Andrew Gilbert – författare

It's a tough job being a manager.

How do you manage performance? If you come across as too directive you may get a reputation for harshness. If you are too nice you risk being known as a gullible and easily outmanoeuvred. Neither approach works.

'Employee engagement' is the magical ingredient: it makes staff genuinely committed, creating excellent work. Few organizations actually achieve it, though all say they want it. Coaching is the most reliable a way of producing it.

In Manager as Coach, Jenny Rogers challenges many of the traditional assumptions about what works in management and shows you, step by step, how to be a brilliant manager and get fantastic results:

"This pragmatic book will stimulate managers to drive higher performance and get the best out of people. In such a challenging environment, this can only be good for business!"Carolyn McCall, CEO, Easy Jet

"A must-read for any manager working to foster the right culture. Belief in excellence and the ability to enable people to perform at their best is fundamental for generating and sustaining high performance."Johanna Friedl-Naderer,Region Vice President, Biogen Idec

"I believe this common-sense, simple approach would motivate both managers and individuals to change and empower them to improve their own performance."Michael Parr, CEO, British Arab Commercial Bank

Jenny Rogers is one of the leading executive coaches in the UK with more than 20 years of experience. Her clients are typically chief executives and directors of large organizations. She writes extensively about coaching and leadership and has trained many hundreds of managers in coaching skills in the UK and internationally.

Karen Whittleworth is an acclaimed trainer, coach and coach supervisor, and the founding director of Worth Consulting Ltd.

Andrew Gilbert is an internationally known as a speaker, trainer and executive coach. He is the co-director of Worth Consulting Ltd.

There are only a few studies that investigate the actual small-scale classroom processes and approaches that allow for students to participate in “doing” critical science and none that compare CSE to traditional classroom contexts. In a critical science classroom student’ thoughts, beliefs, and questions serve as the starting point for scientific investigation where an underlying goal is for students to students to utilize this scientific knowledge to empower their own lives. One must ask, “What would this process look like? What would happen to the students?” Pruyn (1999) argued that the difficult nature of this type of research has limited the number of studies that investigate small-scale critical classroom approaches. These classroom interactions and approaches will provide valuable insights into the diffi cult processes that must exist for students to begin to develop transformative notions of the world.