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Strategies to Build Culture - Assignment Example

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Strategies to Build Culture RELATIONSHIP BASED PROFESSIONAL DEVELOPMENT Table of Contents RELATIONSHIP BASED PROFESSIONAL DEVELOPMENT 3 Introduction 3 Elements of Relationship Based Professional Development (RBPD) Strategy 4 Types of Relationship Based Professional Development (RBPD) 4 Coaching 4 Mentoring 5 Technical assistance 5 Consultation 5 Conclusion 5 References 6 Strategies to Build Culture RELATIONSHIP BASED PROFESSIONAL DEVELOPMENT Introduction There are various strategies which are used to build culture and the objective of this paper is to discuss one of the strategies used for building culture…
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Strategies to Build Culture RELATIONSHIP BASED PROFESSIONAL DEVELOPMENT Table of Contents RELATIONSHIP BASED PROFESSIONAL DEVELOPMENT 3 Introduction 3 Elements of Relationship Based Professional Development (RBPD) Strategy 4 Types of Relationship Based Professional Development (RBPD) 4 Coaching 4 Mentoring 5 Technical assistance 5 Consultation 5 Conclusion 5 References 6 Strategies to Build Culture RELATIONSHIP BASED PROFESSIONAL DEVELOPMENT Introduction There are various strategies which are used to build culture and the objective of this paper is to discuss one of the strategies used for building culture. The strategy selected for discussion is ‘Relationship Based Professional Development.’ This strategy can be efficiently used for building relationships within an educational or work setting. Two articles namely “Building Relationships with Senior Campus Administrators: Strategies for the New College Library Director (Bergman, 2011)” and “Organizational culture, formal reward structure, and effective strategy implementation: A conceptual model (Bushardt, Glascoff & Doty, 2011)” have been selected by using the Ashford University Library databases. These two articles focus on using relationship based professional development (RBPD) strategy in either the classroom or in a professional development setting. The paper provides a detail description of the strategy selected and summarizes the findings of the two research articles. It also discusses how this strategy may benefit the culture within our school or workplace to improve instruction. Relationship based professional development (RBPD) is an approach in which relationships are used as a tool for improving the quality of learning, and this strategy is effectively used in systems of professional development. In RBPD strategy, a professional relationship based approach is used for developing the skills and improving learning of those who have less experience and skills by providing them support and opportunities with the help of those providers who are more experienced and skilled. “Differences in the type of RBPD are based on the type of relationship, the purpose of the activity, and how information is shared between the expert and client (NCCIC, 2008).” Elements of Relationship Based Professional Development (RBPD) Strategy There are several elements which are integral part of RBPD strategies and some of them are: 1) “Specified qualifications or defined competencies for the skilled professional; 2) A defined outcome or purpose; program policies, procedures, and reporting mechanisms; 3) A tracking system; 4) And ongoing training and support (Bergman, 2011).” Types of Relationship Based Professional Development (RBPD) There are four types of Relationship Based Professional Development (RBPD) which are most commonly used. These four types may have different but similar titles and they are Coaching, Mentoring, Technical assistance and Consultation. Coaching Bushardt, Glascoff & Doty (2011) defined coaching as a relationship in an educational or work settings in which the expertise and skills of a person is used to develop skills of other person(s). It is used to enhance skills of an individual as well as to add more skills for professional and personal development. Coaching relationships are based on participation of clients for empowering their skills and developing accountability until desired results are achieved. Technical coaching and cognitive coaching are two most common examples of coaching. Coaching is defined as: “…an adult learning strategy that is used to build the capac­ity of a parent or colleague to improve existing abilities, develop new skills, and gain a deeper understanding of his or her practices for use in current and future situa­tions (Bergman, 2011).” Mentoring Mentoring is defined as a relationship in an educational or work setting in which the experience of a skilled person is partnered with others for their professional and personal development. Mentoring relationships aim to improve productivity of an individual. Technical assistance Technical assistance is defined as a relationship in an educational or work setting in which technical expertise and knowledge of a person is shared with others for their improvement. Technical Assistance relationships are used for utilizing the best practices for the growth and development of individuals as well as organizations. Consultation Consultation is defined as a relationship in educational or work setting in which the services of a person is taken for resolving various work related problems. Consultation relationships are built on the basis of the expertise which the consultant has and the available resources are used for resolving the issues with the help of the consultant. The consultant helps in identifying needs and implementing solutions for the emerging problems. Consultation focuses on task and time while providing expertise and resolution for strengthening skills. Conclusion The Relationship Based Professional Development (RBPD) strategy may benefit the culture within our school or workplace to improve instruction. Different types of strategies such as coaching, mentoring, technical assistance and consultation can be used for improving instructions related to different objectives. For example, coaching can be used for early childhood education for improving teaching and instruction approaches, building skills to solve problems and enhancing relationships between students. Mentoring can be used for meeting changing needs and expectations of instructions and teachings, technical assistance improves instructions by embracing new technical approaches while consultation can be beneficial for developing curriculum and lesson plan, training staffs, designing educational environment for instruction in our school or workplace. References Bergman, S. S. (2011). Building Relationships with Senior Campus Administrators: Strategies for the New College Library Director. A conceptual model. Journal of Library Administration. 51(2), 159-178. Retrieved from http://mncpd.org/docs/RBPD%20Web %20site%20Jul%202009_files/RBPD_Web_site_Jul_2009.htm Bushardt, S. C., Glascoff, D. W., & Doty, D. H. (2011). Organizational culture, formal reward structure, and effective strategy implementation: A conceptual model. Journal of Organizational Culture, Communication and Conflict, 15(2), 57-70. Retrieved from http://search.proquest.com/docview/886553449?accountid=32521 National Child Care Information and Technical Assistance Center, (2008). RBPD: Models, qualifications, training, and supports. http://nccic.acf.hhs.gov/poptopics/rbpd.html?&printerfriendly=true Read More
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