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The paper aims to review the latest management developments across the globe and pinpoints practical implications from cutting‐edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

At what point is the line between executive coaching and therapy crossed, and exactly how do managers differentiate between the two disciplines? These are questions which Peter Bluckert's article, “The similarities and differences between coaching and therapy”, addresses, while attempting to lend definitions to both. These questions are becoming more pertinent as time goes on, due to the increasing popularity of the coaching and mentoring system.

Provides strategic insights and practical thinking that have influenced some of the world's leading organizations.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy‐to‐digest format.

In this article the author, Managing Director of the leading coaching and coach training company, Peter Bluckert Coaching, and founder member of the European Mentoring and Coaching Council, sets out a personal view on the current state of the coaching market. That market, and, indeed, the profession of coaching, is fairly young, but it is one that he expects will undergo significant changes in the next few years, spurred by the demands of an increasingly discerning client base. Clients will look to employ coaches who are truly adding value and coaches will need to differentiate themselves in the market place through the quality of their initial training, the extent to which they are committed to ongoing personal development and supervision and their ability to operate at a deeper level with individuals. The author welcomes the greater professionalisation of coaching and looks to a lead body to take forward that process of change.

Aims to examine the two main groupings of definitions of executive coaching: those which focus on learning and development leading to performance improvement and those which are located around change. From there it follows the proposition that psychological‐mindedness is the foundation of psychologically focused coaching.

Definitions of coaching are presented to set the context. Then the term psychological‐mindedness is described and the key aspects explored. These are: the capacity to reflect on one's own and others’ thoughts, feelings and behaviours, and derive meaning and learning from that reflection. It requires a level of self‐ and social awareness. The paper then looks at how psychological‐mindedness can be developed through a range of personal development processes and argues that these should be conducted both in one‐to‐one situations and in groups in order to derive the benefit of feedback. Finally, the training and development of executive coaches are explored.

The arguments presented here point to a need to shift the emphasis of coach training to incorporate an equal focus on the personal development of the coach.

There is little in the literature about executive coaching which addresses the importance of psychological‐mindedness; nor very much about how to develop it. This article also challenges the notion that advanced coach training should only focus on theory and practice development and advocates a more balanced approach.

This article sets out to explore the similarities and differences between coaching and therapy – a subject of great interest currently within coaching and therapy fields.

The objectives are achieved by examining the convergence of approaches and thinking within these fields, as well as exploring theoretical contributions to the debate.

Coaching and therapy have a number of similarities. However, as this article explores, the two disciplines are in many ways, considerably different, particularly in terms of context issues bought to sessions and the ultimate intension. Typically, the skill sets required for each differ. Practical considerations such as terms of contract, length of session, pricing and boundaries also vary greatly.

The paper examines in greater detail a subject which is of very definite interest to both coaching and therapeutic practitioners, and also examines the popular argument in greater depth.

The paper aims to examine the coaching relationship as a critical success factor in executive coaching. It also aims to set out the characteristics of a successful coaching relationship and how to establish it.

The basic proposition of this article is set out in the introduction – that the coaching relationship is not just a critical success factor, but arguably the critical success factor in successful coaching outcomes. From there, the characteristics of a successful coaching relationship are explored. The link is made to client‐centred counselling and to the influence of “Rogerian” thinking. Key characteristics of the coaching relationship such as rapport, trust, support and challenge are critically examined. Finally, the implications for coach training are set out.

The arguments presented here point to a need to shift the emphasis of coach training more strongly towards the coaching relationship.

A great deal of current literature about executive coaching is focused on models and techniques: this article challenges that approach and reminds the reader of the importance of the coaching relationship as a critical success factor in executive coaching.

Men are faced with major new challenges in both their work environments and their personal lives. As such, more and more men are looking for places to explore the prominent issues in their lives. This article speaks to the experience of four Men's Groups and examines how the groups operated and what came out of them. It reflects on the process of personal change for these men and its implications for leadership development. Certain key ingredients for creating a change environment are identified: support, good listening, challenge, taking risks and making close, genuine connections with each other. It suggests that men can and do change, particularly if they make a strong commitment to their own development and learning. The importance of personal counselling and therapy work to this change process is outlined in some detail.

My aims in this chapter are to discuss alternative ways of doing education and research, and thereby highlight key contributions from Paulo Freire, Orlando Fals-Borda and Dorothy Lee, to active learning, participatory action-research and intercultural dialogue. These scholars were heirs of the university reform movements of the twentieth century, and their vital legacy is alive as shown in this book. The enclosed ideas and illustrations of transformative research and education draw from my academic experience in various corners of the world and points in time.

In the face of the erosion of democracy and the reemergence of authoritarian styles of rule and leadership in the contemporary world scene, the author reintroduces the anthropological and pedagogical insights of Dorothy Lee and Paulo Freire in the ongoing debate on active learning and higher education. In the case of Dorothy Lee, these insights refer to “valuing the self” of the student, and to the value of learning (values) from “remote cultures” and, last but not least, on the meaning of freedom and autonomy bounded by culture and structure in the teaching–learning process. In the case of Freire, the author selectively points to: (1) the value of community as a sociocultural anchor of identity, freedom, and autonomy, (2) the view of education as a tool for raising awareness, critical thinking, inspiration, hope, empowerment, cultural action, and social transformation, and (3) the view on citizenship education. The author discusses, in this regard, the significant role assigned by Dorothy Lee and Paulo Freire to the neglected notions of dialogue, freedom, culture, self, autonomy, and structure. Lastly, the author argues in favor of reincorporating the pedagogical insights of Dorothy Lee and Paulo Freire in the curricula and structure of higher education and also reminds those concerned with upholding democracy that these formative values and concepts were acknowledged in the early conception and development of active learning.