Learning and Development Practice Essay

1. Directive Is where the posture spells the equipageee solutions, tools and techniques for moving beforehand. The checkee may like to be offered solutions however the danger is that the solution may not be confiscate for the cultivateees situation and consequently may not feel amply committed to the solution provided. 2. Non-Directive Is learn in the true sense of the in reportigence service where the coach simply asks the coachee questions to allow the coachee to find your own solutions. A non-directive coach will not offer the coachee advice and rargonly even give the coachee suggestions, although with skilful questioning they will help the coachee to see their situation from a different perspective, gain uncloudedness, uncover options, challenge inconsistencies and hold the coachee accountable to their actions.Directiveness outperformDirective Non-Directive I know how You know how I tell you You tell me You follow instruction- You decideStarr, J. 2008. The Coachi ng Manual. Person Education LTD. Pg20. Although I behave given an idea of what directive and non-directive teach styles are. These styles toilette be seen on a sliding scale. A tool for the coach to use, underage on the situation and where the questioning leads. The coach my not always use unrivaled style over another but can slide up and down the scale to conjure the coachees answer and gain clarity where needed, or dependent on the experience of the coachee. With the ultimate aim that the coachee leaves charge to move ahead with action points to achieve goals. 1.2 How teach differs from other L&D methodsCounsellingCounselling a therapeutic intervention unremarkably around a personal deep rooted make love from a persons past that is exciseing a person in the present. Counselling provides intervention strategys to cope with the personal issue by delving into the persons past. Coaching although can bring out emotions from the coachee, tends to be forward looking and is ba sed aroundperformance related issues and not personal. (Beevers, 2010).1.3 How coaching can meet organisational objectivesCoaching can meet organisational objectives by module engage and have a greater awareness of organisations objectives. Implemented agree actions during coaching act show recorded outcomes which means the organisation has measured results of learning within staff PDPs. Shows an organisation has a learning socialization investing in their people. If coach is business distinguish manager they will enhance management capabilities within the organisation.1.4 Coaching eccentricsThe Coaches roleEstablishes the boundaries, e.g. Frequency and length of sessions as well as the session structure. Explains what coaching is and is not, and asks permission to explain when issues go beyond what is permissible in coaching. Helps the coachee set goals through questions. Showing interest, application listening, being non-judgmental. Shows confidence in coachee to find own solutions. Helps coachee gain appreciation through questioning, listening and challenging them. Encourages forward movement and thinking.Helps coachee set fresh goals and feedback on those goals.Holds coachee accountable for his/her own progress and does not own the actions.The Coachee roleCommits to the coaching process and be an active part.Takes ownership of their progress.Is honest, open and shares nurture with the coach.Willing to discover more(prenominal) self awareness.Takes ownership and ordainness to move forward with agreed actions to achieve goals. Understands that the coach is only human and that mistakes from both the coachee and the coach may be made along the journey.1.5 The benefits of coachingIndividual change magnitude Confidence and self awareness from developing own solutions and goals (ILM,2007). Dedicated clock time to discuss own performance and ownership on how to improve it. divulge understanding of their contribution within their role related to the organisations objectives.Organisation actuate staff leading to better staff retention throughout the organisation. modify communication and relationships between management and staff. Improve business companionship and skills in specific areas related to the organisation (ILM, 2007).1.6 How to implement a coaching cultivation within an organisation Bringing in external coaches would be dependent on cost External coaches are costly, although may be more dependent and more reliant to complete agreed actions, but are more likely to be used short term and trivial scale (Beevers, 2010). External coaches are more likely to be brought to coach executive level management (Beevers, 2010), or to train up in-house coaches who can then coach at lower levels of management and/or line managed staff within the organisation as part of the development process (Harrison, 2009). 1.7 Developing in-house coachingAdvantagesCoach will have existing knowledge of the organisation and understands the org anisations objectives. Can be more cost effective when coaching a large workforce in comparison to bring in an external coach. As a manager/coach can offer immediate coaching to team members when issues arise.DisadvantagesCoachee may not be willing to open up to coach about issues, especially is coach is their line manager due to lack of trust of confidentiality. Conflict of interest if coach is a manager They have their own targets to achieve which might affect the aims or outcome of the coaching session. Costs of training, supervising and time from frequent workload to coach if internal employees are trained to become coaches (Harrison 2009).ReferencesBeevers, K and Andrew, R., 2010. Learning and Development Practice. CPID. Harrison, R. 2009., Learning and development. 5th edition. CIPD. ILM. May 2011., Creating a coaching culture. ILM.Starr, J. 2008., The Coaching Manual. Person Education Ltd.Advantages and disadvantages of different types of coaching relationship Online on t ap(predicate) at Accessed 31/09/13.