in more detail.
Radial Velocities
When the 72-inch telescope was in course of design and
construction, one of the greatest needs in astronomical work was
increased data in regard to the radial velocities of the stars.
Although the telescope was so designed as to be suitable for all
kinds of observational work, special attention was devoted to the
spectroscopic end. After consultation with the most prominent
astronomers an observing programme of about 800 stars whose
“proper” or cross motions across the sky were accurately known but
whose radial velocities had not been determined, was prepared and
spectroscopic observations of the stars on this programme were
commenced as soon as the telescope was completed in May 1918.
After slightly over three years’ work, observation and measurement
were completed and Vol. II, No. 1 of the observatory publications,
“The Radial Velocities of 594 Stars,” was published early in 1922. As
hitherto the radial velocities of only about 2,000 stars had been
obtained, this work was a considerable addition to existing data
about the motions of the stars and will be of great use in extending
our knowledge of the structure and motions of the universe. A
second programme of 1,500 stars has been prepared but owing to
other intervening observational work, not much has yet been done
on this new programme.
One of the auxiliary programmes undertaken and nearly completed
since the first programme is the determination of the radial velocities
of a very interesting but limited class of stars, the highest
temperature stars known, the O-type stars. The radial velocities and
other interesting data about 50 of these stars have been completed.
Spectroscopic Double Stars

In the measurement of the radial velocity of the 800 stars on the
first programme it was found that in about 180 stars successive
plates did not give constant velocities, the stars at one time
approaching at another receding from us. This phenomenon is
practically certain proof that we are measuring the velocity of a star
revolving around an invisible companion and such stars are generally
called spectroscopic binaries to distinguish them from visual binaries
which can be seen double in the telescope. Over 200 spectroscopic
binaries have been discovered at this observatory as compared with
about 700 discovered elsewhere, again a considerable addition. In
about 20 of these binaries, observations were continued until the
period of revolution, the form of the orbit, the separation of the two
stars and in some cases, their masses were determined. In a
particular class of spectroscopic binaries, the eclipsing variables,
which allow from the combination of spectroscopic and photometric
measurements the absolute dimensions to be obtained, we were
able to determine the separation of the two stars, their diameters,
densities, masses and brightnesses and the probable distances. Such
complete information has been obtained here about seven systems,
while only seven other systems have been determined elsewhere.
Absolute Magnitude and Distance

A new application of spectroscopic methods is to the determination
of the total brightness of the stars as compared with the sun and
their distance or “spectroscopic parallax” as it is called. This depends
not on the positions but on the relative intensity or strength of the
lines in the spectra of the stars and has only been developed in the
last three or four years. The absolute magnitude and spectroscopic
parallax of about 800 stars is now nearly completed and will soon be
published while as a side line the radial velocities of 125 more stars
have been determined.
Physical Conditions in the Stars

The spectrographs have also been used by one member of the staff
in the determination of the physical and chemical conditions in
stellar atmospheres, a new and difficult problem but one which
promises not only very valuable additions to our knowledge of the
constitution of the stars but may also lead to economic applications
of the greatest importance. A new method depending upon the use
of a wedge of dark glass has been applied to determining the
distribution of energy in the different parts of the spectrum of the
stars and to measuring their temperatures, while an application of
the same methods to individual lines may lead to a great increase in
our knowledge of conditions in the stars. A special investigation of
three of the high temperature O-type stars referred to above has
proved the existence in the spectra of these stars of lines predicted
as present from purely theoretical conditions but never previously
identified and has thus remarkably verified a theory of the structure
of the atom. The measurement of the wave lengths of these hitherto
unknown lines has led to an important independent determination of
the fundamental constants of atomic structure and the dimensions of
the atom and has shown that these constants and dimensions are
the same in the tremendous furnaces of the stars as in our terrestrial
laboratories, a verification of the homogeneity of matter and the
uniformity of physical laws throughout the universe. Further
interesting results from this investigation are the application of a
new theory of ionization with the probable relative abundance of the
elements to an independent determination of the temperature of
these stars.
Other Investigations
Direct photographs have been made of some nebulae and clusters
but this work is not being definitely followed at present.
Investigations into the phenomena accompanying some short period
binaries have been made and into the behaviour of the two strong
calcium lines H and K in the spectra of the high temperature stars
from which interesting and valuable results are expected. Since the
observatory commenced work two bright novae or new stars have
appeared, which have been fully observed spectroscopically here
and the results discussed. The plates of the nova in Aquila have
been loaned to the observatory at the University of Cambridge,
England, for fuller discussion and analysis.
Value of Astronomical Work

This brief sketch of the work of the observatory naturally leads to
the question frequently asked of astronomers:—What use is the
work done at observatories and what practical value can a
knowledge of the stars have in everyday life? While astronomy has
obvious practical applications to navigation and surveying yet nine-
tenths of modern astronomical research is devoted to the more or
less abstract question of the constitution and motion of the stars and
the structure of the universe. Indeed most physical and chemical as
well as astronomical research is undertaken for the purpose of
increasing our knowledge and of investigating the secrets and laws
of nature and has generally no direct practical economic application.
But it is now generally recognized by the layman as well as the
scientist that without abstract there can be no applied science and
that all the great economic and industrial applications of science
have had to be preceded by the abstract and apparently non-
practical investigations of pure science. The Great War perhaps
made more evident than ever before the absolute dependence of
applied science upon the unselfish and abstract work of pure
science.
Economic Value
In view of past experience in science it would hence be a rash
prediction to assert that the investigation of the conditions in distant
stars can have no practical application upon earth. It may be of
interest to point out one possible application of astrophysical
research.
It is generally agreed that one of the most important economic
problems of the not far distant future will be the provision of sources
of energy to replace our rapidly depleting supplies of coal and oil. It
appears now that the most probable solution of this problem will
consist in the development of some method for utilizing the
inexhaustible stores of energy contained in the atoms of matter.
Modern research on conditions in the stars has made it practically
certain that the enormous supply of energy, which has been radiated
into space for aeons of time from these bodies, can only be
maintained undiminished by the energy released by the
transformation of atoms in the interior of the stars, where conditions
of temperature and pressure prevail at present unattainable in
terrestrial laboratories. The most hopeful line of attack upon this
tremendously important economic problem hence seems to lie in the
systematic astrophysical investigation of conditions in the stars
supplemented by physical and chemical researches on the structure
of the atom.
Ethical Value
While astronomers and scientific men generally fully realize the value
of the practical applications of science, their main purpose is the
search for truth and the extension of our knowledge of nature. While
it is possible that investigation of the stars may have immense
economic value, it is certain that it has tremendous ethical value
giving us a clearer knowledge of the laws of nature and of our
relations to the wonders of creation. Astronomy is the oldest and in
many respects the most important of the sciences and its study,
through the ages has been one of the most elevating influences on
human character. Poincaré has well said that if the earth had been
so continuously covered with clouds that the heavenly bodies could
not be seen, mankind would still be in a primitive state and under
the domain of superstition. The main superiority of modern over
ancient civilization does not consist in the greater abundance of the
necessities and luxuries of life, although this is undoubtedly due
primarily to scientific research, but to the elevating influences of the
truer conceptions of nature made possible by the abstract study of
astronomy and other sciences.
It has been truly said that the degree of civilization of a country may
be judged by the support it gives to the study of astronomy. By the
establishment and maintenance of the Dominion Observatory at
Ottawa and of the Dominion Astrophysical Observatory at Victoria
with the second largest telescope in the world, Canada has a just
claim on this criterion to the favourable estimation of the scientific
world.
VICTORIA, B.C.,
May, 1923.
TRANSCRIBER’S NOTE:
Obvious typographical errors have been corrected.
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Techniques for Coaching and Mentoring 2nd Edition Natalie Lancer download pdf

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Techniques for Coaching and Mentoring 1st Edition David

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n Easy-to-use resources and techniques for one-to-one coaching.

David Megginson is Emeritus Professor of Human Resource Development at Sheffield

Natalie Lancer, David Clutterbuck

First published 2005

ISBN: 978-1-138-91373-8 (hbk)

Typeset in Akzidenz Grotesk

List of figures vii

PART II: COACHING AND MENTORING TECHNIQUES 21

5 Helping the coachee articulate their issues 55

6 Exploring beliefs and values 78

7 Setting and pursuing goals 103

8 Managing emotions 118

9 Managing relationships 128

10 Building support, influence and learning 131

11 Techniques for teams 139

12 Managing choices and decisions 147

13 Understanding context and systemic thinking 170

14 Developing resilience/coping with setbacks 187

16 Helping the coachee raise self-awareness/self-understanding/self-honesty 200

17 Managing boundaries 220

18 Dealing with problems in the coaching relationship 230

19 Ending the coaching relationship 239

PART III: THEMES FOR THE COACH 243

21 Evaluating your coaching 265

22 Looking after yourself as a coach 301

1.1 Diagram showing the link between developmental mentoring and

2.1 Challenging vs. supporting matrix 32

Natalie Lancer is Director of Higher Education at Immanuel

Professor David Clutterbuck is one of Europe’s most prolific

ABOUT THE AUTHORS ■ ■ ■ ■

David Megginson is Emeritus Professor of HRD at Sheffield

CONTRIBUTORS AND ACKNOWLEDGEMENTS

■ ■ ■ ■ ABOUT THE AUTHORS

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When using a tool or technique, we suggest that you:

n What is the barrier I have encountered?

n Why do I find it difficult to help?

COACHING AND MENTORING

Developmental mentoring and developmental coaching are powerful because they

COACHING AND MENTORING IN NONTRADITIONAL

Maternity mentoring and coaching

MENTORING CASE STUDY – ROYAL SOCIETY OF C

n Identifying when an ethical issue is present.

C ETHICAL MENTORING AT SOUTH TEES HOSPITALS NHS

The Principal Focus

The Newtonian Arrangement

The Cassegrain Arrangement

Fig. 5.—COURSE OF LIGHT IN TELESCOPE FROM STAR TO