Learning and Development Practice Essay

Custom Student Mr. Teacher ENG 1001-04 18 September 2016

Learning and Development Practice

1. Directive: Is where the coach offers the coachee solutions, tools and techniques for moving forward. The coachee may like to be offered solutions however the danger is that the solution may not be appropriate for the coachee’s situation and consequently may not feel fully committed to the solution provided. 2. Non-Directive: Is coaching in the true sense of the word 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 rarely even give the coachee suggestions, although through skilful questioning they will help the coachee to see their situation from a different perspective, gain clarity, uncover options, challenge inconsistencies and hold the coachee accountable to their actions.

‘Directiveness’ Scale

Directive ———————————————————————— Non-Directive – I know how – You know how
– I tell you – You tell me
– You follow instruction- You decide

Starr, J. 2008. The Coaching Manual. Person Education LTD. Pg20. Although I have given an idea of what directive and non-directive coaching styles are. These styles can be seen on a sliding scale. A tool for the coach to use, dependent on the situation and where the questioning leads. The coach my not always use one style over another but can slide up and down the scale to enhance the coachee’s answer and gain clarity where needed, or dependent on the experience of the coachee. With the ultimate aim that the coachee leaves empowered to move forward with action points to achieve goals. 1.2 How coaching differs from other L&D methods


Counselling a therapeutic intervention usually around a personal deep rooted issue from a person’s past that is affecting a person in the present. Counselling provides intervention strategy’s 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 based around performance related issues and not personal. (Beevers, 2010).

1.3 How coaching can meet organisational objectives

Coaching can meet organisational objectives by Staff engage and have a greater awareness of organisations objectives. Implemented agreed actions during coaching process show recorded outcomes which means the organisation has measurable results of learning within staff PDP’s. Shows an organisation has a learning culture – investing in their people. If coach is line manager they will enhance management capabilities within the organisation.

1.4 Coaching roles
The Coaches role

Establishes 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, activity listening, being non-judgmental. Shows confidence in coachee to find own solutions. Helps coachee gain insight through questioning, listening and challenging them. Encourages forward movement and thinking.

Helps coachee set SMART goals and feedback on those goals.
Holds coachee accountable for his/her own progress and does not own the actions.

The Coachee role
Commits to the coaching process and be an active part.
Takes ownership of their progress.
Is honest, open and shares information with the coach.
Willing to discover more self awareness.
Takes ownership and willingness 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 coaching

Increased Confidence and self awareness from developing own solutions and goals (ILM,2007). Dedicated time to discuss own performance and ownership on how to improve it. Better understanding of their contribution within their role related to the organisations objectives.


Motivated staff leading to better staff retention throughout the organisation. Improved communication and relationships between management and staff. Improve business knowledge and skills in specific areas related to the organisation (ILM, 2007).

1.6 How to implement a coaching culture 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 small 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 coaching


Coach will have existing knowledge of the organisation and understands the organisations 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.


Coachee 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 normal workload to coach if internal employees are trained to become coaches (Harrison 2009).

Beevers, 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] Available at [Accessed 31/09/13].

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